TEST BANK For Prepared by:
Alan Swinkels St. Edward’s University
Psychology Fourteenth Edition Carol Wade Dominican University of California
Carol Tavris Samuel R. Sommers Tufts University
Lisa M. Shin Tufts University
TOTAL ASSESSMEN T Topic/
Chapter 1 WHAT IS PSYCHOLOGY?
GUIDE
Remember the Facts
Understand the Concepts
Apply What You Know
Analyze It
Learning Objective POP QUIZ 1
Multiple Choice
1,3,4,6-10
2,5
POP QUIZ 2
Multiple Choice
2-7,9,10
8
Multiple Choice
1,4
5
3,8,11
True/False
1-7 4
1-3
Psychology, Pseudoscience, and the Perils of Common Sense 1.1.A – Define psychology, and describe how it addresses daily life from a scientific perspective. 1.1.B – Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding psychological issues.
Thinking Critically about Psychology 1.2.A – Explain why critical thinking applies to all scientific pursuits and why it should also guide everyday judgments and decisionmaking. 1.2.B – Identify important steps to critical thinking, and give an example of how each applies to the science of psychology.
Short Answer Essay
1 6,7,9,10
2
1
15,25-27
13,14,20,21,23 , 24
Integrative Essay Multiple Choice
16,18,19
12,17,22
True/False
8,9,15,16,19,23, 24
10-14,17,18, 20-22
Short Answer
5-7
6,8
Essay
3,4
Integrative Essay A History of Psychology: From the Armchair to the Laboratory
Multiple Choice
28,29,32,34,35,3 7, 39-47,49,5154,58,59,61,62,6 4,65,6874,76,78
50,56,60,67,75 ,77,79
True/False
25-48,50-64
49
Short Answer
10
9,11-14
1.3.A – Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. 1.3.B – Discuss some of the influential perspectives and individuals in the early years of modern psychology.
38,48,57,63
30,31,33,36,55 ,66
Essay
5
Integrative Essay
2
(Continued on next page)
Topic/
Remember the Facts
Understand the Concepts
Apply What You Know
Multiple Choice
80,82-84, 89, 91, 93,97,101, 102,104,107,108
87,94,96,98,10 0
81,86,88, 90,92,95,99,10 3
True/False
65,66,6973,78,80-82,8486
67,68,7477,79, 83
Short Answer
15,16,18
17
Analyze It
Learning Objective Psychological Science Perspectives 1.4.A – List and describe five pillars of psychological science. 1.4.B – Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry.
Essay
85
6
Integrative Essay
What Psychologists Do 1.5.A – Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. 1.5.B – Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists.
Multiple Choice
113,114,116120, 122124,127
True/False
87-106
Short Answer
19,23
Essay Integrative Essay
110,112,115, 128,129
121,125,126
20,22
21
111
7
Name __________________________________________________________
Chapter 1 – Pop Quiz 1
1. Psychology is defined as a scientific discipline concerned with __________. a. understanding how the larger social structure impacts the thoughts of individual people b. behavior and mental processes and how they are affected by an organism‘s physical state, mental state, and external environment c. providing mental health care to the community at large d. manipulating behavior, with the goals of reducing the prevalence of psychological disorders and maintaining an ordered society
2.
The ability and willingness to assess claims and make objective judgments on the basis of well-supported reasons and evidence rather than on emotion or anecdote is called __________. a. b. c. d.
3.
Some forerunners of psychological science proposed the concept of phrenology, which in Greek means __________. a. b. c. d.
4.
Sigmund Freud John Locke William James Wilhelm Wundt
__________ emphasized understanding the purpose of behavior, as opposed to its analysis and description. a. b. c. d.
6.
a map of thoughts a map of behavior study of the mind study of mental diseases
Who established the first psychological laboratory in 1879? a. b. c. d.
5.
applied psychology critical thinking functionalism introspection
Structuralism Functionalism Humanism Behaviorism
__________ founded the field of psychoanalysis. a. Sigmund Freud b. William James
c. Wilhelm Wundt d. E. B. Titchener
7.
Which current psychological pillar focuses on how people reason, remember, understand language, and solve problems? a. b. c. d.
8.
The __________ perspective is a pillar of psychology that emphasizes bodily events and changes associated with actions, feelings, and thoughts. a. b. c. d.
9.
biological learning cognitive sociocultural
Matsumo studies how people change and grow over time physically, mentally, and socially. Matsumo most likely is a(n) __________ psychologist. a. b. c. d.
10.
the learning pillar the cognitive pillar the developmental pillar the psychodynamic pillar
industrial/organizational developmental educational psychometric
In almost all states in the U.S., a __________ is required to obtain a license to practice clinical psychology. a. b. c. d.
doctorate master‘s degree medical degree certificate from a psychoanalytic institute
Chapter 1 – Pop Quiz 1 Answer Key
1.
b
Rationale: Psychology is a science that uses empirical methods to investigate behavior and mental processes and how they are affected by an organism‘s physical state, mental state, and external environment. (Remember the Facts, Moderate, LO 1.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
2.
b
Rationale: Critical thinking is the ability and willingness to assess claims and make objective judgments on the basis of well-supported reasons and evidence rather than emotion or anecdote. Critical thinkers are able to look for flaws in arguments and to resist claims that have no support. (Understand the Concepts, Moderate, LO 1.2.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
3.
c
Rationale: Phrenology is a Greek word meaning ―the study of the mind.‖ Phrenologists argued that different brain areas accounted for specific character and personality traits, such as stinginess and religiosity. (Remember the Facts, Moderate, LO 1.3.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains)
4.
d
Rationale: Wilhelm Wundt established the first psychological laboratory in Leipzig, Germany, in 1879. (Remember the Facts, Easy, LO 1.3.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains)
5.
b
Rationale: Functionalism emphasized the purpose of behavior, whereas structuralism examined the basic elements of the mind. (Understand the Concepts, Easy, LO 1.3.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains)
6.
a
Rationale: Sigmund Freud was the founder of psychoanalysis. Wilhelm Wundt is referred to as the founder of modern, scientific psychology. (Remember the Facts, Easy, LO 1.3.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains)
7.
b
Rationale: The cognitive perspective focuses on mental processes in perception, memory, language, problem solving, and other areas of behavior. It is a fundamental pillar of contemporary psychology. (Remember the Facts, Easy, LO 1.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology)
8.
a
Rationale: The biological perspective focuses on how bodily events affect behavior, feelings, and thoughts. Biological psychologists study how these physical events interact with events in the external environment to produce perceptions, memories, emotions, and vulnerability to mental disorder. (Remember the Facts, Easy, LO 1.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology)
9.
b
Rationale: Developmental psychologists study how people change and grow over time. (Remember the Facts, Moderate, LO 1.5.A, APA 1.1 Describe concepts, principles, and overarching themes in psychology)
10.
a
Rationale: In almost all states, a license to practice clinical psychology requires a doctorate. Most clinical psychologists have a Ph.D., some have an Ed.D., and some have a Psy.D. (Remember the Facts, Easy, LO 1.5.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
Name __________________________________________________________
Chapter 1 – Pop Quiz 2
1.
Which observation helps to explain why so many people seek guidance from psychics? a. b. c. d.
2.
_________ is the first step in the process of critical thinking. a. b. c. d.
3.
William James Joseph Gall John Locke E. B. Titchener
__________ is to what as ________ is to why in the understanding of behavior and mental events. a. b. c. d.
6.
introspection functionalism phrenology behaviorism
__________, a student of Wilhelm Wundt‘s, popularized Wundt‘s general approach to scientific psychology and applied the name structuralism to it. a. b. c. d.
5.
Defining terms Asking questions and being willing to wonder Analyzing assumptions and biases Examining the evidence
Which pursuit was a classic pseudoscientific theory that related bumps on the head to personality traits, and did not disappear until well into the 20th century? a. b. c. d.
4.
There is empirical evidence that many psychic predictions are accurate. Seeing a psychic is cheaper than seeing a therapist, and the benefits are about the same. Belief in psychic abilities gives people a sense of control and predictability. Psychics use subliminal messaging to manipulate people‘s beliefs.
Functionalism; structuralism Structuralism; functionalism Psychoanalysis; structuralism Functionalism; psychoanalysis
One of the leading proponents of functionalism was __________. a. Sigmund Freud b. William James c. Wilhelm Wundt
d. Florian Schneider
7.
__________ argued that searching for building blocks of experience was a waste of time, because the brain and the mind are constantly changing. a. b. c. d.
8.
Functionalists Structuralists Psychoanalysts Fundamentalists
Some psychologists work in basic psychology, conducting research, whereas others work in applied psychology. The two approaches are __________. a. diametrically opposed to one another b. complementary c.
based in very different perspectives
d. identified by the amount of education the psychologist has acquired
9.
The term __________ is unregulated, and so, a practitioner in this area may have an advanced professional degree or no degree at all. a. b. c. d.
10.
clinical psychologist psychiatrist psychoanalyst psychotherapist
A __________ is a medical doctor who diagnoses and treats psychological disorders, and takes a more biological approach compared to other psychotherapists. a. b. c. d.
psychiatrist psychoanalyst LCSW MFCC
Chapter 1 – Pop Quiz 2 Answer Key
1.
c
Rationale: Although there is no evidence that psychic abilities exist, belief in psychic powers persists. One reason may be that ―psychics‖ give people a sense of control and predictability in a confusing world. (Analyze It, Moderate, LO 1.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
2.
b
Rationale: Being willing to ask questions and not take things for granted is the first step toward critical thinking. (Remember the Facts, Easy, LO 1.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
3.
c
Rationale: Phrenology is a discredited theory that relates bumps on the head to personality traits. (Remember the Facts, Easy, LO 1.3.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains)
4.
d
Rationale: Wundt‘s name is often associated with stucturalism, but it was actually his student, Edward Bradford Titchener, who originated that name for that general approach to psychology. (Remember the Facts, Easy, LO 1.3.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains)
5.
b
Rationale: Structuralism focused on describing the basic elements that composed the mind and functionalism emphasized the purpose of behavior. (Remember the Facts, Easy, LO 1.3.B, APA 1.1 Discuss some of the influential perspectives and individuals in the early years of modern psychology.)
6.
b
Rationale: Wundt is associated with structuralism (although his student, E. B. Titchener, coined that term). Freud is associated with psychoanalysis. James is associated with functionalism. Schneider is associated with Kraftwerk. (Remember the Facts, Easy, LO 1.3.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains)
7.
a
Rationale: One of functionalism‘s leaders was William James (1842–1910), an American philosopher, physician, and psychologist who argued that searching for building blocks of experience, as Wundt and Titchener tried to do, was a waste of time because the brain and the mind are constantly changing. (Remember the Facts, Moderate, LO 1.3.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains)
8.
b
Rationale: The two approaches are complementary: applied psychology has direct relevance to human problems, but without basic psychology, there would be little knowledge to apply. (Understand the Concepts, Moderate, LO 1.5.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
9.
d
Rationale: A psychotherapist is simply anyone who does any kind of psychotherapy. The term is not legally regulated; in fact, in most states, anyone can say that they are a therapist without having any relevant training at all. (Remember the Facts, Easy, LO 1.5.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
10.
a
Rationale: A psychiatrist is a medical doctor trained to diagnose and treat psychological disorders. (Remember the Facts, Easy, LO 1.5.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
Multiple Choice Questions
1.
Psychology is a __________ that explores behavior and mental processes. a. b. c. d.
philosophical discipline scientific discipline medical field branch of sociology
Answer: b Topic: Psychology, Pseudoscience, and the Perils of Common Sense Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Psychology can be defined generally as the scientific discipline concerned with behavior and mental processes, and how they are affected by an organism‘s physical state, mental state, and external environment.
2.
Psychology is defined as a scientific discipline concerned with __________. a. improving the mental health of the members of society who are most affected by psychological disorders b. behavior and mental processes, and how they are affected by an organism‘s physical state, mental state, and external environment. c.
understanding the history of social influences on, and current concerns of, an individual operating within a culturally defined role
d. understanding the role of the individual within the larger, abstract concept of ―society‖ Answer: b Topic: Psychology, Pseudoscience, and the Perils of Common Sense Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: LO 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Psychology is a science that uses empirical methods to investigate behavior and mental processes, and how they are affected by an organism‘s physical state, mental state, and external environment.
3.
Dr. Ramirez is interested in studying how people think, feel, and act on a daily basis. Dr. Ramirez is most likely a(n) __________. a. b. c. d.
sociologist biologist psychologist economist
Answer: c Topic: Psychology, Pseudoscience, and the Perils of Common Sense Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: LO 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Psychology is a science that uses empirical methods to investigate behavior and mental processes and how they are affected by an organism‘s physical state, mental state, and external environment.
4.
Which type of evidence is considered valid in psychological research? a. theoretical b. psychic c. hypothetical d. empirical Answer: d Topic: Psychology, Pseudoscience, and the Perils of Common Sense Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Empirical means relying on or derived from observation, experimentation, or measurement.
5.
Empirical findings are those that __________. a. b. c. d.
rely on observation, experimentation, or measurement characterize an entire set of research data are gathered in a field setting, outside of a laboratory compare research participants of different ages at the same time
Answer: a Topic: Psychology, Pseudoscience, and the Perils of Common Sense Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Empirical means relying on or derived from observation, experimentation, or measurement.
6.
Which conclusion is true regarding scientific psychological findings? a. b. c. d.
They are always in opposition to popular psychology. They always stand in opposition to conventional thinking and ―common sense.‖ Experiments must be conducted in a laboratory. They can confirm or expand existing beliefs and knowledge.
Answer: d Topic: Psychology, Pseudoscience, and the Perils of Common Sense Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Psychological findings need not be surprising or counterintuitive to be important. Sometimes they validate common beliefs and then explain or extend them.
7.
Scientific psychology (i.e., ―real‖ psychology) differs from popular psychology and its pseudoscientific relatives in that it is based on __________. a. b. c. d.
popular opinion ideas derived from prominent psychoanalysts empirical evidence philosophical theories
Answer: c Topic: Psychology, Pseudoscience, and the Perils of Common Sense Skill Level: Analyze It Difficulty Level: Moderate
Learning Objective: 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: All science is based on empirical evidence; psychology is a science; therefore, psychology is based on empirical evidence.
8.
Dr. Schwartzman argues that reliable knowledge about behavior is gained through observation and experimentation. Dr. Schwartzman is most likely a __________. a. pseudopsychologist b. popular psychologist c.
psychic
d. psychologist Answer: d Topic: Psychology, Pseudoscience, and the Perils of Common Sense Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Psychological science is inquiry based on research and empirical evidence, which is gathered by precise observation, experimentation, and measurement.
9.
Which activity would give the most accurate view of psychology? a. listening to a radio call-in show facilitated by a therapist b. consulting social media sites on the Internet to see what the popular opinion is regarding when to begin toilet training an infant c. reading a self-help book about how to get over a breakup d. reading a newspaper article on the causes of bullying, which describes some of the current empirical research evidence Answer: d Topic: Psychology, Pseudoscience, and the Perils of Common Sense Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 1.1.B Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding psychological issues.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Real psychology bears little relation to popular psychology and its pseudoscientific relatives found on the Internet, on television, and in thousands of self-help books. It is based on scientific research and empirical evidence.
10.
Which proposal helps to explain why so many people rely on the advice of psychics? e. There is empirical evidence that some psychic predictions are accurate. f. Seeing a psychic is cheaper than seeing a therapist, although the benefits to mental health are about the same. g. Belief in psychic abilities gives people a sense of control and predictability. h. Psychics use carefully constructed and concealed environmental cues to manipulate people‘s mental states. Answer: c Topic: Psychology, Pseudoscience, and the Perils of Common Sense Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 1.1.B Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding psychological issues. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Although there is no evidence that psychic abilities exist, belief in psychic powers persists. One reason may be that ―psychics‖ give people a sense of control and predictability in a confusing world.
11.
Aarno is newly divorced and has gone to a psychic to find out what the future of his love prospects look like. What is the best explanation for why Aarno has gone to a psychic? a. Psychics are alarmingly correct about relationships, jobs prospects, and future earnings. b. Aarno wants to feel some sense of control and predictability in this area of his life. c.
Aarno knows that adhering to what the psychic says will lead to a successful love outcome.
d. Psychics, clairvoyants, and astrologers are part of the overall psychological enterprise and are considered to be scientific practitioners. Answer: b Topic: Psychology, Pseudoscience, and the Perils of Common Sense Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 1.1.B Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding psychological issues.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Although there is no evidence that psychic abilities exist, belief in psychic powers persists. One reason may be that ―psychics‖ give people a sense of control and predictability in a confusing world.
12.
The ability to make objective judgments on the basis of well-supported reasons, rather than emotion or anecdote, is called __________. a. b. c. d.
applied psychology critical thinking functionalism introspection
Answer: b Topic: Thinking Critically about Psychology Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.2.A Explain why critical thinking applies to all scientific pursuits and why it should also guide everyday judgments and decision-making. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Critical thinking is the ability and willingness to assess claims and make objective judgments on the basis of well-supported reasons and evidence rather than emotion or anecdote. Critical thinkers are able to look for flaws in arguments and to resist claims that have no support.
13.
Critical thinking involves __________. a. b. c. d.
looking for other people‘s personal flaws or weaknesses using intuition to assess claims made by researchers using evidence to make objective judgments documenting research flaws based on a researcher‘s hidden agenda
Answer: c Topic: Thinking Critically about Psychology Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 1.2.A Explain why critical thinking applies to all scientific pursuits and why it should also guide everyday judgments and decision-making. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Critical thinking is the ability and willingness to assess claims and make objective judgments on the basis of well-supported reasons and evidence rather than emotion or anecdote. Critical thinkers are able to look for flaws in arguments and to resist claims that have no support.
14.
Critical thinking shows us that on matters of __________, all ideas are not created equal. a. b. c. d.
fact opinion personal preference feeling
Answer: b Topic: Thinking Critically about Psychology Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 1.2.A Explain why critical thinking applies to all scientific pursuits and why it should also guide everyday judgments and decision-making. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Many scientists have observed that it‘s good to be open-minded, but open-mindedness does not mean that all opinions are created equal and that everybody‘s beliefs are as good as anyone else‘s. An opinion that ignores reality is not equal to any other.
15.
Monique is doing an Internet search on a topic before writing a term paper. Her critical thinking skills are rather poor, so she is likely to __________. a. b. c. d.
question the sources of all material she finds need to conduct her own experiments on the topic rely primarily on the material that appears at the top of the Google search results find the best information through social media sites
Answer: c Topic: Thinking Critically about Psychology Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 1.2.A Explain why critical thinking applies to all scientific pursuits and why it should also guide everyday judgments and decision-making. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A team of researchers found that most college students are easily tricked by Internet results. They tend to rely on the material that comes up at the top of the results list, without assessing its credibility.
16.
The first step in critical thinking is to be curious and ask questions. After raising a general question, the next step is to __________.
a. b. c. d.
examine the evidence define terms avoid emotional reasoning consider other interpretations
Answer: b Topic: Thinking Critically about Psychology Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Defining terms is the second step of the five important critical thinking guidelines. Vague or poorly defined terms in a question can lead to misleading or incomplete answers.
17.
To avoid bias, critical thinkers try to identify the __________ on which claims and arguments rest. a. b. c. d.
creative questions questions unspoken assumptions uncertainty
Answer: c Topic: Thinking Critically about Psychology Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: One of the five critical thinking steps is to analyze assumptions and biases. Critical thinkers try to identify and evaluate the unspoken assumptions on which claims and arguments may rest.
18.
Beliefs that are taken for granted are called __________. a. b. c. d.
assumptions traits reinforcers archetypes
Answer: a Topic: Thinking Critically about Psychology
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: An assumption is a belief that is taken for granted.
19.
A(n) ___________ becomes a(n) ___________ when it keeps a person from considering evidence fairly. a. b. c. d.
fact; assumption assumption; bias bias; assumption fact; bias
Answer: b Topic: Thinking Critically about Psychology Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Biases can often remain hidden until someone points them out to us.
20.
Critical thinkers analyze their assumptions and those of others. Compared to the others, which statement best demonstrates this skill? a. ―My boss won‘t let me work from home, but her decision is based on the belief that employees are more productive at the office.‖ b. ―I think my partner is cheating on me, but I‘m too angry right now to think logically.‖ c. ―It‘s OK to admit that I don‘t know the answer when my son asks me a question.‖ d. ―There‘s probably no single reason why people commit crimes.‖ Answer: a Topic: Thinking Critically about Psychology Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: All of the statements reflect good critical thinking skills, but only the statement about working from home involves analyzing an assumption. Specifically, the employee has concluded that the boss‘s decision is based on a specific assumption that may or may not be correct.
21.
―I really want to believe that my vague recollection of an incident that occurred at Disneyland when I was a preschooler is true, but that doesn‘t mean that it is true.‖ Which critical thinking guideline does this statement illustrate? a. b. c. d.
Examine the evidence. Define your terms. Don‘t oversimplify. Avoid emotional reasoning.
Answer: d Topic: Thinking Critically about Psychology Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is part of the analyze assumptions and biases step in critical thinking.
22.
Examining the evidence is an important component of critical thinking, but we can‘t always conduct the necessary research on our own to support or question a claim. That‘s when we need to rely on __________. a. b. c. d.
accepting generalizations common sense reliable sources gut instinct
Answer: c Topic: Thinking Critically about Psychology Difficulty Level: Easy Skill Level: Understand the Concepts Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Reliable sources exercise critical thinking themselves. They have education or experience in the field in which they claim expertise. They do not pressure people to agree with them. They are trusted by other experts in the field and share their evidence openly.
23.
Which statement illustrates using an anecdote to support a claim? a. b. c. d.
―My gut feeling is that it isn‘t the right time to get married.‖ ―I know that marriage doesn‘t work out, because both of my uncles ended up divorced and alone.‖ ―That is my opinion, and nothing is going to change my mind.‖ ―What evidence is there to support your claim?‖
Answer: b Topic: Thinking Critically about Psychology Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Generalizing from a personal experience (an anecdote) or from a few examples to everyone is a type of oversimplification.
24.
When critical thinkers consider alternative explanations, they should ___________ . a. identify the most likely one right from the start, then gather evidence that supports that conclusion b. generate as many reasonable interpretations of the evidence as they can, before settling on the most likely one c. suspend their search for finding a single explanation, and recognize that every behavior is due to both known causes and some causes that can never be known d. disregard any notions of ―correctness‖ and simply adopt the explanation that seems most plausible under the current circumstances Answer: b Topic: Thinking Critically about Psychology Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Critical thinkers do not assume that theories or facts are either correct or incorrect. Instead, they consider other interpretations before deciding on the most likely one. Critical thinking also requires tolerating uncertainty.
25.
―My memory of getting knocked down by a wave at Newport Beach could be based on what my parents told me later in life, not on my own recollection of the event.‖ Which critical thinking guideline does this example illustrate?
a. b. c. d.
Define your terms. Avoid emotional reasoning. Weigh conclusions. Analyze assumptions and biases.
Answer: c Topic: Thinking Critically about Psychology Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Critical thinkers consider other possible interpretations by creatively generating as many reasonable explanations of the topic at hand as possible before settling on the most likely one.
26.
Randy meets a Californian who grows his own vegetables and refuses to eat nonorganic food. Randy concludes that Californians are overzealous about nutrition. Which critical thinking guideline did Randy overlook? a. b. c. d.
Don‘t oversimplify. Define your terms. Weigh conclusions. Examine the evidence.
Answer: a Topic: Thinking Critically about Psychology Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is an example of generalizing from a personal experience, a common form of oversimplification.
27.
―I may never know for sure whether some of my childhood memories are real or accurate.‖ Which critical thinking guideline does this statement illustrate? a. b. c. d.
Define your terms. Examine the evidence. Weigh conclusions. Ask questions and be willing to wonder.
Answer: c
Topic: Thinking Critically about Psychology Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Critical thinkers are willing to accept a state of uncertainty when there is little or no evidence, the evidence permits only tentative conclusions, or the evidence seems strong only until new evidence throws beliefs into disarray.
28.
In their research studies, contemporary psychologists rely heavily upon __________. a. b. c. d.
empirical evidence anecdotes based on their personal experience individual case descriptions phrenology
Answer: a Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Modern psychologists rely heavily on empirical evidence, which means evidence that is derived from observation, experimentation, or measurement.
29.
In contrast to current psychologists, ancient scholars explored human nature primarily through __________. a. b. c. d.
empirical evidence experimentation trained introspection insights inferred from anecdotes
Answer: d Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Unlike modern psychologists, scholars of the past did not rely heavily on empirical evidence. Often their observations were based simply on anecdotes or descriptions of individual cases.
30. _________ , a 17th-century philosopher, proposed that that the mind works by associating ideas arising from experience, and this notion continues to influence many psychologists today. a. b. c. d.
Hippocrates Sigmund Freud Anaximander John Locke
Answer: d Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Many ideas investigated by modern scientific psychologists can be traced to roots in philosophy.
31.
Many great thinkers from history were interested in questions that today would be called ―psychological.‖ What did these thinkers have in common with modern psychologists? a. b. c. d.
They offered classes or self-study programs for people who wanted to overcome their deficiencies. They compared anecdotal evidence to firsthand observation of individual cases. They used empirical evidence to determine fundamental truths about the human condition. They had the desire to describe, predict, understand, and modify human behavior to increase human knowledge and happiness.
Answer: d Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Many of the great thinkers of history, from Aristotle to Zoroaster, raised questions that today would be called ―psychological.‖ Like today‘s psychologists, they wanted to describe, predict, understand, and modify behavior in order to add to human knowledge and increase human happiness.
32.
__________ had inferred that the brain is the ultimate source of all pleasures and sorrows long before it was verified, and he is now known as the originator of modern medicine. a. b. c. d.
Hippocrates Wilhelm Wundt Sigmund Freud John Locke
Answer: a Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Hippocrates, known as the founder of modern medicine, observed patients with head injuries and inferred that the brain must be the ultimate source of our pleasures as well as sorrows.
33.
The statement "High school seniors with higher SAT scores will have higher college GPAs" is an example of _____________ behavior. The statement "Older adults have slightly higher scores on spatial ability tests than do younger adults" is an example of _______________ behavior. a. b. c. d.
predicting; modifying describing; understanding understanding; modifying predicting; describing
Answer: d Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Psychological scientists want to describe, predict, understand, and modify behavior in order to add to human knowledge and maximize human happiness.
34.
Phrenology, a pseudoscience prominent in the early days of the development of psychological science, means __________ in Greek. a. b. c. d.
a map of thoughts a map of behavior study of the mind study of mental diseases
Answer: c Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Phrenology is a Greek word meaning ―study of the mind.‖ Phrenologists argued that different brain areas accounted for specific character and personality traits, such as stinginess and religiosity.
35.
Phrenology __________. a. b. c. d.
is a modern perspective in psychology is the study of the thought processes and behaviors of criminals is a theory arguing that the mind works by associating ideas arising from experiences is a pseudoscience relating the bumps on one‘s head to personality traits
Answer: d Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Phrenology is a discredited theory that relates bumps on the head to personality traits.
36.
Andie claims that phrenology is a pseudoscience and not a true science. Compared to the others, which statement best supports her claim? a. When phrenologists found large ―stealing bumps‖ on the head of a person who was not a thief, they concluded that other positive bumps held this characteristic in check.
b. Most of the phrenologists received inadequate training in the analysis of head bumps, so there were variations in their predictions. c. Phrenologists relied heavily on the theories of Charles Darwin, yet they could not link the pattern of bumps to successful evolutionary adaptations. d. When ―bumps‖ did not accurately explain a person‘s characteristics, the phrenologists explained the contradiction by hypothesizing the existence of traumatic childhood experiences. Answer: a Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Phrenologists explained inconsistencies by claiming the existence of other traits that counteracted the inconsistency. This suggests that the phrenologists did not challenge their beliefs when the empirical evidence conflicted with them.
37.
_________ was a classic pseudoscientific theory that related bumps on the head to personality traits and did not disappear until well into the 20th century? a. b. c. d.
Introspection Functionalism Phrenology Behaviorism
Answer: c Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Phrenology is a discredited theory that relates bumps on the head to personality traits.
38.
Aloysius, a business owner, sought the help of a friend to find out which potential employees were likely to be loyal and honest if hired. The friend examined the bumps on the heads of all the applicants and gave Aloysius a list of the employees he should hire. Aloysius‘s friend most likely is a(n) __________. a. sociologist
b. alchemist c. psychiatrist d. phrenologist Answer: d Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Phrenology is a discredited theory that relates bumps on the head to personality traits.
39.
Who established the first psychological laboratory in 1879? a. b. c. d.
Sigmund Freud John Locke William James Wilhelm Wundt
Answer: d Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Wilhelm Wundt established the first psychological laboratory in Leipzig, Germany, in 1879.
40.
The first psychological laboratory was officially established by Wilhelm Wundt in __________. a. b. c. d.
the United States Denmark Germany Russia
Answer: c Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: In 1879, the first psychological laboratory was officially established in Leipzig, Germany, by Wilhelm Wundt.
41.
The first person to announce that he intended to make psychology a science was __________, a. b. c. d.
William James Joseph Gall John Locke Wilhelm Wundt
Answer: d Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Wilhelm Wundt, in 1873, was the first person to publicly state his intention to make psychology a science.
42.
__________ is revered by psychologists because he was the first person to announce that he intended to make psychology a science. a. b. c. d.
Wilhelm Wundt William James Sigmund Freud Joseph Gall
Answer: a Topic: A History of Psychology: From the Armchair to the Laboratory Difficulty Level: Easy Skill Level: Remember the Facts Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Psychologists especially revere Wilhelm Wundt because he was the first person to announce that he intended to make psychology a science and because his laboratory was the first to have its results published in a scholarly journal.
43.
Wilhelm Wundt is known for __________. a. b. c. d.
initiating the movement to make psychology a science developing guidelines for critical thinking establishing phrenology as a science training medical doctors to treat mental illness
Answer: a Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Wilhelm Wundt was the first person to announce that he intended to make psychology a science. His laboratory was the first to have its results published in a scholarly journal.
44.
__________ is revered by psychologists because his laboratory was the first to have its results published in a scholarly journal. a. b. c. d.
René Descartes Aristotle Sigmund Freud Wilhelm Wundt
Answer: a Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: Wilhelm Wundt was the first person to announce that he intended to make psychology a science. His laboratory was the first to have its results published in a scholarly journal.
45.
Researchers in Wilhelm Wundt‘s laboratory studied __________. a. b. c. d.
phrenology psychology sociology chemistry
Answer: b Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The Leipzig laboratory set up by Wilhelm Wundt became the go-to place for anyone who wanted to become a psychologist.
46.
A famous laboratory was established in Leipzig, Germany, in 1879. The goal of this laboratory was the study of __________. a. b. c. d.
psychology phrenology sociology chemistry
Answer: a Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The Leipzig laboratory set up by Wilhelm Wundt became the go-to place for anyone who wanted to become a psychologist.
47.
The research method used by Wilhelm Wundt, in which volunteers were taught to carefully observe, analyze, and describe their own sensations and emotional reactions, is called __________. a. b. c. d.
trained introspection experimentation conceptual proliferation armchair psychology
Answer: a Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Trained introspection was the research method popularly used by Wilhelm Wundt in which volunteers were taught to carefully observe, analyze, and describe their own sensations and emotional reactions. The goal of trained introspection was to break down behavior into its most basic elements, much as a chemist might break down water into hydrogen plus oxygen.
48.
In 1883, Gunther received a letter saying he had been accepted for training in the psychology laboratory of Wilhelm Wundt. It is likely that Gunther would be trained to __________. a. b. c. d.
analyze how to break down his sensations into their most basic elements listen intently while people tell him about their depression or nervousness determine the function or purpose of a particular human behavior carefully feel the bumps on a person‘s head to determine their character traits
Answer: a Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Trained introspection was the research method popularly used by Wilhelm Wundt in which volunteers were taught to carefully observe, analyze, and describe their own sensations and emotional reactions. Wundt trained his students to detect the basic elements of human consciousness.
49.
__________ is a research method popularized by Wilhelm Wundt in which trained volunteers take as long as 20 minutes to report their inner experiences during a 1.5-second experiment. a. b. c. d.
Conceptual proliferation Critical thinking Experimentation Trained introspection
Answer: d Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: After they had been trained, volunteers might take as long as 20 minutes to report their inner experiences during a 1.5-second experiment in the case of trained introspection.
50.
Most psychologists eventually rejected the method of trained introspection in psychological research as being too __________. a. b. c. d.
objective subjective expensive time-consuming
Answer: b Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Most psychologists eventually rejected trained introspection as being too subjective, but Wundt is still usually credited with formally initiating the movement to make psychology a science.
51.
In the United States, Wilhelm Wundt‘s ideas were popularized by one of his students, E. B. Titchener, who gave Wundt‘s approach the name __________. a. structuralism
b. psychoanalysis c. functionalism d. behaviorism Answer: a Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: In the United States, Wundt‘s ideas were popularized in somewhat modified form by one of his students, E. B. Titchener, who gave Wundt‘s approach the name structuralism.
52.
In the United States, Wilhelm Wundt‘s ideas were popularized by one of his students, __________, who gave Wundt‘s approach the name structuralism. a. b. c. d.
Sigmund Freud John Watson William James E. B. Titchener
Answer: d Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: In the United States, Wundt‘s ideas were popularized in somewhat modified form by one of his students, E. B. Titchener, who gave Wundt‘s approach the name structuralism.
53.
Like Wundt, structuralists in the United States during the early days of psychology hoped to analyze __________ into basic elements. a. b. c. d.
sensations, images, and feelings cognitive processes such as language and computation the purpose of different behaviors sociocultural beliefs
Answer: a
Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Like Wundt, structuralists hoped to analyze sensations, images, and feelings into basic elements.
54.
Which school of thought in psychology used the method of trained introspection in research studies? a. b. c. d.
phrenology structuralism functionalism psychoanalysis
Answer: b Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: One of Wundt‘s favorite research methods was called trained introspection—training volunteers to carefully observe, analyze, and describe their own sensations, mental images, and emotional reactions. In the United States, Wundt‘s ideas were popularized in somewhat modified form by one of his students, E. B. Titchener, who gave Wundt‘s approach the name structuralism.
55.
The structuralists were important in the history of psychology because they ____________. a. b. c. d.
collaborated with Charles Darwin and applied his ideas to the study of human behavior provided the first subject matter for study, and a methodology for studying it found a way to link personal, social, and cultural experiences into a unified theory rejected introspection as an experimental strategy in favor of dream analysis
Answer: b Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Analyze It Difficulty Level: Moderate
Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The structuralists were interested in understanding the basic structure of human consciousness through the use of introspective techniques.
56.
A person is asked to break down all the different components of taste when biting into an orange. Compared to the others, which early school of psychology is this research most likely a part of? a. b. c. d.
psychoanalysis functionalism behaviorism structuralism
Answer: d Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Structuralists hoped to analyze sensations, images, and feelings into basic elements.
57.
A person is asked to look at an apple and then describe the various elements that make up their perception (e.g., color, shape, size, etc.). Compared to the others, which early school of psychology is this research most likely a part of? a. b. c. d.
psychoanalysis functionalism behaviorism structuralism
Answer: d Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Breaking down the different components of a perception such as taste was the goal of structuralism. In this example, the research participant is asked to break down their visual perception of an apple into its elemental components.
58.
__________ involved the analysis of the basic elements or building blocks of the mind. a. b. c. d.
Functionalism Structuralism Humanism Behaviorism
Answer: b Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Structuralism focused on describing the basic elements that composed the mind and functionalism emphasized the purpose of behavior.
59.
Reliance on introspection got structuralists into trouble because __________. a. b. c. d.
despite their training, introspectors often produced conflicting reports they failed to generate an intensive program of research they emphasized the purpose of behavior, as opposed to its analysis and description trained introspection was rejected as being too objective
Answer: a Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: One reason for the demise of structuralism is that introspection often produced conflicting reports.
60.
__________ emphasized the purpose of behavior as opposed to its analysis and description. a. b. c. d.
Structuralism Functionalism Psychoanalysis Phrenology
Answer: b Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Functionalism emphasized the purpose of behavior, whereas structuralism examined the basic elements of the mind.
61.
Which functionalist wrote that attempting to grasp the nature of the mind through introspection was ―like seizing a spinning top to catch its motion‖? a. b. c. d.
William James Wilhelm Wundt Sigmund Freud E. B. Titchener
Answer: a Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Attempting to grasp the nature of the mind through introspection, wrote William James, is ―like seizing a spinning top to catch its motion‖ or trying to turn on the lights ―quickly enough to see how the darkness looks.‖
62.
One of the founders of functionalism was __________.
a. b. c. d.
Sigmund Freud William James Wilhelm Wundt E. B. Titchener
Answer: b Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: One of functionalism‘s leaders was William James, an American philosopher, physician, and psychologist who argued that searching for building blocks of experience, as Wundt and Titchener tried to do, was a waste of time because the brain and the mind are constantly changing.
63.
Two psychologists, Eddie and Bill, walk into a bar, and each orders a beer. Eddie says, ―Look at that golden nectar…the bubbles, the foam, the slight fruit notes on my tongue, the amber color; man, that’s a beer!‖ Bill says, ―This‘ll get me drunk.‖ Eddie most likely endorses ____________, whereas Bill most likely favors _______________ . a. b. c. d.
functionalism; structuralism structuralism; psychoanalysis structuralism; functionalism structuralism; phrenology
Answer: c Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Eddie is emphasizing the structural components of the drink, much like E. B. Titchener might; Bill is emphasizing a functional outcome of the drink, much as William James might do.
64.
How our minds help us adapt to the world around us was a primary question addressed by which early movement of psychology? a. functionalism
b. phrenology c. psychoanalysis d. structuralism Answer: a Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The functionalists were interested in determining the purpose of human consciousness, or how it helped us with our everyday lives.
65.
__________ argued that searching for building blocks of experience was a waste of time because the brain and the mind are constantly changing. a. b. c. d.
Functionalists Structuralists Psychoanalysts Titchnerians
Answer: a Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: One of functionalism‘s leaders was William James, an American philosopher, physician, and psychologist who argued that searching for building blocks of experience, as Wundt and Titchener tried to do, was a waste of time because the brain and the mind are constantly changing.
66.
Compared to the others, which question is a structuralist MOST likely to ask? a. b. c. d.
What happens when an organism sleeps? How does an organism sleep? Why does an organism sleep? When does an organism sleep?
Answer: a
Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The structuralists asked what happens when an organism does something, whereas the functionalists asked how and why.
67.
__________ wanted to know how specific behaviors and mental processes help an organism adapt to the environment, so they looked for the underlying causes and practical consequences of these behaviors and processes. a. b. c. d.
Rationalists Structuralists Fundamentalists Functionalists
Answer: d Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Functionalism emphasized the function or purpose of behavior and was inspired by Darwin‘s theory of how species adapt to their environment.
68.
Compared to the others, which early school of psychological thought was most influenced by the evolutionary theories of Charles Darwin? a. b. c. d.
phrenology structuralism functionalism psychoanalysis
Answer: c Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Functionalism emphasized the function or purpose of behavior and was inspired by Darwin‘s theory of how species adapt to their environment.
69.
Which school of thought in psychology tried to explain how specific behaviors and mental processes help an organism adapt to the environment? a. b. c. d.
phrenology structuralism functionalism psychiatry
Answer: c Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Functionalism focused on explaining the purpose of behavior and the way various behaviors allow an organism to adapt to the environment.
70.
__________ first broadened the field of psychology to include the study of children, animals, religious experiences, and the ―stream of consciousness.‖ a. b. c. d.
Rationalists Functionalists Fundamentalists Structuralists
Answer: b Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Functionalists felt free to pick and choose among many methods, and they broadened the field of psychology to include the study of children, animals, religious experiences, and what William James called the ―stream of consciousness.‖
71.
Historically, __________ set the course of psychological science by emphasizing the causes and consequences of behavior. a. b. c. d.
functionalists rationalists fundamentalists structuralists
Answer: a Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Functionalists wanted to know how specific behaviors and mental processes help a person or animal adapt to the environment, so they looked for the underlying causes and practical consequences of these behaviors and processes. This approach outlived functionalism, and continues to be important.
72.
__________ founded the field of psychoanalysis. a. b. c. d.
Sigmund Freud William James Wilhelm Wundt E. B. Titchener
Answer: a Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: Sigmund Freud was the founder of the field of psychoanalysis. Wilhelm Wundt is referred to as the founder of modern scientific psychology.
73.
Which school of thought in psychology emphasized the importance of the unconscious mind? a. b. c. d.
phrenology structuralism functionalism psychoanalysis
Answer: d Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Psychoanalysis is a theory of personality and a method of psychotherapy, originally formulated by Sigmund Freud that emphasizes unconscious motives and conflicts.
74.
__________ concluded that his patients‘ distress was due to conflicts and emotional traumas that had occurred in their early childhood and that were too threatening to be remembered consciously. a. b. c. d.
Wilhelm Wundt William James Sigmund Freud E. B. Titchener
Answer: c Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Sigmund Freud became convinced that many of his patients‘ symptoms had mental, not physical, causes. He attributed the symptoms to unconscious memories, motives, and conflicts.
75.
Which statement regarding Sigmund Freud is true? a. b. c. d.
The Mind Cure Movement was the title of Sigmund Freud‘s first book. Freud argued that many of his patients had symptoms due to physical, rather than mental, causes. Freud‘s concepts had a profound influence on the philosophy and popular culture of the 20th century. Freud‘s concepts were widely accepted by the scientific community during his time, especially by empirically oriented psychologists.
Answer: c Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Freud had a profound influence on philosophy and popular culture, even though his concepts were not readily accepted by the scientific community. According to Sigmund Freud, his patients‘ distress was due to conflicts and emotional traumas that had occurred in their early childhood and that were too threatening to be remembered consciously.
76.
Which attribute did Sigmund Freud consider as the key to understanding the disorders he observed in patients? a. b. c. d.
external consequences brain physiology the unconscious mind free will
Answer: c Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Freud‘s entire theory centered on the unconscious.
77.
Which theory of personality and approach to psychotherapy emphasizes unconscious motives and conflicts?
a. b. c. d.
functionalism phrenology structuralism psychoanalysis
Answer: d Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Psychoanalysis is both a theory of personality and a method of psychotherapy emphasizing the role of the unconscious mind in influencing behavior.
78.
Psychoanalysis is __________. a. a theory of personality that emphasizes the awareness of one‘s own conscious cognitive processes b. a theory of personality that emphasizes unconscious motives and conflicts c. a method of psychotherapy in which an observer carefully records and interprets behavior without interfering with the behavior d. a method of psychotherapy that emphasizes how maladaptive behaviors are learned through imitations of others and through cognitive expectations Answer: b Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Psychoanalysis is both a theory of personality and a method of psychotherapy emphasizing the role of the unconscious mind in influencing behavior.
79.
Which school of thought in psychology evolved into an elaborate theory of personality that emphasized unconscious motives and conflicts? a. phrenology b. structuralism c. functionalism
d. psychoanalysis Answer: d Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Psychoanalysis is both a theory of personality and a method of psychotherapy emphasizing the role of the unconscious mind in influencing behavior.
80.
The __________ perspective is a psychological approach that emphasizes bodily events and changes associated with actions, feelings, and thoughts. a. biological b. learning c. cognitive d. sociocultural Answer: a Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology Rationale: The biological perspective focuses on how bodily events affect behavior, feelings, and thoughts. Biological psychologists study how these physical events interact with events in the external environment to produce perceptions, memories, emotions, and vulnerability to mental disorder.
81.
Fourteen-year-old Yulya is grumpy all the time and quarrels with her mother often. Her mother believes it is because of her daughter‘s raging hormones. Yulya‘s mother is taking a __________ approach to explaining Yulya‘s behavior. a. b. c. d.
sociocultural biological learning cognitive
Answer: b
Topic: Psychological Science Perspectives Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology Rationale: The biological perspective focuses on how bodily events affect behavior, feelings, and thoughts.
82.
Which pillar of modern psychology focuses on bodily events and their effects on behavior, feelings, and thoughts? a. b. c. d.
the biological perspective the cognitive perspective the evolutionary perspective the psychodynamic perspective
Answer: a Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology Rationale: The biological perspective focuses on how bodily events affect behavior, feelings, and thoughts.
83. The biological pillar of psychology would include research investigating _____________ . a. b. c. d.
motivation intelligence genetics life span development
Answer: c Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.4.A List and describe five pillars of psychological science.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology Rationale: The biological pillar includes research in neuroscience, genetics, sensation, and consciousness.
84.
The pillars of psychology act as a kind of ___________ for constructing the activities in that discipline. a. b. c. d.
thermostat recipe target blueprint
Answer: d Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology Rationale: Psychological science can be thought of as a structure supported by five pillars, all of which rest on a shared and sturdy foundation. If the field of psychology were a building, its blueprints would incorporate those pillars..
85.
What are the five pillars upon which the field of psychology is built? a. structuralism, functionalism, psychoanalysis, introspection, the unconscious b. social, cultural, biological, developmental, mental c. biological, cognitive, developmental, social/personality, mental and physical health d. cognitive, learning, perception, identity, memory Answer: c Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology
Rationale: The pillars themselves rest on research methods, which is the core foundation of any science, psychology included.
86.
Professor Yumimoto is a psychologist investigating the contributions of genes in the development of abilities and personality traits in human beings. Professor Yumimoto is most likely a __________. a. b. c. d.
biological psychologist learning theorist cognitive researcher cultural psychologist
Answer: a Topic: Psychological Science Perspectives Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology Rationale: Psychologists who take a biological perspective study how physical events interact with events in the external environment to produce perceptions, memories, emotions, and vulnerability to mental disorder. They also study how the mind and body interact in illness and health and investigate the contributions of genes in the development of abilities and personality traits.
87.
Older adults with low levels of the chemical acetylcholine in their brains may develop memory loss. Which overall psychological perspective does this best relate to? a. b. c. d.
biological cognitive sociocultural learning
Answer: a Topic: Psychological Science Perspectives Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology Rationale: Biological psychologists study the influences of the nervous system, hormones, brain chemistry, heredity, and evolutionary influences on humans. Because the statement emphasizes the role of a brain chemical in memory loss, this is the best answer.
88.
Which research pursuit would be most likely relate to the cognitive pillar of psychology? a. b. c. d.
Agnes polls college students regarding their reactions to short-term stressors. Fritz wants to investigate the nature and duration of short-term memory. Bettina proposes that genetic influences drive the development of language skills. Ollie thinks that emotional expression is systematically related to a person‘s gender identity.
Answer: b Topic: Psychological Science Perspectives Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology Rationale: Memory and its functions form a core element of the cognitive pillar of psychology.
89.
The study of perception would be related to the _________ pillar of psychological science. a. b. c. d.
developmental social/personality biological cognitive
Answer: d Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology Rationale: The cognitive pillar of psychology includes research investigating cognition, perception, memory, and intelligence.
90.
A cognitive psychologist wants to investigate the mental barriers that impede the passage of information from short-term memory to long-term memory, but she‘s having a difficult time capturing that phenomenon in human research participants. Which alternative might she use, consistent with her general perspective on the field? a. publish her speculations on how the process might work, but admit that they are only speculations b. design a computer program to simulate this complex transaction within the human mind
c. poll a very large number of people regarding their opinions on this process, then go with the popular consensus d. enlist the help of a geneticist to isolate gene clusters that might be related to general memory functions Answer: b Topic: Psychological Science Perspectives Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology Rationale: Because many of the mechanics of human thought remain hidden from direct observation, cognitive psychologists sometimes design computer programs that model how humans perform complex tasks.
91.
The __________ is a psychological approach that emphasizes mental processes in perception, memory, intelligence, and other areas of behavior. a. b. c. d.
biological perspective learning perspective cognitive perspective sociocultural perspective
Answer: c Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology Rationale: The cognitive perspective focuses on mental processes in perception, memory, problem solving, and other areas of behavior.
92.
Which modern psychological perspective focuses on how people reason, remember, think, and solve problems? a. b. c. d.
the learning perspective the cognitive perspective the sociocultural perspective the psychodynamic perspective
Answer: b Topic: Psychological Science Perspectives
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology Rationale: The cognitive perspective focuses on mental processes in perception, memory, thinking, and other areas of behavior.
93.
Some psychologists are interested in the totality of human experience ―from the cradle to the grave‖; in other words, the ___________ pillar of psychological science. a. b. c. d.
biological cognitive social developmental
Answer: d Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology Rationale: Lifespan development—how people continuously grow, change, and evolve—is a central focus for many psychologists.
94.
Jerzy is interested in how a person‘s sense of identity changes during the transition from middle school to high school, a research topic that most likely falls under the __________ pillar of psychological science. a. b. c. d.
mental and physical health developmental cognitive biological
Answer: b Topic: Psychological Science Perspectives Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 1.4.A List and describe five pillars of psychological science.
APA Objective: 1.3 Describe applications of psychology Rationale: The developmental pillar includes topics such as learning, lifespan development, identity, and language skills.
95.
Whitman is studying for an upcoming exam in his Introductory Psychology course. ―I‘m trying to recall the five pillars of psychology, that rest on the foundation of research methods and provide the blueprint for the field,‖ he announces aloud, to no one in particular. ―I know they‘re biological, social and personality, cognitive, mental and physical health, and…and…‖ Which pillar is Whitman forgetting? a. b. c. d.
motivation and emotion genetics consciousness developmental
Answer: d Topic: Psychological Science Perspectives Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology Rationale: Research methods informs various pillars or perspectives in psychology, which in turn help shape the research interests of people in that discipline.
96.
Understanding the relative contribution of situational forces and personal traits to the enactment of a behavior is a primary focus of researchers investigating the ____________ pillar of psychological science. a. b. c. d.
social/personality mental and physical health motivation and emotion biological
Answer: a Topic: Psychological Science Perspectives Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology 1.3 Describe applications of psychology
Rationale: Social psychologists examine the power of different situations to shape people‘s thoughts, feelings, and behaviors. Personality psychologists focus on relatively stable patterns of behavior, thoughts, and motives that characterize an individual across contexts and over time.
97.
Compared to the others, which type of psychologist is likely to focus on measuring relatively stable traits that might differ across individuals? a. b. c. d.
mental health practitioner learning theorist biological psychologist personality psychologist
Answer: d Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology Rationale: Using clever methods to infer mental processes from observable behavior, cognitive researchers have been able to study phenomena that were once only the stuff of speculation, such as emotions, motivations, insight, and the kind of ―thinking‖ that goes on without awareness .
98.
Dr. Sardonicus was lecturing to her Introductory Psychology students: ―We would do well to remember that behavior almost always occurs within a particular cultural context, and even when it doesn‘t, a person‘s prior cultural background nonetheless has an impact on future behavior.‖ Dr. Sardonicus is emphasizing the _________ pillar of psychological science. a. b. c. d.
cognitive mental health social/personality physical health
Answer: c Topic: Psychological Science Perspectives Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology Rationale: Social behavior occurs, understandably, within a social and cultural context, which is why the term sociocultural is often used in this regard.
99.
Some friends were discussing what they‘d learned during the first week of Introductory Psychology. ―Individual differences are where it‘s at, man,‖ said Patrice. ―Traits determine behavior.‖ ―I must respectfully disagree,‖ replied Gino. ―The situations that people find themselves in have a powerful influence on how they‘ll act.‖ ―Maybe,‖ countered Alphonse, ―but let‘s not forget the important role of genetics.‖ ―Huh,‖ grunted Gloria. ―Sick in the mind, sick in the body; simple as that.‖ Which enthusiastic student is making the clearest case for the importance of social psychology as a pillar of the discipline? a. b. c. d.
Patrice Gino Alphonse Gloria
Answer: b Topic: Psychological Science Perspectives Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology Rationale: Gino is clearly endorsing the role of the situations and environments people find themselves in as a determinant of behavior.
100.
Investigating how job-related stress affects a person‘s physical and mental well-being represents the ___________ pillar of psychology. a. b. c. d.
social/personality cognitive mental and physical health developmental
Answer: c Topic: Psychological Science Perspectives Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology Rationale: Understanding the effects of stressors is a key component of the mental and physical health pillar of psychological science.
101.
The mental and physical health pillar of psychological science would be most likely to include research investigating ____________ . a. b. c. d.
diagnosable psychological disorders the development of a sense of identity how memory skills aid intellectual functioning the link between sensation and perception
Answer: a Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology Rationale: Mental health concerns often involve the diagnosis of psychological disorders.
102.
Crime dramas sometimes feature the (highly fictitious) reading of a deceased person‘s will, which usually begins, ―So-and-so, being of sound mind and body.‖ ―Sound mind and body‖ would be most closely related to the __________ pillar of psychological science. a. b. c. d.
mental and physical health developmental cognitive biological
Answer: a Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology Rationale: Would that we all had a sound mind and body, all the time. Psychologists often investigate the forces that work against that outcome.
103.
Psychologists may endorse one pillar of their science more than another, but as a group, all psychological scientists recognize that ___________ underlies all of the pillars. a. research methodology b. application c. sociology
d. abstract theory Answer: a Topic: Psychological Science Perspectives Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology Rationale: Psychology is a science; sciences are empirical; being empirical means relying on evidence gained through the research process.
104.
Early psychology was dominated by __________. a. b. c. d.
Black men White men White women Hispanic men
Answer: b Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.4.B Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Early psychologists were limited to White men.
105.
What were the consequences of having the field of psychology dominated by White men in its early history? a. b. c. d.
Some early psychology research was used to justify and perpetuate discrimination. Research findings were limited to only White men as participants. Limited comparisons between diverse groups were made in early research. Women of color formed their own professional organization in the field.
Answer: a Topic: Psychological Science Perspectives Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 1.4.B Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Much of the early research in psychology were purported to demonstrate reliable race and sex differences in intelligence, memory, personality, psychological disorders, physical coordination, and moral development.
106.
Which statement best represents the acceptance of women and people of color into the field of psychology? a. Women and people of color were welcomed into psychology from the very beginning. b. Women and people of color have still not successfully engaged in the field of psychology. c. It took decades of challenging many biases for women and people of color to find a place in psychology. d. After schools accepted women into their Ph.D. programs, they were readily accepted into the profession. Answer: c Topic: Psychological Science Perspectives Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.4.B Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Women and people of color had to work very hard to overcome the existing biases inherent in the early history of psychology.
107.
__________ psychology spurred the growth of research on topics that had long been ignored in psychology, including motherhood, menstruation, domestic violence, gender roles, and sexist attitudes. a. b. c. d.
Applied Basic Feminist Behavioral
Answer: c Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.4.B Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Feminist psychology is a psychological approach that analyzes the influence of gender, sexuality, and social structures on thought, emotion, and behavior.
108.
__________ is a psychological approach that analyzes the influence of gender, sexuality, and social structures on thought, emotion, and behavior. a. b. c. d.
Applied psychology Basic psychology Behavioral psychology Feminist psychology
Answer: d Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.4.B Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Feminist psychology is a psychological approach that analyzes the influence of gender, sexuality, and social structures on thought, emotion, and behavior.
109.
The feminist movement in psychology was important because it __________. a. b. c. d.
refocused psychology on the study of the mind and mental processes allowed women to become therapists in a fully legal and licensed way forced graduate programs in psychology to enroll women critically examined the male bias in psychotherapy
Answer: d Topic: Psychological Science Perspectives Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.4.B Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: As women began to enter psychology in greater numbers in the 1970s, they documented evidence of a pervasive bias in the research methods used and in the very questions that researchers had been asking. Feminist psychologists worked to correct this imbalance.
110.
Some psychologists work in basic psychology, conducting research, whereas others work in applied psychology. The two approaches are __________. a. diametrically opposed b. complementary c.
based in very different perspectives
d. identified by the amount of education the psychologist has Answer: b Topic: What Psychologists Do Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The two approaches are complementary: applied psychology has direct relevance to human problems, but without basic psychology, there would be little knowledge to apply.
111.
Ursula is a psychologist investigating the course of language development in infants. Ursula‘s role as a psychologist is best defined as ___________. a. b. c. d.
a basic psychology researcher an applied psychology researcher an educational psychologist a psychometric psychologist
Answer: a Topic: What Psychologists Do Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Basic psychology research asks questions about behavior for its own sake.
112.
One reason why people in the general public are often confused about what psychologists do is that __________. a. b. c. d.
psychologists themselves are often confused about what it means to be a psychologist psychology has never been established as a recognized academic discipline there is widespread disagreement among psychologists about the proper role for psychologists there is a wide variety of psychology specialties and roles psychologists can play in the community
Answer: d Topic: What Psychologists Do Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Ludy T. Benjamin, a renowned historian of psychology, has said that the public ―has minimal understanding of psychology as a science and even less appreciation for what psychological scientists do‖ or how psychological research contributes to human welfare.
113.
__________ is the study of psychological issues for the sake of knowledge rather than for its practical application. a. b. c. d.
Basic psychology Clinical psychology Applied psychology Educational psychology
Answer: a Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Basic psychology is the study of psychological issues for the sake of knowledge rather than for its practical application.
114.
__________ is the study of psychological issues that have direct practical significance. a. Basic psychology b. Clinical psychology c. Applied psychology
d. Educational psychology Answer: c Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Applied psychology is the study of psychological issues that have direct practical significance and the application of psychological findings.
115.
A major point of difference between basic research and applied research is that __________. a. basic research involves experimentation, and applied research involves psychiatry b. basic research studies physical processes, and applied research studies mental processes c. basic research studies only humans, whereas applied research studies both nonhuman animals and human beings d. basic research is performed to acquire knowledge, and applied research is performed to solve practical problems Answer: d Topic: What Psychologists Do Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Basic research focuses on the acquisition of knowledge, whereas applied research attempts to use that basic knowledge to solve human problems.
116.
__________ is the aspect of psychology that is least recognized and understood by the public. a. b. c. d.
Research psychology Clinical psychology Applied psychology Educational psychology
Answer: a Topic: What Psychologists Do Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Research psychology is the aspect of psychology that is least recognized and understood by the public.
117.
__________ psychologists conduct laboratory studies of learning, motivation, emotion, sensation and perception, physiology, and cognition. a. b. c. d.
Industrial/organizational Psychometric Educational Experimental
Answer: d Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Experimental psychologists conduct laboratory studies of learning, motivation, emotion, sensation and perception, physiology, and cognition.
118.
Dr. Ayoob studies how people change and grow over time physically, mentally, and socially. Dr. Ayoob is a(n) __________ psychologist. a. b. c. d.
industrial/organizational developmental educational psychometric
Answer: b Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Developmental psychologists study how people change and grow over time.
119.
__________ psychologists are concerned with group decision-making, employee morale, work motivation, productivity, job stress, and many such organizational issues. a. b. c. d.
Educational Developmental Industrial/organizational Experimental
Answer: c Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Industrial/organizational psychologists study behavior in the workplace. They are concerned with group decision-making, employee morale, work motivation, productivity, job stress, personnel selection, marketing strategies, equipment and software design, and many other issues.
120.
__________ psychologists design and evaluate tests of mental abilities, aptitudes, interests, and personality. a. b. c. d.
Educational Developmental Experimental Psychometric
Answer: d Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Psychometric psychologists design and evaluate tests of mental abilities, aptitudes, interests, and personality.
121.
Linda is a clinical psychologist. The educational program she attended to start her professional practice required her to complete a literature review instead of a dissertation. Linda‘s advanced degree is most likely a(n) __________. a. b. c. d.
Ph.D. Psy.D. M.D. Ed.D.
Answer: b Topic: What Psychologists Do Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The Psy.D. degree focuses on professional practice and typically requires the student to complete an extensive theoretical paper or literature review instead of a dissertation. Clinical programs leading to a Ph.D. or Ed.D. require completion of a dissertation.
122.
In the United States, which type of professional must generally have a doctoral degree in psychology? a. b. c. d.
clinical psychologists psychoanalysts psychiatrists psychotherapists
Answer: a Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In almost all states, a license to practice clinical psychology requires a doctorate.
123.
A(n) __________ is a medical doctor who diagnoses and treats psychological disorders, and often adopts a biological approach to treatment. a. psychiatrist b. psychoanalyst c. LCSW
d. MFCC Answer: a Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A psychiatrist is a medical doctor trained to diagnose and treat psychological disorders.
124.
The term __________ is unregulated, and so, a practitioner in this area may have an advanced professional degree or no degree at all. a. clinical psychologist b. psychiatrist c. psychoanalyst d. psychotherapist Answer: d Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A psychotherapist is simply anyone who does any kind of psychotherapy. The term is not legally regulated; in fact, in most states, anyone can say that they are a therapist without having any training at all.
125.
Dr. Braun has been treating a child with attention deficit/hyperactivity disorder (ADHD). She decides to write a prescription for Ritalin as the basis of treatment. Given this information, it is most likely that Dr. Braun is a __________. a. b. c. d.
psychiatrist psychoanalyst clinical psychologist school psychologist
Answer: a
Topic: What Psychologists Do Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Unlike psychiatrists, clinical psychologists and other therapists cannot write prescriptions in most states.
126.
A psychiatrist is a therapist __________. a. b. c. d.
with a Psy.D. degree trained in psychoanalysis who is required to have an M.D. degree who is not legally required to have any degree at all
Answer: c Topic: What Psychologists Do Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners, such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Because psychiatrists have M.D. degrees, they typically take a biological approach to treatment.
127.
In almost all states, a __________ is required to obtain a license to practice clinical psychology. a. b. c. d.
doctoral degree master‘s degree medical degree certificate from a psychoanalytic institute
Answer: a Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In almost all states, a license to practice clinical psychology requires a doctorate. Most clinical psychologists have a Ph.D., some have an Ed.D., and some have a Psy.D.
128.
Which major reason led to the formation of the Association for Psychological Science (APS)? a. Psychotherapists were losing their ―human touch‖ by relying too much on psychology‘s empirical findings. b. Academic-research psychologists were unschooled in current therapeutic methods of psychology. c. There were many differences in training and attitudes between scientists and many therapists. d. Clinical psychologists wanted to be able to prescribe drugs. Answer: c Topic: What Psychologists Do Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: There are differences in training and attitudes between scientists and many therapists regarding the need for psychotherapists to be trained in research methods. These differences contributed to the formation of the Association for Psychological Science (APS).
129.
Which statement about psychologists‘ roles in the general community is true? a. Psychologists are prohibited by law from working for, or with, government agencies. b. Clinical psychologists frequently contribute to their communities, but there are few opportunities for research psychologists to do the same. c. Research psychologists frequently contribute to their communities, but there are few opportunities for clinical psychologists to do the same. d. All types of psychologists can contribute to their communities by helping to solve problems and answer important questions. Answer: d Topic: What Psychologists Do Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Today, psychologists contribute to their communities in a variety of ways.
True-False Questions
1.
Empirical evidence is gathered through careful observation and experimentation. Answer: True Topic: Psychology, Pseudoscience, and the Perils of Common Sense Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
2.
Empirical evidence is the evidence gathered by a careful reflection on one‘s personal experiences. Answer: False Topic: Psychology, Pseudoscience, and the Perils of Common Sense Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
3.
The key to determining if a psychological finding is important is whether the finding is surprising or counterintuitive. Answer: False Topic: Psychology, Pseudoscience, and the Perils of Common Sense Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
4.
Scientific psychology differs from popular psychology in that it is based on the opinions of learned scientists.
Answer: False Learning Objective: 1.1.B Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding psychological issues. Topic: Psychology, Pseudoscience, and the Perils of Common Sense Difficulty Level: Easy Skill Level: Remember the Facts APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
5.
Psychobabble refers to how infants as young as seven months can derive simple linguistic rules from a string of sounds. Answer: False Topic: Psychology, Pseudoscience, and the Perils of Common Sense Difficulty Level: Easy Skill Level: Remember the Facts Learning Objective: 1.1.B Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding psychological issues. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
6.
Pseudoscience often promises easy fixes to life‘s problems and challenges. Answer: True Learning Objective: 1.1.B Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding psychological issues. Topic: Psychology, Pseudoscience, and the Perils of Common Sense Skill Level: Remember the Facts Difficulty Level: Easy APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
7.
Belief in psychic abilities is uncommon among the population of scientifically advanced countries. Answer: False Topic: Psychology, Pseudoscience, and the Perils of Common Sense Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 1.1.B Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding psychological issues. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
8.
Critical thinking is defined as the ability to assess claims and make objective judgments on the basis of wellsupported reasons and evidence. Answer: True Topic: Thinking Critically about Psychology Difficulty Level: Easy Skill Level: Remember the Facts Learning Objective: 1.2.A Explain why critical thinking applies to all scientific pursuits and why it should also guide everyday judgments and decision-making. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
9.
Critical thinkers are able to look for flaws in arguments. Answer: True Topic: Thinking Critically about Psychology Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.2.A Explain why critical thinking applies to all scientific pursuits and why it should also guide everyday judgments and decision-making. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
10.
Critical thinking is also referred to as negative thinking. Answer: False Topic: Thinking Critically about Psychology Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 1.2.A Explain why critical thinking applies to all scientific pursuits and why it should also guide everyday judgments and decision-making.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
11.
Critical thinkers realize that all opinions should be respected as equally valid. Answer: False Topic: Thinking Critically about Psychology Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 1.2.A Explain why critical thinking applies to all scientific pursuits and why it should also guide everyday judgments and decision-making. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
12.
Critical thinkers realize that anyone‘s beliefs are as valid as anyone else‘s. Answer: False Topic: Thinking Critically about Psychology Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 1.2.A Explain why critical thinking applies to all scientific pursuits and why it should also guide everyday judgments and decision-making. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
13.
Open-mindedness implies that all opinions are created equal. Answer: False Topic: Thinking Critically about Psychology Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 1.2.A Explain why critical thinking applies to all scientific pursuits and why it should also guide everyday judgments and decision-making. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
14.
Critical thinkers are willing to accept ―received wisdom‖ without question.
Answer: False Topic: Thinking Critically about Psychology Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 1.2.A Explain why critical thinking applies to all scientific pursuits and why it should also guide everyday judgments and decision-making. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
15.
Assumptions are beliefs that are taken for granted. Answer: True Topic: Thinking Critically about Psychology Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
16.
Critical thinkers do not make assumptions about how the world works. Answer: False Topic: Thinking Critically about Psychology Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
17.
Biases are assumptions that keep us from considering evidence fairly. Answer: True Topic: Thinking Critically about Psychology Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
18.
Basing our behaviors on ―gut feelings‖ is an important aspect of critical thinking. Answer: False Topic: Thinking Critically about Psychology Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
19.
A critical thinker rejects either/or thinking. Answer: True Topic: Thinking Critically about Psychology Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
20.
Critical thinkers are able to generate implications of research findings. Answer: True Topic: Thinking Critically about Psychology Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.2.A Explain why critical thinking applies to all scientific pursuits and why it should also guide everyday judgments and decision-making. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
21.
Critical thinkers generate as many reasonable explanations of the topic at hand as possible before settling on the most likely one. Answer: True Topic: Thinking Critically about Psychology Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
22.
Critical thinkers prefer explanations that account for the most evidence while making the fewest assumptions. Answer: True Topic: Thinking Critically about Psychology Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
23.
After a person learns to think critically, they will never fall for emotional reasoning and wishful thinking again. Answer: False Topic: Thinking Critically about Psychology Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
24.
Psychology has been a recognized science for more than 300 years.
Answer: False Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
25.
Psychology became a formal discipline during the 16th century. Answer: False Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics from ancient times through the early 1800s. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
26.
The forerunners of modern psychology depended heavily on observation. Answer: True Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
27.
The forerunners of modern psychology depended heavily on empirical research. Answer: False Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
28.
Scholars of the past relied too heavily on empirical evidence to understand human behavior. Answer: False Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
29.
Scholars of the past who wanted to understand human behavior relied on anecdotes and descriptions of individual cases. Answer: True Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
30.
Because they relied on anecdotes rather than experiments, the forerunners of modern psychology were always wrong in their description of human behavior. Answer: False Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
31.
Hippocrates argued that the brain was the ultimate source of human pleasures and pains. Answer: True Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
32.
Hippocrates argued that the heart was the ultimate source of human pleasures and pains. Answer: False Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
33.
Phrenologists proposed that specific character and personality traits could be inferred from bumps on a person‘s head. Answer: True Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
34. head.
Wilhelm Wundt argued that specific character and personality traits could be inferred from bumps on the
Answer: False Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
35.
The notion of phrenology was verified by later psychological research. Answer: False Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
36.
Phrenology is a classic pseudoscience. Answer: True Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
37.
The first psychological laboratory was officially established in Leipzig, Germany. Answer: True Topic: A History of Psychology: From the Armchair to the Laboratory
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
38.
The first psychological laboratory was officially established in 1879. Answer: True Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
39.
The first psychological laboratory was established by the Austrian physician Sigmund Freud. Answer: False Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
40.
The first psychological laboratory was established by Wilhelm Wundt. Answer: True Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology.
APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
41.
Credit for the founding of modern psychology is generally given to William James. Answer: False Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
42.
Credit for the founding of modern psychology is generally given to Wilhelm Wundt. Answer: True Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
43.
Wilhelm Wundt‘s trained introspectors had to make between 10 and 50 practice observations before they were allowed to participate in an actual study. Answer: False Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
44.
Wilhelm Wundt‘s trained introspectors had to make 10,000 practice observations before they were allowed to participate in an actual study. Answer: True Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
45.
In Wilhelm Wundt‘s trained introspection, volunteers were trained to break down behavior into its most basic elements. Answer: True Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
46.
E. B. Titchener gave Wilhelm Wundt‘s approach the name ―structuralism.‖ Answer: True Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
47.
Structuralism was an early psychological approach that emphasized the purpose of behavior and consciousness. Answer: False
Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
48. Structuralism was an early psychological approach that emphasized the analysis of an immediate experience into basic elements. Answer: True Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
49.
Early psychologists who emphasized how behavior helps an organism adapt to its environment were known as structuralists. Answer: False Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
50.
One of the common research methods used by structuralists was phrenology. Answer: False Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
51.
Functionalism was an early psychological approach that emphasized the purpose of behavior and consciousness. Answer: True Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
52.
Functionalism was an early psychological approach that emphasized the analysis of an immediate experience into basic elements. Answer: False Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
53.
William James, a functionalist, argued that searching for building blocks of experience was a waste of time. Answer: True Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology.
APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
54.
Wilhelm Wundt, an American psychologist, was a popular functionalist. Answer: False Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
55.
―How‖ and ―why‖ an organism does something were the concerns of functionalists. Answer: True Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
56.
Early psychologists who emphasized how behavior helps an organism adapt to its environment were known as functionalists. Answer: True Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
57.
The phrase ―stream of consciousness‖ is closely associated with Sigmund Freud.
Answer: False Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
58.
The phrase ―stream of consciousness‖ is closely associated with William James. Answer: True Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
59.
Sigmund Freud argued that many of his patients‘ symptoms had mental, not physical, causes. Answer: True Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
60.
Sigmund Freud argued that many of his patients‘ symptoms had undiagnosed physical causes rather than mental causes. Answer: False Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
61.
Sigmund Freud‘s first book, The Interpretation of Dreams, was an overnight sensation. Answer: False Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
62.
Sigmund Freud‘s ideas evolved into a method of psychotherapy that came to be known as psychoanalysis. Answer: True Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
63.
Freudian concepts were, and still are, rejected by most empirically oriented psychologists. Answer: True Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
64.
Freudian concepts are still popular among empirically oriented psychologists. Answer: False Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
65.
The biological pillar of psychology emphasizes bodily events and changes associated with actions, feelings, and thoughts. Answer: True Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
66.
The cognitive pillar of psychology focuses on the social and cultural forces acting on an individual from the external environment. Answer: False Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
67.
Theorizing that anxiety is due to forbidden, unconscious desires is consistent with the biological perspective. Answer: False
Topic: Psychological Science Perspectives Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.3 Describe applications of psychology
68.
Theorizing that anxiety can be caused by a chemical imbalance in the body is consistent with the biological perspective. Answer: True Topic: Psychological Science Perspectives Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.3 Describe applications of psychology
69.
Understanding the role of genetics in human behavior is part of the biological pillar of the discipline. Answer: True Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.3 Describe applications of psychology
70.
Health and stress are both elements of the biological pillar of psychological science. Answer: False Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 1.4.A List and describe five pillars of psychological science.
APA Objective: 1.3 Describe applications of psychology
71.
Learning and sensation are elements of the cognitive pillar of psychology. Answer: False Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.3 Describe applications of psychology
72.
All the pillars of psychological science rest on the foundation of research methods. Answer: True Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.3 Describe applications of psychology
73.
The formation of a person‘s identity over time would be consistent with the developmental pillar of psychology. Answer: True Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.3 Describe applications of psychology
74.
The study of sensation and perception would fall under the developmental pillar of psychological science. Answer: False
Topic: Psychological Science Perspectives Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.3 Describe applications of psychology
75.
The cognitive pillar of psychology emphasizes bodily events and changes associated with behaviors. Answer: False Topic: Psychological Science Perspectives Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.3 Describe applications of psychology
76.
The cognitive pillar of psychology emphasizes how the environment and individual experiences affect a person‘s actions. Answer: False Topic: Psychological Science Perspectives Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.3 Describe applications of psychology
77.
The cognitive pillar of psychology emphasizes mental processes in certain areas of behavior, including memory and problem solving. Answer: True Topic: Psychological Science Perspectives Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.4.A List and describe five pillars of psychological science.
APA Objective: 1.3 Describe applications of psychology
78.
Cognitive researchers have been able to study the kind of ―thinking‖ that goes on without awareness. Answer: True Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.3 Describe applications of psychology
79.
Theorizing that anxious people often think about the future in distorted ways is consistent with the cognitive perspective. Answer: True Topic: Psychological Science Perspectives Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.3 Describe applications of psychology
80.
The social/personality perspective emphasizes the dynamics of internal and external forces that shape human behavior. Answer: True Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.3 Describe applications of psychology
81.
Social psychologists focus on how groups affect attitudes and behavior. Answer: True
Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.3 Describe applications of psychology
82.
Understanding psychological disorders and their effective treatment is part of the mental and physical health pillar of psychology. Answer: True Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.3 Describe applications of psychology
83.
Theorizing that competition between group members promotes anxiety about failure is consistent with the social/personality pillar of psychological science. Answer: True Topic: Psychological Science Perspectives Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.3 Describe applications of psychology
84. on
Feminist psychology is an approach that analyzes the influence of gender, sexuality, and social structures
thought, emotion, and behavior. Answer: True Topic: Psychological Science Perspectives Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 1.4.B Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry. APA Objective: 1.3 Describe applications of psychology
85.
Feminist psychology critically examines the male bias in psychotherapy. Answer: True Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.4.B Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry. APA Objective: 1.3 Describe applications of psychology
86.
Feminist psychology has influenced the study of men. Answer: True Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.4.B Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry. APA Objective: 1.3 Describe applications of psychology
87.
Basic psychology is the study of psychological issues for the sake of knowledge rather than for practical application. Answer: True Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
88.
Applied psychology is the study of psychological issues for the sake of knowledge rather than for practical application. Answer: False Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
89.
Applied psychology is the study of psychological issues that have direct practical significance. Answer: True Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
90.
Basic psychology is the study of psychological issues that have direct practical significance. Answer: False Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
91.
Not all psychologists perform clinical work. Answer: True Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
92.
Academic psychologists specialize in areas of research such as psychometrics or sensation and perception. Answer: True Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.3 Describe applications of psychology
93.
Educational psychologists primarily study how people change and grow over time. Answer: False Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.3 Describe applications of psychology
94.
Educational psychologists primarily design and evaluate tests of mental abilities and aptitude. Answer: False
Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.3 Describe applications of psychology
95.
Developmental psychologists study how people change and grow over time. Answer: True Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.3 Describe applications of psychology
96.
Industrial/organizational psychologists are concerned with behavior in the workplace and work motivation. Answer: True Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.3 Describe applications of psychology
97.
Psychometric psychologists design and evaluate tests of mental abilities and aptitude. Answer: True Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.3 Describe applications of psychology
98.
Counseling psychologists are trained to conduct psychotherapy with severely disturbed people. Answer: False Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. APA Objective: 1.3 Describe applications of psychology
99.
In almost all states in the United States, a license to practice clinical psychology requires a doctorate. Answer: True Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. APA Objective: 1.3 Describe applications of psychology
100.
Clinical programs leading to a Ph.D. require a student to complete an extensive literature review instead of a research dissertation. Answer: False Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
101.
Programs leading to a Psy.D. usually require a student to complete an extensive theoretical paper or literature review instead of a research dissertation. Answer: True Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. APA Objective: 1.3 Describe applications of psychology
102.
Clinical programs leading to a Ph.D. are usually designed to prepare a person both as a scientist and as a clinical practitioner. Answer: True Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. APA Objective: 1.3 Describe applications of psychology
103.
Clinical programs leading to a Psy.D. focus on professional practice and do not usually require a research dissertation. Answer: True Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. APA Objective: 1.3 Describe applications of psychology
104.
A person who has received specialized training from a psychoanalytic institute is called a psychiatrist.
Answer: False Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. APA Objective: 1.3 Describe applications of psychology
105.
Clinical social workers typically treat general problems in adjustment and family conflicts. Answer: True Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. APA Objective: 1.3 Describe applications of psychology
106. Psychiatrists are more likely than other practitioners to focus on the possible biological causes of psychological disorders. Answer: True Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. APA Objective: 1.3 Describe applications of psychology
107.
Only psychiatrists and clinical psychologists can write medical prescriptions in all 50 states at present. Answer: False Topic: What Psychologists Do Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. APA Objective: 1.3 Describe applications of psychology
Short Answer Questions
1.
When people think of psychology, they usually think of mental disorders, emotional disorders, abnormal acts, personal problems, and psychotherapy. Describe two other topics that are of great interest to psychologists. Answer: A good answer will include the following key points.
Psychologists study the entire spectrum of human and animal behavior. Psychologists study how people learn, remember, solve problems, perceive, feel, and get along with others. They study commonplace as well as uncommon behaviors. Some specific examples of non-clinical topics should be provided.
Topic: Psychology, Pseudoscience, and the Perils of Common Sense Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
2.
Juanita is studying in her dorm room when her roommate says, ―Why did you sign up for a psychology class? Everyone knows that psychology is the same as plain old common sense.‖ How should Juanita explain the differences between psychology and common sense? Answer: A good answer will include the following key points.
Psychology is based on empirical evidence, rather than gut feelings, opinions, or received wisdom. Common sense and popular beliefs have often been refuted by empirical evidence. Many commonsense beliefs are contradictory because they are not based on empirical evidence. It is the case, however, that psychological science can help demonstrate when commonsense intuitions are correct, what their limits are, when they are wrong, and so on.
Topic: Psychology, Pseudoscience, and the Perils of Common Sense Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
3.
Shelley wants her grandmother to keep in touch through e-mail, but her grandma says, ―Oh, Shelley, you know that you can‘t teach an old dog new tricks!‖ If Shelley has been considering the complications surrounding popular beliefs about psychological phenomena, how should she respond?
Answer: A good answer will include the following key points.
Popular beliefs and sayings have often been refuted by scientific research. Before accepting a popular aphorism as true, it would be important to look at empirical evidence. Many popular sayings contradict each other because they are not based on empirical evidence; in this case, ―You can‘t teach an old dog new tricks‖ and ―You‘re never too old to learn.‖
Topic: Psychology, Pseudoscience, and the Perils of Common Sense Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
4.
Describe the differences between pseudoscience and scientific psychology. Answer: A good answer will include the following key points.
Pseudoscience can confirm our existing beliefs and prejudices, whereas scientific psychology often challenges them. Unlike pseudoscience, scientific psychology is based on research and empirical evidence, which is gathered by careful observation, experimentation, and measurement.
Topic: Psychology, Pseudoscience, and the Perils of Common Sense Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.1.B Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding psychological issues. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
5.
Describe what it means to be a critical thinker. Answer: A good answer will include the following key points.
Critical thinking is the ability and willingness to assess claims and make objective judgments based on well-supported reasons and evidence rather than emotion or anecdote. Critical thinkers look for flaws in arguments and resist claims that have no support. They realize that criticizing an argument is not the same as criticizing the person making the argument. Critical thinking includes the ability to be creative and constructive, propose alternative explanations for events, think of implications of research findings, and apply new knowledge to social and personal problems.
Topic: Thinking Critically about Psychology Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 1.2.A Explain why critical thinking applies to all scientific pursuits and why it should also guide everyday judgments and decision-making. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
6.
A fortune teller reads Haifa‘s palm and tells Haifa that she will fall in love during spring break when she travels to Cancun. As a critical thinker enrolled in a General Psychology class, how would Haifa react to this news? Which critical thinking guidelines would be important for her to consider? Answer: A good answer will include the following key points.
Fortune telling is pseudoscience, and not based on empirical evidence. Important critical thinking guidelines to consider are ―Analyze assumptions and biases‖ and ―Examine the evidence.‖
Topic: Thinking Critically about Psychology Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
7.
List the five essential critical thinking steps. Answer: The five steps for critical thinking are:
Ask questions and be willing to wonder. Define your terms. Analyze assumptions and biases. Examine the evidence. Weigh conclusions.
Topic: Thinking Critically about Psychology Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
8.
Mohammed demands that his psychology professor give him a yes-or-no answer to the question, ―Do violent movies cause adolescents to become more aggressive?‖ When the professor explains the complicated
evidence, Mohammed says, ―You are evading the issue!‖ Which critical thinking guideline does Mohammed need to take into consideration? Support your choice with information from the textbook. Answer: A good answer will include the following key points.
The important critical thinking guideline here is ―Weigh conclusions.‖ In weighing conclusions, it is important for critical thinkers to tolerate uncertainty. Sometimes there is little or no evidence available to examine. Sometimes the evidence permits only tentative conclusions. Sometimes the evidence seems strong enough to permit conclusions until new evidence throws those conclusions into disarray. Critical thinkers are willing to accept this state of uncertainty.
Topic: Thinking Critically about Psychology Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
9.
Explain why phrenology illustrates a classic pseudoscience. Provide examples that support this assessment. Answer: A good answer will include the following key points.
Phrenology was not based on empirical evidence. When a prediction based on bumps on the head predicted a behavior (such as stealing) that did not fit with an individual‘s general pattern of behavior or known traits and qualities, it was explained away by arguing that other positive traits held the behavior in check. Phrenology became extremely popular because it offered quick analyses of behavior and even programs for overcoming deficiencies.
Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
10.
Why is Wilhelm Wundt especially revered by psychologists? Answer: A good answer will include the following key points.
Wilhelm Wundt founded the first formal psychology laboratory, in 1879. He was the first person to announce that he intended to make psychology a science, in 1873. His laboratory was the first to publish psychology research results in a scholarly journal.
Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
11.
During the early decades of psychology‘s existence as a formal discipline, three schools of psychological thought became popular. What were these three schools of thought, and what became of each of them over time? Answer: A good answer will include the following key points.
Structuralism was the analysis of sensations, images, and feelings into basic elements based on Wilhelm Wundt‘s method of introspection. The term structuralism was coined by Wundt‘s student, E. B. Titchener, when he emigrated to the United States. Structuralism died out in the early years of psychology. Functionalism, founded by William James, emphasized the purposes of behavior, as opposed to its analysis and description. Functionalism also died out as a separate school of psychology, but its emphasis on the causes and consequences of behavior continued to influence the development of psychology as a science. Psychoanalysis was both a theory of personality and a method of psychotherapy that stressed the role of the unconscious mind and its hidden conflicts and wishes in influencing our behavior. Psychoanalysis is not accepted by most empirically oriented psychologists, but remains an active, though controversial, school of psychology today.
Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
12.
The structuralists established an intensive program of research in Germany and the United States. What became of this school of psychology? What challenges did the structuralists encounter? Answer: A good answer will include the following key points.
Structuralism died out in the early years of psychology. A major challenge faced by structuralism was the fact that individual introspectors often produced conflicting reports. Another problem was that after something has been described, there does not appear to be much left to do. Critics pointed out that Wundt's technique of trained introspection was too subjective for a reliable methodology.
Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
13.
Why did William James argue that the structuralist approach was a waste of time? What school of psychology did he promote? Answer: A good answer will include the following key points.
James argued that searching for the building blocks of the mind was a waste of time because the brain and the mind are constantly changing. James was a leader in the functionalist school of psychology. Functionalism emphasized the purpose of behavior, as opposed to its analysis and description.
Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
14.
How was Charles Darwin‘s theory of evolution inspirational to the functionalists? Answer: A good answer will include the following key points.
Darwin had argued that a biologist‘s job is not merely to describe, say, the puffed-out chest of a pigeon or the drab markings of a lizard, but also to figure out how these attributes enhance survival for an organism. Similarly, the functionalists wanted to know how specific behaviors and mental processes help a person or animal adapt to the environment, so they looked for underlying causes and practical consequences of these behaviors and processes.
Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
15.
List and define the five pillars in modern psychology. Answer: A good answer will include the following key points.
The biological pillar focuses on how bodily events affect behavior, feelings, and thoughts. The cognitive pillar emphasizes what goes on in people‘s heads—how people reason, remember, think, solve problems, act intelligently, and so on. The developmental pillar looks at learning, lifespan development, the formation of identity, and the acquisition of language skills. The social/personality pillar focuses on social and individual forces outside and inside the individual that shape behavior. The mental and physical health pillar examines just that: mental and physical health in response to stress, psychological disorders, treatment approaches, and so on.
Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.3 Describe applications of psychology
16.
Explain the difference in emphasis that a social psychologist and a personality psychologist might have in explaining a person‘s behavior. Answer: A good answer will include the following key points.
Although social and personality psychologists often work in tandem, there is a difference in emphasis between the two approaches. Social psychologists are likely to emphasize the external, situational circumstances in which a person acts as a determinant of behavior; the person acted that way because something about the situation called out that behavior. Personality psychologists are more likely to emphasize stable individual differences, or traits, within an individual as the cause of behavior; the person acted that way because ―they‘re that kind of person.‖ The reality is that a combination of internal (personality) and external (social) factors usually exert an effect on any complex behavior.
Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.3 Describe applications of psychology
17.
What were the implications of the early lack of diversity for the development of psychology?
Answer: A good answer will include the following key points.
Some early research was used to justify and perpetuate discrimination. Some researchers argued that reliable sex and race differences existed in intelligence, memory, personality, psychological disorders, moral development, and other areas. Findings that may have contradicted these positions were often ignored or reinterpreted in a manner more flattering to the White men who dominated the field at the time.
Topic: Psychological Science Perspectives Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.4.B Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry. APA Objective: 1.3 Describe applications of psychology
18.
As women began to enter psychology in greater numbers in the early 1970s, they began to document evidence of a pervasive bias in the research methods that were being used. Describe the biases that these feminist psychologists documented. Answer: A good answer will include the following key points.
Many studies used only men as research participants. Topics such as menstruation, motherhood, rape and domestic violence, the dynamics of power and sexuality in relationships, definitions of masculinity and femininity, gender roles, and sexist attitudes had largely been ignored. Such topics were reintroduced to the field of psychology by people adopting the feminist perspective.
Topic: Psychological Science Perspectives Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.4.B Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry. APA Objective: 1.3 Describe applications of psychology
19.
The professional activities of psychologists fall into three broad categories. Describe and give examples of each of these three types of professional activities. Answer: A good answer will include the following key points.
Psychologists teach and conduct research in a variety of pure and applied areas in colleges and universities. Psychologists provide health and mental health services (e.g., clinical and counseling psychologists) in settings such as private practice, clinics, and hospitals.
Psychologists conduct research and apply the findings of psychology in nonacademic settings such as business, sports, government, law, and the military.
Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.3 Describe applications of psychology
20.
What is the difference between basic research and applied research? Answer: A good answer will include the following key points.
Basic research involves seeking knowledge for its own sake. Applied research involves finding practical uses of basic psychological knowledge.
Topic: What Psychologists Do Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. APA Objective: 1.3 Describe applications of psychology
21.
Alexandra and Holly both plan to become clinical psychologists, although Alexandra is applying to graduate schools to pursue a Ph.D. and Holly plans to earn a Psy.D. What different experiences and requirements are each likely to encounter in earning their graduate degrees? Answer: A good answer will include the following key points.
Alexandra will undergo training both as a scientist and as a clinical practitioner. She will have to complete a dissertation. Holly‘s training will emphasize professional practice. She will probably not be required to complete a dissertation, though she may have to complete an extensive theoretical paper or literature review.
Topic: What Psychologists Do Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. APA Objective: 1.3 Describe applications of psychology
22.
Clinical psychologists and psychiatrists do similar work, but their training differs and they tend to focus on different causes of psychological disorders. Contrast the training and approach to therapy between clinical psychologists and psychiatrists. Answer: A good answer will include the following key points.
Clinical psychologists usually complete five years of graduate work in psychology and an internship, earning a Ph.D., Psy.D., or Ed.D. degree. Clinical psychologists focus on the diagnosis, treatment, and study of mental and emotional problems. They primarily use some form of psychotherapy in treating people who have been diagnosed with psychological disorders. Psychiatrists are trained as medical doctors, earning an M.D. degree. They focus on the treatment of emotional disorders, especially the most severe disorders. Psychiatrists are more likely to focus on possible biological causes of psychological disorders and treat these problems with medication.
Topic: What Psychologists Do Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. APA Objective: 1.3 Describe applications of psychology
23.
People may be a little ―fuzzy‖ about psychological careers because psychologists contribute to their communities in so many different ways. Describe three ways in which psychologists make these contributions. Answer: A good answer will include at least three of the following key points.
Psychologists advise utility companies on ways to get customers to conserve energy. They consult with companies to improve worker satisfaction and productivity. They do basic and applied research on ways of reducing conflict and prejudice, locally and internationally. They strive to understand and prevent acts of terrorism. They advise commissions on how pollution and noise affect mental health. They do rehabilitation training for people with physical or mental disabilities. They educate judges and juries about eyewitness testimony and false confessions. They assist the police in emergencies involving hostages or disturbed persons. They conduct public opinion surveys. They run suicide-prevention hotlines. They advise zoos on the care and training of animals. They help coaches improve the athletic performance of their teams.
Topic: What Psychologists Do Skill Level: Remember the Facts Difficulty Level: Moderate
Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. APA Objective: 1.3 Describe applications of psychology
Essay Questions
1.
In recent decades, the public‘s appetite for pseudoscience has grown. Describe two examples of pseudoscience and ―pop psychology‖ and then analyze the differences between psychology and pseudoscience. Answer: A good answer will include the following key points. Specific examples may vary.
Possible Example 1: Many self-help books are available in bookstores that purport to help a person find personal growth and success in life. Possible Example 2: Technological advances are now marketed as a means to ―reprogram‖ the brain to enhance attention, memory, or awareness. Pseudoscience is based on popular opinion and promises easy fixes to life's problems. Scientific psychology is based on empirical evidence.
Topic: Psychology, Pseudoscience, and the Perils of Common Sense Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 1.1.B Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding psychological issues. APA Objective: 1.1 Describe key concepts, principles, and overarching themes
2.
Rollo is eager to buy an Electro-Neural Stimulator so that he can get both halves of his brain working at peak efficiency by exam time. Based on your knowledge of critical thinking, how would you recommend he think about his plan? Answer: A good answer will include the following key points.
Develop a number of questions to ask about the product and what it does. Define any terms that might be misunderstood in your questions. Analyze assumptions and biases. Are there any assumptions or biases that might get in the way of his evaluating the quality and need for this product? Examine the evidence. Seek peer-reviewed research regarding the outcomes after use of the product. Look at critical, reliable, reviews of the product. Weigh conclusions. Encourage Rollo to use the data in front of him to make a decision regarding whether this is a good idea and if it will accomplish what he wants to do.
Topic: Psychology, Pseudoscience, and the Perils of Common Sense Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 1.1.B Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding psychological issues. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
3.
One of the considerations in critical thinking is to examine the evidence. What does this mean? Provide an example of how someone might use an anecdote to defend an argument. Answer: A good answer will include the following key points.
Critical thinkers look beyond the obvious, resist easy generalizations, and reject either/or thinking. Critical thinkers demand evidence that something is true. They seek research that shows a product does what it says it does. Critical thinkers are not lazy and seek all the information they can to confirm or deny the arguments presented. Using anecdotes to support an argument involves generalizing from a personal experience or a few examples. An example should be given that shows how a person might generalize from a personal experience to all people.
Topic: Thinking Critically about Psychology Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
4.
Many people don‘t realize that just as the body needs exercise to stay in shape, clear thinking requires effort and practice. Name and give an example of each of the five guidelines to critical thinking. Answer: A good answer will provide an example for each of the five guidelines for critical thinking.
Ask questions and be willing to wonder. Define your terms. Analyze assumptions and biases. Examine the evidence. Weigh conclusions.
Topic: Thinking Critically about Psychology Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
5.
Compare and contrast the three schools of psychological thought that became popular when psychology emerged as a discipline, including the major theorists associated with each school as well as the goal of each of these perspectives. Answer: A good answer will include the following key points.
Structuralism was the analysis of sensations, images, and feelings into basic elements based on Wilhelm Wundt‘s method of introspection. Wundt and E. B. Titchener were leaders in the structuralist school of psychology. Structuralism died out in the early years of psychology. Functionalism, founded by William James, emphasized the purpose of behavior, as opposed to its analysis and description. Functionalism also died out as a separate school of psychology, but its emphasis on the causes and consequences of behavior continued to influence the development of psychology as a science. Psychoanalysis was both a theory of personality and a method of psychotherapy that stressed the role of the unconscious mind and its hidden conflicts and wishes in influencing our behavior. Psychoanalysis was founded by Sigmund Freud. Psychoanalysis is not accepted by most empirically oriented psychologists, but remains an active, though controversial, school of psychology today.
Topic: A History of Psychology: From the Armchair to the Laboratory Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
6.
List the five pillars of psychological science, and provide an example of the kind of research that might be conducted within each one. Explain why all of the pillars rest on the same foundation, and identify what that foundation is. Answer: A good answer will provide an example for each of the five pillars.
The five pillars of psychological science are biological, cognitive, developmental, social/personality, and mental and physical health. Within each pillar, specific emphases and research interests can be placed. For example, researchers adopting the biological perspective are likely to offer explanations for behavior based on genetics, hormones, neurotransmitters, and the like. Each of the pillars, however, rests on the common foundation of research methods. Methodology provides the basis for empirical evidence, upon which any science (psychology included) relies. From there, whether a psychologist applies that research to the treatment of psychological disorders, or another emphasizes the cultural constraints on behavior, or yet another focuses on growth and development over time, they all nonetheless draw from the same pool of objective, reliable evidence.
Topic: Psychological Science Perspectives Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 1.4.A List and describe five pillars of psychological science. APA Objective: 1.3 Describe applications of psychology
7.
To most people, the word psychologist conjures an image of a therapist listening intently to a client. But not all psychologists perform clinical work. Describe the different professional activities of psychologists who have earned doctoral degrees. Include examples of work in each of the three general categories. Answer: A good answer will include the following key points.
Clinical psychologist: Diagnoses, treats, and/or studies mental and emotional problems, both mild and severe; has a Ph.D., an Ed.D., or a Psy.D. Psychoanalyst: Practices psychoanalysis; has specific training in this approach after an advanced degree; may treat any kind of emotional disorder or pathology. Psychiatrist: Does work similar to that of a clinical psychologist, but is likely to take a more biological approach; can prescribe medicine; has a medical degree (M.D.) with a specialty in psychiatry.
Topic: What Psychologists Do Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. APA Objective: 1.3 Describe applications of psychology
Integrative Essay Questions: Linking the Chapters
1.
Tara cannot believe what she reads about anger: ―Depending on the circumstances, sometimes it is helpful to express your feelings, but sometimes venting your anger makes everything worse.‖ Tara finds this difficult to accept because she has been told over and over that it is healthy to ―vent‖ her anger; to let it out and express it freely. Based on your reading of Chapter 1 and Chapter 2, design a research study that Tara could conduct to examine this issue. Answer: A good answer will include the following key points.
All participants in the experiment would be exposed to a situation that makes them angry and would rate their anger. Participants would be randomly assigned to an experimental or a control group. Participants in the control group would not be allowed to vent their anger. Participants in the experimental group would be allowed to express their anger to another person. Afterward, all participants would rate their feelings of anger and well-being. Results for the control group and experimental group would be compared.
Topic: 1.2 Thinking Critically about Psychology, 2.4 Experiments: Hunting for Causes Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 1.2.B: Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. 2.4.A: Distinguish an independent variable from a dependent variable, and given an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology; 2.4 Interpret, design, and conduct basic psychological research
2.
Functionalism, as a general school of thought in the early days of psychology, drew some of its inspiration from Charles Darwin‘s writings regarding evolution. Integrate your knowledge of Chapters 1 and 3, providing supportive evidence for a conceptual overlap between the two approaches. Answer: A good answer will include the following key points.
Evolutionary psychology is based on Darwin‘s ideas of natural selection and (as he originally formulated it) survival of the fittest. Characteristics that are adaptive (that is, characteristics that allow an organism to live and reproduce successfully in a particular environment) will be passed on to future generations. The emphasis is on determining the function of various physical and behavioral characteristics (i.e., their adaptive qualities). Functionalism was also interested in determining how the mind functions and, in particular, how it helps us to adapt to a particular environment.
Topic: 1.3 A History of Psychology: From the Armchair to the Laboratory, 3.2 The Genetics of Similarity Skill Level: Analyze It Difficulty Level: Difficult
Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
Revel Quizzes
The following questions appear at the end of each module and at the end of the chapter in Revel for Psychology, 14e.
Quiz for Module 1.1 EOM Q1.1.1 1. Psychology is defined as an area of study concerned with __________. a) the factors that lead to flawed decision-making in a social context Consider This: As a scientific discipline, psychology embraces a wide range of topics. 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective. b) behavior and mental processes, and how these are affected by physical, mental, and environmental states c) the development, structure, and functioning of human society Consider This: As a scientific discipline, psychology embraces a wide range of topics. 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective. d) the biological bases of psychological disorders and the interpersonal problems of adjustment faced by people who have poor coping skills Consider This: As a scientific discipline, psychology embraces a wide range of topics. 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective. ANS: b Mod No=1.1 Skill Level=Remember Difficulty Level=easy
EOM Q1.1.2 2. Empirical evidence refers to __________. a) information that was gathered or derived from observation, experimentation, or measurement b) the majority opinion adopted by most people when considering an issue Consider This: Empiricism is a central feature of conducting scientific research. 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective. c) the opinions of experts that are believed by nonexperts for a given issue Consider This: Empiricism is a central feature of conducting scientific research. 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective. d) the most straightforward explanation that can be offered for a particular phenomenon
Consider This: Empiricism is a central feature of conducting scientific research. 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective.
ANS: a Mod No=1.1 Skill Level=Remember Difficulty Level=easy
EOM Q1.1.3 3. ―Getting poor grades in college is a result of students being lazy‖ is an example of __________. ―Students who participated in a 6-week study skills course improved their grades by 15% by the end of the term‖ is an example of __________. a) empirical evidence/empirical bias Consider This: One of the factors that distinguishes scientific psychology from pseudoscience or popular opinion is its basis in facts, evidence, and direct observation. 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective. b) an opinion/research bias Consider This: One of the factors that distinguishes scientific psychology from pseudoscience or popular opinion is its basis in facts, evidence, and direct observation. 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective. c) research evidence/an opinion Consider This: One of the factors that distinguishes scientific psychology from pseudoscience or popular opinion is its basis in facts, evidence, and direct observation. 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective. d) an opinion/empirical evidence
ANS: d Mod No=1.1 Skill Level=Apply Difficulty Level=difficult
EOM Q1.1.4 4. In one study you read about, a group of introductory psychology students completed a true/false questionnaire about psychological issues on the first day of class. What was the general result of that initial survey? a) Students were quite accurate in distinguishing factual statements about psychology from incorrect ones. Consider This: People believe lots of commonsense notions that are not always supported by rigorous scientific research. 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective.
b) Students believed that many false statements regarding psychology were actually true. c) Students performed better than chance at identifying correct findings from the psychological research literature. Consider This: People believe lots of commonsense notions that are not always supported by rigorous scientific research. 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective. d) Students showed a bias to believe that all statements on the survey were false. Consider This: People believe lots of commonsense notions that are not always supported by rigorous scientific research. 1.1.A Define psychology, and describe how it addresses daily life from a scientific perspective.
ANS: b Mod No=1.1 Skill Level=Remember Difficulty Level=moderate
EOM Q1.1.5 5. One reason beliefs in pseudoscience and psychic abilities persist is that __________. a) they give people a sense of predictability in a confusing world b) pseudoscience is still a type of science, and science is based on facts Consider This: Belief in unscientific approaches to explaining the world is widespread, even among scientifically advanced cultures. What could account for this persistence? 1.1.B Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding psychological issues. c) psychic predictions have been shown to be accurate the majority of the time Consider This: Belief in unscientific approaches to explaining the world is widespread, even among scientifically advanced cultures. What could account for this persistence? 1.1.B Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding psychological issues. d) they challenge our existing beliefs, and humans like uncertainty Consider This: Belief in unscientific approaches to explaining the world is widespread, even among scientifically advanced cultures. What could account for this persistence? 1.1.B Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding psychological issues. ANS: a Mod No=1.1 Skill Level=Understand Difficulty Level=moderate
Quiz for Module 1.2 EOM Q1.2.1 1. Mason tells his parents, ―I read online that fast-food cooks make more money than college graduates. I‘m dropping out and getting an apron!‖ Which of the following would be the best question for Mason‘s parents to ask to get him to use his critical thinking skills to reassess his plan? a) ―Will you be making dinner tonight?‖ Consider This: Mason has accepted a kernel of information at face value, without asking some critically important questions about the information. 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. b) ―How many nuggets does an average chicken yield?‖ Consider This: Mason has accepted a kernel of information at face value, without asking some critically important questions about the information. 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. c) ―What‘s the salary breakdown per fiscal quarter?‖ Consider This: Mason has accepted a kernel of information at face value, without asking some critically important questions about the information. 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. d) ―What was the source of the information?‖ ANS: d Mod No=1.2 Skill Level=Analyze Difficulty Level=difficult
EOM Q1.2.2 2. Luisa listened in amazement as she overheard her psychology professors design a new experiment. ―We should be sure to measure this factor, to rule out a competing explanation for the results,‖ said Professor LeBaron. ―Yes, and also allow for idiosyncratic responses in case anyone doesn‘t speak English as a first language,‖ added Professor DeLorean. ―Let‘s not forget to have the results double-checked and interpreted by a qualified colleague,‖ Professor DeDemonico chimed in. Although Luisa was amazed, to the professors this was second nature. Why? a) The professors were well versed in critical thinking and were simply applying those principles to the scientific task at hand. b) The professors knew Luisa was listening, so they were showing off a little in order to impress her. Consider This: Luisa‘s professors are no doubt competent psychological scientists; as such, they have adopted a certain way of thinking and a certain mental approach to solving problems. 1.2.A Explain why critical thinking applies to all scientific pursuits and why it should also guide everyday judgments and decision-making.
c) The professors had already collected the data and were covering their tracks in case any of the results didn‘t precisely confirm their preconceptions.
Consider This: Luisa‘s professors are no doubt competent psychological scientists; as such, they have adopted a certain way of thinking and a certain mental approach to solving problems. 1.2.A Explain why critical thinking applies to all scientific pursuits and why it should also guide everyday judgments and decision-making. d) The professors knew that science often results from luck and guessing, so they simply repeated phrases people expect scientists to say. Consider This: Luisa‘s professors are no doubt competent psychological scientists; as such, they have adopted a certain way of thinking and a certain mental approach to solving problems. 1.2.A Explain why critical thinking applies to all scientific pursuits and why it should also guide everyday judgments and decision-making. ANS: a Mod No=1.2 Skill Level=Apply Difficulty Level=difficult
EOM Q1.2.3 3. Sujin asked her psychology professor, ―Why is the brain located in the head?‖ Her professor replied, ―That‘s a really good question. Although there are lots of reasons, I‘m not sure of the one best answer. Let‘s find out together this semester.‖ Which principle of critical thinking was Sujin practicing? a) Examining the evidence Consider This: In this scenario, Sujin seems open to asking questions but is not yet finding data to answer them on her own. 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. b) Defining her terms Consider This: In this scenario, Sujin seems open to asking questions but is not yet finding data to answer them on her own. 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. c) Being willing to wonder d) Avoiding bias Consider This: In this scenario, Sujin seems open to asking questions but is not yet finding data to answer them on her own. 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. ANS: c Mod No=1.2 Skill Level=Apply Difficulty Level=difficult
EOM Q1.2.4 4. Conducting the same study that another researcher has previously conducted is __________. a) usually a waste of time
Consider This: One of the first things a rigorous researcher does when she arrives at or learns about an interesting finding is to see whether repeating the study produces the same result. 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. b) a poor use of one‘s critical thinking skills Consider This: One of the first things a rigorous researcher does when she arrives at or learns about an interesting finding is to see whether repeating the study produces the same result. 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. c) referred to as replication d) something that used to happen a lot in psychology, but rarely does anymore Consider This: One of the first things a rigorous researcher does when she arrives at or learns about an interesting finding is to see whether repeating the study produces the same result. 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology.
ANS: c Mod No=1.2 Skill Level=Remember Difficulty Level=easy
EOM Q1.2.5 5. Lori told her sister Gina about an amazing video she saw on YouTube. ―It was incredible. This guy levitated a miniature poodle for 25 seconds using psychic energy. He channels a star-force through a time continuum, and that allows him to unleash the hidden powers of his mind. It‘s totally legit; he‘s got a website and everything.‖ Gina replied, ―Maybe he‘s just making it up.‖ Which principle of critical thinking is Gina practicing? a) Gina is weighing conclusions by considering other interpretations. b) Gina is defining her terms. Consider This: In this scenario, Gina seems to be demonstrating a healthy skepticism and willingness to consider alternative explanations. 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. c) Gina is refining her biases. Consider This: In this scenario, Gina seems to be demonstrating a healthy skepticism and willingness to consider alternative explanations. 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. d) Gina is weighing conclusions by tolerating uncertainty. Consider This: In this scenario, Gina seems to be demonstrating a healthy skepticism and willingness to consider alternative explanations. 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology.
ANS: a Mod No=1.2 Skill Level=Apply Difficulty Level=moderate
Quiz for Module 1.3 EOM Q1.3.1 1. ―The study of bumps on the head,‖ a discredited approach to psychology, is also known as __________. a) phrenology b) bumpology Consider This: There were many attempts to explain psychological phenomena before the founding of psychology as a science. 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. c) the theory of humors Consider This: There were many attempts to explain psychological phenomena before the founding of psychology as a science. 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. d) psychoanalysis Consider This: There were many attempts to explain psychological phenomena before the founding of psychology as a science. 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. ANS: a Mod No=1.3 Skill Level=Remember Difficulty Level=easy
EOM Q1.3.2 2. Trained introspection is a methodology that asks research participants to __________. a) demonstrate the utility of their thoughts and feelings in observable behaviors Consider This: Introspection was the method of choice used in the first psychology laboratory in Leipzig, Germany. 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology.
b) carefully observe and describe their own sensations, mental images, and emotional states c) revisit earlier stages of their conscious development using hypnosis
Consider This: Introspection was the method of choice used in the first psychology laboratory in Leipzig, Germany. 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. d) respond quickly and accurately to changing external stimuli Consider This: Introspection was the method of choice used in the first psychology laboratory in Leipzig, Germany. 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. ANS: b Mod No=1.3 Skill Level=Remember Difficulty Level=easy
EOM Q1.3.3 3. With which school of thought is William James most closely associated? a) Functionalism b) Structuralism Consider This: William James was an early American psychologist whose views of the field often differed from those of European psychologists. 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. c) Psychoanalysis Consider This: William James was an early American psychologist whose views of the field often differed from those of European psychologists. 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. d) Behaviorism Consider This: William James was an early American psychologist whose views of the field often differed from those of European psychologists. 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. ANS: a Mod No=1.3 Skill Level=Remember Difficulty Level=easy
EOM Q1.3.4
4. Two psychologists, Muhammad and Bárbara, walk into a bar, and each orders a beer. Muhammad says, ―Look at that golden nectar . . . the bubbles, the foam, the slight fruit notes on my tongue, the amber color; wow, that‘s a beer!‖ Bárbara says, ―This‘ll quench my thirst.‖ Muhammad most likely endorses __________, whereas Bárbara most likely favors __________. a) structuralism; functionalism b) structuralism; psychoanalysis Consider This: Although both are responsibly enjoying a beer, each psychologist is emphasizing a different aspect of his drinking experience. 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. c) functionalism; structuralism Consider This: Although both are responsibly enjoying a beer, each psychologist is emphasizing a different aspect of his drinking experience. 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. d) structuralism; behaviorism Consider This: Although both are responsibly enjoying a beer, each psychologist is emphasizing a different aspect of his drinking experience. 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. ANS: a Mod No=1.3 Skill Level=Apply Difficulty Level=moderate
EOM Q1.3.5 5. The idea that emotional problems spring from unconscious conflicts originated with __________. a) psychoanalysis b) the Mind Cure Consider This: An early perspective in psychology emphasized that not all thinking and feeling occurred at the level of conscious awareness. 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. c) structuralism Consider This: An early perspective in psychology emphasized that not all thinking and feeling occurred at the level of conscious awareness. 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. d) functionalism Consider This: An early perspective in psychology emphasized that not all thinking and feeling occurred at the level of conscious awareness. 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology.
ANS: a Mod No=1.3 Skill Level=Understand Difficulty Level=moderate
Quiz for Module 1.4 EOM Q1.4.3 1. Tavishi wants help dealing with her lack of motivation in school, so she enlists her roommate Misha, who‘s taking an introductory psychology course, to offer advice. ―The problem is all in your brain,‖ Misha suggests. ―You‘ve got an imbalance of chemicals and hormones, which is causing you to feel lackluster and unfocused.‖ Which pillar of psychological science is Misha adopting? a) Cognitive Pillar Consider This: Clearly Misha paid attention to her introductory class, but she seems to be advocating a very specific view of what‘s causing Tavishi‘s behavior. What is that viewpoint based on? 1.4.A List and describe five pillars of psychological science. b) Biological Pillar c) Mental and Physical Health Pillar Consider This: Clearly Misha paid attention to her introductory class, but she seems to be advocating a very specific view of what‘s causing Tavishi‘s behavior. What is that viewpoint based on? 1.4.A List and describe five pillars of psychological science. d) Developmental Pillar Consider This: Clearly Misha paid attention to her introductory class, but she seems to be advocating a very specific view of what‘s causing Tavishi‘s behavior. What is that viewpoint based on? 1.4.A List and describe five pillars of psychological science. ANS: b Mod No=1.4 Skill Level=Understand Difficulty Level=moderate
EOM Q1.4.2
2. What is the common foundation upon which all five pillars of psychological science rest? a) Intuition Consider This: While many common themes run through the different topics studied by psychological scientists, one unifying principle in the field is the importance of asking and answering empirical questions. 1.4.A List and describe five pillars of psychological science.
b) Common sense Consider This: While many common themes run through the different topics studied by psychological scientists, one unifying principle in the field is the importance of asking and answering empirical questions. 1.4.A List and describe five pillars of psychological science.
c) Research methods d) Feminism Consider This: While many common themes run through the different topics studied by psychological scientists, one unifying principle in the field is the importance of asking and answering empirical questions. 1.4.A List and describe five pillars of psychological science.
ANS: c Mod No=1.4 Skill Level=Remember Difficulty Level=easy
EOM Q1.4.3 3. Which of the following conclusions about diversity in early psychology is most accurate? a) Some research in early psychology was actually used to advance sexist and racist conclusions about human nature. b) Unlike most scientific fields, early psychology was quite diverse along gender, racial, and ethnic lines. Consider This: Psychology is similar to many scientific fields in that its track record regarding diversity has improved over the years, but additional challenges and barriers remain. 1.4.B Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry. c) While psychology was not a particularly diverse field in its early years, today the field is perfectly representative of society and no longer has to worry about addressing issues related to representation. Consider This: Psychology is similar to many scientific fields in that its track record regarding diversity has improved over the years, but additional challenges and barriers remain. 1.4.B Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry. d) The success stories of individual women and people of color who became influential researchers in the field demonstrates that there were not any barriers to advancement in psychology based on gender, race, and other demographics. Consider This: Psychology is similar to many scientific fields in that its track record regarding diversity has improved over the years, but additional challenges and barriers remain. 1.4.B Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry.
ANS: a Mod No=1.4 Skill Level=Apply Difficulty Level=moderate
EOM Q1.4.4 4. Which statement is true about feminist psychology? a) It has promoted a diversity of viewpoints, research topics, and explanations for behavior. b) It is only concerned with the experiences and tendencies of women. Consider This: Feminist psychology has sought to make psychology the study of all human beings and multiple perspectives 1.4.B Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry. c) It emerged as an influential perspective in the late 19th century. Consider This: Feminist psychology has sought to make psychology the study of all human beings and multiple perspectives 1.4.B Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry. d) It is a political viewpoint that is not concerned with the scientific method. Consider This: Feminist psychology has sought to make psychology the study of all human beings and multiple perspectives 1.4.B Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry. ANS: a Mod No=1.4 Skill Level=Analyze Difficulty Level=moderate
EOM Q1.4.4 5. When it comes to the psychology of effective study techniques, what are the 3 Rs? a) Rectify, Remedy, Revisit. Consider This: Keys to effective studying include actively engaging with the material and practicing the retrieval of information. See: Taking Psychology with You: Using Psychology to Study Psychology b) Register, Ruminate, Remember. Consider This: Keys to effective studying include actively engaging with the material and practicing the retrieval of information. See: Taking Psychology with You: Using Psychology to Study Psychology
c) Rehearse, Revise, Redistribute. Consider This: Keys to effective studying include actively engaging with the material and practicing the retrieval of information. See: Taking Psychology with You: Using Psychology to Study Psychology d) Read, Recite, Review. ANS: d Mod No=1.4 Skill Level=Remember Difficulty Level=easy
Quiz for Module 1.5 EOM Q1.5.1 1. Dr. Lifeson has taken a job consulting with Omega Inc. The managers at Omega want to know why employee morale is so low in their manufacturing division, and they want Dr. Lifeson to design the appropriate studies and collect the necessary data to answer that question. Dr. Lifeson most likely is a specialist in __________. a) industrial/organizational psychology b) experimental psychology Consider This: Psychologists work in a variety of settings and explore a variety of topics. Dr. Lifeson makes a living by studying people as they perform their jobs. 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. c) human development Consider This: Psychologists work in a variety of settings and explore a variety of topics. Dr. Lifeson makes a living by studying people as they perform their jobs. 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. d) educational psychology Consider This: Psychologists work in a variety of settings and explore a variety of topics. Dr. Lifeson makes a living by studying people as they perform their jobs. 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. ANS: a Mod No=1.5 Skill Level=Apply Difficulty Level=difficult
EOM Q1.5.2 2. Which of the following academic psychologists would most likely be involved in constructing a personality test to measure introversion?
a) Psychometric psychologist b) Educational psychologist Consider This: Psychologists work in a variety of settings and explore a variety of topics. Some psychologists design and evaluate different kinds of tests and questionnaires. 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. c) Experimental psychologist Consider This: Psychologists work in a variety of settings and explore a variety of topics. Some psychologists design and evaluate different kinds of tests and questionnaires. 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. d) Health psychologist Consider This: Psychologists work in a variety of settings and explore a variety of topics. Some psychologists design and evaluate different kinds of tests and questionnaires. 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. ANS: a Mod No=1.5 Skill Level=Apply Difficulty Level=moderate EOM Q1.5.3 3. Which of the following specialists was specifically trained in a therapeutic approach started by Sigmund Freud? a) Psychoanalyst b) Psychiatrist Consider This: Freud‘s view of personality and his explanations for the origins of disordered behavior led to a very specific type of psychological practice. 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. c) Clinical psychologist Consider This: Freud‘s view of personality and his explanations for the origins of disordered behavior led to a very specific type of psychological practice. 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. d) Psychiatric social worker Consider This: Freud‘s view of personality and his explanations for the origins of disordered behavior led to a very specific type of psychological practice. 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists.
ANS: a Mod No=1.5 Skill Level=Apply Difficulty Level=moderate
EOM Q1.5.4 4. Which of the following specialists has an M.D. and tends to take a medical approach to mental health problems? a) Psychiatrist b) Clinical psychologist Consider This: There are many professionals who treat mental health issues, although their training and emphasis can vary widely. 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. c) Psychoanalyst Consider This: There are many professionals who treat mental health issues, although their training and emphasis can vary widely. 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. d) Counseling psychologist Consider This: There are many professionals who treat mental health issues, although their training and emphasis can vary widely. 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. ANS: a Mod No=1.5 Skill Level=Remember Difficulty Level=easy
EOM Q1.5.5 5. Which of the following conclusions is most accurate regarding the relationship between researchers and practitioners of psychology? a) Some psychologists have argued that increased collaboration between researchers and clinicians will have the effect of improving patient care. b) Unlike psychologists who conduct research, psychologists who see and treat patients are completely unfamiliar with research methods basics. Consider This: Many psychologists believe that narrowing the gap between scientists and practitioners is an important objective for the future of the field. 1.5.B Compare the training and work settings of
different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. c) When seeing patients, all psychotherapists use only techniques that have been tested by research and proven to be effective. Consider This: Many psychologists believe that narrowing the gap between scientists and practitioners is an important objective for the future of the field. 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. d) All clinicians are also researchers and all researchers are also clinicians. Consider This: Many psychologists believe that narrowing the gap between scientists and practitioners is an important objective for the future of the field. 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. ANS: a Mod No=1.5 Skill Level=Apply Difficulty Level=moderate
Chapter 1 Quiz EOC Q1.1 1. What distinguishes scientific psychology from pseudoscience and popular opinion? a) Scientific psychology relies on empirical evidence for its conclusions. b) Popular ideas always take time to filter into the scientific literature, whereas scientific findings are immediately embraced by the scientific community. Consider This: There is a reason why pseudoscience is called that. Remember that the prefix pseudo means ―false.‖ 1.1.B Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding psychological issues. c) Scientific psychology only studies topics that cannot be explained through common sense. Consider This: There is a reason why pseudoscience is called that. Remember that the prefix pseudo means ―false.‖ 1.1.B Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding psychological issues. d) Evidence from a carefully controlled experiment is not as compelling as people‘s long-held beliefs. Consider This: There is a reason why pseudoscience is called that. Remember that the prefix pseudo means ―false.‖ 1.1.B Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding psychological issues. ANS: a Mod No=1.1
Skill Level=Analyze Difficulty Level=difficult
EOC Q1.2 2. Which of the following statements is true regarding how scientific psychology differs from the popular psychology found on television shows, on the Internet, or in self-help books? a) Scientific psychology addresses a much broader range of issues and topics than popular psychology typically does and is more firmly grounded in rigorous research and empirical evidence. b) Scientific psychology is only conducted in laboratories, whereas popular psychology is studied in a variety of settings. Consider This: Popular psychology is indeed popular with a lot of people, although the questions and methods it uses are quite unlike those used in scientific psychology. 1.1.B Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding psychological issues. c) Popular psychology offers experience-based explanations for behavior, whereas scientific psychology detaches itself from personal experience and relies instead on testable predictions. Consider This: Popular psychology is indeed popular with a lot of people, although the questions and methods it uses are quite unlike those used in scientific psychology. 1.1.B Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding psychological issues. d) Popular psychology produces testable predictions, whereas scientific psychology deals only with theories. Consider This: Popular psychology is indeed popular with a lot of people, although the questions and methods it uses are quite unlike those used in scientific psychology. 1.1.B Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding psychological issues. ANS: a Mod No=1.1 Skill Level=Analyze Difficulty Level=difficult
EOC Q1.3 3. Daniela and her friend visit a psychic, who tells her, ―You will experience great change in the coming year‖ and ―you‘ll need to act fast to seize a new opportunity that awaits you.‖ As they leave the session, Daniela chuckles quietly while her friend seems shocked and amazed. ―That was awesome; that psychic really predicted some heavy stuff for you!‖ ―Oh, it‘s just for laughs,‖ replied Daniela. ―I don‘t believe a word of it.‖ Why is Daniela correct to be skeptical? a) Psychic predictions are typically so vague that they are essentially meaningless. b) Daniela thought the psychic was actually making predictions about her friend.
Consider This: Don‘t most people experience some sort of change or new opportunity over the course of a year? 1.1.B Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding psychological issues. c) Psychics practice a type of science that most people cannot understand. Consider This: Don‘t most people experience some sort of change or new opportunity over the course of a year? 1.1.B Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding psychological issues. d) Daniela experienced great change and seized a new opportunity during the previous year, so she knew those predictions could not come true again. Consider This: Don‘t most people experience some sort of change or new opportunity over the course of a year? 1.1.B Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding psychological issues. ANS: a Mod No=1.1 Skill Level=Apply Difficulty Level=moderate
EOC Q1.4 4. What‘s the most appropriate way to characterize critical thinking? a) Critical thinking is a process rather than a once-and-for-all accomplishment. b) Critical thinking should be practiced by scientists but not necessarily ordinary people. Consider This: Critical thinkers apply their skills over time, as a habit, and in a variety of situations. 1.2.A Explain why critical thinking applies to all scientific pursuits and why it should also guide everyday judgments and decision-making. c) Critical thinking always starts with rejecting some commonsense explanation. Consider This: Critical thinkers apply their skills over time, as a habit, and in a variety of situations. 1.2.A Explain why critical thinking applies to all scientific pursuits and why it should also guide everyday judgments and decision-making. d) Critical thinking skills are something you‘re born with, rather than something you learn. Consider This: Critical thinkers apply their skills over time, as a habit, and in a variety of situations. 1.2.A Explain why critical thinking applies to all scientific pursuits and why it should also guide everyday judgments and decision-making. ANS: a Mod No=1.2 Skill Level=Analyze Difficulty Level=difficult
EOC Q1.5 5. Which of the following is not one of the critical thinking guidelines discussed in this chapter? a) Avoid evidentiary confirmation. b) Analyze assumptions and biases. Consider This: Review the eight critical thinking guidelines, and practice them as you progress through your introductory psychology course. 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. c) Define your terms. Consider This: Review the eight critical thinking guidelines, and practice them as you progress through your introductory psychology course. 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. d) Examine the evidence. Consider This: Review the eight critical thinking guidelines, and practice them as you progress through your introductory psychology course. 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. ANS: a Mod No=1.2 Skill Level=Remember Difficulty Level=easy
EOC Q1.6 6. Beliefs that are taken for granted are called __________. a) assumptions b) attitudes Consider This: Critical thinkers try to identify and evaluate beliefs that are taken for granted, both those within themselves and those expressed by others. 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. c) hypotheses Consider This: Critical thinkers try to identify and evaluate beliefs that are taken for granted, both those within themselves and those expressed by others. 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. d) opinions Consider This: Critical thinkers try to identify and evaluate beliefs that are taken for granted, both those within themselves and those expressed by others. 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology.
ANS: a Mod No=1.2 Skill Level=Remember Difficulty Level=easy
EOC Q1.7 7. What characterized the thinking of early approaches to psychology from ancient times through the early 1800s? a) Without an empirical methodology, conclusions were based on opinion and casual observations; sometimes these conclusions were right, but many times they were wrong. b) Conclusions were based on the opinions of medical doctors because they were the closest practitioners to ―psychologists‖; these conclusions were all biologically based. Consider This: There were many streams of thought that led into the eventual development of psychology as an independent science. What distinguishes psychological science from these earlier approaches? 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. c) Early approaches all focused on explaining human actions as the result of spiritual forces; ―religion‖ and ―psychology‖ were seen as interchangeable terms. Consider This: There were many streams of thought that led into the eventual development of psychology as an independent science. What distinguishes psychological science from these earlier approaches? 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. d) Before it became a science, psychology was viewed as a type of witchcraft; therefore, any conclusions reached were contaminated by bias and prejudice. Consider This: There were many streams of thought that led into the eventual development of psychology as an independent science. What distinguishes psychological science from these earlier approaches? 1.3.A Discuss some of the early approaches to explaining psychological topics, from ancient times through the early 1800s. ANS: a Mod No=1.3 Skill Level=Apply Difficulty Level=difficult
EOC Q1.8 8. Where was the first psychological laboratory officially established? a) Leipzig, Germany b) Boston, Massachusetts
Consider This: Think about the first person to approach psychology as a science and where that person was located. 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. c) Paris, France Consider This: Think about the first person to approach psychology as a science and where that person was located. 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. d) London, England Consider This: Think about the first person to approach psychology as a science and where that person was located. 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. ANS: a Mod No=1.3 Skill Level=Remember Difficulty Level=easy
EOC Q1.9 9. Psychoanalysis, a type of early psychology, was originated by __________. a) Sigmund Freud b) Wilhelm Wundt Consider This: Psychoanalysis, along with structuralism and functionalism, was an early approach to understanding the mind and behavior. 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. c) William James Consider This: Psychoanalysis, along with structuralism and functionalism, was an early approach to understanding the mind and behavior. 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. d) John Watson Consider This: Psychoanalysis, along with structuralism and functionalism, was an early approach to understanding the mind and behavior. 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. ANS: a Mod No=1.3 Skill Level=Remember Difficulty Level=easy
EOC Q1.10 10. Contrary to popular belief, memory does not function like a video recorder and even very confident eyewitnesses to crimes have been found to be mistaken in their identifications. Research on this topic is most aligned with which of the five pillars of psychological science? a. Cognitive b. Biological Consider This: Eyewitness accuracy depends on processes related to attention, perception, memory, and thought. LO: 1.4.A: List and describe the five pillars of psychological science. c. Social/Personality Consider This: Eyewitness accuracy depends on processes related to attention, perception, memory, and thought. LO: 1.4.A: List and describe the five pillars of psychological science. d. Physical/Mental Health Consider This: Eyewitness accuracy depends on processes related to attention, perception, memory, and thought. LO: 1.4.A: List and describe the five pillars of psychological science. ANS: a Mod No=1.4 Skill Level=Understand Difficulty Level=easy
EOC Q1.11 11. In 2021, the American Psychological Association issued a formal apology for which of the following? a) Studies that do not examine a representative cross-section of the human population Consider This: You can read the apology yourself by searching online for the Resolution adopted by the APA Council of Representatives on October 29, 2021. LO: 1.4.B: Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry. b) The unethical treatment of animals in research laboratories Consider This: You can read the apology yourself by searching online for the Resolution adopted by the APA Council of Representatives on October 29, 2021. LO: 1.4.B: Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry. c) The underrepresentation of women among psychological scientists in the early years of the field Consider This: You can read the apology yourself by searching online for the Resolution adopted by the APA Council of Representatives on October 29, 2021. LO: 1.4.B: Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry. d) Decades of promoting, perpetuating, and failing to challenge racism and White supremacy
ANS: d Mod No=1.4 Skill Level=Remember
Difficulty Level=easy
EOC Q1.12 12. Which cross-cutting influence helped to focus psychology on the study of all humans, rather than just culturally dominant or readily available humans? a) Feminism b) Humanism Consider This: You learned about four perspectives in psychological science, and one global perspective that also influenced the field. 1.4.B Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry. c) Inclusionism Consider This: You learned about four perspectives in psychological science, and one global perspective that also influenced the field. 1.4.B Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry. d) The ―new spirituality‖ movement Consider This: You learned about four perspectives in psychological science, and one global perspective that also influenced the field. 1.4.B Review the lack of diversity in early psychology and its consequences, and explain how feminist psychology illustrates the benefits of including a range of perspectives in scientific inquiry.
ANS: a Mod No=1.4 Skill Level=Understand Difficulty Level=Moderate
EOC Q1.13 13. Dr. Gupta studies mood awareness, individual differences in how people monitor and label their mood states. Her interest is in knowing how the process works, what its limits are, and the mechanisms that cause it to happen. Dr. McBride wants to know whether people who are higher in mood awareness are better able to control and regulate their mood states and therefore might experience better outcomes during therapy. Dr. Gupta‘s interests are in __________, whereas Dr. McBride‘s interests are in __________. a) basic psychology; applied psychology b) learning theory; sociocultural psychology Consider This: Dr. Gupta wants to understand a fundamental psychological process; Dr. McBride wants to see that process in a practical setting. 1.5.A. Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. c) biological psychology; psychometrics
Consider This: Dr. Gupta wants to understand a fundamental psychological process; Dr. McBride wants to see that process in a practical setting. 1.5.A. Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. d) counseling psychology; clinical psychology Consider This: Dr. Gupta wants to understand a fundamental psychological process; Dr. McBride wants to see that process in a practical setting. 1.5.A. Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. ANS: a Mod No=1.5 Skill Level=Apply Difficulty Level=difficult
EOC Q1.14 14. Guillermo decides he wants to ―help people,‖ so he rents an office, advertises his services, and has business cards printed. Which mental health term would Guillermo be allowed to use, despite not having any of psychological training? a) Psychotherapist b) Psychoanalyst Consider This: Mental health professionals may have a range of training, qualifications, licensure, or certification. 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. c) Marriage, family, and child counselor Consider This: Mental health professionals may have a range of training, qualifications, licensure, or certification. 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. d) Psychiatrist Consider This: Mental health professionals may have a range of training, qualifications, licensure, or certification. 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. ANS: a Mod No=1.5 Skill Level=Analyze Difficulty Level=difficult
EOC Q1.15
15. Which of the following is not a research-based strategy for more effective study habits? a) Try to write down every word your instructor says during lecture. b) Avoid cramming. Consider This: Research suggests that even though students do a better job transcribing a lecture when taking notes by typing, they learn more effectively when taking notes by hand. See: Taking Psychology with You: Using Psychology to Study Psychology. c) Relate new information to old information. Consider This: Research suggests that even though students do a better job transcribing a lecture when taking notes by typing, they learn more effectively when taking notes by hand. See: Taking Psychology with You: Using Psychology to Study Psychology. d) Read, recite, review, repeat. Consider This: Research suggests that even though students do a better job transcribing a lecture when taking notes by typing, they learn more effectively when taking notes by hand. See: Taking Psychology with You: Using Psychology to Study Psychology. ANS: a Mod No=1.5 Skill Level=Apply Difficulty Level=moderate
TOTAL ASSESSMEN T Topic/
Chapter 2 HOW PSYCHOLOGISTS DO RESEARCH
GUIDE
Remember the Facts
Understand the Concepts
Learning Objective POP QUIZ 1
Multiple Choice
1-6,8,10
9
POP QUIZ 2
Multiple Choice
1,2,4,7-10
3,5,6
What Makes Psychological Research Scientific?
Multiple Choice
2-6,8,18,2123
1,7,9,10,14, 17
True/False
1-5,7-12
6
Short Answer
1
4
2.1.A – Distinguish among a theory, a hypothesis, and an operational definition. 2.1.B – Explain why skepticism in science is valuable and involves more than just disbelief. 2.1.C – Explain why falsifiability is a critical component of scientific research. 2.1.D – Describe why openness and replication are important qualities of the scientific enterprise.
Apply What You Know
Analyze It
7
11-13,19
2,3
Essay
1
Integrative Essay
1,3
Topic/
Remember the Facts
Understand the Concepts
Apply What You Know
Analyze It
Multiple Choice
7680,93,98,104, 107
86,87,89,90, 94, 96,97,99,10 0, 103,105
81,85,88,91, 101,106
8284,92,95,10 2
True/False
35-41
Learning Objective Correlational Studies: Looking for Relationships 2.3.A – Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. 2.3.B – Explain why a correlation between two variables does not establish a causal relationship between those variables.
Short Answer
8,9
Essay Integrative Essay
Experiments: Hunting for Causes
Multiple Choice
2
108111,116,117,
112,125,127 ,
113115,118-
Name__________________________________________________________
Chapter 2 – Pop Quiz 1
1.
An organized system of assumptions and principles that purports to explain certain phenomena and how they are related is called a(n) __________. a. hypothesis b. operational definition c. research design d. theory
2.
The tendency to look for information that supports one‘s own belief is called __________. a. the principle of falsifiability b. confirmation bias c. denialism d. cognitive inertia
3.
Research methods that can help predict behavior, but do not necessarily identify one clear explanation for the behavior, are called __________. a. experimental methods b. blind studies c. significance tests d. descriptive methods
4.
In a(n) __________ study, a researcher carefully and systematically records behavior, taking care to avoid affecting the people being studied. a. observational b. exploratory c. experimental d. double-blind
5.
Assessment instruments that are designed to tap unconscious feelings or motives are called __________. a. objective tests b. projective tests
c. double-blind tests d. single-blind tests
6.
A __________ is a measure of how strongly two variables are related to one another. a. relationship coefficient b. meta-analysis c. Bayesian statistic d. correlation coefficient
7.
Which pair of variables is likely to be positively correlated? a. outdoor temperature and hot chocolate sales b. damage to a car and speed at the time of accident c. the price of a car and the age of a car d. hours spent watching TV and grade point average
8.
Which variable does a researcher manipulate when conducting an experiment? a. control variable b. confounding variable c. independent variable d. dependent variable
9.
A result that is statistically significant at the .05 level indicates that __________. a. the result was obtained purely by chance and is not reliable b. the probability that the result is due to real differences between groups is .05 c. there is a positive relationship between the variables being correlated d. the probability that the result occurred by chance is low, and therefore the result is probably reliable
10. People who participate in research studies must do so voluntarily, and must know enough about the study to make an intelligent decision about participating. This concept is known as __________.
a. the Milgram doctrine b. the APA code c. informed consent d. the human welfare principle
Chapter 2 – Pop Quiz 1 Answer Key
1.
d
Rationale: A theory is an organized system of assumptions and principles that purports to explain a specified set of phenomena and their interrelationships. (Remember the Facts, Easy, LO 2.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research)
2.
b
Rationale: Confirmation bias occurs when people look for and accept evidence that supports their existing beliefs and assumptions, and ignore or reject evidence that contradicts their beliefs. (Remember the Facts, Easy, LO 2.1.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research)
3.
d
Rationale: Descriptive methods do just that; describe and predict behavior, but offer little to nothing in the way of direct explanations for the behavior. (Remember the Facts, Easy, LO 2.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research)
4.
a
Rationale: An observational study takes place when a researcher carefully and systematically observes and records behavior (naturalistically or in a laboratory) without interfering with the behavior. (Remember the Facts, Easy, LO 2.2.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research)
5.
b
Rationale: Projective tests are designed to tap unconscious feelings or motives. (Remember the Facts, Easy, LO 2.2.D, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research)
6.
d
Rationale: A correlation coefficient is a measure of how strongly two variables are related to one another. (Remember the Facts, Easy, LO 2.3.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research)
7.
b
Rationale: A positive correlation results when increases in one variable are associated with increases in another variable, and correspondingly, decreases in one variable are associated with decreases in another variable; both variables are moving in the same direction. (Analyze It, Moderate, LO 2.3.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research)
8.
c
Rationale: An independent variable is manipulated or varied by the researcher during an experiment. (Remember the Facts, Easy, LO 2.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research)
9.
d
Rationale: A .05 level of statistical significance means that there is less than 5 percent probability that the results were due to chance alone. If, however, the significance test shows that the p value is greater than .05, many researchers would have little confidence in the study‘s result. (Understand the Concepts, Difficult, LO 2.5.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research)
10. c
Rationale: Informed consent is the doctrine that anyone who participates in human research must do so voluntarily and must know enough about the study to make an intelligent decision about whether to take part. (Remember the Facts, Easy, LO 2.6.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research)
Name__________________________________________________________
Chapter 2 – Pop Quiz 2
1.
A statement that attempts to predict or account for a set of phenomena, specifying relationships among events or variables that can be empirically tested, is called a(n) _______________. a. hypothesis b. axiom c. corollary d. theory
2.
________ refers to the process of trying to repeat exactly the procedures of a previous research study to determine whether the results turn out the same way. a. Openness s. Repeatability d. Replication f. Review
3.
Which advantage applies primarily to case studies? a. Case studies produce a more detailed picture of an individual than other methods do. b. The information collected in a case study is easy to interpret. c. Data collected during a case study can be easily generalized to other individuals and situations. d. Case studies are less susceptible to researcher bias than are other methods.
4.
Marisol is conducting a research study using __________ for her psychology class. She goes to the university dining hall and makes notes on her fellow students‘ behavior and
activities. She is careful to avoid drawing attention to herself so the people in the dining hall will behave as they usually do. a. naturalistic observation b. laboratory observation c. exploratory research d. experimental research
5.
People who are willing to take part in surveys usually have opinions and views that are different from those who decline to take part. This phenomenon can lead to __________. a. a biased sample being used for a survey b. an experimenter fulfilling their beliefs by knowing the specific participants that would play a role in their research c. people participating who will only confirm what an experimenter is looking for d. errors in the content validity of the survey
6.
Which pair of variables would be most likely to yield a negative correlation? a. ocean temperature and the number of people at the beach b. adult shoe size and IQ scores c. the price of a car and the mileage on the odometer d. height and weight
7.
Apparent associations between two things that are not really related are called __________ correlations. a. illusory b. positive c. negative d. erroneous
8.
A variable that is predicted to be affected by an experimenter‘s manipulations is called a(n) __________ variable. a. extraneous b. dependent c. confounding d. independent
9.
__________ is a technique that allows a researcher to combine data statistically from numerous studies in the same area. a. Significance testing b. Meta-analysis c. Cross-sectional research d. Longitudinal research
10. Which reason best illustrates an argument for the use of animals in psychological research? a. what is true for animals will also be true for humans b. animals are more complex than humans, so they provide more detailed information about behavior c. studying animals can be a pathway toward improving human welfare d. studying animals can, serendipitously, help to improve the treatment of laboratory animals
Chapter 2 – Pop Quiz 1 Answer Key
1.
a
Rationale: A hypothesis is a statement that attempts to predict or to account for a set of phenomena, specifying relationships among events or variables that can be empirically tested. (Remember the Facts, Easy, LO 2.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research)
2.
c
Rationale: Replication helps members of the scientific community—and the population at large—understand which results are reliable and which may be in need of further investigation. (Remember the Facts, Easy, LO 2.1.D, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research)
3.
a
Rationale: Case studies can be a valuable tool, but they are limited in the generalizability of the amount and type of information they yield. (Understand the Concepts, Easy, LO 2.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research)
4.
a
Rationale: Marisol is conducting a naturalistic observation, watching behavior unfold as it typically would in its typical setting. Psychologists use naturalistic observation wherever people happen to be. (Remember the Facts, Easy, LO 2.2.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research)
5.
a
Rationale: People who are willing to take part in surveys usually have opinions and views that are different from those who decline to take part. A nonrepresentative sample does not necessarily mean that a survey is worthless or uninteresting, but it does mean that the results may not hold true for other groups. (Understand the Concepts, Moderate, LO 2.2.E, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research)
6.
c
Rationale: A negative correlation means that high values of one variable are associated with low values of the other. There is a negative relationship between
the price of a car and its mileage. The more miles driven, the less a car is typically worth. (Understand the Concepts, Moderate, LO 2.3.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research)
7.
a
Rationale: Illusory correlations are apparent associations between two things that are not really related. (Remember the Facts, Easy, LO 2.3.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research)
8.
b
Rationale: An experimenter manipulates an independent variable and measures a dependent variable. (Remember the Facts, Easy, LO 2.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research)
9.
b
Rationale: A meta-analysis is a set of statistical techniques for combining data from a number of related studies to determine the explanatory strength of the variables under consideration. (Remember the Facts, Easy, LO 2.5.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research)
10. c
Rationale: One of the reasons psychologists conduct experiments enlisting animals is to improve human welfare. (Remember the Facts, Easy, LO 2.6.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research)
Multiple Choice Questions
1. In the cycle of scientific research, a theory is __________ when new evidence is gathered. a. proven b. replaced c. revised d. a law Answer: c Topic: What Makes Psychological Research Scientific? Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: By examining the evidence gathered from research outcomes, modifications, extensions, and revisions to a theory can take place, thereby generating new hypotheses and continuing the cycle of investigation.
2.
Which sequence presents the correct order for conducting scientific research? a. evidence, prediction, hypothesis, theory b. prediction, evidence, hypothesis, theory c. hypothesis, evidence, theory, prediction d. theory, hypothesis, prediction, evidence Answer: d Topic: What Makes Psychological Research Scientific? Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
Rationale: Theories allow a researcher to derive testable hypotheses, and make predictions about the pattern of results that should occur. Hypotheses are tested empirically by gathering data on operationally defined variables. By examining the evidence, modifications, extensions, and revisions to the theory can take place, thereby generating new hypotheses and continuing the cycle of research investigation.
3.
An organized system of assumptions and principles that purports to explain a specified set of phenomena and their interrelationships is called a(n) __________. a. hypothesis b. operational definition c. research design d. theory Answer: d Topic: What Makes Psychological Research Scientific? Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A theory is an organized system of assumptions and principles that purports to explain a specified set of phenomena and their interrelationships.
4.
In the scientific use of the term, a theory is __________. a. a prediction about the outcome of a given experiment or study b. an organized system of assumptions and principles that purports to explain certain phenomena and how they are related c. a precise definition of a term used when formulating a hypothesis, which specifies how it will be observed and measured d. a scientist‘s best guess about the cause of an event or phenomenon
Answer: b Topic: What Makes Psychological Research Scientific? Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A theory is an organized system of assumptions and principles that purports to explain a specified set of phenomena and their interrelationships.
5.
A scientific theory can be thought of as a(n) __________. a. personal opinion b. established truth c. system of assumptions d. empirical proof Answer: c Topic: What Makes Psychological Research Scientific? Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A theory is an organized system of assumptions and principles that purports to explain a specified set of phenomena and their interrelationships.
6. A statement that attempts to describe or explain a given behavior is called a(n) __________. a. hypothesis b. axiom c. corollary d. theory Answer: a Topic: What Makes Psychological Research Scientific? Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A hypothesis is a statement that attempts to predict or to account for a set of phenomena, specifying relationships among events or variables that can be empirically tested.
7. ―Children who watch violent cartoons will become more aggressive themselves.‖ According to the scientific method, this statement is most likely a(n) ________. a. result b. fact c. hypothesis d. conclusion Answer: c Topic: What Makes Psychological Research Scientific? Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: This statement is an educated guess about the effects of violent cartoons. A prediction is being made, rather than a conclusion being reached or a fact being stated.
8.
An operational definition is __________. a. a statement that attempts to describe or explain a given behavior b. an organized system of assumptions and principles that purports to explain a specified set of phenomena and their interrelationships c. a specification of precisely how to observe and measure a variable in a hypothesis d. a statement that is accepted without proof and regarded as fundamental to a subject Answer: c
Topic: What Makes Psychological Research Scientific? Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: An operational definition is a specification of precisely how to observe and measure a variable in a hypothesis.
9.
An operational definition specifies ___________. a. how something is to be observed and measured b. how the purpose of a study will be explained to the participants c. the meaning of a term in commonly used, non-scientific language d. which research methods will be used in a study Answer: a Topic: What Makes Psychological Research Scientific? Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: In a prediction, terms for the phenomena to be tested are given operational definitions, which specify how the phenomena in question are to be observed and measured.
10.
Before research can proceed, the hypothesis must be made more __________ through the use of operational definitions. a. empirical b. accurate
c. precise d. theoretical Answer: c Topic: What Makes Psychological Research Scientific? Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: From a theory, a psychological scientist derives a hypothesis, which may be quite general. But before any research can be done, the hypothesis must be made more precise in order to leads to predictions about what will happen in a particular situation. Terms are given operational definitions, which specify how the phenomena in question are to be observed and measured.
11.
As part of a psychology experiment, Rico decides to measure a person‘s ―anxiety‖ by noting the number of blinks a person makes during a 20-minute social interaction with a stranger. Rico appears to have offered a(n) ________of anxiety. a. hypothesis b. variable c. theoretical definition d. operational definition Answer: d Topic: What Makes Psychological Research Scientific? Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
Rationale: An operational definition is a specification of precisely how to observe and measure a variable in a hypothesis.
12.
Nikki tells her Introductory Psychology instructor that she wants to study why similarity leads to attraction. ―That‘s great,‖ her instructor replies. ―But what do you mean, exactly, by ‗similarity‘ and ‗attraction‘?‖ What is Nikki‘s instructor urging her to do? a. create operational definitions of the variables she wants to study b. propose a theory to explain why similarity is related to attraction c. formulate a hypothesis about the relationship between her variables of interest d. compute a correlation coefficient between her variables Answer: a Topic: What Makes Psychological Research Scientific? Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: An operational definition is a specification of precisely how to observe and measure a variable in a hypothesis.
13. The administration of the Springfield municipal school district wants to know if the arrangement of chairs affects student participation in classrooms. What would be a good operational definition of the dependent variable in an experiment designed to measure this relationship? a. chair arrangement: theater style or circular b. class size: under 50 or over 50 c. frequency with which students ask questions d. number of students enrolled in each class Answer:
c
Topic: What Makes Psychological Research Scientific? Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Counting the number of questions students ask is one measurable way to define the dependent variable, which is student participation.
14.
Skepticism in scientific research means __________. a. acquiring knowledge by means of observation or experimentation b. refusing to accept empirical evidence c. believing a claim is true unless you have evidence that it is wrong d. treating conclusions, both new and old, with caution Answer: d Topic: What Makes Psychological Research Scientific? Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 2.1.B Explain why skepticism in science is valuable and involves more than just disbelief. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: In the world of science, skepticism means treating conclusions, both new and old, with caution.
15.
Which statement about skepticism is true? a. Skepticism about a claim is generally unnecessary if the person making the claim is an authority on the topic.
b. Skepticism in science is the willingness to accept an idea without empirical evidence. c. Skepticism means always refusing to believe the claims of authorities in the field. d. Good scientists must balance skepticism and openness to new ideas. Answer: d Topic: What Makes Psychological Research Scientific? Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 2.1.B Explain why skepticism in science is valuable and involves more than just disbelief. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: ―Skepticism‖ is not simply about debunking some claim, but showing why the claim is invalid—so that better methods can replace it. Skepticism and caution, however, must be balanced by openness to new ideas and evidence.
16.
Consider the statement, ―All swans are white.‖ Finding 10,000 white swans would seem to confirm this assertion. Finding the 10,001st white swan would seem to do little to advance this position. But finding a single black swan would be sufficient to show that the assertion is incorrect. This analysis illustrates the importance of __________ when framing scientific questions of interest. a. replication b. falsifiability c. riskiness d. confirmation Answer: b Topic: What Makes Psychological Research Scientific? Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 2.1.C Explain why falsifiability is a critical component of scientific research.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Predictions ought to be able to expose a scientific theory to the possibility of disconfirmation.
17.
The principle of falsifiability means that __________. a. scientists must be careful not to falsify their results b. all theories will eventually be shown to be false c. a scientist must state an idea in such a way that it can be refuted or disproved by counterevidence d. theories that have not been proven are considered false Answer: c Topic: What Makes Psychological Research Scientific? Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.1.C Explain why falsifiability is a critical component of scientific research. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: The principle of falsifiability states that a scientific theory must make predictions that are specific enough to expose the theory to the possibility of disconfirmation; that is, the theory must predict not only what will happen but also what will not happen.
18. The tendency to look for information that supports one‘s own beliefs, and ignore evidence that doesn‘t, is called __________. a. the principle of falsifiability b. confirmation bias c. denialism d. cognitive inertia Answer: b
Topic: What Makes Psychological Research Scientific? Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.1.C Explain why falsifiability is a critical component of scientific research. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Confirmation bias occurs when people look for and accept evidence that supports their existing beliefs and assumptions, and ignore or reject evidence that contradicts their beliefs.
19.
Chuy believes that older people are worse drivers than younger people. He always notices examples of poor older drivers, but ignores evidence to the contrary, such as poor younger drivers or good older drivers. Chuy‘s behavior is an example of __________. a. the principle of falsifiability b. critical thinking c. the confirmation bias d. skepticism Answer: c Topic: What Makes Psychological Research Scientific? Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.1.C Explain why falsifiability is a critical component of scientific research. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Confirmation bias occurs when people look for and accept evidence that supports their existing beliefs and assumptions, and ignore or reject evidence that contradicts their beliefs.
20.
Which statement is true regarding the scientific enterprise?
a. Scientists should keep their research covert to protect their ideas from plagiarism. b. It is a waste of time and money to replicate a study that has already been done. c. Disclosure of the details of a study is important so others can verify or refute the findings. d. Peer reviews take place after research findings have been announced publicly. Answer: c Topic: What Makes Psychological Research Scientific? Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 2.1.D Describe why openness and replication are important qualities of the scientific enterprise. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Science depends on the free flow of ideas and full disclosure of the procedures used in a study. Scientists must be willing to tell others where they got their ideas, how they tested them, and what the results were.
21. The process of trying to repeat exactly the procedures of a previous research study to determine whether the results turn out the same way is called __________. a. openness b. repeatability c. replication d. review Answer: c Topic: What Makes Psychological Research Scientific? Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.1.D Describe why openness and replication are important qualities of the scientific enterprise. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
Rationale: Scientists must be willing to tell others where they got their ideas, how they tested them, and what the results were. They must do this clearly and in detail so that other scientists can repeat, or replicate, their studies and verify—or challenge—the findings.
22.
__________ is the ability to repeat a study and observe a similar pattern of results. a. Reliance b. Replication c. Plausibility d. Falsifiability Answer: b Topic: What Makes Psychological Research Scientific? Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.1.D Describe why openness and replication are important qualities of the scientific enterprise. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Scientists must be willing to tell others where they got their ideas, how they tested them, and what the results were.
23.
Harry found that there was a relationship between consumption of chocolate and the ability to draw well. He knows that he must be cautious about trusting these results until he is able to __________ his study. a. publish b. replicate c. restore d. falsify Answer: b Topic: What Makes Psychological Research Scientific? Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 2.1.D Describe why openness and replication are important qualities of the scientific enterprise. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Other scientists should be able to replicate studies to verify—or challenge—the findings.
24.
Researchers prefer to select participants who accurately represent the larger population that the researchers are interested in. This type of a group is called a __________ sample. a. double-blind b. cross-cultural c. volunteer d. representative Answer: d Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.A Describe the ways participants are selected for psychological studies and how the method of selection can influence interpretations of a study‘s outcomes. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A representative sample is a group of individuals, selected from a population for study, that matches the population on important characteristics.
25.
A group of randomly selected participants for a study that matches the population on important characteristics, such as age, racial identity, or income level, is called ________. a. a volunteer group b. a representative sample c. an unrepresentative sample
d. the control group Answer: b Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.A Describe the ways participants are selected for psychological studies and how the method of selection can influence interpretations of a study‘s outcomes. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A representative sample is a group of individuals, selected from a population for study, that matches the population on important characteristics.
26.
The editors of Science and YOU! obtain a representative sample of their readers in order to assess their attitudes toward preservation of the rainforests in Ecuador. When interpreting the results of their survey, the editors will be able to apply the results to ________. a. other scientists b. the entire U.S. population c. subscribers of Science and YOU! d. the rural population of Ecuador Answer: c Topic: Descriptive Studies: Establishing the Facts Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.2.A Describe the ways participants are selected for psychological studies and how the method of selection can influence interpretations of a study‘s outcomes. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: The sample selected represents a specific (and limited) population.
27.
In a psychological research study, a sample made up of people who happen to be available at the time of the study is called a __________ sample. a. representative b. quota c. random d. convenience Answer: d Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.A Describe the ways participants are selected for psychological studies and how the method of selection can influence interpretations of a study‘s outcomes. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Psychologists and others who study human behavior often must settle for a sample of people who happen to be available—a ―convenience‖ sample—and usually this means undergraduate students.
28.
Research methods that can help predict behavior, but do not necessarily identify one clear explanation for the behavior, are called __________. a. experimental methods b. single-blind studies c. significance tests d. descriptive methods Answer: d Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 2.2.A Describe the ways participants are selected for psychological studies and how the method of selection can influence interpretations of a study‘s outcomes. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Descriptive methods are methods that yield descriptions of behavior but not direct explanations.
29.
Which research strategy is a descriptive method used in psychological research? a. experiment b. case study c. double-blind study d. single-blind study Answer: b Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.B Discuss the advantages and disadvantages of using case studies to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A case study (or case history) is a detailed description of a particular individual based on careful observation or formal psychological testing.
30.
A detailed description of a particular individual based on careful observation or formal psychological testing is called a(n) __________. a. observational study b. correlational study c. case study
d. survey Answer: c Topic: Descriptive Studies: Establishing the Facts Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 2.2.B Discuss the advantages and disadvantages of using case studies to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A case study (or case history) is a detailed description of a particular individual based on careful observation or formal psychological testing.
31.
Which advantage applies to case studies? a. They can be used when practical or ethical considerations would prevent gathering information in other ways. b. They have no serious drawbacks because they are easy to interpret. c. Data collected provides causal explanations of descriptive behavior. d. Case studies are less susceptible to researcher bias than other methods. Answer: a Topic: Descriptive Studies: Establishing the Facts Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 2.2.B Discuss the advantages and disadvantages of using case studies to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Case studies are most commonly used by clinicians, but sometimes academic researchers use them as well, especially when they are just beginning to study a topic or when practical or ethical considerations prevent them from gathering information in other ways.
32.
Which disadvantage applies to case studies?
a. Case studies produce a less detailed picture of an individual than other methods. b. Case studies have only limited usefulness for deriving general principles of behavior. c. Data from case studies is more abstract, vague, and general than data from other methods. d. The amount of control used in case studies makes them very artificial. Answer: b Topic: Descriptive Studies: Establishing the Facts Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 2.2.B Discuss the advantages and disadvantages of using case studies to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Because one person may be unrepresentative of the group the researcher is interested in, case studies have only limited usefulness for deriving general principles of behavior.
33.
In the 1970s, a 13-year-old girl (called ―Genie‖) was found locked in a room, strapped to a potty chair, where she had been confined since birth. Because she had grown up in a world without human speech, researchers studied ―Genie‘s‖ ability to acquire words, grammar, and pronunciation. This type of research is an example of a __________. a. case study b. representative sample c. laboratory observation d. single-blind study Answer: a Topic: Descriptive Studies: Establishing the Facts Skill Level: Apply What You Know Difficulty Level: Moderate
Learning Objective: 2.2.B Discuss the advantages and disadvantages of using case studies to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A case study (or case history) is a detailed description of a particular individual based on careful observation or formal psychological testing.
34. An academic researcher would use the case study method for a research study when __________. a. a new discovery has been made regarding a cause-and-effect relationship b. the relationship between two variables needs to be established c. ethical considerations prevent the use of other sources of information d. the purpose of the research is to track down a cause Answer: c Topic: Descriptive Studies: Establishing the Facts Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.2.B Discuss the advantages and disadvantages of using case studies to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Case studies are most commonly used by clinicians, but sometimes academic researchers use them as well, especially when they are just beginning to study a topic or when practical or ethical considerations prevent them from gathering information in other ways.
35.
You overhear your fellow psychology students preparing for a test. They note that one of the research methods often ―fails to generalize.‖ Which research method is the most likely topic of their discussion? a. correlation b. experiment
c. survey d. case study Answer: d Topic: Descriptive Studies: Establishing the Facts Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.2.B Discuss the advantages and disadvantages of using case studies to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Case studies can provide detailed information about a single case, but that information in unlikely to generalize to a much larger population.
36.
Which statement is true regarding case studies? a. Case studies require a large number of participants. b. Case studies are extremely useful for deriving general principles of behavior. c. Conclusions obtained from case studies are highly reliable. d. Researchers often resort to case studies when other methods would be unethical. Answer: d Topic: Descriptive Studies: Establishing the Facts Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 2.2.B Discuss the advantages and disadvantages of using case studies to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Case studies are most commonly used by clinicians, but sometimes academic researchers use them as well, especially when they are just beginning to study a topic or when practical or ethical considerations prevent them from gathering information in other ways.
37.
__________ are usually sources of hypotheses, rather than tests of hypotheses. a. Correlational studies b. Case studies c. Experiments d. Regression analyses Answer: b Topic: Descriptive Studies: Establishing the Facts Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.2.B Discuss the advantages and disadvantages of using case studies to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: The case study method has only limited usefulness for deriving general principles of behavior; case studies are usually only sources, rather than tests, of hypotheses.
38.
Which statement is true about naturalistic observation? a. It involves observing behavior in its natural setting. b. It involves observing behavior in the lab without taking formal notes or using technological equipment to measure the experimental findings. c. It is basically the same process as objective introspection. d. It re-creates natural conditions in the laboratory as closely as possible to make an experiment more valid. Answer: a Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 2.2.C Discuss the advantages and disadvantages of using observational methods to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: An observational study is defined as a study in which a researcher carefully and systematically observes and records behavior (naturalistically or in a laboratory) without interfering with the behavior.
39.
An advantage of observational studies is that __________. a. they can provide accurate descriptions of behavior b. the presence of observers can alter the behavior being observed c. they can answer questions about cause and effect d. they allow experimenters to manipulate variables Answer: a Topic: Descriptive Studies: Establishing the Facts Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.2.C Discuss the advantages and disadvantages of using observational methods to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Often, an observational study is the first step in a program of research; it is helpful to have a good description of behavior before you try to explain it.
40.
Dawn is systematically recording the behaviors of the kids in a nursery school, taking care to avoid being obvious about what she is doing. Dawn is engaging in a(n) __________. a. observational study b. exploratory research c. experimental research d. double-blind study
Answer: a Topic: Descriptive Studies: Establishing the Facts Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 2.2.C Discuss the advantages and disadvantages of using observational methods to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: An observational study is defined as a study in which a researcher carefully and systematically observes and records behavior (naturalistically or in a laboratory) without interfering with the behavior.
41.
Quentin went to Taco Mucho to observe people eating in fast-food restaurants. He brought a camera crew and bright lights, and they all wore yellow jumpsuits. Quentin said he wanted to conduct a naturalistic observation, but he may have had some problems because of __________. a. eating Taco Mucho food b. room crowding c. participant observation d. the obvious presence of observers Answer: d Topic: Descriptive Studies: Establishing the Facts Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 2.2.C Discuss the advantages and disadvantages of using observational methods to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: An observational study is defined as a study in which a researcher carefully and systematically observes and records behavior (naturalistically or in a laboratory) without interfering with the behavior. Psychologists use naturalistic observation wherever people happen to be.
42.
To test whether people in bars drink more when they are in groups than when they are alone, researchers visited all the pubs in a city. They ordered beers and recorded their observations on napkins and pieces of newspaper. Why did they keep their identities in disguise? a. They were conducting a double-blind study. b. They wanted to make sure the study had test–retest reliability. c. They needed to determine the experimenter effects in the study at a later point in time. d. They wanted the people they were observing to behave naturally. Answer: d Topic: Descriptive Studies: Establishing the Facts Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 2.2.C Discuss the advantages and disadvantages of using observational methods to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Observers take pains to avoid being obvious about what they are doing so those who are being observed will behave naturally.
43.
Both Sandi and Amber are interested in developmental psychology, specifically the types of play five-year-olds engage in. Sandi visits a local park and makes notes about the children she sees. Amber invites parents and their children to a specially designed room in a psychology building and watches the children through a one-way mirror. Both approaches are sensible, but the difference is that Sandi is using __________ whereas Amber is using __________. a. the case study method; naturalistic observation b. a field experiment; a laboratory experiment c. laboratory observation; the case study method d. naturalistic observation; laboratory observation Answer: d
Topic: Descriptive Studies: Establishing the Facts Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 2.2.C Discuss the advantages and disadvantages of using observational methods to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: In laboratory observation, researchers have more control over the situation. They can use sophisticated equipment, determine the number of people who will be observed, minimize disruptions, and so forth.
44.
Psychologists sometimes prefer to make observations in a laboratory setting rather than a naturalistic setting. The primary advantage of laboratory observation over naturalistic observation is __________. a. it costs less money b. participants take their participation more seriously in a professional environment c. researchers have more control over the research study d. laboratory observation is more natural Answer: c Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.C Discuss the advantages and disadvantages of using observational methods to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: In laboratory observation, researchers have more control over the situation. They can use sophisticated equipment, determine the number of people who will be observed, minimize disruptions, and so forth.
45. A major disadvantage of using laboratory observation as a research strategy is that __________. a. the presence of researchers may cause participants to act differently than they would in their natural surroundings b. it can be used only for explaining behavior and not for describing it c. it is usually considered unethical d. researchers have less control of the situation than they do in a naturalistic observation Answer: a Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.C Discuss the advantages and disadvantages of using observational methods to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: One shortcoming of laboratory observation is that the presence of researchers and special equipment may cause people to behave differently than they would in their usual surroundings.
46.
Procedures used to measure and evaluate personality traits, emotional states, aptitudes, interests, and abilities are called __________. a. laboratory observations b. psychological tests c. significance tests d. meta-analyses Answer: b Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Psychological tests, sometimes called assessment instruments, are procedures for measuring and evaluating personality traits, emotional states, aptitudes, interests, and abilities.
47. Assessment instruments that are designed to tap unconscious feelings or motives are called __________. a. objective tests b. projective tests c. double-blind tests d. single-blind tests Answer: b Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Projective tests are designed to tap unconscious feelings or motives.
48.
Greta agrees to complete an evaluation designed to tap her unconscious feelings and motives. Greta will be given a(n) __________. a. objective test b. projective test c. double-blind test d. single-blind test
Answer: b Topic: Descriptive Studies: Establishing the Facts Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Projective tests are designed to tap unconscious feelings or motives.
49. Assessment instruments that are designed to measure beliefs, feelings, or behaviors of which an individual is aware are called __________. a. projective tests b. objective tests c. double-blind tests d. single-blind tests Answer: b Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Objective tests, also called inventories, measure beliefs, feelings, or behaviors of which an individual is aware.
50.
If a psychological test is standardized, __________. a. it has been approved for use by the APA
b. it is always administered to a random sample of participants c. it has been demonstrated to be valid d. uniform procedures have been developed for administering and scoring the test Answer: d Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: One criterion of a good test is standardization, meaning that uniform procedures are in place for giving and scoring the test.
51.
When Arjun takes a personality test, the test administrator provides detailed instructions and plenty of time to complete it. But Rene takes the same test and is given only vague instructions and a limited amount of time. This procedural difference shows that the test lacks __________. a. validity b. standardization c. reliability d. variability Answer: b Topic: Descriptive Studies: Establishing the Facts Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
Rationale: One criterion of a good test is standardization, meaning that uniform procedures are in place for giving and scoring the test.
52. Hondo is told that the achievement test he is taking is a standardized test. This means that __________. a. the test has been approved by the APA b. the test will be measuring what is it intended to measure c. similar scores occur when the test is given in a standard laboratory setting or in a naturalistic setting d. uniform procedures exist for giving and scoring the test Answer: d Topic: Descriptive Studies: Establishing the Facts Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: One criterion of a good test is standardization, meaning that uniform procedures are in place for giving and scoring the test.
53.
When Hoshi takes a personality test, she is told that the resulting score is compared to norms; that is, the test __________. a. measures what it is designed to measure b. results are compared to established standards of performance c. produces the same results from one time to the next d. predicts other criteria of the personality trait in question Answer: b Topic: Descriptive Studies: Establishing the Facts
Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Scoring on standardized tests is usually done by referring to norms, or established standards of performance. The usual procedure for developing norms is to give the test to a large group of people who resemble those for whom the test is intended. Norms determine which scores can be considered high, low, or average.
54.
Reliability in psychological testing means that the test __________. a. actually measures what it is supposed to measure b. is fair c. is unbiased d. produces the same results from one time and place to the next Answer: d Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Reliable tests are consistent. If a test yields consistent scores from one time and place to another time and place, it is reliable.
55.
In order to be useful, a psychological test must be reliable; that is, it must __________. a. measure what it is designed to measure b. compare results against established standards of performance
c. produce the same results from one time and place to the next d. predict other criteria of the trait in question Answer: c Topic: Descriptive Studies: Establishing the Facts Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Reliable tests are consistent. If a test yields consistent scores from one time and place to another time and place, it is estimated to be reliable.
56.
Juano takes the same intelligence test four times over the span of two months. Each time his score is within the same three-point range. Which conclusion about these data can be reached, based on Juano‘s scores alone? a. The data are skewed. b. The intelligence test is accurate. c. The intelligence test is reliable. d. The intelligence test is valid. Answer: c Topic: Descriptive Studies: Establishing the Facts Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Reliable tests are consistent. If a test yields consistent scores from one time and place to another time and place, it is assumed to be reliable.
57.
Bertram is given a vocational-interest test and is then asked to attempt the same test a week later. The test administrator wants to estimate the __________ of the test. a. content validity b. test–retest reliability c. alternate-forms reliability d. criterion validity Answer: b Topic: Descriptive Studies: Establishing the Facts Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Psychologists can measure test–retest reliability by giving the test twice to the same group of people and comparing the two sets of scores statistically.
58.
Gino is given a vocational-interest test and then takes a test, similar in format but with different questions, a week later. The test administrator wants to estimate the __________ of the test. a. content validity b. test–retest reliability c. alternate-forms reliability d. criterion validity Answer: c Topic: Descriptive Studies: Establishing the Facts Skill Level: Apply What You Know Difficulty Level: Easy
Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: People tend to do better the second time they take a test, after they have become familiar with it. A solution is to compute alternate-forms reliability by giving different versions of the same test to the same group on two separate occasions.
59.
If a psychological test measures what it is supposed to measure, it has which property? a. reliability b. validity c. variability d. standardization Answer: b Topic: Descriptive Studies: Establishing the Facts Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Validity is the ability of a test to measure what it was designed to measure.
60.
A psychological test is said to have content validity if __________. a. the items in the test broadly represent the trait in question b. its results are comparable to established standards of performance c. it produces the same results from one time to the next d. it predicts other measures of the personality trait in question Answer: a
Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: If the items in a test broadly represent the trait in question, the test is said to have content validity.
61.
A psychological test is said to have criterion validity if __________. a. it measures what it is designed to measure b. its results are comparable to established standards of performance c. it produces the same results from one time to the next d. it predicts other criteria of the personality trait in question Answer: d Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Criterion validity, the ability to predict independent measures, or criteria, of the trait in question.
62.
When considering the use of psychological tests applied to school acceptance, the evidence indicates that ___________. a. they have been widely accepted by people
b. their usefulness has been questioned c. they fail to demonstrate adequate levels of validity or reliability d. they are not really accepted by the populations who use them Answer: b Topic: Descriptive Studies: Establishing the Facts Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Criticisms and reevaluations of psychological tests keep psychological assessment honest and scientifically rigorous. Many currently used tests of IQ and tests such as the SAT have been questioned with regard to their usefulness.
63. __________ gather information by asking people directly about their experiences, attitudes, or opinions. a. Surveys b. Inventories c. Projective tests d. Naturalistic observations Answer: a Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.E Describe the advantages and limitations of using surveys to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
Rationale: Surveys are questionnaires and interviews that ask people directly about their experiences, attitudes, or opinions.
64.
Which question could be answered BEST by using the survey method? a. What is the relationship between number of hours of external employment per week and grade point average? b. Does wall color affect the frequency of outbursts in a special-needs educational setting? c. Do students prefer a grading system with or without pluses and minuses? d. What is the effect of consuming carbohydrates on problem-solving ability? Answer: c Topic: Descriptive Studies: Establishing the Facts Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.2.E Describe the advantages and limitations of using surveys to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Surveys are questionnaires and interviews that gather information by asking people directly about their experiences, attitudes, or opinions.
65.
The magazine Highly Traditional House and Home publishes a survey of its female readers called ―The 24/7 Job.‖ It reports that 87 percent of all women who work outside the home feel too tired to cook and clean for their families. The critical flaw in this research would be the fact that ___________. a. the sample is not representative of all American women b. work has not been operationally defined c. a psychological test, rather than a survey, should have been given d. not all women are members of a family Answer: a
Topic: Descriptive Studies: Establishing the Facts Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.2.E Describe the advantages and limitations of using surveys to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A nonrepresentative sample does not necessarily mean that a survey is worthless or uninteresting, but it does mean that the results may not hold true for other groups.
66.
A magazine called Teen’s Delight publishes a survey of its readers called ―School Life of a Typical American Teen.‖ A critical flaw in this research is the fact that __________. a. the sample surveyed is not necessarily representative of American teens b. the survey is valid but is not reliable c. a projective test would have produced more accurate results than a survey d. an objective test would have produced more accurate results than a survey Answer: a Topic: Descriptive Studies: Establishing the Facts Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.2.E Describe the advantages and limitations of using surveys to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A nonrepresentative sample does not necessarily mean that a survey is worthless or uninteresting, but it does mean that the results may not hold true for other groups.
67.
Dr. Huang wants to know about the coffee consumption patterns among high school seniors in the United States. Dr. Huang should ________.
a. draw a representative sample among high school seniors b. require students‘ names on each survey to avoid the tendency to lie c. administer a survey to every high school senior in the country d. remember that sample size is the most critical factor in survey research Answer: a Topic: Descriptive Studies: Establishing the Facts Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.2.E Describe the advantages and limitations of using surveys to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A representative sample should give enough information to enable Dr. Huang to generalize any findings to all seniors.
68.
Which statement is true? a. A survey‘s intent is more critical than the representativeness of the people surveyed. b. Surveys are procedures used to measure and evaluate people‘s abilities and aptitudes. c. The likelihood of lying on a survey is the same even when respondents are guaranteed anonymity. d. A problem with surveys is that sometimes people lie. Answer: d Topic: Descriptive Studies: Establishing the Facts Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 2.2.E Describe the advantages and limitations of using surveys to collect data.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: One problem with surveys, and with self-reports in general, is that people sometimes lie, especially when the survey is about a touchy or embarrassing topic.
69.
The likelihood of lying about a sensitive topic on a survey is reduced when respondents __________. a. are paid for their participation in the survey b. receive explanations regarding the importance of the survey c. are questioned by an interviewer of the same age d. are guaranteed anonymity Answer: d Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.E Describe the advantages and limitations of using surveys to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: The likelihood of lying on surveys is reduced when respondents are guaranteed anonymity and allowed to respond in private.
70.
When conducting cross-cultural research, one of the primary challenges involves __________. a. how accurately one language translates into another b. whether or not participants understand what the research question is c. whether or not the culture generally values scientific research d. how willing members of other cultures are to participate in research studies Answer: a Topic: Descriptive Studies: Establishing the Facts Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 2.2.F Describe the importance and challenges of conducting crosscultural research. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Often translation issues will make it difficult when participants do not understand what you are asking for, or the terminology may mean something different in their culture.
71.
When conducting cross-cultural research, participants in each culture should be matched on all variables except __________. a. education b. language c. economics d. culture Answer: d Topic: Descriptive Studies: Establishing the Facts Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.2.F Describe the importance and challenges of conducting crosscultural research. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Well-controlled research makes sure that samples are the same on all factors except the one in question. In cross-cultural research, that would be culture.
72.
Sometime researchers oversimplify average differences across peoples in cross-cultural research, leading to __________. a. reification b. reliability issues
c. validity issues d. stereotyping Answer: d Topic: Descriptive Studies: Establishing the Facts Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.2.F Describe the importance and challenges of conducting crosscultural research. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Stereotyping can result when shortcuts are taken in describing research findings.
73.
Which major concern can affect cross-cultural research? a. stereotyping all members of a culture as being the same b. restrictions placed on foreign researchers c. lack of norms for standardization d. anti-science bias in some cultures Answer: a Topic: Descriptive Studies: Establishing the Facts Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.2.F Describe the importance and challenges of conducting crosscultural research. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: When researchers describe average differences across societies, they may be tempted to oversimplify their findings, which can lead to stereotyping.
74.
When Salome was trying to describe how she feels, she stated that her sadness feels like a black insect living inside her heart. Salome was using __________ in her description. a. stereotyping b. rationalizing c. reification d. anthropomorphizing Answer: c Topic: Descriptive Studies: Establishing the Facts Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.2.F Describe the importance and challenges of conducting crosscultural research. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: To reify means to regard an intangible process, such as a feeling, as if it were a literal object.
75. __________ means to regard an intangible process, such as a feeling, as if it were a literal object. a. Reestablishment b. Reification c. Rationalization d. Surmising Answer: b Topic: Descriptive Studies: Establishing the Facts Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.2.F Describe the importance and challenges of conducting crosscultural research.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: To reify means to regard an intangible process, such as a feeling, as if it were a literal object.
76.
A __________ is a measure of how strongly two variables are related to one another. a. relationship coefficient b. meta-analysis c. Bayesian statistic d. correlation Answer: d Topic: Correlational Studies: Looking for Relationships Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Correlation is a measure of how strongly two variables are related to one another.
77.
A statistical measure of the relationship between two variables is known as __________. a. correlation b. the association coefficient c. association d. arbitrage Answer: a Topic: Correlational Studies: Looking for Relationships
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Correlation is a measure of how strongly two variables are related to one another. Specifically, a correlation is a numerical measure of the strength of the relationship between two things.
78.
A __________ study is a descriptive study that looks for a consistent relationship between two phenomena. a. causal b. case c. correlational d. exploratory Answer: c Topic: Correlational Studies: Looking for Relationships Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A descriptive study that looks for a consistent relationship between two or more phenomena is called a correlational study.
79.
A correlation is a numerical measure of the __________. a. unintended changes in participants‘ behavior due to cues from the experimenter b. strength of the relationship between two variables
c. behaviors of participants of different ages compared at a given time d. behaviors of participants followed and periodically assessed over time Answer: b Topic: Correlational Studies: Looking for Relationships Difficulty Level: Easy Skill Level: Remember the Facts Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Correlation means a measure of how strongly two variables are related to one another. Specifically, a correlation is a numerical measure of the strength of the relationship between two things.
80.
A negative correlation means that __________. a. the high values of one variable are associated with the low values of the other b. the high values of one variable are associated with the high values of the other c. the low values of one variable are associated with the low values of the other d. there is no relationship between the two variables Answer: a Topic: Correlational Studies: Looking for Relationships Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A negative correlation is an association between increases in one variable and decreases in another.
81.
Julie finds that the more she sleeps on the eve of an exam, the higher the score she gets on the exam. There is __________ correlation between the amount Julie sleeps and her exam scores. a. a negative b. a positive c. a perfect d. no actual Answer: b Topic: Correlational Studies: Looking for Relationships Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A positive correlation is an association between increases in one variable and increases in another or between decreases in one and decreases in another.
82.
Which pair of variables is likely to be positively correlated? a. outdoor temperature and hot chocolate sales b. damage to a car and speed at the time of accident c. the price of a car and the age of a car d. hours spent watching TV and grade point average Answer: b Topic: Correlational Studies: Looking for Relationships Skill Level: Analyze It Difficulty Level: Moderate
Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A positive correlation is an association between increases in one variable and increases in another or between decreases in one and decreases in another.
83.
Which pair of variables is likely to be negatively correlated? a. room size and time required to paint walls b. amount of studying and test grade c. value of a collectable item and the number of those items known to exist d. ocean temperature and the number of people at the beach Answer: c Topic: Correlational Studies: Looking for Relationships Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A negative correlation means that high values of one variable are associated with low values of the other. Rare collectables (i.e., few are known to exist) are typically more expensive than ones that are more common. As the number known to exist goes down, the cost goes up.
84.
All of these pairs of variables, EXCEPT for ________, would likely show a positive correlation. a. school grades and intelligence test scores b. level of alcohol intake and scores on a reaction time test c. people‘s educational level and their income
d. height and weight Answer: b Topic: Correlational Studies: Looking for Relationships Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: As alcohol ingestion goes up, reaction time tends to slow.
85. L‘Shondra finds that the number of hours she sleeps each night is related to the scores she receives on quizzes the next day. As her sleep approaches eight hours, her quiz scores improve; as her sleep drops to five hours, her quiz scores show a similar decline. L‘Shondra realizes that ________. a. there is a positive correlation between the number of hours she sleeps and her quiz grades b. there is a negative correlation between the number of hours she sleeps and her quiz grades c. she should sleep about ten hours a night to ensure 100 percent quiz grades d. her low quiz scores are caused by sleep deprivation the night before a quiz Answer: a Topic: Correlational Studies: Looking for Relationships Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A positive correlation is an association between increases in one variable and increases in another or between decreases in one and decreases in another. Both
variables in the example move in the same direction and, therefore, have a positive correlation.
86.
Which pair of variables illustrates a negative correlation? a. ocean temperature and the number of people at the beach b. adult shoe size and IQ scores c. the price of a car and the mileage on the odometer d. height and weight Answer: c Topic: Correlational Studies: Looking for Relationships Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A negative correlation means that high values of one variable are associated with low values of the other. There is a negative relationship between the price of a car and its mileage. The more miles driven, the less a car is typically worth.
87.
Two sets of observations assessing students‘ heights and their respective weights are compared. Which is most likely true? a. The two variables will be both positively and negatively correlated. b. The two variables will be uncorrelated. c. The two variables will be negatively correlated. d. The two variables will be positively correlated. Answer: d Topic: Correlational Studies: Looking for Relationships Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A positive correlation is an association between increases in one variable and increases in another or between decreases in one and decreases in another. Height and weight are positively correlated; that is, in general, the taller a person is, the more they weigh.
88.
Which situation represents a positive correlation? a. Jan has a higher level of education and a higher income than his brother, Arnie. b. Arnie has less education than his brother, Jan, but he makes more money. c. Jan has a high level of education, and Arnie likes to water ski. d. Jan has more education than his brother, Arnie, and also has children. Answer: a Topic: Correlational Studies: Looking for Relationships Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A positive correlation is an association between increases in one variable and increases in another or between decreases in one and decreases in another. In this case, Jan‘s high level of education correlates with his higher income.
89.
Which definition of correlation is correct? a. characteristics of behavior or experience that cause other phenomenon b. characteristics of behavior or experience that can be measured or described by a numeric scale
c. a measure of how strongly two variables are related to one another d. a descriptive study that looks for a consistent relationship between two phenomena Answer: c Topic: Correlational Studies: Looking for Relationships Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Correlation is defined as a measure of how strongly two variables are related to one another.
90.
Which definition of positive correlation is correct? a. A measure of how strongly two variables are related to one another. b. An association between increases in one variable and decreases in another. c. An association between increases in one variable and increases in another or between decreases in one and decreases in another. d. A measure that shows that two variables have no relationship to each other. Answer: c Topic: Correlational Studies: Looking for Relationships Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A positive correlation is defined as an association between increases in one variable and increases in another or between decreases in one and decreases in another.
91.
In his research on male pattern baldness, Dr. Kessler has observed that, on average, men with less hair tend to be older than men with more hair. This would be considered a(n) __________ correlation. a. positive b. false c. negative d. causational Answer: c Topic: Correlational Studies: Looking for Relationships Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A negative correlation means that high values of one variable are associated with low values of the other. According to Dr. Kessler‘s findings, as a man‘s age increases, his amount of hair decreases.
92.
Mimiko finds that children‘s hours of daily exercise and quality of nutritional intake are correlated +.73 with one another. What does this correlation coefficient indicate? a. As rates of exercise increase, quality of nutritional intake decreases. b. As quality of nutritional intake increases, rates of exercise increase. c. Better nutrition causes higher rates of exercise. d. Higher rates of exercise cause better nutrition. Answer: b Topic: Correlational Studies: Looking for Relationships Skill Level: Analyze It Difficulty Level: Moderate
Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: All we can conclude from this association is that as scores on one variable increase, scores on the other variable also increase.
93.
The correlation coefficient conveys __________. a. the size and direction of the relationship between two variables b. whether one variable causes the other variable to happen c. the unintended changes in a research participant‘s behavior due to the experimenter‘s cues d. whether or not the principle of falsifiability applies to each variable Answer: a Topic: Correlational Studies: Looking for Relationships Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: The statistic used to express a correlation is called the correlation coefficient. This number conveys both the size of the correlation and its direction.
94.
Which correlation coefficient value indicates the strongest relationship between two variables? a. +.50 b. –.80 c. +.70 d. –.10
Answer: b Topic: Correlational Studies: Looking for Relationships Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: If the correlation between two variables is +.80, it means that they are strongly related. If the correlation is −.80, the relationship is just as strong, but it is negative. When there is no association between two variables, the coefficient is zero or close to zero.
95.
A correlation coefficient of +1.73 means that __________. a. the relationship between the two variables is very strong b. the relationship between the two variables is very weak c. as one variable increases, so does the other d. a calculation error has been made Answer: d Topic: Correlational Studies: Looking for Relationships Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Correlations can only range from –1.00 to +1.00, therefore a calculation error has been made.
96. When two variables are not related, the correlation coefficient will be close to __________.
a. .00 b. –1.00 c. +1.00 d. +.50 Answer: a Topic: Correlational Studies: Looking for Relationships Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: The closer the correlation coefficient is to 0, the weaker the relationship. A correlation coefficient of 0 indicates no relationship.
97.
When two variables have a strong positive correlation, the correlation coefficient will be close to __________. a. .00 b. +1.00 c. –1.00 d. +.50 Answer: b Topic: Correlational Studies: Looking for Relationships Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
Rationale: Correlation coefficients close to +1.00 indicate strong positive relationships.
98.
When two variables have a strong negative correlation, the correlation coefficient will be close to __________. a. .00 b. –1.00 c. +1.00 d. .50 Answer: b Topic: Correlational Studies: Looking for Relationships Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Correlation coefficients close to –1.00 indicate strong negative relationships.
99. Which correlation coefficient value indicates the strongest relationship between two variables? a. –.74 b. –.42 c. –.35 d. +.05 Answer: a Topic: Correlational Studies: Looking for Relationships Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: When there is no association between two variables, the coefficient is zero or close to zero, so a strong correlation coefficient will be closer to either +1.00 or –1.00.
100.
Which correlation coefficient value indicates the strongest relationship between two variables? a. +.74 b. +.68 c. +.69 d. +.71 Answer: a Topic: Correlational Studies: Looking for Relationships Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: When there is no association between two variables, the coefficient is zero or close to zero, so a strong correlation coefficient will be closer to either +1.00 or –1.00.
101.
Which statement is correct concerning correlation coefficients? a. A correlation of +1.5 is very strong. b. Correlation coefficients are indicators of cause and effect. c. A correlation of +.89 is strong and a correlation of –.89 is weak. d. A correlation of +.73 and a correlation of –.73 are equally strong.
Answer: d Topic: Correlational Studies: Looking for Relationships Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Both +.73 and –.73 are the same distance from 0.
102.
Which statement is true about correlation? a. Positive correlations are meaningful, but negative ones are not. b. Negative correlations are weak, but positive ones are strong. c. Correlations close to +1.00 or –1.00 are strong, whereas correlations close to zero are weak. d. A strong correlation is indicative of a causal relationship between variables. Answer: c Topic: Correlational Studies: Looking for Relationships Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: The closer the correlation coefficient is to zero, the weaker the relationship, and the closer the correlation coefficient is to +1.00 or –1.00, the stronger the relationship.
103. Let‘s suppose that drinking apple juice is negatively correlated with the risk of cancer. Based on this information, which statement is true?
a. The less apple juice you drink, the lower your risk of cancer. b. The more apple juice you drink, the higher your risk of cancer. c. Drinking apple juice causes people to be cancer free. d. The more apple juice you drink, the lower your risk of cancer. Answer: d Topic: Correlational Studies: Looking for Relationships Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Correlations indicate strength and direction of relationships, but do not indicate cause and effect. A positive correlation is defined as an association between increases in one variable and increases in another or between decreases in one and decreases in another.
104. Apparent associations between two things that are not really related are called __________ correlations. a. illusory b. positive c. negative d. erroneous Answer: a Topic: Correlational Studies: Looking for Relationships Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.3.B Explain why a correlation between two variables does not establish a causal relationship between those variables.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Illusory correlations are apparent associations between two things that are not really related. Illusory correlations can create dangerous beliefs and cause great social harm.
105.
Some correlational studies have found that people who are chronically depressed are more likely than nondepressed people to develop cancer. Which conclusion can be derived from the study? a. Chronic depression causes cancer. b. Early, undetected cancer causes depression. c. Depressed people tend to smoke, causing cancer. d. Chronic depression and cancer occur in the same people in these studies. Answer: d Topic: Correlational Studies: Looking for Relationships Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.3.B Explain why a correlation between two variables does not establish a causal relationship between those variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Correlation tells us about relationships, but not causal relationships. Even when a correlation is reliable, it does not necessarily demonstrate a causal relationship between the variables.
106. Dr. Gomez observes that more muggings tend to occur during hot weather. Which conclusion is correct? a. This is a negative correlation because both muggings and hot weather are negative. b. This is an example of a correlation that demonstrates causation. c. This research proves that criminal behavior is caused by hot weather. d. This is a positive correlation that does not demonstrate causation.
Answer: d Topic: Correlational Studies: Looking for Relationships Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.3.B Explain why a correlation between two variables does not establish a causal relationship between those variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Correlation tells us about relationships, but not causal relationships. Even when a correlation is reliable, it does not necessarily demonstrate a causal relationship between the variables.
107.
Why can it be difficult to interpret a correlation between two variables? a. Correlation does not establish a relationship. b. A correlation does not establish causation. c. Most correlations are illusory. d. Most correlations are negative. Answer: b Topic: Correlational Studies: Looking for Relationships Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.3.B Explain why a correlation between two variables does not establish a causal relationship between those variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Even when correlations are meaningful, they can still be difficult to interpret because a correlation does not establish causation.
108.
A controlled test of a hypothesis, in which the researcher manipulates one variable in order to discover its effect on another variable, is called a(n) __________.
a. correlational study b. experiment c. survey d. single-blind study Answer: b Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: An experiment is defined as a controlled test of a hypothesis in which the researcher manipulates one variable to discover its effect on another.
109. A(n) __________ allows a researcher to control and manipulate the situation being studied. a. survey b. experiment c. case study d. correlational study Answer: b Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
Rationale: An experiment is defined as a controlled test of a hypothesis in which the researcher manipulates one variable to discover its effect on another.
110.
Experiments are more valuable than other research methods because __________. a. they are always double-blind b. they can determine correlations c. they require informed consent d. they allow for the possibility of determining cause–effect relationships Answer: d Topic: Experiments: Hunting for Causes Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Experiments are the only method that allows a determination of cause and effect.
111.
Ideally in an experimental situation, everything is held constant except for the __________, which is manipulated by the researchers. a. control variable b. dependent variable c. independent variable d. extraneous variable Answer: c Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: The aspect of an experimental situation manipulated or varied by the researcher is known as the independent variable.
112.
In an experimental situation, the independent variable is __________. a. a placebo b. measured c. held constant d. manipulated Answer: d Topic: Experiments: Hunting for Causes Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: The aspect of an experimental situation manipulated or varied by the researcher is known as the independent variable.
113.
Milton is a researcher who wants to know whether eating chocolate makes people nervous. Some participants are given two bars of chocolate to eat and some are given no chocolate at all, and then all of the participants are tested for nervousness an hour later. In this experiment, the amount of chocolate eaten __________. a. would be a dependent variable b. would be a placebo
c. would be an independent variable d. may be either an independent or dependent variable Answer: c Topic: Experiments: Hunting for Causes Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: The aspect of an experimental situation manipulated or varied by the researcher is known as the independent variable.
114.
Dr. Bley asks individuals to run on a treadmill for 0, 15, or 30 minutes and then measures their self-reported mood. In this hypothetical study, the independent variable is ______________. a. the number of minutes individuals run on the treadmill b. the self-reported mood c. the individuals who run for 15 or 30 minutes d. the individuals who run for 0 minutes Answer: a Topic: Experiments: Hunting for Causes Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
Rationale: The aspect of an experimental situation manipulated or varied by the researcher is known as the independent variable; in this case, it is the number of minutes spent running.
115.
A researcher plans to conduct an experiment to test whether a cup of hot milk at night helps people fall asleep faster than usual. In this study, the independent variable is __________. a. the amount of time it takes participants to fall asleep b. the consumption of hot milk at bedtime c. the number of participants drinking hot milk at bedtime d. the number of hours each participant sleeps Answer: b Topic: Experiments: Hunting for Causes Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: The aspect of an experimental situation manipulated or varied by the researcher is known as the independent variable.
116. Which variable does an experimenter manipulate when conducting experimental research? a. control variable b. confounding variable c. independent variable d. dependent variable Answer: c Topic: Experiments: Hunting for Causes
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: The aspect of an experimental situation manipulated or varied by the researcher is known as the independent variable.
117.
A variable that is predicted to be affected by an experimenter‘s manipulations in experimental research is called a(n) __________ variable. a. extraneous b. dependent c. confounding d. independent Answer: b Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A dependent variable is a variable that an experimenter predicts will be affected by manipulations of the independent variable.
118.
Dr. Poblano asks individuals to cycle on stationary bikes for 0, 10, 20, or 30 minutes, after which she measures their self-reported mood. In this hypothetical study, the dependent variable is the _____________. a. self-reported mood
b. number of minutes individuals ride the bike c. riding of bikes d. individuals who do not ride on the stationary bike Answer: a Topic: Experiments: Hunting for Causes Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A dependent variable is a variable that an experimenter predicts will be affected by manipulations of the independent variable.
119.
In a laboratory experiment, smokers are asked to drive using a computerized driving simulator and cover the maximum distance possible, while avoiding rear-end collisions. Some volunteers are given a real cigarette to smoke immediately before the test. Others smoke a fake cigarette without nicotine. The number of collisions the two groups make is to be compared. In this study, the independent variable is __________. a. the presence or absence of nicotine b. the use of a driving simulator c. the number of collisions in one hour d. the prior driving skills of each driver Answer: a Topic: Experiments: Hunting for Causes Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: The aspect of an experimental situation manipulated or varied by the researcher is known as the independent variable.
120.
In a laboratory experiment, smokers are asked to drive using a computerized driving simulator and cover the maximum distance possible, while avoiding rear-end collisions. Some volunteers are given a real cigarette to smoke immediately before the test. Others smoke a fake cigarette without nicotine. The number of collisions the two groups make is to be compared. In this study, the dependent variable is __________. a. the presence or absence of nicotine b. the use of a driving simulator c. the number of collisions in one hour d. the prior driving skills of each driver Answer: c Topic: Experiments: Hunting for Causes Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A dependent variable is a variable that an experimenter predicts will be affected by manipulations of the independent variable.
121.
In a laboratory experiment, smokers are asked to drive using a computerized driving simulator and cover the maximum distance possible, while avoiding rear-end collisions. Some volunteers are given a real cigarette to smoke immediately before the test. Others smoke a fake cigarette without nicotine. The number of collisions the two groups make is to be compared. The control group in this scenario consists of __________. a. volunteers who smoke real cigarettes b. volunteers who smoke fake cigarettes
c. all the experimenters d. all the volunteers Answer: b Topic: Experiments: Hunting for Causes Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.4.B Explain how random assignment helps create conditions in an experiment, and explain the difference between an experimental group and a control group. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: In an experiment, a comparison condition is required in which participants are not exposed to the same treatment as in the experimental condition. These participants are the control group.
122.
In a laboratory experiment, smokers are asked to drive using a computerized driving simulator and cover the maximum distance possible, while avoiding rear-end collisions. Some volunteers are given a real cigarette to smoke immediately before the test. Others smoke a fake cigarette without nicotine. The number of collisions the two groups make is to be compared. The experimental group in this scenario consists of __________. a. volunteers who smoke real cigarettes b. volunteers who smoke fake cigarettes c. all the experimenters d. all the volunteers Answer: a Topic: Experiments: Hunting for Causes Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.4.B Explain how random assignment helps create conditions in an experiment, and explain the difference between an experimental group and a control group.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: The experimental group is the group that is exposed to the manipulations of the independent variable.
123.
In a laboratory experiment, smokers are asked to drive using a computerized driving simulator and cover the maximum distance possible, while avoiding rear-end collisions. Some volunteers are given a real cigarette to smoke immediately before the test. Others smoke a fake cigarette without nicotine. The number of collisions the two groups make is to be compared. In this study, the cigarette without nicotine is a(n) __________. a. dependent variable b. placebo c. double-blind procedure d. hypothesis Answer: b Topic: Experiments: Hunting for Causes Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.4.B Explain how random assignment helps create conditions in an experiment, and explain the difference between an experimental group and a control group. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A placebo is an inactive substance or fake treatment used as a control in an experiment.
124. __________ are fake treatments or inactive substances used as a control in an experiment. a. Double-blinds b. Alternative medicines c. Clinical trials
d. Placebos Answer: d Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.4.B Explain how random assignment helps create conditions in an experiment, and explain the difference between an experimental group and a control group. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A placebo is an inactive substance or fake treatment used as a control in an experiment.
125.
Which situation best illustrates the placebo effect? a. You have surgery to repair a defective heart valve. b. You throw up after eating bad clams. c. You sleep because you are tired. d. You drink a nonalcoholic drink and become ―intoxicated‖ because you think it contains alcohol. Answer: d Topic: Experiments: Hunting for Causes Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 2.4.B Explain how random assignment helps create conditions in an experiment, and explain the difference between an experimental group and a control group. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A placebo is an inactive substance or fake treatment used as a control in an experiment. If the placebo produces the same result as the real thing, the reason must be the participants‘ expectations rather than the treatment itself.
126.
An experiment is conducted to test a new antianxiety drug. After taking the drug, 35 percent of the participants receiving the medication report less anxiety, compared to 36 percent of those taking a placebo. The researchers should conclude that __________. a. participants knew which group they were in b. the medication itself probably has no real effect on anxiety c. the drug actually increases anxiety d. the drug is an effective treatment for anxiety Answer: b Topic: Experiments: Hunting for Causes Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.4.B Explain how random assignment helps create conditions in an experiment, and explain the difference between an experimental group and a control group. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A placebo is an inactive substance or fake treatment used as a control in an experiment. If the placebo produces the same result as the real thing, the reason must be the participants‘ expectations rather than the treatment itself.
127. Research participants are randomly assigned to experimental and control groups to __________. a. make the two groups as similar as possible in all major characteristics b. eliminate the placebo effect c. establish possible correlations between the independent and dependent variables d. eliminate experimenter effects Answer: a Topic: Experiments: Hunting for Causes Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 2.4.B Explain how random assignment helps create conditions in an experiment, and explain the difference between an experimental group and a control group. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: If we have enough participants in our study, individual characteristics that could possibly affect the results are likely to be roughly balanced in randomly assigned groups, so we can safely ignore them.
128.
Two groups of graduate students were given rats and instructed to teach the rats how to run mazes. Group 1 was told they had ―cognitively enhanced‖ rats that should learn the task quickly. Group 2 was told that they had ―cognitively impaired‖ rats that should learn slowly. In actuality, both groups of rats were identical, and the rats were randomly assigned to one group or the other. In spite of that, when the experiment concluded, the rats taught by Group 1 had learned the maze much more quickly than those taught by Group 2. How can that be explained? a. placebo effect b. subject bias c. treatment effect d. experimenter effect Answer: d Topic: Experiments: Hunting for Causes Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.4.C Discuss the methodological advantages and limitations of experimental research design. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: The experimenter effect occurs when the participant‘s performance is affected by the behavior of the experimenter. In this case, the experimenters who believed they had smart rats must have behaved in some way that boosted their rats‘ performance.
129.
The participants for an experiment are randomly assigned to either the experimental or control group. Although the researchers know which group each participant has been assigned to, the participants themselves do not know if they are in the experimental or control group. Which type of study is this an example of? a. single-blind b. correlational c. field research d. double-blind Answer: a Topic: Experiments: Hunting for Causes Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.4.C Discuss the methodological advantages and limitations of experimental research design. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A single-blind study is an experiment in which participants do not know whether they are in an experimental or a control group.
130.
Unintended changes in participants‘ behavior due to cues inadvertently given by the experimenter in an experimental study are called __________. a. conformation biases b. experimenter effects c. volunteer biases d. reifications Answer: b Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 2.4.C Discuss the methodological advantages and limitations of experimental research design. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Experimenter effects are unintended changes in participants‘ behavior due to cues that the experimenter inadvertently conveys.
131.
A __________ is an experiment in which neither the participants nor the individuals running the experiment know if a given participant is in the experimental or the control group until after the results are tallied. a. double-blind study b. single-blind study c. meta-analysis d. correlational study Answer: a Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.4.C Discuss the methodological advantages and limitations of experimental research design. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A double-blind study is an experiment in which neither the participants nor the individuals running the experiment know if participants are in the experimental or the control group until after the results are tallied.
132.
The main advantage of a __________ study is that the results cannot be influenced by the expectations of either the participants or the experimenters. a. correlational b. single-blind
c. double-blind d. observational Answer: c Topic: Experiments: Hunting for Causes Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 2.4.C Discuss the methodological advantages and limitations of experimental research design. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A double-blind study is an experiment in which neither the participants nor the individuals running the experiment know if participants are in the experimental or the control group until after the results are tallied.
133.
Empirical investigation that is conducted in a natural setting outside of the laboratory is called __________. a. double-blind b. single-blind c. field research d. correlational research Answer: c Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.4.C Discuss the methodological advantages and limitations of experimental research design. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Field research is defined as empirical investigation conducted in a natural setting outside the laboratory.
134. Some psychologists have called for more field research because laboratory experiments __________. a. cannot identify cause and effect b. often involve artificial situations c. do not allow firm conclusions to be drawn d. may miss vital information due to participants‘ inaccurate memories Answer: b Topic: Experiments: Hunting for Causes Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 2.4.C Discuss the methodological advantages and limitations of experimental research design. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: In a laboratory experiment, the researcher designs and sets up what is often a rather artificial situation, and the participants try to do as they are told. For this reason, many psychologists have called for more field research, the careful study of behavior in natural contexts such as schools and the workplace.
135. Field research may yield more applicable results than laboratory research because __________. a. placebos are not used b. there is no experimental group c. there is no control group d. the situation is less artificial Answer: d Topic: Experiments: Hunting for Causes Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 2.4.C Discuss the methodological advantages and limitations of experimental research design. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: In a laboratory experiment, the researcher designs and sets up what is often a rather artificial situation, and the participants try to do as they are told. For this reason, many psychologists have called for more field research, the careful study of behavior in natural contexts such as schools and the workplace.
136.
Researchers use descriptive statistics when they want to __________. a. draw inferences about how statistically meaningful a study‘s results are b. organize and summarize research data c. combine and analyze data from many studies d. assess how likely it is that a study‘s results occurred merely by chance Answer: b Topic: Evaluating the Findings Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.5.A Explain how descriptive statistics can be used to compare the performance of two groups of research participants. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Descriptive statistics are defined as statistical procedures that organize and summarize research data.
137.
―Argh!‖ sputtered Valdo. ―I collected all this data for my research project, but I don‘t know which numbers to pay attention to. The highest values? The lowest values? The most common value? Fie!‖ ―Why don‘t you find the arithmetic mean of all the values?‖ suggested Richetta. ―Finding the average score would be a good indicator of what the values look like in general.‖ How would you advise Valdo to go about finding the mean? a. Add up all the individual scores, then divide the result by the number of scores.
b. Arrange the scores in order, then identify the score that separates the distribution in half. c. Subtract the lowest score from the highest score, then multiply the answer by 2. d. Figure out how far away each score is from every other score. Answer: a Topic: Evaluating the Findings Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.5.A Explain how descriptive statistics can be used to compare the performance of two groups of research participants. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: An arithmetic mean is an average calculated by adding up a set of quantities and dividing the sum by the total number of quantities in the set.
138.
The __________ tells us how clustered or spread out individual scores are around an arithmetic mean. a. arithmetic mean b. p value c. confidence interval d. standard deviation Answer: d Topic: Evaluating the Findings Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.5.A Explain how descriptive statistics can be used to compare the performance of two groups of research participants. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
Rationale: The standard deviation tells us how clustered or spread out the individual scores are around the mean; the more spread out they are, the less ―typical‖ the mean is.
139.
What do measures of variability, such as the standard deviation, provide to a scientist? a. a measure of the average score in a set of data b. the ability to draw inferences from a set of sample data to learn something about the overall population c. an indication of the most frequently occurring score in a set of data d. an assessment of how spread out the scores are in a distribution of data Answer: d Topic: Evaluating the Findings Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.5.A Explain how descriptive statistics can be used to compare the performance of two groups of research participants. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: The standard deviation tells us how clustered or spread out the individual scores are around the mean; the more spread out they are, the less ―typical‖ the mean is.
140.
Inferential statistics are __________. a. statistical procedures that allow researchers to draw conclusions about how statistically reliable a study‘s results are b. statistical procedures that organize and summarize research data c. averages that are calculated by adding up a set of quantities and multiplying the sum by the total number of quantities in the set d. a set of techniques for combining data from a number of related studies to determine the explanatory strength of a particular independent variable Answer: a Topic: Evaluating the Findings
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.5.B Explain what a statistically significant research result does and does not indicate, and identify ways in which statistics can be misused or misrepresented. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Inferential statistics are defined as statistical procedures that allow researchers to draw conclusions about how statistically reliable a study‘s results are.
141. When using inferential statistics to examine differences in group measurements, what is the main focus? a. describing individual scores b. statistical significance c. effect size d. standard validity Answer: b Topic: Evaluating the Findings Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.5.B Explain what a statistically significant research result does and does not indicate, and identify ways in which statistics can be misused or misrepresented. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Historically, the most commonly used inferential statistics have been significance tests, which tell researchers how likely it is that a result occurred by chance.
142.
Psychologists typically consider a result to be statistically significant if it would be expected to occur by chance __________ times in 100 repetitions of the study. a. 5 or fewer b. 10 or fewer
c. 20 or fewer d. 40 or fewer Answer: a Topic: Evaluating the Findings Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 2.5.B Explain what a statistically significant research result does and does not indicate, and identify ways in which statistics can be misused or misrepresented. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Psychologists consider a result to be significant if it would be expected to occur by chance 5 or fewer times in 100 repetitions of the study.
143.
A result that is statistically significant at the .05 level indicates that __________. a. the result was obtained purely by chance and is not reliable b. the probability that the result is due to real differences between groups is .05 c. there is a positive relationship between variables d. the probability that the result occurred by chance is low, and therefore the result is probably reliable Answer: d Topic: Evaluating the Findings Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 2.5.B Explain what a statistically significant research result does and does not indicate, and identify ways in which statistics can be misused or misrepresented. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A .05 level of statistical significance means that there is less than 5 percent probability that the results were due to chance. If, however, the significance test shows
that the p value is greater than .05, many researchers would have little confidence in the study‘s result.
144.
A __________ draws a range a little higher and lower than the sample mean to help depict where the true mean probably lies. a. confidence interval b. standard deviation c. significance test d. descriptive statistic Answer: a Topic: Evaluating the Findings Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.5.B Explain what a statistically significant research result does and does not indicate, and identify ways in which statistics can be misused or misrepresented. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A confidence interval is defined as a statistical measure that provides, with a specified probability, a range of values within which a population mean is likely to lie.
145.
A psychologist is studying friendship patterns in childhood and early adolescence. Students from each grade are separately observed during lunchtime at school in order to assess their seating preferences. The researcher is conducting a __________. a. cross-sectional study b. longitudinal study c. single-blind study d. double-blind study Answer: a Topic: Evaluating the Findings
Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 2.5.C Compare cross-sectional and longitudinal studies, and discuss how effect size, meta-analysis, and Bayesian statistics allow us to judge the importance of a research outcome. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: In a cross-sectional study, people (or animals) of different ages are compared at a given time.
146.
After their marriage, Luisa and Mary Anne agreed to participate in a research project that investigated differences in the level of marital satisfaction over time. Every five years they had to complete a survey that indicated their marital satisfaction. Luisa and Mary Anne are participants in a __________. a. single-blind study b. double-blind study c. longitudinal study d. cross-sectional study Answer: c Topic: Evaluating the Findings Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 2.5.C Compare cross-sectional and longitudinal studies, and discuss how effect size, meta-analysis, and Bayesian statistics allow us to judge the importance of a research outcome. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A longitudinal study is a study in which people (or animals) are followed and periodically reassessed over a period of time.
147.
__________ are an objective, standardized way of describing the strength of the independent variable‘s influence on the dependent variable.
a. Effect sizes b. Significance levels c. Meta-analyses d. Bayesian statistics Answer: a Topic: Evaluating the Findings Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.5.C Compare cross-sectional and longitudinal studies, and discuss how effect size, meta-analysis, and Bayesian statistics allow us to judge the importance of a research outcome. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Effect size is defined as an objective, standardized way of describing the strength of the independent variable‘s influence on the dependent variable.
148.
Techniques such as meta-analysis are useful in psychology because __________. a. they help reduce unintended changes in participants‘ behavior due to cues given by the experimenter b. they allow for the careful study of behavior in schools, workplaces, and other natural contexts c. they provide a range of values within which the mean of a population is likely to lie d. rarely does one study alone definitively answer a research question, and this technique analyzes data from many studies Answer: d Topic: Evaluating the Findings Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 2.5.C Compare cross-sectional and longitudinal studies, and discuss how effect size, meta-analysis, and Bayesian statistics allow us to judge the importance of a research outcome. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A meta-analysis is a set of techniques for combining data from a number of related studies to determine the explanatory strength of a particular independent variable.
149. __________ is a technique that allows a researcher to combine data from numerous studies. a. Significance testing b. Meta-analysis c. Cross-sectional research d. Longitudinal research Answer: b Topic: Evaluating the Findings Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.5.C Compare cross-sectional and longitudinal studies, and discuss how effect size, meta-analysis, and Bayesian statistics allow us to judge the importance of a research outcome. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: A meta-analysis is a set of techniques for combining data from a number of related studies to determine the explanatory strength of a particular independent variable.
150.
__________ statistics involve a formula for calculating the likelihood of a hypothesis being true and meaningful, taking into account relevant prior knowledge. a. Mathematical b. Descriptive c. Inferential
d. Bayesian Answer: d Topic: Evaluating the Findings Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.5.C Compare cross-sectional and longitudinal studies, and discuss how effect size, meta-analysis, and Bayesian statistics allow us to judge the importance of a research outcome. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Bayesian statistics use a formula for calculating the likelihood of a hypothesis being true and meaningful, taking into account relevant prior knowledge.
151.
People who participate in research studies must participate voluntarily and must know enough about the study to make an intelligent decision about participating. This concept is known as __________. a. the Milgram doctrine b. the APA code c. informed consent d. human welfare Answer: c Topic: Keeping the Enterprise Ethical Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.6.A Discuss why the principles of informed consent and debriefing are two key characteristics of a researcher‘s code of ethics. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: Informed consent is the doctrine that anyone who participates in human research must do so voluntarily and must know enough about the study to make an intelligent decision about whether to take part.
152.
As a result of controversy over the use of deception in research, __________. a. the APA now does not allow the use of deception of any kind b. debriefing is required when deception is used c. participants who are deceived must receive therapy free of charge if requested d. deception is allowed only if the participants are volunteers Answer: b Topic: Keeping the Enterprise Ethical Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.6.A Discuss why the principles of informed consent and debriefing are two key characteristics of a researcher‘s code of ethics. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: The APA code requires that participants be thoroughly debriefed when the study is over and told why deception was necessary. In addition to debriefing, the APA‘s ethical guidelines require researchers to show that any deception is justified by a study‘s potential value and to consider alternative procedures.
153.
Which consideration is a common ethical guideline for doing research with human participants? a. Participants cannot be deceived about aspects of the research. b. Participants must be allowed to make an informed decision about whether or not they want to participate in the study. c. Participants cannot be subjected to shock of any kind. d. Participants may not withdraw from a research study after it has begun. Answer: b Topic: Keeping the Enterprise Ethical Skill Level: Remember the Facts Difficulty Level: Moderate
Learning Objective: 2.6.A Discuss why the principles of informed consent and debriefing are two key characteristics of a researcher‘s code of ethics. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: It is a basic principle that participants must be allowed to make an informed decision prior to participating.
154. Which reason best illustrates an argument for the use of animals in psychological research? a. What is true for animals will also be true for humans. b. Animals are more complex than humans, so they provide more detailed information about behavior. c. Studying animals can be a pathway toward improving human welfare. d. animals.
Studying animals can, serendipitously, help to improve the treatment of laboratory
Answer: c Topic: Keeping the Enterprise Ethical Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.6.B Discuss the advantages and ethical considerations of using animals in research. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: One of the reasons psychologists conduct experiments with animals is to improve human welfare.
155.
If a scientist designs a study to see if the presence of noise in a field where a crop is grown will scare away animals who forage on the crop, the scientist would be studying __________ using an animal model. a. practical applications b. how to clarify theoretical questions c. how to improve human welfare
d. how to understand basic research on a species Answer: a Topic: Keeping the Enterprise Ethical Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 2.6.B Discuss the advantages and ethical considerations of using animals in research. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research Rationale: The problem of having animals forage on a crop is a practical issue as many crops are ruined by damage caused by animals. Therefore, this researcher is studying a ―practical‖ application in his research.
True-False Questions
1.
A hypothesis is an organized system of assumptions and principles that purports to explain a specified set of phenomena. Answer: False Topic: What Makes Psychological Research Scientific? Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
2.
A theory is an organized system of assumptions and principles that purports to explain a specified set of phenomena. Answer: True Topic: What Makes Psychological Research Scientific? Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
3.
A hypothesis is a statement that attempts to predict or account for a set of phenomena. Answer: True Topic: What Makes Psychological Research Scientific? Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
4.
A theory is a statement that attempts to predict or account for a set of phenomena. Answer: False Topic: What Makes Psychological Research Scientific? Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
5. Operational definitions specify how the phenomena in question are to be observed and measured. Answer: True Topic: What Makes Psychological Research Scientific? Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
6.
Violations of the principle of falsifiability rarely take place in everyday life. Answer: False Topic: What Makes Psychological Research Scientific?
Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 2.1.C Explain why falsifiability is a critical component of scientific research. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
7. The principle of falsifiability is the tendency to avoid information that would prove one‘s belief to be false. Answer: False Topic: What Makes Psychological Research Scientific? Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.1.C Explain why falsifiability is a critical component of scientific research. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
8.
Confirmation bias is the tendency to look for information that supports one‘s beliefs. Answer: True Topic: What Makes Psychological Research Scientific? Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.1.C Explain why falsifiability is a critical component of scientific research. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
9.
Replication is an essential part of the scientific process.
Answer: True Topic: What Makes Psychological Research Scientific? Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.1.D Describe why openness and replication are important qualities of the scientific enterprise. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
10. Replication occurs when scientists repeat a study in order to verify or challenge its findings. Answer: True Topic: What Makes Psychological Research Scientific? Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.1.D Describe why openness and replication are important qualities of the scientific enterprise. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
11. In order to maintain scientific objectivity, psychologists do not work on research that is sponsored by private industry. Answer: False Topic: What Makes Psychological Research Scientific? Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 2.1.D Describe why openness and replication are important qualities of the scientific enterprise. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
12.
Scientists are expected to submit their study‘s results for peer review before any announcements regarding the study are made to the public. Answer: True Topic: What Makes Psychological Research Scientific? Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.1.D Describe why openness and replication are important qualities of the scientific enterprise. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
13.
A representative sample is a group of participants that accurately represents the larger population that the researcher is interested in. Answer: True Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.A Describe the ways participants are selected for psychological studies and how the method of selection can influence interpretations of a study‘s outcomes. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
14. Descriptive methods yield characterizations of behavior but not necessarily causal explanations. Answer: True Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 2.2.A Describe the ways participants are selected for psychological studies and how the method of selection can influence interpretations of a study‘s outcomes. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
15.
Experiments yield descriptions of behavior but cannot provide causal explanations. Answer: False Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.A Describe the ways participants are selected for psychological studies and how the method of selection can influence interpretations of a study‘s outcomes. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
16.
Case studies are most commonly used by clinicians. Answer: True Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.B Discuss the advantages and disadvantages of using case studies to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
17.
Case studies are usually sources of hypotheses, rather than tests of hypotheses. Answer: True
Topic: Descriptive Studies: Establishing the Facts Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 2.2.B Discuss the advantages and disadvantages of using case studies to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
18. Observational studies are more useful for describing behavior than for explaining behavior. Answer: True Topic: Descriptive Studies: Establishing the Facts Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 2.2.C Discuss the advantages and disadvantages of using observational methods to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
19.
A shortcoming of laboratory observation is that the presence of researchers may cause participants to behave differently than they would in their usual surroundings. Answer: True Topic: Descriptive Studies: Establishing the Facts Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 2.2.C Discuss the advantages and disadvantages of using observational methods to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
20.
The usual procedure for developing norms for a test is to give the test to a large group of people who resemble those for whom the test is intended. Answer: True Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
21.
When psychologists say that a test has been standardized, they mean that uniform procedures for administering and scoring the test have been developed. Answer: True Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
22.
The ability of a test to measure what it is designed to measure is called its reliability. Answer: False Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
23.
The ability of a test to measure what it is designed to measure is called standardization. Answer: False Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
24.
The ability of a test to measure what it is designed to measure is called validity. Answer: True Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
25.
Psychologists determine test–retest reliability by giving different versions of the same test to the same group of test-takers on two separate occasions. Answer: False Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
26.
Psychologists determine alternate-forms reliability by giving different versions of the same test to the same group of test-takers on two separate occasions. Answer: True Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
27. Psychologists determine test–retest reliability by giving the same test to the same group of people on more than one occasion, separated by some time interval. Answer: True Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
28. Psychologists determine alternate-forms reliability by giving the same test twice to the same group of people. Answer: False
Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
29.
If a survey covers a sensitive or embarrassing topic, it is more likely that people will lie. Answer: True Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.E Describe the advantages and limitations of using surveys to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
30. The likelihood of lying in surveys is reduced when the respondents are guaranteed anonymity. Answer: True Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.E Describe the advantages and limitations of using surveys to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
31.
Controlling extraneous variables in cross-cultural research is easier to accomplish than it is in research that does not span various cultures. Answer: False Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.F Describe the importance and challenges of conducting crosscultural research. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
32. In cross-cultural research, the translation of language can cause challenges in conducting the research. Answer: True Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.F Describe the importance and challenges of conducting crosscultural research. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
33. Researchers may oversimplify findings in cross-cultural research and end up stereotyping participants. Answer: True Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.2.F Describe the importance and challenges of conducting crosscultural research.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
34. To reify means to regard an intangible process, such as a feeling, as if it were a literal object. Answer: True Topic: Descriptive Studies: Establishing the Facts Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 2.2.F Describe the importance and challenges of conducting crosscultural research. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
35.
The word correlation is often used as a synonym for relationship. Answer: True Topic: Correlational Studies: Looking for Relationships Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
36. A correlation is a numerical measure indicating the strength of a cause-and-effect relationship between two variables. Answer: False Topic: Correlational Studies: Looking for Relationships Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
37.
An association between increases in one variable and decreases in the other variable is called a negative correlation. Answer: True Topic: Correlational Studies: Looking for Relationships Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
38.
An association between decreases in one variable and decreases in the other variable is called a negative correlation. Answer: False Topic: Correlational Studies: Looking for Relationships Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
39.
An association between increases in one variable and decreases in the other variable indicates that the two variables are uncorrelated.
Answer: False Topic: Correlational Studies: Looking for Relationships Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
40. When a correlation coefficient indicates a strong relationship between two variables, one variable is causing the other. Answer: False Topic: Correlational Studies: Looking for Relationships Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.3.B Explain why a correlation between two variables does not establish a causal relationship between those variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
41.
When two variables are correlated, one variable may or may not be causing the other. Answer: True Topic: Correlational Studies: Looking for Relationships Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.3.B Explain why a correlation between two variables does not establish a causal relationship between those variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
42.
An experiment is a controlled test of a hypothesis in which the researcher manipulates one variable to discover its effect on another variable. Answer: True Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
43.
A laboratory observation is a controlled test of a hypothesis in which the researcher manipulates one variable to discover its effect on another. Answer: False Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
44. The variable that a researcher manipulates in an experiment is called the dependent variable. Answer: False Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
45.
Ideally, everything in an experiment except the independent variable is held constant. Answer: True Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
46.
The variable that an experimenter manipulates is called the independent variable. Answer: True Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
47.
Ideally, everything in an experiment except the dependent variable is held constant. Answer: False Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
48. The administration of the independent variable is affected by manipulations to the dependent variable. Answer: False Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
49.
A researcher wants to know whether eating chocolate makes people nervous. Some participants are given two bars of chocolate to eat and some are given no chocolate at all, and then all of the participants are tested for nervousness an hour later. In this experiment, the amount of chocolate eaten is the independent variable. Answer: True Topic: Experiments: Hunting for Causes Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
50.
In a control condition, research participants are not exposed to the same treatment of the independent variable as in an experimental condition. Answer: True Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.4.B Explain how random assignment helps create conditions in an experiment, and explain the difference between an experimental group and a control group. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
51.
Random assignment to experimental conditions increases the likelihood that the participants in the different conditions are equivalent at the start of the experiment. Answer: True Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 2.4.B Explain how random assignment helps create conditions in an experiment, and explain the difference between an experimental group and a control group. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
52.
Medical placebos usually take the form of pills or injections that contain active ingredients. Answer: False Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 2.4.B Explain how random assignment helps create conditions in an experiment, and explain the difference between an experimental group and a control group. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
53.
In a single-blind experiment, participants do not know if they are in an experimental group or a control group. Answer: True Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.4.C Discuss the methodological advantages and limitations of experimental research design. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
54.
If a placebo produces the same results as the real treatment, the reason must be the participants‘ expectations about the treatment, rather than the treatment itself. Answer: True Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.4.C Discuss the methodological advantages and limitations of experimental research design. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
55. An experimenter‘s friendly smile or cold demeanor can affect people‘s responses in an experiment. Answer: True
Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.4.C Discuss the methodological advantages and limitations of experimental research design. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
56.
Single-blind studies are conducted in order to avoid the powerful influence of experimenter effects on the results of an experiment. Answer: False Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 2.4.C Discuss the methodological advantages and limitations of experimental research design. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
57.
When compared to other methods, an advantage of experiments is that the participants are always representative of the larger population. Answer: False Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 2.4.C Discuss the methodological advantages and limitations of experimental research design. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
58.
Field research refers to empirical investigation that is conducted on agricultural issues. Answer: False Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.4.C Discuss the methodological advantages and limitations of experimental research design. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
59. A disadvantage of experimental research is that it does not permit identification of cause and effect. Answer: False Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.4.C Discuss the methodological advantages and limitations of experimental research design. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
60.
An advantage of field research is that it allows the use of sophisticated equipment. Answer: False Topic: Experiments: Hunting for Causes Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 2.4.C Discuss the methodological advantages and limitations of experimental research design.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
61. Descriptive statistics are statistical procedures that organize and summarize research data. Answer: True Topic: Evaluating the Findings Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.5.A Explain how descriptive statistics can be used to compare the performance of two groups of research participants. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
62.
Inferential statistics are statistical procedures that organize and summarize research data. Answer: False Topic: Evaluating the Findings Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.5.A Explain how descriptive statistics can be used to compare the performance of two groups of research participants. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
63.
The arithmetic mean is a commonly used measure of variability. Answer: False Topic: Evaluating the Findings Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 2.5.A Explain how descriptive statistics can be used to compare the performance of two groups of research participants. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
64.
The arithmetic mean is an average that is calculated by adding a set of quantities and dividing the sum by the total number of quantities in the set. Answer: True Topic: Evaluating the Findings Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.5.A Explain how descriptive statistics can be used to compare the performance of two groups of research participants. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
65.
The standard deviation is an average that is calculated by adding a set of quantities and dividing the sum by the total number of quantities in the set. Answer: False Topic: Evaluating the Findings Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.5.A Explain how descriptive statistics can be used to compare the performance of two groups of research participants. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
66.
The standard deviation is a commonly used measure of variability that indicates the average difference between scores in a distribution. Answer: True
Topic: Evaluating the Findings Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.5.A Explain how descriptive statistics can be used to compare the performance of two groups of research participants. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
67.
Descriptive statistics allow researchers to draw conclusions about how meaningful a study‘s results are. Answer: False Topic: Evaluating the Findings Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.5.B Explain what a statistically significant research result does and does not indicate, and identify ways in which statistics can be misused or misrepresented. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
68.
Inferential statistics allow researchers to draw conclusions about how statistically meaningful a study‘s results are. Answer: True Topic: Evaluating the Findings Difficulty Level: Easy Skill Level: Remember the Facts Learning Objective: 2.5.B Explain what a statistically significant research result does and does not indicate, and identify ways in which statistics can be misused or misrepresented. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
69.
If a significance test shows that the p value of a result is greater than .05, researchers would have high confidence in the study‘s result. Answer: False Topic: Evaluating the Findings Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 2.5.B Explain what a statistically significant research result does and does not indicate, and identify ways in which statistics can be misused or misrepresented. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
70.
A result is considered significant if it would occur by chance more than 5 times in 100 repetitions of the study. Answer: False Topic: Evaluating the Findings Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 2.5.B Explain what a statistically significant research result does and does not indicate, and identify ways in which statistics can be misused or misrepresented. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
71. A study in which participants of different ages are compared at a given time is called a cross-sectional study. Answer: True Topic: Evaluating the Findings Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 2.5.C Compare cross-sectional and longitudinal studies, and discuss how effect size, meta-analysis, and Bayesian statistics allow us to judge the importance of a research outcome. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
72. A study in which participants of different ages are compared at a given time is called a longitudinal study. Answer: False Topic: Evaluating the Findings Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.5.C Compare cross-sectional and longitudinal studies, and discuss how effect size, meta-analysis, and Bayesian statistics allow us to judge the importance of a research outcome. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
73. life.
A research result may be statistically significant yet be of little consequence in everyday Answer: True Topic: Evaluating the Findings Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.5.C Compare cross-sectional and longitudinal studies, and discuss how effect size, meta-analysis, and Bayesian statistics allow us to judge the importance of a research outcome. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
74.
Meta-analysis statistically combines data from a number of related studies instead of assessing each study‘s results separately.
Answer: True Topic: Evaluating the Findings Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.5.C Compare cross-sectional and longitudinal studies, and discuss how effect size, meta-analysis, and Bayesian statistics allow us to judge the importance of a research outcome. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
75.
Bayesian statistics involve a formula that takes prior knowledge into consideration when evaluating any finding. Answer: True Topic: Evaluating the Findings Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.5.C Compare cross-sectional and longitudinal studies, and discuss how effect size, meta-analysis, and Bayesian statistics allow us to judge the importance of a research outcome. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
76.
The American Psychological Association (APA) has a code of ethics that all of its members are supposed to follow. Answer: True Topic: Keeping the Enterprise Ethical Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.6.A Discuss why the principles of informed consent and debriefing are two key characteristics of a researcher‘s code of ethics.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
77.
The APA‘s ethical guidelines require researchers to show that any deceptive procedures are justified by a study‘s potential value. Answer: True Topic: Keeping the Enterprise Ethical Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.6.A Discuss why the principles of informed consent and debriefing are two key characteristics of a researcher‘s code of ethics. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
78.
The American Psychological Association‘s ethical guidelines require researchers to avoid studies that involve volunteer deception. Answer: False Topic: Keeping the Enterprise Ethical Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.6.A Discuss why the principles of informed consent and debriefing are two key characteristics of a researcher‘s code of ethics. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
79.
A majority of psychological research studies involve animals. Answer: False Topic: Keeping the Enterprise Ethical Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 2.6.B Discuss the advantages and ethical considerations of using animals in research. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research 80.
Research utilizing animals is easiest to conduct, as there are virtually no ethical constraints. Answer: False
Topic: Keeping the Enterprise Ethical Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 2.6.B Discuss the advantages and ethical considerations of using animals in research.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
Short Answer Questions
1.
Explain the difference between a theory and a hypothesis. Answer: A good answer will include the following key points:
A theory is an organized system of assumptions and principles that purports to explain a specified set of phenomena and their interrelationships. A hypothesis is a statement that attempts to predict or to account for a set of phenomena, specifying relationships among events or variables that can be empirically tested. A theory precedes hypotheses; any hypothesis is based on the theory.
Topic: What Makes Psychological Research Scientific? Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
2.
Ralph Waldo Emerson wrote, ―Nothing great was ever achieved without enthusiasm.‖ How would you frame this question in clear and concrete terms so it could be tested? Specify an operational definition for the major terms. Answer: A good answer could include any of the following options:
Emerson‘s prose could be rephrased as, ―To achieve something great, a person must have enthusiasm‖ or perhaps, ―Enthusiastic people are more likely to achieve greatness related to the thing they‘re enthusiastic about.‖ Note how these rephrasings sound more like hypotheses than Emerson‘s original notion. A possible operational definition for a great achievement might be an achievement that is reported in a national news magazine. Other definitions could be ―an outcome judged as outstanding by one‘s peers‖ or ―an event that produced a substantial monetary windfall for the doer.‖ A possible operational definition of enthusiasm might be an average rating of 8 or higher on a 10-point rating scale on a standardized test of enthusiasm. Another operational definition might be the number of times a person says, ―This is great!‖ while performing the task, or the number of helpers the person can enlist to complete the task.
Topic: What Makes Psychological Research Scientific?
Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
3.
Dr. Benjamin Rush treated yellow fever by bloodletting. He attributed each recovery to the bloodletting and each death to the severity of the yellow fever. Which rule of science did Dr. Rush violate? Answer: A good answer will include the following key points.
Rush violated the principle of falsifiability. There was no possible counterevidence that could refute his theory. He also did not look for contradictory evidence and so was guilty of confirmation bias.
Topic: What Makes Psychological Research Scientific? Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 2.1.C Explain why falsifiability is a critical component of scientific research. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
4.
Explain the purpose and process of peer review. Answer: A good answer will include the following key points.
The purpose of peer review is to ensure that research conforms to accepted scientific standards. When a scientist sends research results to a professional journal for publication, the report is sent to experts in the field for evaluation before deciding whether to publish them.
Topic: What Makes Psychological Research Scientific? Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 2.1.D Describe why openness and replication are important qualities of the scientific enterprise. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
5.
What are the disadvantages associated with psychological case study research? Answer: A good answer will include the following key points.
Case studies have only limited usefulness for deriving general principles of behavior. This is especially true when information is missing or difficult to interpret. It is also true if the individual being studied is unrepresentative of the group that a researcher is interested in.
Topic: Descriptive Studies: Establishing the Facts Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.2.B Discuss the advantages and disadvantages of using case studies to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
6.
A psychologist is planning to gather information about a group of people through the use of psychological tests. Which considerations will ensure that the tests provide useful results? Answer: A good answer will include the following key points.
Standardization: one criterion of a good test is whether it is standardized, having uniform procedures for administering and scoring the test. Reliability: the assessment procedure should produce the same results from one time and place to the next, or from one scorer to another. Validity: a test should measure what it intends to measure.
Topic: Descriptive Studies: Establishing the Facts Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
7.
Jamal comes across some survey results on the Internet that conclude that people who watch cat videos with hip-hop music are cooler than people who watch cat videos with dubstep music. Which considerations should he take account of before deciding to believe the results of this survey? Answer: A good answer will include the following key points.
People who are willing to volunteer their opinions to a survey-taker may differ from those who decline to participate. Which questions were (and were not) asked, and how were the questions phrased? These aspects of a survey‘s design may reflect assumptions about the topic or encourage certain responses. What are the credentials of the people who designed the survey? Are they likely to use a well-designed survey or just make something up?
Topic: Descriptive Studies: Establishing the Facts Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 2.2.E Describe the advantages and limitations of using surveys to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
8.
A correlation between ―A‖ and ―B‖ does not necessarily mean that ―A causes B.‖ Why? Explain why correlation does not establish causality using this example: The higher a male monkey‘s level of the hormone testosterone, the more aggressive the monkey is likely to be. Answer: A good answer will include the following key points.
Correlation does not indicate causation. It could be that the first variable is responsible for causing changes in the second variable. It could be that the second variable is responsible for causing changes in the first variable. Or it could be that some third variable is responsible for causing changes in both of the other two. A positive correlation between testosterone levels and aggression could mean that testosterone causes aggression. It could also mean that aggressive behavior causes an increase in testosterone levels. It could also mean that some other unspecified variable causes both high testosterone levels and high aggression. As a fictitious example, perhaps eating spicy food causes an increase in testosterone and an increase in aggression.
Topic: Correlational Studies: Looking for Relationships Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.3.B Explain why a correlation between two variables does not establish a causal relationship between those variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
9.
If watching violence on television is positively correlated with children‘s aggressiveness in daily life, in which possible ways could this relationship be explained? Answer: A good answer will include the following key points.
Watching violence on television could cause children to behave aggressively in daily life: A causes B. Aggressive children might prefer to watch television shows depicting a great deal of violence: B causes A. Another unspecified variable could cause both watching violence on television and increased aggressiveness in daily life. For example, poor parental or caretaker supervision may allow a steady diet of violent television consumption and unchecked daily aggressiveness: C causes both A and B to happen.
Topic: Correlational Studies: Looking for Relationships Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.3.B Explain why a correlation between two variables does not establish a causal relationship between those variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
10.
Laboratory experiments have long been the method of choice in psychology, given that they are the only method that holds the promise of identifying causal relationships. However, the experiment does have its limitations. Describe these limitations and explain why many psychologists have called for a greater amount of field research. Answer: A good answer will include the following key points.
One limitation of experiments is experimenter effects, when an experimenter inadvertently provides cues to participants regarding the kind of behavior that is expected.
Laboratory experiments provide a high degree of control over extraneous or confounding variables, but the situations constructed in the lab may not have analogues to the ―real world.‖ This can result in a problem of generalizability, also known as external validity. Field research can at least partially overcome this last objection, given that the research takes place in a naturalistic setting. However, naturalistic settings are notoriously messy and difficult to control, so strong causal conclusions may not be warranted from the results. A strategy of identifying causal relationships in the lab, replicated in the field, would seem to be the most sensible.
Topic: Experiments: Hunting for Causes Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 2.4.C Discuss the methodological advantages and limitations of experimental research design. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
Essay Questions
1.
What are the different parts of the cycle of scientific research? Illustrate what happens during each part of the cycle by providing an example. Answer: A good answer will include the following key points.
The cycle of scientific research begins with theory, followed by developing a hypothesis, making predictions (with operational definitions), and gathering evidence. Theories allow a researcher to derive testable hypotheses and make predictions about the pattern of results that should occur. (Example: Frustration occurs faster in younger people compared to older people.) Hypotheses are tested empirically by gathering data on operationally defined variables. (Hypothesis: People under the age of 30 will report feeling frustrated more quickly than people over 30 when given an impossible puzzle to solve.) By examining the evidence, modifications, extensions, and revisions to the theory can take place, thereby generating new hypotheses and continuing the cycle of research investigation. (Example: Data are gathered, analyzed, and conclusions drawn. Perhaps people under 30 are easily frustrated, people between the ages of 30 and 60 are less frustrated, but people over the age of 60 are also easily frustrated. This curvilinear relationship—more complex than originally hypothesized—can now be explored.)
Topic: What Makes Psychological Research Scientific? Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
2.
The president of the Parent Teacher Association (PTA) is concerned after reading that during puberty, children have increased needs for sleep. She wants to find out if other parents of middle-school children would support a later starting time for school. At one of their regular Tuesday night meetings, she conducts a survey of the PTA members in order to address this question. When she asks those parents in support of the change to raise their hands, she discovers that 85 percent of the parents support a later starting time. Identify what information she has gained by conducting this survey. Analyze the shortcomings that exist in her survey. Describe how she might improve the quality of the data she gathers. Answer: A good answer will include the following key points.
She has learned that a majority of other PTA members who attend meetings support a later starting time. A major shortcoming is that the PTA members at the meeting may not be representative of all parents of students at the school. She should either select a random sample from all parents of the school, or possibly include all parents in her sample.
Topic: Descriptive Studies: Establishing the Facts Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 2.2.E Describe the advantages and limitations of using surveys to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
3.
Dr. Sardonicus proposes that high levels of stress cause a person to be less attentive, and thereby to be at a greater risk for experiencing the ill effects of accidents. Outline an appropriate research strategy that Dr. Sardonicus could use to address this hypothesis. Note the importance of operational definitions, and any limitations that might apply to the strategy chosen. Answer: A good answer will include the following key points.
Because she is making a causal statement (―stress causes inattention‖), the appropriate research strategy for Dr. Sardonicus to adopt is experimentation. Case studies, naturalistic observation, surveys, tests and other assessments, or interviews might identify a link between stress and attention but would be unable to determine causality. It would be impractical and unethical to conduct a field experiment, given that part of the hypothesis is that inattention will lead to accidents. Therefore, manipulating stress among workers in environments such as on an assembly line, in a slaughterhouse, or in a machine shop would be ill-advised, as the consequences could be deadly. This indicates that a laboratory experiment, conducted under carefully controlled conditions, is the optimal strategy to use. Research participants could be exposed to either a stressful or nonstressful situation (operationally defined as the presence of random bursts of white noise or not) while completing a task that requires attention (such as rapidly building a tower of blocks), observing both mistakes in construction (the effects of inattention) and clumsiness (the tower falling, inadvertently bumping the table, and so on, indicating an accident). The key limitation is that the type of stress introduced and the task at hand don‘t have immediate parallels to daily life. Stress rarely takes the form of bursts of white noise, and most people aren‘t often faced with dire consequences if they fail at a party game.
Topic: Experiments: Hunting for Causes
Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
4.
Jerzy is speaking with his Introductory Psychology professor. ―I‘m really interested in happiness,‖ he said. ―I wanna study happiness! And I wanna do an experiment. An experiment on happiness!‖ ―That‘s great,‖ his professor patiently replied. ―But do you want to treat happiness as the independent variable or the dependent variable?‖ Stumped by this question, Jerzy slunk back to his chair to think more about it. Can you help him? Describe how the concept of happiness might be treated as an independent or a dependent variable in an experiment. Also discuss what an independent and dependent variable are, generally. Answer: A good answer will include the following key points.
As soon as the word experiment is mentioned, it automatically means that an independent variable and a dependent variable will be involved. Those are defining cornerstones of any true experiment. An independent variable is one manipulated or controlled by the experimenter. It is an intervention of some sort. Participants in different groups either receive the independent variable manipulation (in the experimental group) or they do not (in the control group). A dependent variable is some outcome that gets measured. The dependent variable should be influenced by the independent variable. If Jerzy wanted to treat happiness as an independent variable, he could vary the level of happiness between two groups of research participants. For example, participants in the experimental group might be seated in a comfortable lounge chair and given their choice of favorite beverage while completing a crossword puzzle under soft lighting. Participants in the control group might be seated in a folding chair, given a glass of water, and asked to complete the crossword puzzle under the glare of fluorescent lighting. The assumption (which should be measured) is that the first group would be made happier by the experimenter than the second group. If Jerzy wanted to treat happiness as a dependent variable, then he could ask participants to complete some kind of task in the laboratory (such as playing with a newborn canine pup versus playing with a newborn rat pup), and then measure their level of happiness on a 10-point scale, count the number of times each participant laughed or smiled, or record their facial expressions to later be decoded for the action of lip muscles contracting into smiles. Each of these would be a way of operationalizing the dependent variable ―happiness.‖
Topic: Experiments: Hunting for Causes
Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
5.
Why is it important to go beyond averages when summarizing data? What other descriptive statistics are used to help interpret data? Answer: A good answer will include the following key points.
An average (arithmetic mean) may not actually occur in any individual case. Descriptive statistics are needed to organize and summarize research data. The standard deviation is a measure of how clustered or spread out the individual scores are around the mean; the more spread out they are, the less ―typical‖ the mean is.
Topic: Evaluating the Findings Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 2.5.A Explain how descriptive statistics can be used to compare the performance of two groups of research participants. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
6.
Rarely does a psychological study have completely straightforward results. Usually there is some possibility that the difference between two groups could be due solely to chance. Explain how inferential statistics help psychological scientists to determine how statistically meaningful a study‘s results are. Answer: A good answer will include the following key points.
Inferential statistics allow researchers to draw conclusions about how statistically meaningful a study‘s results are. Significance tests, which tell researchers how likely it is that their result occurred by chance, are the most commonly used inferential statistics. If a result is statistically significant, there is a good probability that the difference found in the study is reliable.
Psychologists consider a result to be statistically significant if it would be expected to occur by chance 5 or fewer times in 100 repetitions of the study.
Topic: Evaluating the Findings Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 2.5.B Explain what a statistically significant research result does and does not indicate, and identify ways in which statistics can be misused or misrepresented. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
7.
When the relationship between age and mental abilities is studied using cross-sectional methods, the results often conflict with the findings from longitudinal studies. Explain the basic procedures in each type of study and then discuss why the two methods sometimes yield different results. Answer: A good answer will include the following key points.
Longitudinal studies examine the same people over a period of time, reassessing them periodically. Cross-sectional studies examine groups of people of different ages at the same time. Longitudinal studies are especially useful to study changes in individuals over time. However, some participants may drop out of the study (or literally die) because they must stay committed to the research project for such a long time. The two types of studies can reach different conclusions because cross-sectional studies measure generational differences, in addition to changes that occur as people age.
Topic: Evaluating the Findings Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 2.5.C Compare cross-sectional and longitudinal studies, and discuss how effect size, meta-analysis, and Bayesian statistics allow us to judge the importance of a research outcome. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
8.
Psychologists follow a code of ethics that has been developed by the American Psychological Association (APA). Explain the APA code in regard to research enlisting the help of human participants.
Answer: A good answer will include the following key points.
The APA code of ethics expects scientists to respect the dignity and welfare of human participants and specifies a number of guidelines to guarantee this. People must participate in research voluntarily—informed consent should be obtained. Participants should be protected from physical and mental harm—if risks exist, participants must be informed in advance. Participants must be given the right to withdraw from research at any time without penalty. If deception is involved, participants must be debriefed.
Topic: Keeping the Enterprise Ethical Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 2.6.A Discuss why the principles of informed consent and debriefing are two key characteristics of a researcher‘s code of ethics. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
Integrative Essay Questions: Linking the Chapters
1.
What makes psychological research scientific? The current chapter points out the importance of precision in the pursuit of knowledge. How does this principle of good science correspond to the critical thinking step, ―Define Your Terms,‖ discussed in Chapter 1? Answer: A good answer will include the following key points.
The requirement for precision in science includes both stating specific hypotheses and providing operational definitions of all variables. This directly corresponds with the guideline requiring that critical thinkers define the terms that they use.
Topic: 1.2 Thinking Critically about Psychology, 2.1 What Makes Psychological Research Scientific? Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
2.
Many celebrities have endorsed the notion that childhood vaccinations cause autism spectrum disorder. Their argument usually takes the form of ―My child has been diagnosed with autism and my child also received vaccinations.‖ Notice that this is, at best, a case study, and more likely, simply anecdotal evidence. Carefully controlled scientific studies have repeatedly failed to find any causal link between childhood vaccinations and autism spectrum disorder. The ―expert‖ who first proposed a link, Andrew Wakefield, was stripped of his medical license by the General Medicine Council in England, largely because of evidence that his data were fabricated, his claims were unsupported by any ―data‖ he did present, and that the journals in which his results were published retracted the articles (which essentially means, ―Sorry; don‘t believe this because it‘s not true‖). Nonetheless, many laypeople continue to believe that there is a causal link between vaccinations and autism, leading to an ―anti-vaxxer‖ movement and, not surprisingly, an unheralded resurgence in childhood diseases that were previously controlled or eradicated.
Given all these considerations, discuss how the following principles apply to this situation: 1) confirmation bias, 2) correlation and causality, 3) illusory correlation, and 4) the limitations of case studies. Answer: A good answer will include the following key points.
No convincing scientific evidence exists linking autism spectrum disorder and childhood vaccinations. It is coincidental that the symptoms of autism are evident at about the same time that children receive vaccinations. This would qualify as an illusory correlation, thinking that a link between two coincidental events is somehow meaningful. Even when a correlation is meaningful, a correlation does not establish causation. A three-year-old child can receive a needed vaccination in April and also be diagnosed with autism spectrum disorder in April. That connection doesn‘t mean that one event caused the other to happen. Correlation is present, but there‘s no basis for determining causality. Confirmation bias is at work because parents whose child has been diagnosed with autism spectrum disorder look for evidence that confirms their lay theories about causality. It‘s easy to see a needle entering a child‘s arm. It‘s more difficult to visualize a faulty gene passed down from one‘s ancestors, or a stew of neurotransmitters that have somehow gone awry. Believing that vaccinations cause autism can lead a person to systematically find evidence supporting that conclusion, while ignoring evidence that disconfirms that conclusion. In the present case: consider the millions of children each year who get vaccinated and don’t later get diagnosed with autism spectrum disorder. That last point highlights a key limitation of case studies. One parent‘s experience is essentially a case study: ―This thing has happened to this person in this context.‖ Although it is regrettable that the parent‘s experience has involved a heartbreaking diagnosis, it nevertheless is true that it is one person‘s experience. Combining a bunch of similar anecdotal experiences (―I think the same thing happened to us!‖ ―My child seemed to react the same way.‖) does not take the place of carefully controlled experimentation.
Topic: 1.2 Thinking Critically about Psychology, 2.3 Correlational Studies: Looking for Relationships Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. 2.3.B Explain why a correlation between two variables does not establish a causal relationship between those variables. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
3.
Unlike plays and poems, scientific theories are not judged by how pleasing they are. Instead, a theory must be supported by empirical evidence if it is to be taken seriously.
Integrate this information from Chapter 2 with the critical thinking step, ―Analyze Assumptions and Biases,‖ that you studied in Chapter 1. Answer: A good answer will include the following key points.
Theories should be grounded in empirical evidence. They should not be based on emotion, intuition, or appeal to authority. Critical thinking step: Analyze assumptions and biases. It is important to avoid relying too much on emotional reasoning. Emotion has a place in critical thinking, but when gut feelings replace clear thinking, the results can be dangerous. The fact that you really, really feel strongly that something is true—or want it to be—doesn‘t make it so.
Topic: 1.2 Thinking Critically about Psychology, 2.1 What Makes Psychological Research Scientific? Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
4.
In Chapter 1, we considered how popular psychology and pseudoscience lack experimental evidence. Now that you have read Chapter 2, design a research study in order to test this idea. Provide your reasoning in selecting a particular research method, participants, and other key details. Answer: A good answer will include the following key points.
One method that could be used is laboratory observation. Ask participants to read a self-help book about a specific issue in their life and see if they are able to apply the principles in the self-help book and if it helps resolve the problem. A representative group of people with similar problems should be selected. A measure of the severity of the problem should be taken before reading the book and then after reading the book.
Topic: 1.1 Psychology, Pseudoscience, and the Perils of Common Sense, 2.2 Descriptive Studies: Establishing the Facts Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 1.1.B Explain what separates psychological science from pseudoscience, pop psychology, and other sources of dubious claims regarding
psychological issues. 2.2.A Describe the ways participants are selected for psychological studies and how the method of selection can influence interpretations of a study‘s outcomes. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
5.
Which research method did Sigmund Freud rely upon? Analyze what you know about his theory given your understanding of research methods. What are the strengths and limitations of his approach? Answer: A good answer will include the following key points.
Freud‘s theory was based on case studies. Case studies are useful for studying unusual or rare cases and for generating hypotheses for further research. One drawback to case studies is that information is often missing or difficult to interpret. Observers may have biases that influence which facts get noticed and which are ignored. Memory of observers may be selective or inaccurate, making conclusions unreliable. Most important, the person studied may be unrepresentative of the group that a researcher is interested in. The case study method has only limited usefulness for deriving general principles of behavior. The limitations of the case study method make it likely that Freud‘s theory has only limited usefulness.
Topic: 1.3 A History of Psychology: From the Armchair to the Laboratory, 2.2 Descriptive Studies: Establishing the Facts Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 1.3.B Discuss some of the influential perspectives and individuals in the early years of modern psychology. 2.2.B Discuss the advantages and disadvantages of using case studies to collect data. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.4 Interpret, design, and conduct basic psychological research
Revel Quizzes
The following questions appear at the end of each module and at the end of the chapter in Revel for Psychology, 14e.
Quiz for Module 2.1 EOM Q2.1.1 1. An organized system of assumptions and principles that seeks to explain a phenomenon is known as a(n) __________.
a) theory b) hypothesis Consider This: The definition given here describes an important aspect of conducting scientific research. 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. c) operational definition Consider This: The definition given here describes an important aspect of conducting scientific research. 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. d) prediction Consider This: The definition given here describes an important aspect of conducting scientific research. 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. ANS: a Mod No=2.1 Skill Level=Remember Difficulty Level=easy
EOM Q2.1.2 2. Natasha tells her psychology professor that she wants to study why similarity leads to attraction. ―That‘s great,‖ her professor replies. ―But what do you mean, exactly, by ‗similarity‘ and ‗attraction‘?‖ What is Natasha‘s professor urging her to do?
a) Create operational definitions of the variables she wants to study. b) Formulate a hypothesis about the relationship between her variables of interest.
Consider This: Natasha‘s got a good idea, but what‘s her next step for turning that idea into a scientifically testable question? 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. c) Propose a theory to explain why similarity is correlated with attraction. Consider This: Natasha‘s got a good idea, but what‘s her next step for turning that idea into a scientifically testable question? 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. d) Design a field experiment to test her hypothesis. Consider This: Natasha‘s got a good idea, but what‘s her next step for turning that idea into a scientifically testable question? 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. ANS: a Mod No=2.1 Skill Level=Understand Difficulty Level=moderate
EOM Q2.1.3 3. Luis tells his friend Meeta, ―Since I‘ve been wearing this copper bracelet, my joint pain has decreased. It must really work!‖ ―Hmm . . .‖ replies Meeta. ―I‘m sure you believe that, and I‘m glad you‘re feeling better. But I‘d want to know how, when, and why copper would have that effect on pain.‖ Which characteristic of being a good scientist is Meeta demonstrating?
a) Skepticism b) Replication Consider This: There are several characteristics that ideal scientists possess. Think about what Meeta is saying and decide which characteristic she‘s exhibiting. 2.1.B Explain why skepticism in science is valuable and involves more than just disbelief. c) Transparency Consider This: There are several characteristics that ideal scientists possess. Think about what Meeta is saying and decide which characteristic she‘s exhibiting. 2.1.B Explain why skepticism in science is valuable and involves more than just disbelief. d) Argument from authority Consider This: There are several characteristics that ideal scientists possess. Think about what Meeta is saying and decide which characteristic she‘s exhibiting. 2.1.B Explain why skepticism in science is valuable and involves more than just disbelief.
ANS: a Mod No=2.1 Skill Level=Understand Difficulty Level=moderate EOM Q2.1.4 4. ―All swans are white‖ is a poor example of a scientific hypothesis. Gathering more and more examples of white swans would never really confirm the conclusion. However, finding a single black swan would be enough to disprove the hypothesis. Which scientific principle does this logic demonstrate?
a) The principle of falsifiability b) The exception to the rule Consider This: After finding 100,000 white swans, the 100,001 doesn‘t add much to the argument; yet finding a single contradictory example is a much more efficient test of the hypothesis. 2.1.C Explain why falsifiability is a critical component of scientific research. c) The Code of Hammurabi Consider This: After finding 100,000 white swans, the 100,001 doesn‘t add much to the argument; yet finding a single contradictory example is a much more efficient test of the hypothesis. 2.1.C Explain why falsifiability is a critical component of scientific research. d) The principle of precision Consider This: After finding 100,000 white swans, the 100,001 doesn‘t add much to the argument; yet finding a single contradictory example is a much more efficient test of the hypothesis. 2.1.C Explain why falsifiability is a critical component of scientific research. ANS: a Mod No=2.1 Skill Level=Understand Difficulty Level=moderate
EOM Q2.1.5 5. Waleska wants to publish the results of her scientific study, but before she does so she collects more data using the same variables but with a new sample of research participants and a slightly different procedure. The results of the second study are consistent with those of the first, and Waleska publishes both sets of results with greater confidence in her contribution to science. Which good scientific practice is Waleska following?
a) Replication b) Risky predictions Consider This: A hallmark of good science is being able to demonstrate the same phenomenon under the same conditions. 2.1.D Describe why openness and replication are important qualities of the scientific enterprise. c) Peer review Consider This: A hallmark of good science is being able to demonstrate the same phenomenon under the same conditions. 2.1.D Describe why openness and replication are important qualities of the scientific enterprise. d) Confirmation control Consider This: A hallmark of good science is being able to demonstrate the same phenomenon under the same conditions. 2.1.D Describe why openness and replication are important qualities of the scientific enterprise. ANS: a Mod No=2.1 Skill Level=Understand Difficulty Level=moderate
Quiz for Module 2.2 EOM Q2.2.1 1. Pedro wants to gauge Americans‘ attitudes toward handguns, so he polls a very large sample of National Rifle Association (NRA) members and asks them what they think. Despite having a lot of data, Pedro‘s conclusions are likely to be flawed. Why?
a) The sample he used wasn‘t representative of the population he‘s interested in learning about. b) He used a survey when he should have used an interview to collect the data. Consider This: There‘s a fundamental problem with Pedro‘s approach to data collection. 2.2.A Describe the ways participants are selected for psychological studies and how the method of selection can influence interpretations of a study‘s outcomes. c) Samples should always include about 13% of the population being studied. Consider This: There‘s a fundamental problem with Pedro‘s approach to data collection. 2.2.A Describe the ways participants are selected for psychological studies and how the method of selection can influence interpretations of a study‘s outcomes.
d) He didn‘t use alternate-forms reliability when constructing his measurements. Consider This: There‘s a fundamental problem with Pedro‘s approach to data collection. 2.2.A Describe the ways participants are selected for psychological studies and how the method of selection can influence interpretations of a study‘s outcomes. ANS: a Mod No=2.2 Skill Level=Analyze Difficulty Level=difficult
EOM Q2.2.2 2. Trixie has been assigned to do a research project on human development for her Introductory Psychology course. She decides to conduct a case study of her Uncle Joe and devises a days-long set of interview questions for him, ranging from his childhood experiences through the ensuing 60 years of his life. Although her intentions are admirable, Trixie might have spent the time more profitably by using a different methodology. Why?
a) Case studies are of limited usefulness in deriving general conclusions about behavior. b) Case studies always produce biased and inaccurate results. Consider This: Case studies can illuminate the details of a particular individual‘s life, a single important event, or an unusual occurrence. Why might this not be a main approach to adopt as a general method of science? 2.2.B Discuss the advantages and disadvantages of using case studies to collect data. c) By definition, case studies involve studying, and Trixie didn‘t devote enough time to this project. Consider This: Case studies can illuminate the details of a particular individual‘s life, a single important event, or an unusual occurrence. Why might this not be a main approach to adopt as a general method of science? 2.2.B Discuss the advantages and disadvantages of using case studies to collect data. d) Case studies are a technique typically used by biologists but not by psychologists. Consider This: Case studies can illuminate the details of a particular individual‘s life, a single important event, or an unusual occurrence. Why might this not be a main approach to adopt as a general method of science? 2.2.B Discuss the advantages and disadvantages of using case studies to collect data. ANS: a Mod No=2.2
Skill Level=Analyze Difficulty Level=difficult EOM Q2.2.3 3. Both Huong and Asli are interested in developmental psychology, specifically the types of play 5-year-olds engage in. Huong visits a local park and unobtrusively makes notes about the children she sees. Asli invites parents and their children to a specially designed room in the psychology building and watches the children through a two-way mirror. Both approaches are sensible. The difference is that Huong is using __________, whereas Asli is using __________.
a) naturalistic observation; laboratory observation b) laboratory observation; the case study method Consider This: Both Huong and Asli are taking the same basic approach to studying their research question; only the setting of the research differs. 2.2.C Discuss the advantages and disadvantages of using observational methods to collect data. c) the case study method; cross-cultural research Consider This: Both Huong and Asli are taking the same basic approach to studying their research question; only the setting of the research differs. 2.2.C Discuss the advantages and disadvantages of using observational methods to collect data. d) cross-cultural research; naturalistic observation Consider This: Both Huong and Asli are taking the same basic approach to studying their research question; only the setting of the research differs. 2.2.C Discuss the advantages and disadvantages of using observational methods to collect data. ANS: a Mod No=2.2 Skill Level=Understand Difficulty Level=moderate
EOM Q2.2.4 4. Desmond administers a test of mathematical aptitude to a group of 25 incoming 9th graders, then examines their final grades in their geometry class at the end of the school year. He finds that those students who were predicted to have high mathematical skills (based on the test) did well in their geometry class and that those who were predicted to do poorly did indeed do poorly. Desmond has collected some evidence for the __________ of his aptitude test.
a) criterion validity b) test–retest reliability
Consider This: Desmond was able to demonstrate that his test correctly predicted independent, yet relevant, outcomes. 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. c) content validity Consider This: Desmond was able to demonstrate that his test correctly predicted independent, yet relevant, outcomes. 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. d) projective content Consider This: Desmond was able to demonstrate that his test correctly predicted independent, yet relevant, outcomes. 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. ANS: a Mod No=2.2 Skill Level=Understand Difficulty Level=moderate
EOM Q2.2.5 . Sandeep wants to know whether drug use is widespread on his college campus. He asks the members of his Chemical Dependency class if they‘d be willing to respond to a short survey that he‘s constructed on this topic. Half the class agrees to participate. When Sandeep analyzes the data, he concludes that drug use is fairly low on campus. What‘s the flaw in this research process?
a) Those students who agreed to participate might be quite different in their drug-taking attitudes or habits than those who chose not to participate. b) Content validity is at issue; Sandeep‘s survey probably had little to do with drug-taking policies and more to do with drug-taking attitudes. Consider This: Sandeep might want to give more thought to the generalizability of the responses he obtained. 2.2.E Describe the advantages and limitations of using surveys to collect data. c) Sandeep‘s sample was representative of his college population, but it may not have been representative of the average of college populations in his home state. Consider This: Sandeep might want to give more thought to the generalizability of the responses he obtained. 2.2.E Describe the advantages and limitations of using surveys to collect data. d) Sandeep relied on a standardized test; an assessment instrument should have been used instead, to assure that the confirmation effect was in place.
Consider This: Sandeep might want to give more thought to the generalizability of the responses he obtained. 2.2.E Describe the advantages and limitations of using surveys to collect data. ANS: a Mod No=2.2 Skill Level=Analyze Difficulty Level=difficult
Quiz for Module 2.3 EOM Q2.3.1 1. You notice a correlation coefficient of +.02 between two variables you‘re studying. What conclusion should you reach about their relatedness?
a) The two variables are pretty much unrelated to one another; scores on one variable show no consistent pattern with scores on the other variable. b) The two variables show a near-perfect positive correlation; +.02 is close to ideal, and high scores on one variable are associated with high scores on the other. Consider This: Correlation coefficients range along a finite scale, and their gradations indicate differing degrees of association between two variables. 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. c) The two variables show a near-perfect negative correlation; +.02 is close to ideal, and high scores on one variable are associated with low scores on the other. Consider This: Correlation coefficients range along a finite scale, and their gradations indicate differing degrees of association between two variables. 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. d) A correlation of +.02 is under the ―.10 threshold‖; therefore, the data should be reexamined using a new group of research participants. Consider This: Correlation coefficients range along a finite scale, and their gradations indicate differing degrees of association between two variables. 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. ANS: a Mod No=2.3
Skill Level=Understand Difficulty Level=moderate
EOM Q2.3.2 2. A negative correlation coefficient indicates that as scores on one variable __________, scores on the other variable __________.
a) increase; decrease b) decrease; decrease Consider This: Picture in your mind what a graph of a negative correlation would look like. 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. c) increase; increase Consider This: Picture in your mind what a graph of a negative correlation would look like. 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. d) level out; decrease Consider This: Picture in your mind what a graph of a negative correlation would look like. 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. ANS: a Mod No=2.3 Skill Level=Remember Difficulty Level=easy
EOM Q2.3.3 3. Which of the following values for a correlation coefficient indicates the strongest degree of relationship? a. +.59
Consider This: Correlation coefficients measure both the strength and direction of a relationship between two variables. 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. b. –.35
Consider This: Correlation coefficients measure both the strength and direction of a relationship between two variables. 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. c. +.03
Consider This: Correlation coefficients measure both the strength and direction of a relationship between two variables. 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. d. –.69
ANS: d Mod No=2.3 Skill Level=Understand Difficulty Level=moderate
EOM Q2.3.4 4. Roya believes that every time the moon is full, her left knee feels shaky. ―It‘s true,‖ she insists. ―My knee is shaky when the moon is full, and not shaky when the moon isn‘t full.‖ Because there‘s probably not a reliable association between lunar phases and joint mobility, what does Roya‘s belief illustrate?
a) An illusory correlation b) A negative correlation coefficient Consider This: Roya believes there is an association between two variables when there most likely isn‘t. 2.3.B Explain why a correlation between two variables does not establish a causal relationship between those variables. c) Variable skew Consider This: Roya believes there is an association between two variables when there most likely isn‘t. 2.3.B Explain why a correlation between two variables does not establish a causal relationship between those variables. d) A positive correlation coefficient Consider This: Roya believes there is an association between two variables when there most likely isn‘t. 2.3.B Explain why a correlation between two variables does not establish a causal relationship between those variables. ANS: a Mod No=2.3 Skill Level=Understand
Difficulty Level=moderate
EOM Q2.3.5 5. Variable A is strongly associated with variable B. Therefore, it logically follows that __________.
a) variable A and variable B are correlated with one another b) variable A causes variable B to happen Consider This: There are many possible ways to explain the association between two variables. 2.3.B Explain why a correlation between two variables does not establish a causal relationship between those variables. c) variable B causes variable A to happen Consider This: There are many possible ways to explain the association between two variables. 2.3.B Explain why a correlation between two variables does not establish a causal relationship between those variables. d) variable C causes both variable A and variable B to happen Consider This: There are many possible ways to explain the association between two variables. 2.3.B Explain why a correlation between two variables does not establish a causal relationship between those variables. ANS: a Mod No=2.3 Skill Level=Understand Difficulty Level=moderate
Quiz for Module 2.4 EOM Q2.4.1 1. 1n a study where college students are given herbal memory supplements to see whether this will improve their scores in their psychology course, what is the independent variable?
a) Whether students were given supplements or not b) Students‘ scores on the next psychology midterm Consider This: Some students were given supplements and some were not; both groups were later compared on some outcome. 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. c) Students‘ previous scores (or baseline) on psychology midterms
Consider This: Some students were given supplements and some were not; both groups were later compared on some outcome. 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. d) Students‘ scores on the next midterm minus the baseline score Consider This: Some students were given supplements and some were not; both groups were later compared on some outcome. 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. ANS: a Mod No=2.4 Skill Level=Understand Difficulty Level=moderate
EOM Q2.4.2 2. Inigo is conducting a psychological experiment with the help of his professor. As research participants come to the laboratory, Inigo flips a coin. If the coin lands on heads, the participant takes part in the experimental group; if the coin lands on tails, the participant goes into the control group. What principle of experimental design is Inigo utilizing?
a) Random assignment b) A double-blind procedure Consider This: Participants are equally likely to end up in either the experimental group or the control group. 2.4.B Explain how random assignment helps create conditions in an experiment, and explain the difference between an experimental group and a control group. c) Controlling the dependent variable Consider This: Participants are equally likely to end up in either the experimental group or the control group. 2.4.B Explain how random assignment helps create conditions in an experiment, and explain the difference between an experimental group and a control group. d) Placebo activation Consider This: Participants are equally likely to end up in either the experimental group or the control group. 2.4.B Explain how random assignment helps create conditions in an experiment, and explain the difference between an experimental group and a control group. ANS: a Mod No=2.4
Skill Level=Understand Difficulty Level=moderate
EOM Q2.4.3 3. Margo is studying people‘s moods during a stressful laboratory situation. Wanting to be nice, she smiles at each participant who enters the experimental condition (where they‘ll be stressed) and remains neutral toward participants in the control group. Surprisingly, she finds that participants in the stressful condition report being in better moods at the end of the experiment, compared to participants in the control group. Margo‘s professor is not so surprised, however, because she realizes the outcomes are plagued by __________.
a) experimenter effects b) random assignment Consider This: Can the differences in participants‘ moods be attributed solely to the experimental treatments they received, or is there another explanation for why one group is in a better mood than the other? 2.4.C Discuss the methodological advantages and limitations of experimental research design. c) field study problems Consider This: Can the differences in participants‘ moods be attributed solely to the experimental treatments they received, or is there another explanation for why one group is in a better mood than the other? 2.4.C Discuss the methodological advantages and limitations of experimental research design. d) placebo effects Consider This: Can the differences in participants‘ moods be attributed solely to the experimental treatments they received, or is there another explanation for why one group is in a better mood than the other? 2.4.C Discuss the methodological advantages and limitations of experimental research design. ANS: a Mod No=2.4 Skill Level=Understand Difficulty Level=moderate
EOM Q2.4.4
4. An experiment in which neither the participants nor the experimenter knows who is in the control group and who is in the experimental group is called __________.
a) Double-blind b) Single-blind Consider This: Both the experimenter and participants remain uninformed about how the participants were assigned to experimental conditions. 2.4.C Discuss the methodological advantages and limitations of experimental research design. c) Omni-blind Consider This: Both the experimenter and participants remain uninformed about how the participants were assigned to experimental conditions. 2.4.C Discuss the methodological advantages and limitations of experimental research design. d) Placebo-neutral Consider This: Both the experimenter and participants remain uninformed about how the participants were assigned to experimental conditions. 2.4.C Discuss the methodological advantages and limitations of experimental research design. ANS: a Mod No=2.4 Skill Level=Remember Difficulty Level=easy
EOM Q2.4.5 5. __________ is a general term referring to studies that take place in a natural setting.
a) Field research b) Experiment Consider This: Research often takes place in the controlled conditions of a laboratory, but sometimes it doesn‘t. 2.4.C Discuss the methodological advantages and limitations of experimental research design. c) Sampling expansion Consider This: Research often takes place in the controlled conditions of a laboratory, but sometimes it doesn‘t. 2.4.C Discuss the methodological advantages and limitations of experimental research design. d) Dependent control
Consider This: Research often takes place in the controlled conditions of a laboratory, but sometimes it doesn‘t. 2.4.C Discuss the methodological advantages and limitations of experimental research design. ANS: a Mod No=2.4 Skill Level=Remember Difficulty Level=easy
Quiz for Module 2.5 EOM Q2.5.1 1. ―I‘m so confused!‖ exclaims Natalya. ―I collected data for my research project, but I don‘t know which numbers to pay attention to. The highest values? The lowest values? The most common value? Argh!‖ ―Why don‘t you look at the arithmetic mean of all the values?‖ suggests Raelynn. ―Finding the average score would be a good indicator of what the values look like in general.‖ How would you advise Natalya to go about finding the arithmetic mean?
a) Add up all the individual scores, then divide the result by the number of scores. b) Figure out how far away each score is from every other one. Consider This: The arithmetic mean is the average of a set of measurements. 2.5.A Explain how descriptive statistics can be used to compare the performance of two groups of research participants. c) Subtract the lowest score from the highest score, then multiply the answer by 2. Consider This: The arithmetic mean is the average of a set of measurements. 2.5.A Explain how descriptive statistics can be used to compare the performance of two groups of research participants. d) Add the five lowest scores to the five highest scores, then divide the result by 2. Consider This: The arithmetic mean is the average of a set of measurements. 2.5.A Explain how descriptive statistics can be used to compare the performance of two groups of research participants. ANS: a Mod No=2.5 Skill Level=Understand Difficulty Level=moderate
EOM Q2.5.2 2. Calculations that allow a researcher to draw conclusions about how statistically reliable a result is are collectively called __________. a. qualitative statistics
Consider This: After a researcher collects data from a specific group of participants, she or he usually wants to draw some larger conclusion about what‘s likely to be true in general. 2.5.B Explain what a statistically significant research result does and does not indicate, and identify ways in which statistics can be misused or misrepresented. b. descriptive statistics
Consider This: After a researcher collects data from a specific group of participants, she or he usually wants to draw some larger conclusion about what‘s likely to be true in general. 2.5.B Explain what a statistically significant research result does and does not indicate, and identify ways in which statistics can be misused or misrepresented. c. inferential statistics d. quantitative statistics
Consider This: After a researcher collects data from a specific group of participants, she or he usually wants to draw some larger conclusion about what‘s likely to be true in general. 2.5.B Explain what a statistically significant research result does and does not indicate, and identify ways in which statistics can be misused or misrepresented. ANS: c Mod No=2.5 Skill Level=Remember Difficulty Level=easy
EOM Q2.5.3 3. Which of the following is an example of a descriptive statistic? a) The likelihood that a result occurred by chance Consider This: Descriptive statistics can be used to compare the performance of different groups of research participants. LO: 2.5.B: Explain what a statistically significant research result does and does not indicate, and identify ways in which statistics can be misused or misrepresented. b) Cross-sectional research Consider This: Descriptive statistics can be used to compare the performance of different groups of research participants. LO: 2.5.B: Explain what a statistically significant research result does and does not indicate, and identify ways in which statistics can be misused or misrepresented. c) The p value Consider This: Descriptive statistics can be used to compare the performance of different groups of research participants. LO: 2.5.B: Explain what a statistically significant research result does and does not indicate, and identify ways in which statistics can be misused or misrepresented. d) Standard deviation
ANS: d Mod No=2.5 Skill Level=Understand Difficulty Level=moderate
EOM Q2.5.4 4. Guillermo and Eva are both interested in developmental psychology. Guillermo wants to compare a group of 5-year-olds to a group of 8-year-olds to see how their reasoning skills differ. Eva wants to study a group of 5-year-olds over the next 3 years to see how their reasoning skills change over time. Both designs have merit. The main difference is that Guillermo is proposing __________, whereas Eva wants to conduct __________.
a) cross-sectional research; a longitudinal study b) cross-sectional research; cross-cultural research Consider This: Both Guillermo and Eva will be able to answer their questions about age differences in reasoning skills, although they‘re approaching the question with different tactics. 2.5.C Compare cross-sectional and longitudinal studies, and discuss how effect size, meta-analysis, and Bayesian statistics allow us to judge the importance of a research outcome. c) a longitudinal study; cross-sectional research Consider This: Both Guillermo and Eva will be able to answer their questions about age differences in reasoning skills, although they‘re approaching the question with different tactics. 2.5.C Compare cross-sectional and longitudinal studies, and discuss how effect size, meta-analysis, and Bayesian statistics allow us to judge the importance of a research outcome. d) a time-series design; a meta-analysis Consider This: Both Guillermo and Eva will be able to answer their questions about age differences in reasoning skills, although they‘re approaching the question with different tactics. 2.5.C Compare cross-sectional and longitudinal studies, and discuss how effect size, meta-analysis, and Bayesian statistics allow us to judge the importance of a research outcome. ANS: a Mod No=2.5 Skill Level=Understand Difficulty Level=moderate
EOM Q2.5.5 5. Yvonne reviewed the scientific literature on the effects of gum-chewing on attention among middle schoolers and found that 23 experiments had been conducted on this topic. She performed a series of statistical tests to reach an overall conclusion from these studies as a group. What technique was Yvonne using?
a) Meta-analysis b) Cross-sectional encumbrance Consider This: Rather than relying on the outcomes within any one experiment, Yvonne is utilizing a technique to determine the strength of an overall pattern of results across many studies. 2.5.C Compare cross-sectional and longitudinal studies, and discuss how effect size, meta-analysis, and Bayesian statistics allow us to judge the importance of a research outcome. c) Bayesian sampling Consider This: Rather than relying on the outcomes within any one experiment, Yvonne is utilizing a technique to determine the strength of an overall pattern of results across many studies. 2.5.C Compare cross-sectional and longitudinal studies, and discuss how effect size, meta-analysis, and Bayesian statistics allow us to judge the importance of a research outcome. d) Confidence inference Consider This: Rather than relying on the outcomes within any one experiment, Yvonne is utilizing a technique to determine the strength of an overall pattern of results across many studies. 2.5.C Compare cross-sectional and longitudinal studies, and discuss how effect size, meta-analysis, and Bayesian statistics allow us to judge the importance of a research outcome. ANS: a Mod No=2.5 Skill Level=Understand Difficulty Level=moderate
Quiz for Module 2.6 EOM Q2.6.1 Guidelines for the ethical treatment of human and animal research participants have been published (and are updated) 1. by __________.
a) American Psychological Association (APA) b) National Bureau of Standards (NBS)
Consider This: Although research standards and guidelines exist at national and local levels, there is also a code of conduct maintained by an independent governing body. 2.6.A Discuss why the principles of informed consent and debriefing are two key characteristics of a researcher‘s code of ethics. c) International Federation of Psychological Scientists (IFPS) Consider This: Although research standards and guidelines exist at national and local levels, there is also a code of conduct maintained by an independent governing body. 2.6.A Discuss why the principles of informed consent and debriefing are two key characteristics of a researcher‘s code of ethics. d) Coalition for Psychological Justice (CPJ) Consider This: Although research standards and guidelines exist at national and local levels, there is also a code of conduct maintained by an independent governing body. 2.6.A Discuss why the principles of informed consent and debriefing are two key characteristics of a researcher‘s code of ethics. ANS: a Mod No=2.6 Skill Level=Remember Difficulty Level=easy
EOM Q2.6.2 2. The ethical principle of __________ means that research participants are given enough information about a study to make a reasonable decision about whether they will participate.
a) informed consent b) debriefing Consider This: Research participants cannot be coerced into taking part in a psychological study. 2.6.A Discuss why the principles of informed consent and debriefing are two key characteristics of a researcher‘s code of ethics. c) briefing Consider This: Research participants cannot be coerced into taking part in a psychological study. 2.6.A Discuss why the principles of informed consent and debriefing are two key characteristics of a researcher‘s code of ethics. d) noblesse oblige Consider This: Research participants cannot be coerced into taking part in a psychological study. 2.6.A Discuss why the principles of informed consent and debriefing are two key characteristics of a researcher‘s code of ethics.
ANS: a Mod No=2.6 Skill Level=Remember Difficulty Level=easy EOM Q2.6.2 3. The ethical principle of __________ requires that researchers reveal the true nature and purpose of a psychological study to subjects at the conclusion of their participation and explain any deception that was used during the study.
a) debriefing b) briefing Consider This: For example, in studies that require a bit of deception, when the study is over, participants must be told why the deception was necessary. 2.6.A Discuss why the principles of informed consent and debriefing are two key characteristics of a researcher‘s code of ethics. c) informed consent Consider This: For example, in studies that require a bit of deception, when the study is over, participants must be told why the deception was necessary. 2.6.A Discuss why the principles of informed consent and debriefing are two key characteristics of a researcher‘s code of ethics. d) falsification Consider This: For example, in studies that require a bit of deception, when the study is over, participants must be told why the deception was necessary. 2.6.A Discuss why the principles of informed consent and debriefing are two key characteristics of a researcher‘s code of ethics. ANS: a Mod No=2.6 Skill Level=Remember Difficulty Level=easy EOM Q2.6.4 4. Which statement is true concerning the use of animals in psychological studies?
a) Animals are used in only a small percentage of psychological studies. b) Animals are used as research subjects when it is too expensive to recruit human participants.
Consider This: Animal studies can provide important findings for many sciences, including psychology. 2.6.B Discuss the advantages and ethical considerations of using animals in research. c) Animal research has been banned in psychological science, although it is common in medical research. Consider This: Animal studies can provide important findings for many sciences, including psychology. 2.6.B Discuss the advantages and ethical considerations of using animals in research. d) Animals are used in roughly 50% of all psychological research. Consider This: Animal studies can provide important findings for many sciences, including psychology. 2.6.B Discuss the advantages and ethical considerations of using animals in research. ANS: a Mod No=2.6 Skill Level=Understand Difficulty Level=moderate
EOM Q2.6.5 5. Which of the following is a reason psychologists might study animals?
a) To improve human welfare b) To avoid criticism from human participants Consider This: There are many reasons why it might be advantageous to study animals; the text highlights four reasons in particular. 2.6.B Discuss the advantages and ethical considerations of using animals in research. c) To take advantage of relaxed ethical standards Consider This: There are many reasons why it might be advantageous to study animals; the text highlights four reasons in particular. 2.6.B Discuss the advantages and ethical considerations of using animals in research. d) To test vague hypotheses without ethical repercussions Consider This: There are many reasons why it might be advantageous to study animals; the text highlights four reasons in particular. 2.6.B Discuss the advantages and ethical considerations of using animals in research. ANS: a
Mod No=2.6 Skill Level=Understand Difficulty Level=moderate
Chapter 2 Quiz EOC Q2.1 1. A statement that specifies the relationships among events and is derived from a theory is called a(n) __________.
a) hypothesis b) operational definition Consider This: Science advances through the formulation and testing of the types of statements described in this question. 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. c) predicate Consider This: Science advances through the formulation and testing of the types of statements described in this question. 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. d) extension Consider This: Science advances through the formulation and testing of the types of statements described in this question. 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. ANS: a Mod No=2.1 Skill Level=Remember Difficulty Level=easy EOC Q2.2 2. Tammy believes everything she reads in her sociology textbook. Keiko disagrees with every point her political science professor makes. Peter listens to his astronomy professor but routinely asks ―Why is that?‖ and ―Could this also be true?‖ Which student is skeptical?
a) Peter b) Tammy
Consider This: Being skeptical is a good practice for scientists and critical thinkers in general. Think about how a skeptic responds to information. 2.1.B Explain why skepticism in science is valuable and involves more than just disbelief. c) Keiko Consider This: Being skeptical is a good practice for scientists and critical thinkers in general. Think about how a skeptic responds to information. 2.1.B Explain why skepticism in science is valuable and involves more than just disbelief. d) All three students are practicing skepticism. Consider This: Being skeptical is a good practice for scientists and critical thinkers in general. Think about how a skeptic responds to information. 2.1.B Explain why skepticism in science is valuable and involves more than just disbelief. ANS: a Mod No=2.1 Skill Level=Understand Difficulty Level=moderate EOC Q2.3 3. Jorge argues that personality characteristics are fully formed prenatally, while babies are still in the womb. Upon birth and exposure to the external environment, personality begins to change. Why is Jorge‘s hypothesis a poor one?
a) It violates the principle of falsifiability; it can‘t be disconfirmed. b) It is a stage theory of development, but it needs more stages. Consider This: Jorge is proposing a hypothesis and making a prediction, presumably based on a theory he has constructed regarding personality development. Many aspects of the scientific process are present, but something crucial is missing. 2.1.C Explain why falsifiability is a critical component of scientific research. c) It is based on a small sample of measurements; Jorge should collect more data. Consider This: Jorge is proposing a hypothesis and making a prediction, presumably based on a theory he has constructed regarding personality development. Many aspects of the scientific process are present, but something crucial is missing. 2.1.C Explain why falsifiability is a critical component of scientific research. d) It is grounded in biological uncertainty; some mothers don‘t know the sex of their unborn child. Consider This: Jorge is proposing a hypothesis and making a prediction, presumably based on a theory he has constructed regarding personality development. Many
aspects of the scientific process are present, but something crucial is missing. 2.1.C Explain why falsifiability is a critical component of scientific research. ANS: a Mod No=2.1 Skill Level=Analyze Difficulty Level=difficult
EOC Q2.4 4. Carmela is excited; she has just published her first psychology research paper. She is now trying to figure out what to do next. Adriana suggests that she should run the same study again to see if she obtains similar results. Carmela replies, ―Why would I do that? That research is done. I‘m ready for a new challenge now.‖ Whose viewpoint do you find most compelling and why? a) Carmela is right; rigorous scientists don‘t waste time repeating the same study when they know they did the study correctly the first time around. Consider This: Rigorous researchers must be wary of the fact that sometimes what seems to be a fabulously interesting finding turns out to be only a fluke. LO 2.1.D: Describe why openness and replication are important qualities of the scientific enterprise. b) Adriana is right; replication is an essential component of the scientific method and is essential for assessing just how reliable and robust a finding may be. c) It depends: Carmela is right if the study in question is a correlational study, which doesn‘t require replication, but Adriana is right if the study in question is an experiment. Consider This: Rigorous researchers must be wary of the fact that sometimes what seems to be a fabulously interesting finding turns out to be only a fluke. LO 2.1.D: Describe why openness and replication are important qualities of the scientific enterprise. d) It depends: If Carmela used a diverse and international sample, there would be no need to try to replicate her original finding, but if the original sample was not a diverse one then Adriana is right that it will be important to run the study again. Consider This: Rigorous researchers must be wary of the fact that sometimes what seems to be a fabulously interesting finding turns out to be only a fluke. LO 2.1.D: Describe why openness and replication are important qualities of the scientific enterprise.
ANS: b Mod No=2.1 Skill Level=Apply Difficulty Level=difficult
EOC Q2.5 5. Lluvia administers a questionnaire on dating habits to the 35 students in her Introductory Psychology class. What type of sample do those participants constitute?
a) A convenience sample b) A representative sample Consider This: Think about how and where Lluvia got her research participants, and also think about the quality of the conclusions she can reach from her study. 2.2.A Describe the ways participants are selected for psychological studies and how the method of selection can influence interpretations of a study‘s outcomes. c) A population sample Consider This: Think about how and where Lluvia got her research participants, and also think about the quality of the conclusions she can reach from her study. 2.2.A Describe the ways participants are selected for psychological studies and how the method of selection can influence interpretations of a study‘s outcomes. d) A dependent sample Consider This: Think about how and where Lluvia got her research participants, and also think about the quality of the conclusions she can reach from her study. 2.2.A Describe the ways participants are selected for psychological studies and how the method of selection can influence interpretations of a study‘s outcomes. ANS: a Mod No=2.2 Skill Level=Understand Difficulty Level=moderate
EOC Q2.6 6. Janelle wants to learn about the psychological impact of war on combat veterans, so she conducts an in-depth interview with her grandfather who served in the Vietnam War. What type of research approach is Janelle using?
a) Case study b) Observational study Consider This: Janelle will no doubt learn much about her grandfather‘s individual experiences, and this will provide some information relevant to her research interests. 2.2.B Discuss the advantages and disadvantages of using case studies to collect data. c) Survey Consider This: Janelle will no doubt learn much about her grandfather‘s individual experiences, and this will provide some information relevant to her research interests.
2.2.B Discuss the advantages and disadvantages of using case studies to collect data. d) Experiment Consider This: Janelle will no doubt learn much about her grandfather‘s individual experiences, and this will provide some information relevant to her research interests. 2.2.B Discuss the advantages and disadvantages of using case studies to collect data. ANS: a Mod No=2.2 Skill Level=Understand Difficulty Level=moderate
EOC Q2.7 7. Skyler wants to study whether people using laptops in a public setting are more likely to sit near one another or more likely to sit near someone not using a computer. They sit in a local coffee shop for 2 hours each day for a week and count the number of other patrons with or without a laptop and whether each person sits next to someone with or without a laptop. What type of research methodology is Skyler using in this study?
a) Naturalistic observation b) Laboratory observation Consider This: Skyler is recording typical behavior in a typical setting, without intervening in any way or manipulating the situation in any way. 2.2.C Discuss the advantages and disadvantages of using observational methods to collect data. c) Survey Consider This: Skyler is recording typical behavior in a typical setting, without intervening in any way or manipulating the situation in any way. 2.2.C Discuss the advantages and disadvantages of using observational methods to collect data. d) Case study Consider This: Skyler is recording typical behavior in a typical setting, without intervening in any way or manipulating the situation in any way. 2.2.C Discuss the advantages and disadvantages of using observational methods to collect data. ANS: a Mod No=2.2 Skill Level=Understand
Difficulty Level=moderate
EOC Q2.8 8. Compared to a group of 25,000 other test takers, Casey discovered she scored within the top 10% on an intelligence test. She was suitably proud and impressed with her achievement. What allowed her to interpret her score so readily?
a) The intelligence test provided norms based on a large comparison group. b) She had been randomly assigned to the control condition of the intelligence experiment. Consider This: Which aspect of standardized tests was Casey relying on? 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. c) The intelligence test had alternate-forms reliability. Consider This: Which aspect of standardized tests was Casey relying on? 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. d) The other test takers formed the basis for test–retest reliability. Consider This: Which aspect of standardized tests was Casey relying on? 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. ANS: a Mod No=2.2 Skill Level=Analyze Difficulty Level=difficult
EOC Q2.9 9. Florence is interested in college students‘ morality, so she administers a survey to 100 classmates asking how many times they‘ve vandalized public property, shoplifted a small item, lied to a loved one, taken office supplies from a workplace, or kept miscounted change from a cashier. Florence was pleased to find that a staggering 92% of her participants reported little to none of these activities and concluded that today‘s students are a highly moral bunch. Why might this conclusion not be entirely warranted?
a) People may not always respond accurately to self-report measures, such as surveys. b) Florence should have polled a more focused sample of known transgressors.
Consider This: Florence is making an assumption about the motives and abilities of the respondents to her survey. 2.2.E Describe the advantages and limitations of using surveys to collect data. c) Interviews with those 100 participants would have been a more efficient methodology. Consider This: Florence is making an assumption about the motives and abilities of the respondents to her survey. 2.2.E Describe the advantages and limitations of using surveys to collect data. d) She should have conducted case studies on the 8% of respondents who were immoral. Consider This: Florence is making an assumption about the motives and abilities of the respondents to her survey. 2.2.E Describe the advantages and limitations of using surveys to collect data. ANS: a Mod No=2.2 Skill Level=Understand Difficulty Level=moderate
EOC Q2.10 10. Which of the following values for a coefficient of correlation indicates the weakest degree of relationship? a) –.75
Consider This: Correlation coefficients measure both the strength and direction of a relationship between two variables. 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. b) .29
Consider This: Correlation coefficients measure both the strength and direction of a relationship between two variables. 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. c) +.04 d) +.42
Consider This: Correlation coefficients measure both the strength and direction of a relationship between two variables. 2.3.A Illustrate with an example how a correlation coefficient gives both the size and direction of the relationship between two variables. ANS: c Mod No=2.3 Skill Level=Understand
Difficulty Level=moderate
EOC Q2.11 11. Dalisay conducts a correlational study between two variables, X and Y. She conducts a statistical analysis and writes out the following conclusion: The correlation coefficient for X and Y is –.67, meaning that the more there is of X, the more there tends to be of Y. Dalisay has made a mistake. What is it?
a) This is a negative correlation, but she‘s explaining it as if it were a positive correlation. b) She must have run the analysis wrong because that is an invalid correlation coefficient. Consider This: A correlation coefficient can be any number between -1 and 1, with positive and negative numbers referring to different directions for the relationship between variables. 2.3.B Explain why a correlation between two variables does not establish a causal relationship between those variables. c) She can‘t draw a conclusion about the relationship between X and Y if the study was only correlational. Consider This: A correlation coefficient can be any number between -1 and 1, with positive and negative numbers referring to different directions for the relationship between variables. 2.3.B Explain why a correlation between two variables does not establish a causal relationship between those variables. d) By definition, a correlational study must have at least three variables in it. Consider This: A correlation coefficient can be any number between -1 and 1, with positive and negative numbers referring to different directions for the relationship between variables. 2.3.B Explain why a correlation between two variables does not establish a causal relationship between those variables. ANS: a Mod No=2.3 Skill Level=Analyze Difficulty Level=moderate
EOC Q2.12 12. Ximena conducts a study and finds that worker satisfaction and worker productivity are highly positively correlated. What conclusion should she reach from her research?
a) Higher levels of satisfaction are systematically related to higher levels of productivity. b) Greater satisfaction causes workers to be more productive.
Consider This: Ximena has established that a relationship exists between two variables. 2.3.B Explain why a correlation between two variables does not establish a causal relationship between those variables. c) Higher productivity causes workers to be more satisfied with their jobs. Consider This: Ximena has established that a relationship exists between two variables. 2.3.B Explain why a correlation between two variables does not establish a causal relationship between those variables. d) Salary causes both increased productivity and increased satisfaction. Consider This: Ximena has established that a relationship exists between two variables. 2.3.B Explain why a correlation between two variables does not establish a causal relationship between those variables. ANS: a Mod No=2.3 Skill Level=Analyze Difficulty Level=moderate EOC Q2.13 13. Carmen wants to test whether putting people in a good mood versus a bad mood affects the size of a donation they give to a homeless person. In this experiment, the dependent variable is __________.
a) the size of the donation b) being in a good mood Consider This: The dependent variable in an experiment ―depends‖ on the independent variable. 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. c) being in a bad mood Consider This: The dependent variable in an experiment ―depends‖ on the independent variable. 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. d) a person‘s mood state Consider This: The dependent variable in an experiment ―depends‖ on the independent variable. 2.4.A Distinguish an independent variable from a dependent variable, and give an example of each. ANS: a
Mod No=2.4 Skill Level=Understand Difficulty Level=moderate EOC Q2.14 14. One group of research participants is given a new pain medication being tested by a pharmaceutical company. A second group of participants reports to the same study as the first group, goes through the same procedures, meets with the same researchers, but is given a sugar pill that has the same size, shape, and texture as the actual medication. What did this second group receive in this experiment?
a) A placebo b) The dependent variable Consider This: In order to reach sound conclusions from an experiment, both an experimental group and a control group need to be present. Think about the experiences of the two groups of participants described here. 2.4.B Explain how random assignment helps create conditions in an experiment, and explain the difference between an experimental group and a control group. c) An agentic marker Consider This: In order to reach sound conclusions from an experiment, both an experimental group and a control group need to be present. Think about the experiences of the two groups of participants described here. 2.4.B Explain how random assignment helps create conditions in an experiment, and explain the difference between an experimental group and a control group. d) A baseline Consider This: In order to reach sound conclusions from an experiment, both an experimental group and a control group need to be present. Think about the experiences of the two groups of participants described here. 2.4.B Explain how random assignment helps create conditions in an experiment, and explain the difference between an experimental group and a control group. ANS: a Mod No=2.4 Skill Level=Understand Difficulty Level=moderate
EOC Q2.15
15. When only the experimenter knows whether a given participant is in the experimental or control group (and the participants themselves do not), the study can be classified as a __________.
a) single-blind experiment b) double-blind experiment Consider This: Several safeguards need to be in place in order for psychological research to be valid; think about the type of safeguard described in this question. 2.4.C Discuss the methodological advantages and limitations of experimental research design. c) repeated-measures design Consider This: Several safeguards need to be in place in order for psychological research to be valid; think about the type of safeguard described in this question. 2.4.C Discuss the methodological advantages and limitations of experimental research design. d) failure Consider This: Several safeguards need to be in place in order for psychological research to be valid; think about the type of safeguard described in this question. 2.4.C Discuss the methodological advantages and limitations of experimental research design. ANS: a Mod No=2.4 Skill Level=Remember Difficulty Level=easy
EOC Q2.16 16. Vihaan collects data on the number of hours college students study each day and finds that his respondents typically study for 3 hours, give or take 1½ hours in either direction. ―Typically‖ in this context refers to the __________, whereas ―give or take‖ refers to the __________.
a) arithmetic mean; standard deviation b) standard deviation; arithmetic mean Consider This: Vihaan no doubt compiled some descriptive statistics as a first step in understanding his measurements. 2.5.A Explain how descriptive statistics can be used to compare the performance of two groups of research participants. c) arithmetic mean; p-value
Consider This: Vihaan no doubt compiled some descriptive statistics as a first step in understanding his measurements. 2.5.A Explain how descriptive statistics can be used to compare the performance of two groups of research participants. d) p-value; standard deviation Consider This: Vihaan no doubt compiled some descriptive statistics as a first step in understanding his measurements. 2.5.A Explain how descriptive statistics can be used to compare the performance of two groups of research participants. ANS: a Mod No=2.5 Skill Level=Analyze Difficulty Level=difficult
EOC Q2.17 17. ―The arithmetic mean of the ratings in the experimental group was 45, although the mean could reasonably be as high as 52 or as low as 37 if the test were repeated with a new group of subjects.‖ Which inferential statistic is being utilized in that statement?
a) Confidence intervals b) Effect size Consider This: The statement provides a range of values that show where the arithmetic mean is likely to be in the majority of cases. 2.5.B Explain what a statistically significant research result does and does not indicate, and identify ways in which statistics can be misused or misrepresented. c) Canonical correlation Consider This: The statement provides a range of values that show where the arithmetic mean is likely to be in the majority of cases. 2.5.B Explain what a statistically significant research result does and does not indicate, and identify ways in which statistics can be misused or misrepresented. d) Significance testing Consider This: The statement provides a range of values that show where the arithmetic mean is likely to be in the majority of cases. 2.5.B Explain what a statistically significant research result does and does not indicate, and identify ways in which statistics can be misused or misrepresented. ANS: a Mod No=2.5
Skill Level=Analyze Difficulty Level=difficult
EOC Q2.18 18. Bayesian statistics approaches the results of an experiment by __________.
a) taking into account relevant prior knowledge about the topic under study and the likelihood of a result‘s occurrence b) assuming the result is incorrect, then reasoning backward to show how it could be accurate Consider This: Bayesian statistics offers a different approach from traditional significance tests. Which aspects make it different? 2.5.C Compare cross-sectional and longitudinal studies, and discuss how effect size, meta-analysis, and Bayesian statistics allow us to judge the importance of a research outcome. c) setting a p value at 1 time out of 1,000 Consider This: Bayesian statistics offers a different approach from traditional significance tests. Which aspects make it different? 2.5.C Compare cross-sectional and longitudinal studies, and discuss how effect size, meta-analysis, and Bayesian statistics allow us to judge the importance of a research outcome. d) comparing the effect size if the result were correct to the effect size if the result were wrong Consider This: Bayesian statistics offers a different approach from traditional significance tests. Which aspects make it different? 2.5.C Compare cross-sectional and longitudinal studies, and discuss how effect size, meta-analysis, and Bayesian statistics allow us to judge the importance of a research outcome. ANS: a Mod No=2.5 Skill Level=Remember Difficulty Level=easy EOC Q2.19 19. Anna reported to the psychology laboratory to participate in an experiment. Before she began, however, she was given a form to read and sign, outlining what her participation would require, detailing her options should she choose not to participate, and requesting her permission to take part in the study. This form is related to the process of __________.
a) informed consent
b) debriefing Consider This: Anna was not coerced into participating but rather she was given enough information to make a reasonable decision regarding her participation. 2.6.A Discuss why the principles of informed consent and debriefing are two key characteristics of a researcher‘s code of ethics. c) indemnity Consider This: Anna was not coerced into participating but rather she was given enough information to make a reasonable decision regarding her participation. 2.6.A Discuss why the principles of informed consent and debriefing are two key characteristics of a researcher‘s code of ethics. d) replication Consider This: Anna was not coerced into participating but rather she was given enough information to make a reasonable decision regarding her participation. 2.6.A Discuss why the principles of informed consent and debriefing are two key characteristics of a researcher‘s code of ethics. ANS: a Mod No=2.6 Skill Level=Understand Difficulty Level=moderate
EOC Q2.20 20. Which of the following is a reason psychologists might study animals?
a) To conduct basic research on a particular species b) To test the limitations of new and dangerous equipment Consider This: There are many reasons why it might be advantageous to study animals; the text highlights four reasons in particular. 2.6.B Discuss the advantages and ethical considerations of using animals in research. c) To avoid having to deal with APA ethical guidelines Consider This: There are many reasons why it might be advantageous to study animals; the text highlights four reasons in particular. 2.6.B Discuss the advantages and ethical considerations of using animals in research. d) Because animals don‘t require payment, and human research subjects always get paid for their participation
Consider This: There are many reasons why it might be advantageous to study animals; the text highlights four reasons in particular. 2.6.B Discuss the advantages and ethical considerations of using animals in research. ANS: a Mod No=2.6 Skill Level=Understand Difficulty Level=moderate
TOTAL ASSESSMEN T
Chapter 3 GENES, EVOLUTION, AND ENVIRONMENT
GUIDE Topic/
Remember the Facts
Understand the Concepts
Learning Objective POP QUIZ 1
Multiple Choice
1,2,4,9,10
3,5-8
POP QUIZ 2
Multiple Choice
1-4,6,8,10
5,7,9
Multiple Choice
1-12,1420,22,24, 25
21,26
True/False
1-12,15-17
13,14
Short Answer
1,2
3
Unlocking the Secret of Genes 3.1.A – Explain how genes, chromosomes, DNA, and genomes all relate to one another. 3.1.B – Describe epigenetics and how it can help us understand the genetic components of thought and behavior.
Apply What You Know
Analyze It
13,23,27
Essay
1
Integrative Essay The Genetics of Similarity 3.2.A – Explain how natural selection contributes to changes in gene frequencies in a population. 3.2.B – List and describe examples of innate human characteristics.
Multiple Choice
28,30,36,37
29,31,32,34, 35
True/False
21,22
18-20
Short Answer
4
5-8
Essay Integrative
38,39
33
2
Topic/
Remember the Facts
Understand the Concepts
Apply What You Know
Multiple Choice
6769,71,72,74, 75,79-82
70,76,78
73,77,83
True/False
58-71,74-83
72,73
Learning Objective Our Human Diversity: The Case of Intelligence 3.5.A – Discuss the extent to which intelligence may be heritable. 3.5.B – Explain why both between-group and withingroup variability are important in arguments about group differences in intelligence. 3.5.C – Describe how the environment can either hinder or promote intellectual development. 3.5.D – Explain how both nature and nurture play an interactive role in shaping behavior.
Short Answer
Analyze It
11
Essay
4, 5
Integrative Essay
3
Name __________________________________________________________
Chapter 3 – Pop Quiz 1
1.
__________, the basic units of heredity, are located on chromosomes. a. Ribosomes b. Cells c. Genes d. Nuclei
2.
The study of stable changes in the expression of a particular gene that occur without changes in DNA base sequences is called __________. a. molecular biology b. epigenetics c. evolutionary psychology d. behavioral genetics
3.
According to evolutionary psychologists, __________ are specialized and independent sets of behaviors to help us handle specific survival problems. a. emotions b. preferences c. mental modules d. reflexes
4.
Which human characteristic is one of the five identified as innate by most researchers? a. reading b. love c. speech d. reflexes
5.
Sociobiologists argue that __________. a. human social and sexual practices are learned b. human social and sexual practices are too unique and varied to be due to evolutionary factors c. although biology determines many human characteristics, social behaviors result from the effects of culture alone d. social behavior in animals, including human beings, can be explained by evolutionary concepts
6. Critics of sociobiology‘s view of sexual behavior in females and males point out that __________. a. the males of many other species have similar sexual behavior to human males b. human sexual behavior is incredibly varied and changeable across time and place c. females rank qualities such as kindness and intelligence as more important in the selection of a mate than males do
d. in the majority of world cultures, males are more likely to be promiscuous and undiscriminating in selection of a sexual partner compared to females
7.
Which conclusion illustrates an important fact about heritability? a. Estimates of heritability based on one group can be generalized to other groups. b. The environment in which the people being studied live affects estimates of heritability. c. Heritability estimates apply only to a specific person, not to groups of people. d. When a trait is highly heritable, it cannot be modified by the environment.
8. A major problem with genetic explanations of racial differences in IQ scores is that __________. a. although intelligence differs between groups, it does not differ within groups b. heritability estimates used in supporting genetic explanations of group differences are based mainly on White samples c. the studies typically focus on Black and White children from highly similar socioeconomic groups d. the explanations are based on linkage studies
9.
The average IQ gap between severely malnourished children and well-nourished children can be as high as __________. a. 65 points b. 50 points c. 35 points d. 20 points
10.
Raw scores on IQ tests __________ throughout the 20th century, illustrating the important role of environmental influences on intelligence. a. climbed steadily b. stayed the same c. fell dramatically d. fluctuated frequently
Chapter 3 – Pop Quiz 1 Answer Key
1.
c
Rationale: Genes are the basic units of heredity and are located on chromosomes. (Remember the Facts, Moderate, LO 3.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
2.
b
Rationale: Epigenetics is the study of stable changes in the expression of a particular gene that occur without changes in DNA base sequences. (Remember the Facts, Easy, LO 3.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
3.
c
Rationale: Mental modules are specialized and independent groups of behaviors that help us handle specific survival problems, according to the evolutionary perspective. (Understand the Concepts, Moderate, LO 3.2.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
4.
d
Rationale: Infants are born with a number of reflexes, which are simple, automatic responses to specific stimuli. (Remember the Facts, Easy, LO 3.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
5.
d
Rationale: Sociobiology is an interdisciplinary field that emphasizes evolutionary explanations of social behavior in animals, including human beings. (Understand the Concepts, Moderate, LO 3.3.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
6.
b
Rationale: Critics of evolutionary theory point out that human sexual behavior is varied and changeable across time and place, suggesting a current lesser role for evolutionary forces that may have had a greater impact in the past. (Understand the Concepts, Moderate, LO 3.3.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains.)
7.
b
Rationale: Even highly heritable traits can be modified by the environment. Behavioral geneticists have found many examples of how genes interact with the
environment. (Understand the Concepts, Moderate, LO 3.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
8.
b
Rationale: Genetic explanations use heritability estimates based mainly on samples of White people to estimate the role of heredity in group differences, a procedure that is not valid. (Understand the Concepts, Moderate, LO 3.5.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
9.
d
Rationale: Malnutrition is an environmental influence associated with reduced mental ability. The average IQ gap between severely malnourished and wellnourished children can be as high as 20 points. (Remember the Facts, Easy, LO 3.5.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
10. a
Rationale: Perhaps the best evidence for the importance of environmental influences on intelligence is the fact that IQ scores (as well as scores on related tests) climbed steadily throughout the 20th century; genes cannot possibly have changed enough to account for these findings. (Remember the Facts, Easy, LO 3.5.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
Name ___________________________________________
Chapter 3 – Pop Quiz 2
1.
Within a human cell, __________ are rod-shaped structures that carry the genes. a. genome b. genes c. chromosomes d. DNA
2.
__________ may occur because of mistakes made when DNA copies itself during cell divisions or because of environmental factors such as ultraviolet radiation from the sun. a. Mutations b. Noncoding DNA c. Epigenetics d. Twins
3.
The principle of natural selection was first formulated in general terms by the British naturalist __________. a. Francis Crick b. Gregor Mendel c. Rosalind Franklin d. Charles Darwin
4.
One characteristic that appears to be innate in human beings is __________. a. strong eyesight b. a fear of new things c. an interest in novelty d. leadership qualities
5.
According to sociobiologists, it is evolutionarily beneficial for males to __________. a. conserve resources by having only a few children b. be choosy in their selection of sexual partners c. seek secure, stable relationships to ensure the fidelity of females d. be promiscuous and drawn to sexual novelty
6.
Heritability is defined as __________. a. an interdisciplinary field of study concerned with the genetic bases of individual differences in behavior and personality b. a process in which individuals with genetically influenced traits that are adaptive in a particular environment tend to survive and reproduce c. a statistical estimate of the proportion of the total variance in some trait that is attributable to genetic differences among individuals within a group d. a statistical estimate of the proportion of the total variance in some trait that is attributable to environment
7.
Which method is used for assessing heritability? a. a study of families where most members share a particular trait b. a study of siblings sharing highly similar traits c. a comparison of identical twins with same-sex fraternal (dizygotic) twins d. a study of any two siblings separated shortly after birth and reared apart
8.
An intelligence quotient (IQ) is a __________. a. midpoint in a set of intelligence test scores that is computed after the scores are ordered from the highest to the lowest b. measure of the variability of intelligence test scores that is computed by taking every score in the distribution and determining how much it differs from the mean c. statistical estimate of the proportion of the total variance in intelligence that is attributable to genetic differences among individuals within a group d. measure of intelligence computed by comparing how an individual has performed on a standardized test compared to others of the same age
9.
Which statement regarding the intellectual differences between and within various groups is true? a. If differences within groups are at least partly genetic in origin, then differences between groups are also genetic.
b. Genetic differences account for 100 percent of the differences between groups, even though the within-group difference is entirely due to the environment. c. Even if variation within each group is mostly due to genetic differences, the differences between groups may nonetheless be due to environmental differences. d. Heritability estimates are valid in regard to group differences but not in regard to the variance found within a group.
10.
Compared to the others, which environmental factor is associated with reduced intelligence? a. poor prenatal care b. consumption of artificial sweetener c. exposure to video games d. living in intergenerational households
Chapter 3 – Pop Quiz 2 Answer Key
1.
c
Rationale: Chromosomes occur in every cell and are rod-shaped structures that carry the genes. (Remember the Facts, Moderate, LO 3.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
2.
a
Rationale: Mutations may occur because of a mistake made when DNA copies itself during cell division. Some occur because of environmental factors, such as ultraviolet radiation from the sun, which can cause mutations that lead to skin cancer. (Remember the Facts, Easy, LO 3.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
3.
d
Rationale: Charles Darwin proposed the principle of natural selection in the book On the Origin of Species. (Remember the Facts, Easy, LO 3.2.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
4.
c
Rationale: Human infants reveal a surprising interest in looking at and listening to unfamiliar things. (Remember the Facts, Easy, LO 3.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
5.
d
Rationale: In the sociobiological view, males generally want sex more often than females do; males are often fickle and promiscuous, whereas females are usually devoted and faithful; males are drawn to sexual novelty, whereas females want stability and security; males are relatively undiscriminating in their choice of sexual partners, whereas females are cautious and choosy; and males are competitive and concerned about dominance, whereas females are less so. (Understand the Concepts, Easy, LO 3.3.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
6.
c
Rationale: Behavioral geneticists compute a statistic called heritability, which provides an estimate of the proportion of the total variance in a trait that is attributable to genetic variation within a group. (Remember the Facts, Easy, LO 3.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains.)
7.
c
Rationale: Behavioral geneticists can estimate the heritability of a trait by comparing groups of same-sex fraternal twins with groups of identical twins. The assumption is that if identical twins are more alike than fraternal twins, then the increased similarity must be due to genetic influences. (Understand the Concepts, Easy, LO 3.4.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
8.
d
Rationale: Scores on an IQ test reflect how a test-taker has performed compared with other test-takers of the same age. The average score for each age group is arbitrarily set at 100. (Remember the Facts, Moderate, LO 3.5.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
9.
c
Rationale: Although intellectual differences within groups are partly genetic in origin, that does not mean differences between groups are genetic. (Understand the Concepts, Easy, LO 3.5.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
10. a
Rationale: Poor prenatal care is an environmental influence associated with reduced mental ability. If a pregnant person is malnourished, contracts infections, takes certain drugs, smokes, is exposed to secondhand smoke, or drinks alcohol regularly, their child is at risk of having learning disabilities and a lower IQ. (Remember the Facts, Easy, LO 3.5.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
Multiple Choice Questions
1.
__________ is an interdisciplinary field of study concerned with genetic contributions to individual differences in behavior and personality. a. Behavioral genetics b. Evolutionary psychology c. Empiricism d. Functionalism Answer: a Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains. Rationale: Researchers in behavioral genetics attempt to tease apart the relative contributions of heredity and environment to explain individual differences across people.
2.
__________, the basic units of heredity, are located on chromosomes. a. Ribosomes b. Cells c. Genes d. Nuclei Answer: c Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Genes are the basic units of heredity and are located on chromosomes.
3.
The functional units of heredity that are located on chromosomes, are composed of DNA, and specify the structure of proteins are called __________. a. genomes b. ribosomes c. genes d. nuclei Answer: c Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Genes are defined as the functional units of heredity; they are composed of DNA and specify the structure of proteins.
4.
Within the cell, __________ are rod-shaped structures that carry the genes. a. genome b. genes c. chromosomes d. DNA Answer: c Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Chromosomes occur in every cell and are rod-shaped structures that carry the genes.
5. All of the cells of the human body (except for sperm cells and ova) contain __________ chromosomes. a. 23 b. 46 c. 23,000 d. 46,000 Answer: b Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Each sperm cell and each egg cell (ovum) contains 23 chromosomes, so when a sperm and egg unite at conception, the fertilized egg and all the body cells that eventually develop from it (except for sperm cells and ova) contain 46 chromosomes, arranged in 23 pairs.
6.
The term DNA stands for __________. a. deaminization nucleotide b. deoxyribonucleic acid c. dehydrogenase nucleic acid d. deoxyribose nacreous acoelomate Answer: b Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: DNA (deoxyribonucleic acid) is the chromosomal molecule that transfers genetic characteristics by way of coded instructions for the structure of proteins.
7.
All genes are composed of specific sequences of _________ molecules. a. mitochondria b. deoxyribonucleic acid (DNA) c. ribonucleic acid (RNA) d. calcium Answer: b Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: DNA molecules are the "building blocks" of genes, although there are more fundamental elements that are themselves the building blocks of DNA.
8.
What percentage of a person‘s DNA is likely to be noncoding DNA? a. 11.6 percent b. 57 percent c. 79.9 percent d. 98.8 percent Answer: d Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Each human chromosome contains thousands of genes. However, 98.8 percent of our total DNA, called noncoding DNA, lies outside the genes.
9. A large part of our DNA used to be called ―junk DNA.‖ Currently, it is known as __________. a. inactive DNA b. noncoding DNA c. prehistoric DNA d. chromosomal DNA Answer: b Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Noncoding DNA used to be called ―junk DNA‖ because scientists believed it was not important, but this belief has changed.
10.
Which is the correct definition of the term genome? a. the chromosomal molecule that transfers genetic characteristics by way of coded instructions for the structure of proteins b. a segment of DNA that varies among individuals, has a known location on a chromosome, and can function as a genetic landmark for a gene involved in a physical or mental condition c. the full set of genes in each cell of an organism (with the exception of sperm and egg cells), together with noncoding DNA located outside the genes d. a change in gene frequencies within a population over many generations; a mechanism by which genetically influenced characteristics of a population may change Answer: c
Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A genome is defined as the full set of genes in each cell of an organism (with the exception of sperm and egg cells), together with noncoding DNA located outside the genes.
11. Francis Crick and James Watson made the famous discovery that DNA is made up of __________. a. an object with a three-dimensional twisting shape, called a helix b. two helixes held together by four chemical elements called bases c. a double ladder held together by X and Y chromosomes d. the human genome Answer: b Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A helix is an object with a three-dimensional twisting shape that looks like a wire wrapped around a cylinder. Crick and Watson‘s famous discovery was that DNA is always made up of two helixes, with the strands held together by four chemical elements called bases.
12.
__________ discovered the double helix structure of DNA. a. Rosalind Franklin and Linus Pauling b. Gregor Mendel and Charles Darwin
c. James Watson and Francis Crick d. Janet Newman and Francis Collins Answer: c Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In 1953, James Watson and Francis Crick made a groundbreaking discovery, which they published in a 985-word paper that revolutionized the field of genetics. They determined that DNA is always made up of two strands, with the bases in the middle holding the strands together in pairs—the famous double helix.
13.
Professor Hashimoto presents her class with a quiz to determine if they know the four bases within each gene, the chemical elements that form DNA. The majority of students know that the correct answer is __________. a. adenine, thymine, cytosine, and guanine b. adenine, thymine, cysteine, and gametangium c. adenine, telomerase, cytosine, and guanine d. adenine, thiol, chlorine, and guanine Answer: a Topic: Unlocking the Secrets of Genes Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Within each gene are four bases, the chemical elements that form DNA: adenine, thymine, cytosine, and guanine. These bases are identified by the letters A, T, C, and G and are arranged in a certain sequence, such as ACGTCTCTATA.
14.
The A, T, C, and G molecules are DNA code for the synthesis of __________. a. genes b. amino acids c. chromosomes d. proteins Answer: d Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Within each gene are four bases, the chemical elements that form DNA: adenine, thymine, cytosine, and guanine. These bases are identified by the letters A, T, C, and G and are arranged in a certain sequence, such as ACGTCTCTATA.
15.
Within a gene, a particular sequence might contain __________ of bases, which together constitute a code for the synthesis of one of the many proteins that affect the body. a. 23 b. hundreds to thousands c. thousands to millions d. between 22,000 and 32,000 Answer: c Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Within a gene, a particular sequence may contain thousands or even millions of bases, which together constitute a code for the synthesis of one of the many proteins that affect virtually every aspect of the body, from its structure to the chemicals that keep it running.
16.
The human genome currently is estimated to contain about __________ genes. a. 7,000 b. 22,000 c. 46,000 d. 303,000 Answer: b Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Our 22,000 or so genes can produce hundreds of thousands of different proteins.
17.
Scientists can now use __________ to compare DNA differences in people who share a particular disease or trait with those of people who do not have it. a. behavioral genetics b. the Human Genome Project c. whole-genome sequencing d. genome-wide association studies Answer: d Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Scientists have begun using computers and new technologies to examine as many as a million DNA differences at once. Then they compare these DNA differences in people who share a particular disease or trait with those of people who do not have it. In these genome-wide association studies, researchers may have a candidate ―culprit‖ gene in mind, but they do not need to do so because the approach is entirely statistical, based on correlations.
18.
__________ are DNA segments that vary considerably among individuals and whose locations on the chromosome are already known. a. Bases b. RNA c. Genomes d. Genetic markers Answer: d Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A genetic marker is a segment of DNA that varies among individuals, has a known location on a chromosome, and can function as a genetic landmark for a gene involved in a physical or mental condition.
19.
One way scientists can search for genes that are associated with rare disorders is by carrying out ________, in which they first find genetic markers, then look for inheritance patterns in large families where a particular condition is common. a. experimental studies b. psychometric studies c. linkage studies d. noncoding studies Answer: c
Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Linkage studies take advantage of the tendency of genes lying close together on a chromosome to be inherited together across generations.
20.
Linkage studies are used to help determine __________. a. where a gene for a particular trait is likely to be located b. where and how genetic mutations take place c. a map of the human nucleus d. where the boundaries between individual genes are located Answer: a Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Linkage studies take advantage of the tendency of genes lying close together on a chromosome to be inherited together across generations.
21.
Which description best summarizes the relationship between genes and traits? a. Physical traits are usually determined by a single gene pair, whereas psychological traits are usually determined by multiple genes. b. Psychological traits are usually determined by a single gene pair, whereas physical traits are usually determined by multiple genes. c. Physical and psychological traits are usually determined by multiple genes. d. Physical and psychological traits are usually determined by a single gene.
Answer: c Topic: Unlocking the Secrets of Genes Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Most human traits, even such seemingly straightforward ones as height and eye color, are influenced by more than one gene. Psychological traits are especially likely to depend on multiple genes—dozens of them, or even hundreds—with each one accounting for just a tiny part of the variance among people.
22. The term for gene variants that can arise before or after birth, or be inherited from parents, is __________. a. epigenetics b. mutation c. RNA manipulation d. DNA distortion Answer: b Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.1.B Describe epigenetics and how it can help us understand the genetic components of thought and behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Mutations produce variant forms of genes; these mutations may alter just one DNA base or, at the other extreme, a large part of a chromosome. Many mutations (gene variants) are inherited from our parents, but others are new ones that arise before or after birth.
23.
Sara loves to work on her tan and feels safe because her family has no history of skin cancer. However, her doctor just found a melanoma on her skin. The doctor points out that ultraviolet radiation from the sun can cause __________ that can lead to skin cancer. a. noncoding DNA b. epigenetics c. mutations d. double-helixing Answer: c Topic: Unlocking the Secrets of Genes Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 3.1.B Describe epigenetics and how it can help us understand the genetic components of thought and behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Mutations may occur because of a mistake made when DNA copies itself during cell division. Some occur because of environmental factors, such as ultraviolet radiation from the sun, which can cause mutations that lead to skin cancer.
24.
__________ may occur because of mistakes made when DNA copies itself during cell division or because of environmental factors, such as ultraviolet radiation from the sun. a. Mutations b. Noncoding DNA c. Epigenetics d. Twinning Answer: a Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.1.B Describe epigenetics and how it can help us understand the genetic components of thought and behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Mutations may occur because of a mistake made when DNA copies itself during cell division. Some occur because of environmental factors, such as ultraviolet radiation from the sun, which can cause mutations that lead to skin cancer.
25.
The study of stable changes in the expression of a particular gene that occur without changes in DNA base sequences is called __________. a. molecular biology b. epigenetics c. evolutionary psychology d. behavioral genetics Answer: b Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.1.B Describe epigenetics and how it can help us understand the genetic components of thought and behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Epigenetics is the study of stable changes in the expression of a particular gene that occur without changes in DNA base sequences.
26.
Remembering that the Greek prefix epi- means ―on top of‖ or ―in addition to,‖ which is the correct definition of the term epigenetics? a. the study of stable changes in the expression of a particular gene that occur without changes in DNA base sequences b. the study of ephemeral effects on genetic expression that do not affect DNA or the environment c. the study of DNA over and above its effect on growth and development d. the study of DNA in larger, more complex species as well as single-cell organisms Answer: a Topic: Unlocking the Secrets of Genes Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 3.1.B Describe epigenetics and how it can help us understand the genetic components of thought and behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Epigenetics is the study of stable changes in the expression of a particular gene that occur without changes in DNA base sequences.
27.
Reggie and Morris are identical twins who have always lived in exactly the same environment. Yet they look slightly different and like to do very different things. What might explain this? a. epigenetic changes that affect one person but not the other b. noncoding DNA that has transformed into ―junk DNA‖ c. evolution over the lifespan of Reggie and Morris d. faulty mental modules Answer: a Topic: Unlocking the Secrets of Genes Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 3.1.B Describe epigenetics and how it can help us understand the genetic components of thought and behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Epigenetic changes may help explain why one identical twin might get a disease and the other not get it. They can also help explain why identical twins and even cloned, genetically identical animals living in exactly the same environment may differ considerably in appearance and behavior.
28.
One way to understand evolution is as __________. a. a change in gene frequencies within an organism that occurs over the organism‘s lifespan b. a change in learned behaviors that are taught from generation to generation c. a change in gene frequencies within a population over many generations d. the gradual increase in animal intelligence over generations, culminating in the emergence of Homo sapiens Answer: c
Topic: The Genetics of Similarity Difficulty Level: Easy Skill Level: Remember the Facts Learning Objective: 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Evolution is defined as a change in gene frequencies within a population over many generations, which serves as a mechanism by which genetically influenced characteristics of a population may change.
29.
Which summary describes how new genetic variations arise? a. During the production of the sperm and egg, genes can spontaneously mutate and recombine to create new traits. b. Natural selection causes stable genes to begin to suddenly mutate. c. When a new trait is required for an organism‘s survival, the body begins to create new genes by recombining DNA sequences from existing genes. d. The least ―fit‖ members of a species acquire genetic material directly from the ―fittest‖ members. Answer: a Topic: The Genetics of Similarity Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: As genes spontaneously mutate and recombine during the production of sperm and eggs, new genetic variations, and therefore potential new traits, keep arising.
30.
The principle of natural selection was first formulated in general terms by the British naturalist __________. a. Francis Crick
b. Gregor Mendel c. Philippa Foote d. Charles Darwin Answer: d Topic: The Genetics of Similarity Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: British naturalist Charles Darwin proposed the principle of natural selection in the book On the Origin of Species.
31.
Which statement best describes the principle of natural selection? a. A species constantly improves as parents pass along their best traits to their offspring. b. Over time, the amino acids producing defective traits are destroyed by the body. c. Individuals with genetically influenced traits that are adaptive in a particular environment tend to survive and reproduce. d. If a trait or characteristic is no longer adaptive, then the environment will create better, more adaptive traits. Answer: c Topic: The Genetics of Similarity Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Natural selection is the evolutionary process in which individuals with genetically influenced traits that are adaptive in a particular environment tend to survive
and to reproduce in greater numbers than do other individuals, resulting in their traits becoming more common in the population.
32.
Over the past 150 years, Charles Darwin‘s ideas have been __________. a. strongly challenged by findings in biology b. resoundingly supported by findings in anthropology, botany, and molecular genetics c. reexamined and found to be unscientific d. slowly replaced by newer theories, making Darwin‘s original theories only important from a historical point of view Answer: b Topic: The Genetics of Similarity Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: During the past century and a half, Darwin‘s ideas have been resoundingly supported by findings in anthropology, botany, and molecular genetics. Scientists have actually watched some organisms evolving, such as microbes, insects, and plants.
33. Compared to the others, which hypothesis would an evolutionary psychologist be most likely to put forth? a. Humans dislike bitter food because it indicates that the flavoring is artificial. b. Humans are often scared of loud sirens because they are associated with the presence of police. c. Humans are often scared of snakes because this trait protected our ancestors from deadly bites. d. Humans like sweet food because it is associated with special treats, such as ice cream or cake. Answer: c Topic: The Genetics of Similarity Skill Level: Analyze It Difficulty Level: Moderate
Learning Objective: 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Evolutionary psychology is a field of psychology emphasizing evolutionary mechanisms that may help explain human commonalities in social practices, perception, emotional responses, and other areas of behavior.
34.
According to evolutionary psychologists, __________ are specialized and independent sets of behaviors to help us handle specific survival problems. a. emotions b. preferences c. mental modules d. reflexes Answer: c Topic: The Genetics of Similarity Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Mental modules are specialized and independent groups of behaviors to help us handle specific survival problems.
35.
Critics of ―mental modules‖ are concerned that this idea will lead people to think that __________. a. humans evolved from apes b. humans can only think about one thing at a time c. all human activities and abilities are innate d. humans can be altruistic Answer: c
Topic: The Genetics of Similarity Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Critics are concerned that the notion of mental modules might lead to the misguided assumption that virtually every human activity and capacity, from cleanliness to cruelty, is innate.
36.
Which human characteristic is one of the five identified as innate by most researchers? a. reading b. love c. speech d. reflexes Answer: d Topic: The Genetics of Similarity Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.2.B List and describe examples of innate human characteristics. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Infants are born with a number of reflexes, which are simple, automatic responses to specific stimuli.
37.
One characteristic that appears to be innate in human beings is __________. a. strong eyesight b. a fear of animals c. an interest in novelty
d. leadership qualities Answer: c Topic: The Genetics of Similarity Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.2.B List and describe examples of innate human characteristics. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Human babies reveal a surprising interest in looking at and listening to unfamiliar things—which, of course, includes most of the world.
38.
Carlito is five months old. He loves to grab whatever he can reach, shake it hard, and stuff it in his mouth. Which innate characteristic does Carlito share with birds, primates, and many other animals? a. a desire to explore and manipulate objects b. a fear of novelty and new things c. an understanding of numbers and the rudiments of language d. an understanding of sibling relationships Answer: a Topic: The Genetics of Similarity Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 3.2.B List and describe examples of innate human characteristics. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: All birds and mammals have the innate inclination to explore and manipulate objects. Primates, especially, like exploring objects, taking them apart and scrutinizing the pieces, apparently for the sheer pleasure of it. Human babies shake rattles, bang pots, and grasp whatever is put into their tiny hands.
39. One behavior that is innate and may help humans find food and other necessities of life is to __________.
a. explore and manipulate objects b. play and fool around c. have an interest in novelty d. solve math problems Answer: b Topic: The Genetics of Similarity Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 3.2.B List and describe examples of innate human characteristics. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Play may be adaptive because they help members of a species find food and other necessities of life and learn to cope with their environments.
40.
Sociobiologists argue that __________. a. human social and sexual practices are learned b. human social and sexual practices are too unique and varied to be due to evolutionary factors c. although biology determines many human characteristics, social behaviors result from the effects of culture alone d. social behavior in animals, including human beings, can be explained by evolutionary concepts Answer: d Topic: Our Human Heritage: Courtship and Mating Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains. Rationale: Sociobiology is an interdisciplinary field that emphasizes evolutionary explanations of social behavior in animals, including human beings.
41.
When he is teaching a class on ―Our Human Heritage,‖ Professor Frohardt, a sociobiologist, is likely to contend that __________. a. evolution has bred into each of us a tendency to act in ways that maximize our chances of passing on our genes b. evolution can explain simple behaviors, such as smiling or recognizing emotions, but it cannot account for complex social customs c. females and males of a species are affected by the same evolutionary mating pressures d. the differences between the mating behaviors of males and females are largely cultural Answer: a Topic: Our Human Heritage: Courtship and Mating Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains. Rationale: Sociobiologists contend that evolution has bred into each of us a tendency to act in ways that maximize our chances of passing on our genes, and to help our close biological relatives, with whom we share many genes, do the same.
42.
Sociobiologists argue that humans behave in ways that will__________. a. optimize the chance of passing on their genes at the expense of the genes of their relatives b. maximize the propagation of their genes and those of their close relatives c. optimize the chances for males, but not for females, to propagate their genes d. optimize the chances for females, but not for males, to propagate their genes Answer: b Topic: Our Human Heritage: Courtship and Mating
Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains. Rationale: Sociobiologists contend that evolution has bred into each of us a tendency to act in ways that maximize our chances of passing on our genes, and to help our close biological relatives, with whom we share many genes, do the same.
43. Sociobiologists predict that compared to males, females would be more likely to seek __________. a. sexual novelty b. stability and security c. many sexual partners d. celibacy Answer: b Topic: Our Human Heritage: Courtship and Mating Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In the sociobiological view, the result of the two opposite sexual strategies is that males generally want sex more often than females do; males are often fickle and promiscuous, whereas females are usually devoted and faithful; males are drawn to sexual novelty, whereas females want stability and security; males are relatively undiscriminating in their choice of sexual partners, whereas females are cautious and choosy; and males are competitive and concerned about dominance, whereas females are less so.
44.
According to sociobiologists, it is evolutionarily beneficial for males to __________. a. conserve resources by having only a few children
b. be choosy in their selection of sexual partners c. seek secure, stable relationships to ensure the fidelity of females d. be promiscuous and drawn to sexual novelty Answer: d Topic: Our Human Heritage: Courtship and Mating Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains. Rationale: In the sociobiological view, the result of the two opposite sexual strategies is that males generally want sex more often than females do; males are often fickle and promiscuous, whereas females are usually devoted and faithful; males are drawn to sexual novelty, whereas females want stability and security; males are relatively undiscriminating in their choice of sexual partners, whereas females are cautious and choosy; and males are competitive and concerned about dominance, whereas females are less so.
45.
According to sociobiologists, it is evolutionarily beneficial for females to __________. a. attach themselves to dominant males b. compete with other females for access to young, fertile males c. have more male offspring than female offspring d. be promiscuous and drawn to sexual novelty Answer: a Topic: Our Human Heritage: Courtship and Mating Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains. Rationale: According to sociobiologists, females need to shop for the best genetic deal, as it were, because they can conceive and bear only a limited number of offspring. Having
such a large biological investment in each pregnancy, females cannot afford to make mistakes. Besides, mating with a lot of different males would produce no more offspring than staying with just one. So, females try to attach themselves to dominant males who have resources and status and are likely to have ―superior‖ genes.
46.
Which behavior would an evolutionary psychologist expect to be more typical of females than of males? a. promiscuity b. choosiness about sexual partners c. concern with dominance d. emphasis on physical attractiveness of partners Answer: b Topic: Our Human Heritage: Courtship and Mating Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains. Rationale: According to sociobiologists, females need to shop for the best genetic deal, as it were, because they can conceive and bear only a limited number of offspring. Having such a large biological investment in each pregnancy, females cannot afford to make mistakes. Besides, mating with a lot of different males would produce no more offspring than staying with just one. So females try to attach themselves to dominant males who have resources and status and are likely to have ―superior‖ genes.
47. Evolutionary psychologists and sociobiologists would be most likely to agree that __________. a. the study of nonhuman species is an effective method in exploring the evolution of human characteristics b. human males and females differ in their sexual strategies and practices c. cataloging human dating and mating differences around the world is the most effective method in exploring sexual strategies d. the sexual behavior of females does not seem to depend on the goal of fertilization, because pregnant females continue to have sex Answer: b
Topic: Our Human Heritage: Courtship and Mating Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains. Rationale: Evolutionary psychologists generally agree with sociobiologists' conclusions about male and female mating practices, but they rely less on comparisons with other species than sociobiologists do, focusing instead on commonalities in human mating and dating practices around the world.
48. Compared to the other nations, men in __________ report preferring a mate who is substantially younger than themselves—up to seven years younger, on average. a. Poland b. the United States c. Italy d. Zambia Answer: d Topic: Our Human Heritage: Courtship and Mating Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Around the world, evolutionary psychologists have found that men are more interested in the youth and beauty of their sexual partners, presumably because youth is associated with fertility.
49.
Evolutionary psychologists have shown that men are more sexually jealous and possessive, because __________. a. they have fewer partners to choose from
b. if a man's female mate has sex with someone else, he can never be 100 percent sure that her children are genetically his c. men are generally more insecure about sexual partners and faithfulness than are women d. men are more worried about being left by their partners, which could lead to financial hardship for them Answer: b Topic: Our Human Heritage: Courtship and Mating Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains. Rationale: Men are more jealous because they can never be sure their female mate‘s offspring are genetically theirs.
50. According to sociobiologists, women report they would be more upset about their male partner‘s __________, compared to these other factors. a. inability to provide resources to their children b. emotional infidelity c. sexual infidelity d. inability to parent their offspring Answer: b Topic: Our Human Heritage: Courtship and Mating Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains. Rationale: Women would be more upset by their male partner‘s emotional infidelity than by his sexual infidelity, presumably because abandonment by the partner might leave them without the support and resources needed to raise their offspring.
51. Critics of sociobiology‘s view of sexual behavior in males and females point out that __________. a. the males of many other species have similar sexual behavior to human males b. human sexual behavior is incredibly varied and changeable across time and place c. females rank qualities such as kindness and intelligence as more important in the selection of a mate than males do d. in the majority of world cultures, males are more likely to be promiscuous and undiscriminating in selection of a sexual partner compared to females Answer: b Topic: Our Human Heritage: Courtship and Mating Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains. Rationale: Critics, including some evolutionary theorists, point out that human sexual behavior is quite varied and changeable across time and place.
52.
Roscoe is a new father. He enjoys spending time with his new son, feeding him, playing with him, and even changing his diapers. Roscoe‘s behavior does not match the expectations of sociobiologists. Which consideration would explain why? a. The actual behavior of humans often fails to conform to stereotyped images of sexually promiscuous males and coy females. b. Evolutionary psychologists have tended to rely on data from case studies, which can be a poor guide to participants‘ actual behaviors. c. Modern humans are not affected by evolutionary pressures. d. In most societies, it is no longer evolutionarily beneficial for males to have as many offspring as they can. Answer: a
Topic: Our Human Heritage: Courtship and Mating Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains. Rationale: Human behavior, especially sexual behavior, is quite varied and changeable across time and place.
53.
Critics of the evolutionary perspective point out that __________. a. in most species of birds, fish, and mammals, males often have many sexual partners b. very few females have sex when they are ovulating or pregnant c. males in many species assist with infant care and feeding d. sexual attitudes vary little between cultures Answer: c Topic: Our Human Heritage: Courtship and Mating Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains. Rationale: A basic assumption of evolutionary approaches to sexuality is that females across species have a greater involvement in childrearing than males do. But there are many exceptions.
54.
Which observation is true, according to the critics of evolutionary psychology? a. The responses of men and women to surveys about sex and mating are often a poor indication of their actual behavior. b. Evolutionary psychologists have tended to rely on data from case studies, which can be a poor guide to the sexual behaviors of participants. c. Modern humans are not affected by evolutionary pressures.
d. Too few studies have been conducted to conclude that mating preferences exist. Answer: a Topic: Our Human Heritage: Courtship and Mating Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains. Rationale: Evolutionary psychologists have tended to rely on data from questionnaires and interviews, but critics observe that people‘s responses can be a poor guide to their actual choices and actions.
55.
Beginning in 2002, the Centers for Disease Control and Prevention (CDC) added ________ to the groups of people participating in a survey about attitudes toward sex, cohabitation, marriage, divorce, and parenting, a practice that the CDC hadn‘t previously considered. a. college students b. women over 50 c. men d. Asian Americans Answer: c Topic: Our Human Heritage: Courtship and Mating Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains. Rationale: From 1973 to 2002, the CDC polled only women in such surveys. Starting in 2002, surveys were finally able to draw conclusions about male and female attitudes based on a sample that was far more representative of the general population.
56.
Convenience samples have often been used to study the sexual attitudes and behaviors of women and men. Which concern is a problem that is specifically related to this type of sampling method? a. A participant‘s response on a survey may be a poor indication of how they will actually behave. b. The results of these studies may not apply to the general population. c. Many people are unwilling to answer questions about their sexual attitudes and behaviors. d. Convenience samples are, by definition, too small to allow for reliable conclusions. Answer: b Topic: Our Human Heritage: Courtship and Mating Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains. Rationale: Convenience samples of undergraduate students sometimes produce results that do not apply to nonstudents, and this may be the case in much of the evolutionary research on attitudes toward sex and marriage.
57.
One critique of the evolutionary perspective is that it derives too many arguments from forces present during prehistoric times, when people‘s life circumstances were very different compared to today. Which observation is a good example of this type of thinking? a. Unlike today, our prehistoric ancestors had a very limited pool of potential partners; therefore, strategies for attraction have had to change. b. Potential partners lived much farther away, so strategies for the development of effective transportation were more important back then. c. Prehistoric potential partners had more health issues, so strategies for selecting a partner have had to change. d. It was much harder back then to maintain relationships, so strategies to maintain relationships had to become much more complicated. Answer: a Topic: Our Human Heritage: Courtship and Mating Skill Level: Analyze It
Difficulty Level: Moderate Learning Objective: 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains. Rationale: Some scientists have questioned evolutionary psychologists‘ emphasis on the Pleistocene period, which extended from about 2 million years to about 11,000 years ago. One difference is that people then lived in small bands, and if they were lucky, they might get to choose between two possible mates, but that‘s about it; they could not hold out for some supermodel or millionaire down the road. Because they had only a small range of potential partners, there would have been no need for the kinds of sexual strategies described by most evolutionary theorists.
58.
Edward O. Wilson argued that genes hold culture on a leash. What does that concept mean in terms of evolutionary scientists and their critics? a. According to opponents of sociobiology, genes hold culture on a short and tight leash, allowing very little change in human behavior. b. According to evolutionary psychologists, culture can modify some of the evolved biological tendencies in humans. c. According to sociobiologists, cultural variations mean that no single, genetically determined sexual strategy exists for human beings. d. According to critics of evolutionary psychologists, biology overrides cultural differences. Answer: b Topic: Our Human Heritage: Courtship and Mating Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains. Rationale: To evolutionary psychologists, the leash is elastic enough to permit culture to modify evolved biological tendencies, although those tendencies can be pretty powerful. To critics of both sociobiology and evolutionary psychology, cultural variations mean that no single, genetically determined sexual strategy exists for human beings.
59.
Heritability is defined as __________. a. an interdisciplinary field of study concerned with the genetic bases of individual differences in behavior and personality b. a process in which individuals with genetically influenced traits that are adaptive in a particular environment tend to survive and reproduce c. a statistical estimate of the proportion of the total variance in some trait that is attributable to genetic differences among individuals within a group d. a statistical estimate of the proportion of the total variance in some trait that is attributable to environment Answer: c Topic: The Genetics of Difference Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Behavioral geneticists compute a statistic called heritability, which gives an estimate of the proportion of the total variance in a trait that is attributable to genetic variation within a group.
60.
__________ is defined as a statistical estimate of the proportion of the total variance in some trait that is attributable to genetic differences among individuals within a group. a. Heredity b. Heritability c. Diversity d. Expressivity Answer: b Topic: The Genetics of Difference Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Heritability is defined as a statistical estimate of the proportion of the total variance in some trait that is attributable to genetic differences among individuals within a group.
61.
Ranjan inspects a variety of relevant data to estimate that the heritability of athletic ability is .60. This implies that about 60 percent of __________. a. variation in athletic ability is due to genetics b. variation in athletic ability is due to environment c. people are athletic d. people are not athletic Answer: a Topic: The Genetics of Difference Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Because the heritability of a trait is expressed as a proportion (such as .60), the maximum value it can have is 1.0 (equivalent to ―100 percent of the variance‖).
62.
Which statement is true about heritability? a. Heritability allows a person to determine how much of their intelligence is determined by genetics. b. A trait with high heritability generally cannot be modified by experience. c. If a trait is determined to be highly heritable in one environment, it will be so in all environments. d. An estimate of heritability applies only to a particular group living in a particular environment. Answer: d
Topic: The Genetics of Difference Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: An estimate of heritability applies only to a particular group living in a particular environment. Heritability may be high in one group and low in another.
63.
Which conclusion summarizes an important fact about heritability? a. Estimates of heritability based on one group can be generalized to other groups. b. The environment in which the people being studied live affects estimates of heritability. c. Heritability estimates apply only to a specific person, not to groups of people. d. When a trait is highly heritable, it cannot be modified by the environment. Answer: b Topic: The Genetics of Difference Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Even highly heritable traits can be modified by the environment. Behavioral geneticists have found many examples of how genes interact with the environment.
64.
Compared to the others, which method is used most often for assessing heritability? a. a study of families where most members share a particular trait b. a study of siblings sharing highly similar traits c. a comparison of identical twins with same-sex fraternal twins
d. a study of opposite-sex siblings separated shortly after birth and reared apart Answer: c Topic: The Genetics of Difference Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 3.4.B Outline the basic design of heritability studies that involve twins and adoptees. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Behavioral geneticists can estimate the heritability of a trait by comparing groups of same-sex fraternal twins with groups of identical twins. The assumption is that if identical twins are more alike than fraternal twins, then the increased similarity must be due to genetic influences.
65. __________ represent a new and promising method for computing heritability that may replace the use of twin studies. a. Case studies b. Total variance statistics c. Genome-wide association studies d. Adoption studies Answer: c Topic: The Genetics of Difference Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.4.B Outline the basic design of heritability studies that involve twins and adoptees. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Recently, scientists have become enthused about new methods, such as genome-wide association studies, for computing heritability directly rather than inferring it from twin studies.
66.
Suppose a researcher finds that taste in music tends to be much more similar for identical twins than it is for fraternal twins. This would suggest that the heritability for musical taste is __________. a. relatively high b. relatively low c. higher for identical twins than fraternal twins d. higher for fraternal twins than identical twins Answer: a Topic: The Genetics of Difference Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 3.4.B Outline the basic design of heritability studies that involve twins and adoptees. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Behavioral geneticists can estimate the heritability of a trait by comparing groups of same-sex fraternal twins with groups of identical twins. The assumption is that if identical twins are more alike than fraternal twins, then the increased similarity must be due to genetic influences.
67.
An intelligence quotient (IQ) is a __________. a. midpoint in a set of intelligence test scores that is computed after the scores are ordered from the highest to the lowest b. measure of the variability of intelligence test scores that is computed by taking every score in the distribution and determining how much it differs from the mean c. statistical estimate of the proportion of the total variance in intelligence that is attributable to genetic differences among individuals within a group d. measure of intelligence computed by comparing how an individual has performed on a standardized test compared to others of the same age Answer: d Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Moderate
Learning Objective: 3.5.A Discuss the extent to which intelligence may be heritable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Scores on an IQ test reflect how a child has performed compared with other children of the same age, or how an adult has performed compared with other adults. The average score for each age group is arbitrarily set at 100.
68.
Which statement about intelligence quotients is true? a. The average IQ score varies from age group to age group. b. About two-thirds of all intelligence test-takers score between 85 and 115. c. The distribution of IQ scores in the general population is asymmetrical and shaped like a ski jump. d. Very high and very low IQ scores are the most common in the general population. Answer: b Topic: Our Human Diversity: The Case of Intelligence Difficulty Level: Easy Skill Level: Remember the Facts Learning Objective: 3.5.A Discuss the extent to which intelligence may be heritable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The distribution of scores in the population approximates a normal (bellshaped) curve, with scores near the average (mean) being most common, and very high or very low scores being rare. Two-thirds of all test takers score between 85 and 115.
69.
Which statement regarding the heritability of intelligence is true? a. Monozygotic twins have nearly identical IQ scores, indicating the vast majority of variation in intelligence is genetic. b. Heritability estimates for intelligence are generally higher for adults than for children. c. Studies indicate that the heritability of intelligence is very low. d. Regardless of age, heritability estimates for intelligence range from .50 to .70. Answer: b Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 3.5.A Discuss the extent to which intelligence may be heritable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: For children and adolescents, heritability estimates average around .40 or .50; that is, genetic differences explain about half of the variance in IQ scores. For adults, most estimates are even higher—in the .60 to .80 range.
70. Most psychologists believe that intelligence tests measure __________, but the tests also have many critics. a. a general quality that affects most aspects of mental ability b. absolute innate intelligence c. mental ability in the areas of reading and math d. the fluctuations in intelligence that the average person experiences Answer: a Topic: Our Human Diversity: The Case of Intelligence Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 3.5.A Discuss the extent to which intelligence may be heritable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Most psychologists believe that IQ tests measure a general quality that affects most aspects of mental ability, but the tests also have many critics. Some contend that intelligence comes in many varieties, more than a single score can capture. Others maintain that IQ tests are culturally biased.
71. For children and adolescents, heritability estimates for intelligence average around __________. a. .05–.10 b. .10–.20 c. .40–.50 d. .90–1.00 Answer: c
Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 3.5.A Discuss the extent to which intelligence may be heritable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: For children and adolescents, heritability estimates average around .40 or .50; that is, genetic differences explain about half of the variance in IQ scores. For adults, most estimates are even higher—in the .60 to .80 range.
72.
For adults, heritability estimates for intelligence average around __________. a. .10–.20 b. .20–.30 c. .60–.80 d. .90–1.00 Answer: c Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 3.5.A Discuss the extent to which intelligence may be heritable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: For children and adolescents, heritability estimates average around .40 or .50; that is, genetic differences explain about half of the variance in IQ scores. For adults, most estimates are even higher—in the .60 to .80 range.
73.
Dewayne was adopted as a baby and raised by loving parents in an enriched environment. Studies have shown that __________. a. the intelligence of adopted children is more highly correlated with their biologically unrelated parents than with their birth parents b. for adults, heritability estimates for intelligence average around .15 to .20 c. the scores of fraternal twins reared together are more highly correlated than the scores of identical twins reared apart
d. as adopted children grow into adulthood, the correlation between their IQ test scores and those of their biologically unrelated family members diminishes to zero Answer: d Topic: Our Human Diversity: The Case of Intelligence Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 3.5.A Discuss the extent to which intelligence may be heritable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: As adopted children grow into adolescence, the correlation between their IQ scores and those of their biologically unrelated family members diminishes, and in adulthood, the correlation falls to zero.
74.
The lowest correlation in siblings‘ IQ scores is found among __________. a. fraternal twins reared together b. nontwin biological siblings reared apart c. identical twins reared apart d. identical twins reared together Answer: b Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 3.5.A Discuss the extent to which intelligence may be heritable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The IQ scores of identical twins are highly correlated, even when they are reared apart. Other sibling pairs, such as nontwin biological siblings reared either together or apart, show lower correlations.
75.
Which brain-scan finding was reported in studies conducted in the Netherlands and Finland? a. The volume of gray matter in the brain is correlated with general intelligence.
b. The IQ of adopted children correlates less with their biological parents than with their adoptive parents. c. Dizygotic twins raised apart are more similar to each other in intelligence than monozygotic twins raised together. d. The IQ scores of dizygotic twins are correlated more highly than those of monozygotic twins. Answer: a Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 3.5.A Discuss the extent to which intelligence may be heritable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Two brain-scan studies, conducted in the Netherlands and Finland, have reported a moderately strong association between general intelligence and gray-matter volume.
76.
A major problem with genetic explanations of racial differences in IQ is that __________. a. although intelligence differs between groups, it does not differ within groups b. heritability estimates used in supporting genetic explanations of group differences are based mainly on samples of White people c. the studies typically measure Black and White children from highly similar socioeconomic groups d. the explanations are based on linkage studies Answer: b Topic: Our Human Diversity: The Case of Intelligence Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 3.5.B Explain why both between-group and within-group variability are important in arguments about group differences in intelligence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Genetic explanations of intelligence use heritability estimates based mainly on White samples to estimate the role of heredity in group differences, a procedure that is not valid.
77.
Jo Ellen takes handfuls of zucchini seeds that vary genetically from a bag where they are all mixed together evenly. She places each handful in a separate pot. The first pot has enriched soil and is exposed to sunlight, whereas the nutrients in the second pot‘s soil have been depleted and the pot is placed in a dark corner. When the zucchini plants grow, __________. a. the heritability of between-pot differences will be 100 percent, but the heritability of within-pot differences will be 50 percent b. the differences within each pot are due to environment, whereas the heritability of between-pot differences is 100 percent c. the difference between pots is due to variations in soil and sunlight, but the heritability of within-pot differences is 100 percent d. the heritability of between-pot differences and within-pot differences are equal, ranging from 50 percent to 60 percent Answer: c Topic: Our Human Diversity: The Case of Intelligence Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 3.5.B Explain why both between-group and within-group variability are important in arguments about group differences in intelligence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: When the zucchini plants grow, they will vary within each pot in terms of flowers, the number of zucchini produced, and the size of the zucchini, purely because of genetic differences. But there will also be an average difference between the plants in the first pot and those in the second pot: the plants in the first pot will be healthier and bear more zucchini. This difference between pots is due entirely to the different soils and the care that has been given to them, even though the heritability of the variation among the plants within each pot is 100 percent.
78.
Which statement regarding intellectual differences between and within various groups is true? a. If differences within groups are at least partly genetic in origin, then differences between groups must also be genetic.
b. The genetic differences between groups are 100 percent even though the within-group difference is entirely due to the environment. c. Even if variation within each group is mostly due to genetic differences, the differences between groups may nonetheless be due to environmental differences. d. Heritability estimates are valid in regard to group-to-group differences but not in regard to the variance found within a group. Answer: c Topic: Our Human Diversity: The Case of Intelligence Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 3.5.B Explain why both between-group and within-group variability are important in arguments about group differences in intelligence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Although intellectual differences within groups are partly genetic in origin, that does not mean differences between groups are genetic.
79.
Compared to the others, which environmental factor is associated with reduced intelligence? a. poor prenatal care b. consumption of artificial sweetener c. exposure to video games d. intergenerational households Answer: a Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.5.C Describe how the environment can either hinder or promote intellectual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Poor prenatal care is an environmental influence associated with reduced mental ability. If a pregnant woman is malnourished, contracts infections, takes certain drugs, smokes, is exposed to secondhand smoke, or drinks alcohol regularly, her child is at risk of having learning disabilities and a lower IQ.
80.
The average IQ gap between severely malnourished children and well-nourished children can be as high as __________. a. 65 points b. 50 points c. 35 points d. 20 points Answer: d Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.5.C Describe how the environment can either hinder or promote intellectual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Malnutrition is an environmental influence associated with reduced mental ability. The average IQ gap between severely malnourished and well-nourished children can be as high as 20 points.
81.
Which environmental factor has been found to be associated with reduced intelligence? a. bilingual education b. attending preschool c. consumption of caffeine d. stressful family circumstances Answer: d Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 3.5.C Describe how the environment can either hinder or promote intellectual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Stressful family circumstances can reduce a child's IQ score by 4 points per factor. Children with seven risk factors score more than 30 points lower than those with no risk factors.
82.
Raw scores on intelligence tests __________ throughout the 20th century. a. climbed steadily b. stayed the same c. fell dramatically d. fluctuated frequently Answer: a Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.5.C Describe how the environment can either hinder or promote intellectual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: IQ scores (as well as scores on related tests) climbed steadily throughout the 20th century; genes cannot possibly have changed enough to account for these findings.
83.
Professor Schwartzmann is asked by a student to explain the relative contribution of nature and nurture to intelligence. Which utterance would be the most accurate response? a. ―Although environment plays some role, genes cause the biological processes that determine our intelligence.‖ b. ―Although genes play some role, environmental stimulation causes changes in our brain that determine our intelligence.‖ c. ―Intelligence is determined by random factors and is not influenced by either nature or nurture.‖ d. ―The development of intelligence is the result of a complicated interaction between nature and nurture.‖ Answer: d
Topic: Our Human Diversity: The Case of Intelligence Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 3.5.D Explain how both nature and nurture play an interactive role in shaping behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Human behavior is responsive to a constantly changing network of interlinked influences, both biological and environmental, plus the additional, unpredictable spice of chance and luck. The development of a human being (or other animal) is the result of a constant dialogue between the genome and its environment.
True-False Questions
1.
Genes are located on chromosomes. Answer: True Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
2.
The functional units of heredity that are composed of DNA and specify the structure of proteins are called chromosomes. Answer: False Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
3.
Evolutionary psychologists emphasize the mechanisms of natural selection that might help explain human commonalities. Answer: True Topic: The Genetics of Similarity Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
4.
In general, evolutionary psychologists study human differences, whereas behavioral geneticists study human similarities. Answer: False Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
5.
Genes, the basic units of heredity, are located on chromosomes. Answer: True Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
6.
The functional units of heredity that specify the structure of proteins are called genes. Answer: True Topic: Unlocking the Secrets of Genes
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
7.
Within every cell are rod-shaped structures called ribosomes that carry genes. Answer: False Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
8.
Noncoding DNA lies outside the genes, representing 98.8 percent of our total DNA. Answer: True Topic: Unlocking the Secrets of Genes Difficulty Level: Easy Skill Level: Remember the Facts Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
9.
―Junk DNA‖ has no real function and is not biologically important. Answer: False
Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
10. DNA transfers genetic characteristics by way of coded instructions for the structure of proteins. Answer: True Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
11. Researchers working on the Human Genome Project identified the sequence of nearly all 3 billion bases of the human genome. Answer: True Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
12.
The four basic chemical elements of DNA are identified by the letters A, B, C, and D. Answer: False Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
13.
Linkage studies can be used to identify genes that are associated with rare disorders. Answer: True Topic: Unlocking the Secrets of Genes Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
14.
After a particular gene is located, it is relatively easy for researchers to identify its function. Answer: False Topic: Unlocking the Secrets of Genes Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
15.
Most human traits are influenced by more than one gene. Answer: True Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
16.
The genome is a static blueprint containing a set of coded messages that never changes over a person‘s lifetime. Answer: False Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.1.B Describe epigenetics and how it can help us understand the genetic components of thought and behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
17.
Epigenetic changes can be affected by environmental factors. Answer: True Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.1.B Describe epigenetics and how it can help us understand the genetic components of thought and behavior.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
18. Evolution can be defined as a change in gene frequencies within a population over many generations. Answer: True Topic: The Genetics of Similarity Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
19.
According to the principle of natural selection, genetic variations become more common over time if they are adaptive in a particular environment. Answer: True Topic: The Genetics of Similarity Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
20.
If a human trait exists, then it must have been adaptive to human survival at some point. Answer: False Topic: The Genetics of Similarity Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
21.
An example of an innate human tendency is a dislike of unfamiliar stimuli. Answer: False Topic: The Genetics of Similarity Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.2.B List and describe examples of innate human characteristics. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
22.
Some of the basic cognitive abilities in humans appear to be innate. Answer: True Topic: The Genetics of Similarity Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.2.B List and describe examples of innate human characteristics. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
23. Social scientists agree that the evolutionary history of our species accounts for our engagement in warfare. Answer: False Topic: Our Human Heritage: Courtship and Mating
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective.
24.
Sociobiology is an interdisciplinary field that emphasizes evolutionary explanations of social behavior in animals, including human beings. Answer: True Topic: Our Human Heritage: Courtship and Mating Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
25.
A sociobiologist is likely to contend that evolution has bred into each of us a tendency to act in ways that maximize our chances of passing on our genes. Answer: True Topic: Our Human Heritage: Courtship and Mating Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
26.
Sociobiologists argue that females and males evolved different sexual strategies because they faced different challenges to survival. Answer: True
Topic: Our Human Heritage: Courtship and Mating Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
27.
According to sociobiologists, males typically have a large biological investment in each pregnancy they produce. Answer: False Topic: Our Human Heritage: Courtship and Mating Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
28. According to sociobiologists, females need to ―shop‖ for the best genetic deal in a potential mate. Answer: True Topic: Our Human Heritage: Courtship and Mating Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
29. Sociobiologists argue that females compete with other females for access to young, fertile males. Answer: False Topic: Our Human Heritage: Courtship and Mating Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
30.
According to sociobiologists, females are likely to want sex more often than do males. Answer: False Topic: Our Human Heritage: Courtship and Mating Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
31. Sociobiologists propose that males are likely to be choosy in their choice of sexual partners. Answer: False Topic: Our Human Heritage: Courtship and Mating Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
32. According to sociobiologists, males seek secure, stable relationships to ensure the fidelity of females. Answer: False Topic: Our Human Heritage: Courtship and Mating Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
33. Males are likely to be promiscuous and drawn to sexual novelty, according to sociobiologists. Answer: True Topic: Our Human Heritage: Courtship and Mating Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
34.
Sociobiologists have found that females, compared to males, are more likely to be interested in the physical attractiveness of their partners. Answer: False Topic: Our Human Heritage: Courtship and Mating Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
35.
Evolutionary psychologists, but not sociobiologists, emphasize the evolutionary origins of many human sexual practices. Answer: False Topic: Our Human Heritage: Courtship and Mating Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
36. Evolutionary psychologists rely less on comparisons with other species than sociobiologists do. Answer: True Topic: Our Human Heritage: Courtship and Mating Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
37.
In reality, the actual behavior of humans often fails to conform to evolutionary images of sexually promiscuous males.
Answer: True Topic: Our Human Heritage: Courtship and Mating Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
38.
Female sexual behavior does not depend only upon the goal of being fertilized by a male. Answer: True Topic: Our Human Heritage: Courtship and Mating Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
39.
According to critics of evolutionary psychology, people‘s responses to interviews can be a poor guide to their actual choices and actions. Answer: True Topic: Our Human Heritage: Courtship and Mating Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
40.
According to critics of evolutionary psychology, the use of representative samples in many evolutionary studies has reduced the validity of the studies. Answer: False Topic: Our Human Heritage: Courtship and Mating Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
41.
Our prehistoric ancestors lived in small bands in which there were not a large number of sexual partners from whom to choose. Answer: True Topic: Our Human Heritage: Courtship and Mating Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
42.
According to evolutionary psychologists, genes hold culture on a short and tight leash that does not allow culture to produce much biological change. Answer: False Topic: Our Human Heritage: Courtship and Mating Skill Level: Remember the Facts Difficulty Level: Difficult
Learning Objective: 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
43.
According to evolutionary psychologists, genes hold culture on an elastic leash that permits culture to modify evolved biological tendencies. Answer: True Topic: Our Human Heritage: Courtship and Mating Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
44.
Heritability is defined as a statistical estimate of the proportion of the total variance in some trait that is attributable to genetic differences among individuals within a group. Answer: True Topic: The Genetics of Difference Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
45.
The maximum value that the heritability of a trait can have is 1.0. Answer: True Topic: The Genetics of Difference
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
46.
Height is a highly heritable human trait. Answer: True Topic: The Genetics of Difference Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
47. An estimate of heritability applies only to a particular group living in a particular environment. Answer: True Topic: The Genetics of Difference Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
48. Because intelligence is highly heritable, school achievement and IQ scores cannot be boosted much by social or environmental forces.
Answer: False Topic: The Genetics of Difference Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
49.
Heritability estimates apply only to specific individuals. Answer: False Topic: The Genetics of Difference Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
50.
It is impossible to know how a particular individual‘s genes and personal history have interacted to produce that person. Answer: True Topic: The Genetics of Difference Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
51.
Even highly heritable traits can be modified by the environment. Answer: True Topic: The Genetics of Difference Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
52.
The most effective approach to estimate the heritability of a trait is to compare blood relatives within families. Answer: False Topic: The Genetics of Difference Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 3.4.B Outline the basic design of heritability studies that involve twins and adoptees. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
53.
One way of inferring heritability is by studying adopted children. Answer: True Topic: The Genetics of Difference Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.4.B Outline the basic design of heritability studies that involve twins and adoptees.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
54.
The heritability of a trait can be estimated by comparing groups of same-sex fraternal twins with groups of identical twins. Answer: True Topic: The Genetics of Difference Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.4.B Outline the basic design of heritability studies that involve twins and adoptees. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
55. Dizygotic twins develop when a fertilized egg divides into two parts that develop into separate embryos. Answer: False Topic: The Genetics of Difference Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.4.B Outline the basic design of heritability studies that involve twins and adoptees. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
56. Monozygotic twins develop when a fertilized egg divides into two parts that develop into separate embryos. Answer: True Topic: The Genetics of Difference Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 3.4.B Outline the basic design of heritability studies that involve twins and adoptees. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
57. At present, much of our information on heritability comes from genome-wide association studies. Answer: False Topic: The Genetics of Difference Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.4.B Outline the basic design of heritability studies that involve twins and adoptees. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
58.
Originally, an intelligence quotient (IQ) was computed by dividing a person‘s mental age by that person‘s chronological age and multiplying the result by 100. Answer: True Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 3.5.A Discuss the extent to which intelligence may be heritable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
59.
The average score on an IQ test for each age group is arbitrarily set at 100. Answer: True
Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.5.A Discuss the extent to which intelligence may be heritable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
60.
By definition, two-thirds of all intelligence test-takers score between 95 and 100 IQ points. Answer: False Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.5.A Discuss the extent to which intelligence may be heritable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
61.
The distribution of the scores on an intelligence test approximates a bell-shaped curve. Answer: True Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.5.A Discuss the extent to which intelligence may be heritable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
62. The distribution of the IQ scores for the general population generally approximates an Sshaped curve. Answer: False
Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.5.A Discuss the extent to which intelligence may be heritable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
63.
It is rare to receive a very high or a very low score on an intelligence test. Answer: True Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.5.A Discuss the extent to which intelligence may be heritable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
64.
The kind of intelligence that produces high IQ scores is partially heritable. Answer: True Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.5.A Discuss the extent to which intelligence may be heritable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
65. Researchers have documented that the kind of intelligence that produces high IQ scores is only weakly heritable. Answer: False
Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.5.A Discuss the extent to which intelligence may be heritable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
66.
For children and adolescents, heritability estimates indicate that about half of the variance in their IQ test scores is explainable by genetic differences. Answer: True Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.5.A Discuss the extent to which intelligence may be heritable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
67.
For children and adolescents, heritability estimates of intelligence average around 0.75. Answer: False Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.5.A Discuss the extent to which intelligence may be heritable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
68.
For adults, heritability estimates indicate that about one-third of the variance in IQ test scores is explainable by genetic differences.
Answer: False Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.5.A Discuss the extent to which intelligence may be heritable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
69. The contribution of genes to human intelligence becomes relatively larger as children age into adulthood. Answer: True Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.5.A Discuss the extent to which intelligence may be heritable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
70.
The IQ scores of fraternal twins reared together are more highly correlated than the scores of identical twins reared apart. Answer: False Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.5.A Discuss the extent to which intelligence may be heritable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
71.
The heritability estimates used to estimate the role of heredity in group differences are based mainly on samples of White individuals. Answer: True Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.5.B Explain why both between-group and within-group variability are important in arguments about group differences in intelligence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
72.
Because intellectual differences within groups are partly genetic in origin, differences between groups must also be genetic in origin. Answer: False Topic: Our Human Diversity: The Case of Intelligence Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 3.5.B Explain why both between-group and within-group variability are important in arguments about group differences in intelligence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
73. Ethnic groups differ in countless cultural ways that affect their performance on intelligence tests. Answer: True Topic: Our Human Diversity: The Case of Intelligence Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 3.5.B Explain why both between-group and within-group variability are important in arguments about group differences in intelligence.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
74.
Sound methodological studies fail to show any genetic differences in intelligence between Black people and White people. Answer: True Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 3.5.B Explain why both between-group and within-group variability are important in arguments about group differences in intelligence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
75.
Poor prenatal care is an environmental factor that hinders intelligence. Answer: True Topic: Our Human Diversity: The Case of Intelligence Difficulty Level: Easy Skill Level: Remember the Facts Learning Objective: 3.5.C Describe how the environment can either hinder or promote intellectual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
76.
Domestic violence is an environmental factor that hinders intelligence. Answer: True Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 3.5.C Describe how the environment can either hinder or promote intellectual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
77.
The average IQ gap between severely malnourished children and well-nourished children can be as high as 20 points. Answer: True Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.5.C Describe how the environment can either hinder or promote intellectual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
78.
When children move from severely disadvantaged neighborhoods to better areas, their verbal IQs improve dramatically. Answer: False Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.5.C Describe how the environment can either hinder or promote intellectual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
79. Environmental factors can lower one‘s intelligence level but cannot aid in improving intelligence. Answer: False
Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 3.5.C Describe how the environment can either hinder or promote intellectual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
80. IQ scores climbed steadily throughout the 20th century due to changes in genetic mutations. Answer: False Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.5.C Describe how the environment can either hinder or promote intellectual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
81. Heredity and environment always interact to produce the qualities typical of human beings. Answer: True Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.5.D Explain how both nature and nurture play an interactive role in shaping behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
82.
Neither nature nor nurture can completely explain human similarities and differences. Answer: True Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.5.D Explain how both nature and nurture play an interactive role in shaping behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
83.
Almost all human characteristics result from an interaction of nature and nurture, rather than from either by itself. Answer: True Topic: Our Human Diversity: The Case of Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 3.5.D Explain how both nature and nurture play an interactive role in shaping behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Short Answer Questions
1. What is the human genome? What is the current estimate of the number of genes that comprise the human genome? Briefly, how do genes contribute to observable traits in an individual? Answer: A good answer will include the following key points.
All of our genes, together with noncoding DNA, make up the human genome. Current estimates indicate there are about 22,000 genes in the human genome. Many genes contribute directly to a particular trait, but others work indirectly by switching other genes on or off. Many genes are inherited in the same form by everyone; others vary, contributing to our individuality. Within a gene, a particular sequence may contain thousands or even millions of bases, which together constitute a code for the synthesis of one of the many proteins that affect virtually every aspect of the body.
Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
2.
Describe the structure of DNA. Who discovered this structure? Answer: A good answer will include the following key points.
The structure of DNA is a double helix. In 1953, James Watson and Francis Crick determined that DNA has a helical structure made up of two strands, with the bases in the middle holding the strands together in pairs. There are four bases: adenine, thymine, cytosine, and guanine. These bases are identified by the letters A, T, C, and G, respectively, and are arranged in a certain sequence.
Topic: Unlocking the Secrets of Genes Skill Level: Remember the Facts Difficulty Level: Difficult
Learning Objective: 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
3.
What is epigenetics? How are epigenetic changes different than genetic changes? Answer: A good answer will include the following key points.
Epigenetics is the study of stable changes in the expression of a particular gene that occur without changes in DNA base sequences. Epigenetic changes affect the expression of a gene without any changes in the sequence of bases in the gene‘s DNA. Genetic changes, such as mutation, involve a change in the sequence of bases within a gene.
Topic: Unlocking the Secrets of Genes Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 3.1.B Describe epigenetics and how it can help us understand the genetic components of thought and behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
4.
Which two processes, during the formation of sperm and eggs, help explain genetic changes within a population? Answer: A good answer will include the following key points.
During the division of the cells that produce sperm and eggs, if an error occurs in the copying of the original DNA sequence, genes can mutate. During the formation of a sperm or an egg, small segments of genetic material cross over from one member of a chromosome pair to another, exchanging places prior to the final cell division. As genes spontaneously mutate and recombine during the production of sperm and eggs, new genetic variations, and therefore potential new traits, keep arising.
Topic: The Genetics of Similarity Skill Level: Remember the Facts Difficulty Level: Moderate
Learning Objective: 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
5.
Briefly, how does the process of natural selection work? Answer: A good answer will include the following key points.
In a given species living in a particular environment, some individuals with a genetically influenced trait tend to be more successful than others in finding food, surviving the elements, and fending off enemies, and are therefore better at staying alive long enough to produce offspring. As a result, the genes of those individuals will become more common in the population, having been ―selected‖ due to their reproductive success. Over many generations, these genes may even spread throughout the species. In contrast, those individuals whose traits are not as adaptive in the struggle for survival will not be as ―reproductively fit‖: they will be more likely to die before reproducing, and their genes—and the traits influenced by those genes—will therefore become less and less common, and may possibly even disappear.
Topic: The Genetics of Similarity Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
6.
Evolutionary biologists often start with an observation about some characteristic and then try to account for it in evolutionary terms. How do evolutionary psychologists apply this same strategy? Use an example based on food preferences to illustrate this evolutionary approach. Answer: A good answer will include the following key points.
Humans faced a variety of challenges in our shared evolutionary past, such as finding food, finding a mate, and surviving long enough to pass on one‘s genes to a subsequent generation. Imagine a long-ago ancestor who was especially poor at differentiating poisonous berries from nutritious ones. Chances are that person wouldn‘t actually have been
anyone’s ancestor at all, because they would have died an early death from eating belladonna or pokeweed! The genes that would have contributed to that trait – ―inaccurate berry selecting‖— would become less and less common in the population, and perhaps eventually be selected out of the population, given their lack of utility. Another group of ancestors, however—let‘s call them ―berry masters‖—would have stood a better chance of surviving long enough to reproduce. Their skill at selecting nutritious berries and avoiding poisonous ones would have conferred an adaptive advantage in that environment for that population.
Topic: The Genetics of Similarity Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
7.
What is meant by the term mental module? Answer: A good answer will include the following key points.
Evolutionary psychologists suggest that cognitive modules developed to handle specific survival problems, such as the need to find food or a mate. Environment and genetics have combined to give us a collection of specialized and independent ―mental modules‖ to handle specific survival problems. A module does not have to correspond to one specific brain area; it may involve several dispersed but interconnected areas of the brain, just as a computer file can be fragmented on a hard drive.
Topic: The Genetics of Similarity Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
8.
What is practice play? How might it be beneficial in an evolutionary sense?
Answer: A good answer will include the following key points.
Practice play occurs among the young of many species who engage in behaviors that later will be used for serious purposes. For example, young kittens will stalk, pounce on, and fight with each other, behaviors that will later be adaptive to obtain food and fight off predators. Human children at play are practicing their social, motor, and linguistic skills. Practice play teaches young members of a species important skills that will be needed for survival.
Topic: The Genetics of Similarity Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 3.2.B List and describe examples of innate human characteristics. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
9.
How can researchers estimate the heritability of a trait? Answer: A good answer will include the following key points.
Scientists currently have no way to estimate the heritability of a trait or behavior directly, so they must infer it by studying people whose degree of genetic similarity is known. Researchers can compare correlations between the traits of adopted children and those of their biological and adoptive relatives, and can use the results to compute an estimate of heritability. Another way to estimate heritability is to compare identical twins with same-sex fraternal twins (also called dizygotic twins). The assumption is that if identical twins are more alike than fraternal twins, then the increased similarity must be due to genetic influences.
Topic: The Genetics of Difference Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 3.4.B Outline the basic design of heritability studies that involves twins and adoptees. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology; 2.1 Use scientific reasoning to interpret psychological phenomena
10. Why do behavioral geneticists seek adopted children as participants in studies of heritability? Answer: A good answer will include the following key points.
Adopted children can be compared to their biological and adoptive relatives. Similarities to their biological relatives are more likely due to genetics. Similarities to their adoptive relatives are more likely due to experience and environment. Researchers can compare correlations between the traits of adopted children and those of their biological and adoptive relatives, and can use the results to compute an estimate of heritability.
Topic: The Genetics of Difference Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 3.4.B Outline the basic design of heritability studies that involve twins and adoptees. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.3 Engage in innovative and integrative thinking and problem-solving
11.
Describe three stressful family circumstances that are associated with reduced mental ability in children. Answer: A good answer will include any three of the following key points.
Having a father who does not live with the family predicts reduced intellectual competence. Having a mother with a history of mental health problems. Having parents with limited work skills. Experiencing a history of stressful events, such as domestic violence, early in life is also predictive of reduced intelligence.
Topic: The Genetics of Difference Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 3.5.C Describe how the environment can either hinder or promote intellectual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Essay Questions
1.
How do new genetic variations arise? After a genetic variation exists, what would cause its frequency in the population to increase until it was fairly common? Answer: A good answer will include the following key points.
New genetic variations can result from spontaneous mutations and chromosomal crossover during the production of sperm and eggs. Mutations produce variant forms of genes, altering one DNA base or occasionally a large part of a chromosome. Chromosomal crossover occurs when small segments of genetic material cross over from one member of a chromosome pair to another. According to the principle of natural selection, the fate of these genetic variations depends on the environment. In a given species living in a particular environment, some individuals with a genetically influenced trait tend to be more successful than others in finding food, surviving the elements, and fending off enemies, and are therefore better at staying alive long enough to produce offspring. As a result, their genes will become more common in the population, having been ―selected‖ due to their reproductive success.
Topic: Unlocking the Secrets of Genes Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 3.1.B Describe epigenetics and how it can help us understand the genetic components of thought and behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
2.
Because of the way humans evolved, many of our characteristics either are present at birth or develop rapidly during maturation. Some of these characteristics, such as standing on two legs, are obvious. Distinguish between five traits that appear to be innate in humans. Answer: A good answer will include the following key points.
Infant reflexes, such as sucking, are innate; this enhances a newborn‘s chances of survival by breastfeeding. An interest in novelty is innate. Human infants will look at and listen to unfamiliar things longer than familiar things.
A desire to explore and manipulate objects is innate. All birds and mammals have this inclination. An impulse to play and fool around is innate. Practice play, for example, helps immature members of a species to develop important survival skills. Basic cognitive abilities to quickly and easily respond to the environment are innate. Young babies also have a rudimentary understanding of numbers.
Topic: The Genetics of Similarity Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 3.2.B List and describe examples of innate human characteristics. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
3.
There is no way to calculate the heritability of a trait or behavior directly, so scientists must infer it. Compare and contrast the two approaches that are used for that purpose. Answer: A good answer will include the following key points.
One way to estimate heritability is to compare adopted children to their biological and adoptive relatives. Similarities to their biological relatives are more likely due to genetics. Similarities to their adoptive relatives are more likely due to experience and environment. Another method is to compare identical twins with same-sex fraternal twins. Although there are some exceptions, most identical twins are genetically identical. In contrast, fraternal twins only share half of their genes. If identical twins are more like each other than fraternal twins, the increased similarity is attributed to genetic influences. Researchers have also studied identical twins that are separated shortly after birth and raised in different environments.
Topic: The Genetics of Difference Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 3.4.B Outline the basic design of heritability studies that involve twins and adoptees. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology; 2.4 Interpret, design and conduct basic psychological research
4.
Outline four risk factors that have been associated with reduced mental abilities in children. How, in contrast, can a stimulating environment promote mental performance? Provide examples where appropriate. Answer: A good answer will include the following key points.
Risk factors associated with reduced mental ability are: Poor prenatal care, including drug use during pregnancy, malnutrition, infections, or smoking Malnutrition before and after birth Exposure to toxins such as lead or pesticides Stressful family circumstances, such as having a father who does not live with the family, a mother with a history of mental health problems, parents with limited work skills, and a history of stressful events such as domestic violence early in life A healthy and stimulating environment can raise mental performance. For example, children living in low-income neighborhoods who received lots of mental enrichment at home and in child care or school, starting in infancy, had much better school achievement than did children in a control group.
Topic: Our Human Diversity: The Case of Intelligence Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 3.5.C Describe how the environment can either hinder or promote intellectual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
5.
When considering the contributions of nature (genetic influences) and nurture (environmental influences) on human behavior, explain why ―and‖ is more appropriate than ―or.‖ Answer: A good answer will include the following key points.
In the early days of psychology (and other sciences), researchers looked for explanations that identified either nature or nurture as the primary—or many times, sole—contributor to a trait or behavior. This approach was very simple in its explanatory power. The answer to ―What causes that to happen?‖ would be either ―It‘s in the genes‖ or ―It‘s a result of environmental forces.‖ Advances in genetics, epigenetics, and behavioral genetics, however, have made it clear that an ―or‖ approach (―It‘s either nature or nurture‖) rarely, if ever, is satisfactory to account for most human behavior. Rather, an ―and‖ approach—both nature and nurture contribute in varying degrees— more accurately captures the hows and whys of behavior.
That makes the scientific quest not so much a search for ―Which is the right one? Nature or nurture?‖ but more of a search for ―How can we accurately assess the relative contribution of both forces?‖
Topic: Beyond Nature Versus Nurture Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 3.5.D Explain how both nature and nurture play an interactive role in shaping behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Integrative Essay Questions: Linking the Chapters
1.
In Chapter 1, the importance of critical thinking was noted. In particular, a critical thinker looks beyond the obvious and resists easy generalizations. Analyze critically the differences between females and males in courtship and mating that are common in cultures around the world and among nonhuman mammals. How would you respond to the following question: Do genes hold culture on a tight leash, a flexible leash, or no leash at all? Answer: A good answer will include the following key points.
In the sociobiological view, males tend to be more promiscuous and prefer young, attractive mates, whereas females tend to be choosier, monogamous, and prefer dominant males who have resources and status. Critics of this sociobiological view, including some evolutionary theorists, have challenged this conclusion on conceptual and methodological grounds, including: The difference between stereotyped conceptions versus actual behavior The recognition that people‘s responses on surveys can be a poor guide to their actual choices and actions The use of convenience rather than representative samples An overemphasis on the Pleistocene period The overarching argument, then, is that genes hold culture on a leash…so the question arises: What kind of leash? To sociobiologists, the leash is short and tight; genes determine behavior regardless of cultural constraints. To evolutionary psychologists, the leash is elastic enough to permit culture to modify evolved biological tendencies, although those tendencies can be pretty powerful. To critics of both sociobiology and evolutionary psychology, cultural variations mean that no single genetically determined sexual strategy exists for human beings. What evolution has bestowed on us, the argument goes, is an amazingly flexible brain. Therefore, in matters of mating, as in all other human behaviors, the leash is long and flexible.
Topic: 1.2 Thinking Critically about Psychology, 3.3 Our Human Heritage: Courtship And Mating Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.3 Engage in innovative and integrative thinking and problem-solving
2.
In Chapter 1, the importance of critical thinking was noted. In particular, a critical thinker knows that after a general question is raised, the next step is to define one‘s terms in a clear and concrete way. Chapter 2 provided even more detail about this process in the discussion of operational definitions. How do behavioral geneticists define the meaning of heritability? What does it mean when a trait is said to be ―highly heritable‖? Answer: A good answer will include the following key points.
Heritability can be defined as a statistical estimate of the proportion of the total variance in some trait that is attributable to genetic differences among individuals within a group. Heritability is expressed as a proportion of the total variance in a trait that is attributable to genetic variation within a group. Because the heritability of a trait is expressed as a proportion (such as .60), the maximum value it can have is 1.0 (equivalent to ―100 percent of the variance‖). Estimates of heritability apply only to a particular group living in a particular environment. Estimates of heritability apply only to the group and not to individuals. High heritability means that a high percentage of the variability of a particular trait within the group is due to genetic factors. High heritability does not mean that the environment is not a factor. Even highly heritable traits can be modified by the environment.
Topic: 1.2 Thinking Critically about Psychology, 2.1 What Makes Psychological Research Scientific?, 3.4 The Genetics of Difference Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. 2.1.A Distinguish among a theory, a hypothesis, and an operational definition. 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.3 Engage in innovative and integrative thinking and problem-solving
3.
In Chapter 2, we learned about the importance of inferential statistics in concluding whether a result was due to chance alone or to some systematic factor. Apply that general principle to the discussion of between-groups differences and within-groups differences in intelligence. How do people who argue for racial or ethnic differences in intelligence promote the idea that something beyond chance is at work? Answer: A good answer will include the following key points.
The cornerstone of all science is the understanding of variability, identifying where differences come from. Some differences may exist between groups. Comparing people in their 40s to children typically shows a clear difference: the 40-year-olds, as a group, are taller than the children. But some differences exist within groups. Within a group of 40-year-olds, some people will be taller or shorter than others, just as within a group of children, some height differences will be evident. Differences within groups are arguably partly genetic; tall parents tend to have tall children. But that doesn‘t mean that differences between groups are also genetic. Between-groups differences represent an average: on average, 40-year-olds are taller than children. What produces that average, though, is a complex mix of many factors: diet, nutrition, probably some genetics, health care, and so on. When applied to intelligence, the same principles hold. Within a group of people—let‘s say Genovians—there are surely differences in intelligence, due in part to genetics. Between groups—let‘s say comparing Genovians as a group to Latverians as a group—there might also be differences, but their origin is much more complex. People who argue for a simple, genetics-based explanation for racial or ethnic differences in intelligence between groups, then, are mistakenly assuming that the difference is due to some systematic factor—one thing, genetics, that explains any differences in full.
Topic: 2.5 Evaluating the Findings, 3.4 The Genetics of Difference Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 2.5.B Explain what a statistically significant research result does and does not indicate, and identify ways in which statistics can be misused or misrepresented. 3.5.B Explain why both between-group and within-group variability are important in arguments about group differences in intelligence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.3 Engage in innovative and integrative thinking and problem-solving
Revel Quizzes
The following questions appear at the end of each module and at the end of the chapter in Revel for Psychology, 14e.
Quiz for Module 3.1
EOM Q3.1.2 1.
The basic units of heredity are called __________. a) genes b) chromosomes Consider This: Differentiate between units of information, carriers of those units, and aggregations of those units. 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. c) RNA Consider This: Differentiate between units of information, carriers of those units, and aggregations of those units. 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. d) noncoding DNA Consider This: Differentiate between units of information, carriers of those units, and aggregations of those units. 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another.
ANS: a Mod No=3.1 Skill Level=Remember Difficulty Level=easy
2.
The four bases within each gene are identified by the letters __________.
a) A - T - C - G
b) A - E - I - O Consider This: Within each gene are four chemical elements that form DNA; these are typically abbreviated to one letter each. 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. c) T - C - B - Y Consider This: Within each gene are four chemical elements that form DNA; these are typically abbreviated to one letter each. 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. d) A - X - G - D Consider This: Within each gene are four chemical elements that form DNA; these are typically abbreviated to one letter each. 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. ANS: a Mod No=3.1 Skill Level=Remember Difficulty Level=easy
EOM Q3.1.3 3. What does whole-genome sequencing involve?
a) Sequencing the entire 3 billion base pairs of DNA that make up the human genome b) Comparing DNA variants in people who share a particular trait with those of people who do not have that trait Consider This: There are many methods for investigating the human genome; some have been around for quite some time, whereas other techniques are more recent. 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. c) Specifically targeting genes that are associated with rare medical disorders Consider This: There are many methods for investigating the human genome; some have been around for quite some time, whereas other techniques are more recent. 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. d) Isolating individual genes that contribute uniquely to specific traits Consider This: There are many methods for investigating the human genome; some have been around for quite some time, whereas other techniques are more recent.
3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. ANS: a Mod No=3.1 Skill Level=Understand Difficulty Level=moderate
EOM Q3.1.4 4. What do genetic mutations produce?
a) Different forms of genes brought about by some type of alteration b) Damaged genes that always lead to illness or death Consider This: Mutation comes from the Latin word ―to change.‖ 3.1.B Describe epigenetics and how it can help us understand the genetic components of thought and behavior. c) Inherited defects that will continue to be passed along genetic lines Consider This: Mutation comes from the Latin word ―to change.‖ 3.1.B Describe epigenetics and how it can help us understand the genetic components of thought and behavior. d) Abrupt changes in personality that are visible at a behavioral level Consider This: Mutation comes from the Latin word ―to change.‖ 3.1.B Describe epigenetics and how it can help us understand the genetic components of thought and behavior. ANS: a Mod No=3.1 Skill Level=Understand Difficulty Level=moderate
EOM Q3.1.5 5. The study of stable changes in the expression of a particular gene that occur without changes in DNA is called __________.
a) epigenetics
b) hereditarian bypass Consider This: Sometimes chemical molecules regulate the activity of genes, but there‘s no corresponding change in DNA base sequences. An emerging field of study looks at how and why this happens. 3.1.B Describe epigenetics and how it can help us understand the genetic components of thought and behavior. c) linkage Consider This: Sometimes chemical molecules regulate the activity of genes, but there‘s no corresponding change in DNA base sequences. An emerging field of study looks at how and why this happens. 3.1.B Describe epigenetics and how it can help us understand the genetic components of thought and behavior. d) ―genome shift‖ Consider This: Sometimes chemical molecules regulate the activity of genes, but there‘s no corresponding change in DNA base sequences. An emerging field of study looks at how and why this happens. 3.1.B Describe epigenetics and how it can help us understand the genetic components of thought and behavior. ANS: a Mod No=3.1 Skill Level=Remember Difficulty Level=easy
Quiz for Module 3.2
EOM Q3.2.1 1.
Which statement correctly summarizes the nature of evolution?
a) Evolution is a change in gene frequencies in a population over many generations. b) Evolution is the process by which an individual organism adapts to its environment. Consider This: Ample evidence from many disciplines supports the process of evolution, although people sometimes misunderstand what it is. Review what evolution refers to and how it takes place. 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. c) Evolution is the study of how one person‘s genes become more fit than another person‘s genes.
Consider This: Ample evidence from many disciplines supports the process of evolution, although people sometimes misunderstand what it is. Review what evolution refers to and how it takes place. 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. d) Evolution explains why species tend to remain stable across different environments. Consider This: Ample evidence from many disciplines supports the process of evolution, although people sometimes misunderstand what it is. Review what evolution refers to and how it takes place. 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. ANS: a Mod No=3.2 Skill Level=Understand Difficulty Level=moderate
EOM Q3.2.2 2. People all over the world display primary emotions using the same facial expressions: smiles for happiness, furrowed brows for anger, or curled upper lips for contempt. People all over the world are also quite accurate at decoding these emotional expressions. According to evolutionary psychologists, why is this?
a) The ability to quickly signal and understand internal emotional states allowed early humans to anticipate the quality of their social interactions. b) All humans are genetically programmed to understand emotion because emotions are part of the genetic inheritance of our species. Consider This: Why might it be useful to infer whether someone is angry or happy from their outward appearance? Why might it be useful to be able to signal your own internal states to others? 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. c) Environmental influences on a person‘s emotional state are not as pronounced as genetic influences on a person‘s tendency to feel happy or angry. Consider This: Why might it be useful to infer whether someone is angry or happy from their outward appearance? Why might it be useful to be able to signal your own internal states to others? 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. d) Facial expressions are shaped by the environments humans find themselves in. Consider This: Why might it be useful to infer whether someone is angry or happy from their outward appearance? Why might it be useful to be able to signal your own
internal states to others? 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. ANS: a Mod No=3.2 Skill Level=Understand Difficulty Level=moderate
EOM Q3.2.3 3. Carlos is pigeon-toed (his feet face inward rather than straight ahead). ―It‘s great!‖ he argues. ―I can shimmy down narrow stadium rows to get to my seat, and no one has to get up. My pigeon-toed feet sure are evolutionarily adaptive.‖ Despite his optimism, why is Carlos misinformed about evolutionary psychology and the principles of inheritance?
a) Carlos assumes that if a trait exists, it must therefore be adaptive. b) Carlos‘s misshapen legs are the result of sleeping in peculiar positions as an infant rather than the product of heredity. Consider This: Many evolved and inherited traits are simply the byproducts of other traits. The existence of a trait and the functionality of that trait are separate issues. 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. c) Carlos isn‘t misinformed; traits wouldn‘t exist in individuals if they weren‘t functional. Consider This: Many evolved and inherited traits are simply the byproducts of other traits. The existence of a trait and the functionality of that trait are separate issues. 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. d) Carlos assumes that his personal evolution has ended; in reality, people continue to change and grow throughout the lifespan. Consider This: Many evolved and inherited traits are simply the byproducts of other traits. The existence of a trait and the functionality of that trait are separate issues. 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. ANS: a Mod No=3.2 Skill Level=Analyze Difficulty Level=difficult
EOM Q3.2.4 4. Which of the following is not a well-documented innate human characteristic?
a) A preference for neutral colors b) An interest in novelty Consider This: You learned about several human characteristics that are either present from birth or develop rapidly as a child matures. Think about those characteristics. 3.2.B List and describe examples of innate human characteristics. c) An impulse to play Consider This: You learned about several human characteristics that are either present from birth or develop rapidly as a child matures. Think about those characteristics. 3.2.B List and describe examples of innate human characteristics. d) A desire for exploration Consider This: You learned about several human characteristics that are either present from birth or develop rapidly as a child matures. Think about those characteristics. 3.2.B List and describe examples of innate human characteristics. ANS: a Mod No=3.2 Skill Level=Remember Difficulty Level=easy
EOM Q3.2.5 5. Why would an impulse for play, exploration, and novelty be evolutionarily adaptive?
a) Those characteristics would help an organism learn about an environment, find sources of food, and generally meet the challenges of daily living. b) Organisms that explore their environments would evolve at a faster rate than those that didn‘t. Consider This: There are several innate human characteristics that are shared to a greater or lesser extent with other species. Why might these characteristics be beneficial? 3.2.B List and describe examples of innate human characteristics. c) Those individuals who risked exploring their environment or trying novel activities would be more likely to die, and therefore eliminated from the gene pool.
Consider This: There are several innate human characteristics that are shared to a greater or lesser extent with other species. Why might these characteristics be beneficial? 3.2.B List and describe examples of innate human characteristics. d) Novelty produces play, and play leads to exploration; therefore, organisms that follow that sequence will pass on their genes to their offspring. Consider This: There are several innate human characteristics that are shared to a greater or lesser extent with other species. Why might these characteristics be beneficial? 3.2.B List and describe examples of innate human characteristics. ANS: a Mod No=3.2 Skill Level=Understand Difficulty Level=moderate
Quiz for Module 3.3
EOM Q3.3.1 1.
What do sociobiologists focus on? a) Evolutionary explanations of social behaviors in animals and humans b) How animal societies develop over time Consider This: Sociobiology is an interdisciplinary field that adopts many of the same explanations as evolutionary psychology and behavioral genetics. 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective.
c) Aggressive competition for resources between species occupying the same environment Consider This: Sociobiology is an interdisciplinary field that adopts many of the same explanations as evolutionary psychology and behavioral genetics. 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. d) The communication patterns that develop within a species Consider This: Sociobiology is an interdisciplinary field that adopts many of the same explanations as evolutionary psychology and behavioral genetics. 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective.
ANS: a Mod No=3.3 Skill Level=Remember Difficulty Level=easy
EOM Q3.3.2 2. Across a wide range of countries, what general trend do women and men report in their preference for a mate?
a) Men say they prefer to marry a woman younger than themselves, whereas women prefer men who are older than themselves. b) Women report that they prefer men with financial resources, whereas men report that they prefer women with stable incomes. Consider This: Evolutionary psychologists point to a documented sex difference in mate preferences as evidence of forces shaped by evolution and natural selection. 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. c) Both men and women report preferring romantic partners about the same age as themselves. Consider This: Evolutionary psychologists point to a documented sex difference in mate preferences as evidence of forces shaped by evolution and natural selection. 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. d) Men prefer women who are financially solvent, whereas women prefer men who are physically attractive. Consider This: Evolutionary psychologists point to a documented sex difference in mate preferences as evidence of forces shaped by evolution and natural selection. 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. ANS: a Mod No=3.3 Skill Level=Understand Difficulty Level=moderate
EOM Q3.3.3
3. Which of the following is not a challenge to the evolutionary view of human sexual strategies?
a) The universalist-drift hypothesis b) The fact that the Pleistocene period is over Consider This: You learned about four challenges to the evolutionary perspective on mating. Review what those challenges are. 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. c) Biased sampling procedures used in data collection
Consider This: You learned about four challenges to the evolutionary perspective on mating. Review what those challenges are. 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. d) That verbal claims don‘t always match behavioral actions
Consider This: You learned about four challenges to the evolutionary perspective on mating. Review what those challenges are. 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. ANS: a Mod No=3.3 Skill Level=Understand Difficulty Level=moderate
EOM Q3.3.4 4. Edward O. Wilson argued that genes hold culture on a leash. What was he referring to?
a) The argument that genetic influences on behavior place a limit on the influence of culture b) The observation that genetics is tied to heredity, but culture can ―roam free‖ Consider This: Many disagreements surrounding the evolutionary perspective on psychology focus on how long and how tight the ―genetic leash‖ is. 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. c) The limited options that are available to women for mate selection, compared to the larger range of options available to men Consider This: Many disagreements surrounding the evolutionary perspective on psychology focus on how long and how tight the ―genetic leash‖ is. 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. d) The ties that bind members of a genetically related group to a particular environment
Consider This: Many disagreements surrounding the evolutionary perspective on psychology focus on how long and how tight the ―genetic leash‖ is. 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. ANS: a Mod No=3.3 Skill Level=Understand Difficulty Level=moderate
EOM Q3.3.5 5. Which of the following statements challenges the evolutionary perspective on human mating strategies?
a) Mating strategies that may have been adaptive during the Pleistocene period may have little relevance to humans living in a modern era. b) There has been a well-documented shift in mate preferences from the 1700s to the 1800s to the 1900s, demonstrating that social evolution has occurred. Consider This: Humans 1,000,000 years ago faced several adaptive challenges related to mate selection, reproduction, and survival. 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. c) Humans living in the Pleistocene period would have had a much larger pool of unattached mates to choose from compared to the limited selection available to modern humans. Consider This: Humans 1,000,000 years ago faced several adaptive challenges related to mate selection, reproduction, and survival. 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. d) According to evolutionary theorists‘ own arguments, people living in the Pleistocene period shouldn‘t have survived long enough to reproduce. Consider This: Humans 1,000,000 years ago faced several adaptive challenges related to mate selection, reproduction, and survival. 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. ANS: a Mod No=3.3 Skill Level=Understand Difficulty Level=moderate
Quiz for Module 3.4
EOM Q3.4.1 1. The proportion of the total variance in a trait that is attributable to genetic variation within a group is also known as __________. a) heritability b) linkage Consider This: When researchers estimate the impact of genetics and the environment in explaining human differences, they often look to this measure of variability. 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. c) genetic shift Consider This: When researchers estimate the impact of genetics and the environment in explaining human differences, they often look to this measure of variability. 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. d) genetic constancy Consider This: When researchers estimate the impact of genetics and the environment in explaining human differences, they often look to this measure of variability. 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. ANS: a Mod No=3.4 Skill Level=Remember Difficulty Level=easy
EOM Q3.4.2 2. Roberto is discussing his psychology class with Qing. ―We learned about the genetic influences on individual differences yesterday. My professor said that shoe size has a heritability estimate of .60. That means that my genes explain 60% of why my feet are so big,‖ boasted Roberto. ―I‘m pretty sure you‘ve got that wrong,‖ replied Qing. ―In fact, are you sure you were even in class yesterday?‖ Why is Qing‘s snarky observation correct?
a) Heritability estimates do not apply to a specific person but only to variations within a group of people.
b) Heritability is computed directly from genetic material rather than estimated; it‘s unlikely the professor collected a blood sample from Roberto during class. Consider This: Heritability estimates are useful, but they are often misinterpreted. Review what heritability reveals and what it doesn‘t. 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. c) Heritability is actually 100% minus a constant; in this case it would be 100% − 60% = 40%. Consider This: Heritability estimates are useful, but they are often misinterpreted. Review what heritability reveals and what it doesn‘t. 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. d) Qing knows that Roberto actually wears a size 6 narrow shoe, and no amount of genes could produce a foot that small on a 300-pound adult. Consider This: Heritability estimates are useful, but they are often misinterpreted. Review what heritability reveals and what it doesn‘t. 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. ANS: a Mod No=3.4 Skill Level=Analyze Difficulty Level=difficult
EOM Q3.4.3 3.
Which of the following is not a caution when interpreting heritability?
a) Heritability estimates are likely to shift depending on the proportion of women to men tested in the environment. b) Even highly heritable traits can be modified by the environment. Consider This: Heritability is an important tool available to help researchers interpret patterns of data. However, heritability must be properly defined and properly understood in order to be helpful. 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. c) Heritability estimates do not apply to a specific person, only to variations within a group of people.
Consider This: Heritability is an important tool available to help researchers interpret patterns of data. However, heritability must be properly defined and properly understood in order to be helpful. 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. d) An estimate of heritability applies only to a particular group living in a particular environment. Consider This: Heritability is an important tool available to help researchers interpret patterns of data. However, heritability must be properly defined and properly understood in order to be helpful. 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. ANS: a Mod No=3.4 Skill Level=Understand Difficulty Level=moderate
4. What percent of genes are shared in common by monozygotic twins?
a) 100% b) 50% Consider This: Monozygotic twinning results when a single egg is fertilized by a single sperm, and then splits in two. 3.4.B Outline the basic design of heritability studies that involve twins and adoptees. c) 25% Consider This: Monozygotic twinning results when a single egg is fertilized by a single sperm, and then splits in two. 3.4.B Outline the basic design of heritability studies that involve twins and adoptees. d) 33% Consider This: Monozygotic twinning results when a single egg is fertilized by a single sperm, and then splits in two. 3.4.B Outline the basic design of heritability studies that involve twins and adoptees. ANS: a Mod No=3.4
Skill Level=Remember Difficulty Level=easy
EOM Q3.4.5 5. How do adoption studies and twin studies shed light on heritability?
a) Done correctly, they can help researchers estimate the relative contributions of genetics and environment when explaining differences in behavior. b) Fraternal twins are plentiful, whereas identical twins are rare; therefore, comparing the two types allows researchers to compute the genetic inheritance of each. Consider This: Adoptees and fraternal and identical twins provide a unique means of investigating heritability. 3.4.B Outline the basic design of heritability studies that involve twins and adoptees. c) Fraternal twins tend to be adopted by different families, whereas identical twins tend to be raised in the same household. Consider This: Adoptees and fraternal and identical twins provide a unique means of investigating heritability. 3.4.B Outline the basic design of heritability studies that involve twins and adoptees. d) Compared to studies conducted using the general population, adoption and twin studies produce more reliable measurements. Consider This: Adoptees and fraternal and identical twins provide a unique means of investigating heritability. 3.4.B Outline the basic design of heritability studies that involve twins and adoptees. ANS: a Mod No=3.4 Skill Level=Understand Difficulty Level=moderate
Quiz for Module 3.5
EOM Q3.5.1 1. A researcher interested in the heritability of intelligence would probably examine a group of people‘s IQ scores, or intelligence quotients. How are IQ scores distributed in the population?
a) Scores near an average of 100 are most common, whereas very high or very low scores are rare. b) Scores typically range from 100 to 200, with scores below 100 indicating mental deficiencies. Consider This: The distribution of IQ scores in the population resembles a normal curve; that allows researchers to interpret the meaning and likelihood of a given set of scores. 3.5.A Discuss the extent to which intelligence may be heritable. c) Scores average 400 on an 800-point scale, with most scores falling between 300 and 500. Consider This: The distribution of IQ scores in the population resembles a normal curve; that allows researchers to interpret the meaning and likelihood of a given set of scores. 3.5.A Discuss the extent to which intelligence may be heritable. d) Scores near an average of 85 are most common, whereas scores higher than 85 are rare. Consider This: The distribution of IQ scores in the population resembles a normal curve; that allows researchers to interpret the meaning and likelihood of a given set of scores. 3.5.A Discuss the extent to which intelligence may be heritable. ANS: a Mod No=3.5 Skill Level=Understand Difficulty Level=moderate
EOM Q3.5.2 2. Which siblings show the highest degree of correlation in their IQ scores?
a) Identical twins reared together in the same household b) Fraternal twins reared together in the same household Consider This: Remember what you learned about twin and adoption studies, and how they shed light on the genetic and environmental influences on traits and behaviors. 3.5.A Discuss the extent to which intelligence may be heritable. c) Nontwin biological siblings reared together in the same household Consider This: Remember what you learned about twin and adoption studies, and how they shed light on the genetic and environmental influences on traits and behaviors. 3.5.A Discuss the extent to which intelligence may be heritable.
d) Identical twins reared apart in different households Consider This: Remember what you learned about twin and adoption studies, and how they shed light on the genetic and environmental influences on traits and behaviors. 3.5.A Discuss the extent to which intelligence may be heritable. ANS: a Mod No=3.5 Skill Level=Remember Difficulty Level=easy
EOM Q3.5.3 3. Thinking critically about between-group and within-group differences in intelligence and the hereditary and environmental influences that contribute to those differences would lead to which conclusion?
a) Intelligence test differences among cultural, ethnic, or national groups are not permanent, genetically determined, or evidence of any group‘s innate superiority. b) Intelligence tests measure innate abilities; therefore, any differences between groups must reflect differences in genetic inheritance between those groups. Consider This: Documenting differences between the average intelligence test scores of two groups is not the same as explaining what produces those differences. 3.5.B Explain why both between-group and within-group variability are important in arguments about group differences in intelligence. c) Intelligence is a result of a person‘s environment because genetic material is roughly the same across most groups of humans. Consider This: Documenting differences between the average intelligence test scores of two groups is not the same as explaining what produces those differences. 3.5.B Explain why both between-group and within-group variability are important in arguments about group differences in intelligence. d) Intelligence test differences among cultural, ethnic, or national groups only reflect biases in the way the intelligence tests are constructed and administered. Consider This: Documenting differences between the average intelligence test scores of two groups is not the same as explaining what produces those differences. 3.5.B Explain why both between-group and within-group variability are important in arguments about group differences in intelligence. ANS: a Mod No=3.5
Skill Level=Analyze Difficulty Level=difficult
EOM Q3.5.4 4. What conclusion can we reach about environmental hindrances to mental ability, such as poor prenatal care, exposure to toxins, or stressful family circumstances?
a) Children exposed to these environmental hindrances can have lower IQ scores, compared to children raised in enriched environments. b) Environmental hindrances affect intellectual development between the ages of birth and 5 years, but after that deprived children rebound quickly and resume normal intellectual functioning. Consider This: Several environmental factors can contribute to either hindering or promoting intellectual development. 3.5.C Describe how the environment can either hinder or promote intellectual development. c) The presence of even a single environmental hazard will decrease IQ scores by 12 points. Consider This: Several environmental factors can contribute to either hindering or promoting intellectual development. 3.5.C Describe how the environment can either hinder or promote intellectual development. d) Environmental hindrances have less of an impact on children with strong inherited mental agility compared to children with weaker genetic material. Consider This: Several environmental factors can contribute to either hindering or promoting intellectual development. 3.5.C Describe how the environment can either hinder or promote intellectual development. ANS: a Mod No=3.5 Skill Level=Understand Difficulty Level=moderate
EOM Q3.5.5 5. After reading this chapter, what‘s the correct conclusion to reach regarding the effects of heredity and the environment on shaping a human being?
a) ―Nature and nurture‖ b) ―Nature versus nurture‖
Consider This: Virtually every outcome you‘ve learned about in the current chapter points to the same conclusion; how would you summarize that conclusion in a simple phrase? 3.5.D Explain how both nature and nurture play an interactive role in shaping behavior. c) ―Nature or nurture‖ Consider This: Virtually every outcome you‘ve learned about in the current chapter points to the same conclusion; how would you summarize that conclusion in a simple phrase? 3.5.D Explain how both nature and nurture play an interactive role in shaping behavior. d) ―Nature before nurture‖ Consider This: Virtually every outcome you‘ve learned about in the current chapter points to the same conclusion; how would you summarize that conclusion in a simple phrase? 3.5.D Explain how both nature and nurture play an interactive role in shaping behavior. ANS: a Mod No=3.5 Skill Level=Understand Difficulty Level=moderate
Chapter 3 Quiz
EOC Q3.1 1.
Chromosomes consist of threadlike strands of __________. a) DNA molecules b) RNA molecules Consider This: Chromosomes house genes, and genes consist of small segments of the strands described here. 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. c) CNA molecules Consider This: Chromosomes house genes, and genes consist of small segments of the strands described here. 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another.
d) Ribovax Consider This: Chromosomes house genes, and genes consist of small segments of the strands described here. 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. ANS: a Mod No=3.1 Skill Level=Remember Difficulty Level=easy
EOC Q3.2 2. A segment of DNA that varies across individuals, has a known location on a chromosome, and can function as a landmark for a gene implicated in a physical or mental condition is known as a __________.
a) genetic marker b) part-whole genome Consider This: Some genetic material can function as a kind of ―landmark‖ for scientists studying genetics and heredity. 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. c) part-whole gene Consider This: Some genetic material can function as a kind of ―landmark‖ for scientists studying genetics and heredity. 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. d) genome Consider This: Some genetic material can function as a kind of ―landmark‖ for scientists studying genetics and heredity. 3.1.A Explain how genes, chromosomes, DNA, and genomes all relate to one another. ANS: a Mod No=3.1 Skill Level=Remember Difficulty Level=easy
EOC Q3.3
3. Epigenetics is an exciting new field of study that has vast implications for our understanding of how genetic information influences behavior. What is the process of epigenetics like?
a) Chemical molecules that regulate the activity of genes act like software that instructs genetic hardware to become active or inactive. b) ―Epigenes‖ are a synonym for ―mutations,‖ and mutations cause genetic material to transform for a limited time and for a limited purpose. Consider This: Epigenetics involves stable changes in a gene‘s expression, which in turn influences the expression of a trait. 3.1.B Describe epigenetics and how it can help us understand the genetic components of thought and behavior. c) Segments of DNA get clipped from ribostatin molecules, and those segments get recombined to produce new genetic material. Consider This: Epigenetics involves stable changes in a gene‘s expression, which in turn influences the expression of a trait. 3.1.B Describe epigenetics and how it can help us understand the genetic components of thought and behavior. d) Genetic material is like a software program that needs an environmental setting to serve as a hardware platform; when the two combine, epigenesis takes place. Consider This: Epigenetics involves stable changes in a gene‘s expression, which in turn influences the expression of a trait. 3.1.B Describe epigenetics and how it can help us understand the genetic components of thought and behavior. ANS: a Mod No=3.1 Skill Level=Understand Difficulty Level=moderate
EOC Q3.4 4. __________ refers to a change in gene frequencies within a population, whereas __________ refers to a process by which some individuals with genetically influenced traits (that are adaptive to a particular environment) survive and reproduce in greater numbers. a) Evolution; natural selection b) Natural selection; evolution Consider This: The two concepts described in the question both contribute to our understanding of the genetics of similarity. 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population.
c) Evolution; modular punctuation Consider This: The two concepts described in the question both contribute to our understanding of the genetics of similarity. 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. d) Epigenesis; natural selection Consider This: The two concepts described in the question both contribute to our understanding of the genetics of similarity. 3.2.A Explain how natural selection contributes to changes in gene frequencies in a population. ANS: a Mod No=3.2 Skill Level=Remember Difficulty Level=easy
EOC Q3.5 5. What is an example of an innate reflex that infants are born with and that contributes to survival?
a) Sucking b) Cooing Consider This: Which of these examples is both reflexive and adaptive? 3.2.B List and describe examples of innate human characteristics. c) Crawling Consider This: Which of these examples is both reflexive and adaptive? 3.2.B List and describe examples of innate human characteristics. d) Pointing Consider This: Which of these examples is both reflexive and adaptive? 3.2.B List and describe examples of innate human characteristics. ANS: a Mod No=3.2 Skill Level=Remember Difficulty Level=easy
EOC Q3.6 6. Human babies can seem downright annoying at times. They grab at whatever is in reach, they bang on tables and chairs, and they‘re fascinated by shaking rattles or squeaking toys. Why are these behaviors to be expected, and in fact why are they adaptive?
a) A desire to explore and manipulate objects is an innate human characteristic that contributes to mastering one‘s environment. b) These behaviors signal distress to a caregiver, so that needy infants can stay alive. Consider This: Babies all over the world and across generations have shown these same kinds of behaviors. 3.2.B List and describe examples of innate human characteristics. c) Babies aren‘t socialized to the rules and expectations of the societies in which they live; therefore, these actions allow parents to correct unwanted behaviors. Consider This: Babies all over the world and across generations have shown these same kinds of behaviors. 3.2.B List and describe examples of innate human characteristics. d) Self-expression is a fundamental human drive, possibly genetic, so babies are just enacting a preprogrammed sequence of behaviors. Consider This: Babies all over the world and across generations have shown these same kinds of behaviors. 3.2.B List and describe examples of innate human characteristics. ANS: a Mod No=3.2 Skill Level=Understand Difficulty Level=moderate
EOC Q3.6 7. Why would men desire a younger woman as a mate, according to sociobiological and evolutionary explanations?
a) It is adaptive for males to want young and fertile females and to inseminate as many females as possible. b) Males want to know that a potential mate will stay with them to help with childrearing, and younger females would maximize that time span. Consider This: Sociobiologists and evolutionary psychologists offer a coherent explanation for why women and men might differ in their preference for mates. Think about the general forces that evolutionary psychologists emphasize in their approach
to explaining behavior. 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. c) It is adaptive for males to seek females with material resources, and younger females generally have greater opportunities for that than do older females. Consider This: Sociobiologists and evolutionary psychologists offer a coherent explanation for why women and men might differ in their preference for mates. Think about the general forces that evolutionary psychologists emphasize in their approach to explaining behavior. 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. d) Males know that a younger female will be closer in age to their offspring and therefore be better caregivers because of those psychological and behavioral similarities. Consider This: Sociobiologists and evolutionary psychologists offer a coherent explanation for why women and men might differ in their preference for mates. Think about the general forces that evolutionary psychologists emphasize in their approach to explaining behavior. 3.3.A Compare the sexual strategies of females and males, according to the sociobiological perspective. ANS: a Mod No=3.3 Skill Level=Understand Difficulty Level=moderate
EOC Q3.8 8. In many societies, men are expected to be promiscuous and aggressive, whereas women are thought to be choosy and coy. How do these conceptions cloud our understanding of gender differences in dating and mating?
a) Stereotypes and expectations for behavior are not always the same as actual behavior. b) Genetic constraints are different for women and men. Consider This: Think critically about the kind and quality of evidence that might go into these conceptions of female and male behavior. 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. c) There‘s no evolutionary reason women and men should act in these ways. Consider This: Think critically about the kind and quality of evidence that might go into these conceptions of female and male behavior. 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. d) Most women and men are equally promiscuous in the majority of societies.
Consider This: Think critically about the kind and quality of evidence that might go into these conceptions of female and male behavior. 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. ANS: a Mod No=3.3 Skill Level=Understand Difficulty Level=moderate
EOC Q3.9 9. The study of gender differences in mating preferences and sexual behavior can be hampered by __________ samples and perhaps enhanced by __________ samples.
a) convenience; representative b) representative; convenience Consider This: The answers obtained to surveys and interviews often depend on who gets asked in the first place. Our understanding of sexual attitudes and behaviors might change based on sampling procedures. 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. c) haphazard; convenience Consider This: The answers obtained to surveys and interviews often depend on who gets asked in the first place. Our understanding of sexual attitudes and behaviors might change based on sampling procedures. 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. d) unbiased; representative Consider This: The answers obtained to surveys and interviews often depend on who gets asked in the first place. Our understanding of sexual attitudes and behaviors might change based on sampling procedures. 3.3.B Discuss the challenges to the evolutionary view of human sexual strategies. ANS: a Mod No=3.3 Skill Level=Understand Difficulty Level=moderate
EOC Q3.10
10.
When behavioral geneticists compute heritability, what does it refer to?
a) The proportion of the total variance in a trait that is attributable to genetic variation within a group b) The extent to which a given individual‘s behaviors can be explained as being due to genetic factors Consider This: Heritability is an important concept that is sometimes misinterpreted in its calculation and application. 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. c) An estimate of the contribution of genetic factors to a given trait divided by the contribution of environmental factors to that same trait Consider This: Heritability is an important concept that is sometimes misinterpreted in its calculation and application. 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. d) A baseline estimate of the percent of variance in a trait in an individual that is due to unchanging, genetically based, inherited factors Consider This: Heritability is an important concept that is sometimes misinterpreted in its calculation and application. 3.4.A Explain what heritability refers to, and discuss important facts about heritability to keep in mind when discussing genetic contributions to behavior. ANS: a Mod No=3.4 Skill Level=Understand Difficulty Level=moderate
EOC Q3.11 11.
How does the study of adopted children (and their biological and adoptive parents) shed light on heritability?
a) Adopted children share genetics (but not environment) in common with their biological parents but share environment (but not genetics) in common with their adoptive parents. b) Adopted children can be located easily through adoption services, so their biological lineage is easier to determine, which in turn allows a computation of heritability. Consider This: Studies of adopted children, like studies of fraternal or identical twins, offer a unique perspective on estimating the contributions of heredity and the
environment to human traits and behaviors. 3.4.B Outline the basic design of heritability studies that involve twins and adoptees. c) Adopted children tend to be adopted by parents who share the same values, goals, and interests as the children; therefore, the similarity between parents and child can be estimated. Consider This: Studies of adopted children, like studies of fraternal or identical twins, offer a unique perspective on estimating the contributions of heredity and the environment to human traits and behaviors. 3.4.B Outline the basic design of heritability studies that involve twins and adoptees. d) Adopted children may or may not share both genetics and environment in common with their adoptive parents; by finding these special cases researchers can estimate heritability. Consider This: Studies of adopted children, like studies of fraternal or identical twins, offer a unique perspective on estimating the contributions of heredity and the environment to human traits and behaviors. 3.4.B Outline the basic design of heritability studies that involve twins and adoptees. ANS: a Mod No=3.4 Skill Level=Understand Difficulty Level=moderate
EOC Q3.12 12.
What evidence indicates that the kind of intellectual abilities measured on intelligence tests may be partly heritable?
a) Correlations among intelligence test scores of people who share varying degrees of genetic overlap form a clear pattern. b) Common observation illustrates that smart parents generally have smart children. Consider This: One application of studying heritability has been to identify the degree of genetic and environmental contributions to performance on measures of intelligence. What have researchers learned about this topic? 3.5.A Discuss the extent to which intelligence may be heritable. c) Intelligence tests measure innate abilities, and an innate ability would be produced by genetics rather than by the environment. Consider This: One application of studying heritability has been to identify the degree of genetic and environmental contributions to performance on measures of intelligence. What have researchers learned about this topic? 3.5.A Discuss the extent to which intelligence may be heritable.
d) The effects of the environment on intellectual abilities account for less than 5% of the total variance in intelligence test scores. Consider This: One application of studying heritability has been to identify the degree of genetic and environmental contributions to performance on measures of intelligence. What have researchers learned about this topic? 3.5.A Discuss the extent to which intelligence may be heritable. ANS: a Mod No=3.5 Skill Level=Understand Difficulty Level=moderate
EOC Q3.13 13.
Which statement regarding the specific genes involved in intelligence is the most accurate?
a) Multiple genes likely play a role in intelligence, but genome-wide studies have not definitively identified them yet. b) Research has isolated 15 specific gene variants linked to intelligence, and they explain 25% of the variance in IQ scores. Consider This: Intelligence is a complex phenomenon with contributions from many genetic and environmental sources. 3.5.B Explain why both between-group and within-group variability are important in arguments about group differences in intelligence. c) Twin studies have implicated several major genes involved in intelligence. Consider This: Intelligence is a complex phenomenon with contributions from many genetic and environmental sources. 3.5.B Explain why both between-group and within-group variability are important in arguments about group differences in intelligence. d) Because most studies have found very low heritability estimates for IQ, there is no good rationale for investigating the specific genes involved in intelligence. Consider This: Intelligence is a complex phenomenon with contributions from many genetic and environmental sources. 3.5.B Explain why both between-group and within-group variability are important in arguments about group differences in intelligence. ANS: a Mod No=3.5
Skill Level=Analyze Difficulty Level=difficult
EOC Q3.14 14. Imagine that both Sam and Mike each were born with 20 units of ―genetic intelligence.‖ Sam grows up in an environment full of books, stimulation, and parental attention. Mike grows up in an environment full of monotony, malnutrition, and parental neglect. Despite their equivalence on ―genetic intelligence,‖ what would you predict about Sam‘s and Mike‘s intellectual development?
a) Sam is likely to show better performance on intelligence tests and other measures of mental ability than is Mike. b) Mike is likely to show better performance on intelligence tests and other measures of mental ability than is Sam. Consider This: Genetics makes a contribution to the kind of intellectual abilities measured on intelligence tests, but it is not the sole determinant. 3.5.C Describe how the environment can either hinder or promote intellectual development. c) Sam is likely to show worse performance on intelligence tests and other measures of mental ability than is Mike. Consider This: Genetics makes a contribution to the kind of intellectual abilities measured on intelligence tests, but it is not the sole determinant. 3.5.C Describe how the environment can either hinder or promote intellectual development. d) Both Sam and Mike are likely to show comparable performance on intelligence tests and other measures of mental ability. Consider This: Genetics makes a contribution to the kind of intellectual abilities measured on intelligence tests, but it is not the sole determinant. 3.5.C Describe how the environment can either hinder or promote intellectual development. ANS: a Mod No=3.5 Skill Level=Analyze Difficulty Level=difficult
EOC Q3.15 15.
Genetics and the environment interact to produce behavior, although __________.
a) determining the relative contributions of each source can sometimes be difficult b) genetics always has a larger impact than the environment
Consider This: Relatively few people still argue for a ―nature versus nurture‖ position, and instead adopt a ―nature and nurture‖ view of what produces human behavior. 3.5.D Explain how both nature and nurture play an interactive role in shaping behavior. c) the environment always has a larger impact than genetics Consider This: Relatively few people still argue for a ―nature versus nurture‖ position, and instead adopt a ―nature and nurture‖ view of what produces human behavior. 3.5.D Explain how both nature and nurture play an interactive role in shaping behavior. d) for some individuals one source explains behavior more completely than the other source Consider This: Relatively few people still argue for a ―nature versus nurture‖ position, and instead adopt a ―nature and nurture‖ view of what produces human behavior. 3.5.D Explain how both nature and nurture play an interactive role in shaping behavior. ANS: a Mod No=3.5 Skill Level=Understand Difficulty Level=moderate
TOTAL ASSESSMEN T Topic/
Chapter 4 THE BRAIN AND THE NERVOUS SYSTEM
GUIDE
Remember the Facts
Understand the Concepts
Apply What You Know
Analyze It
Learning Objective POP QUIZ 1
Multiple Choice
1,3-9
10
2
POP QUIZ 2
Multiple Choice
2,4,5,7-10
1
3,6
Multiple Choice
1-6,9,10,12-15, 17-20
7
8,11,16,22-26
True/False
1-10,12-17
11
The Nervous System: A Basic Blueprint 4.1.A – Describe the primary functions of the central nervous system, and name its two main structures. 4.1.B – List the major structures and major divisions of the peripheral nervous system, and describe their primary functions.
Short Answer
1,3,4
21
2
Essay
1,2
Integrative Essay Communication in the Nervous System 4.2.A – Compare the functions of neurons and glial cells. 4.2.B – Describe each of the three main parts of a neuron, and explain their functions. 4.2.C – Explain how stem cells contribute to the process of neurogenesis. 4.2.D – Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. 4.2.E – Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior.
Mapping the Brain 4.3.A – Describe techniques researchers use for manipulating the brain and observing the behavior that results. 4.3.B – Describe techniques researchers use for manipulating behavior and observing the effects on the brain.
Multiple Choice
27-44,47-49,5154,56-61,63,64, 67,70,73-82, 84,86-105,107
True/False
18-59
Short Answer
5-8,10,11
50,62,65,66,68 , 69,71,72,106
45,46,83,85
9,12
Essay
3,4,6
Integrative Essay
108111,113,114, 117,118,120122
True/False
60-69
Short Answer
15
Integrative Essay
5 1
Multiple Choice
Essay
55
123
112,115,116,1 19
13,14 7
Topic/
Remember the Facts
Understand the Concepts
Apply What You Know
Multiple Choice
124130,132,135, 136,138,139,141 -152,154160,162, 164170,173-177
137,140,161, 163,171,172
131,133,134, 153,178
True/False
70-99,101-104
Short Answer
16-19,22-24
Analyze It
Learning Objective
A Tour Through The Brain 4.4.A – List and describe the unctions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. 4.4.B – Describe the location and function of the thalamus. 4.4.C – Describe the locations and functions of the hypothalamus and pituitary gland.
4.4.D – Describe the location and function of the amygdala.
4.4.E – Describe the location and function of the hippocampus.
4.4.F – Describe the functions of the cerebrum and the corpus callosum.
100 20,21
Essay
8,10
9
Integrative Essay
4.4.G – Understand the ocation of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex.
The Two Hemispheres of he Brain
4.5.A – Discuss the basic ormat of a split-brain experiment and what such esults reveal about the unctioning of the cerebral hemispheres.
4.5.B – Describe why the two hemispheres of the brain are allies rather than opponents.
The Flexible Brain 4.6.A – Define neural plasticity, and summarize the main evidence that the brain has the ability to change in esponse to new experiences.
4.6.B – Discuss the elationship between cultural orces and brain function.
4.6.C – Summarize cautions surrounding the conclusion hat sex differences in the brain are linked to sex differences in behavior.
Multiple Choice
180182,184,186188
True/False
105-112
Short Answer
25-27
183,185,189
179
Essay Integrative Essay
2
Multiple Choice True/False
194,195 113-119
Short Answer Essay Integrative Essay
120 28
11
191
190,192,193
Name __________________________________________________________
Chapter 4 – Pop Quiz 1
1.
A collection of neurons and supportive tissue running from the base of the brain down the center of the back, protected by a column of bones, is called the __________. a. spinal cord b. cerebellum c.
somatic nervous system
d. amygdala
2.
Latesha blinks as she steps off the school bus and walks into a gust of wind. This automatic reaction is regulated by the __________. a. spinal cord b. lower part of her brain c.
hormonal activity in her body
d. hippocampus
3.
The somatic nervous system is also called the __________. a. sympathetic nervous system b. parasympathetic nervous system c.
central nervous system
d. skeletal nervous system
4.
A cell that conducts electrochemical signals and is the basic unit of the nervous system is called a __________. a. glial cell b. neuron c.
neurotransmitter
d. synapse
5.
Glial cells make up around __________ of the brain‘s cells. a. 10 percent b. 25 percent c.
50 percent
d. 90 percent
6.
Which part of the neuron transmits messages to other neurons, muscles, or gland cells? a. the cell body b. dendrites c.
the axon
d. glial cells
7.
Compared to the others, which neurotransmitter primarily affects neurons involved in muscle action, arousal, vigilance, memory, and emotion? a. serotonin b. GABA c.
acetylcholine
d. norepinephrine
8.
When __________ is used, brain cells are stimulated using a powerful magnetic field produced by a wire coil placed on a person‘s head that temporarily stimulates or inactivates neural circuits. a. positron-emission tomography (PET) b. functional magnetic resonance imaging (fMRI) c.
transcranial direct current stimulation (tDCS)
d. transcranial magnetic stimulation (TMS)
9.
The __________ is a structure in the brain stem that is involved in activities such as sleeping, waking, and dreaming. a. medulla
b. pons c.
thalamus
d. cerebellum
10.
Researchers took photographs of different faces, cut them down the middle vertically, and pasted different halves together to form composite faces. The reconstructed photographs were flashed quickly to split-brain patients. It was found that the split-brain patients would __________. a. name the person in the left part of the image and point with the right hand to the left image b. name the person in the right part of the image and point with the left hand to the left image c.
name the person in the right part of the image and point with the right hand to the left image
d. name the person in the left part of the image and point with the left hand to the right image
Chapter 4 – Pop Quiz 1 Answer Key
1.
a
Rationale: The spinal cord is a collection of neurons and supportive tissue running from the base of the brain down the center of the back, protected by a column of bones. The spinal cord is located within the vertebral column. (Remember the Facts, Easy, LO 4.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
2.
b
Rationale: Reflexes that occur above the neck are controlled by the lower parts of the brain. (Apply What You Know, Difficult, LO 4.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena)
3.
d
Rationale: The somatic nervous system is also called the skeletal nervous system. (Remember the Facts, Moderate, LO 4.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
4.
b
Rationale: The neuron is the basic unit of nervous system function. It uses electrochemical signals to communicate with other cells. (Remember the Facts, Easy, LO 4.2.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
5.
c
Rationale: An adult brain contains about 171 billion cells, about evenly divided between neurons and glia. (Remember the Facts, Moderate, LO 4.2.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
6.
c
Rationale: The axon transmits information to other neurons, to skeletal muscle, and to gland cells. (Remember the Facts, Easy, LO 4.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
7.
c
Rationale: Acetylcholine affects neurons involved in muscle action, arousal, vigilance, memory, and emotion. (Remember the Facts, Easy, LO 4.2.E, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
8.
d
Rationale: Transcranial magnetic stimulation (TMS) is a method of stimulating brain cells, using a powerful magnetic field produced by a wire coil placed on a person‘s head, that can be used by researchers to temporarily stimulate or inactivate neural circuits. (Remember the Facts, Easy, LO 4.3.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
9.
b
Rationale: The pons is involved in (among other things) sleeping, waking, and dreaming. (Remember the Facts, Easy, LO 4.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
10.
b
Rationale: In the split-brain patient, each hemisphere perceives information in the opposite half of the visual field. Thus, they can verbally describe only what they see in the right half of the visual field, though they can indicate, with their left hand, what they saw in the left half of the visual field. (Understand the Concepts, Difficult, LO 4.5.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena)
Name __________________________________________________________
Chapter 4 – Pop Quiz 2
1.
Which statement is true of spinal reflexes? a. They are not automatic and require conscious effort. b. Spinal reflexes control such responses as withdrawing from a painful stimulus, sneezing, and blinking. c.
They involve sending sensory messages to the spinal cord that immediately trigger a motor response.
d. They require sensory information to be sent to the brain and then back down to the spinal cord.
2.
__________ carry commands from the central nervous system to muscles, glands, and internal organs. a. Motor nerves b. Sensory nerves c.
Dendrites
d. Glial cells
3.
On a hike through the hills, Eero feels a bug crawling up his leg under his pants. Which bodily system plays a primary role in Eero being aware of the bug? a. sympathetic nervous system b. endocrine system c.
somatic nervous system
d. autonomic nervous system
4.
__________ are the brain‘s communication specialists, transmitting information to, from, and within the central nervous system. a. Neurotransmitters b. Neurons c.
Glial cells
d. Hormones
5.
Which part of a neuron acts like an antenna to receive messages from other neurons and transmit these messages toward the cell body? a. neurotransmitters b. dendrites c.
axons
d. glial cells
6.
Emily is told by her physician that her symptoms are caused by the loss of myelin. Her diagnosis is most likely to be __________. a. Parkinson‘s disease b. Alzheimer‘s disease c.
multiple sclerosis
d. epilepsy
7.
Which neurotransmitter functions as the major inhibitory neurotransmitter in the brain? a. glutamate b. GABA c.
acetylcholine
d. norepinephrine
8.
A PET scan __________. a. records brain waves through electrodes taped to the scalp b. records biochemical changes in the brain as they are happening c.
stimulates the brain by producing a magnetic field through a wire coil
d. uses radio frequencies and a magnetic field to produce images of the brain
9.
The __________ is involved in classical conditioning and remembering simple skills. a. pons b. medulla c.
reticular activating system
d. cerebellum
10.
Linguistic and analytic skills are typically handled by the __________. a. right half of the brain b. left half of the brain c.
top half of the brain
d. back half of the brain
Chapter 4 – Pop Quiz 2 Answer Key
1.
c
Rationale: Spinal reflexes are automatic responses that occur without conscious effort. In fact, spinal reflexes do not even require the brain to occur. Reflexes above the neck, such as sneezing and blinking, are not spinal reflexes because they involve the lower part of the brain rather than the spinal cord. (Understand the Concepts, Moderate, LO 4.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains)
2.
a
Rationale: Motor nerves carry commands from the central nervous system to muscles, glands, and internal organs. (Remember the Facts, Easy, LO 4.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
3.
c
Rationale: Sensory information from the skin is carried to the spinal cord by sensory nerves, a part of the somatic nervous system. (Apply What You Know, Moderate, LO 4.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena)
4.
b
Rationale: Neurons are the brain‘s communication specialists, transmitting information to, from, and within the central nervous system. (Remember the Facts, Easy, LO 4.2.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
5.
b
Rationale: Dendrites receive information from other neurons and transmit these messages toward the cell body. (Remember the Facts, Easy, LO 4.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
6.
c
Rationale: Multiple sclerosis is a disorder involving the loss of myelin in the brain. (Apply What You Know, Moderate, LO 4.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena)
7.
b
Rationale: GABA (gamma aminobutyric acid) is the most common inhibitory neurotransmitter in the brain. (Remember the Facts, Easy, LO 4.2.E, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
8.
b
Rationale: In a PET scan, a radioactively labeled substance such as glucose is injected. The most active cells absorb the most glucose. Therefore, it is possible to scan the brain to see which cells are active in a particular task. (Remember the Facts, Easy, LO 4.3.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
9.
d
Rationale: In addition to being involved in motor coordination, posture, and balance, the cerebellum is involved in classical conditioning and remembering simple skills. (Remember the Facts, Moderate, LO 4.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
10.
b
Rationale: For most people, analytic skills and language are primarily left hemisphere functions, whereas the right hemisphere is more important for processing spatial information, including recognizing faces. (Remember the Facts, Easy, LO 4.5.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
Multiple Choice Questions
1.
The function of a __________ is to gather and process information, produce responses to stimuli, and coordinate the workings of different cells. a. cardiovascular system b. respiratory system c.
nervous system
d. lymphatic system Answer: c Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Nervous systems are specialized to receive information from the environment and from the body, analyze that information, and then command the body to make appropriate responses.
2.
The nervous system is divided into two main parts, __________. a. the central nervous system and the peripheral nervous system b. the brain and the spinal cord c.
the autonomic nervous system and the somatic nervous system
d. the brain and the nerves Answer: a Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: The two divisions of the nervous system are the central nervous system and the peripheral nervous system.
3.
The __________ receives, processes, interprets, and stores incoming information from the senses and also sends out messages destined for muscles, glands, and internal organs. a. cardiovascular system b. central nervous system c.
endocrine system
d. lymphatic system Answer: b Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The function of the central nervous system as a whole is to receive and analyze information, store information for later use, determine appropriate responses, and send out commands to enact those responses.
4.
The central nervous system is composed of the __________. a. parasympathetic and sympathetic divisions b. brain and spinal cord c.
muscles and glands
d. sense organs and sensory neurons Answer: b Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: The central nervous system is the portion of the nervous system consisting of the brain and spinal cord.
5.
An important role of the spinal cord is the __________. a. processing and storing of incoming sensory information b. control of reflexes above the neck c.
monitoring of the activity of the internal organs
d. control of automatic reflexes below the neck Answer: d Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: One function of the spinal cord is the control of basic reflexes. Other functions are the responsibility of the brain.
6.
The long bundle of neurons that carries messages to and from the body to the brain and is responsible for very fast, life-saving reflexes is called the ________. a. spinal cord b. cerebellar nucleus c.
somatic nervous system
d. neuronal network Answer: a Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: The spinal cord is a collection of neurons and supportive tissue running from the base of the brain down the center of the back, protected by a column of bones. The spinal cord is located within the vertebral column.
7.
Which statement is true of spinal reflexes? a. They require conscious effort to enact. b. Spinal reflexes control such activities as sneezing and blinking. c.
They involve sending sensory messages to the spinal cord that immediately trigger a motor response.
d. Spinal reflexes require sensory information to be sent to the brain and then back down to the spinal cord. Answer: c Topic: The Nervous System: A Basic Blueprint Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Spinal reflexes are automatic responses that occur without conscious effort. Reflexes above the neck, such as sneezing and blinking, are not spinal reflexes because they involve the lower part of the brain rather than the spinal cord.
8.
Milos touches a hot stove and immediately pulls his hand away. This quick response occurs because __________. a. spinal reflexes are automatic, requiring no conscious effort b. the brain interprets the pain and responds quickly c.
Milos‘s glands have secreted an abundance of hormones
d. pain information is sent to the brain faster than other sensory information Answer: a Topic: The Nervous System: A Basic Blueprint Skill Level: Apply What You Know Difficulty Level: Moderate
Learning Objective: 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The withdrawal reflex described here is an example of a spinal reflex. Spinal reflexes do not require the help of the brain, so they can occur very quickly.
9.
Reflexes that occur above the neck, such as sneezing and blinking, are controlled by the __________. a. spinal cord b. sympathetic nervous system c.
brain
d. parasympathetic nervous system Answer: c Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Reflexes above the neck are controlled by the lower part of the brain, whereas the spinal cord controls reflexes in the rest of the body.
10.
Reflexes below the neck, such as pulling a hand away from a hot stove, are controlled by the __________. a. spinal cord b. sympathetic nervous system c.
brain
d. parasympathetic nervous system Answer: a Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Reflexes above the neck are controlled by the brain stem, while the spinal cord controls reflexes in the rest of the body.
11.
Shayla blinks as she steps off the school bus and walks into a gust of wind. This automatic reaction is regulated by the __________. a. spinal cord b. lower part of her brain c.
hormonal activity in her body
d. hippocampus Answer: b Topic: The Nervous System: A Basic Blueprint Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Reflexes that occur above the neck are controlled by the lower part of the brain.
12.
The input and output of the central nervous system is handled by the __________. a. lymphatic system b. endocrine system c.
cardiovascular system
d. peripheral nervous system Answer: d Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The peripheral nervous system refers to the parts of the nervous system that are outside of the brain and spinal cord. It includes sensory and motor nerves, which send information to the central nervous system and carry it away, respectively.
13.
__________ carry orders from the central nervous system to muscles, glands, and internal organs. a. Motor nerves b. Sensory nerves c.
Dendrites
d. Glial cells Answer: a Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Motor nerves carry orders from the central nervous system to muscles, glands, and internal organs.
14.
In the peripheral nervous system, __________ enable us to move, and cause glands to contract and to secrete hormones. a. motor nerves b. glial cells c.
dendrites
d. sensory nerves Answer: a Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Motor nerves carry commands from the central nervous system to skeletal muscles and glands.
15.
In the peripheral nervous system, __________ carry messages from special receptors in the skin, muscles, and other internal and external sense organs to the spinal cord, which sends them along to the brain. a. hormones b. motor nerves c.
neuromodulators
d. sensory nerves Answer: d Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Sensory nerves carry information from sense organs to the spinal cord and brain.
16.
Logan returns from a day at the beach to find she has developed a severe sunburn. Which nerves are sending the messages from her burned skin to her central nervous system, informing her of the pain from the sunburn? a. sensory nerves b. motor nerves c.
synaptic nerves
d. association nerves Answer: a Topic: The Nervous System: A Basic Blueprint Skill Level: Apply What You Know
Difficulty Level: Easy Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Sensory nerves carry information from sense organs to the spinal cord and brain.
17.
Which statement about the peripheral nervous system (PNS) is true? a. The PNS blocks the brain and spinal cord from coordinating with sensory systems. b. The PNS functions as an ―independent brain‖ when the spinal cord becomes overloaded. c.
The PNS consists of the nerves and neurons not located in the central nervous system (CNS).
d. The PNS consists of the brain and spinal cord. Answer: c Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The peripheral nervous system consists of all the neurons that are not in the brain and spinal cord.
18.
The peripheral nervous system consists of the ________ and ________ nervous systems. a. parasympathetic; sympathetic b. parasympathetic; somatic c.
autonomic; somatic
d. autonomic; sympathetic Answer: c Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The peripheral nervous system consists of the autonomic and somatic nervous systems.
19.
The somatic nervous system is also called the __________. a. sympathetic nervous system b. parasympathetic nervous system c.
central nervous system
d. skeletal nervous system Answer: d Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The somatic nervous system is also called the skeletal nervous system.
20.
The functioning of blood vessels, glands, and internal organs is regulated by the __________. a. autonomic nervous system b. somatic nervous system c.
hippocampus
d. lymphatic system Answer: a Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The autonomic nervous system regulates the function of internal organs, glands, and blood vessels.
21.
Which statement about the nervous system is true? a. The autonomic nervous system collects sensory input and sends commands to skeletal muscles. b. The autonomic nervous system consists of the sympathetic and parasympathetic nervous systems. c.
The sympathetic nervous system enables the body to conserve and store energy.
d. The parasympathetic nervous system mobilizes the body for action. Answer: b Topic: The Nervous System: A Basic Blueprint Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The autonomic nervous system consists of the sympathetic nervous system, which mobilizes the body for action, and the parasympathetic nervous system, which enables the body to conserve and store energy.
22.
As she walks out of the living room, Paige turns out the light. Paige‘s ________ is especially active. a. sympathetic nervous system b. endocrine system c.
somatic nervous system
d. autonomic nervous system Answer: c Topic: The Nervous System: A Basic Blueprint Skill Level: Apply What You Know Difficulty Level: Difficult
Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Turning out the light requires voluntary muscle movement, which is controlled by the somatic nervous system. For that matter, so is walking, and so is moving toward the light switch.
23.
Every deliberate action, such as pedaling a bicycle, walking, scratching, or smelling a flower, involves the ______ nervous system. a. sympathetic nervous system b. parasympathetic nervous system c.
endocrine system
d. somatic nervous system Answer: d Topic: The Nervous System: A Basic Blueprint Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The motor nerves, controlling skeletal muscles, are part of the somatic nervous system.
24.
The parasympathetic nervous system would __________ digestive functions, and the sympathetic nervous system would ___________ digestive functions. a. increase; decrease b. not affect; decrease c.
not affect; increase
d. decrease; increase Answer: a Topic: The Nervous System: A Basic Blueprint Skill Level: Apply What You Know
Difficulty Level: Difficult Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The body facing a threat or under stress does not need to worry about digesting a cheeseburger.
25.
As Koko is walking across the street, a car swerves toward her. Her heart races and sweat breaks out as she jumps out of harm‘s way. This mobilization of energy is due to the action of Koko‘s __________. a. lymphatic system b. endocrine system c.
parasympathetic nervous system
d. sympathetic nervous system Answer: d Topic: The Nervous System: A Basic Blueprint Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The sympathetic nervous system mobilizes our body for action.
26.
Enrique is studying alone in his room late at night when he hears a loud noise downstairs. His heartbeat increases significantly, and his breathing becomes shallow. He wonders if a burglar has entered the house and decides to investigate. When he gets downstairs, he discovers his cat has knocked over a plant stand. His body begins to relax and return to normal. Which part of his nervous system is responsible for returning Enrique to a normal state? a. skeletal nervous system b. endocrine system c.
parasympathetic nervous system
d. sympathetic nervous system Answer: c
Topic: The Nervous System: A Basic Blueprint Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The parasympathetic nervous system slows down the heart rate and other functions following sympathetic arousal.
27.
A neuron is also called a __________. a. glial cell b. precursor cell c.
nerve cell
d. neurotransmitter Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.A Compare the functions of neurons and glial cells. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Neurons are also known as nerve cells.
28.
__________ are the brain‘s communication specialists, transmitting information to, from, and within the central nervous system. a. Neurotransmitters b. Neurons c.
Glial cells
d. Hormones Answer: b Topic: Communication in the Nervous System
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.A Compare the functions of neurons and glial cells. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Neurons are the brain‘s communication specialists and are considered the building blocks of the nervous system.
29.
A cell that conducts electrochemical signals and is the basic unit of the nervous system is called a __________. a. glial cell b. neuron c.
neurotransmitter
d. nerve Answer: b Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.A Compare the functions of neurons and glial cells. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The neuron is the basic unit of nervous system function. It uses electrochemical signals to communicate with other cells.
30.
The name glia is derived from the Greek word for ―glue.‖ It is an appropriate name because glial cells __________. a. keep the axon from detaching from the cell body b. hold neurons in place c.
fuse neurotransmitters to receptor sites
d. fuse sodium ions to potassium ions Answer: b Topic: Communication in the Nervous System Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 4.2.A Compare the functions of neurons and glial cells. APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: One of the functions of glial cells is to hold neurons in place.
31.
New research suggests that glial cells make up around __________ of the brain‘s cells. a. 10 percent b. 25 percent c.
50 percent
d. 90 percent Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 4.2.A Compare the functions of neurons and glial cells. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: An adult brain contains about 171 billion cells, about evenly divided between neurons and glia.
32.
An adult brain contains about 171 __________ cells. a. thousand b. million c.
billion
d. trillion Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.2.A Compare the functions of neurons and glial cells. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: An adult brain contains about 171 billion cells, about evenly divided between neurons and glia.
33.
The branchlike structures that receive messages from other neurons are called ________. a. axons b. neurotransmitters c.
dendrites
d. synapses Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The dendrites have many branches like a tree and receive messages from other neurons like antennas.
34.
Which part of a neuron acts like an antenna to receive messages from other neurons and transmit these messages toward the cell body? a. neurotransmitters b. dendrites c.
axons
d. glial cells Answer: b Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Dendrites receive information from other neurons and transmit these messages toward the cell body.
35.
Which structure includes the nucleus of the neuron, which contains genetic information, and is shaped roughly like a sphere or a pyramid? a. the axon b. the cell body c.
dendrites
d. glial cells Answer: b Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The cell body is shaped roughly like a sphere or a pyramid; it includes the cell‘s nucleus, which contains genetic information and controls the cell‘s growth and reproduction.
36.
Dendrite is to axon as ____________. a. receive is to send. b. send is to regulate c.
review is to release
d. send is to receive Answer: a Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Dendrites are treelike parts of the neuron that are designed to receive messages. The axon sends messages to other neurons.
37.
Which cellular structures transmit messages away from cell bodies to neurons, muscles, or gland cells? a. axons b. neurotransmitters c.
dendrites
d. glial cells Answer: a Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The axon transmits information to other neurons, to skeletal muscle, and to gland cells.
38.
Outgoing neural signals pass along the __________ of a neuron to terminal branches. a. receptor site b. axon c.
glial cell
d. dendrites Answer: b Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The axon transmits information to other neurons, to skeletal muscle, and to gland cells.
39.
Which part of the neuron transmits messages to other neurons, muscles, or gland cells? a. the cell body b. dendrites
c.
the axon
d. glial cells Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The axon transmits information to other neurons, to skeletal muscle, and to gland cells.
40.
Many axons, especially larger ones, are insulated by a surrounding layer of fatty material called the __________. a. neuromodulator b. myelin sheath c.
dendrite
d. glia Answer: b Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Large axons are insulated by a surrounding layer of fatty material called the myelin sheath.
41.
The myelin sheath in the central nervous system is made up of __________. a. neurotransmitters b. GABA c.
dendrites
d. glial cells
Answer: d Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Many axons, especially the larger ones, are insulated by a surrounding layer of fatty material called the myelin sheath, which in the central nervous system is made up of glial cells.
42.
Special types of __________ generate a layer of fatty substances called __________. a. neurons; myelin b. neurons; sclerotine c.
glial cells; myelin
d. brain regions; greasaloid Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Glial cells provide a support system for neurons, along with performing other important functions.
43.
One purpose of the __________ is to prevent signals in adjacent cells from interfering with each other. a. cell body b. myelin sheath c.
dendrites
d. axon Answer: b Topic: Communication in the Nervous System
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: One purpose of the myelin sheath is to prevent signals in adjacent cells from interfering with each other. Another purpose is to speed the conduction of neural impulses.
44.
One purpose of the __________ is to speed the conduction of neural impulses. a. dendrites b. axon terminal c.
myelin sheath
d. synaptic vesicle Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The myelin sheath insulates axons and increases the speed of neural conduction.
45.
Emily is told by her physician that her symptoms are caused by the loss of myelin. Her diagnosis is most likely to be __________. a. Parkinson‘s disease b. Alzheimer‘s disease c.
multiple sclerosis
d. epilepsy Answer: c Topic: Communication in the Nervous System Skill Level: Apply What You Know Difficulty Level: Moderate
Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Multiple sclerosis is a disorder involving the loss of myelin in the brain.
46.
Which sequence BEST represents the order in which a neuron receives and transmits information? a. cell body, dendrites, axon terminals, axon b. dendrites, cell body, axon, axon terminals c.
axon, cell body, dendrites, axon terminals
d. axon terminals, dendrites, cell body, axon Answer: b Topic: Communication in the Nervous System Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The dendrite receives a message, the cell body processes it, the axon takes a message to the axon terminals, and the terminal buttons release neurotransmitter.
47.
A nerve is a bundle of __________. a. neurotransmitters in the central nervous system b. glial cells in the brain c.
axons in the peripheral nervous system
d. cell bodies in the brain Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A nerve is a bundle of axons, and sometimes dendrites, in the peripheral nervous system.
48.
The human body has __________ pairs of peripheral nerves, one nerve from each pair on the left side of the body and the other on the right. a. 43 b. 12 c.
31
d. 52 Answer: a Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: The human body has 43 pairs of peripheral nerves, one nerve from each pair is on the left side of the body and the other is on the right.
49.
The human body has __________ pairs of cranial nerves in the head, connecting directly to the brain. a. 43 b. 12 c.
31
d. 52 Answer: b Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Most of the peripheral nerves enter or leave the spinal cord, but 12 pairs in the head, the cranial nerves, connect directly to the brain.
50.
Research conducted by contemporary neuroscientists has shown that __________. a. no new central nervous system cells are produced after infancy b. extended periods of immobility can regrow severed spinal-cord axons in animals c.
it is impossible to regrow spinal-cord axons after they have been damaged
d. severed spinal-cord axons in an animal can regrow if treated with certain nervous system chemicals Answer: d Topic: Communication in the Nervous System Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 4.2.C Explain how stem cells contribute to the process of neurogenesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: In research labs, it has been shown that severed spinal cord axons may regrow in animals when treated with certain nervous system chemicals. Neurons can be regenerated from immature stem cells.
51.
The process of neurogenesis occurs when __________. a. neurons convert themselves to stem cells b. neurons divide to create two new neurons c.
immature stem cells give birth to new neurons
d. neurons convert themselves to glial cells Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.C Explain how stem cells contribute to the process of neurogenesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
Rationale: Neurogenesis refers to the production of new neurons from immature stem cells.
52.
Stem cells in brain regions involved in learning and memory seem to divide and mature __________. a. only during the first few months of pregnancy b. until the age of one year c.
until puberty begins
d. through adolescence, and possibly throughout adulthood Answer: d Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.C Explain how stem cells contribute to the process of neurogenesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Research suggests that stem cells may divide and mature throughout adulthood.
53.
Neuroscientists have found that __________ can inhibit the process of neurogenesis. a. enriched environments b. stress c.
physical exercise
d. effortful mental activity Answer: b Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.C Explain how stem cells contribute to the process of neurogenesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Aging and stress can inhibit neurogenesis.
54.
Neuroscientists have found that __________ can kill the new neurons that have been produced through the process of neurogenesis. a. physical exercise b. effortful mental activity c.
melanin
d. nicotine Answer: d Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.C Explain how stem cells contribute to the process of neurogenesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Drugs like nicotine can kill newly produced neurons.
55.
Which statement is true regarding neurogenesis? a. Injured or damaged neurons in the central nervous system can never regenerate. b. No new neurons are produced in the central nervous system after infancy. c.
Neurogenesis occurs in the spinal cord but not in the brain.
d. Stem cells in the brain may be able to generate new neurons throughout life. Answer: d Topic: Communication in the Nervous System Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 4.2.C Explain how stem cells contribute to the process of neurogenesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Research suggests that stem cells in the brain may divide and mature into neurons throughout adulthood.
56.
Stem-cell research is one of the hottest areas in biology and neuroscience because stem cells __________.
a. have the capacity to develop into many types of mature cells b. are not affected by the process of neurogenesis c.
are readily available in nature for research
d. are immune to most common ailments Answer: a Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.C Explain how stem cells contribute to the process of neurogenesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Stem-cell research is one of the hottest areas in biology and neuroscience because embryonic stem cells can generate many types of specialist cells, from neurons to kidney cells. Therefore, stem cells may be useful for treating damaged tissues.
57.
The minuscule space where the axon terminal of one neuron nearly touches a dendrite or the cell body of another is called the __________. a. receptor site b. dendrite c.
synaptic cleft
d. synaptic vesicle Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Neurons do not directly touch each other, end to end. Instead, they are separated by a minuscule space called the synaptic cleft.
58.
The site where the transmission of a nerve impulse from one nerve cell to another occurs is called a __________. a. synapse b. stem cell c.
cell body
d. neurotransmitter Answer: a Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The site where the transmission of a nerve impulse from one nerve cell to another occurs is called a synapse.
59.
The inside and outside of a neuron contain __________. a. only positively charged ions b. only negatively charged ions c.
a mix of positive and negatively charged ions
d. no charged particles Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The inside and outside of a neuron contain positively and negatively charged ions (electrically charged atoms).
60.
When a neuron is stimulated, sodium moves into the cell, causing the inside of the neuron to __________. a. become less negative relative to the outside b. become more negative relative to the outside c.
remain neutral in charge
d. become less positive relative to the outside Answer: a Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: At rest, the neuron has a negative charge relative to the outside. But when it is stimulated, special ―gates‖ in the cell‘s membrane open, allowing positively charged sodium ions to move from the outside to the inside, making the neuron less negative.
61.
During an action potential, the electrical charge inside the neuron is ________ the electrical charge outside the neuron. a. smaller than b. positive compared to c.
negative compared to
d. larger than Answer: b Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: An action potential is a brief change in electrical voltage that occurs between the inside and the outside of an axon when a neuron is stimulated, producing an electrical impulse.
62.
The neural impulse that travels down an axon is __________ in nature. a. electrical b. chemical c.
mechanical
d. acoustic Answer: a Topic: Communication in the Nervous System Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: An action potential is a brief change in electrical voltage that occurs between the inside and the outside of an axon when a neuron is stimulated, producing an electrical impulse.
63.
Action potentials travel swiftly down __________. a. axons with myelin and more slowly along axons without myelin b. axons without myelin and more slowly along axons with myelin c.
dendrites with myelin and more slowly along dendrites without myelin
d. dendrites without myelin and more slowly along dendrites with myelin Answer: a Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Myelin increases the speed of conduction of the action potential in the axon.
64.
Nerve impulses travel more slowly in babies than in older children and adults because __________. a. an infant does not have as many synaptic connections as an adult has b. dendrites and axons take time to develop in infants c.
neurons are much shorter in infants than in adults
d. the myelin sheaths on axons are not yet fully developed in infants Answer: d Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Myelin increases the speed of conduction of the action potential in the axon and infants do not yet have much myelin.
65.
When a neural impulse reaches the end of the axon terminal __________. a. the action potential ―hops‖ directly across the synaptic cleft b. it electrically activates the receptor sites c.
it causes synaptic vesicles to release neurotransmitter
d. it reverses direction Answer: c Topic: Communication in the Nervous System Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: When a neural impulse reaches the axon terminal‘s button-like tip, it must get its message across the synaptic cleft to another cell. At this point, synaptic vesicles, tiny sacs in the tip of the axon terminal, open and release a few thousand molecules of a chemical substance called a neurotransmitter.
66.
The term neurotransmitter refers to ________. a. any one of a number of chemical compounds that increase the activity of the endocrine system b. the DNA contained in the nucleus of every neuron c.
a chemical found in the synaptic vesicles that is released into the synapse
d. a chemical substance found in the outer lining of the cell membrane Answer: c Topic: Communication in the Nervous System Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Neurotransmitters are chemicals that get released into a synapse.
67.
Receptor sites on the membrane of a neuron‘s dendrites receive __________. a. neurotransmitters b. synaptic vesicles c.
action potentials
d. negative potassium ions Answer: a Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Neurotransmitter molecules bind briefly with receptor sites, special molecules in the membrane of the receiving neuron‘s dendrites.
68.
When a neurotransmitter binds to a receptor site, it can cause __________. a. the receptor to fire an action potential b. an excitatory response, but it cannot cause an inhibitory response c.
an inhibitory response, but it cannot cause an excitatory response
d. either an excitatory response or an inhibitory response Answer: d Topic: Communication in the Nervous System Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: When neurotransmitters bind to receptor sites, some neurotransmitters will cause a decrease in the negative charge, causing an excitatory effect. Other neurotransmitters will cause an increase in the negative charge, leading to an inhibitory response.
69.
Which structure is like a ―locked door‖ that only certain neurotransmitter ―keys‖ can unlock? a. synapses b. receptor sites c.
axon terminals
d. neural chiasms Answer: b Topic: Communication in the Nervous System Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Only certain neurotransmitters can fit into certain receptor sites.
70.
__________ are special molecules in the membrane of a receiving neuron‘s dendrites with which neurotransmitter molecules bind. a. Synapses b. Glia c.
Neuromodulators
d. Receptor sites Answer: d Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Receptor sites are special places on the membrane of dendrites where neurotransmitters can attach.
71.
When a neurotransmitter molecule binds briefly with a receptor site, changes occur in the receiving neuron‘s charge. If the neurotransmitter causes a decrease in the negative charge, then the effect is __________. a. a decreased probability that the receiving neuron will fire b. an excitatory effect c.
an inhibitory effect
d. a decreased probability that the neurons are densely connected Answer: b Topic: Communication in the Nervous System Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Some neurotransmitters cause a decrease in the negative charge. When the charge reaches a critical level, the neuron fires—which called an excitatory effect.
72.
When a neurotransmitter molecule binds briefly with a receptor site, changes occur in the receiving neuron‘s charge. If the neurotransmitter causes an increase in the negative charge, then the effect is __________, and so the probability that the receiving neuron will fire __________.. a. inhibitory; decreases b. excitatory; increases c.
inhibitory; increases
d. excitatory; decreases Answer: a Topic: Communication in the Nervous System Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Neurotransmitters that cause an increase in the negative charge will make the neuron less likely to fire. This is called an inhibitory effect.
73.
Neurotransmitters make it possible for __________. a. adult neurogenesis to occur b. unmyelinated cells to grow myelin c.
one neuron to excite another
d. glands to influence the function of various organs throughout the body Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Neurotransmitters are chemicals released from the axon terminal that can have either excitatory or inhibitory effects on the activity of the receiving cell.
74.
Which neurotransmitter affects neurons involved in sleep, appetite, sensory perception, temperature regulation, pain suppression, and mood? a. serotonin b. dopamine c.
acetylcholine
d. norepinephrine Answer: a Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Serotonin is involved in many systems in the brain and has effects on sleep, appetite, perception, temperature regulation, pain suppression, and mood.
75.
Which neurotransmitter affects neurons involved in voluntary movement, learning, memory, pleasure and reward, and responses to novelty? a. serotonin b. dopamine c.
GABA
d. norepinephrine Answer: b Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Dopamine in the brain is involved in the control of voluntary movement, learning, memory, pleasure and reward, and responses to novelty.
76.
Which neurotransmitter affects neurons involved in muscle action, arousal, vigilance, memory, and emotion? a. serotonin b. GABA c.
acetylcholine
d. norepinephrine Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Acetylcholine affects neurons involved in muscle action, arousal, vigilance, memory, and emotion.
77.
Which neurotransmitter affects neurons involved in learning, dreaming, and waking from sleep? a. serotonin b. dopamine c.
norepinephrine
d. acetylcholine Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Norepinephrine affects neurons involved in learning, memory, dreaming, waking from sleep, and emotion, and those involved in the increased heart rate and the slowing of intestinal activity during stress.
78.
Which neurotransmitter affects neurons involved in increased heart rate and the slowing of intestinal activity during stress? a. serotonin b. dopamine c.
acetylcholine
d. norepinephrine Answer: d Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Norepinephrine affects neurons involved in learning, memory, dreaming, waking from sleep, and emotion, and those involved in the increased heart rate and the slowing of intestinal activity during stress.
79.
Which neurotransmitter functions as the major inhibitory neurotransmitter in the brain? a. glutamate b. GABA c.
acetylcholine
d. norepinephrine Answer: b Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: GABA (gamma aminobutyric acid) is the most common inhibitory neurotransmitter in the brain.
80.
GABA functions as the __________. a. neurotransmitter involved in voluntary movements b. major inhibitory neurotransmitter in the brain c.
neurotransmitter responsible for the slowing of intestinal activity during stress
d. major excitatory neurotransmitter in the brain Answer: b Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: GABA (gamma-aminobutyric acid) is the most common inhibitory neurotransmitter in the brain.
81.
Glutamate functions as the __________. a. neurotransmitter most involved in voluntary movements b. major inhibitory neurotransmitter in the brain c.
neurotransmitter most responsible for the slowing of intestinal activity during stress
d. major excitatory neurotransmitter in the brain Answer: d Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Glutamate is the major excitatory neurotransmitter in the brain; it is released by about 90 percent of the brain‘s neurons.
82.
In Parkinson‘s disease, a loss of cells that produce __________ is responsible for tremors and muscle rigidity. a. acetylcholine b. dopamine c.
GABA
d. glutamate Answer: b Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A loss of cells that produce dopamine is responsible for the tremors and rigidity of Parkinson‘s disease.
83.
Actor Michael J. Fox announced that he was leaving his hit show Spin City because he had Parkinson‘s disease and wanted to spend more time with his family. The reason for his disorder is a(n) __________. a. loss of dopamine b. loss of acetylcholine c.
overproduction of dopamine
d. overproduction of acetylcholine Answer: a Topic: Communication in the Nervous System Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
Rationale: A loss of cells that produce dopamine is responsible for the tremors and rigidity of Parkinson‘s disease.
84.
The levels of the neurotransmitter __________ will decrease in the human body after having a protein-rich meal. a. acetylcholine b. dopamine c.
serotonin
d. GABA Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Serotonin levels will decrease after a protein-rich meal and increase after a high-carbohydrate, no-protein meal.
85.
Corrado has decided to seek medical help for mood disturbances, temperature regulation, and appetite problems he has been having. Compared to the others, which neurotransmitter, at a biological level, is most likely involved in the problems Corrado is experiencing? a. serotonin b. GABA c.
acetylcholine
d. dopamine Answer: a Topic: Communication in the Nervous System Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Serotonin is associated with mood, pain suppression, temperature regulation, and appetite.
86.
Which chemical in the nervous system is considered a neurotransmitter? a. glutamate b. melatonin c.
testosterone
d. progesterone Answer: a Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Glutamate is a neurotransmitter; the other chemicals are hormones.
87.
Hormones are produced primarily by __________. a. epithelial cells b. stem cells c.
glands
d. neurons Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Hormones are produced by the endocrine glands and are released directly into the bloodstream, which carries them to organs and glands where they have an effect.
88.
Chemical substances secreted by glands that affect the functioning of bodily organs are called __________. a. endorphins b. neurotransmitters c.
hormones
d. opioid peptides Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Hormones are chemical substances, secreted by organs called glands, that affect the functioning of other organs.
89.
Melatonin is secreted by the __________. a. gonads b. adrenal gland c.
pineal gland
d. pituitary gland Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Melatonin, which is secreted by the pineal gland deep within the brain, helps to regulate daily biological rhythms and promotes sleep.
90.
Oxytocin is secreted by the __________. a. endocrine gland b. adrenal gland c.
pineal gland
d. pituitary gland Answer: d Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Oxytocin, which is secreted by a small gland in the brain, the pituitary gland, enhances uterine contractions during childbirth and facilitates the ejection of milk during nursing.
91.
Adrenal hormones are produced by the glands __________. a. in the testes b. deep within the brain c.
right above the kidneys
d. in the ovaries Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: The adrenal glands, organs that are perched right above the kidneys, are involved in emotion and stress.
92.
Adrenal hormones are involved in __________. a. sleep b. emotion and stress c.
daily biological rhythms
d. uterine contractions during childbirth Answer: b Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The adrenal glands, organs that are perched right above the kidneys, are involved in emotion and stress.
93.
Adrenal hormones play an important role in __________. a. facilitating the ejection of milk during nursing b. promoting attachment and trust c.
the regulation of daily biological rhythms
d. the regulation of blood sugar Answer: d Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: The outer part of each adrenal gland produces cortisol, which increases blood sugar levels and boosts energy.
94.
The outer part of each adrenal gland produces __________, which increases blood sugar levels and boosts energy. a. estrogen b. oxytocin c.
cortisol
d. melatonin Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The outer part of each adrenal gland produces cortisol, which increases blood sugar levels and boosts energy.
95.
In general, the function of hormones is to __________. a. enable neurons to excite or inhibit each other b. modulate the effects of neurotransmitters c.
affect the functioning of target organs and tissue
d. reduce pain and promote pleasure Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Hormones are released directly into the bloodstream, which carries them to organs and cells that may be far from their point of origin.
96.
Which substance is a hormone? a. glutamate b. epinephrine c.
dopamine
d. serotonin Answer: b Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Epinephrine is a hormone released from the adrenal glands.
97.
Sex hormones are secreted by tissue in the __________ and also by the adrenal glands. a. kidneys b. gonads c.
pineal gland
d. pituitary gland Answer: b Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Sex hormones are secreted by tissue in the gonads and by the adrenal glands.
98.
Which substance is a type of androgen? a. estrogen b. progesterone c.
testosterone
d. oxytocin Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Androgens (the most important of which is testosterone) are masculinizing hormones produced mainly in the testes but also in the ovaries and the adrenal glands.
99.
Which outcome illustrates a possible effect of androgens? a. initiating physical changes at puberty b. regulating daily biological rhythms and sleep c.
triggering negative responses to drugs, such as caffeine and nicotine
d. causing increased sweating Answer: a Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Androgens set in motion the physical changes males experience at puberty, including a deepened voice and facial and chest hair.
100.
Which sex hormone contributes to the growth and maintenance of the uterine lining in preparation for a fertilized egg? a. estrogen b. progesterone c.
testosterone
d. androgen Answer: b Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Progesterone contributes to the growth and maintenance of the uterine lining in preparation for a fertilized egg, among other functions.
101.
Which sex hormone brings on physical changes in females at puberty, such as breast development and menstruation? a. estrogens b. progesterone c.
testosterone
d. androgen Answer: a Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Estrogens are feminizing hormones that bring on physical changes in females at puberty, such as breast development and menstruation.
102.
Research investigating sex hormones suggests that __________. a. fluctuating levels of progesterone cause the release of testosterone b. the testes are the only site for the production of androgens c.
the body‘s natural estrogen enhances learning and memory
d. estrogen and progesterone are produced only by females Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: The body‘s natural estrogen is thought to enhance learning and memory by promoting the formation of synaptic connections in certain areas of the brain and by indirectly increasing the production of acetylcholine.
103.
Chemical substances in the nervous system that have effects similar to those of natural opiates such as heroin are called __________. a. hormones b. endorphins c.
androgens
d. neurotransmitters Answer: b Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Endorphins are produced in the nervous system and are similar in effect to opiates such as heroin.
104.
The primary effect of endorphins is to __________. a. reduce pain but also reduce pleasure b. heighten pain and reduce pleasure c.
flatten mood and emotional expression
d. reduce pain and promote pleasure Answer: d Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Endorphins have effects similar to those of natural opiates such as heroin; that is, they reduce pain and promote pleasure.
105.
Endorphins have effects most similar to __________. a. heroin b. aspirin c.
amphetamines
d. marijuana Answer: a Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
Rationale: Endorphins have effects similar to those of natural opiates such as heroin; that is, they reduce pain and promote pleasure.
106.
Endorphins gave a species an evolutionary advantage because they __________. a. eliminate pain when a painful stimulation is prolonged b. increase the output of energy during emotion and stress c.
make pain bearable so that it doesn‘t interfere with taking action in an emergency
d. regulate the ―biological clock‖ in the brain Answer: c Topic: Communication in the Nervous System Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Endorphins give animals an adaptive advantage by making pain bearable when an organism is threatened. The body‘s built-in system of counteracting pain is only partly successful, though, especially when painful stimulation is prolonged.
107.
Research has shown that endorphins __________. a. increase the distress felt when separated from a loved one b. increase the stress of interpersonal contact c.
strengthen an infant‘s bond to its mother in animals
d. are not related to social contact Answer: c Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Research with animals suggests that in infancy, contact with the mother stimulates the flow of endorphins, which strengthens the infant‘s bond with her.
108.
In order to study a nonhuman animal‘s brain, researchers may sometimes deliberately damage a part of the brain, a strategy called ____________. a. CT scan b. PDQ c.
EDM
d. lesioning Answer: d Topic: Mapping the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.3.A Describe techniques researchers use for manipulating the brain and observing the behavior that results. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The lesion method involves the removal or disabling of a nonhuman animal‘s brain structure to gain better understanding of its function.
109.
__________ is a procedure used by researchers to temporarily stimulate or inactivate neural circuits. a. Transcranial magnetic stimulation (TMS) b. Functional magnetic resonance imaging (fMRI) c.
Electroencephalogram (EEG)
d. Positron-emission tomography (PET) Answer: a Topic: Mapping the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.3.A Describe techniques researchers use for manipulating the brain and observing the behavior that results. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Transcranial magnetic stimulation (TMS) is a method of manipulating brain cells used by researchers to temporarily stimulate or inactivate neural circuits.
110.
Which technique involves applying pulses to the cortex using special wire coils that are positioned over the head? a. lesioning techniques (lL) b. deep brain stimulation (DBS) c.
positron emission tomography (PET)
d. transcranial magnetic stimulation (TMS) Answer: d Topic: Mapping the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.3.A Describe techniques researchers use for manipulating the brain and observing the behavior that results. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Transcranial magnetic stimulation is a method of stimulating brain cells, using a powerful magnetic field produced by a wire coil placed on a person‘s head, that can be used by researchers to temporarily stimulate or inactivate neural circuits.
111.
__________ is a technique that applies a very small electric current to stimulate or suppress activity in parts of the brain‘s cortex. a. TMS b. tDCS c.
EEG
d. MRI Answer: b Topic: Mapping the Brain Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.3.A Describe techniques researchers use for manipulating the brain and observing the behavior that results.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Transcranial direct current stimulation (tDCS) is a technique that applies a very small electric current to stimulate or suppress activity in parts of the brain‘s cortex.
112.
Dr. Sardonicus is studying what happens behaviorally when a brain area is temporarily inactivated. Which method is she most likely to be using? a. fMRI b. PET scan c.
TMS
d. EEG Answer: c Topic: Mapping the Brain Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 4.3.A Describe techniques researchers use for manipulating the brain and observing the behavior that results. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Transcranial magnetic stimulation (TMS) can temporarily stimulate or inactivate neural circuits.
113.
Which apparatus is designed to record the brain wave patterns produced by electrical activity of the brain‘s cortex, just below the skull? a. TMS b. tDCS c.
EEG
d. MRI Answer: c Topic: Mapping the Brain Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: An electroencephalogram (EEG) uses electrodes placed on the scalp to record electrical activity in the brain.
114.
An EEG or brain-wave recording __________. a. can precisely locate the source of activity b. reflects the activities of only a few cells at a time c.
is done with the help of electrodes taped onto the scalp
d. is recorded by inserting needle electrodes into the brain Answer: c Topic: Mapping the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: EEG is carried out by gluing or taping electrodes onto the scalp to detect the simultaneous electrical activity of millions of neurons in particular brain regions. A standard EEG is not very precise because it reflects the activities of so many cells at once.
115.
Electrodes are pasted onto Melinda‘s scalp, and they are connected by wires to a machine that translates the electrical activity in her brain into wavy lines on a monitor. From this description, it is evident that Melinda‘s brain is being studied with the help of __________. a. positron-emission tomography b. functional magnetic resonance imaging c.
transcranial direct current stimulation
d. an electroencephalogram Answer: d Topic: Mapping the Brain Skill Level: Apply What You Know
Difficulty Level: Easy Learning Objective: 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology Rationale: An electroencephalogram (EEG) uses electrodes attached to the scalp to record brain waves.
116.
Dr. Quatrain is studying patterns of electrical activity in the brain, which are being translated into wavy lines on a screen. Which method is Dr. Quatrain most likely to be using? a. fMRI b. PET scan c.
TMS
d. EEG Answer: d Topic: Mapping the Brain Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: An electroencephalogram (EEG) is a recording of neural activity detected by electrodes.
117.
__________ records biochemical changes in the brain as they are happening, often using injections of a glucose-like substance containing a radioactive element. a. ERP b. EEG c.
PET
d. MRI Answer: c Topic: Mapping the Brain Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A PET scan is used for analyzing biochemical activity in the brain, for example, by using injections of a glucose-like substance containing a radioactive element.
118.
A PET scan __________. a. records brain waves through electrodes taped to the scalp b. records biochemical changes in the brain as they are happening c.
stimulates the brain by producing a magnetic field through a wire coil
d. uses radio frequencies and a magnetic field to produce images of the brain Answer: b Topic: Mapping the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In a PET scan, a radioactively-labeled substance such as glucose is injected. The most active cells absorb the most glucose. Therefore, it is possible to scan the brain to see which cells are active in a particular task as changes are happening.
119.
Mai Ling‘s physician refers her to a medical center in order to have the biochemical activity in her brain analyzed. She is given an injection of a glucose-like substance containing a radioactive element and her brain is then scanned. The technique being used is called __________. a. positron-emission tomography b. functional magnetic resonance imaging c.
the lesion method
d. electroencephalography Answer: a Topic: Mapping the Brain
Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In a PET scan, a radioactively labeled substance such as glucose is injected. The most active cells absorb the most glucose. Therefore, it is possible to scan the brain to see which cells are active in a particular task.
120.
Which technique uses radio frequencies and a magnetic field to produce images of the brain? a. EEG b. PET c.
MRI
d. TMS Answer: c Topic: Mapping the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Magnetic resonance imaging (MRI) uses powerful magnetic fields and radio frequencies to take highly detailed pictures of the brain.
121.
Structural magnetic resonance imaging (MRI) allows a scientist to __________. a. see brain activity associated with specific thoughts or behaviors b. study the consumption of glucose in different regions of the brain c.
know what an individual‘s brain looks like
d. detect electrical activity within a single cell Answer: c Topic: Mapping the Brain
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Structural MRI helps scientists study what the brain looks like, but not what it does.
122.
Pierre and Solange were talking one day. ―I‘m a little nervous,‖ confessed Pierre. ―My doctor told me I should get a brain scan…M-R-something.‖ ―Oh!‖ Solange replied. ―MRI, or fMRI?‖ ―Hmm, I‘m not sure,‖ replied Pierre. ―What‘s the difference?‖ Can you answer Pierre‘s question? a. MRI records the structure of the brain, whereas fMRI records both structure and brain activity associated with thoughts and behaviors. b. MRI records changes in blood glucose levels, whereas fMRI records generalized electrical activity. c.
There is no difference between the two acronyms.
d. MRI uses a pulsating electromagnetic current to stimulate the brain, whereas fMRI uses a low-voltage current. Answer: a Topic: Mapping the Brain Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: MRI is designed to assess structure; fMRI is designed to assess function.
123.
Which observation provides a reason for caution when using brain imaging technology? a. Brain scans can only be used to study abnormal brains. b. Brain scans tell us what is happening, but not precisely where it is happening. c.
Brain scans can lead to oversimplified and even misleading impressions.
d. It is not known how safe repeated usage of brain scans is for an individual. Answer: c
Topic: Mapping the Brain Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: As with any type of figure, graph, or data analysis, researchers make a variety of choices that can leave small contrasts looking more dramatic than they really are or larger ones seeming insignificant.
124.
Specialization of particular brain areas for particular roles is called __________. a. phrenology b. localization of function c.
lateralization
d. plasticity Answer: b Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Localization of function refers to the fact that some functions can be associated with particular structures or areas within the brain.
125.
Although Franz Joseph Gall‘s notion of phrenology has been debunked, modern neuroscience does generally support Gall‘s assertion that __________. a. different brain parts are specialized to perform different functions b. personality traits are reflected in the development of specific bumps on the skull c.
the left hemisphere and right hemisphere are mirror images of one another
d. the left hemisphere is specialized for visual-spatial tasks Answer: a Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Phrenology was completely wrongheaded, but Gall‘s general notion of specialization in the brain had merit.
126.
Which part of the brain is located at the base of the skull and looks like a stalk rising out of the spinal cord? a. amygdala b. brain stem c.
hypothalamus
d. thalamus Answer: b Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The brain stem looks like a stalk rising out of the spinal cord.
127.
Which structure is part of the brain stem? a. amygdala b. medulla c.
thalamus
d. hypothalamus Answer: b Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The brain stem looks like a stalk rising out of the spinal cord. Pathways to and from upper areas of the brain pass through its two main structures: the medulla and the pons.
128.
The two main structures of the brain stem are the __________. a. hippocampus and the amygdala b. cerebellum and the thalamus c.
thalamus and the hypothalamus
d. medulla and the pons Answer: d Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The brain stem looks like a stalk rising out of the spinal cord. Pathways to and from upper areas of the brain pass through its two main structures: the medulla and the pons.
129.
The __________ is a structure in the brain stem responsible for certain automatic functions, such as breathing and heart rate. a. reticular activating system b. pons c.
medulla
d. cerebellum Answer: c Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The medulla is responsible for bodily functions that do not have to be consciously willed, such as breathing and heart rate.
130.
The __________ is a structure in the brain stem that is involved in activities such as sleeping, waking, and dreaming. a. medulla b. pons c.
thalamus
d. cerebellum Answer: b Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The pons is involved in (among other things) sleeping, waking, and dreaming.
131.
Following a car accident, Monique‘s nervous system is unable to send messages for her to breathe, so she has been placed permanently on a respirator. Which brain structure was damaged in the accident? a. pons b. medulla c.
cerebellum
d. reticular activating system Answer: b Topic: A Tour Through the Brain Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The medulla is responsible for bodily functions that do not have to be consciously willed, such as breathing and heart rate.
132.
A dense network of neurons found in the core of the brain stem that screens incoming information and arouses higher centers is called the __________. a. pons b. cerebellum c.
reticular activating system
d. medulla Answer: c Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Extending upward from the core of the brain stem is the reticular activating system. This dense network of neurons, which extends above the brain stem into the center of the brain and has connections with areas that are higher up, screens incoming information and arouses the higher centers when something happens that demands their attention.
133.
Giuseppe receives a sharp blow to the back of his head, causing him to go to the hospital for tests and brain imaging. He complains that he is having difficulty coordinating his movements, sitting upright without leaning or falling over, and controlling his fine motor skills. Which structure of the hindbrain will the emergency room physician most likely see injured when examining Giuseppe‘s assessments?
a. hippocampus b. medulla c.
cerebellum
d. reticular activating system Answer: c Topic: A Tour Through the Brain Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The cerebellum contributes to a sense of balance and coordinates the muscles so movement is smooth and precise.
134.
Harley is exceedingly clumsy and uncoordinated. She has difficulty using a pencil or threading a needle. It is most likely that Harley‘s __________ has been damaged. a. hippocampus b. medulla c.
reticular activating system
d. cerebellum Answer: d Topic: A Tour Through the Brain Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The cerebellum contributes to a sense of balance and coordinates the muscles so that movement is smooth and precise.
135.
The __________ is involved in the process of classical conditioning and remembering simple skills. a. pons b. medulla c.
reticular activating system
d. cerebellum Answer: d Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In addition to being involved in motor coordination, posture, and balance, the cerebellum is involved in classical conditioning and remembering simple skills.
136.
The __________, or ―lesser brain,‖ was previously considered to be solely a motor center, but evidence has accumulated that it also plays a part in perceptual processes, working memory, and speech and language. a. pons b. medulla c.
auditory cortex
d. cerebellum Answer: d Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: The cerebellum, which was once considered just a motor center, is not as ―lesser‖ as its name implies; it is involved in perceptual processes, emotion, and speech and language.
137.
Damage to the cerebellum is likely to lead to which outcome? a. restoring homeostasis b. delusional thinking c.
difficulty playing basketball
d. complete absence of sleeping Answer: c Topic: A Tour Through the Brain Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The cerebellum regulates movement and balance.
138.
Which structure acts as the sensory relay station of the brain and is involved in routing incoming sensory messages to higher areas in charge of vision, sound, or touch? a. thalamus b. cerebellum c.
hypothalamus
d. limbic system Answer: a Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.B Describe the location and function of the thalamus. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The thalamus is the sensory relay station of the brain. As sensory messages come into the brain, the thalamus directs them to higher areas in charge of vision, sound, or touch.
139.
The only sense that completely bypasses the thalamus in the brain is the sense of __________.
a. vision b. smell c.
touch
d. taste Answer: b Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.4.B Describe the location and function of the thalamus. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The only sense that completely bypasses the thalamus is the sense of smell, which has its own private switching station, the olfactory bulb.
140.
The reason why particular odors, such as the smell of gardenias, often rekindle memories of important personal experiences, might be because __________. a. the smell areas of the human brain are more highly developed than the other sensory areas b. odors are processed in the cerebellum c.
the thalamus gives priority processing to the sense of smell
d. the olfactory bulb is directly connected to areas involved in emotion Answer: d Topic: A Tour Through the Brain Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 4.4.B Describe the location and function of the thalamus. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The olfactory bulb has connections to areas involved in emotion. Therefore, particular odors may acquire emotional associations.
141.
The __________ constantly monitors the body‘s current state and issues instructions to help the body maintain homeostasis.
a. hypothalamus b. thalamus c.
cerebellum
d. limbic system Answer: a Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.C Describe the locations and functions of the hypothalamus and pituitary gland. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The hypothalamus is the body‘s boss, constantly monitoring the body‘s current state and issuing instructions to help the body maintain a steady state called homeostasis.
142.
Which outcome is a likely effect of damage to the hypothalamus? a. reduced ability to reason b. feeling overly cold or hot c.
an inability to speak
d. reduced use of the left arm Answer: b Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 4.4.C Describe the locations and functions of the hypothalamus and pituitary gland. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: One function of the hypothalamus is regulating homeostasis, keeping the body‘s temperature at a set point.
143.
The __________ in the brain regulate(s) body temperature by triggering sweating or shivering and also control(s) the complex operations of the autonomic nervous system. a. hypothalamus
b. reticular activating system c.
parietal lobes
d. temporal lobes Answer: a Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.C Describe the locations and functions of the hypothalamus and pituitary gland. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The hypothalamus regulates body temperature by triggering sweating or shivering, and it controls the complex operations of the autonomic nervous system.
144.
The __________ in the brain contain(s) the biological clock that controls the body‘s daily rhythms. a. parietal lobes b. amygdala c.
reticular activating system
d. hypothalamus Answer: d Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.4.C Describe the locations and functions of the hypothalamus and pituitary gland. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The hypothalamus contains the biological clock that controls the body‘s daily rhythms.
145.
Hanging down from the hypothalamus in the human brain, connected to it by a short stalk, is an endocrine gland called the __________. a. olfactory bulb b. pineal gland c.
pituitary gland
d. temporal lobe Answer: c Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.C Describe the locations and functions of the hypothalamus and pituitary gland. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The pituitary gland is attached to the hypothalamus on the underside of the brain.
146.
The __________ is often called the body‘s ―superordinate gland‖ because the hormones it secretes affect many other endocrine glands. a. olfactory bulb b. pineal gland c.
pituitary gland
d. temporal lobe Answer: c Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.4.C Describe the locations and functions of the hypothalamus and pituitary gland. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The pituitary is often called the body‘s ―superordinate gland‖ because the hormones it secretes affect many other endocrine glands.
147.
Which brain structure controls the pituitary gland through chemical signals? a. thalamus b. cerebellum c.
hypothalamus
d. limbic system Answer: c
Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.C Describe the locations and functions of the hypothalamus and pituitary gland. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The hypothalamus sends chemicals to the pituitary that tell it when to ―talk‖ to the other endocrine glands.
148.
The __________ is sometimes called ―the emotional brain,‖ although researchers have discovered it has functions unrelated to emotions. a. thalamus b. medulla c.
reticular activating system
d. limbic system Answer: d Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.C Describe the locations and functions of the hypothalamus and pituitary gland. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Structures in the limbic system are involved in the emotions that we share with other animals, such as rage and fear, so the region is also sometimes called ―the emotional brain.‖ But researchers now know that these structures also have other functions, and that parts of the brain outside of the old limbic system are involved in emotion.
149.
The initial decision to approach or withdraw from a person or situation is enacted with the help of the __________. a. amygdala b. pons c.
hippocampus
d. cerebellum Answer: a
Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.D Describe the location and function of the amygdala. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The amygdala is involved in evaluating the emotional importance of sensory information and influencing decisions to approach or avoid a stimulus.
150.
As Lalo walks to his car late at night, he hears footsteps behind him. Feeling afraid, Lalo grips his keys and quickens his pace. It is likely that Lalo‘s ________ has been activated. a. hypothalamus b. cerebellum c.
hippocampus
d. amygdala Answer: d Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.D Describe the location and function of the amygdala. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Some people describe the amygdala as the brain‘s ―fear center.‖
151.
Which structure in the brain has the ability to combine components of sight, sound, and feelings and bind them together into one ―memory‖? a. amygdala b. thalamus c.
hippocampus
d. cerebrum Answer: c Topic: A Tour Through the Brain
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.E Describe the location and function of the hippocampus. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The hippocampus is a key brain structure in the formation of new memories. It enables us to take in and combine different components of experiences—sights, sounds, and feelings—and bind them together into one ―memory.‖
152.
The __________ is the brain structure involved in the storage of new information in memory. a. hippocampus b. thalamus c.
medulla
d. hypothalamus Answer: a Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.E Describe the location and function of the hippocampus. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The hippocampus is located immediately behind the amygdala and is a key memory structure in the formation of new memories.
153.
Rocco has suffered damage to his hippocampus. What functions are most likely to be disrupted because of this? a. memory formation b. emotional expression c.
logic and reasoning
d. bodily coordination Answer: a Topic: A Tour Through the Brain Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 4.4.E Describe the location and function of the hippocampus. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The hippocampus is located immediately behind the amygdala and is a key memory structure in the formation of new memories.
154.
The __________ is the upper part of the brain above the pons and cerebellum and is in charge of most sensory, motor, and cognitive processes. a. cerebrum b. thalamus c.
amygdala
d. hippocampus Answer: a Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.F Describe the functions of the cerebrum and the corpus callosum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The cerebrum refers to the upper part of the brain above the pons and cerebellum. It is divided into two hemispheres and is in charge of most sensory, motor, and cognitive processes.
155.
The cerebrum is divided into two separate halves that are connected by a large band of fibers called the __________. a. thalamus b. hypothalamus c.
hippocampus
d. corpus callosum Answer: d Topic: A Tour Through the Brain Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 4.4.F Describe the functions of the cerebrum and the corpus callosum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The corpus callosum connects the two halves of cerebrum, allowing them to communicate with each other.
156.
Generally speaking, the __________ hemisphere in the brain is in charge of the left side of the body. a. left b. right c.
frontal
d. rear Answer: b Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.F Describe the functions of the cerebrum and the corpus callosum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In general, the right hemisphere is in charge of the left side of the body, and the left hemisphere is in charge of the right side of the body.
157.
Lateralization takes place in the __________. a. cerebrum b. amygdala c.
hippocampus
d. cerebral cortex Answer: a Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.F Describe the functions of the cerebrum and the corpus callosum.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Lateralization is the specialization of the two cerebral hemispheres for particular operations.
158.
Lateralization is defined as the __________. a. interaction between the two cerebral hemispheres through a bundle of nerve fibers b. reception of visual information in the lower back area of the brain c.
specialization of the two cerebral hemispheres for particular operations
d. process by which various layers of densely-packed cells are formed within the cerebrum Answer: c Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.F Describe the functions of the cerebrum and the corpus callosum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Lateralization is the specialization of the two cerebral hemispheres for particular operations.
159.
The cerebrum is covered by several thin layers of densely-packed cells known collectively as the __________. a. thalamus b. hypothalamus c.
cerebral cortex
d. corpus callosum Answer: c Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: The cerebrum is covered by several thin layers of densely-packed cells known collectively as the cerebral cortex.
160.
The cortex in the human brain is about __________ millimeters in thickness. a. 100 b. 50 c.
3
d. 1 Answer: c Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Although cortex is only about 3 millimeters (one-eighth inch) thick, it contains almost three-fourths of all the cells in the human brain.
161.
The purpose of the human brain having so many deep crevices and wrinkles in the cortex is that __________. a. it allows the amygdala to be able to regulate the person‘s initial emotional responses to threats in the environment b. people otherwise would have difficulty performing bodily functions that are not consciously willed c.
it enables the brain to contain its billions of neurons in a compact space
d. fetuses would die prenatally because the hypothalamus wouldn‘t be able to regulate the autonomic nervous system Answer: c Topic: A Tour Through the Brain Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The cortex has many deep crevices and wrinkles, which enable it to contain its billions of neurons in a compact space.
162.
Which region in the brain contains the visual cortex? a. temporal lobes b. parietal lobes c.
frontal lobes
d. occipital lobes Answer: d Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The occipital lobes contain the visual cortex, where visual signals are processed.
163.
Damage to the occipital lobes may result in difficulty with __________. a. language comprehension b. speech production c.
feeling pain and pressure
d. sight Answer: d Topic: A Tour Through the Brain Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The occipital lobes contain areas that receive visual information.
164.
The __________ contain the somatosensory cortex and are located at the top of the brain. a. temporal lobes b. occipital lobes c.
frontal lobes
d. parietal lobes Answer: d Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The parietal lobes are at the top of the brain. They contain the somatosensory cortex, which receives information about pressure, pain, touch, and temperature from all over the body.
165.
Which region in the brain contains the somatosensory cortex, which receives information about pressure, pain, touch, and temperature from all over the body? a. temporal lobes b. parietal lobes c.
frontal lobes
d. occipital lobes Answer: b Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The parietal lobes contain somatosensory cortex, which receives information about pressure, pain, touch, and temperature from all over the body.
166.
Which region in the brain contains the auditory cortex? a. temporal lobes b. parietal lobes c.
frontal lobes
d. occipital lobes Answer: a Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Processing of auditory information occurs in the temporal lobes.
167.
Which region in the brain is involved in language comprehension? a. frontal lobes b. parietal lobes c.
temporal lobes
d. occipital lobes Answer: c Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: An area of the posterior left temporal lobe known as Wernicke‘s area is involved in language comprehension.
168.
Which region in the brain contains the motor cortex, which issues orders to the muscles of the body to produce voluntary movement? a. temporal lobes b. parietal lobes c.
frontal lobes
d. occipital lobes Answer: c Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The frontal lobes contain the motor cortex, which issues orders to the 600 muscles of the body to produce voluntary movement.
169.
Which region in the brain is involved in the ability to make plans and think creatively? a. frontal lobes b. temporal lobes c.
parietal lobes
d. occipital lobes Answer: a Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: The frontal lobes are involved in controlling emotions and impulses, making plans, thinking creatively, and empathizing with others.
170.
Which region contains a speech-production area known as Broca‘s area? a. left temporal lobe b. left frontal lobe c.
right frontal lobe
d. right temporal lobe Answer: b Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Broca‘s area, involved in speech production, is located in the left frontal lobe.
171.
Demond was admitted to the hospital last week after he fell. When Demond‘s son visited, he found that his father was unable to get words out in a smooth, connected fashion. If Demond‘s difficulty speaking is due to brain damage, which brain region is the likely location of the damage? a. Broca‘s area b. Wernicke‘s area c.
Korsakoff‘s site
d. Gall‘s region Answer: a Topic: A Tour Through the Brain Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
Rationale: Broca‘s area is involved in the production of fluent speech.
172.
A surgeon is probing an area of association cortex in your brain with a stimulation probe. Which sensation would you most likely experience? a. a sense of being gently touched b. swirls of color c.
a bright flash of light
d. nothing at all Answer: d Topic: A Tour Through the Brain Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Although stimulation of sensory or motor areas can produce sensations or movements, stimulation of association areas typically produces no noticeable response.
173.
Although it barely exists in mice and rats, the __________ accounts for approximately one-third of the entire cortex in human beings. a. motor cortex b. prefrontal cortex c.
somatosensory cortex
d. primary visual cortex Answer: b Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: The prefrontal cortex accounts for approximately one-third of the entire cortex in human beings.
174.
The __________ is the most recently evolved part of our brains and is associated with such complex abilities as reasoning, decision making, and planning. a. limbic cortex b. somatosensory cortex c.
prefrontal cortex
d. thalamic cortex Answer: c Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The prefrontal cortex is the most recently evolved part of our brains, and is associated with such complex abilities as reasoning, decision making, and planning.
175.
Phineas Gage is believed to have experienced dramatic changes after his accident involving an iron rod. Which area of his brain is thought to have been damaged? a. frontal lobes b. parietal lobes c.
occipital lobes
d. temporal lobes Answer: a Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: Gage is believed to have had damage to his frontal lobes, particularly the prefrontal area.
176.
Parts of the __________ are involved in social judgment, inhibiting behavior, rational decision-making, and the ability to set goals and to make and carry through plans. a. temporal lobes b. parietal lobes c.
occipital lobes
d. frontal lobes Answer: d Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The prefrontal cortex, part of the frontal lobes, is involved in social judgment, inhibiting behavior, rational decision-making, and the ability to set goals and to make and carry through plans.
177.
Which lobes of the brain are involved in the ability to do a series of tasks in proper sequence and then to stop doing these tasks at the proper time? a. temporal lobes b. parietal lobes c.
frontal lobes
d. occipital lobes Answer: c Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: The frontal lobes govern the ability to do a series of tasks in the proper sequence and to stop doing them at the proper time.
178.
After a serious head injury, Sara faced difficulty in doing a series of tasks in the proper sequence. It is most likely that Sara‘s __________ was injured. a. occipital lobe b. frontal lobe c.
parietal lobe
d. temporal lobe Answer: b Topic: A Tour Through the Brain Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The frontal lobes govern the ability to do a series of tasks in the proper sequence and to stop doing them at the proper time.
179.
Which statement is true regarding the hemispheres of the brain? a. People with right hemisphere damage may have difficulties with reading and identifying objects. b. People with left hemisphere damage may have difficulty identifying faces and understanding music or art. c.
Each hemisphere receives sensory input from the same side of the body, but controls the movement of the opposite side of the body.
d. The two hemispheres are similar in structure but are specialized for different functions. Answer: d Topic: The Two Hemispheres of the Brain Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Although similar in structure, the left and the right hemispheres have somewhat separate talents, or areas of specialization.
180.
People with __________ hemisphere damage in the brain may have difficulties with reading, identifying objects, making symbolic gestures or pantomimes, and describing events in the correct order. a. left b. right c.
frontal
d. rear Answer: a Topic: The Two Hemispheres of the Brain Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Patients with left-hemisphere damage may have difficulties with reading, identifying objects, making symbolic gestures or pantomimes, and describing events in the correct order.
181.
People with __________ hemisphere damage in the brain may have difficulty identifying faces, interpreting emotional expressions, or understanding music or art. a. left b. right c.
frontal
d. rear Answer: b Topic: The Two Hemispheres of the Brain Skill Level: Remember the Facts Difficulty Level: Moderate
Learning Objective: 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Patients with right-hemisphere damage may have difficulty identifying faces, interpreting emotional expressions, or understanding music or art.
182.
Roger W. Sperry won a Nobel Prize for his research on hemispheric specialization. Sperry studied the effects of severing the __________, which joins the two hemispheres of the brain. a. corpus callosum b. substantia nigra c.
pons
d. medulla Answer: a Topic: The Two Hemispheres of the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The corpus callosum sends information from one side of the brain to the other.
183.
Because Gwendolyn underwent a split-brain operation as a child, we can infer that she likely had a history of __________. a. frontal lobe damage b. severe epilepsy c.
anosognosia
d. recurring depression Answer: b Topic: The Two Hemispheres of the Brain Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The split-brain operation is performed on humans to control severe epilepsy that cannot be controlled by medication.
184.
If you look straight ahead, then everything in the left side of the scene before you goes to the __________. a. right half of your brain b. left half of your brain c.
front half of your brain
d. top half of your brain Answer: a Topic: The Two Hemispheres of the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Each hemisphere perceives information in the opposite half of the visual field.
185.
Researchers took photographs of different faces, cut them down the middle vertically, and pasted different halves together to form composite faces. The reconstructed photographs were flashed quickly to split-brain patients. It was found that the split-brain patients would __________. a. name the person in the left part of the image and point with the right hand to the left image b. name the person in the right part of the image and point with the left hand to the left image c.
name the person in the right part of the image and point with the right hand to the left image
d. name the person in the left part of the image and point with the left hand to the right image Answer: b Topic: The Two Hemispheres of the Brain Skill Level: Understand the Concepts Difficulty Level: Difficult
Learning Objective: 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: In the split-brain patient, each hemisphere perceives information in the opposite half of the visual field. Thus, they can verbally describe only what they see in the right half of the visual field, though they can indicate, with their left hand, what they saw in the left half of the visual field.
186.
The __________ half of the brain has been called an ―interpreter‖ because one of its major roles is to provide a reasonable story to explain one‘s thoughts, feelings, and behaviors. a. left b. right c.
front
d. back Answer: a Topic: The Two Hemispheres of the Brain Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Michael Gazzaniga has called the left hemisphere an ―interpreter,‖ because one of its major roles is to continually provide a reasonable story to explain our thoughts, feelings, and behaviors.
187.
If Matteo‘s brain is like that of most people, then language functions will be dominant in the __________. a. right half of his brain b. left half of his brain c.
top half of his brain
d. back half of his brain Answer: b Topic: The Two Hemispheres of the Brain Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 4.5.B Describe why the two hemispheres of the brain are allies rather than opponents. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: For most people, language is primarily a left hemisphere function, whereas the right hemisphere is more important for processing spatial information, including recognizing faces.
188.
The right hemisphere of the brain __________. a. excels in the ability to read facial expressions b. has a ―mental module‖ that constantly tries to explain actions that are nonverbal c.
excels in logical, sequential, and symbolic tasks, such as solving math problems
d. is responsible for language processing in most individuals Answer: a Topic: The Two Hemispheres of the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.5.B Describe why the two hemispheres of the brain are allies rather than opponents. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: For most people, the right hemisphere is more important for processing spatial information, including recognizing faces, and perceiving emotional expressions.
189.
Based on decades of evidence, competent split-brain researchers would agree that __________. a. the mental skills of the left hemisphere are superior to those of the right hemisphere b. in typical brains, the left and right hemispheres cooperate naturally in everyday activities c.
the mental skills of the right hemisphere are superior to those of the left hemisphere
d. the left hemisphere and the right hemisphere are exactly the same Answer: b Topic: The Two Hemispheres of the Brain Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 4.5.B Describe why the two hemispheres of the brain are allies rather than opponents.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 2.4 Interpret, design, and conduct basic psychological research Rationale: In most real-life activities, the two sides cooperate naturally, with each making a valuable contribution. In visual perception, the left hemisphere generally ―sees‖ the details, whereas the right hemisphere ―sees‖ how they fit together.
190.
Which statement about the malleability of the human brain is true? a. Our brains are fully formed at birth. b. Adulthood is the greatest period of plasticity for the brain. c.
The brain‘s ability to change and adapt continues throughout life.
d. Human brains lose the ability to physically change in adulthood. Answer: c Topic: The Flexible Brain Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 4.6.A Define neural plasticity, and summarize the main evidence that the brain has the ability to change in response to new experiences. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Plasticity, the brain‘s ability to change in response to new experiences, is most pronounced during infancy and early childhood, but it continues throughout life.
191.
Cristobel suffered a brain injury as a result of hitting his head while waterskiing. One of the problems that developed was that Cristobel could not pronounce certain words correctly for a long period of time until he had undergone extensive speech therapy, but he can now speak as he did before his accident. This is an example of the brain‘s ______, which allowed the structure and function of his brain cells to change to adjust to the trauma. a. stagnation b. proliferation c.
adaptology
d. plasticity Answer: d Topic: The Flexible Brain
Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 4.6.A Define neural plasticity, and summarize the main evidence that the brain has the ability to change in response to new experiences. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Plasticity is the brain‘s ability to change and adapt in response to new experiences.
192.
Which statement is true regarding the effects of culture on the brain? a. Bilingual people tend to use different parts of their brains for their two languages, although the evidence is mixed. b. Illiterate individuals tend to have more white matter in a part of the parietal cortex compared to literate individuals. c.
Technological literacy cannot affect brain activity.
d. The patterns of brain activity evident during mathematical processing are the same in all humans. Answer: a Topic: The Flexible Brain Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 4.6.B Discuss the relationship between cultural forces and brain function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.5 Incorporate sociocultural factors in scientific inquiry Rationale: Research has shown that different brain areas are involved in a first language versus a second language.
193.
Which statement is true regarding sex differences in the brain? a. The brains of males and females do not differ. b. There are biochemical differences, but not anatomical differences, between male and female brains. c.
Males are more likely to be right-brained and females are more likely to be left-brained.
d. Ideology often gets in the way of interpreting research on sex differences and the brain. Answer: d Topic: The Flexible Brain
Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 4.6.C Summarize cautions surrounding the conclusion that sex differences in the brain are linked to sex differences in behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry Rationale: Ideology often gets in the way of interpreting research on group differences and the brain: Some people worry that the research can be used to justify sexism and others argue that ignoring the evidence is antiscientific.
194.
As a critical thinker in psychology, it is important to recognize that __________. a. the overlap between the sexes is less than the differences between them b. biological differences between the sexes always have implications for behavior c.
differences in the brain do not account for differences in behavior across situations
d. animal studies show that sex differences in the brain do not affect behavior Answer: c Topic: The Flexible Brain Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 4.6.C Summarize cautions surrounding the conclusion that sex differences in the brain are linked to sex differences in behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Situational forces are usually so varied and complex that it would be difficult to conclude that anyone‘s brain would be hardwired in such a way as to respond to those situations in a consistent, stereotyped fashion.
195.
As a critical thinker in psychology, it is important to recognize that correlation does not imply causation. Applied to the investigation of sex differences in the brain, this means that __________. a. brain differences must precede, and therefore cause, behavior differences b. there can be no circumstances under which brain structures might differ from one person to another, or one social group to another c.
brain differences could be the result, not the cause, of behavioral differences between the sexes
d. behavior differences produce brain differences; logically, it cannot be the other way around Answer: c Topic: The Flexible Brain Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 4.6.C Summarize cautions surrounding the conclusion that sex differences in the brain are linked to sex differences in behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Some differences in the brain result from, rather than cause, behavioral differences.
True-False Questions
1.
One of the functions of a nervous system is to gather and process information. Answer: True Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
2.
The human central nervous system consists of the brain and the spinal cord. Answer: True Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
3.
The spinal cord acts as a bridge between the brain and the parts of the body below the neck. Answer: True Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
4.
All reflexes are produced by the spinal cord.
Answer: False Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
5.
Penile erection is a spinal reflex. Answer: True Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
6.
Spinal reflexes are automatic and cannot be influenced by thoughts and emotions. Answer: False Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
7.
The peripheral nervous system is a collection of neurons and supportive tissue running from the base of the brain down the center of the back. Answer: False Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
8.
Motor nerves carry messages from special receptors in the skin to the spinal cord. Answer: False Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
9.
Sensory nerves put us in touch with both the outside world and with the activities within our own bodies. Answer: True Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
10.
The somatic nervous system is sometimes called the skeletal nervous system. Answer: True Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
11.
When you feel something brushing against your arm, the somatic nervous system is critical to the sensation. Answer: True Topic: The Nervous System: A Basic Blueprint Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
12.
The sympathetic nervous system enables the body to conserve and store its energy. Answer: False Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
13.
The parasympathetic nervous system mobilizes the body for action. Answer: False Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
14.
Activation of the sympathetic nervous system elevates the body‘s heart rate and blood pressure. Answer: True
Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
15.
The somatic nervous system regulates the functioning of the internal organs. Answer: False Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
16.
The autonomic nervous system controls skeletal muscles. Answer: False Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
17.
The sympathetic nervous system acts like an accelerator on a car, mobilizing the body for action. Answer: True Topic: The Nervous System: A Basic Blueprint Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
18.
Neurons are also called nerve cells. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.A Compare the functions of neurons and glial cells. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
19.
Neurons greatly outnumber glial cells in the human brain. Answer: False Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.A Compare the functions of neurons and glial cells. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
20.
One function of glial cells is to hold the neurons in place. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.A Compare the functions of neurons and glial cells. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
21.
An adult brain contains about 620 billion cells.
Answer: False Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 4.2.A Compare the functions of neurons and glial cells. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
22.
Many axons are insulated by a surrounding layer of fatty material called the myelin sheath. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
23.
Axons commonly divide at the end into branches called axon terminals. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
24.
One purpose of the myelin sheath is to prevent signals in adjacent cells from interfering with each other. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
25.
Some axons in adult human beings can be as long as a few feet. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
26.
In the peripheral nervous system, the fibers of individual neurons are collected together in bundles called nerves. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
27.
The human body has 43 pairs of peripheral nerves. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
28.
Neurons in the central nervous system can neither reproduce nor regenerate. Answer: False
Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.C Explain how stem cells contribute to the process of neurogenesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
29.
Central nervous system cells cannot be produced after infancy. Answer: False Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.C Explain how stem cells contribute to the process of neurogenesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
30.
Stem cells are immature cells that have the potential to develop into mature cells of various types. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.C Explain how stem cells contribute to the process of neurogenesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
31.
Neurogenesis is the process by which dopamine molecules cross the blood-brain barrier. Answer: False Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.C Explain how stem cells contribute to the process of neurogenesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
32.
Given encouraging environments, stem cells from early embryos can develop into any cell type. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.C Explain how stem cells contribute to the process of neurogenesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
33.
Synaptic vesicles are tiny sacs found in the tip of the axon terminals. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
34.
A neuron at rest is neutral in its electrical charge. Answer: False Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
35.
In myelinated axons, the action potential appears to ―hop‖ from one node to the next. Answer: True Topic: Communication in the Nervous System
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
36.
Nerve impulses travel more slowly in babies than in older children and adults. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
37.
Neurotransmitters make it possible for one neuron to excite or inhibit another. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
38.
Neurotransmitters exist only in the brain and spinal cord. Answer: False Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
39.
The nature of the effect of a neurotransmitter depends on the type of receptor it binds with. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
40.
Serotonin affects neurons involved in appetite and pain suppression. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
41.
Acetylcholine affects neurons involved in arousal, and is also involved in muscle action. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
42.
Glutamate functions as the major inhibitory neurotransmitter in the brain.
Answer: False Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
43.
Glutamate is the major excitatory neurotransmitter in the brain. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
44.
Neurotransmitter
molecules fit into receptor sites much like a key fits into a lock.
Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
45.
A loss of cells that produce norepinephrine is responsible for the tremors and rigidity evident in people who have been diagnosed with Parkinson‘s disease. Answer: False Topic: Communication in the Nervous System Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
46.
Serotonin levels will decrease after a protein-rich meal. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
47.
Hormones are chemical substances secreted by glands, that affect the functioning of organs. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
48.
Norepinephrine may be considered either a neurotransmitter or a hormone. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
49.
Melatonin is secreted by the pituitary gland. Answer: False Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
50.
Melatonin helps to regulate daily biological rhythms and promotes sleep. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology
51.
Adrenal hormones are produced by the pineal gland. Answer: False Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
52.
Melatonin facilitates the ejection of milk during nursing. Answer: False
Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
53.
Androgens are feminizing hormones that bring about physical change in females during puberty. Answer: False Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
54.
Progesterone contributes to the growth and maintenance of the uterine lining in preparation for a fertilized egg. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
55.
Cortisol produced by the outer part of each adrenal gland increases blood-sugar levels. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
56.
Hormones have effects similar to those of natural opiates. Answer: False Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
57.
Endorphins reduce pain and promote pleasure. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
58.
Endorphins are known technically as endogenous opioid peptides. Answer: True Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
59.
Endorphin levels decrease considerably when an organism is afraid or under stress. Answer: False Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
60.
The lesion method of studying the brain is often applied to human participants. Answer: False Topic: Mapping the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.3.A Describe techniques researchers use for manipulating the brain and observing the behavior that results. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
61.
Transcranial magnetic stimulation (TMS) uses a powerful magnetic field in order to temporarily inactivate neural circuits in the brain. Answer: True Topic: Mapping the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.3.A Describe techniques researchers use for manipulating the brain and observing the behavior that results. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
62.
A recording of neural activity detected by electrodes is called an electroencephalogram. Answer: True Topic: Mapping the Brain
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
63.
Event-related potentials (ERP) isolate the neural activity associated with responding to a specific stimulus. Answer: True Topic: Mapping the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
64.
Magnetic resonance imaging (MRI) involves using radio frequencies to take highly detailed pictures of bodily organs. Answer: True Topic: Mapping the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
65. Magnetic resonance imaging (MRI) involves the injection of a glucose-like substance containing a radioactive element into the brain. Answer: False Topic: Mapping the Brain Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
66.
Positron emission tomography (PET) is a method for analyzing biochemical activity in the brain. Answer: True Topic: Mapping the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
67.
A structural MRI allows researchers to see brain activity associated with specific thoughts or behaviors. Answer: False Topic: Mapping the Brain Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
68.
Functional MRI (fMRI) can identify where something is happening in the brain, typically with better results than an electroencephalogram (EEG). Answer: True Topic: Mapping the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
69.
If researchers do not apply the correct statistical procedures, it is possible for an fMRI to detect effects where none exists. Answer: True Topic: Mapping the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
70.
The concept of ―localization of function‖ can be traced to Franz Joseph Gall‘s theory of phrenology. Answer: True Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
71.
The region of the brain at the base of the skull is called the thalamus. Answer: False Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
72.
The medulla and the pons are the two main structures of the brain stem. Answer: True Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
73.
The medulla is responsible for breathing and heart rate. Answer: True Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
74.
The pons is responsible for bodily functions that do not have to be consciously willed, such as breathing and heart rate. Answer: False Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
75.
Without the reticular activating system, we would not be alert. Answer: True Topic: A Tour Through the Brain
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
76.
If a person‘s cerebellum was damaged, the person would become exceedingly clumsy and uncoordinated. Answer: True Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
77.
The thalamus is a brain structure that relays sensory messages to the cerebral cortex. Answer: True Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.B Describe the location and function of the thalamus. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
78.
The only sense that completely bypasses the thalamus in the brain is touch. Answer: False Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 4.4.B Describe the location and function of the thalamus. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
79.
The thalamus is a brain structure involved in emotions and drives that are vital for survival. Answer: False Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.C Describe the locations and functions of the hypothalamus and pituitary gland. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
80.
A walnut-sized endocrine gland called the adrenal gland hangs down from the hypothalamus. Answer: False Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.4.C Describe the locations and functions of the hypothalamus and pituitary gland. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
81.
The pituitary gland is often thought of as the body‘s superordinate gland. Answer: True Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.C Describe the locations and functions of the hypothalamus and pituitary gland. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
82.
The amygdala is involved in the arousal and regulation of emotion. Answer: True
Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.D Describe the location and function of the amygdala. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
83.
The hippocampus is a brain structure that plays an important role in memory. Answer: True Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.E Describe the location and function of the hippocampus. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
84.
The upper part of the brain, above the pons and cerebellum, is called the cerebrum. Answer: True Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.F Describe the functions of the cerebrum and the corpus callosum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
85. the
The left cerebral hemisphere controls the left side of the body, and the right cerebral hemisphere controls right side of the body. Answer: False Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.F Describe the functions of the cerebrum and the corpus callosum.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
86.
The corpus callosum is the bundle of nerve fibers that connect the two cerebral hemispheres. Answer: True Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.F Describe the functions of the cerebrum and the corpus callosum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
87.
The process by which the two cerebral hemispheres communicate with one another is known as lateralization. Answer: False Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.F Describe the functions of the cerebrum and the corpus callosum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
88.
The cerebrum is covered by several thin layers of densely-packed cells known collectively as the corpus callosum. Answer: False Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.F Describe the functions of the cerebrum and the corpus callosum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
89.
The gray matter in the brain consists of long, myelin-covered axons. Answer: False Topic: A Tour Through the Brain
Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
90.
The cortex contains almost three-fourths of all the cells in the human brain. Answer: True Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
91.
The cerebral cortex in humans is less convoluted than in other mammals. Answer: False Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
92.
The occipital lobes contain the visual cortex, where visual signals are processed. Answer: True Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
93.
The parietal lobes contain the auditory cortex, which processes sounds. Answer: False Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
94.
The areas of the somatosensory cortex that receive signals from the hands and the face are disproportionately large. Answer: True Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
95.
The parietal lobes are located at the sides of the brain, just above the ears and behind the temples. Answer: False Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
96.
An area of the left temporal lobe known as Wernicke‘s area is involved in language comprehension. Answer: True
Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
97.
The motor cortex is located in the frontal lobes. Answer: True Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
98.
Broca‘s area, which is involved in speech production, is located in the parietal lobe. Answer: False Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
99.
Many areas of the cortex, when stimulated, would produce no obvious response or sensation. Answer: True Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
100.
If a surgeon applied electrical currents to a part of your brain and you felt nothing, it would indicate brain damage in that region. Answer: False Topic: A Tour Through the Brain Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
101.
The prefrontal cortex accounts for approximately one-third of the entire cortex in human beings. Answer: True Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
102.
Parts of the frontal lobes are involved in social judgment and rational decision-making. Answer: True Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
103.
The frontal lobes govern the ability to do a series of tasks in the proper sequence. Answer: True Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
104.
The temporal lobes control life-sustaining functions, such as breathing and alertness. Answer: False Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
105.
People with damage in the left cerebral hemisphere may lose the ability to speak or understand language. Answer: True Topic: The Two Hemispheres of the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
106.
People who have been diagnosed with right hemisphere damage may have difficulty understanding music or art. Answer: True Topic: The Two Hemispheres of the Brain
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
107.
After split-brain surgery, patients are usually unable to walk or to care for their physical needs of everyday life. Answer: False Topic: The Two Hemispheres of the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
108.
Each brain hemisphere receives information from the eyes about the opposite side of the visual field. Answer: True Topic: The Two Hemispheres of the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
109.
One of the major roles of the right cerebral hemisphere is to continually provide a reasonable story to explain our thoughts, feelings, and behaviors. Answer: False Topic: The Two Hemispheres of the Brain Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
110.
In most people, the right cerebral hemisphere of the brain is specialized for processing facial emotion. Answer: True Topic: The Two Hemispheres of the Brain Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.5.B Describe why the two hemispheres of the brain are allies rather than opponents. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
111.
In most people, the left cerebral hemisphere of the brain is specialized for reading. Answer: True Topic: The Two Hemispheres of the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.5.B Describe why the two hemispheres of the brain are allies rather than opponents. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
112.
The left hemisphere is specialized for processing the tone of voice in which words are spoken. Answer: False Topic: The Two Hemispheres of the Brain Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 4.5.B Describe why the two hemispheres of the brain are allies rather than opponents. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
113.
During infancy, synapses proliferate at a slower rate than they do in adulthood. Answer: False
Topic: The Flexible Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.6.A Define neural plasticity, and summarize the main evidence that the brain has the ability to change in response to new experiences. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
114.
The brain‘s ability to change and adapt in response to experience is called lateralization. Answer: False Topic: The Flexible Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.6.A Define neural plasticity, and summarize the main evidence that the brain has the ability to change in response to new experiences. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
115.
In blind people, the visual areas in the brain might be active during tasks requiring hearing or touch, due to plasticity. Answer: True Topic: The Flexible Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.6.A Define neural plasticity, and summarize the main evidence that the brain has the ability to change in response to new experiences. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
116.
Illiterate individuals tend to have less white matter in a part of the parietal cortex when compared with literate people. Answer: True Topic: The Flexible Brain Skill Level: Remember the Facts Difficulty Level: Difficult
Learning Objective: 4.6.B Discuss the relationship between cultural forces and brain function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
117.
A study that recorded daily conversations demonstrated that women are more talkative than men, thereby supporting a common assumption among laypeople. Answer: False Topic: The Flexible Brain Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.6.C Summarize cautions surrounding the conclusion that sex differences in the brain are linked to sex differences in behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.5 Incorporate sociocultural factors in scientific inquiry
118.
Differences in the brain always account for the differences in people‘s behavior across situations. Answer: False Topic: The Flexible Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.6.C Summarize cautions surrounding the conclusion that sex differences in the brain are linked to sex differences in behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.5 Incorporate sociocultural factors in scientific inquiry
119.
Sex differences in brain structures could be the result rather than the cause of behavioral differences between men and women. Answer: True Topic: The Flexible Brain Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 4.6.C Summarize cautions surrounding the conclusion that sex differences in the brain are linked to sex differences in behavior.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.5 Incorporate sociocultural factors in scientific inquiry
120. Finding group differences in brain structures indicates all members of those groups will show those differences to the same extent. Answer: False Topic: The Flexible Brain Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 4.6.C Summarize cautions surrounding the conclusion that sex differences in the brain are linked to sex differences in behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.5 Incorporate sociocultural factors in scientific inquiry
Short Answer Questions
1.
Explain why a person would immediately pull their hand away when touching something hot. Answer: A good answer will include the following key points.
Pulling the hand away from a danger is a spinal reflex, controlled by the spinal cord. Sensory input—in this case, the heat of the object—triggers an automatic motor response.
Topic: The Nervous System: A Basic Blueprint Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
2.
A brain without a peripheral nervous system would be like a radio without a receiver. Explain what is meant by this analogy. Answer: A good answer will include the following key points.
The peripheral nervous system picks up signals from sensory organs, just as a radio receiver picks up radio waves from the air. Without a peripheral nervous system, the brain has no information to work with, just as a radio without a receiver plays only static.
Topic: The Nervous System: A Basic Blueprint Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
3.
Why is the sympathetic nervous system compared to the accelerator of a car? Answer: A good answer will include the following key points.
The sympathetic nervous system increases arousal, much like the accelerator increases the speed of a car. The sympathetic nervous system shifts the body into ―action mode,‖ just as the accelerator causes a car to speed up.
Topic: The Nervous System: A Basic Blueprint Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
4.
Why is the parasympathetic nervous system compared to the brake of a car? Answer: A good answer will include the following key points.
The parasympathetic nervous system slows activity in the body, much like the brake slows a car. The parasympathetic nervous system conserves energy.
Topic: The Nervous System: A Basic Blueprint Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
5.
List five different functions of glial cells. Answer: A good answer will include five of the following key points.
Provide a scaffold for neurons. Provide neurons with nutrients. Insulate neurons. Protect the brain from toxic agents. Remove cellular debris when neurons die. Communicate with each other and with neurons. Help determine which neural connections get stronger or weaker.
Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.A Compare the functions of neurons and glial cells. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
6.
List the three main parts of a neuron and explain the role each plays in the transmission of neural communication. Answer: A good answer will include the following key points.
Dendrites—receive messages from other neurons and transmit them to the cell body. Cell body—keeps the neuron alive and produces many important neurochemicals. Axon—transmits messages from the cell body to other neurons or to muscle or gland cells.
Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
7.
When a neurotransmitter binds briefly with a receptor site, the ultimate effect is either excitatory or inhibitory. Explain each type of effect. Answer: A good answer will include the following key points.
Excitatory effect—a voltage shift in the positive direction occurs. It increases the probability that the receiving neuron will fire. Inhibitory effect—a voltage shift in the negative direction occurs. It decreases the probability that the receiving neuron will fire.
Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
8.
Name any four neurotransmitters found in the human nervous system, and explain which aspects of behavior, memory, or well-being each influences. Answer: A good answer will include any four the following key points.
Serotonin—sleep, appetite, sensory perception, temperature regulation, pain suppression, mood Dopamine—voluntary movement, learning, memory, emotion, pleasure or reward, and responses to novelty Acetylcholine— muscle action, arousal, vigilance, memory, and emotion Norepinephrine—learning, memory, dreaming, waking from sleep, emotion, and those involved in the increased heart rate and the slowing of intestinal activity during stress GABA—the major inhibitory neurotransmitter Glutamate—the major excitatory neurotransmitter
Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
9.
As she entered a health food store, Prudence noticed a sign recommending an herbal remedy called Saint John‘s wort for the treatment of depression. Explain how this remedy affects the biochemistry of the nervous system. Answer: A good answer will include the following key points.
Saint John‘s wort prevents cells that release serotonin from reabsorbing excess molecules in the synaptic cleft. As a result, levels of serotonin rise. Because low serotonin levels are associated with depression, ingesting Saint John‘s wort may help relieve depression.
Topic: Communication in the Nervous System Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology, 2.2 Demonstrate psychology information literacy
10.
Name two major hormones and explain some of the tasks that these hormones perform. Answer: A good answer will include any two of the following key points.
Melatonin—regulates daily biological rhythms, promotes sleep. Oxytocin—enhances uterine contractions during childbirth and facilitates the ejection of milk during nursing. Along with another hormone, vasopressin, oxytocin contributes to relationships in both sexes by promoting attachment and trust. Cortisol—increases blood sugar levels and boosts energy. Epinephrine (adrenalin) and norepinephrine (noradrenalin)—increase arousal levels, prepare a person for action, enhance memory. Testosterone—causes masculinizing effects on the body, influences sexual arousal in people. Estrogen—causes feminizing effects on the body. Progesterone—contributes to the growth and maintenance of the uterine lining in preparation for a fertilized egg.
Topic: Communication in the Nervous System Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
11.
Researchers are studying the possible involvement of sex hormones in behavior not directly related to sex and reproduction. Cite one example of this research. Answer: A good answer will include the following key points.
The body‘s natural estrogen may contribute to learning and memory. Estrogen seems to promote the formation of synaptic connections in some parts of the brain. It indirectly affects the production of acetylcholine.
Topic: Communication in the Nervous System Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.5 Incorporate sociocultural factors in scientific inquiry
12.
A soldier whose best friend has been seriously injured in battle carries the wounded person to safety. After the soldier reaches the medics, he realizes that he, too, is wounded. How could the soldier have carried his friend to safety without noticing the pain from his own wound? Answer: A good answer will include the following key points.
Stress causes endorphin levels to increase. Endorphins temporarily suppress the perception of pain.
Topic: Communication in the Nervous System Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
13.
Identify one drawback of the transcranial magnetic stimulation (TMS) method.
Answer: A good answer will include the following key points.
When neurons fire, they cause many other neurons to become active, too. It is difficult to tell which neurons are critical for a particular task. Therefore, TMS is not precise enough to target individual neurons
Topic: Mapping the Brain Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 4.3.A Describe techniques researchers use for manipulating the brain and observing the behavior that results. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
14.
An EEG recording is analogous to listening to a game while standing outside a sports stadium. Explain this analogy. Answer: A good answer will include the following key points.
Each electrode reports the activity of many neurons. There is a lot of background noise. It is not very precise. Similarly, when standing outside a sports stadium, you know when something is happening, but you can‘t be sure what it is or who is doing it.
Topic: Mapping the Brain Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
15.
How does structural magnetic resonance imaging (MRI) allow the exploration of the brain and body without the injection of chemicals? Answer: A good answer will include the following key points.
Powerful magnetic fields produce vibrations in the nuclei of atoms making up the body. The vibrations are picked up as signals by special receivers in the MRI apparatus. A computer analyzes the signals, their strength and duration, and converts them into a high-contrast picture of the brain (or other organ).
Topic: Mapping the Brain Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
16.
Which three structures comprise the brain stem? What function is associated with each structure? Answer: A good answer will include the following key points.
Medulla—regulation of vital body functions such as breathing and heart rate Pons—involved in sleeping, waking, and dreaming Reticular activating system—screens incoming information and arouses higher brain areas
Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
17.
Which structure of the brain is about the size of a small fist and looks like a ―little brain‖? What function is associated with this ―lesser brain‖? Answer: A good answer will include the following key points.
The cerebellum is located behind the brain stem. It contributes to maintaining a sense of balance and coordination of movement. The cerebellum is also involved in classical conditioning and remembering simple skills. It may be involved in perceptual processes and some higher-level cognitive processes.
Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
18.
Which is the only sense that completely bypasses the thalamus? How is memory related to this particular sense? Answer: A good answer will include the following key points.
Olfactory (smell) information bypasses the thalamus and goes directly to the olfactory bulb. The olfactory bulb is directly connected to structures in the brain that are involved with emotion. Odors become associated with memories of important personal experiences.
Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.B Describe the location and function of the thalamus. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
19.
Describe three tasks associated with the amygdala. Answer: A good answer will include the following key points.
Evaluating sensory information, determining its significance, and contributing to the decision to approach or withdraw. Mediating anxiety and depression. Forming and retrieving emotional memories.
Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.4.D Describe the location and function of the amygdala. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
20.
Explain the relationship between the hippocampus and memory processes. Which research strategies have investigated the link between the hippocampus and memory? Answer: A good answer will include the following key points.
The hippocampus enables people to take in and combine different components of experiences—sights, sounds, and feelings—and bind them together into one ―memory,‖ although the individual components may ultimately be stored in various parts of the cerebral cortex involved in formation of new memories about facts and events. Research enlisting the participation of people diagnosed with brain damage, whose injuries resulted in severe memory problems, supports these conclusions. The case study of Henry Molaison (H. M.) also supports these conclusions.
Topic: A Tour Through the Brain Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 4.4.E Describe the location and function of the hippocampus.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
21.
Why does the human brain have so many crevices and wrinkles in the cerebral cortex, appearing to be a crumpled mess? Answer: A good answer will include the following key points.
The deep crevices and wrinkles enable the cortex to contain its billions of neurons in a compact space. In other mammals, which have fewer neurons, the cortex is less crumpled.
Topic: A Tour Through the Brain Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
22.
What is the difference between ―gray matter‖ and ―white matter‖ in the human brain? Answer: A good answer will include the following key points.
Gray matter—densely packed cell bodies of neurons White matter—myelin-covered axons
Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
23.
On each cerebral hemisphere, deep fissures divide the cortex into four distinct lobes. Name each of the four lobes and describe the location of each lobe. Answer: A good answer will include the following key points.
Occipital lobes—back of the brain. Parietal lobes—top of the brain. Temporal lobes—sides of the brain (just above ears). Frontal lobes—front of the brain (forehead area).
Topic: A Tour Through the Brain
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
24.
Describe the accident involving Phineas Gage and the resulting impact it had on him. Answer: A good answer will include the following key points.
In 1848, a bizarre accident drove an inch-thick, three-and-a-half-foot-long iron rod through the head of Phineas Gage. The rod entered beneath his left eye and exited through the top of his head, destroying much of Gage‘s prefrontal cortex. Miraculously, Gage survived the trauma and, by most accounts, he retained the ability to speak, think, and remember. Reports at the time noted that Gage had changed from mild-mannered, friendly, and efficient into foulmouthed, ill-tempered, and undependable. However, after the accident, Gage was able to work jobs that required some degree of planning, responsibility, and dependability, suggesting that the true and full nature of the disruptions to his frontal lobe may remain a mystery.
Topic: A Tour Through the Brain Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
25.
Ronald E. Myers and Roger W. Sperry wondered what would happen if the two hemispheres of the brain were cut off from one another. In order to explore their research question, they severed the corpus callosum in cats. Describe the aspects of the cats‘ behaviors that remained normal and the aspects that showed a profound change. Answer: A good answer will include the following key points.
The cats‘ everyday behaviors seemed normal. If trained in a task with one eye blindfolded, they could not perform the task when the blindfold was shifted to the other eye.
Topic: The Two Hemispheres of the Brain Skill Level: Remember the Facts Difficulty Level: Moderate
Learning Objective: 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
26.
Explain the experimental procedure used when split-brain patients are shown composite photographs. Why would such patients claim to notice nothing unusual about the original photographs? Answer: A good answer will include the following key points.
Photographs of faces were cut in half and made into composite pictures combining halves of two different faces. Split-brain patients were instructed to stare at a dot in the middle of a screen. The composite pictures were flashed briefly on the screen. Patients verbally would report only the person shown in the right half of the picture. The left hemisphere, which could talk, only saw the right half of the picture, so nothing seemed unusual.
Topic: The Two Hemispheres of the Brain Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
27. are
Describe three activities that are more closely associated with the left hemisphere and three activities that more closely associated with the right hemisphere of the brain. Answer: A good answer will include the following key points.
Left hemisphere—language; logical, symbolic, and sequential tasks; understanding technical material. Right hemisphere—spatial-visual ability; facial recognition, the ability to read facial expressions; creation and appreciation of art and music.
Topic: The Two Hemispheres of the Brain Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
28.
How does neural plasticity help blind people?
Answer: A good answer will include the following key points.
The brain‘s ability to change in response to new experiences is called plasticity. In blind people, new connections may form, permitting lasting structural changes. One striking example of such a change is that visual areas of the brain may become active during tasks requiring hearing or touch.
Topic: The Flexible Brain Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 4.6.A Define neural plasticity, and summarize the main evidence that the brain has the ability to change in response to new experiences. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
29.
Cultural factors can influence brain function. Describe one example in which this seems to be the case. Answer: A good answer will include any one of the following key points.
Although the evidence is mixed, bilingual people may use different parts of their brains when using different languages. Literate people and illiterate people differ in the amount of white matter found in the parietal lobe. People from Asian and American cultures show different brain activity when performing a visual–spatial task that requires attending to contextual cues.
Topic: The Flexible Brain Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 4.6.B Discuss the relationship between cultural forces and brain function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.
30. Why should researchers investigating sex differences in the brain and in behavior be wary of reaching strong causal conclusions? Answer: A good answer will include the following key points.
It is possible to document sex differences in brain structures. It is possible to document sex differences in behavior. However, that doesn‘t necessarily imply that sex differences in the brain caused sex differences in behavior. Moreover, it could be that behavioral differences caused brain differences, reversing the presumed causal arrow.
Topic: The Flexible Brain
Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 4.6.C Summarize cautions surrounding the conclusion that sex differences in the brain are linked to sex differences in behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.
Essay Questions
1.
Compare and contrast the two main divisions of the nervous system and the function of each. Answer: A good answer will include the following key points.
The two divisions of the nervous system are the central nervous system and the peripheral nervous system. The central nervous system consists of the brain and spinal cord. Functions of the central nervous system are defined by specific anatomical structures in the brain and involve bringing in information from the outside world, and driving motor behaviors in response to the outside world and internal thoughts and feelings. The spinal cord carries information in from the outside world and back out to the body. The peripheral nervous system consists of the somatic nervous system and the autonomic nervous system. The somatic system drives voluntary behavior through sensory and motor nerves, and the autonomic system oversees automatic behaviors. The autonomic nervous system consists of the sympathetic and parasympathetic divisions. The sympathetic nervous system prepares us for fight or flight, whereas the parasympathetic system calms us.
Topic: The Nervous System: A Basic Blueprint Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
2.
Distinguish between the opposing systems in the autonomic nervous system. Be sure to include in your answer the name and function of each system and provide a good example demonstrating the function of the systems. Also include in your answer at least two physiological changes caused by each system. Answer: A good answer will include the following key points.
The two divisions of the autonomic nervous system are the sympathetic and the parasympathetic divisions. The sympathetic division increases arousal and uses energy. It does this by dilating pupils, increasing heart rate, and shutting down digestion and bladder functions. The parasympathetic division slows the body and stores and conserves energy. It does this through constricting pupils, slowing heart rate and breathing, stimulating digestion, and allowing the constriction of the bladder. Example: A stressful situation, such as giving a speech, causes increased sympathetic activity and arousal. When the speech is over, the parasympathetic division slows body functions to normal.
Topic: The Nervous System: A Basic Blueprint Skill Level: Analyze It Difficulty Level: Difficult
Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
3.
Sara has been diagnosed with multiple sclerosis, a disease in which the myelin in the nervous system is gradually destroyed. Knowing the structure and function of myelin, you can predict many of the problems that Sara is likely to have as the disease progresses. Describe the structure and function of myelin and how myelin is formed in the nervous system. Predict the outcomes of having multiple sclerosis for Sara and her family. Answer: A good answer will include the following key points.
Myelin is a fatty sheath formed by glial cells. It occurs in segments along the axon and looks like a string of link sausages. Its key functions are to prevent signals in adjacent cells from interfering with each other and to speed conduction of neural impulses. In individuals diagnosed with multiple sclerosis, loss of myelin causes erratic nerve signals resulting in outcomes such as loss of sensation, muscle weakness or paralysis, lack of coordination, or vision problems. These problems will get worse over time for Sara as more myelin is lost.
Topic: Communication in the Nervous System Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 4.2.B Describe each of the three main parts of a neuron, and explain their functions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
4.
For years, the conventional assumption in neuroscience had been that neurons in the central nervous system could neither reproduce nor regenerate, but research has proved otherwise. Explain the startling results of studies that have rejected the conventional wisdom regarding neuronal regeneration. Answer: A good answer will include the following key points.
In animal studies, severed axons in the spinal cord can regrow when treated with certain nervoussystem chemicals. Stem cells in a growth medium will produce new neurons that continue to divide and multiply. Neurogenesis, the production of new neurons, appears to continue in the human brain into adulthood. Physical exercise and mental activity can promote this process while stress may inhibit it.
Topic: Communication in the Nervous System Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 4.2.C Explain how stem cells contribute to the process of neurogenesis.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
5.
Distinguish between electrical and chemical communication within and between neurons. Answer: A good answer will include the following key points.
Action potential—an electrical impulse in the axon of a neuron. It is caused by a brief inflow of sodium ions followed by a brief outflow of potassium ions. It is conducted down the axon from the cell body to the axon terminal. Action potential causes the release of chemical neurotransmitter from the axon terminal. The neurotransmitter travels across the synaptic gap and binds to receptor sites on the receiving neuron. The neurotransmitter can cause either an excitatory effect (positive voltage change) or an inhibitory effect (negative voltage change) in the receiving neuron‘s membrane.
Topic: Communication in the Nervous System Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
6.
Endorphin levels can spike when an animal or a person is afraid or under stress. Explain why this is adaptive using your own example. Answer: A good answer will include the following key points.
Endorphins suppress perception of pain and increase pleasure. When an organism is threatened, it often must act quickly to survive. Pain can interfere with quick action. Pain suppression occurs at the same time as the sympathetic nervous system responds with fight or flight. An example should describe a situation where responding to pain would leave a person in a dangerous situation.
Topic: Communication in the Nervous System Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
7.
Distinguish between the different techniques that have been used to explore the workings of the brain. Answer: A good answer will include the following key points.
Electroencephalogram (EEG)—recording brain waves through electrodes attached to the scalp. Event-related potentials (ERP)—a technique that isolates the neural activity associated with a specific stimulus or event. Transcranial magnetic stimulation (TMS)—a method of stimulating brain cells, using a powerful magnetic field produced by a wire coil placed on a person‘s head; it can be used by researchers to temporarily inactivate neural circuits Transcranial direct current stimulation (tDCS)—a technique that applies a very small electric current to stimulate or suppress activity in parts of the cortex; it enables researchers to identify the functions of a particular area. Positron-emission tomography (PET scan)—records biochemical changes in the brain, often after injection of radioactively-labeled glucose allowing researcher to ―see‖ which areas of the brain are most active. Magnetic resonance imaging (MRI)—using powerful magnetic fields to produce vibration in the nuclei of atoms, then recording the vibrations and converting them into a high-contrast image of the brain. Functional MRI (fMRI)—an ultrafast MRI allowing visualization of second-to-second changes in the brain. In fMRI, the receivers detect levels of blood oxygen in different brain areas. Because neurons use oxygen as fuel, active brain areas produce a bigger signal.
Topic: Mapping the Brain Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 4.3.A Describe techniques researchers use for manipulating the brain and observing the behavior that results. 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 2.4 Interpret, design, and conduct basic psychological research
8.
Your best friends from college invite you over for pizza and a friendly game of cards. Name six parts of the brain and explain the role each plays during your evening of food, fellowship, and playing cards. Answer: A good answer will include the following key points.
Medulla—keeps your heart beating and keeps you breathing. Reticular activating system—keeps you awake. Frontal lobe—helps you make decisions during the card game. Hypothalamus—lets you know when you are hungry and when you are full. Cerebellum—helps you maintain your balance and move about in a coordinated way. Thalamus—sends sensory information to the appropriate areas of cortex for analysis. Hippocampus—helps you form new memories of the evening. Broca‘s area in frontal lobe—allows you to speak to your friends.
Topic: A Tour Through the Brain Skill Level: Apply What You Know Difficulty Level: Moderate
Learning Objective: 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. 4.4.B Describe the location and function of the thalamus. 4.4.C Describe the locations and functions of the hypothalamus and pituitary gland. 4.4.E Describe the location and function of the hippocampus. 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
9.
Distinguish between the lobes of the brain by describing where they are found and their major responsibilities. Answer: A good answer will include the following key points.
Frontal lobes—located just above the eyes and extending about halfway back to the back of the head, they send commands to skeletal muscles, process short-term memory, direct emotion, assist in making plans, allow a person to think creatively, help someone take initiative, and help form speech. Occipital lobes—located at the very back of the head, they aid in visual processing. Parietal lobes—located above the occipital lobes, but behind the frontal lobes, they process touch information and help form attention and various mental operations. Temporal lobes—located by the temples, these lobes help process auditory information, memory, perception, emotion, and language comprehension.
Topic: A Tour Through the Brain Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
10.
In 1848, an explosion near railroad-worker Phineas Gage sent a 3½-foot iron rod rocketing through his skull. The iron rod entered his head under his left eye and emerged from the top of Phineas‘s head. What contributions has this case study made to our current understanding of the brain? Answer: A good answer will include the following key points.
Parts of the frontal lobes are involved in social judgment, rational decision-making, and the ability to set goals and to make and carry out plans. Friends and acquaintances at the time reported that Gage became foul-mouthed, ill-tempered, and undependable, indicating that the damage to the frontal lobes impacted his impulsiveness and his adherence to social norms. However, these anecdotal accounts are difficult to interpret, especially in light of the fact that in later life, Gage was able to hold jobs that required a fair degree of planning and responsibility. People with damage to the frontal lobes have trouble managing their finances and social relationships. Moreover, the mental deficits that characterize damage to these areas are also accompanied by a flattening out of emotion and feeling, which suggests that normal emotions are necessary for everyday reasoning and the ability to learn from mistakes.
Gage showed some or all of these deficits to one degree or another, making it difficult to reach a definitive conclusion correlating specific areas of brain damage with specific impairments in behavior.
Topic: A Tour Through the Brain Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.4 Interpret, design, and conduct basic psychological research
11.
Suppose you come across an article on a news website. According to the article, a new study has found anatomical differences between female and male brain that explain why women and men ―don‘t see eye-toeye on so many topics.‖ What are some reasons you should be skeptical of this type of claim? Answer: A good answer will include the following key points.
Many supposed differences in behavior actually reflect stereotypes about males and females. The overlap between the sexes is often greater than the differences between them. A brain difference does not necessarily explain behavior or performance. Differences in the brain do not account for differences in behavior across different situations. Sex differences in the brain could be the result, rather than the cause, of behavior differences. These types of results often cannot be replicated.
Topic: The Flexible Brain Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 4.6.C Summarize cautions surrounding the conclusion that sex differences in the brain are linked to sex differences in behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.4 Interpret, design, and conduct basic psychological research, 2.5 Incorporate sociocultural factors in scientific inquiry
Integrative Essay Questions: Linking the Chapters
1.
Abnormally low levels of serotonin and dopamine have been associated with harmful effects. Explain these effects and describe what psychologists know about this relationship using your knowledge of correlational studies. What might be an easy assumption to make that may not necessarily be accurate? Answer: A good answer will include the following key points.
Low levels of serotonin are associated with severe depression. Low levels of dopamine are associated with Parkinson‘s disease. This information usually results from correlational studies and from observing the effects of drug treatments. However, correlation does not imply causation. The low levels of neurotransmitters could cause the disorder, could result from the disorder, or could be related to something else entirely. Just because a drug that boosts levels of a neurotransmitter is effective in treating a disorder does not mean that low levels of the neurotransmitter caused the disorder.
Topic: 2.3 Correlational Studies: Looking For Relationships, 4.2 Communication in the Nervous System Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 2.3.B Explain why a correlation between two variables does not establish a causal relationship between those variables. 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 2.4 Interpret, design, and conduct basic psychological research
2.
What can be learned by studying people who have had a part of the brain damaged because of disease or injury? What can be learned by studying individuals whose disorders have required surgical lesions? What are the drawbacks of the case study method? Include in your essay an evaluation of the case studies of Phineas Gage and split-brain patients. Answer: A good answer will include the following key points.
Case studies of individuals with brain damage due to disease, injury, or surgery can lead to hypotheses about brain–behavior relationships. A drawback is that information gained from individual cases may not generalize to other cases. In such cases, the area of the brain that is damaged varies with each individual, so no two cases are exactly alike. Phineas Gage—reaching strong conclusions is problematic because there is murkiness about the details of this case. Split-brain patients have been carefully studied before and after surgery. There are multiple cases, so comparisons can be made between people. Because of their epilepsy, however, their brains may not have been functioning as that of a normal person before the surgery.
Topic: 2.2 Descriptive Studies: Establishing the Facts, 4.5 The Two Hemispheres of the Brain Skill Level: Analyze It
Difficulty Level: Difficult Learning Objective: 2.2.B Discuss the advantages and disadvantages of using case studies to collect data. 4.4.G Understand the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.4 Interpret, design, and conduct basic psychological research
Revel Quizzes
The following questions appear at the end of each module and at the end of the chapter in Revel for Psychology, 14e.
Multiple choice question
EOM Q4.1.1
The central nervous system is composed of the __________.
Options a) brain and spinal cord b) somatic system and autonomic system Consider This: The sympathetic and parasympathetic systems make up the autonomic nervous system. 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. c) sympathetic system and parasympathetic system Consider This: The sympathetic and parasympathetic systems make up the autonomic nervous system. 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. d) peripheral system and lateral system Consider This: The sympathetic and parasympathetic systems make up the autonomic nervous system. 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. ANS: a Mod No=4.1 Skill Level=Remember Difficulty Level=easy
Multiple choice question
Q4.1.2
Jimmy is camping with friends when he accidentally steps in the campfire and recoils his foot instantaneously. What produced this speedy foot-saving action?
Options a) The direct operation of the spinal cord b) A pain signal sent from the brain to the foot Consider This: Some parts of the central nervous system are activated with virtually no conscious effort. 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. c) A signal relayed from the foot to the brain to the spinal cord back to the foot Consider This: Some parts of the central nervous system are activated with virtually no conscious effort. 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. d) The complex interplay of brain and spinal signals Consider This: Some parts of the central nervous system are activated with virtually no conscious effort. 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. ANS: a Mod No=4.1 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q4.1.3
Nerves that are connected to sensory receptors and to skeletal muscles are part of the __________ nervous system.
Options a) somatic b) central Consider This: The sympathetic and parasympathetic systems make up the autonomic nervous system. 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. c) sympathetic Consider This: The sympathetic and parasympathetic systems make up the autonomic nervous system. 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. d) parasympathetic Consider This: The sympathetic and parasympathetic systems make up the autonomic nervous system. 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. ANS: a Mod No=4.1 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q4.1.4
As Keiko walked through a dark alley late at night, she heard a bottle break, a weird wheezing noise, and something rustling behind a dumpster. Her heart beat faster, she started to sweat, and she began to breathe more deeply. These physiological reactions were produced by Keiko‘s __________ nervous system.
Options a) sympathetic b) parasympathetic
Consider This: Keiko‘s body was readying itself to either confront an environmental stressor or flee the scene. 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. c) somatic Consider This: Keiko‘s body was readying itself to either confront an environmental stressor or flee the scene. 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. d) central Consider This: Keiko‘s body was readying itself to either confront an environmental stressor or flee the scene. 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. ANS: a Mod No=4.1 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q4.1.5
As Keiko continued down the alley, she saw a mangy, asthmatic cat emerge from behind a dumpster. The cat yawned and hobbled away, as Keiko‘s heartbeat slowed and her breathing returned to normal. These physiological reactions were produced by Keiko‘s __________ nervous system.
Options a) parasympathetic b) sympathetic Consider This: Keiko‘s body was returning itself to normal conditions after preparing to fight or flee. 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. c) central
Consider This: Keiko‘s body was returning itself to normal conditions after preparing to fight or flee. 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. d) somatic Consider This: Keiko‘s body was returning itself to normal conditions after preparing to fight or flee. 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. ANS: a Mod No=4.1 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q4.2.1
Nerve cells found in the brain are called __________, whereas support cells found in the brain are called __________.
Options a) neurons; glia b) nerve cells; dendrites Consider This: Your brain is made up of two types of cells with specific names and specific functions. 4.2.A Compare the functions of neurons and glial cells. c) glia; axons Consider This: Your brain is made up of two types of cells with specific names and specific functions. 4.2.A Compare the functions of neurons and glial cells. d) glia; neurons Consider This: Your brain is made up of two types of cells with specific names and specific functions. 4.2.A Compare the functions of neurons and glial cells. ANS: a Mod No=4.2
Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q4.2.2
In a typical neuron, information is received by __________ and transmitted to the next neuron by __________.
Options a) dendrites; an axon b) axons; glia Consider This: Neurons act as a kind of relay station, taking in information on one end and transmitting it out the other end. Picture what a typical neuron looks like and what those receiving and transmitting elements are called. 4.2.B Describe each of the three main parts of a neuron, and explain their functions. c) dendrites; glia Consider This: Neurons act as a kind of relay station, taking in information on one end and transmitting it out the other end. Picture what a typical neuron looks like and what those receiving and transmitting elements are called. 4.2.B Describe each of the three main parts of a neuron, and explain their functions. d) an axon; dendrites Consider This: Neurons act as a kind of relay station, taking in information on one end and transmitting it out the other end. Picture what a typical neuron looks like and what those receiving and transmitting elements are called. 4.2.B Describe each of the three main parts of a neuron, and explain their functions. ANS: a Mod No=4.2 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q4.2.3
Embryonic stem cells __________.
Options a) can generate many types of specialist cells, such as neurons or muscle cells b) can repair themselves without sending pain signals to the spinal cord Consider This: Stem cell research holds a great deal of promise, in large part due to the ability of embryonic cells to develop in many different ways. 4.2.C Explain how stem cells contribute to the process of neurogenesis. c) can divide four times, as opposed to most cells, which only divide twice Consider This: Stem cell research holds a great deal of promise, in large part due to the ability of embryonic cells to develop in many different ways. 4.2.C Explain how stem cells contribute to the process of neurogenesis. d) always turn into neurons after a 1-year incubation period Consider This: Stem cell research holds a great deal of promise, in large part due to the ability of embryonic cells to develop in many different ways. 4.2.C Explain how stem cells contribute to the process of neurogenesis. ANS: a Mod No=4.2 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q4.2.4
Anuj was bragging to C. J. ―Gosh, I'm smart!‖ he crowed. ―My brain cells are stitched so tightly together that there‘s no space between them. Information travels from neuron to neuron without a break!‖ ―You can‘t be that smart,‖ muttered C. J., ―if you don‘t even understand how misinformed you are.‖ Why is C. J. correct?
Options a) Neurons do not touch one another; there is a small gap between them called a synaptic cleft. b) Glial cells are responsible for transmitting information throughout the brain. Consider This: Neurons communicate using an electrochemical messaging system; the ―chemical‖ part is what is important in the present case. 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. c) Axons touch other axons, and dendrites touch other dendrites; the neuron itself does not matter. Consider This: Neurons communicate using an electrochemical messaging system; the ―chemical‖ part is what is important in the present case. 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. d) Myelin stimulates an action potential, and this sends a signal out through a dendrite; the strength of the signal is more important than the connection. Consider This: Neurons communicate using an electrochemical messaging system; the ―chemical‖ part is what is important in the present case. 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. ANS: a Mod No=4.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q4.2.5
__________ is a neurotransmitter involved in voluntary movement, pleasure and reward, and attention.
Options
a) Dopamine b) GABA Consider This: Serotonin affects neurons involved in sleep, appetite, sensory perception, temperature regulation, pain suppression, and mood. 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. c) Serotonin Consider This: Serotonin affects neurons involved in sleep, appetite, sensory perception, temperature regulation, pain suppression, and mood. 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. d) Acetylcholine Consider This: Serotonin affects neurons involved in sleep, appetite, sensory perception, temperature regulation, pain suppression, and mood. 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. ANS: a Mod No=4.2 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q4.3.1
Surgically removing brain structures from a non-human animal to understand the effects on behavior is a technique for investigating brain function known as __________.
Options a) the lesion method b) PET scanning Consider This: One method for understanding brain function is to study what happens when parts of the brain are damaged, missing, or otherwise impaired. The technique described here involves direct intervention in the brain. 4.3.A Describe techniques researchers use for manipulating the brain and observing the behavior that results. c) transcranial magnetic stimulation
Consider This: One method for understanding brain function is to study what happens when parts of the brain are damaged, missing, or otherwise impaired. The technique described here involves direct intervention in the brain. 4.3.A Describe techniques researchers use for manipulating the brain and observing the behavior that results. d) positron emission tomography Consider This: One method for understanding brain function is to study what happens when parts of the brain are damaged, missing, or otherwise impaired. The technique described here involves direct intervention in the brain. 4.3.A Describe techniques researchers use for manipulating the brain and observing the behavior that results. ANS: a Mod No=4.3 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q4.3.2
Although both techniques involve intervening in brain function, __________ employs a large electrical current that generates a magnetic field, whereas __________ uses a relatively small electrical current.
Options a) TMS; tDCS b) EEG; ERP Consider This: There are many methods available to researchers for mapping the brain. Recall which techniques involve applying electromagnetic forces to the brain. 4.3.A Describe techniques researchers use for manipulating the brain and observing the behavior that results. c) tDCS; PET Consider This: There are many methods available to researchers for mapping the brain. Recall which techniques involve applying electromagnetic forces to the brain. 4.3.A Describe techniques researchers use for manipulating the brain and observing the behavior that results. d) MRI; TMS
Consider This: There are many methods available to researchers for mapping the brain. Recall which techniques involve applying electromagnetic forces to the brain. 4.3.A Describe techniques researchers use for manipulating the brain and observing the behavior that results. ANS: a Mod No=4.3 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q4.3.3
When recording brain waves, both __________ and __________ can provide a general record of electrical brain activity.
Options a) EEG; ERP b) PET; MRI Consider This: There are many techniques for recording brain activity. Which ones rely on measuring electrical activity? 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. c) TMS; tDCS Consider This: There are many techniques for recording brain activity. Which ones rely on measuring electrical activity? 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. d) EOM; EOC Consider This: There are many techniques for recording brain activity. Which ones rely on measuring electrical activity? 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. ANS: a Mod No=4.3 Skill Level=Understand
Difficulty Level=moderate
Multiple choice question
EOM Q4.3.4
The brain‘s use of glucose can be recorded using __________.
Options a) PET b) EEG Consider This: There are many techniques for recording brain activity. Which one relies on measuring biochemical changes in the brain as they occur? 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. c) ERP Consider This: There are many techniques for recording brain activity. Which one relies on measuring biochemical changes in the brain as they occur? 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. d) TMS Consider This: There are many techniques for recording brain activity. Which one relies on measuring biochemical changes in the brain as they occur? 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. ANS: a Mod No=4.3 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q4.3.5
Pierre and Solange were talking one day. ―I‘m a little nervous,‖ confessed Pierre. ―My doctor told me I should get a brain scan . . . M-R-something.‖ ―Oh!‖ Solange replied. ―MRI, or fMRI?‖ ―Hmm, I'm not sure,‖ replied Pierre. ―What's the difference?‖ Can you answer Pierre‘s question?
Options a) MRI records the structure of the brain, whereas fMRI records brain activity associated with specific thoughts or behaviors. b) MRI uses a pulsating electromagnetic current to stimulate the brain, whereas fMRI uses a low-voltage current. Consider This: Both MRI and fMRI rely on the same foundation for their operation. 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. c) MRI records changes in blood glucose levels, whereas fMRI records generalized electrical activity. Consider This: Both MRI and fMRI rely on the same foundation for their operation. 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. d) MRI is an intervention technique, whereas fMRI is simply a recording technique. Consider This: Both MRI and fMRI rely on the same foundation for their operation. 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. ANS: a Mod No=4.3 Skill Level=Analyze Difficulty Level=difficult
Multiple choice question
EOM Q4.4.1
Which of the following is not a main structure found in the brain stem?
Options a) The hypothalamus b) The medulla
Consider This: Picture where the brain stem is located in the brain, and try to recall the structures that are found there. 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. c) The reticular activating system Consider This: Picture where the brain stem is located in the brain, and try to recall the structures that are found there. 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. d) The pons Consider This: Picture where the brain stem is located in the brain, and try to recall the structures that are found there. 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. ANS: a Mod No=4.4 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q4.4.2
Which brain structure acts as a sensory relay station, directing visual or auditory sensations to other parts of the brain?
Options a) The thalamus b) The hippocampus Consider This: The brain structure described here is located deep within the brain‘s interior. 4.4.B Describe the location and function of the thalamus. c) The pons Consider This: The brain structure described here is located deep within the brain‘s interior. 4.4.B Describe the location and function of the thalamus. d) The corpus callosum
Consider This: The brain structure described here is located deep within the brain‘s interior. 4.4.B Describe the location and function of the thalamus. ANS: a Mod No=4.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q4.4.3
Cecilia is a researcher who uses fMRI to examine brain activity. If she were to show participants photos of faces depicting different emotional expressions, fMRI would be likely to indicate greater blood flow in the __________ in response to fearful faces compared to neutral faces.
Options a) amygdala b) occipital lobe Consider This: Fearful facial expressions are learned signals of potential threat in the environment. 4.4.D Describe the location and function of the amygdala. c) cerebellum Consider This: Fearful facial expressions are learned signals of potential threat in the environment. 4.4.D Describe the location and function of the amygdala. d) hippocampus Consider This: Fearful facial expressions are learned signals of potential threat in the environment. 4.4.D Describe the location and function of the amygdala. ANS: a Mod No=4.4 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q4.4.4
If you had severe difficulty forming memories, what part of your brain might be damaged?
Options a) The hippocampus b) The hypothalamus Consider This: Most structures in the brain contribute to multiple processes, but one structure in particular plays an important role in memory. What is that structure? 4.4.E Describe the location and function of the hippocampus. c) The cerebellum Consider This: Most structures in the brain contribute to multiple processes, but one structure in particular plays an important role in memory. What is that structure? 4.4.E Describe the location and function of the hippocampus. d) The pons Consider This: Most structures in the brain contribute to multiple processes, but one structure in particular plays an important role in memory. What is that structure? 4.4.E Describe the location and function of the hippocampus. ANS: a Mod No=4.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q4.4.5
The thick band of fibers that connects the two hemispheres of the brain is called the __________.
Options a) corpus callosum b) cerebral cortex Consider This: The structure described here allows information to pass from one hemisphere to the other. 4.4.F Describe the functions of the cerebrum and the corpus callosum. c) thalamic extension Consider This: The structure described here allows information to pass from one hemisphere to the other. 4.4.F Describe the functions of the cerebrum and the corpus callosum. d) basal ganglia Consider This: The structure described here allows information to pass from one hemisphere to the other. 4.4.F Describe the functions of the cerebrum and the corpus callosum. ANS: a Mod No=4.4 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q4.5.1
Imagine that an image of a cat was received by a split-brain patient‘s left hemisphere, and an image of a dog was received by that same patient‘s right hemisphere. If prompted for a verbal response, what would the patient say?
Options a) ―I saw a cat.‖ b) ―I saw a dog.‖ Consider This: Think about the typical setup of a split-brain experiment, and also think about what brain structure gets split when this operation takes place. 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres.
c) ―I saw a cat and a dog‖ Consider This: Think about the typical setup of a split-brain experiment, and also think about what brain structure gets split when this operation takes place. 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. d) The patient would be unable to verbalize anything. Consider This: Think about the typical setup of a split-brain experiment, and also think about what brain structure gets split when this operation takes place. 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. ANS: a Mod No=4.5 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q4.5.2
Imagine that an image of a cat was received by a split-brain patient‘s left hemisphere, and an image of a dog was received by that same patient‘s right hemisphere. If the patient were prompted to point to an image using her or his left hand, what image would that be?
Options a) The dog b) The cat Consider This: Remember, when you look straight ahead, everything in the left side of your visual field goes to the right half of your brain. 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. c) The patient would be equally likely to point to either the dog or the cat. Consider This: Remember, when you look straight ahead, everything in the left side of your visual field goes to the right half of your brain. 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. d) The patient would be unable to point to anything.
Consider This: Remember, when you look straight ahead, everything in the left side of your visual field goes to the right half of your brain. 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. ANS: a Mod No=4.5 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q4.5.3
Imagine that an image of a cat was received by a split-brain patient‘s left hemisphere, and an image of a dog was received by that same patient‘s right hemisphere. If the patient were prompted to point to an image using her or his right hand, what image would that be?
Options a) The cat b) The dog Consider This: Remember, when you look straight ahead, everything in the left side of your visual field goes to the right half of your brain. 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. c) The patient would be equally likely to point to either the dog or the cat. Consider This: Remember, when you look straight ahead, everything in the left side of your visual field goes to the right half of your brain. 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. d) The patient would be unable to point to anything. Consider This: Remember, when you look straight ahead, everything in the left side of your visual field goes to the right half of your brain. 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. ANS: a Mod No=4.5
Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q4.5.4
If words were presented to one cerebral hemisphere or the other, which hemisphere would be more likely to show an advantage in reading the words faster?
Options a) The left hemisphere b) The right hemisphere Consider This: The two cerebral hemispheres show strengths or specializations for different kinds of information-processing tasks. 4.5.B Describe why the two hemispheres of the brain are allies rather than opponents. c) There should be no difference between the reading speeds of the two hemispheres. Consider This: The two cerebral hemispheres show strengths or specializations for different kinds of information-processing tasks. 4.5.B Describe why the two hemispheres of the brain are allies rather than opponents. d) The left hemisphere for short words; the right hemisphere for longer words Consider This: The two cerebral hemispheres show strengths or specializations for different kinds of information-processing tasks. 4.5.B Describe why the two hemispheres of the brain are allies rather than opponents. ANS: a Mod No=4.5 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q4.5.5
What is the most reasonable conclusion to reach about the operation of the cerebral hemispheres, based on all we know from the available research?
Options a) The two cerebral hemispheres are cooperative partners, each contributing to tasks that benefit the owner of that brain. b) Some people are ―left-brained‖ whereas others are ―right-brained,‖ and determining which is which can make life a lot easier for an individual. Consider This: Although the human brain has many identifiable structures, there is a reason why we talk about ―the brain‖ rather than ―the collection of separate squishy structures housed in your skull.‖ 4.5.B Describe why the two hemispheres of the brain are allies rather than opponents. c) The two cerebral hemispheres work in opposition to one another, each vying for supremacy on various kinds of tasks. Consider This: Although the human brain has many identifiable structures, there is a reason why we talk about ―the brain‖ rather than ―the collection of separate squishy structures housed in your skull.‖ 4.5.B Describe why the two hemispheres of the brain are allies rather than opponents. d) Thinking that people have one brain is incorrect; people actually have ―two brains‖ that operate independently of one another. Consider This: Although the human brain has many identifiable structures, there is a reason why we talk about ―the brain‖ rather than ―the collection of separate squishy structures housed in your skull.‖ 4.5.B Describe why the two hemispheres of the brain are allies rather than opponents. ANS: a Mod No=4.5 Skill Level=Analyze Difficulty Level=difficult
Multiple choice question
EOM Q4.6.1
Although people typically think of the brain as fully formed or ―static‖ by adulthood, it actually has the ability to change in response to new experiences by strengthening some neural connections, pruning others, or reorganizing itself. This property is called __________.
Options a) plasticity b) generativity Consider This: There is a specific term used for the brain‘s ability to change and adapt. 4.6.A Define neural plasticity, and summarize the main evidence that the brain has the ability to change in response to new experiences. c) reformation Consider This: There is a specific term used for the brain‘s ability to change and adapt. 4.6.A Define neural plasticity, and summarize the main evidence that the brain has the ability to change in response to new experiences. d) reformulation Consider This: There is a specific term used for the brain‘s ability to change and adapt. 4.6.A Define neural plasticity, and summarize the main evidence that the brain has the ability to change in response to new experiences. ANS: a Mod No=4.6 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q4.6.2
Which statement is correct regarding synaptic connections in the brain?
Options a) Useful connections are strengthened by learning and experience, whereas connections that are not useful tend to wither away, leaving an efficient network of interconnected neurons. b) With proper stimulation, all neural connections continue to expand and multiply in scale as a person ages.
Consider This: Synaptic connections form and reform themselves over the lifespan, based on several factors. 4.6.A Define neural plasticity, and summarize the main evidence that the brain has the ability to change in response to new experiences. c) The number of synaptic connections is low in childhood, reaches its peak by age 14, then slowly but steadily begins to decrease from that point through the remainder of a person‘s lifespan. Consider This: Synaptic connections form and reform themselves over the lifespan, based on several factors. 4.6.A Define neural plasticity, and summarize the main evidence that the brain has the ability to change in response to new experiences. d) The number of neural connections in the brain remains constant from birth to death because neurons cannot regenerate. Consider This: Synaptic connections form and reform themselves over the lifespan, based on several factors. 4.6.A Define neural plasticity, and summarize the main evidence that the brain has the ability to change in response to new experiences. ANS: a Mod No=4.6 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q4.6.3
Which of the following is a reliable sex difference that has been documented?
Options a) The amygdala and hippocampus tend to be larger in men, whereas parts of the frontal lobes tend to be larger in women, after controlling for overall brain size. b) The occipital lobe is generally larger in men than it is in women, relative to an individual‘s body size. Consider This: Research suggests that there really is no reliable evidence that some people are ―leftbrained‖ while others are ―right-brained.‖ 4.6.C Summarize cautions surrounding the conclusion that sex differences in the brain are linked to sex differences in behavior. c) The hypothalamus is generally more developed among women, whereas the thalamus is generally more developed among men.
Consider This: Research suggests that there really is no reliable evidence that some people are ―leftbrained‖ while others are ―right-brained.‖ 4.6.C Summarize cautions surrounding the conclusion that sex differences in the brain are linked to sex differences in behavior. d) Men tend to be ―left-brained,‖ whereas women tend to be ―right-brained.‖ Consider This: Research suggests that there really is no reliable evidence that some people are ―leftbrained‖ while others are ―right-brained.‖ 4.6.C Summarize cautions surrounding the conclusion that sex differences in the brain are linked to sex differences in behavior. ANS: a Mod No=4.6 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q4.6.4
Which of the following is not a caution to bear in mind when interpreting research findings regarding sex differences in the brains of women and men?
Options a) Anatomical and biochemical sex differences in the brain have not been documented by researchers. b) Sex differences in the brain could be the result, rather than the cause, of differences in behavior. Consider This: Establishing a difference between two groups, explaining the reasons for that difference, and documenting the effects of any difference are all separate questions, and the answer to one does not necessarily imply an answer to the others. 4.6.C Summarize cautions surrounding the conclusion that sex differences in the brain are linked to sex differences in behavior. c) Differences in the brain do not account for differences in behavior across situations. Consider This: Establishing a difference between two groups, explaining the reasons for that difference, and documenting the effects of any difference are all separate questions, and the answer to one does not necessarily imply an answer to the others. 4.6.C Summarize cautions surrounding the conclusion that sex differences in the brain are linked to sex differences in behavior. d) A brain difference does not necessarily produce a difference in behavior or performance.
Consider This: Establishing a difference between two groups, explaining the reasons for that difference, and documenting the effects of any difference are all separate questions, and the answer to one does not necessarily imply an answer to the others. 4.6.C Summarize cautions surrounding the conclusion that sex differences in the brain are linked to sex differences in behavior. ANS: a Mod No=4.6 Skill Level=Analyze Difficulty Level=difficult
Multiple choice question
EOM Q4.6.5
Stevie reads that women‘s and men‘s brains are organized differently, and therefore concludes that this organization produces sex differences in behavior. What is wrong about Stevie‘s logic?
Options a) A brain difference does not necessarily produce a behavioral difference; different brain organizations can produce the same behavioral outcomes. b) Relatively small differences in brain organization—a few hundred neural connections or so—are sufficient to impact behavior; overall organization is beside the point. Consider This: Your kitchen might have the pots and pans under the stove, whereas my kitchen might have them in a cabinet by the refrigerator; yet both of us are capable of cooking a delicious soufflé. 4.6.C Summarize cautions surrounding the conclusion that sex differences in the brain are linked to sex differences in behavior. c) All brain differences are caused by sex stereotypes. Consider This: Your kitchen might have the pots and pans under the stove, whereas my kitchen might have them in a cabinet by the refrigerator; yet both of us are capable of cooking a delicious soufflé. 4.6.C Summarize cautions surrounding the conclusion that sex differences in the brain are linked to sex differences in behavior. d) Sex differences in behavior are actually due to sex differences in brain development rather than sex differences in brain organization. Consider This: Your kitchen might have the pots and pans under the stove, whereas my kitchen might have them in a cabinet by the refrigerator; yet both of us are capable of cooking a delicious soufflé.
4.6.C Summarize cautions surrounding the conclusion that sex differences in the brain are linked to sex differences in behavior. ANS: a Mod No=4.6 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q4.1
Which part of the central nervous system acts reflexively, sending and receiving signals with little to no conscious effort?
Options a) The spinal cord b) The brain Consider This: The spinal column is a protective column of bones. 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. c) The spinal column Consider This: The spinal column is a protective column of bones. 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. d) The parasympathetic system Consider This: The spinal column is a protective column of bones. 4.1.A Describe the primary functions of the central nervous system, and name its two main structures. ANS: a Mod No=4.1 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q4.2
The two subdivisions of the autonomic nervous system are the __________ nervous system and the __________ nervous system.
Options a) sympathetic; parasympathetic b) central; peripheral Consider This: There are many subdivisions of the human nervous system. Picture in your mind how each subsystem relates to its larger system. 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. c) somatic; sympathetic Consider This: There are many subdivisions of the human nervous system. Picture in your mind how each subsystem relates to its larger system. 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. d) parasympathetic; peripheral Consider This: There are many subdivisions of the human nervous system. Picture in your mind how each subsystem relates to its larger system. 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. ANS: a Mod No=4.1 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q4.3
What is the distribution between neurons and glial cells in a typical human brain?
Options a) Neurons and glia are about evenly divided across the 171 billion cells that make up a typical brain. b) There are 12 times as many glial cells as there are neurons in the brain. Consider This: Scientists have increasingly refined the tools and methods used to estimate the number and types of cells in the human brain. They believed for many years that the brain contained about 100 billion neurons and 10 times as many glia, but recent advances put the numbers much lower. 4.2.A Compare the functions of neurons and glial cells. c) Neurons and glia have a 3:1 ratio; for every three neurons, there is one glial cell. Consider This: Scientists have increasingly refined the tools and methods used to estimate the number and types of cells in the human brain. They believed for many years that the brain contained about 100 billion neurons and 10 times as many glia, but recent advances put the numbers much lower. 4.2.A Compare the functions of neurons and glial cells. d) There are approximately 1 trillion neurons and 4 billion glial cells in a typical brain. Consider This: Scientists have increasingly refined the tools and methods used to estimate the number and types of cells in the human brain. They believed for many years that the brain contained about 100 billion neurons and 10 times as many glia, but recent advances put the numbers much lower. 4.2.A Compare the functions of neurons and glial cells. ANS: a Mod No=4.2 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q4.4
The three main parts of a neuron are __________.
Options a) dendrites, cell body, and axon b) axon, myelin, and synapse
Consider This: Sketch what a typical neuron looks like, and then try to identify each structure. 4.2.B Describe each of the three main parts of a neuron, and explain their functions. c) cell body, soma, and dendrites Consider This: Sketch what a typical neuron looks like, and then try to identify each structure. 4.2.B Describe each of the three main parts of a neuron, and explain their functions. d) myelin, sclera, and axon terminals Consider This: Sketch what a typical neuron looks like, and then try to identify each structure. 4.2.B Describe each of the three main parts of a neuron, and explain their functions. ANS: a Mod No=4.2 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOC Q4.5
The production of new neurons from immature stem cells is a process known as __________.
Options a) neurogenesis b) fertilization Consider This: Research has revealed amazing capacities of embryonic stem cells, one of which is the potential for creating new neurons. Think about what this process is called. 4.2.C Explain how stem cells contribute to the process of neurogenesis. c) plasticity Consider This: Research has revealed amazing capacities of embryonic stem cells, one of which is the potential for creating new neurons. Think about what this process is called. 4.2.C Explain how stem cells contribute to the process of neurogenesis. d) neurotransmission
Consider This: Research has revealed amazing capacities of embryonic stem cells, one of which is the potential for creating new neurons. Think about what this process is called. 4.2.C Explain how stem cells contribute to the process of neurogenesis. ANS: a Mod No=4.2 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOC Q4.6
―Argh!‖ cried Jorge. ―I can feel sodium and potassium ions rushing into the cell membranes of my neurons! It‘s so distracting! My neurons must be forming new myelin sheaths.‖ Jorge‘s statements are incorrect. First, he cannot really feel ions moving across his cell membranes. Second, if he could, he would be describing __________.
Options a) an action potential b) reuptake Consider This: There is a term for the movement of ions across the semipermeable cell membrane of a neuron. 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. c) the synaptic cleft Consider This: There is a term for the movement of ions across the semipermeable cell membrane of a neuron. 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. d) the process of neurogenesis Consider This: There is a term for the movement of ions across the semipermeable cell membrane of a neuron. 4.2.D Outline the process by which neurons communicate with each other, and explain the basic functions of the synapse, action potential, synaptic vesicles, and neurotransmitters. ANS: a Mod No=4.2
Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q4.7
Three primary types of sex hormones are __________.
Options a) androgens, estrogens, and progesterone b) androgens, testosterone, and protosterone Consider This: Sex hormones are released by the gonads and the adrenal glands, and there are some fundamental types that are found in both women and men. 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. c) estrogens, gestrogens, and testosterone Consider This: Sex hormones are released by the gonads and the adrenal glands, and there are some fundamental types that are found in both women and men. 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. d) cortisol, epinephrine, and norepinephrine Consider This: Sex hormones are released by the gonads and the adrenal glands, and there are some fundamental types that are found in both women and men. 4.2.E Summarize the effects of the main neurotransmitters in the brain, and identify the main hormones that influence behavior. ANS: a Mod No=4.2 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOC Q4.8
How does transcranial magnetic stimulation (TMS) help researchers to understand functioning in the brain?
Options a) TMS can temporarily inactivate neural circuits, allowing researchers to observe the effects on behavior. b) TMS measures changes in blood glucose levels in the brain, which are correlated with different types of information-processing tasks. Consider This: TMS is a promising technique for intervening in the brain to study effects on behavior. Think about what the T, the M, and the S stand for. 4.3.A Describe techniques researchers use for manipulating the brain and observing the behavior that results. c) TMS provides a record of brain-wave activity, which allows researchers to predict where future patterns of thoughts are likely to occur. Consider This: TMS is a promising technique for intervening in the brain to study effects on behavior. Think about what the T, the M, and the S stand for. 4.3.A Describe techniques researchers use for manipulating the brain and observing the behavior that results. d) TMS detects differences in blood oxygen absorption in the brain, providing a kind of ―map‖ of brain functions that researchers can inspect. Consider This: TMS is a promising technique for intervening in the brain to study effects on behavior. Think about what the T, the M, and the S stand for. 4.3.A Describe techniques researchers use for manipulating the brain and observing the behavior that results. ANS: a Mod No=4.3 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q4.9
Why should scientists and the public at large be cautious when interpreting the results of an fMRI study claiming to have found a ―brain center‖ for a particular behavior?
Options a) Brain scan images can often convey misleading or oversimplified conclusions. b) fMRI is still an experimental technique that has not been used much in research. Consider This: Brain scan images can convey an air of ―legitimacy‖ or authority to the results of an experiment, yet caution should be exercised when evaluating the conclusions. 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. c) EEG provides a better mechanism for pinpointing brain-based behavioral changes. Consider This: Brain scan images can convey an air of ―legitimacy‖ or authority to the results of an experiment, yet caution should be exercised when evaluating the conclusions. 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. d) Neurogenesis makes isolating brain functions to a particular region impossible. Consider This: Brain scan images can convey an air of ―legitimacy‖ or authority to the results of an experiment, yet caution should be exercised when evaluating the conclusions. 4.3.B Describe techniques researchers use for manipulating behavior and observing the effects on the brain. ANS: a Mod No=4.3 Skill Level=Analyze Difficulty Level=difficult
Multiple choice question
EOC Q4.10
The brain stem structure involved in sleeping, waking, and dreaming is the __________.
Options a) pons b) medulla oblongata
Consider This: Think of the main structures in the brain stem and recall what each one does. All are involved in crucial but fairly low-level functions. 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. c) pituitary gland Consider This: Think of the main structures in the brain stem and recall what each one does. All are involved in crucial but fairly low-level functions. 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. d) hypothalamic projection Consider This: Think of the main structures in the brain stem and recall what each one does. All are involved in crucial but fairly low-level functions. 4.4.A List and describe the functions of the main structures in the brain stem, and discuss the processes controlled by the cerebellum. ANS: a Mod No=4.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q4.11
Where is the thalamus located in the human brain?
Options a) Deep inside the brain‘s interior, almost at the center of the brain b) Next to the pons on the brain stem Consider This: Sketch for yourself the major structures in the human brain, and use the sketch as a guide to locate the thalamus. 4.4.B Describe the location and function of the thalamus. c) Below the cerebellum, but above the medulla oblongata Consider This: Sketch for yourself the major structures in the human brain, and use the sketch as a guide to locating the thalamus. 4.4.B Describe the location and function of the thalamus. d) Above the pituitary gland and below the hypothalamus
Consider This: Sketch for yourself the major structures in the human brain, and use the sketch as a guide to locating the thalamus. 4.4.B Describe the location and function of the thalamus. ANS: a Mod No=4.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q4.12
Why is the pituitary gland often considered to be the body‘s superordinate gland?
Options a) It secretes hormones that affect other endocrine glands. b) It controls the functions of the hypothalamus. Consider This: Glands secrete hormones, and hormones affect behavior. The hormones secreted by the pituitary gland can have widespread influence. 4.4.C Describe the locations and functions of the hypothalamus and pituitary gland. c) It is located in the exact center of the human brain. Consider This: Glands secrete hormones, and hormones affect behavior. The hormones secreted by the pituitary gland can have widespread influence. 4.4.C Describe the locations and functions of the hypothalamus and pituitary gland. d) It secretes chemicals that affect the prefrontal cortex. Consider This: Glands secrete hormones, and hormones affect behavior. The hormones secreted by the pituitary gland can have widespread influence. 4.4.C Describe the locations and functions of the hypothalamus and pituitary gland. ANS: a Mod No=4.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q4.13
Participants in an experiment are shown facial expressions of various emotions. Expressions of fear, sadness, anger, and happiness flash on a screen at a rapid rate. Although many parts of the brain are activated in response to these images, which of the following brain structures would play a particularly important role in processing this emotional content?
Options a) The amygdala b) The olfactory bulb Consider This: Recall the name of the brain structure that is involved in determining the emotional importance of information and making a primary determination of whether a person or situation should be approached or avoided. 4.4.D Describe the location and function of the amygdala. c) The hippocampus Consider This: Recall the name of the brain structure that is involved in determining the emotional importance of information and making a primary determination of whether a person or situation should be approached or avoided. 4.4.D Describe the location and function of the amygdala. d) The cerebellum Consider This: Recall the name of the brain structure that is involved in determining the emotional importance of information and making a primary determination of whether a person or situation should be approached or avoided. 4.4.D Describe the location and function of the amygdala. ANS: a Mod No=4.4 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q4.14
Keith and Heather were discussing cosmetic surgery one day. ―I‘m thinking of having my hippocampus removed,‖ said Keith. ―It‘s so tiny, and I just think my brain would look more streamlined without it.‖ ―Yeah . . . why don‘t you look into that,‖ Heather replied in sarcastic disbelief. Why does Heather think Keith is pursuing a dramatically foolish idea?
Options a) Keith would be unable to form new memories. b) Keith would lose his senses of smell and taste. Consider This: What is the primary function of the hippocampus? 4.4.E Describe the location and function of the hippocampus. c) Keith would be unable to recognize threatening stimuli in his environment. Consider This: What is the primary function of the hippocampus? 4.4.E Describe the location and function of the hippocampus. d) Keith would become partially deaf. Consider This: What is the primary function of the hippocampus? 4.4.E Describe the location and function of the hippocampus. ANS: a Mod No=4.4 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q4.15
Why does the human cerebral cortex have so many deep crevices and wrinkles in it?
Options
a) So that billions of neurons can fit in a relatively compact area b) Because a cell‘s axons need to extend in multiple directions at once Consider This: The cortices of some animals are smooth, whereas the human cerebral cortex has lots of fissures and ridges to it. These are called sulci and gyri, if you want to impress your friends. If you want to impress yourself, think of why the cortex looks that way. 4.4.G Sketch the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. c) Because evolutionary pressures caused many ―restarts‖ to brain development Consider This: The cortices of some animals are smooth, whereas the human cerebral cortex has lots of fissures and ridges to it. These are called sulci and gyri, if you want to impress your friends. If you want to impress yourself, think of why the cortex looks that way. 4.4.G Sketch the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. d) So that dendrites can coexist on multiple geometric planes across the cortex Consider This: The cortices of some animals are smooth, whereas the human cerebral cortex has lots of fissures and ridges to it. These are called sulci and gyri, if you want to impress your friends. If you want to impress yourself, think of why the cortex looks that way. 4.4.G Sketch the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. ANS: a Mod No=4.4 Skill Level=Analyze Difficulty Level=difficult
Multiple choice question
EOC Q4.16
Where is the occipital lobe of the human cerebral cortex located?
Options a) At the back of the head b) At the front of the head
Consider This: The parietal lobe is above the occipital lobe. 4.4.G Sketch the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. c) Above the parietal lobe Consider This: The parietal lobe is above the occipital lobe. 4.4.G Sketch the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. d) Below the frontal lobe Consider This: The parietal lobe is above the occipital lobe. 4.4.G Sketch the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. ANS: a Mod No=4.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q4.17
Why would surgeons sever the corpus callosum in the human brain to create a split-brain patient?
Options a) In order to relieve the consequences of debilitating epileptic seizures b) As a means of studying how the corpus callosum works Consider This: Brain surgery is always a serious activity, and not one to be undertaken frivolously. 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. c) For the greater benefit of science Consider This: Brain surgery is always a serious activity, and not one to be undertaken frivolously. 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres.
d) To gain access to brain structures such as the thalamus, hypothalamus, and hippocampus Consider This: Brain surgery is always a serious activity, and not one to be undertaken frivolously. 4.5.A Discuss the basic format of a split-brain experiment and what such results reveal about the functioning of the cerebral hemispheres. ANS: a Mod No=4.5 Skill Level=Analyze Difficulty Level=difficult
Multiple choice question
EOC Q4.18
Why is it incorrect to think of people as being ―left-brained‖ or ―right-brained‖?
Options a) Information received in one hemisphere travels to the other hemisphere via the corpus callosum, so the ―whole brain‖ is always engaged. b) There are no identifiable functions associated with one hemisphere or the other; talk of being ―left-brained‖ is a stereotype. Consider This: There are indeed left and right hemispheres of the cerebral cortex, and those hemispheres do ―specialize‖ to some extent in particular types of information processing. 4.5.B Describe why the two hemispheres of the brain are allies rather than opponents. c) The division between ―lower‖ and ―upper‖ brain structures is more important, such that some people are ―low-brained‖ and others are ―high-brained.‖ Consider This: There are indeed left and right hemispheres of the cerebral cortex, and those hemispheres do ―specialize‖ to some extent in particular types of information processing. 4.5.B Describe why the two hemispheres of the brain are allies rather than opponents. d) ―Left-brain‖ tasks are complex, whereas ―right-brain‖ tasks deal with basic survival; therefore, we are all right-brained as long as we are alive and breathing. Consider This: There are indeed left and right hemispheres of the cerebral cortex, and those hemispheres do ―specialize‖ to some extent in particular types of information processing. 4.5.B Describe why the two hemispheres of the brain are allies rather than opponents.
ANS: a Mod No=4.5 Skill Level=Analyze Difficulty Level=difficult
Multiple choice question
EOC Q4.19
Which statement best summarizes our current state of knowledge about the brain?
Options a) The human brain is a dynamic organ capable of modifying its circuits in response to experience and changes in the environment. b) The human brain is fully formed in most humans by the age of 20 and undergoes relatively minor modifications after that. Consider This: Research in neurogenesis and neural plasticity provides a developing picture of how the human brain operates. 4.6.A Define neural plasticity, and summarize the main evidence that the brain has the ability to change in response to new experiences. c) The human brain is a static organ that executes information-processing routines that are shaped by natural selection. Consider This: Research in neurogenesis and neural plasticity provides a developing picture of how the human brain operates. 4.6.A Define neural plasticity, and summarize the main evidence that the brain has the ability to change in response to new experiences. d) The human brain shows explosive growth between birth and 5 years of age, then rapid decline after the age of 70. Consider This: Research in neurogenesis and neural plasticity provides a developing picture of how the human brain operates. 4.6.A Define neural plasticity, and summarize the main evidence that the brain has the ability to change in response to new experiences. ANS: a Mod No=4.6 Skill Level=Analyze
Difficulty Level=difficult
Multiple choice question
Chapter 4 Quiz: The Brain and the Nervous System > EOC Q4.20
Why should we be cautious in interpreting research on sex differences in the human brain?
Options a) Findings that demonstrate a sex difference may not be replicated with new evidence and better techniques. b) Promoting sex differences is a sociocultural means of creating divisions that do not exist. Consider This: Our knowledge of sex differences in the brain, like our knowledge of science in general, grows and develops over time. 4.6.C Summarize cautions surrounding the conclusion that sex differences in the brain are linked to sex differences in behavior. c) Sex differences in brain structures or functions have not been found. Consider This: Our knowledge of sex differences in the brain, like our knowledge of science in general, grows and develops over time. 4.6.C Summarize cautions surrounding the conclusion that sex differences in the brain are linked to sex differences in behavior. d) MRI scans are notoriously inconclusive evidence for structural differences in the brain. Consider This: Our knowledge of sex differences in the brain, like our knowledge of science in general, grows and develops over time. 4.6.C Summarize cautions surrounding the conclusion that sex differences in the brain are linked to sex differences in behavior. ANS: a Mod No=4.6 Skill Level=Analyze Difficulty Level=difficult
TOTAL ASSESSMEN T
Chapter 5 SENSATION AND PERCEPTION
Topic/
GUIDE
Remember the Facts
Understand the Concepts
Learning Objective
Apply What You Know
POP QUIZ 1
Multiple Choice
2,4-10
1,3
POP QUIZ 2
Multiple Choice
3-5,7-9
1,6,10
2
Multiple Choice
1-3,5,6,810,15, 19,2123,25,29, 35,37,44,47,4 9
4,7,11,12,16 ,18,24,3032,34,36, 42,46
17,20,2628,33, 3841,45,48,50
True/False
1-11,13-28
12
Short Answer
4,5
1,2
Our Sensational Senses LO 5.1.A – Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. LO 5.1.B – Differentiate among absolute thresholds, difference thresholds, and signal detection. LO 5.1.C – Discuss why the principle of sensory adaptation helps us understand how the human perceptual system works. LO 5.1.D – Describe how selective attention and inattentional blindness are related.
Vision LO 5.2.A – Describe the three psychological dimensions of vision and the three physical properties of light that produce them. LO 5.2.B – Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. LO 5.2.C – Summarize the evidence indicating that the visual system is not simply a ―camera.‖ LO 5.2.D – Compare the trichromatic and opponentprocess theories of color vision. LO 5.2.E – Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions.
Essay
Analyze It
13,14,43
3 2
1,3
Integrative Essay Multiple Choice
51-57,6062,64, 6770,72-77,79, 80,8288,91,92, 9699,101
True/False
29-71
Short Answer
6,7
Essay Integrative Essay
58,65,71,81, 89, 90,105-107
63,66,78,93- 59 95,100,102104,108
8,11-13
9,10
8
4-7 1-3
Topic/
Remember the Facts
Understand the Concepts
Apply What You Know
Analyze It
Multiple Choice
109116,121,122, 124
118
117,123,126 , 128,129
119,120,125 ,127
True/False
72-87
Short Answer
14,15
Learning Objective
Hearing LO 5.3.A – Describe the hree psychological dimensions of hearing and he three physical properties of sound that produce them.
LO 5.3.B – Locate the major structures of the human ear, and describe the functions of each component.
LO 5.3.C – List and give examples of Gestalt principles of perception that apply to constructing the auditory world.
Other Senses LO 5.4.A – Identify the major structures of the human tongue, and list the ive basic tastes perceived by humans. LO 5.4.B – Describe the basic pathway from smell eceptors to the cerebral cortex. LO 5.4.C – List the four basic skin senses that humans perceive. LO 5.4.D – Describe the principles of gate-control heory, and explain what phantom pain is and a novel way to treat it. LO 5.4.E – Discuss the two senses that allow us to monitor our internal environment.
Essay
9
Integrative Essay
109116,121,122, 124
118
117,123,126 , 128,129
Multiple Choice
130-136,139142, 147,148
138,143,144
137,145,146 , 149,150
True/False
88-110
Short Answer
18,20
Essay Integrative Essay
119,120,125 ,127
19
16,17
12
10,11
Name __________________________________________________________
Chapter 5 – Pop Quiz 1
1.
What is the difference between sensation and perception?
a. Sensation is the detection of sensory stimuli, and perception is the interpretation of sensory information. b. Sensation is the interpretation of sensory information, and perception is the detection of sensory stimuli. c. Perception refers to what goes on in the sensory organs, and sensation is what happens in the brain. d. Nothing. They are two terms describing the same thing.
2.
__________ is a measure of the smallest amount of energy a person can reliably detect. a.
Absolute threshold
b.
Difference threshold
c.
Just noticeable difference (jnd)
d.
Sensory sensitivity
3. Sensory __________ can cause the perception of an odor that is constant and unchanging to disappear. a. deprivation b. overload c. adaptation d. constancy
4.
The saturation (colorfulness) of a visual stimulus is related to the __________ of the light. a. intensity
b. complexity c. amplitude d. wavelength
5. The __________ protects the eye and bends incoming light rays toward a lens located behind it. a. pupil b. iris c. cornea d. retina
6.
The trichromatic theory states that __________.
a. the visual system treats triads of color as antagonistic to each other b. three types of color feature detectors in the visual cortex are responsible for color perception c. three types of cones exist, each sensitive to a certain range of wavelengths d. species that detect ultraviolet light perceive three colors that are outside of the range of humans
7.
The amplitude of a sound wave is related to our perception of __________. a. pitch b. timbre c. loudness d. tonal quality
8.
Which statement regarding perception is correct? a. Much of our perception occurs without our conscious awareness. b. Behavior cannot be affected by subliminal stimuli.
c. Subliminal perception is easy to demonstrate and replicate. d. There is concrete evidence that subliminal persuasion is effective.
9.
The actual ―detectors‖ for taste are called __________. a. papillae b. olfactory cells c. taste buds d. taste receptor cells
10. In addition to salty, sour, bitter, and sweet, which sensation has been proposed as the fifth basic taste? a. caramel b. creamy c. umami d. pungent
Chapter 5 – Pop Quiz 1 Answer Key
1.
a
Rationale: Sensation refers to the detection of stimuli by receptors in the sensory organs. Perception refers to the way in which higher centers in the brain process and interpret the sensory information they receive from the receptors. (Understand the Concepts, Moderate, LO 5.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
2.
a
Rationale: The smallest amount of energy that a person can detect reliably (50 percent of the time) is known as the absolute threshold. (Remember the Facts, Easy, LO 5.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
3.
c
Rationale: Sensory adaptation refers to a declining response to unchanging or repetitive stimuli. (Understand the Concepts, Easy, LO 5.1.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
4.
b
Rationale: Saturation (colorfulness) is the dimension of visual experience related to the complexity of light. (Remember the Facts, Easy, LO 5.2.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
5.
c
Rationale: This sentence describes the function of the cornea, the clear transparent front part of the eyeball. (Remember the Facts, Easy, LO 5.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
6.
c
Rationale: The trichromatic theory says that perception of color results, in part, from the fact that there are three types of cones, each sensitive to a different range of wavelengths. (Remember the Facts, Moderate, LO 5.2.D, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena)
7.
c
Rationale: Our perception of loudness is related to the amplitude of the sound wave. (Remember the Facts, Easy, LO 5.3.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
8.
a
Rationale: Much of our perception occurs without our conscious awareness, and the things we see, hear, touch, or even smell without conscious awareness may nonetheless influence our behavior. (Remember the Facts, Moderate, LO 5.3.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena)
9.
d
Rationale: Papillae are bumps on the tongue that contain taste buds. The taste buds in turn contain the taste receptor cells. (Remember the Facts, Moderate, LO 5.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
10. c
Rationale: Researchers have discovered that we have a fifth taste, umami. (Remember the Facts, Easy, LO 5.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
Name __________________________________________________________
Chapter 5 – Pop Quiz 2
1.
The doctrine of specific nerve energies states that __________. a. each type of sensory receptor releases a different type of energy b. different sensory nerves release different neurotransmitters c. each sensory neuron can respond to all sensory modalities d. what a person experiences depends on which nerve was stimulated
2.
Taffi says that certain colors make her experience different smells. For example, she says that the color blue smells like a rose to her. Taffi is reporting the experience of __________. a. parapsychology b. synesthesia c. sensation pruning d. functional sensation
3.
__________ allows a researcher to distinguish between a person‘s response bias and the person‘s actual sensory capacity. a. Threshold theory b. Signal-detection theory c. Weber‘s law d. Sensory adaptation
4.
The color or hue that we perceive is related to the __________ of light. a. intensity b. complexity
c. amplitude d. wavelength
5.
One difference between rods and cones is that __________. a. rods are sensitive to color and cones are not b. rods are less numerous than cones c. rods are more sensitive to light than cones d. rods are located in the center of the retina and cones in the periphery
6.
David Hubel and Torsten Wiesel discovered feature detector cells in the visual cortex that respond selectively to __________. a. flashes of light in different locations b. different colors of stimuli c. faces d. lines at different orientations
7.
The Gestalt psychologists were especially interested in research investigating __________. a. color vision b. form perception c. sensory receptors d. distance perception
8.
The auditory receptors are located in the __________. a. cochlea b. middle ear c. eardrum d. oval window
9.
Gate-control theory helps to explain the perception of __________. a. touch b. smell c. pain d. pressure
10. A leading explanation of phantom pain proposes that the experience is due to __________. a. expectations of pain b. leftover nerve endings in the missing body part c. an inaccurate ―body map‖ in the brain d. the release of inflammatory substances that cause pain
Chapter 5 – Pop Quiz 2 Answer Key
1.
d
Rationale: The doctrine of specific nerve energies specifies that different sensory modalities (such as vision and hearing) exist because signals received by the sense organs stimulate different nerve pathways leading to different areas of the brain. (Understand the Concepts, Difficult, LO 5.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy)
2.
b
Rationale: The experience of synesthesia occurs when the stimulation of one sense also consistently evokes a sensation in another modality. (Apply What You Know, Moderate, LO 5.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena)
3.
b
Rationale: Signal-detection theory allows researchers to distinguish between a person‘s response bias and actual sensory capacity. (Remember the Facts, Easy, LO 5.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains)
4.
d
Rationale: The wavelength of light is related to hue. (Remember the Facts, Easy, LO 5.2.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
5.
c
Rationale: Rods are more sensitive to light than cones. (Remember the Facts, Moderate, LO 5.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena)
6.
d
Rationale: David Hubel and Torsten Wiesel discovered that cells in the visual cortex did not respond to simple stimuli like spots of light, but did respond selectively to lines at different orientations. They called these cells feature detectors. (Understand the Concepts, Moderate, LO 5.2.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains)
7.
b
Rationale: The Gestalt psychologists were among the first to study how people organize the world visually into meaningful units and patterns. (Remember the Facts, Easy, LO 5.2.E, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains)
8.
a
Rationale: The auditory receptors, or hair cells, are located in the organ of Corti, which is found in the cochlea. (Remember the Facts, Easy, LO 5.3.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
9.
c
Rationale: Gate-control theory proposes that there is a ―gate‖ in the spinal cord through which pain information must pass before it can get to the brain and we can become aware of it. (Remember the Facts, Easy, LO 5.4.D, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
10. c
Rationale: A leading explanation of phantom pain is that the brain has reorganized itself, resulting in an inaccurate ―body map‖ in the brain and pain signals that cannot be shut off. (Understand the Concepts, Moderate, LO 5.4.D, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
Multiple Choice Questions
1. People who have been diagnosed with _________ have an inability to perceive or recognize faces due to impaired function in the bottom portion of the temporal lobe. a. filariasis b. prosopagnosia c. morticitis d. garyngeloma Answer: b Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Prosopagnosia is a relatively rare disorder in which people have an inability to perceive or recognize faces.
2.
Psychological scientists argue that we have _________ senses. a. three b. four c. five d. more than five Answer: d Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: There are arguably more than five human senses. And we‘re not talking nonsense, like ESP!
3. The detection of physical energy emitted or reflected by physical objects is called __________. a. perception b. sensation c. specific nerve energy d. functional encoding Answer: b Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is the definition of sensation.
4.
What is the difference between sensation and perception? a. Sensation is the detection of sensory stimuli, and perception is the interpretation of sensory information. b. Sensation is the interpretation of sensory information, and perception is the detection of sensory stimuli.
c. Perception refers to what goes on in the sensory organs, and sensation is what happens in the brain. d. Nothing. They are two terms describing the same thing. Answer: a Topic: Our Sensational Senses Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Sensation refers to the detection of stimuli by receptors in the sensory organs. Perception refers to the way in which higher centers in the brain process and interpret the sensory information they receive from the receptors.
5. __________ is a set of mental operations that organize sensory impulses into meaningful patterns. a. Sensation b. Perception c. Synesthesia d. Signal detection Answer: b Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is the definition of perception.
6. __________ occurs when one sense is stimulated and this leads to stimulation in another sense. a. Sensation b. Perception c. Synesthesia d. Signal detection Answer: c Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is the definition of synesthesia.
7.
Our sense of hearing brings us the sound of a C, an E, and a G played simultaneously on the piano, but we interpret the sound as a C-major chord due to the process of __________. a. perception b. sensation c. specific nerve energy d. functional encoding Answer: a
Topic: Our Sensational Senses Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Perception organizes sensory impulses into meaningful patters. In this case, it allows us to interpret the information received from the ear as representing a chord rather than three separate notes.
8.
Sense receptors for smell, pressure, pain, and temperature are __________. a. extensions of sensory neurons b. specialized cells separated from sensory neurons by synapses c. modified glands d. modified skin cells connected to sensory neurons Answer: a Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Receptors for smell, pressure, pain, and temperature are extensions (dendrites) of sensory neurons.
9.
Sense receptors for vision, hearing, and taste are __________.
a. extensions of sensory neurons b. specialized cells separated from sensory neurons by synapses c. modified axons of sensory neurons d. modified skin cells connected to sensory neurons Answer: b Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Receptors for vision, hearing, and taste are specialized cells separated from sensory neurons by synapses.
10.
Sense receptors convert the energy of the stimulus to __________. a. mechanical signals b. visual signals c. electrical impulses d. vibrations Answer: c Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Sensory receptors convert sensory energy into electrical impulses that travel along nerves to the brain.
11. Which form of coding is described in Johannes Müller‘s doctrine of specific nerve energies? a. functional b. anatomical c. fractional d. alchemical Answer: b Topic: Our Sensational Senses Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The doctrine of specific nerve energies specifies that different sensory modalities (such as vision and hearing) exist because signals received by the sense organs stimulate different nerve pathways leading to different areas of the brain.
12.
The doctrine of specific nerve energies states that __________. a. each type of sensory receptor releases a different type of energy b. different sensory nerves release different neurotransmitters c. each sensory neuron can respond to all sensory modalities d. what a person experiences depends on which nerve was stimulated Answer: d
Topic: Our Sensational Senses Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The doctrine of specific nerve energies specifies that different sensory modalities (such as vision and hearing) exist because signals received by the sense organs stimulate different nerve pathways leading to different areas of the brain.
13.
It follows from the doctrine of specific nerve energies that we see and hear with our _________ rather than with our ________. a. brains; eyes and ears b. eyes and ears; noses c. eyes and ears; brains d. tactile receptors; brains Answer: a Topic: Our Sensational Senses Skill Level: Analyze It Difficulty Level: Difficult Learning Objective 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The doctrine of specific nerve energies implies that what we know about the world ultimately reduces to what we know about the state of our own nervous system: we see and hear with the brain, not the eyes and ears.
14.
It follows from the doctrine of specific nerve energies that if sound waves could stimulate nerves that end in the tactile part of the brain, we would ___________. a. ―see‖ smells b. ―taste‖ visual information c. ―hear‖ heat, pressure, and touches d. ―smell‖ sights and sounds Answer: c Topic: Our Sensational Senses Skill Level: Analyze It Difficulty Level: Difficult Learning Objective 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The doctrine of specific nerve energies states that different sensory modalities exist because signals received by the sense organs stimulate different nerve pathways leading to different areas of the brain.
15.
__________ is a sensory crossover condition in which stimulation of one sense consistently evokes a sensation in another sense modality. a. Sensation b. Perception c. Synesthesia d. Signal detection Answer: c Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Synesthesia is a condition in which stimulation of one sense also evokes another. A person with synesthesia may say that the color orange smells like a rose, the aroma of cinnamon feels like velvet, or the sound of a note on a clarinet tastes like cherries.
16.
__________ codes rely on the fact that sensory receptors and neurons fire, or are inhibited from firing, only in the presence of specific sorts of stimuli. a. Temporal b. Anatomical c. Functional d. Utilitarian Answer: c Topic: Our Sensational Senses Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Functional coding is a process where neurons may or may not fire depending on the nature of the stimulus, and what we sense depends on which neurons are firing at what rate and pattern.
17.
Moira says that certain colors make her experience different smells. For example, she says that the color blue smells like a rose to her. Moira is experiencing __________. a. parapsychology
b. synesthesia c. sensation pruning d. functional sensation Answer: b Topic: Our Sensational Senses Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: In synesthesia, the stimulation of one sense also consistently evokes a sensation in another.
18.
__________ studies the relationship between physical energies and psychological experiences. a. Physiology b. Psychophysics c. Psychometrics d. Psychopathology Answer: b Topic: Our Sensational Senses Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Psychophysics is concerned with how the physical properties of stimuli are related to our psychological experience of them. Drawing on principles from both physics and psychology, psychophysicists have studied how the strength or intensity of a stimulus affects the strength of sensation in an observer.
19.
__________ is a measure of the smallest amount of energy a person can reliably detect. a. Absolute threshold b. Difference threshold c. Just noticeable difference d. Sensory sensitivity Answer: a Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The smallest amount of energy that a person can detect reliably (50 percent of the time) is known as the absolute threshold.
20.
Ugo is seated in a dark room and asked to look at a screen. He watches as flashes of light, varying in brightness, are shown on the screen one at a time. Whenever he notices a flash, he informs the researchers. What are the researchers measuring? a. Ugo‘s anatomical encoding of brightness b. Ugo‘s absolute threshold for brightness c. Ugo‘s functional encoding of brightness d. Ugo‘s difference threshold for brightness Answer: b Topic: Our Sensational Senses
Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The scenario is an example of measuring the absolute threshold for brightness. Absolute threshold is the smallest quantity of physical energy that can be reliably detected by an observer.
21.
Although the human senses are very sensitive __________. a. they do not allow us to easily detect differences in intensity b. they respond only to a narrow band of physical energy c. they are very slow to respond to changes in a stimulus d. their just noticeable difference (jnd) is low Answer: b Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Our senses are very acute, but respond only to a narrow band of physical energies.
22.
It has been found that humans __________.
a. are sensitive to almost the entire range of electromagnetic energy b. can hear sounds that are two octaves beyond the range of bats c. are one of the few species that can see ultraviolet light d. can see a candle flame on a clear, dark night from 30 miles away Answer: d Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A person having normal sensory abilities can see a candle flame on a clear night from 30 miles away.
22.
The difference threshold refers to __________.
a. the ability of different species to detect varying aspects of electromagnetic waves, from radio waves to cosmic waves b. the smallest difference in stimulation that can be detected by an observer when two stimuli are compared c. the difference in absolute thresholds between individuals with normal sensory abilities and those who have limitations in one or more senses d. the difference between anatomical codes and functional codes when determining how individuals are able to experience so many different kinds of sensations Answer: b Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The difference threshold refers to how different two things have to be for us to be able to tell the difference between them.
23.
The difference threshold is also known as the __________. a. just noticeable difference b. signal detection difference c. absolute threshold d. comparison threshold Answer: a Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The terms ―difference threshold‖ and ―just noticeable difference‖ (jnd) are generally used interchangeably.
24.
Ernst Weber provided a formulation that is used to determine the __________. a. largest detectable stimulus b. smallest detectable stimulus c. largest detectable difference between two stimuli d. smallest detectable difference between two stimuli Answer: d Topic: Our Sensational Senses Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Weber provided a formulation that is used to predict the smallest detectable difference between two stimuli.
25.
The difference threshold (or jnd) is the degree of change that is required in order for a person to detect a change __________ percent of the time. a. 25 b. 50 c. 75 d. 100 Answer: b Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The difference threshold is defined as the degree of change in a stimulus level that is required in order for a person to detect it 50 percent of the time.
26.
Yolanda notices that her favorite 55-cent candy bar seems lighter than usual, and so she checks the label and finds that it is lighter by half an ounce. She decides to buy a larger candy bar instead and doesn‘t notice that the 99-cent candy bar also is lighter than it used to be by half an ounce. Yolanda‘s behavior illustrates the fact that __________.
a. the just noticeable difference is not a reliable measure of psychophysiological judgment b. sensory adaptation may occur in the short time between holding one candy bar and then the other
c. just noticeable differences (jnds) are unpredictable because sometimes she can and sometimes she can‘t detect a half-ounce change d. the larger a weight is, the greater the change must be before one can detect a difference Answer: d Topic: Our Sensational Senses Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: A just noticeable difference (jnd) is not constant, but is proportional to the original stimulus. In other words, the larger (heavier, brighter, etc.) the stimulus is, the larger the jnd will be.
27. When Olga went to her physician, he gave her a hearing test. During the test, the doctor presented tones to Olga through earphones. The tones started at a low intensity and then became louder. The physician asked Olga to raise her hand whenever she started to hear a sound. The doctor was testing Olga‘s __________. a. auditory convergence b. absolute threshold c. refractory threshold d. difference threshold Answer: b Topic: Our Sensational Senses Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: The physician was testing Olga‘s absolute threshold, or the softest sound she could detect.
28. When Olga took a hearing test, the technician presented tones to Olga through earphones. The tones started at a low intensity and then became louder. After Olga could hear the sound, the technician asked Olga to raise her hand whenever she heard the sound increase in volume. The technician was testing Olga‘s __________. a. auditory convergence b. absolute threshold c. refractory threshold d. difference threshold Answer: d Topic: Our Sensational Senses Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The technician was testing Olga‘s difference threshold, or the moment when she could detect a stimulus change.
29. In addition to a respondent‘s sensory capacity, signal-detection theory takes into account __________. a. the tendency for the respondent‘s performance to worsen over time b. the tendency for the respondent‘s performance to improve over time c. the respondent‘s response bias d. the amount of practice a respondent has had Answer: c Topic: Our Sensational Senses Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Signal-detection theory takes into account a respondent‘s response bias, that is, the tendency to consistently respond in a particular way.
30.
In a signal-detection task, the respondent reports a signal when no signal was present. This is called a __________.
a. hit b. false alarm c. miss d. correct rejection Answer: b Topic: Our Sensational Senses Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: If a respondent detects a signal on a trial when it is actually absent, it is called a false alarm.
31.
In a signal-detection task, the respondent reports a signal and a signal was present. This is called a __________. a. hit b. false alarm c. miss d. correct rejection
Answer: a Topic: Our Sensational Senses
Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: If a respondent correctly detects a signal on a trial when it is present, it is called a hit.
32.
In a signal-detection task, the respondent doesn‘t detect a signal but a signal was present. This is called a __________. a. hit b. false alarm c. miss d. correct rejection Answer: c Topic: Our Sensational Senses Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: If a respondent does not detect a signal on a trial when one is actually present, it is called a miss.
33. In a signal-detection task, Helle tends to be a ―yea-sayer.‖ She will have __________ than ―nay-sayers.‖ a. more misses b. more correct rejections c. more false alarms d. fewer hits Answer: c Topic: Our Sensational Senses
Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: If someone tends to say yes more than no, that respondent will have more false alarms; that is, the person will incorrectly guess that there is a stimulus when none exists.
34.
Signal-detection theory assumes that __________. a. a person‘s ability to detect a stimulus depends only on the stimulus b. people will always be biased toward thinking the stimulus was not there, even if it was c. a person‘s response depends on the stimulus and on a decision about it d. people will always be biased toward thinking the stimulus was there, even if it wasn‘t Answer: c Topic: Our Sensational Senses Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Signal-detection theory assumes that there is no single threshold, because at any given moment a person‘s sensitivity to a stimulus depends on a decision that is being actively made.
35.
Applying __________ allows a researcher to distinguish between a person‘s response bias and their actual sensory capacity. a. threshold theory b. signal-detection theory c. Weber‘s law d. sensory adaptation Answer: b Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Signal-detection theory allows researchers to distinguish between a person‘s response bias and actual sensory capacity.
36. Sensory __________ can cause the perception of an odor that is constant and unchanging to disappear. a. deprivation b. overload c. adaptation
d. constancy Answer: c Topic: Our Sensational Senses Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 5.1.C Discuss why the principle of sensory adaptation helps us understand how the human perceptual system works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Sensory adaptation refers to a declining response to unchanging or repetitive stimuli.
37.
A decline in sensory responsiveness that occurs when a stimulus is unchanging or repetitive is called __________. a. the difference threshold b. psychophysics c. sensory adjustment d. sensory adaptation Answer: d Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.C Discuss why the principle of sensory adaptation helps us understand how the human perceptual system works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Sensory adaptation is the reduction or disappearance of sensory responsiveness when stimulation is unchanging or repetitious.
38.
When she goes into her mother‘s kitchen, Wu Ling doesn‘t know how long she will be able to stay in the room because of the overpowering smell of onions. But when her sister comes home an hour later and complains about the smell, Wu Ling realizes that she no longer smells the onions at all. This is an example of __________. a. sensory adaptation b. a just noticeable difference c. a correct rejection d. a miss Answer: a Topic: Our Sensational Senses
Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 5.1.C Discuss why the principle of sensory adaptation helps us understand how the human perceptual system works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This scenario is an example of sensory adaptation, where a person becomes less aware of a constant, unchanging stimulus.
39.
As you answer this question, it is unlikely that you are constantly aware that your legs are making contact with the legs of the chair. This is likely due to __________. a. sensory adaptation b. sensory threshold c. a correct rejection d. a signal detection miss Answer: a Topic: Our Sensational Senses
Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.1.C Discuss why the principle of sensory adaptation helps us understand how the human perceptual system works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This scenario is likely an example of sensory adaptation, where a person becomes less aware of a constant, unchanging stimulus.
40.
As she studies in the library, Beatrix is not aware of the pressure of her watchband on her wrist. This is likely due to __________.
a. sensory adaptation b. feature detection c. saturation d. the doctrine of specific energies Answer: a Topic: Our Sensational Senses Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.1.C Discuss why the principle of sensory adaptation helps us understand how the human perceptual system works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This scenario is likely an example of sensory adaptation, where a person becomes less aware of a constant, unchanging stimulus.
41.
After playing tennis, Svetlana hurries home because her mother always bakes Svetlana‘s favorite brownies on Saturday afternoons. As Svetlana opens the front door, she notices
the kitchen trashcan smells horribly, but her mother says, ―I don‘t smell anything.‖ The most likely explanation for this is that Svetlana‘s mother __________. a. experienced a decline in her sense of smell as she reached middle age b. has a different absolute threshold for olfaction than does her daughter c. adapted to the smell of the trashcan because it is an unchanging stimulus d. is a nay-sayer, whereas Svetlana is a yea-sayer Answer: c Topic: Our Sensational Senses
Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 5.1.C Discuss why the principle of sensory adaptation helps us understand how the human perceptual system works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This scenario is an example of sensory adaptation, where a person becomes less aware of a constant, unchanging stimulus.
42.
Sensory adaptation takes place at the level of a person‘s ___________. a. absolute threshold b. subliminal awareness c. brain d. senses Answer: d Topic: Our Sensational Senses Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 5.1.C Discuss why the principle of sensory adaptation helps us understand how the human perceptual system works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Sensory adaptation involves the sense receptors becoming less responsive to an unchanging stimulus.
43.
Which observation is true regarding sensory deprivation? a. It can cause edginess and visual hallucinations. b. It is always unpleasant. c. It violates the principles of signal-detection theory. d. It demonstrates that sensory stimuli are not necessary for our brain to function normally. Answer: a Topic: Our Sensational Senses Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 5.1.C Discuss why the principle of sensory adaptation helps us understand how the human perceptual system works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Individual responses to sensory deprivation are highly varied, but long periods can cause people to become confused, restless, and grouchy. It can also cause bizarre visions.
44.
The absence of normal levels of sensory stimulation is called __________. a. sensory neglect b. sensory deprivation c. retinal disparity d. perceptual constancy
Answer: b Topic: Our Sensational Senses
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.C Discuss why the principle of sensory adaptation helps us understand how the human perceptual system works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Sensory deprivation occurs when people are isolated from patterned light and sound, so that they experience low levels of sensory stimulation.
45.
At the orientation for first-year students, Tessa felt overwhelmed by the number of people, the multiple conversations, and the forms that needed to be completed. Tessa is experiencing __________. a. sensory adaptation b. selective attention c. sensory overload d. perceptual constancy Answer: c Topic: Our Sensational Senses
Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.1.D Describe how selective attention and inattentional blindness are related. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: Sensory overload may occur when an individual is exposed to multiple stimuli simultaneously over a long period of time. 46.
The capacity for __________ protects us in daily life from being overwhelmed by all the sensory signals impinging on our receptors.
a. sensory deprivation b. selective attention c. signal detection d. anatomical encoding Answer: b Topic: Our Sensational Senses Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 5.1.D Describe how selective attention and inattentional blindness are related. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: A function of selective attention is to protect us from sensory overload.
47. The ability to focus on some parts of the environment and block out others is referred to as __________. a. sensory deprivation b. selective attention c. sensory overload d. inattentional blindness Answer: b Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 5.1.D Describe how selective attention and inattentional blindness are related. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Selective attention is the focusing of attention on selected aspects of the environment and the blocking out of others.
48.
During a break from his job as a waiter, Horatio begins to read Hamlet, and is so engrossed in the play that he fails to notice the clattering of dishes all around him. This is an example of __________. a. feature detection b. absolute threshold c. sensory deprivation d. selective attention Answer: d Topic: Our Sensational Senses Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.1.D Describe how selective attention and inattentional blindness are related. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: In this scenario, Horatio is experiencing selective attention, the ability to focus on some parts of the environment and block out others.
49.
Failure to consciously perceive something you are looking at because you are not attending to it is called __________. a. sensory overload b. selective attention c. inattentional blindness
d. sensory deprivation Answer: c Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.D Describe how selective attention and inattentional blindness are related. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Failure to consciously perceive something you are looking at because you are not attending to it is called inattentional blindness.
50.
Dino is looking for his girlfriend in a large crowd of people. Because he is so focused on finding her, he fails to notice when a man in a clown costume walks by, despite looking directly at him. This is an example of __________. a. a feature detection failure b. sensory overload c. sensory adaptation d. inattentional blindness Answer: d Topic: Our Sensational Senses Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.1.D Describe how selective attention and inattentional blindness are related. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Failure to consciously perceive something you are looking at because you are not attending to it is called inattentional blindness.
51.
The saturation (colorfulness) of a visual stimulus is related to the __________ of the light. a. intensity b. complexity c. amplitude d. wavelength Answer: b Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Saturation (colorfulness) is the dimension of visual experience related to the complexity of light.
52.
The wavelength of light is related to our perception of __________. a. hue b. brightness c. saturation d. threshold Answer: a Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The wavelength of light is related to the hue or color we perceive.
53.
The intensity of light is related to our perception of __________. a. hue b. brightness c. saturation d. threshold Answer: b Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The intensity of light is related to how bright a light appears to be.
54.
The complexity of light is related to our perception of __________. a. hue b. brightness c. saturation d. threshold Answer: c Topic: Vision Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The complexity of light is related to our perception of saturation.
55.
Which physical characteristic of light is related to hue? a. wavelength b. complexity c. purity d. intensity Answer: a Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The wavelength of light is related to the hue or color we perceive.
56.
Which physical characteristic of light is related to saturation? a. wavelength b. complexity c. amount d. intensity Answer: b
Topic: Vision
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The complexity of light is related to our perception of saturation.
57.
Which physical characteristic of light is related to brightness?
a. purity b. complexity c. amount d. intensity Answer: d Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The intensity of light is related to how bright a light appears to be.
58.
The wavelength of a light wave refers to __________. a. the distance between the crests of a wave b. the amplitude of a wave
c. the maximum height of a wave d. the variations in saturation Answer: a Topic: Vision
Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Wavelength refers to the distance between the crests of a light wave.
59.
Which statement is true about white light? a. It is completely saturated and pure. b. It is a psychological dimension of vision. c. It is completely unsaturated. d. It is produced by shorter light waves. Answer: c Topic: Vision
Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: Saturation (colorfulness) is the dimension of visual experience related to the complexity of light. Because white light contains all of the wavelengths of visible light, it is therefore defined as having zero saturation.
60.
The color or hue that we perceive is related to the __________ of light. a. intensity b. complexity c. amplitude d. wavelength Answer: d Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The wavelength of light is related to hue.
61.
The shortest wavelengths that we can see are experienced as __________ colors. a. blue b. red c. yellow d. green Answer: a Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The wavelength of light is related to hue.
62.
The longest wavelengths that we can see are experienced as __________ colors. a. green b. blue-violet c. yellow d. red Answer: d Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The wavelength of light is related to hue.
63.
Which color would you report seeing if a researcher projected the longest wavelength in the visible spectrum onto a screen? a. green b. blue-violet c. yellow d. red Answer: d
Topic: Vision Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The wavelength of light is related to hue. Longer wavelengths are perceived in the orange–red family.
64. The __________ protects the eye and bends incoming light rays toward a lens located behind it. a. pupil b. iris c. cornea d. retina Answer: c Topic: Vision
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This sentence describes the function of the cornea, the clear transparent front part of the eyeball.
65.
When you enter a dim room, the __________ widens to let more light into the eye.
a. pupil b. lens c. cornea d. retina Answer: a Topic: Vision Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The pupil can dilate to allow more light to enter the eye, or constrict to limit the amount of light entering the eye. It will constrict in bright light and dilate in dim light.
66.
When Nedem walks out of the theater into the glare of the sun, his __________ gets smaller to let less light in.
a. pupil b. lens c. cornea d. retina Answer: a Topic: Vision Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: The pupil can dilate to allow more light to enter the eye, or constrict to limit the amount of light entering the eye. It will constrict in bright light and dilate in dim light. 67.
The colored part of the eye is called the __________.
a. pupil b. iris c. cornea d. retina Answer: b Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The iris is the colored part of the eye.
68.
The amount of light that gets into the eye is controlled by muscles in the __________.
a. pupil b. iris c. cornea d. retina Answer: b Topic: Vision Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The muscles of the iris control the amount of light that gets into the eye by changing the size of the pupil.
69.
The visual receptors are located in the __________, which is located in the back of the eye.
a. pupil b. iris c. cornea d. retina Answer: d Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The retina is the neural tissue lining the back of the eyeball‘s interior, which contains the receptors for vision. 70.
Neural tissue lining the back of the eyeball‘s interior is called the __________. a. pupil
b. iris c. cornea d. retina Answer: d Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The retina is the neural tissue lining the back of the eyeball‘s interior, which contains the receptors for vision. 71.
When the lens of the eye focuses light on the retina, the result is a(n) __________.
a. sideways image b. colorless image c. peripheral image d. upside-down image Answer: d Topic: Vision Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: When the lens of the eye focuses light on the retina, the result is an upsidedown image, just as it is with any optical device.
72.
Research on rods and cones has revealed that __________. a. the center of the retina contains a mixture of about 75 percent rods and 25 percent
cones b. there are about 80 to 120 million rods and about 5 to 7 million cones in the retina c. the outer edges of the retina, which are responsible for peripheral vision, contain only cones d. rods are more effective than cones in distinguishing different wavelengths of light
Answer: b Topic: Vision Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: About 80 to 120 million receptors in the retina are long and narrow, and are called rods. Another 5 to 7 million receptors are cone-shaped, and are called, appropriately, cones.
73.
One difference between rods and cones is that rods are __________. a.
sensitive to color and cones are not
b. less numerous than cones c.
more sensitive to light than cones
d. periphery
located in the center of the retina and cones in the
Answer: c Topic: Vision Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Rods are more sensitive to light than cones.
74.
The process by which rods and cones become more sensitive to light in response to lowered levels of illumination is called __________. a. afterimage resolution b. light adaptation c. dark adaptation d. afterimage adaptation Answer: c Topic: Vision Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Dark adaptation is a process by which visual receptors become maximally sensitive to dim light.
75.
Neurons in the retina of the eye that gather information from receptor cells are called __________.
a. optic disks b. ganglion cells c. rods d. cones Answer: b Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Ganglion cells are the neurons in the retina of the eye that gather information from receptor cells.
76.
The information from rods and cones is communicated to ganglion cells by __________. a. feature-detector cells b. optic disks c. bipolar cells d. opponent-process cells Answer: c Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Rods and cones are connected by synapses to bipolar cells, which in turn communicate with neurons called ganglion cells.
77.
The optic nerve is formed by __________. a. ganglion cell dendrites b. ganglion cell axons c. bipolar cell dendrites d. bipolar cell axons Answer: b
Topic: Vision Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The optic nerve is formed by the convergence of the axons of the ganglion cells.
78.
Although she is normally not aware of its existence, Marietta discovers that she has a blind spot in her vision by closing one eye and focusing on a fixed point. What explains why Marietta has this blind spot in her vision? a. She has been diagnosed with retinal degeneration. b. She is experiencing sensory adaptation. c. No receptors are located where the optic nerve leaves the eye. d. There is insufficient light to activate her rods. Answer: c Topic: Vision Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Where the optic nerve leaves the eye, at the optic disk, there are no rods or cones. The absence of receptors produces a blind spot in the field of vision.
79.
Ganglion cells and neurons in the __________ respond to simple features of the environment, such as spots of light and dark.
a. thalamus b. amygdala c. reticular activating system d medulla Answer: a Topic: Vision
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.C Summarize the evidence indicating that the visual system is not simply a ―camera.‖ APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Unlike cells in the visual cortex, which respond to more complicated visual features, ganglion cells and thalamic neurons typically respond more generally.
80.
Which sequence correctly indicates the pathway of nerve impulses on their way from the eye to the brain? a. ganglion cells, bipolar cells, photoreceptor cells, optic nerve b. bipolar cells, photoreceptor cells, ganglion cells, optic nerve c. photoreceptor cells, bipolar cells, ganglion cells, optic nerve d. photoreceptor cells, bipolar cells, optic nerve, ganglion cells Answer: c Topic: Vision
Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 5.2.C Summarize the evidence indicating that the visual system is not simply a ―camera.‖ APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: The correct sequence is photoreceptor cells, bipolar cells, ganglion cells, optic nerve. The ganglion cells get information from the bipolar cells, and their axons form the optic nerve.
81.
David Hubel and Torsten Wiesel discovered feature-detector cells in the visual cortex that respond selectively to __________. a. spots of light in different locations b. different colors of stimuli c. faces d. lines at different orientations Answer: d Topic: Vision Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 5.2.C Summarize the evidence indicating that the visual system is not simply a ―camera.‖ APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: David Hubel and Torsten Wiesel discovered that cells in the visual cortex did not respond to simple stimuli like spots of light, but did respond selectively to lines at different orientations. They called these cells feature detectors.
82. David Hubel and Torsten Wiesel identified neurons in the visual cortex that responded to lines at a particular orientation. These cells are called __________. a. feature detectors b. line cells c. pattern-sensitive neurons d. Husel cells Answer: a Topic: Vision
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.C Summarize the evidence indicating that the visual system is not simply a ―camera.‖ APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: These cells are referred to as feature detectors because they respond preferentially to a particular feature of the visual stimulus.
83.
The trichromatic theory states that __________.
a. the visual system treats triads of color as antagonistic to each other b. three types of color feature detectors in the visual cortex are responsible for color perception c. three types of cones exist, each sensitive to a certain range of wavelengths d. species that detect ultraviolet light perceive three colors that are outside of the range of humans Answer: c Topic: Vision Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.2.D Compare the trichromatic and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The trichromatic theory applies to the first level of processing in the retina, which involves three different types of cones, each sensitive to a different range of wavelengths.
84.
The idea that the eye contains separate receptors for red, green, and blue is known as the __________ theory.
a. ganglion b. opponent-process
c. trichromatic d. color-mixing Answer: c Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.D Compare the trichromatic and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The trichromatic theory applies to the first level of processing in the retina, which involves three different types of cones, each sensitive to a different range of wavelengths.
85.
The trichromatic theory explains __________. a. the first level of color processing, which occurs in the retina b. the second level of color processing, which occurs in the ganglion cells c. the third level of color processing, which occurs in the thalamus d. the fourth level of color processing, which occurs in the visual cortex Answer: a Topic: Vision Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.2.D Compare the trichromatic and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: The trichromatic theory applies to the first level of processing in the retina, which involves three different types of cones, each sensitive to a different range of wavelengths.
86.
The trichromatic theory applies to the level of processing that occurs in the __________. a. occipital lobe b. thalamus c. temporal lobe d. retina Answer: d Topic: Vision
Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.2.D Compare the trichromatic and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The trichromatic theory applies to the first level of processing in the retina, which involves three different types of cones, each sensitive to a different range of wavelengths.
87.
The most common form of color blindness is __________. a blue-yellow color blindness b. red-blue color blindness c. red-green color blindness d. total color blindness Answer: c Topic: Vision
Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.2.D Compare the trichromatic and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The most common kind of color blindness is red-green color blindness, in which people have trouble distinguishing red and green.
88. Researchers who have studied color blindness and color deficiency have found that __________. a. total color blindness is quite common in the general population b. total color blindness in humans usually occurs when cones of the retina are absent or malfunctional c. blue–yellow color blindness is the most common form of color deficiency d. among humans, color deficiency is more frequently found in females than in males Answer: b Topic: Vision Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 5.2.D Compare the trichromatic and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Total color blindness in humans is usually due to a genetic variation that causes cones of the retina to be absent or malfunctional.
89.
The opponent-process theory of color vision describes __________. a. how ganglion cells code color information
b. the way cones respond to different colors c. the way rods respond to different colors d how color processing in the fovea is coded differently than in the periphery Answer: a Topic: Vision Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 5.2.D Compare the trichromatic and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Opponent-process theory applies to the second stage of color processing, which occurs in ganglion cells in the retina and in neurons in the thalamus and visual cortex of the brain.
90. If you stare for 30 seconds at a red object and then look at a blank sheet of white paper, you will see a greenish image of the object. This phenomenon best supports __________ theory of color vision. a. the trichromatic b. Ernest Weber‘s c. the opponent-process d the Hubel-Wiesel constancy Answer: c Topic: Vision Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 5.2.D Compare the trichromatic and opponent-process theories of color vision.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Opponent-process theory sees the cones as being arranged in pairs, and red is paired with green. The greenish afterimage demonstrates that fatiguing the eye produces opposite, or opponent, perceptions.
91.
__________ psychologists studied how people organize the world visually into meaningful units and patterns. a. Psychophysical b. Organizational c. Gestalt d. Ground Answer: c Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Gestalt psychologists were a group of German psychologists who studied perception and were influential in the 1920s and 1930s. They were among the first to study how people organize the world visually into meaningful units and patterns.
92.
The Gestalt psychologists were especially interested in research focused on __________. a.
color vision
b.
form perception
c.
sensory receptors
d.
distance perception
Answer: b Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The Gestalt psychologists were among the first to study how people organize the world visually into meaningful units and patterns.
93.
As she watches her granddaughter‘s dance recital, Patsy perceives two separate groups of dancers. Her granddaughter‘s group wore bright turquoise costumes with gold accents, and the other group wore bright gold costumes with turquoise accents. Patsy‘s perception is supported by the Gestalt principle of __________.
a. proximity b. continuity c. similarity d. closure Answer: c Topic: Vision Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Patsy‘s perception can be explained by the Gestalt principle of similarity, which states that things that are alike in some way (such as in color, shape, or size) tend to be perceived as belonging together.
94.
When you look at the drawing below, your brain fills in the gaps so that you perceive a
complete form—in this case, a square. This occurs due to the principle of __________.
a. proximity b. continuity c. similarity d. closure Answer: d Topic: Vision Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The Gestalt principle of closure states that the brain tends to fill in gaps to perceive complete forms.
95.
When Raphaela looks at the following display, she tends to see horizontal rows rather than vertical columns of faces. This happens because __________.
☺ ☺ ☺ ☺ ☺ ☺ ☺ ☻ ☻ ☻ ☻ ☻ ☻ ☻ ☺ ☺ ☺ ☺ ☺ ☺ ☺
☻ ☻ ☻ ☻ ☻ ☻ ☻ ☺ ☺ ☺ ☺ ☺ ☺ ☺ a. Lines and patterns tend to be perceived as continuing in time and space. b. The items that are in horizontal rows share the same internal features. c. Items that are near each other tend to be grouped together. d. Horizontal displays tend to be perceived as figure and vertical displays as ground. Answer: b Topic: Vision
Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The Gestalt principle of similarity states that similar items will be grouped together.
96. The turning inward of the eyes, which occurs when they focus on a nearby object, is called __________. a. convergence b. retinal disparity c. monocular depth d. binocular depth Answer: a Topic: Vision
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a description of convergence.
97. The slight difference in lateral separation between two objects as seen by the left eye and the right eye is called __________. a. retinal disparity b. interposition c. convergence d. linear disparity Answer: a Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a description of retinal disparity.
98.
Which principle represents a binocular cue to depth? a. interposition b. relative height
c. retinal disparity d. linear perspective Answer: c Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Retinal disparity and convergence are two binocular cues to depth; that is, two eyes are required to use these cues.
99.
Binocular cues help us estimate distances up to about __________. a. 5 feet b. 50 feet c. 100 feet d. 150 feet Answer: b Topic: Vision
Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Binocular cues are helpful in judging distance up to about 50 feet. For objects further away, we use monocular cues.
100.
Enyo watches as his wife, Nanette, walks toward the house. Even though the retinal image of Nanette grows larger as she approaches, she does not appear to be growing larger as she moves closer and closer to Enyo. This scenario illustrates __________. a. relative size b. size constancy c. retinal disparity d. linear perspective Answer: b Topic: Vision
Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This scenario is an example of size constancy, the tendency to perceive objects as remaining the same size even when they are viewed from different distances.
101.
An important visual skill is the ability to perceive objects as stable or unchanging even though the retinal image changes. This is called __________. a. continuity b. perceptual constancy c. perspective d. selective attention Answer: b Topic: Vision
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Perceptual constancy refers to the accurate perception of objects as stable or unchanged despite changes in the sensory patterns they produce.
102.
As Eero stands between the railroad tracks, the rails appear to converge in the distance. This cue to inferring depth and distance is called __________. a. linear perspective b. retinal disparity c. relative clarity d. relative size Answer: a Topic: Vision
Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This scenario is an example of linear perspective.
103.
Mort perceives snow as remaining white on cloudy days as well as on bright ones. He is not fooled, even though the amount of light the snow reflects is different on cloudy days. Mort‘s perception is due to __________.
a. convergence b. relative clarity c. texture gradients d. brightness constancy Answer: d Topic: Vision
Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: In this scenario, Mort‘s perception is an example of brightness constancy, the tendency to perceive objects as the same color regardless of the lighting conditions.
104.
Thurston is having three acres of his estate covered in exotic stones. As he inspects the work one day, he is outraged by what he sees. ―These stones right here, at my feet….they look marvelous, beautiful, fully featured, and nuanced! But those stones over there,‖ he bellowed, pointing some 20 feet away, ―those aren‘t the same stones; they look drab and smooth and boring!‖ ―They‘re all the same stones, sir‖ replied Rockne, the gardener, wearily. What does Rockne know that Thurston doesn‘t? a. The monocular cue of overlap makes the stones seem to blur together.
b. The binocular cue of convergence is making the far stones seem to converge into a single boulder. c. The monocular cue of texture gradient makes the far stones seem less detailed. d. The binocular cue of aerial perspective is confusing Thurston into thinking he‘s seeing a ―bird‘s-eye view.‖ Answer: c Topic: Vision
Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Textured objects farther from a perceiver will appear less textured.
105.
__________ occurs when one object appears to be blocking another object and the viewer assumes that the blocked object is farther away a. Texture gradient b. Convergence c. Linear perspective d. Interposition Answer: d Topic: Vision
Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Interposition is the assumption that an object that appears to be blocking part of another object is in front of the second object and closer to the viewer
106.
In the Müller-Lyer illusion, most people perceive the line with the outward-facing branches as longer than the line with inward-facing branches, despite the fact that they are really the same length. Which likely reason accounts for why this occurs? a. The eye is distracted by the branches and cannot make an accurate measurement. b. The brain mistakenly interprets the branches as a depth or distance cue. c. The line with outward-facing branches produces a larger image on the retina. d. The branches interfere with the process of size constancy. Answer: b Topic: Vision Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: One explanation for the Müller-Lyer illusion is that the branches on the lines serve as perspective cues that normally suggest depth. Because there is no actual difference in the distance of the two lines, the rule is inappropriate in this case.
107.
Perceptual research indicates that __________. a. some illusions, such as a bent straw in a glass filled with water, are simply a matter of physics b. binocular cues help us estimate the distance of objects that are very far away c. cues to depth require the use of both eyes d. the smaller an object‘s image on the retina, the closer the object appears to be Answer: a Topic: Vision Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Some illusions are simply a matter of physics. Thus, a straw in a half-filled glass of water looks bent because water and air refract light differently. Other illusions occur due to misleading messages from the sense organs, as in sensory adaptation.
108.
Ronson is asked to participate in an experiment in which researchers place virtual-reality goggles on him, so he sees the world from a camera placed on top of a mannequin. The researchers then stroke the mannequin‘s arm while simultaneously doing the same thing to Ronson‘s arm. Ronson is likely to __________. a. develop temporary phantom limb pain b. become upset and disoriented c. feel that his arm is paralyzed d. experience the illusion that the mannequin‘s body is his own Answer: d Topic: Vision Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: In the original body-swapping experiment, most people soon had the weird sensation that the other body was actually their own; they even cringed when the other body was poked or threatened.
109.
The perceived __________ of a sound is related to the amplitude of a sound wave. a. pitch
b. loudness c. spectrum d. timbre Answer: b Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The perceived loudness of a sound is related to the amplitude of the sound wave.
110.
The perceived __________ of a sound is related to the frequency of a sound wave. a. pitch b. loudness c. spectrum d. timbre Answer: a Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The perceived pitch of a sound is related to the frequency of the sound wave.
111.
The perceived __________ of a sound is related to the complexity of a sound wave. a. pitch b. loudness c. spectrum d. timbre Answer: d Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Perceived timbre of a sound is related to the complexity of the sound wave.
112. The dimension of auditory experience related to the intensity of a sound wave is called __________. a. frequency b. pitch c. loudness d. timbre Answer: c Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Loudness is the psychological dimension of auditory experience related to the intensity of a wave‘s pressure.
113.
The dimension of auditory experience related to the frequency of the sound wave and, to some extent, its intensity is called __________.
a. pitch b. saturation c. timbre d. gustation Answer: a Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Pitch is the dimension of auditory experience related to the frequency of the sound wave and, to some extent, its intensity.
114.
The dimension of auditory experience related to the complexity of a sound wave, that is, to the relative breadth of the range of frequencies, is called __________.
a. frequency b. pitch c. loudness d. timbre Answer: d Topic: Hearing
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Timbre is the dimension of auditory experience related to the complexity of the sound wave, the relative breadth of the range of frequencies that make up the wave.
115. The amplitude of a sound wave is related to our perception of __________. a.
pitch
b.
timbre
c.
loudness
d.
tonal quality
Answer: c Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Our perception of loudness is related to the amplitude of the sound wave.
116.
Which physical characteristic of the sound wave corresponds to the psychological dimension of timbre?
a. intensity b. pitch c. frequency d. complexity
Answer: d Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The complexity of the sound wave is perceived as timbre.
117.
Tom Petty had a nasal voice and Tom Waits has a gravelly voice. There is a difference in the complexity of the sound waves produced by both singers. Which psychological dimension of hearing describes the difference? a. timbre b. pitch c. loudness d. intensity Answer: a Topic: Hearing Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This example illustrates the differences in timbre resulting from differences in the complexity of the sound wave.
118.
__________ is what makes a note played on a flute, which produces relatively pure tones, sound different from the same note played on an oboe, which produces very complex sounds. a. Frequency b. Pitch c. Loudness d. Timbre Answer: d Topic: Hearing Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Timbre relates to the purity or complexity of a sound wave.
119.
Which property of sound is the most similar to the brightness of light? a. timbre b. pitch c. purity d. loudness Answer: d Topic: Hearing Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Loudness is the most similar to brightness and is based on the intensity of the stimulus.
120.
Which property of sound is the most similar to the color, or hue, of light? a. timbre b. pitch c. purity d. loudness Answer: b Topic: Hearing Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Pitch relates to sound wavelengths, and color relates to light wavelengths.
121.
The snail-shaped, fluid-filled organ in the inner ear is called the __________. a. cochlea b. stirrup c. basilar membrane d. semicircular canal Answer: a Topic: Hearing Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 5.3.B Locate the major structures of the human ear, and describe the functions of each component. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The cochlea is a coiled, fluid-filled tube in the inner ear that looks like a snail.
122.
The auditory receptors are located in the __________. a. cochlea b. middle ear c. eardrum d. oval window Answer: a Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.3.B Locate the major structures of the human ear, and describe the functions of each component. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The auditory receptors, or hair cells, are located in the organ of Corti, which is located in the cochlea.
123.
Lemmy likes to put his headphones on and listen to his MP3 player at very high volume. This habit will likely lead to Lemmy damaging the __________ in his ears, which can result in permanent hearing loss. a. eardrums b. hair cells c. semicircular canals d. small bones
Answer: b Topic: Hearing Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.3.B Locate the major structures of the human ear, and describe the functions of each component. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Brief exposure to extremely loud noises can damage ear receptor cells. The cilia flop over like broken blades of grass, and if the damage affects a critical number, hearing loss occurs.
124.
The hair cells of the cochlea are embedded in the rubbery __________. a. oval window b. basilar membrane c. auditory nerve d. semicircular canals Answer: b Topic: Hearing
Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.3.B Locate the major structures of the human ear, and describe the functions of each component. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The hair cells are located on the basilar membrane in the cochlea.
125.
Which summary provides an accurate statement regarding audition? a. Auditory information leaves the ear through the trigeminal nerve. b. High-pitched sounds are discriminated largely on the basis of where vibration occurs along the basilar membrane. c. The auditory Gestalt principles are very different from the visual Gestalt principles. d. Localizing sounds that are directly to the left or right of the head is difficult. Answer: b Topic: Hearing
Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 5.3.B Locate the major structures of the human ear, and describe the functions of each component. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Waves in the fluid of the cochlea cause different activity at different locations, allowing us to detect different pitches. High-pitched sounds are discriminated largely on the basis of where activity occurs along the basilar membrane.
126.
Ida Claire is listening to National Public Radio when the satellite feed momentarily goes out for a split second. Despite the short interruption, she was able to understand the conversation. This would be an example of the Gestalt principle of __________.
a. continuity b. similarity c. closure d. proximity Answer: c Topic: Hearing Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 5.3.C List and give examples of Gestalt principles of perception that apply to constructing the auditory world. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This scenario is an example of closure, where our brain automatically fills in gaps in the stimulus.
127.
Which observation is true regarding the Gestalt principles and hearing? a. None of the Gestalt principles apply to hearing; they apply only to vision. b. The figure–ground principle is the only one that applies to both vision and hearing. c. All of the principles except for closure apply to both vision and hearing. d. Many of the visual principles also appear to apply to hearing. Answer: d Topic: Hearing Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 5.3.C List and give examples of Gestalt principles of perception that apply to constructing the auditory world. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The Gestalt principles used to explain visual perception seem to also apply to auditory perception.
128.
Maxine is sitting on a park bench when she hears a police car turn on its siren. Although she cannot see the police car, she is certain that it is nearby. Which cue did her brain most likely use to come to this conclusion? a. the slight energy difference between each ear b. the slight time difference between when the sound reached each ear
c. the overall loudness of the sound d. the frequency of the sound Answer: c Topic: Hearing Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 5.3.C List and give examples of Gestalt principles of perception that apply to constructing the auditory world. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: We can estimate the distance of a sound‘s source by using loudness as a cue.
129.
Dee Dee is walking home alone on a dark night. He hears a stick breaking and immediately turns to his right to see what made the noise. Which cue did Dee Dee most likely use to tell which direction the sound came from? a. the timbre of the sound b. the slight time difference between when the sound reached each ear c. the overall loudness of the sound d. the frequency of the sound Answer: b Topic: Hearing Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.3.C List and give examples of Gestalt principles of perception that apply to constructing the auditory world. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: To locate the direction a sound is coming from, we depend in part on the fact that we have two ears. A sound arriving from the right reaches the right ear a fraction of a second sooner than it reaches the left ear, and vice versa.
130.
In Latin, papillae means __________.
a. tiny b. pimples c. tasters d. knobs Answer: b Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Papillae means pimples, and these are the knoblike elevations on the tongue that contain the taste buds.
131.
Taste buds are contained in the tongue‘s __________. a. papillae b. hair cells c. underside d. saccules Answer: a Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Moderate
Learning Objective: 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The tiny bumps on the tongue are called papillae. Taste buds are located within the papillae.
132.
Research exploring the sense of taste shows that __________.
a. the taste receptor cells are replaced by new cells about every 40 days b. the tongue is divided into sections, each of which is sensitive to a particular basic taste c. people who are over 40 years of age have fewer taste buds than those who are younger d. the highest concentration of taste buds is found in the center of the tongue Answer: c Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: People over 40 have fewer taste buds.
133.
The receptors for taste are found __________.
a. on the center of the tongue b. on top of the knoblike elevations on the tongue c. inside the nasal cavity d. inside the taste buds Answer: d
Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Taste receptors are specialized cells located within the taste buds.
134.
Investigators have found that human tongues __________.
a. can have as few as 500 taste buds or as many as 10,000 taste buds b. show variation in sensitivity to taste but not in the number of taste buds c. taste subtle flavors, such as vanilla or chocolate, even without the sense of smell d. stop creating new taste receptors after about age 3 Answer: a Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: There is tremendous variability in the number of taste buds found on the tongue.
135.
The ―detectors‖ for taste are called __________. a. papillae b. olfactory cells c. taste buds
d. taste receptor cells Answer: d Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Papillae are bumps on the tongue that contain taste buds. The taste buds, in turn, contain the taste receptor cells.
136.
In addition to salty, sour, bitter, and sweet, which sensation has been proposed as the fifth basic taste? a. caramel b. creamy c. umami d. pungent Answer: c Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Some researchers believe that we have a fifth basic taste, umami, which is associated with the taste of protein-rich foods.
137.
Tory eats a low-salt potato chip and spits it out and says, ―That‘s so salty!‖ She also cannot eat Brussels sprouts, pickles, or anything with a lot of saccharin in it because it tastes ―too bitter.‖ It is likely that Tory is a(n) __________. a. supertaster b. taster c. umamitaster d. ultrataster Answer: a Topic: Other Senses Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Supertasters perceive sweet tastes as sweeter and salty tastes as saltier than other people do. They also often experience foods such as saccharin and broccoli as unpleasantly bitter.
138.
Olfaction refers to a person‘s ___________ . a. sense of taste b. sight c. hearing d. sense of smell Answer: d Topic: Other Senses
Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 5.4.B Describe the basic pathway from smell receptors to the cerebral cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Olfaction refers to our sense of smell.
139.
Which sequence indicates the correct flow of olfactory information?
a. olfactory bulb —> olfactory receptors —> olfactory nerve —> brain b. olfactory receptors —> olfactory bulb —> olfactory nerve —> brain c. olfactory bulb —> olfactory nerve —> olfactory receptors —> brain d. olfactory receptors —> olfactory nerve —> olfactory bulb —> brain Answer: d Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.4.B Describe the basic pathway from smell receptors to the cerebral cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Signals from the olfactory receptors are carried to the brain‘s olfactory bulb by the olfactory nerve, which is made up of the receptors‘ axons. From the olfactory bulb, they travel to a higher region of the brain.
140.
Of the smells that humans detect __________.
a. ―fruity‖ and ―rotten‖ seem to be the two basic smells b. ―spicy‖ and ―flowery‖ seem to be the two basic smells
c. ―musky‖ and ―putrid‖ seem to be the two basic smells d. no smell seems to be more basic than any other Answer: d Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.4.B Describe the basic pathway from smell receptors to the cerebral cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Unlike with taste, there do not appear to be a limited number of basic odors.
141.
The four basic skin sensations are __________. a. touch, temperature, pain, and burning b. touch, warmth, cold, and pain c. pain, pressure, warmth, and touch d. pressure, pain, warmth, and touch Answer: b Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.4.C List the four basic skin senses that humans perceive. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Four basic skin sensations are touch, warmth, cold, and pain.
142.
Gate-control theory helps to explain the perception of __________.
a. touch b. smell c. pain d. pressure Answer: c Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.4.D Describe the principles of gate-control theory, and explain what phantom pain is and a novel way to treat it. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Gate-control theory proposes that there is a ―gate‖ in the spinal cord through which pain information must pass before it can get to the brain and we can become aware of it.
143.
When we vigorously rub a banged elbow, we are applying the principle of __________. a. gate-control theory b. pain management theory c. phantom pain theory d. neuron matrix theory Answer: a Topic:
Other Senses
Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 5.4.D Describe the principles of gate-control theory, and explain what phantom pain is and a novel way to treat it. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
Rationale: The practice of rubbing a banged elbow to relieve pain can be explained by gate-control theory.
144.
A leading explanation of phantom pain explains that the experience is due to __________. a. expectations of pain b. leftover nerve endings in the missing body part c. an inaccurate ―body map‖ in the brain d. the release of inflammatory substances that cause pain Answer: c Topic: Other Senses Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 5.4.D Describe the principles of gate-control theory, and explain what phantom pain is and a novel way to treat it. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: A leading explanation of phantom pain is that the brain has reorganized itself, resulting in an inaccurate ―body map‖ in the brain and pain signals that cannot be shut off.
145.
Yaakov lost a leg in Afghanistan after an improvised bomb exploded near him. Years later, he still has times when he feels intense pain that he perceives as coming from his missing leg. It appears that Yaakov __________.
a. is craving the attention of his family and friends b. is experiencing cramps in the other intact leg c. is experiencing phantom pain d. has been faking the pain to avoid working Answer: c Topic: Other Senses Skill Level: Apply What You Know Difficulty Level: Moderate
Learning Objective: 5.4.D Describe the principles of gate-control theory, and explain what phantom pain is and a novel way to treat it. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: In this scenario, Yaakov is experiencing phantom pain, the experience of pain in a missing limb or other body part.
146.
Amberlynn has experienced phantom limb pain for several years. She visits a neurologist, who proposes trying a therapeutic treatment developed by Vilayanur Ramachandran. Amberlynn is surprised that this simple treatment uses __________. a. a bucket of ice and a bucket of warm water b. a mirror c. mental visualization and guided meditation d. acupuncture needles Answer: b Topic: Other Senses Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.4.D Describe the principles of gate-control theory, and explain what phantom pain is and a novel way to treat it. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: V.S. Ramachandran‘s treatment for phantom pain involves strategically placing a mirror to create the illusion that the missing limb is present and functional.
147.
Which two senses keep us informed about the movement of our own body? a. homeostasis and balance b. equilibrium and homeostasis c. equilibrium and kinesthesis d. kinesthesis and homeostasis
Answer: c Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.4.E Discuss the two senses that allow us to monitor our internal environment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The sense of equilibrium (balance) and the kinesthetic (body position) give us information about the movement of our body.
148.
Sense organs in the inner ear that contribute to equilibrium by responding to rotation of the head are called __________. a. semicircular canals b. hair cells c. eardrums d. cochlea Answer: a Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.4.E Discuss the two senses that allow us to monitor our internal environment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Located in the inner ear, semicircular canals contribute to equilibrium by responding to rotation of the head.
149.
After many ear infections during childhood, Butchie developed damage to the semicircular canals in his inner ear. As a result, he periodically has difficulty standing upright and at times feels he is off balance. Butchie is experiencing __________ difficulties. a. kinesthetic b. equilibrium c. olfactory d. auditory Answer: b Topic: Other Senses
Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.4.E Discuss the two senses that allow us to monitor our internal environment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Equilibrium, the sense of balance, relies primarily on three semicircular canals in the inner ear.
150.
After a mysterious inflammation, Joe Don experienced irreversible damage to his __________ nerve fibers, which at first left him bedridden. Although he eventually learned to use visual cues and willpower to sit and walk, Joe Don‘s movements remained unnatural. a. kinesthetic b. cranial c. olfactory d. optic Answer: a Topic: Other Senses
Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.4.E Discuss the two senses that allow us to monitor our internal environment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: This can occur when kinesthetic nerves are damaged.
True-False Questions
1.
Psychological scientists agree that there are five senses. Answer: False Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
2.
Pain is an indispensable part of our evolutionary heritage, because it alerts us to illness and injury. Answer: True Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
3.
People who are born with a rare condition that prevents them from feeling pain often die at an early age because they don‘t feel pain‘s warning signals. Answer: True Topic: Our Sensational Senses Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
4.
The sense of pain hinders, rather than helps, survival. Answer: False Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
5.
Perception is defined as the detection of physical energy emitted or reflected by physical objects. Answer: False Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
6.
Perception occurs when energy in the external environment or in the body stimulates receptors in the sense organs.
Answer: False Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
7.
Sensation occurs when energy in the external environment or in the body stimulates receptors in the sense organs. Answer: True Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
8.
The process by which the brain organizes and interprets sensory information is called sensation. Answer: False Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
9.
Sense receptors are specialized cells that convert physical energy in the environment or in the body into electrical energy that can be transmitted as nerve impulses to the brain. Answer: True Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
10.
The receptors for vision, hearing, and taste are specialized cells separated from sensory neurons by synapses. Answer: True Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
11.
The sensory nerves all use exactly the same form of communication: hormones that travel from the sense receptors to the brain. Answer: False Topic: Our Sensational Senses
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
12.
According to the doctrine of specific nerve energies, if sound waves could stimulate nerves that end in the visual part of the brain, then we would ―see‖ sounds. Answer: True Topic: Our Sensational Senses Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
13.
When measuring an absolute threshold, reliable detection is said to occur when a person can detect a signal 99 percent of the time. Answer: False Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
14.
The smallest amount of energy that a person can detect reliably is known as the difference threshold. Answer: False Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
15.
The smallest amount of energy that a person can detect reliably is known as the absolute threshold. Answer: True Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
16.
When two stimuli are compared, the smallest difference in stimulation that can be reliably detected by an observer is called the sensory threshold. Answer: False Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
17.
Procedures to determine absolute thresholds have a serious limitation based on the person‘s general tendency to respond either ―yes‖ or ―no‖ when uncertain. Answer: True Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
18.
In signal-detection tasks, yea-sayers will have more hits than nay-sayers. Answer: True Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
19.
In signal-detection tasks, nay-sayers will have more correct rejections than yea-sayers. Answer: True Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
20.
In signal-detection tasks, nay-sayers will have more misses than yea-sayers. Answer: True Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
21.
In signal-detection tasks, nay-sayers will have more hits than yea-sayers. Answer: False Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
22.
In signal-detection tasks, yea-sayers will have more misses than nay-sayers. Answer: False Topic: Our Sensational Senses Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
23.
Sensory adaptation spares us from having to respond to unchanging, unimportant sensory information. Answer: True Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.C Discuss why the principle of sensory adaptation helps us understand how the human perceptual system works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
24.
Our senses are designed to respond to change and contrast in the environment. Answer: True Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.C Discuss why the principle of sensory adaptation helps us understand how the human perceptual system works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
25.
The reduction of sensory responsiveness that occurs when stimulation is unchanging is called sensory deprivation. Answer: False
Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.C Discuss why the principle of sensory adaptation helps us understand how the human perceptual system works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
26.
We never completely adapt to extremely intense stimuli, such as extreme pain. Answer: True Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.C Discuss why the principle of sensory adaptation helps us understand how the human perceptual system works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
27.
Contemporary studies of sensory deprivation indicate that some perceptual and intellectual abilities improve during limited periods of deprivation. Answer: True Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.1.C Discuss why the principle of sensory adaptation helps us understand how the human perceptual system works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
28.
Failure to consciously perceive something you are looking at because you are not attending to it is known as selective attention. Answer: False Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.1.D Describe how selective attention and inattentional blindness are related. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
29.
Shorter light wavelengths of light tend to be seen as orange and red. Answer: False Topic: Vision Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
30.
Shorter light wavelengths of light tend to be seen as violet and blue. Answer: True Topic: Vision Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
31.
The intensity of light an object emits or reflects corresponds to the amplitude of the light wave. Answer: True Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
32. Saturation is related to the complexity of light; that is, how wide or narrow the range of wavelengths is. Answer: True Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
33.
Hue, brightness, and saturation are all physical properties of light. Answer: False Topic: Vision Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
34.
If a color is completely saturated, then it contains only a single wavelength. Answer: True Topic: Vision Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
35.
Generally speaking, the more light an object reflects, the brighter it appears. Answer: True Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
36.
The lens of the eye functions by moving in the same way the lens of a camera does. Answer: False Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
37.
When you enter a dim room, the pupil in your eye contracts. Answer: False Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
38. The center of the retina, the fovea, contains a mixture of about 75 percent rods and 25 percent cones. Answer: False Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
39.
There are about 80 to 120 million rods and about 5 to 7 million cones in the human retina. Answer: True Topic: Vision Skill Level: Remember the Facts Difficulty Level: Difficult
Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
40. The outer edges of the retina, which are responsible for peripheral vision, contain only cones. Answer: False Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
41.
Rods are more effective than cones in distinguishing different wavelengths of light. Answer: False Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
42.
Visual receptors that respond to dim light are called cones. Answer: False Topic: Vision Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
43.
Visual receptors that are involved in color vision are called cones. Answer: True Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
44.
The center of the retina, the fovea, contains only rods. Answer: False Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
45. Cats see well in dim light in part because they have a high proportion of cones compared to rods. Answer: False Topic: Vision
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
46.
Peripheral vision (side vision) is handled by the cones. Answer: False Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
47.
Rods need much more light than do cones in order to respond. Answer: False Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
48. Dark adaptation is the process by which visual receptors become maximally sensitive to dim light. Answer: True
Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
49.
In dark adaptation, rods adapt slowly, taking 20 minutes or longer. Answer: True Topic: Vision Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
50.
Rods are much more sensitive than are cones in darkness. Answer: True Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
51.
In dark adaptation, cones adapt slowly, taking 20 minutes or longer. Answer: False
Topic: Vision Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
52.
Ganglion cells are neurons in the retina of the eye, which gather information from receptor cells by way of bipolar cells. Answer: True Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
53. One reason that we are not aware of a blind spot in our field of vision is that our brain fills in the gap. Answer: True Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
54. In mammals, special feature-detector cells in the visual cortex respond to different visual patterns. Answer: True
Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.C Summarize the evidence indicating that the visual system is not simply a ―camera.‖ APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
55. A group of cells at the bottom of the cerebral cortex, just above the cerebellum, respond maximally to faces. Answer: True Topic: Vision Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.2.C Summarize the evidence indicating that the visual system is not simply a ―camera.‖ APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
56.
There are three basic types of cones in the human retina, each of which responds maximally to a different wavelength. Answer: True Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.D Compare the trichromatic and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
57.
Total color blindness usually occurs when an embryo has been exposed to the rubella virus (German measles). Answer: False Topic: Vision Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.2.D Compare the trichromatic and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
58.
Total color blindness usually occurs due to a genetic variation. Answer: True Topic: Vision Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.2.D Compare the trichromatic and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
59.
Most ―color blind‖ people are actually color deficient. Answer: True Topic: Vision Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.2.D Compare the trichromatic and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
60.
Color deficiency is rare among people who were born female. Answer: True Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.D Compare the trichromatic and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
61. The rarest type of color deficiency occurs when individuals are unable to distinguish red from green. Answer: False Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.D Compare the trichromatic and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
62. Opponent process theory applies to the second stage of color processing, which occurs in ganglion cells in the retina and in neurons in the thalamus and visual cortex of the brain. Answer: True Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.D Compare the trichromatic and opponent-process theories of color vision.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
63.
According to opponent-process theory, the color code that is passed along to higher visual centers treats blue and yellow as antagonistic colors. Answer: True Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.D Compare the trichromatic and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
64.
The motto of the Gestalt psychologists was ―The whole equals the sum of its parts.‖ Answer: False Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
65.
According to Gestalt psychologists, we organize our visual field into figure and ground. Answer: True Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
66.
In order to infer an object‘s location, we estimate its distance from us through both binocular and monocular cues. Answer: True Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
67.
Interposition is one of the binocular cues to depth. Answer: False Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
68. When an observer is moving, objects appear to move at different speeds and in different directions. Answer: True Topic: Vision
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
69.
Perception of an object as having a constant shape, even though the shape of the retinal image produced by the object changes when our point of view changes, is called shape constancy. Answer: True Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
70.
Perception of stationary objects as remaining in the same place, even though the retinal image moves about as we move our eyes, head, and body, is called motion parallax. Answer: False Topic: Vision Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
71.
Illusions are valuable because they are systematic errors that provide hints about the mind‘s perceptual strategies. Answer: True Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
72.
The stimulus for a sound is a wave of pressure created when an object vibrates or when compressed air is released. Answer: True Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
73.
Air serves as the only transmitting substance for sound waves. Answer: False Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
74.
The intensity of a wave‘s pressure corresponds to the frequency of the wave. Answer: False Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
75. With regard to sound, a pure tone consists of several sub-waves with different frequencies. Answer: False Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
76.
Sounds that are pure tones are extremely rare in nature. Answer: True Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
77.
Timbre is what makes a note played on a flute, which produces relatively pure tones, sound different from the same note played on an oboe, which produces very complex sounds. Answer: True Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
78.
Pitch is what makes a note played on a flute, which produces relatively pure tones, sound different from the same note played on an oboe, which produces very complex sounds. Answer: False Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
79.
When many frequencies are present but are not in harmony, we hear noise. Answer: True Topic: Hearing
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
80.
White noise contains only the lowest frequencies of the audible sound spectrum. Answer: False Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
81. Without the soft, funnel-shaped outer ear to collect sounds, it would be difficult for humans to hear. Answer: False Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.3.B Locate the major structures of the human ear, and describe the functions of each component. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
82.
A sound wave causes the eardrum to vibrate with the same frequency as the wave itself. Answer: True Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 5.3.B Locate the major structures of the human ear, and describe the functions of each component. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
83.
The smallest bones in the human body are found in the middle ear. Answer: True Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.3.B Locate the major structures of the human ear, and describe the functions of each component. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
84.
The actual organ of hearing is the eardrum. Answer: False Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.3.B Locate the major structures of the human ear, and describe the functions of each component. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
85.
The organ of Corti plays the same role in hearing that the retina plays in vision. Answer: True Topic: Hearing Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 5.3.B Locate the major structures of the human ear, and describe the functions of each component. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
86.
In order to locate the direction a sound is coming from, we depend, in part, on the fact that we have two ears. Answer: True Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.3.C List and give examples of Gestalt principles of perception that apply to constructing the auditory world. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
87.
It is most difficult for humans to localize sounds that are coming from directly in back of them or directly above their heads. Answer: True Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.3.C List and give examples of Gestalt principles of perception that apply to constructing the auditory world. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
88. Because of genetic differences, human tongues can have as few as 500 or as many as 10,000 taste buds. Answer: True
Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
89.
The receptor cells for taste send tiny fibers out through an opening in the taste bud. Answer: True Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
90. Taste receptors are located primarily on the tongue, but also in the throat, cheeks, and roof of the mouth. Answer: True Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
91.
The receptor cells for taste are located inside the taste buds, about 50 to 150 per bud.
Answer: True Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
92.
The center of the tongue contains no taste buds and cannot produce any taste sensation. Answer: True Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
93. The human tongue is divided into four sections and each section detects either salty, sour, bitter, or sweet. Answer: False Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
94.
Many researchers now include a fifth taste, umami, which is a taste found in many proteinrich foods. Answer: True Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
95.
Supertasters have an unusually small number of small, densely packed papillae. Answer: False Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
96. Most people who chronically have trouble tasting things have a problem with smell, not taste. Answer: True Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
97. Research on our sense of smell reveals four basic scents: flowery, spicy, rotten, and musky. Answer: False Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.4.B Describe the basic pathway from smell receptors to the cerebral cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology 98.
The basic skin senses include touch (or pressure), warmth, cold, and pain.
Answer: True Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.4.C List the four basic skin senses that humans perceive. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
99.
Swedish researchers discovered a new kind of nerve fiber that seems responsible for some types of itching. Answer: True Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.4.C List the four basic skin senses that humans perceive.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
100. Many aspects of touch remain baffling; scientists still don‘t have a clear understanding of how touch sensations get registered and decoded. Answer: True Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.4.C List the four basic skin senses that humans perceive. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
101.
Gate-control theory of pain states that the experience of pain depends, in part, on whether pain impulses get past a neurological ―gate.‖ Answer: True Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.4.D Describe the principles of gate-control theory, and explain what phantom pain is and a novel way to treat it. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
102. Even when the spinal cord had been completely severed, amputees often continue to report pain from areas below the break. Answer: True Topic: Other Senses Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 5.4.D Describe the principles of gate-control theory, and explain what phantom pain is and a novel way to treat it. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
103.
A person may continue to feel pain that seemingly comes from an arm or leg that has been amputated. This pain is referred to as phantom pain. Answer: True Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.4.D Describe the principles of gate-control theory, and explain what phantom pain is and a novel way to treat it. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
104. Gate-control therapy can teach pain sufferers to use coping strategies such as distraction and imagery to alleviate their suffering. Answer: False Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 5.4.D Describe the principles of gate-control theory, and explain what phantom pain is and a novel way to treat it. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
105.
The sense of body position and movement of body parts is referred to as kinesthesis. Answer: True
Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.4.E Discuss the two senses that allow us to monitor our internal environment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
106. Walking when your leg has ―fallen asleep‖ is difficult. This is due to a poor sense of equilibrium. Answer: False Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.4.E Discuss the two senses that allow us to monitor our internal environment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology
107.
Equilibrium relies primarily on three semicircular canals in the inner ear that respond to the rotation of the head. Answer: True Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.4.E Discuss the two senses that allow us to monitor our internal environment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
108.
Kinesthesis refers to our sense of balance. Answer: False Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.4.E Discuss the two senses that allow us to monitor our internal environment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
109.
The expertise of a snowboarder illustrates how kinesthesis and equilibrium work together. Answer: True Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.4.E Discuss the two senses that allow us to monitor our internal environment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 1.3 Describe applications of psychology
110.
A person‘s needs, expectations, and beliefs can influence what that person perceives or how they perceive it. Answer: True Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.4.E Discuss the two senses that allow us to monitor our internal environment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 1.3 Describe applications of psychology
Short Answer Questions
1.
Define sensation and perception, and explain what sense receptors are. Answer: A good answer will include the following points.
Sensation is the detection of physical energy emitted or reflected by physical objects. Perception is the process by which the brain organizes and interprets sensory information. Sense receptors are the specialized cells that convert physical energy in the environment or the body to electrical energy that can be transmitted as nerve impulses to the brain.
Topic: Our Sensational Senses Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
2.
What did Johannes Müller propose in his doctrine of specific nerve energies, described in 1826? Answer: A good answer will include the following key point.
In his doctrine of specific nerve energies, Müller proposed that different sensory modalities exist because signals received by the sense organs stimulate different nerve pathways leading to different areas of the brain.
Topic: Our Sensational Senses Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
3.
Pepito is a participant in a psychophysical study and is having his absolute threshold for brightness measured. Describe a likely procedure for determining this measurement. Answer: A good answer will include the following key points.
The person is asked to sit in a dark room and watch a screen. Flashes of light, varying in intensity, would be presented, one at a time. The person would be asked to say when a flash of light is noticed. The absolute threshold will be the intensity level at which the person is able to detect the light flashes 50 percent of the time.
Topic: Our Sensational Senses Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
4.
Which part of the electromagnetic spectrum can be sensed by humans? Which elements of the spectrum come immediately before and immediately after the portion detectable by humans? Answer: A good answer will include the following key points.
The electromagnetic spectrum ranges from radio waves through cosmic rays. The portion that is detectable by humans is called, sensibly, the visible spectrum, between 380 to 700 nanometers. Immediately below this range is infrared light; immediately above this range is ultraviolet light.
Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
5.
Explain the process of sensory adaptation and discuss why it is adaptive. Answer: A good answer will include the following key points.
Sensory adaptation refers to the reduction or disappearance of sensory responsiveness when stimulation is unchanging or repetitious. This feature of the perceptual system makes good evolutionary sense; such adaptation spares us from having to respond to unimportant information. It is arguable, then, that our sensory systems are designed to detect change, which would have been helpful to our prehistoric ancestors. The sudden smell of smoke, a rustling in the bushes, or the sound of angry cries on a still night can capture our attention and prepare us to respond.
Topic: Our Sensational Senses Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 5.1.C Discuss why the principle of sensory adaptation helps us understand how the human perceptual system works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
6.
The sun produces a mixture of all the visible wavelengths. Describe what happens when drops of moisture in the air act like a prism. Answer: A good answer will include the following key points.
The water droplets separate the sun‘s white light into the colors of the visible spectrum. As a result, we see a rainbow.
Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
7.
In what way does the lens of the eye operate differently than the lens of a camera? Answer: A good answer will include the following key points.
A camera lens moves closer or farther from an object to focus. The lens in the eye changes its shape and curvature to focus.
Topic: Vision Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
8.
When Malcom and Angus leave the brightly lit lobby and enter the movie theater they cannot tell where the empty seats are. Explain why this occurs and describe the process through which they will gradually be able to see. Answer: A good answer will include the following key points.
They cannot see because their environment has turned from bright to dim, all of a sudden, not leaving enough time for the rods and cones in the retina to adjust to the change. Chemical changes occur in the rods and cones to allow us to adjust to the dark. The cones adjust quickly, within about 10 minutes, but never become very sensitive. It takes the rods about 20 minutes or more to adjust, but ultimately they are much more sensitive. This process is called dark adaptation. Malcom and Angus will be able to see clearly after about 20 minutes from entering the movie theater.
Topic: Vision Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
9.
How does opponent-process theory explain the phenomenon of afterimages, such as a green and yellow heart appearing red and blue after a certain period? Answer: A good answer will include the following key points.
According to opponent-process theory, red and green are encoded as antagonistic colors, as are blue and yellow. When the yellow and green are removed after staring at them, the cells that were signaling these colors briefly signal the presence of the antagonistic color.
Topic: Vision Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 5.2.D Compare the trichromatic and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
10.
This figure —— tends to be perceived as a single line partially covered by a circle. Which Gestalt principle explains the tendency to organize the visual world in this way? Answer: A good answer will include the following key points.
The perception of this figure is an example of the Gestalt principle of continuity. This means that lines and patterns tend to be perceived as continuing in time or space. Thus, we perceive this figure as a straight line covered by a circle instead of seeing it as a circle with two lines touching it, one on either side.
Topic: Vision Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
11.
When six-year-old Casey sees eight candies on the table that are placed like those below, she wonders which two children get the candies.
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How would a Gestalt psychologist explain Casey‘s tendency to view the candy in two groups rather than as eight separate candies? Answer: A good answer will include the following key points.
Casey‘s perception of the candies is an example of the Gestalt principle of proximity. Objects that are near to each other tend to be perceived as grouped together. Thus, Casey sees two groups of candies rather than eight separate pieces of candy.
Topic: Vision Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
12.
After taking your best friend to the airport, you stay to watch the plane take off. As you watch it go, the image of the plane on your retinas becomes smaller and smaller. Why do you perceive the airplane as flying away from you instead of shrinking? Briefly explain how this works. Answer: A good answer will include the following key points.
Size constancy explains this. We tend to perceive objects in the world as stable and unchanging even though our sensory experience is constantly shifting. In this case, there is a clear relationship between perceived size and perceived distance.
Topic: Vision Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
13.
Renee‘s favorite navy-blue sweater is perceived as maintaining its hue whether Renee is outdoors or indoors. But the wavelengths of light reaching Renee‘s eyes change as the illumination changes. Explain why this takes place. Answer: A good answer will include the following key points.
Color constancy explains this. We see an object as maintaining its hue despite the fact that the wavelength of light reaching our eyes from the object may change as the illumination changes.
Topic: Vision Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
14.
Describe loudness and explain how decibels are used to measure it. Answer: A good answer will include the following key points.
Loudness is the psychological dimension of auditory experience related to the intensity of a wave‘s pressure. Intensity corresponds to the amplitude (maximum height) of the wave. The more energy contained in the wave, the higher it is at its peak. Sound intensity is measured in units called decibels (dB). Every 10 decibels denotes a 10-fold increase in sound intensity, so a 60-decibel sound is 1,000 times louder than a 30-decibel sound.
Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
15.
Describe the course of hearing from the time a sound wave passes into the outer ear until the time a signal is passed along to the auditory nerve. Answer: A good answer will include the following key points.
A sound wave enters the outer ear and strikes the eardrum, causing it to vibrate with the same frequency as the wave itself. This vibration is passed to three tiny bones in the middle ear, which intensify the force of the vibration. The innermost bone pushes on a membrane that opens into the inner ear. This creates a wave in the fluid-filled cochlea of the inner ear. The auditory receptors are called hair cells, and they are located on the basilar membrane in the cochlea. The cilia on the hair cells bend in response to the movement of the fluid. This causes the hair cells to initiate a signal that is passed along to the auditory nerve, which carries the signal to the brain.
Topic: Hearing Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 5.3.B Locate the major structures of the human ear, and describe the functions of each component. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
16.
Aiko is a Japanese national living in the United States. She invites her American friends to her home and the raw oysters, raw smoked salmon, and raw herring that she serves are well received. But when Aiko‘s guests notice the raw sea urchin and the raw octopus, they get squeamish, even after she explains that they taste good! Explain the differences in taste preferences between Aiko and her American friends. Answer: A good answer will include the following key points.
Some taste preferences are a matter of culture. Taste preferences are also affected by learning and experience. People in the United States don‘t generally have experience eating some forms of raw seafood, such as sea urchin and octopus, which are popular in Japan.
Topic: Other Senses Skill Level: Analyze It
Difficulty Level: Moderate Learning Objective: 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry
17.
Describe what distinguishes the olfaction from the other senses at a brain level. Answer: A good answer will include the following key points.
All of the senses except olfaction send information through the thalamus to then be processed by other, higher centers in the brain. For example, information from the visual system eventually ends up in the occipital lobe, just as information from the auditory system gets processed in the temporal lobe. Olfactory sensations bypass the thalamus and connect directly to the olfactory bulb in the brain, and are sent from there to other brain centers for further processing.
Topic: Other Senses Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 5.4.B Describe the basic pathway from smell receptors to the cerebral cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry
18. Discuss Vilayanur Ramachandran‘s work studying phantom pain and his success with tricking the brain of an amputee with a simple mirror. How are his techniques being used today? Answer: A good answer will include the following key points.
Vilayanur Ramachandran developed an extraordinarily simple but effective treatment for phantom limb pain. Ramachandran placed a mirror upright and perpendicular to the amputee‘s body, such that the person‘s intact limb was reflected in the mirror on both sides of the person‘s body. From the person‘s perspective, the result was an illusion of two functioning arms. The amputee was then instructed to move both arms in synchrony while looking into the
mirror. With this technique the brain is fooled into thinking its owner has two healthy arms, resynchronizes the signals, and phantom pain vanishes.
Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 5.4.D Describe the principles of gate-control theory, and explain what phantom pain is and a novel way to treat it. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
19.
Normally, kinesthesis and equilibrium work together to give us a sense of our own physical reality. But when they do not, the consequences are profound. What happens to patients whose kinesthetic nerve fibers are damaged irreversibly? Answer: A good answer will include the following key points.
Patients who experience irreversible damage to their kinesthetic nerve fibers cannot sit up, walk, or stand. Although they may learn to do these things by relying on visual cues and willpower, their movements remain unnatural. They often feel they no longer experience themselves as physically embodied.
Topic: Other Senses Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.4.E Discuss the two senses that allow us to monitor our internal environment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
20.
The fact that some perceptual processes appear to be innate doesn‘t mean that all people perceive the world in the same way. List five psychological factors that can influence what we perceive and how we perceive it. Answer: A good answer will include the following key points.
Needs Beliefs Emotions Expectations Culture Any and all of these forces can affect the ways in which we perceive the world.
Topic: Other Senses Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 5.4.E Discuss the two senses that allow us to monitor our internal environment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Essay Questions
1.
If the sensory nerves all use exactly the same form of communication (a neural impulse), how, then, do we experience so many different kinds of sensations?
Answer: A good answer will include the following key points.
There are two ways in which information about a stimulus is coded: anatomical coding and functional coding. Johannes Müller proposed the doctrine of specific nerve energies, a type of anatomical coding, in 1826. According to this doctrine, different sensory modalities exist because signals received by the sense organs stimulate different nerve pathways leading to different areas of the brain. Functional codes rely on the fact that sensory receptors and neurons fire, or are inhibited from firing, only in the presence of specific sorts of stimuli. Information about which cells are firing, how many cells are firing, the rate at which cells are firing, and the patterning of each cell‘s firing forms a functional code.
Topic: Our Sensational Senses Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
2.
You are a physician and Julissa is your patient who describes some unusual symptoms. When listening to music that is high in pitch, she begins to salivate to a sweet taste in her mouth. However, when listening to mostly bass tones, her mouth dries up and she seems to have a salty taste. How might you explain to Julissa what you think might be going on, based on her symptoms? Answer: A good answer will include the following key points.
Sensory crossover refers to a situation in which the stimulation of one sense also evokes a sensation in another (e.g., sound waves activate a visual part of the brain). Synesthesia is a rare condition in which sensory crossover occurs. People who experience synesthesia may ―hear‖ colors and ―see‖ sounds, for example. No one knows yet why synesthesia occurs, though there are many theories.
Topic: Our Sensational Senses
Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
3.
In sensory deprivation studies, researchers were interested in what would happen if our senses adapted to most incoming stimuli. Distinguish between the findings produced by early studies and more recent research, and how they inform scientists about sensation and perception. Answer: A good answer will include the following key points.
In early studies of sensory deprivation, researchers isolated male volunteers from all patterned sight and sound. Within a few hours, most of the men felt edgy and many were so disoriented that they quit the first day. Those volunteers who persisted became confused, restless, and grouchy, and many experienced hallucinations. However, most of these early studies suffered from methodological flaws. Later research, using better methods, showed that hallucinations are less frequent and less disorienting than had first been thought. Some perceptual and intellectual abilities may actually improve. The response to sensory deprivation depends on expectations and interpretations. People who voluntarily engage in limited periods of sensory deprivation may find it to be relaxing.
Topic: Our Sensational Senses Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 5.1.C Discuss why the principle of sensory adaptation helps us understand how the human perceptual system works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
4.
Light travels in the form of waves, and these waves affect three aspects of our visual world. Distinguish between the three physical characteristics of light waves by describing each characteristic, and describe how each affects a specific psychological dimension of our visual experience. Answer: Answer: A good answer will include the following key points.
The physical properties of light are wavelength, intensity or amplitude, and complexity. These physical properties correspond to psychological dimensions. Wavelength corresponds to hue, or our perception of color, with shorter waves appearing as violet or blue and longer ones as orange and red. Wavelength is the distance between the peak of a wave to the peak of the next wave. Intensity, or amplitude, corresponds with our perception of brightness. Amplitude is how tall the wave is. Complexity corresponds to our perception of saturation, with a mixture of wavelengths seen as duller and paler and a narrow band of wavelengths seen as pure, more colorful, or completely saturated. Complexity is the range of wavelengths in a light stimulus.
Topic: Vision Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
5.
The eye is frequently compared with a camera. But, in many ways, the visual system is not like a camera. Explain why this is the case. Answer: A good answer will include the following key points.
The visual system, unlike a camera, is not a passive recorder of the external world. Visual neurons actively build up a picture of the world by detecting its meaningful features, such as colors and lines of a particular orientation. Other brain regions respond preferentially to specific features of our environment, such as faces.
Topic: Vision Skill Level: Analyze It Difficulty Level: Moderate
Learning Objective: 5.2.C Summarize the evidence indicating that the visual system is not simply a ―camera.‖ APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
6.
There are two levels of processing involved in color vision. The first occurs in the retina and the second in the ganglion cells and in neurons in the brain. Discuss the main principles of the theories associated with each level. Answer: A good answer will include the following key points.
The first level of visual processing occurs in the retina and is explained by trichromatic theory. The retina contains three types of cones, each of which responds to a different range of wavelength (blues, greens, and reds). The colors we see result from the combined activity of these three types of cones. The second level of visual processing occurs in ganglion cells and neurons in the brain and is explained by opponent-process theory. Opponent-process cells respond in an opposing fashion (excitation or inhibition) to either red and green or blue and yellow. This color code is sent to higher visual centers.
Topic: Vision Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 5.2.D Compare the trichromatic and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
7.
The Gestalt psychologists belonged to a movement that began in Germany and became influential during the 1920s. What does the word gestalt mean in German, and why is it well suited to this theory? Summarize how Gestalt psychologists study the organization of the visual world. Explain the fundamental qualities of four Gestalt principles and give an example that illustrates each principle. Answer: A good answer will include the following key points.
The German word gestalt means ―form‖ or ―configuration.‖ The Gestalt psychologists‘ motto was ―The whole is more than a sum of its parts.‖
They observed that when we perceive a stimulus, properties emerge from the configuration as a whole that are not found in any particular component. One observation was that a visual stimulus is organized into figure and ground. They proposed several principles of organization: o Proximity: Objects that are close to each other tend to be grouped together. o Closure: The brain tends to fill in gaps in a stimulus in order to perceive complete forms. o Similarity: Objects that are alike in some way tend to be perceived as belonging together. o Continuity: Lines and patterns tend to be perceived as continuing in time or space. Examples will vary.
Topic: Vision Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
8.
Junior is attending a local gallery to see some canvases that have been painted by his friend. Because he is taking an Introduction to Psychology course, he recalls how depth can be depicted in a picture using monocular cues. Distinguish between binocular and monocular cues and provide examples of each. Answer: A good answer will include the following key points.
Binocular cues require both eyes to provide depth cues. o Convergence is the degree to which the eyes must turn inward to focus on the object. o Retinal disparity occurs because each eye receives a slightly different retinal image of the object being seen. Monocular cues do not depend on both eyes. They can occur in a two-dimensional picture to give a sense of depth. o Interposition: Closer objects partially block the appearance of more distant objects. o Linear perspective: When two parallel lines are viewed receding into the distance, they appear to converge.
Topic: Vision Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
9. Describe the three physical properties of sound and the three psychological dimensions of hearing that correspond to each one. Can parallels be drawn with the physical and psychological properties of wavelengths of light? Answer: A good answer will include the following key points.
As with vision, the physical characteristics of sound waves are related in a predictable way to psychological aspects of our experience: o Loudness is the psychological dimension of auditory experience related to the intensity of a wave‘s pressure. Intensity corresponds to the amplitude (maximum height) of the wave. o Pitch is the dimension of auditory experience related to the frequency of the sound wave and, to some extent, its intensity. Frequency refers to how rapidly the air vibrates. o Timbre is the dimension of auditory experience related to the complexity of the sound wave, the relative breadth of the range of frequencies that make up the wave. There are parallels to be drawn between the physical properties of sound waves and the physical properties of light. o Brightness in visual experience is related to the intensity of light, just as loudness in auditory experience is related to the intensity of a sound wave. o Hue is related to the size of a light wavelength, as pitch is related to how rapid a vibration is. o Saturation is related to the complexity of wavelengths; timbre is also related to the complexity of a sound wave.
Topic: Hearing Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.5
10.
Identify the four basic tastes that have been accepted for a long time and two new tastes that have received research attention. Linda Bartoshuk proposed that people live in different ―taste worlds.‖ Explain what that means by describing at least three factors that impact individual taste differences. Answer: A good answer will include the following key points.
The four basic tastes are salty, sour, sweet, and bitter. A fifth taste, umami, has been proposed. It is the taste associated with monosodium glutamate (MSG), and is found in many protein-rich foods. Another taste, called oleogustus, refers to the taste of fat. It has also been proposed as a new taste. ―Different taste worlds‖ refers to individual differences in the experience of taste. o Our experience and culture affect our taste. What we are exposed to as children will impact our food preferences. o Because of genetic differences, some supertasters have more taste buds and find certain substances (e.g., broccoli, caffeine, saccharin) to be unpleasantly bitter. o Supertasters also perceive sweet or salty substances to be sweeter or saltier compared to non-supertasters. o Variations in the sense of smell can also alter our taste experience.
Topic: Other Senses Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.5
11. Describe how and why humans can distinguish between the gentle caress of a lover‘s hands on our shoulders, versus the stinging pain of a hornet burrowing into our shoulders. What are the basic skin senses, and how are they differentiated in our experience? Answer: A good answer will include the following key points.
Many aspects of touch remain baffling, such as why gently touching adjacent pressure spots in rapid succession produces a tickle and why scratching relieves (or sometimes worsens) an itch. The basic skin senses include touch (or pressure), warmth, cold, and pain. Sensations of itch, tickle, and painful burning appear to be variations of them. For many years, scientists had difficulty finding distinct receptors and nerve fibers for these sensations, except in the case of pressure. Swedish researchers discovered a nerve fiber that seems responsible for the kind of itching caused by histamines, and another team has found that the same fibers that detect pain from a burn or punch in the nose also seem to detect the kind of
pathological itch that is unrelated to histamines and that cannot be relieved by antihistamine medications. Still other scientists have identified a possible cold receptor, and perhaps specialized fibers will be discovered for other skin sensations as well.
Topic: Other Senses Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 5.4.C List the four basic skin senses that humans perceive. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.5
12.
Examine in detail five psychological factors that can influence what we perceive and how we perceive it, and provide one of your own examples to help explain each factor. Answer: A good answer will include the following key points.
Needs: When we need something, have an interest in it, or want it, we are especially likely to perceive it. Examples provided by the student should capture the essence of the examples in the book. One example is that people will see words related to hunger more quickly when they are hungry. Beliefs: What we hold to be true about the world can affect our interpretation of ambiguous sensory signals. An example is that people who have religious beliefs are more likely to see religious messages or figures in ambiguous stimuli. Emotions: Emotions can also influence our interpretation of sensory information. An example might be that a small child who is afraid of the dark sees a ghost instead of a robe hanging on the bedroom door. Expectations: Previous experiences lead to expectations or perceptual sets that can cause us to interpret sensory information in particular ways. The placebo effect provides an example. Culture: Different cultures give people practice with different perceptual environments. Members of African tribes are less likely to experience the Müller-Lyer illusion due to a lack of straight lines and corners in their environment.
Topic: Other Senses Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 5.4.E Discuss the two senses that allow us to monitor our internal environment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
Integrative Essay Questions: Linking the Chapters 1.
A camera is a passive recorder of the world, but the visual systems of mammals build up pictures of the world by detecting meaningful features. Integrate the research on the visual system with information that was presented in Chapter 4 regarding the thalamus and the visual cortex. Answer: A good answer will include the following key points. After the ganglion cells receive input from the bipolar cells, their axons, which form the optic nerve, carry the information to the brain. The thalamus, roughly in the center of the brain, directs sensory input to higher cortical areas. For vision, for example, the thalamus sends the input to the occipital lobes. The occipital lobes contain the visual cortex where visual signals are processed. This is where David Hubel and Torsten Wiesel discovered feature-detector cells. Damage to the occipital lobes can impair visual recognition or even cause blindness. Topic: 4.4 A Tour Through the Brain, 5.2 Vision Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 4.4.G Sketch the location of each of the lobes of the cerebral cortex, and explain the major functions each lobe performs, with particular reference to the prefrontal cortex. 5.2.C Summarize the evidence indicating that the visual system is not simply a ―camera.‖ APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
2.
Chapter 1 pointed out the difference between basic psychology and applied psychology. Distinguish between these two terms. Chapter 5 notes that consumer products are sometimes designed with little thought for visual principles such as those formulated by the Gestalt psychologists. Describe some ways in which knowledge of Gestalt principles could be applied to the design of consumer products. Answer: A good answer will include the following key points. Basic research involves seeking knowledge for its own sake. Applied research involves finding practical uses of basic psychological knowledge. Consumer products are often designed with little thought for the basic principles of perception. For example, important buttons on a remote control should be distinct and stand out as figure against background. This could be done by making them a different size, shape, or color than other buttons. Buttons that are related in function should be grouped close together (proximity), and should be similar to each other in appearance (similarity). The design of instruction manuals for assembling products or operating products could also benefit from paying attention to Gestalt principles. Topic: 1.5 What Psychologists Do, 5.2 Vision Skill Level: Analyze It Difficulty Level: Difficult
Learning Objective: 1.5.A Distinguish basic psychology and applied psychology, and summarize the kinds of research that various psychologists might conduct. 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 1.3 Describe applications of psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 4.1 Demonstrate effective writing for different purposes 3.
In Chapter 4, we learned that the peripheral nervous system contains nerve fibers (bundles of axons and sometimes dendrites). Most of these nerves enter and leave the spinal cord, but the cranial nerves connect directly to the brain. Describe the role played by the cranial nerves that are involved in the senses of vision, hearing, and smell. Answer: A good answer will include the following key points. The cranial nerves are part of the somatic division of the peripheral nervous system. There are 12 pairs of cranial nerves connected directly to the brain. The function of the cranial nerves for vision, hearing, and smell is to carry information to the brain from the eyes, the ears, and the nose.
The optic nerve is composed of axons of ganglion cells that receive information from the rods and cones by way of the bipolar cells. The auditory nerve is composed of axons of auditory nerve cells that receive input from the hair cells in the cochlea. The olfactory nerve carries information from olfactory receptors in the nasal cavities to the brain‘s olfactory bulb. The optic and auditory nerves direct the information to the thalamus and it is sent from there to the cortex. Olfactory information is sent directly to the cortex from the olfactory bulb, the only sensory system to bypass the thalamus.
Topic: 4.1 The Nervous System: A Basic Blueprint, 5.2 Vision, 5.3 Hearing, 5.4 Other Senses Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 4.1.B List the major structures and major divisions of the peripheral nervous system, and describe their primary functions. 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. 5.3.B Locate the major structures of the human ear, and describe the functions of each component. 5.4.B Describe the basic pathway from smell receptors to the cerebral cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
Revel Quizzes
The following questions appear at the end of each module and at the end of the chapter in Revel for Psychology, 14e.
Multiple choice question
EOM Q5.1.1
The feeling of a needle piercing your skin is an act of __________, whereas your saying ―Yowch! That hurts!‖ is an act of __________. Options a) sensation; perception b) perception; sensation Consider This: The needle and the damage done provoke different processes at different levels of awareness. 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. c) deprivation; overstimulation Consider This: The needle and the damage done provoke different processes at different levels of awareness. 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. d) conduction; subduction Consider This: The needle and the damage done provoke different processes at different levels of awareness. 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. ANS: a Mod No=5.1 Skill Level=Understand
Difficulty Level=moderate
Multiple choice question
EOM Q5.1.2
Rocco very clearly detects the number 6 as blue, the number 8 as orange, and the number 12 as magenta. Assuming Rocco is reporting his experiences accurately and honestly, which unusual sensory phenomenon is at work? Options a) Synesthesia b) Hypersensitivity Consider This: It is rare, but for some people the stimulation of one sense can also evoke a sensation in another sense. One theory is that such individuals have a greater number of neural connections between different sensory brain areas than other people do. 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. c) Glossal retraction Consider This: It is rare, but for some people the stimulation of one sense can also evoke a sensation in another sense. One theory is that such individuals have a greater number of neural connections between different sensory brain areas than other people do. 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. d) Inattentional deficit Consider This: It is rare, but for some people the stimulation of one sense can also evoke a sensation in another sense. One theory is that such individuals have a greater number of neural connections between different sensory brain areas than other people do. 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities.
ANS: a Mod No=5.1 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q5.1.3
Even on the clearest night, some stars cannot be seen by the naked eye because they are below the viewer‘s __________ threshold. Options a) absolute b) difference Consider This: There is a lot of stimuli in the world to be sensed, but which term is used for stimuli that can be detected at least 50% of the time? 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. c) decision-process Consider This: There is a lot of stimuli in the world to be sensed, but which term is used for stimuli that can be detected at least 50% of the time? 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. d) enaction-process Consider This: There is a lot of stimuli in the world to be sensed, but which term is used for stimuli that can be detected at least 50% of the time? 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. ANS: a Mod No=5.1 Skill Level=Understand
Difficulty Level=moderate
Multiple choice question
EOM Q5.1.4
When you jump into a cold lake and the water no longer seems so cold moments later, sensory __________ has occurred. Options a) adaptation b) indifference Consider This: There is a specific term used for the reduction of sensory responsiveness when stimulation is unchanging. 5.1.C Discuss why the principle of sensory adaptation helps us understand how the human perceptual system works. c) diffusion Consider This: There is a specific term used for the reduction of sensory responsiveness when stimulation is unchanging. 5.1.C Discuss why the principle of sensory adaptation helps us understand how the human perceptual system works. d) equilibrium Consider This: There is a specific term used for the reduction of sensory responsiveness when stimulation is unchanging. 5.1.C Discuss why the principle of sensory adaptation helps us understand how the human perceptual system works. ANS: a Mod No=5.1 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q5.1.5
During a break from her job in a restaurant, Ana gets so caught up in a book that she fails to notice the clattering of dishes or orders being yelled out to the cook. This is an example of __________. Options a) selective attention b) sensory deprivation Consider This: Ana is capable of noticing the clamor going on around her, yet she does not. Why is that? 5.1.D Describe how selective attention and inattentional blindness are related. c) mindblindness Consider This: Ana is capable of noticing the clamor going on around her, yet she does not. Why is that? 5.1.D Describe how selective attention and inattentional blindness are related. d) perceptual blunting Consider This: Ana is capable of noticing the clamor going on around her, yet she does not. Why is that? 5.1.D Describe how selective attention and inattentional blindness are related. ANS: a Mod No=5.1 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q5.2.1
The dimension of visual experience related to the complexity of light is called __________. Options a) saturation b) hue Consider This: There are three psychological dimensions of vision that relate to three physical properties of light. 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. c) brightness Consider This: There are three psychological dimensions of vision that relate to three physical properties of light. 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. d) intensity Consider This: There are three psychological dimensions of vision that relate to three physical properties of light. 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. ANS: a Mod No=5.2 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q5.2.2
Visual receptors that respond to dim light are called __________, whereas receptors that are involved in color vision are called __________.
Options a) rods; cones b) cones; rods Consider This: Different photoreceptor cells respond to different light conditions. 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. c) ganglion cells; bipolar neurons Consider This: Different photoreceptor cells respond to different light conditions. 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. d) bipolar neurons; ganglion cells Consider This: Different photoreceptor cells respond to different light conditions. 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. ANS: a Mod No=5.2 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q5.2.3
Emma performs very well on her exams in almost all of her classes. Jealous and intrigued, her classmates want to know the secret of her success. ―It‘s easy,‖ replied Emma. ―I just stare at a page of notes or the information in a textbook until my eyes form a picture of what‘s there. It‘s like my eyes are a camera!‖ Despite her academic success, why is Emma misled in this case? Options
a) The visual system is not a passive receiver of information but instead actively constructs and detects meaningful features in the environment. b) Staring at a page of notes should lead to inattentional blindness, in which case Emma would do poorly on her exams. Consider This: If staring at a page of notes were all it took to get information through the visual system, there would be a lot more A students with excellent vision. 5.2.C Summarize the evidence indicating that the visual system is not simply a ―camera.‖ c) Hearing is a more powerful sense than vision, so it is more likely that a teacher‘s words are causing Emma‘s good grades than are images on a page. Consider This: If staring at a page of notes were all it took to get information through the visual system, there would be a lot more A students with excellent vision. 5.2.C Summarize the evidence indicating that the visual system is not simply a ―camera.‖ d) The visual system is prone to illusions, so Emma could not be sure that what she was perceiving was accurate. Consider This: If staring at a page of notes were all it took to get information through the visual system, there would be a lot more A students with excellent vision. 5.2.C Summarize the evidence indicating that the visual system is not simply a ―camera.‖ ANS: a Mod No=5.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q5.2.4
According to the trichromatic theory of color vision, the three basic types of cones in the retina respond maximally to blue, green, and __________. Options
a) red b) yellow Consider This: Trichromatic means ―three colors.‖ Which three are they? 5.2.D Compare the trichromatic and opponent-process theories of color vision. c) white Consider This: Trichromatic means ―three colors.‖ Which three are they? 5.2.D Compare the trichromatic and opponent-process theories of color vision. d) cyan Consider This: Trichromatic means ―three colors.‖ Which three are they? 5.2.D Compare the trichromatic and opponent-process theories of color vision. ANS: a Mod No=5.2 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q5.2.5
Corrado perceives the red, yellow, and green lights on a traffic signal as belonging to a single unit rather than perceiving them as separate, individual lights. Which Gestalt principle of form perception accounts for this? Options a) Proximity b) Continuity Consider This: Corrado notices that nearby elements seem to ―belong‖ together. 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions.
c) Closure Consider This: Corrado notices that nearby elements seem to ―belong‖ together. 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. d) Convergence Consider This: Corrado notices that nearby elements seem to ―belong‖ together. 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. ANS: a Mod No=5.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q5.3.1
The psychological dimension of hearing that corresponds to the physical property of a sound wave‘s frequency is called __________. Options a) pitch b) loudness Consider This: There are three psychological dimensions of hearing that relate to the physical properties of sound waves. 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. c) timbre Consider This: There are three psychological dimensions of hearing that relate to the physical properties of sound waves. 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them.
d) complexity Consider This: There are three psychological dimensions of hearing that relate to the physical properties of sound waves. 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. ANS: a Mod No=5.3 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q5.3.2
Neil‘s voice sounds nasally, and Tom‘s voice sounds gravelly. Which psychological dimension of hearing describes the difference between the two? Options a) Timbre b) Pitch Consider This: There are three psychological dimensions of hearing that relate to the physical properties of sound waves. Which dimension in particular would relate to these vocal qualities? 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. c) Frequency Consider This: There are three psychological dimensions of hearing that relate to the physical properties of sound waves. Which dimension in particular would relate to these vocal qualities? 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. d) Intensity
Consider This: There are three psychological dimensions of hearing that relate to the physical properties of sound waves. Which dimension in particular would relate to these vocal qualities? 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. ANS: a Mod No=5.3 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q5.3.3
The receptor cells for hearing, which can be irreversibly damaged in the presence of loud noise, are called __________. Options a) hair cells b) the basilar membrane Consider This: These cells send signals to the auditory nerve in order for hearing to take place. 5.3.B Locate the major structures of the human ear, and describe the functions of each component. c) Corti cells Consider This: These cells send signals to the auditory nerve in order for hearing to take place. 5.3.B Locate the major structures of the human ear, and describe the functions of each component. d) cochlear cells Consider This: These cells send signals to the auditory nerve in order for hearing to take place. 5.3.B Locate the major structures of the human ear, and describe the functions of each component.
ANS: a Mod No=5.3 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q5.3.4
Sound localization (determining the direction a sound wave is traveling from) is aided by the fact that humans typically have two ears. How does that process work? Options a) Sound waves coming from a particular direction are likely to reach one ear before the other, allowing us to determine the sound‘s relative location. b) Information from each ear travels up its respective auditory nerve to the brain, where specialized location cells decode the information. Consider This: Imagine you only had a single ear in the middle of your forehead. What would you have to do to determine which direction a sound was coming from? 5.3.C List and give examples of Gestalt principles of perception that apply to constructing the auditory world. c) Having two ears allows humans to hear in stereo, and stereo sounds travel faster than monophonic sounds. Consider This: Imagine you only had a single ear in the middle of your forehead. What would you have to do to determine which direction a sound was coming from? 5.3.C List and give examples of Gestalt principles of perception that apply to constructing the auditory world. d) Complex processing allows one ear to decode the timbre of a sound wave while the other ear decodes the intensity of the sound; this information gets recombined in the brain. Consider This: Imagine you only had a single ear in the middle of your forehead. What would you have to do to determine which direction a sound was coming from?
5.3.C List and give examples of Gestalt principles of perception that apply to constructing the auditory world. ANS: a Mod No=5.3 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q5.3.5
Which of the following conclusions is most accurate regarding the effects of subliminal messages? Options a) Subliminal messages are most likely to influence the behavior of individuals already in the relevant motivational state. b) Specialized areas of the brain have evolved that allow people to pick up on backward messages in spoken speech or music. Consider This: While some extreme claims about subliminal perception are urban legends, it is possible for some messages to influence us outside of conscious awareness. 5.3.C List and give examples of Gestalt principles of perception that apply to constructing the auditory world. c) It is impossible for perception to occur without our conscious awareness of it. Consider This: While some extreme claims about subliminal perception are urban legends, it is possible for some messages to influence us outside of conscious awareness. 5.3.C List and give examples of Gestalt principles of perception that apply to constructing the auditory world. d) One of the most common and influential forms of subliminal persuasion is known as echolocation.
Consider This: While some extreme claims about subliminal perception are urban legends, it is possible for some messages to influence us outside of conscious awareness. 5.3.C List and give examples of Gestalt principles of perception that apply to constructing the auditory world. ANS: a Mod No=5.3 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q5.4.1
Which of the following is not one of the basic tastes detected by the tongue? Options a) Spicy b) Sweet Consider This: The basic tastes detected by the tongue probably owe a lot to evolution. Detecting which tastes would contribute to survival? 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. c) Bitter Consider This: The basic tastes detected by the tongue probably owe a lot to evolution. Detecting which tastes would contribute to survival? 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. d) Sour Consider This: The basic tastes detected by the tongue probably owe a lot to evolution. Detecting which tastes would contribute to survival? 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. ANS: a
Mod No=5.4 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q5.4.2
The olfactory nerve is composed of __________. Options a) axons from the olfactory receptor cells b) hair cells from the olfactory bulb Consider This: Like the optic nerve and the auditory nerve, the olfactory nerve sends signals to the brain. What are nerves made of? 5.4.B Describe the basic pathway from smell receptors to the cerebral cortex. c) dendrites from the olfactory receptor cells Consider This: Like the optic nerve and the auditory nerve, the olfactory nerve sends signals to the brain. What are nerves made of? 5.4.B Describe the basic pathway from smell receptors to the cerebral cortex. d) a collection of olfactory bulbs Consider This: Like the optic nerve and the auditory nerve, the olfactory nerve sends signals to the brain. What are nerves made of? 5.4.B Describe the basic pathway from smell receptors to the cerebral cortex. ANS: a Mod No=5.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q5.4.3
Compared to vision or hearing, how well do scientists understand the mechanisms that determine skin sensations? Options a) Poorly b) Very well Consider This: Skin senses are called upon to detect lots of types of stimulation: warmth, cold, touch, pain. How well do scientists understand how that takes place? 5.4.C List the four basic skin senses that humans perceive. c) Not at all Consider This: Skin senses are called upon to detect lots of types of stimulation: warmth, cold, touch, pain. How well do scientists understand how that takes place? 5.4.C List the four basic skin senses that humans perceive. d) We understand skin sensations better than we understand hearing but not as well as we understand vision. Consider This: Skin senses are called upon to detect lots of types of stimulation: warmth, cold, touch, pain. How well do scientists understand how that takes place? 5.4.C List the four basic skin senses that humans perceive. ANS: a Mod No=5.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q5.4.4
The leading theory that helps us understand pain is called __________. Options a) gate-control theory b) activation-synthesis model Consider This: Although pain sensations and the variability of reactions to pain remain a bit of a mystery, a long-held theory does a good job of explaining how pain is perceived. 5.4.D Describe the principles of gate-control theory, and explain what phantom pain is and a novel way to treat it. c) elaboration-likelihood model Consider This: Although pain sensations and the variability of reactions to pain remain a bit of a mystery, a long-held theory does a good job of explaining how pain is perceived. 5.4.D Describe the principles of gate-control theory, and explain what phantom pain is and a novel way to treat it. d) receptor-damage theory Consider This: Although pain sensations and the variability of reactions to pain remain a bit of a mystery, a long-held theory does a good job of explaining how pain is perceived. 5.4.D Describe the principles of gate-control theory, and explain what phantom pain is and a novel way to treat it. ANS: a Mod No=5.4 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q5.4.5
A person‘s sense of balance is called __________. Options a) equilibrium b) kinesthesis Consider This: The sense of balance is determined within a person‘s ears. 5.4.E Discuss the two senses that allow us to monitor our internal environment. c) vestibular sense Consider This: The sense of balance is determined within a person‘s ears. 5.4.E Discuss the two senses that allow us to monitor our internal environment. d) exteroception Consider This: The sense of balance is determined within a person‘s ears. 5.4.E Discuss the two senses that allow us to monitor our internal environment. ANS: a Mod No=5.4 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOC Q5.1
What are the two kinds of codes the human nervous system uses to turn sensory information into perceptions?
Options a) Anatomical and functional b) Direct and indirect Consider This: The brain must have some way of sorting out the wealth of sensory messages it receives, just as there must be a mechanism for visual sensations not to be misperceived as pressure sensations. 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. c) Central and peripheral Consider This: The brain must have some way of sorting out the wealth of sensory messages it receives, just as there must be a mechanism for visual sensations not to be misperceived as pressure sensations. 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. d) Cogent and plangent Consider This: The brain must have some way of sorting out the wealth of sensory messages it receives, just as there must be a mechanism for visual sensations not to be misperceived as pressure sensations. 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. ANS: a Mod No=5.1 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q5.2
According to signal-detection theory, there are several ways for a person to respond in the presence or absence of a stimulus. What is it called when a person says a signal was present when it really was not? Options a) False alarm b) Miss Consider This: Imagine a 2 × 2 table, with ―presence‖ and ―absence‖ of a signal as one dimension, and ―Yes, I saw it‖ or ―No, I didn‘t‖ as the other dimension. Think about the four combinations that would result from this system. 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. c) Hit Consider This: Imagine a 2 × 2 table, with ―presence‖ and ―absence‖ of a signal as one dimension, and ―Yes, I saw it‖ or ―No, I didn‘t‖ as the other dimension. Think about the four combinations that would result from this system. 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. d) Correct rejection Consider This: Imagine a 2 × 2 table, with ―presence‖ and ―absence‖ of a signal as one dimension, and ―Yes, I saw it‖ or ―No, I didn‘t‖ as the other dimension. Think about the four combinations that would result from this system. 5.1.B Differentiate among absolute thresholds, difference thresholds, and signal detection. ANS: a Mod No=5.1 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q5.3
Think about how your tongue feels resting inside your mouth. Focus on it. Think about the slight pressure it exerts on your teeth. Think about its size and shape. Chances are you were not thinking about your own tongue 5 minutes ago, and chances are you also will not still be focused on the sensation of your tongue in your mouth 5 minutes from now. Your decreased responsiveness to the constant stimulation of your tongue is called __________. Options a) sensory adaptation b) sensory deprivation Consider This: Your tongue in your mouth, your foot in your shoe, your rear end on your seat; all of these body parts can be sensed, yet you probably are not actively aware of any of them. Why not? 5.1.C Discuss why the principle of sensory adaptation helps us understand how the human perceptual system works. c) stimulus constancy Consider This: Your tongue in your mouth, your foot in your shoe, your rear end on your seat; all of these body parts can be sensed, yet you probably are not actively aware of any of them. Why not? 5.1.C Discuss why the principle of sensory adaptation helps us understand how the human perceptual system works. d) stimulus generalization Consider This: Your tongue in your mouth, your foot in your shoe, your rear end on your seat; all of these body parts can be sensed, yet you probably are not actively aware of any of them. Why not? 5.1.C Discuss why the principle of sensory adaptation helps us understand how the human perceptual system works. ANS: a Mod No=5.1 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q5.4
Geeta is absorbed in watching her favorite television show. She startles as her roommate appears right by her side, shouting, ―Geeta! Didn‘t you hear the phone ringing for the last 5 minutes?!‖ Why was Geeta oblivious to both her roommate‘s shouts and the obvious noise of the telephone? Options a) She was devoting selective attention to her television program. b) She was in a state of sensory deprivation. Consider This: The ability to focus on some parts of the environment and block out others protects us from being overwhelmed by the countless sensory signals that constantly bombard our sense receptors. 5.1.D Describe how selective attention and inattentional blindness are related. c) She had active mindblindness. Consider This: The ability to focus on some parts of the environment and block out others protects us from being overwhelmed by the countless sensory signals that constantly bombard our sense receptors. 5.1.D Describe how selective attention and inattentional blindness are related. d) She had an inattentive deficit. Consider This: The ability to focus on some parts of the environment and block out others protects us from being overwhelmed by the countless sensory signals that constantly bombard our sense receptors. 5.1.D Describe how selective attention and inattentional blindness are related. ANS: a Mod No=5.1 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q5.5
The psychological dimension of hue corresponds to the physical properties of a light‘s __________, just as the psychological dimension of __________ corresponds to the physical property of a light‘s complexity. Options a) wavelength; saturation b) intensity; brightness Consider This: Hue is a psychological dimension, just as complexity is a physical dimension. How do psychological and physical dimensions of vision map onto one another? 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. c) brightness; saturation Consider This: Hue is a psychological dimension, just as complexity is a physical dimension. How do psychological and physical dimensions of vision map onto one another? 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. d) frequency; intensity Consider This: Hue is a psychological dimension, just as complexity is a physical dimension. How do psychological and physical dimensions of vision map onto one another? 5.2.A Describe the three psychological dimensions of vision and the three physical properties of light that produce them. ANS: a Mod No=5.2 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q5.6
The optic nerve is composed of bundles of axons from __________. Options a) ganglion cells b) bipolar neurons Consider This: Recall the arrangement of cells in the retina of the human eye. 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. c) rods Consider This: Recall the arrangement of cells in the retina of the human eye. 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. d) cones Consider This: Recall the arrangement of cells in the retina of the human eye. 5.2.B Locate the structures and cells of the human eye, tracing the path that light follows from the cornea to the optic nerve. ANS: a Mod No=5.2 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q5.7
Specialized cells that respond selectively to horizontal lines, vertical lines, or faces in the environment are all examples of __________. Options
a) feature-detector cells b) bipolar neurons Consider This: There is a name for these types of cells, located in various parts of the cerebral cortex, that show these kinds of characteristics. Can you think of what they are collectively called? 5.2.C Summarize the evidence indicating that the visual system is not simply a ―camera.‖ c) ganglion cells Consider This: There is a name for these types of cells, located in various parts of the cerebral cortex, that show these kinds of characteristics. Can you think of what they are collectively called? 5.2.C Summarize the evidence indicating that the visual system is not simply a ―camera.‖ d) dendritic emanations Consider This: There is a name for these types of cells, located in various parts of the cerebral cortex, that show these kinds of characteristics. Can you think of what they are collectively called? 5.2.C Summarize the evidence indicating that the visual system is not simply a ―camera.‖ ANS: a Mod No=5.2 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q5.8
Opponent-process theory holds that some cells in the visual system respond to blue/yellow, light/dark, and __________ wavelengths of light. Options a) red/green
b) orange/purple Consider This: Opponent-process cells respond to opposing wavelengths of light. 5.2.D Compare the trichromatic and opponent-process theories of color vision. c) red/blue Consider This: Opponent-process cells respond to opposing wavelengths of light. 5.2.D Compare the trichromatic and opponent-process theories of color vision. d) yellow/green Consider This: Opponent-process cells respond to opposing wavelengths of light. 5.2.D Compare the trichromatic and opponent-process theories of color vision. ANS: a Mod No=5.2 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOC Q5.9
Convergence and retinal disparity are both examples of __________ in depth and distance perception. Options a) binocular cues b) monocular cues Consider This: There are many different ways that humans perceive depth, distance, shape, movement, texture, perspective, and other features of the visual environment. 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. c) Gestalt principles
Consider This: There are many different ways that humans perceive depth, distance, shape, movement, texture, perspective, and other features of the visual environment. 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. d) perceptual constancies Consider This: There are many different ways that humans perceive depth, distance, shape, movement, texture, perspective, and other features of the visual environment. 5.2.E Summarize the principles and processes that guide form perception, depth and distance perception, visual constancies, and visual illusions. ANS: a Mod No=5.2 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q5.10
Decibels are a means of measuring a sound wave‘s __________. Options a) intensity b) frequency Consider This: Think about the physical properties of sound waves that get sensed by the auditory system. 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. c) complexity Consider This: Think about the physical properties of sound waves that get sensed by the auditory system. 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them.
d) pitch Consider This: Think about the physical properties of sound waves that get sensed by the auditory system. 5.3.A Describe the three psychological dimensions of hearing and the three physical properties of sound that produce them. ANS: a Mod No=5.3 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q5.11
The three tiny bones in a human‘s middle ear are called __________. Options a) anvil, hammer, and stirrup b) drum, mallet, and latch Consider This: The smallest bones in the human body are found inside the ear. 5.3.B Locate the major structures of the human ear, and describe the functions of each component. c) cilia, basilar, and drum Consider This: The smallest bones in the human body are found inside the ear. 5.3.B Locate the major structures of the human ear, and describe the functions of each component. d) pathos, ethos, and logos Consider This: The smallest bones in the human body are found inside the ear. 5.3.B Locate the major structures of the human ear, and describe the functions of each component.
ANS: a Mod No=5.3 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOC Q5.12
Gina is playing a complicated riff on her guitar, while Gary joins in and plays an equally complicated riff on the bass. You are able to follow the stream of notes that Gina is playing, and appreciate the melody, due to the Gestalt principle of __________. Options a) continuity b) closure Consider This: Gestalt principles apply not only to visual perception but to auditory perception as well. Which principle would allow you to follow Gina‘s melody line even while Gary is playing a different one? 5.3.C List and give examples of Gestalt principles of perception that apply to constructing the auditory world. c) similarity Consider This: Gestalt principles apply not only to visual perception but to auditory perception as well. Which principle would allow you to follow Gina‘s melody line even while Gary is playing a different one? 5.3.C List and give examples of Gestalt principles of perception that apply to constructing the auditory world. d) good form Consider This: Gestalt principles apply not only to visual perception but to auditory perception as well. Which principle would allow you to follow Gina‘s melody line even while Gary is playing a different one? 5.3.C List and give examples of Gestalt principles of perception that apply to constructing the auditory world.
ANS: a Mod No=5.3 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q5.13
__________ are tiny bumps on the tongue, and they are lined with __________. Options a) Papillae; taste buds b) Bulbs; cilia Consider This: Gustation starts with the tongue; what are the important structures of that organ? 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. c) Taste buds; basilar cells Consider This: Gustation starts with the tongue; what are the important structures of that organ? 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. d) Marjoram; cochlea Consider This: Gustation starts with the tongue; what are the important structures of that organ? 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. ANS: a Mod No=5.4 Skill Level=Remember
Difficulty Level=easy
Multiple choice question
EOC Q5.14
About how many smells can humans detect? Options a) 10,000 b) 5,000 Consider This: Humans can detect a wide variety of smells, yet none of them seems more basic or primary than the others. 5.4.B Describe the basic pathway from smell receptors to the cerebral cortex. c) 1,000 Consider This: Humans can detect a wide variety of smells, yet none of them seems more basic or primary than the others. 5.4.B Describe the basic pathway from smell receptors to the cerebral cortex. d) 50,000 Consider This: Humans can detect a wide variety of smells, yet none of them seems more basic or primary than the others. 5.4.B Describe the basic pathway from smell receptors to the cerebral cortex. ANS: a Mod No=5.4 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOC Q5.15
Human skin senses warmth, cold, pain, and __________. Options a) pressure b) irritation Consider This: Skin senses are a bit of a mystery, despite there being some basic sensations that can be detected. 5.4.C List the four basic skin senses that humans perceive. c) heat Consider This: Skin senses are a bit of a mystery, despite there being some basic sensations that can be detected. 5.4.C List the four basic skin senses that humans perceive. d) puncture Consider This: Skin senses are a bit of a mystery, despite there being some basic sensations that can be detected. 5.4.C List the four basic skin senses that humans perceive. ANS: a Mod No=5.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q5.16
When Georgie returned from his tour of duty in Afghanistan 4 years ago, he regrettably came back without a right arm. Even now, though, he feels tingling sensations and throbbing where his right arm ought to be. This experience is called __________. Options a) phantom pain b) synchronous loss Consider This: Georgie‘s nervous system contains ―memories‖ of its initial wiring, even though some elements of that wiring may be missing. 5.4.D Describe the principles of gate-control theory, and explain what phantom pain is and a novel way to treat it. c) gate control Consider This: Georgie‘s nervous system contains ―memories‖ of its initial wiring, even though some elements of that wiring may be missing. 5.4.D Describe the principles of gate-control theory, and explain what phantom pain is and a novel way to treat it. d) asynchronous loss Consider This: Georgie‘s nervous system contains ―memories‖ of its initial wiring, even though some elements of that wiring may be missing. 5.4.D Describe the principles of gate-control theory, and explain what phantom pain is and a novel way to treat it. ANS: a Mod No=5.4 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q5.17
Even with her eyes closed, Wanda is able to sense that her hands are hanging limp at her sides, she is leaning forward a bit, and her legs are bent slightly at the knees. Which sensory system allows her to perceive all of this? Options a) Kinesthesis b) Equilibrium Consider This: Wanda‘s awareness of her own body in space, and the position of her body parts, results from a particular type of sensory feedback. 5.4.E Discuss the two senses that allow us to monitor our internal environment. c) Corti Consider This: Wanda‘s awareness of her own body in space, and the position of her body parts, results from a particular type of sensory feedback. 5.4.E Discuss the two senses that allow us to monitor our internal environment. d) Occipital Consider This: Wanda‘s awareness of her own body in space, and the position of her body parts, results from a particular type of sensory feedback. 5.4.E Discuss the two senses that allow us to monitor our internal environment. ANS: a Mod No=5.4 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q5.18
You have probably heard the expression, ―I‘ll believe it when I see it.‖ But here is an expression that is equally true: ―I‘ll see it when I believe it.‖ What does this second expression illustrate? Options a) People‘s preexisting beliefs can influence how they perceive events and stimuli in the world. b) People can suspend belief until sensory information guides them to a conclusion. Consider This: Whereas most of us believe we are purely objective perceivers of the world around us, research indicates that expectations can color perceptual processes. See: Taking Psychology With You: Why Perception Can Be More Than Meets the Eye. c) The human perceptual system is biased against confirming our expectations. Consider This: Whereas most of us believe we are purely objective perceivers of the world around us, research indicates that expectations can color perceptual processes. See: Taking Psychology With You: Why Perception Can Be More Than Meets the Eye. d) Sensory systems respond best to constant input, such as results from core beliefs. Consider This: Whereas most of us believe we are purely objective perceivers of the world around us, research indicates that expectations can color perceptual processes. See: Taking Psychology With You: Why Perception Can Be More Than Meets the Eye. ANS: a Mod No=5.4 Skill Level=Analyze Difficulty Level=difficult
Multiple choice question
EOC Q5.19
Practitioners of sadomasochism report feeling pleasure during the experience of pain. Objectively, whipping and constriction should hurt, yet subjectively, the recipients feel they do not. Why is that? Options a) Emotions can influence our interpretations of sensory information; even painful stimuli might not be experienced as such. b) The body‘s ―psychic immune system‖ inhibits levels of painful stimulation from becoming great enough to cause psychological distress. Consider This: An objective analysis of a sensory experience may not always match the experiencer‘s phenomenological experience. See: Taking Psychology With You: Why Perception Can Be More Than Meets the Eye. c) External observers always overestimate the extent to which pain hurts, compared to the people actually experiencing the pain. Consider This: An objective analysis of a sensory experience may not always match the experiencer‘s phenomenological experience. See: Taking Psychology With You: Why Perception Can Be More Than Meets the Eye. d) Gate-control theory predicts that pain gates will open and close rapidly during instances of ―sought pain,‖ whereas they will remain closed during ―accidental pain.‖ Consider This: An objective analysis of a sensory experience may not always match the experiencer‘s phenomenological experience. See: Taking Psychology With You: Why Perception Can Be More Than Meets the Eye. ANS: a Mod No=5.4 Skill Level=Analyze Difficulty Level=difficult
Multiple choice question
EOC Q5.20
Jooyoun made the mistake of taking too little water with her on a hot summer hike. As she descended the hiking trail and approached the parking area, she was certain she saw a frosty bottle of water sitting on the curb. As she got closer she realized it was a shiny rock, and in fact it was not shaped at all like a water bottle. Why were Jooyoun‘s perceptions so mistaken? Options a) Her need for water influenced her perceptual abilities. b) Her belief that water should be present caused a hallucination. Consider This: Research has found evidence of motivated misperceptions, or ―wishful seeing,‖ in which our psychological state can influence what we think we see or hear around us. See: Taking Psychology With You: Why Perception Can Be More Than Meets the Eye. c) Her delicate emotional state prompted her misperception. Consider This: Research has found evidence of motivated misperceptions, or ―wishful seeing,‖ in which our psychological state can influence what we think we see or hear around us. See: Taking Psychology With You: Why Perception Can Be More Than Meets the Eye. d) Her semicircular canals were disrupted from the hike. Consider This: Research has found evidence of motivated misperceptions, or ―wishful seeing,‖ in which our psychological state can influence what we think we see or hear around us. See: Taking Psychology With You: Why Perception Can Be More Than Meets the Eye. ANS: a Mod No=5.4 Skill Level=Apply Difficulty Level=difficult
TOTAL
Chapter 6
ASSESSMEN Name __________________________________________________________ CONSCIOUSNESS AND SLEEP T Topic/ Remember Understand Apply What Analyze It the Facts the Concepts Chapter 6 – Pop Quiz 1
Learning Objective POP QUIZ 1
1. POP QUIZ 2
Introduction
You Know
Multiple 1-6,9,10 7 8 Choice When scientists use the term biological rhythm, they are referring to __________. Multiple 2,4,5,8-10 3,5 in a biological 1 a. a periodic, more or less regular fluctuation system 7 Choice b. an objective awareness of oneself and the current environment Multiple 1 c. a biological fluctuation that occurs less frequently than once a day Choice d. a physiological cycle that is about 24 hours from peak to peak True/False 1
Biological Rhythms: The Multiple 2,4,73,5,15,21 6,16,18 14 Tides Of Experience 2. The body‘s biological clock, the suprachiasmatic nucleus, is located in the __________.
Choice
LO 6.1.A – Define circadian gland rhythms, and explaina. how pituitary the body‘s ―biological clock‖ works. True/False
13,17,19,20 3-7,9,10-12
2,8,9
b. pineal gland
LO 6.1.B – Explain and summarize the evidence that Short Answer mood varies with seasons c. thalamus and the menstrual cycle.
1,2
d. hypothalamus Essay
3.
1,2
Integrative Essayis a condition in which feelings of lethargy, sadness, and drowsiness occur __________
during the winter months. Multiple 22-28,30,32a. SAD Choice 34, 36LO 6.2.A – Describe and explain the primary features 39,41,42,44, of the stages of sleep. b. SCN LO 6.2.B – List the mental 45,50 consequences of sleep loss c. MRI and the mental benefits of a The Rhythms Of Sleep
good night‘s sleep.
d. REMTrue/False Short Answer
4.
35,48
29,31,40,43, 46, 47, 49,51
13-25 5
3,4
On average, REM periods of sleep last for about __________ minutes, on average. Essay a. 10 Integrative b. 20 Essay
Exploring The Dream World
Multiple Choice
54,55,57,62, 66-68,73
56,59-61,63- 53,58,69,72 65, 70,71
LO 6.3.A – Discuss explanations for why we dream.
True/False
27-31
26,32
LO 6.3.B – Summarize the strengths and weaknesses of each major dream theory.
Short Answer
6-10
52
c. 40 d. 60
5.
__________ are short bursts of rapid, high-peaking waves that the brain emits during the second stage of the sleep cycle. a. Alpha waves b. Delta waves c. Sleep spindles d. Neuro spindles
6. __________ is a disorder in which a person briefly stops breathing many times during a night‘s sleep. a. Narcolepsy b. Insomnia c. Sleep apnea d. Internal desynchronization
7.
The __________ theory of dreaming has no convincing empirical support. a. psychoanalytic b. cognitive c. activation–synthesis d. problem-solving
8.
Which statement about hypnosis is true? a. Hypnotized people can be made to do things against their will. b. Hypnosis increases the accuracy of memory. c. Hypnotic responsiveness depends mostly on the skill of the hypnotist.
d. Hypnosis has been used in the treatment of stress and anxiety.
9. __________ drugs can cause convulsions, heart failure, and death when taken in large doses. a. Depressant b. Stimulant c. Opiate d. Psychedelic
10.
Most psychoactive drugs produce their effects primarily by acting on __________. a. hormones b. the hypothalamus c. neurotransmitters d. the autonomic nervous system
Chapter 6 – Pop Quiz 1 Answer Key
1.
a
Rationale: A biological rhythm is a fairly regular, periodic change in a biological system. (Remember the Facts, Easy, LO 6.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
2.
d
Rationale: The suprachiasmatic nucleus (SCN) is located in the hypothalamus. (Remember the Facts, Moderate, LO 6.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
3.
a
Rationale: Seasonal affective disorder, or SAD, involves feelings of depression during the winter months alternating with normal mood during other parts of the year. There is some ambiguity surrounding whether this is a distinct diagnosis. (Remember the Facts, Easy, LO 6.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
4.
b
Rationale: The REM periods last from a few minutes to as long as an hour, averaging about 20 minutes in length. (Remember the Facts, Moderate, LO 6.2.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
5.
c
Rationale: This statement defines sleep spindles. (Remember the Facts, Moderate, LO 6.2.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
6.
c
Rationale: This is a description of sleep apnea. Remember the Facts, Easy, LO 6.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
7.
a
Rationale: Most psychologists today consider psychoanalytic interpretations of dreams to be far-fetched, without any convincing empirical support for most of Sigmund Freud‘s claims. (Understand the Concepts, Moderate, LO 6.3.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy)
8.
d
Rationale: Most of the popular beliefs about hypnosis are not true, but it can be useful in the treatment of psychological and medical problems. (Analyze It, Difficult, LO 6.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
9.
b
Rationale: Stimulant drugs can cause convulsions, heart failure, and death in very large doses. This is especially true of the more powerful stimulants, amphetamines, and cocaine. (Remember the Facts, Easy, LO 6.5.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
10.
c
Rationale: Most psychoactive drugs have their effect on neurotransmitters at the synapse. (Remember the Facts, Easy, LO 6.5.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
Name __________________________________________________________
Chapter 6 – Pop Quiz 2
1.
An example of a biological event that follows a circadian rhythm is __________. a. the migration of birds b. the menstrual cycle c. body temperature d. daydreaming
2.
__________, a hormone secreted by the pineal gland, helps to keep the body‘s biological clock in phase with the light–dark cycle. a. Cortisol b. Vellocet c. Serotonin d. Melatonin
3.
Herlinda says she is experiencing several uncomfortable symptoms and claims they are due to premenstrual dysphoric disorder (PMDD). Which symptom is she most likely to list as the most problematic? a. depressed mood and anxiety b. headache c. inability to sleep d. cognitive slowing
4.
Delta waves are characterized by __________. a. a state of light consciousness
b. short bursts of rapid, high-peaking waves c
very slow waves with very high peaks
d. mental alertness and fast brain waves
5.
In __________, a person experiences sudden unpredictable and irresistible attacks of sleepiness during the day. a. narcolepsy b. REM behavior disorder c. sleep apnea d. internal desynchronization
6.
The __________ theory of dreaming proposes that dreaming is simply a continuation of our daytime thinking. a. psychoanalytic b. cognitive c. activation–synthesis d. problem-solving
7.
Which conclusion is true regarding hypnosis? a. The likelihood of being hypnotized depends mostly on the skill of the hypnotist. b. Hypnotized people cannot be forced to do something against their will. c. Hypnosis increases the accuracy of memory. d. A hypnotized person can do things that they could not do otherwise.
8.
Which statement is true of opiates? a. They are derived from the hemp plant. b. They cause an intense emotional rush or euphoria.
c. No deaths have been reported due to opiate abuse. d. Opiate abuse results in cirrhosis of the liver.
9.
__________ refers to a reduced response to a drug over time. a. Tolerance b. Withdrawal c. Intoxication d. Reuptake
10.
―Mental set‖ refers to __________. a. the context in which a person takes a drug b. the personality traits of the person taking a drug c. a person‘s expectations about a drug‘s effects d. the genetic characteristics of a person taking a drug
Chapter 6 – Pop Quiz 2 Answer Key
1.
c
Rationale: Body temperature follows a circadian rhythm, meaning it fluctuates according to a 24-hour cycle. The menstrual cycle and the migration of birds follow monthly and annual cycles, respectively. Cycles of daydreaming occur throughout the day. (Apply What You Know, Moderate, LO 6.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena)
2.
d
Rationale: Melatonin is the hormone secreted by the pineal gland. (Remember the Facts, Easy, LO 6.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
3.
a
Rationale: The classic symptoms of PMDD include anxiety and depression prior to the menstrual cycle. (Understand the Concepts, Moderate, LO 6.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
4.
c
Rationale: Delta waves are very slow waves with very high peaks. (Remember the Facts, Moderate, LO 6.2.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
5.
a
Rationale: An individual diagnosed with narcolepsy is subject to irresistible and unpredictable daytime attacks of sleepiness lasting from 5 to 30 minutes. (Remember the Facts, Easy, LO 6.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
6.
b
Rationale: The cognitive theory argues that dreaming is simply a modification of the cognitive activity that occurs when we are awake. (Understand the Concepts, Moderate, LO 6.3.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains)
7.
b
Rationale: Hypnotized people will not do anything that actually violates their morals or constitutes a real danger to themselves or others. (Analyze It, Difficult, LO 6.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena)
8.
b
Rationale: When injected, opiates produce a rush, a sudden feeling of euphoria. (Remember the Facts, Easy, LO 6.5.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena)
9.
a
Rationale: This is a definition of tolerance. (Remember the Facts, Easy, LO 6.5.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
10. c
Rationale: ―Mental set‖ refers to a person‘s expectations about a drug‘s effects and the reasons for taking it. (Remember the Facts, Easy, LO 6.5.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
Multiple Choice Questions
1.
Which definition describes how psychological scientists think of consciousness? a. a state of arousal involving facial and bodily changes b. awareness of ourselves and the environment around us c. memory of personally experienced events d. the intentional recollection of an item of information Answer: b Topic: Introduction Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: None APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Consciousness can be defined as a state of awareness of ourselves and our environment.
2.
When scientists use the term biological rhythm, they are referring to __________. a. a periodic, more or less regular fluctuation in a biological system b. an objective awareness of oneself and the environment c. a biological fluctuation that occurs less frequently than once a day d. a physiological cycle that lasts about 24 hours from peak to peak Answer: a Topic: Biological Rhythms: The Tides of Experience Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A biological rhythm is a fairly regular, periodic change in a biological system.
3.
To say that biological rhythms are endogenous means that they are __________. a. generated by an internal biological clock b. influenced by our environment c. produced by our heart‘s rhythm d. determined by an individual‘s experience Answer: a Topic: Biological Rhythms: The Tides of Experience Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Endogenous means produced from within or generated internally.
4.
The word circadian indicates that a circadian rhythm __________. a. is generated from within b. occurs more frequently than once a day c. occurs less frequently than once a day d. is about 24 hours in length Answer: d Topic: Biological Rhythms: The Tides of Experience Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Circadian means ―about a day,‖ so a circadian rhythm is a fluctuation in some biological system that takes approximately 24 hours to complete.
5.
__________ rhythms reflect the adaptation of organisms to the many changes associated with the rotation of the earth on its axis. a. Seasonal b. Circadian c. Infradian d. External Answer: b Topic: Biological Rhythms: The Tides of Experience Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Circadian rhythms evolved in plants, animals, insects, and human beings as an adaptation to the many changes associated with the rotation of the earth on its axis.
6.
The human sleep–wake cycle follows a(n) ________rhythm. a. infradian b. ultradian c. circadian
d. nocturnal Answer: c Topic: Biological Rhythms: The Tides of Experience Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Circadian rhythms evolved in plants, animals, insects, and human beings as an adaptation to the many changes associated with the rotation of the earth on its axis.
7. The structure that serves as our biological clock and controls our circadian rhythms is __________. a. the heart, with its pacemaker cells b. the pituitary gland c. mirror neurons d. the suprachiasmatic nucleus Answer: d Topic: Biological Rhythms: The Tides of Experience Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Circadian rhythms are controlled by a biological clock, or overall coordinator, located in a tiny cluster of cells in the hypothalamus called the suprachiasmatic nucleus (SCN).
8. The body‘s biological clock, the suprachiasmatic nucleus (SCN), is located in the __________. a. pituitary gland b. pineal gland c. thalamus d. hypothalamus Answer: d Topic: Biological Rhythms: The Tides of Experience Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The suprachiasmatic nucleus is located in the hypothalamus.
9.
An area within the hypothalamus controls the ________. a. growth hormones that are released during sleep b. hypnotic suggestibility ratio c. frequency of nightmares d. sleep–wake cycle Answer: d Topic: Biological Rhythms: The Tides of Experience Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The suprachiasmatic nucleus of the hypothalamus serves as our biological clock, which controls the circadian rhythms.
10.
Melatonin is a hormone that __________. a. fluctuates on about a 90-minute cycle b. is secreted largely during hours of darkness c. is secreted largely during hours of daylight d. increases alertness and wakefulness Answer: b Topic: Biological Rhythms: The Tides of Experience Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Melatonin is a hormone produced during the night.
11.
__________, a hormone involved in the regulation of circadian rhythms, is secreted by the pineal gland. a. Norepinephrine b. Testosterone c. Estrogen d. Melatonin Answer: d Topic: Biological Rhythms: The Tides of Experience
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Melatonin is secreted by the pineal gland.
12.
Melatonin is to ________ as an aspirin is to ________. a. nightmares; blood clots b. sleep apnea; a blood thinner c. nausea; a nightmare d. insomnia; a headache Answer: d Topic: Biological Rhythms: The Tides of Experience Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The analogy is that melatonin reduces insomnia just as aspirin reduces headache pain.
13.
Melatonin treatments have been useful in __________. a. stimulating growth in adolescents showing extreme delays in the onset of puberty
b. calming survivors of trauma who experience persistent flashbacks of the traumatic incident
c. helping individuals who have been diagnosed with depression who lack appropriate blood sugar levels d. regulating the disturbed sleep–wake cycles in blind people who lack light perception Answer: d Topic: Biological Rhythms: The Tides of Experience Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Melatonin treatments have been used to regulate the disturbed sleep–wake cycles of blind people who lack light perception and whose melatonin production does not cycle normally.
14.
Which statement is accurate regarding internal desynchronization? a. When people fly across several time zones, sleep and wake patterns take more than a week to return to normal. b. When people fly across several time zones, temperature and hormone cycles can take several days to return to normal. c. Melatonin pills have been shown to be effective in treating desynchronization. d. When an occupation requires a rotating work schedule, workers should be switched across schedules as frequently as possible. Answer: b Topic: Biological Rhythms: The Tides of Experience Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Sleep and wake cycles adjust quickly, but hormone and temperature cycles can take several days to adjust.
15.
The experience of ―jet lag‖ is the result of a phenomenon called __________. a. internal desynchronization b. time-zone desynchronization c. hormonal rhythm d. external desynchronization Answer: a Topic: Biological Rhythms: The Tides of Experience Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Internal desynchronization—a state in which biological rhythms are not in phase with one another—often occurs when people take airplane flights across several time zones.
16.
Monty just started working at a factory where he will be expected to work varying shifts. Which recommendation should you make to him about shift choices? a. He should change shifts as seldom as possible after he makes his choice. b. He should try to get a set routine of rotating morning, afternoon, and night shifts. c. He should alternate between the night and morning shifts, but avoid the afternoon. d. He should rotate shifts every few weeks to make sure he never settles into one. Answer: a
Topic: Biological Rhythms: The Tides of Experience Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: With a schedule that always stays the same, people often adapt to night work. However, many swing- and night-shift assignments are made on a rotating basis, so a worker‘s circadian rhythms never have a chance to resynchronize.
17.
__________ is a condition in which feelings of lethargy, sadness, and drowsiness occur during the winter months. a. Entrainment b. Internal desynchronization c. Seasonal affective disorder d. Dissociation Answer: c Topic: Biological Rhythms: The Tides of Experience Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.1.B Explain and summarize the evidence that mood varies with seasons and the menstrual cycle. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Seasonal affective disorder, or SAD, involves depression during the winter months alternating with normal moods during other parts of the year.
18. Barneveld dreads December. It‘s not as though the month itself is all that bad; it just seems that from December until March each year, Barney feels lethargic, sad, drowsy,
depressed even, and he‘s not sure what experiencing __________ .
causes it. It‘s possible that Barneveld is
a. SAD b. SCN c. PMS d. REM Answer: a Topic: Biological Rhythms: The Tides of Experience Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 6.1.B Explain and summarize the evidence that mood varies with seasons and the menstrual cycle. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Seasonal affective disorder, or SAD, involves depression during the winter months alternating with normal moods during other parts of the year.
19. Controlled studies indicate that __________ reduces symptoms in people experiencing SAD. a. light therapy b. low levels of negative ions c. chemotherapy d. hypnosis Answer: a Topic: Biological Rhythms: The Tides of Experience Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.1.B Explain and summarize the evidence that mood varies with seasons and the menstrual cycle.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Meta-analyses report that when people with SAD are exposed to either a brief period (e.g., 30 minutes) of bright light after waking or to light that slowly becomes brighter, simulating the dawn, their symptoms are in fact reduced.
20.
Research on premenstrual dysphoric disorder (PMDD) indicates that approximately __________ of people who menstruate experience anxiety and depressed mood prior to their menstrual cycle. a. 1 percent b. 2–6 percent c. 7–10 percent d. 15 percent Answer: b Topic: Biological Rhythms: The Tides of Experience Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.1.B Explain and summarize the evidence that mood varies with seasons and the menstrual cycle. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: PMDD is relatively rare; however, it is a significant problem and has been listed in the latest version of the DSM-5-TR.
21.
Ranjan says she is experiencing several uncomfortable symptoms and claims they are due to premenstrual dysphoric disorder (PMDD). Which symptom is she most likely to list as the most problematic? a. depressed mood and anxiety b. headache c. inability to sleep d. cognitive slowing
Answer: a Topic: Biological Rhythms: The Tides of Experience Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.1.B Explain and summarize the evidence that mood varies with seasons and the menstrual cycle. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The classic symptoms of PMDD include anxiety and depressed mood prior to the menstrual cycle. It often interferes with daily functioning.
22. When you first settle down to sleep, close your eyes and relax, your brain emits __________. a. sleep spindles b. delta waves c. neuro waves d. alpha waves Answer: d Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 6.2.A Describe and explain the primary features of the stages of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: When you first climb into bed, close your eyes, and relax, your brain emits bursts of alpha waves.
23.
Traditionally, your brain emits short bursts of waves with high peaks during stage __________ of the sleep cycle. a. 1 b. 2 c. 3/4 d. 6 Answer: b Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.2.A Describe and explain the primary features of the stages of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In Stage 2, your brain emits short bursts of rapid, high-peaking waves referred to as sleep spindles.
24.
__________ are the short bursts of rapid, high-peaking waves that the brain emits in the second stage of the sleep cycle. a. Alpha waves b. Delta waves c. Sleep spindles d. Neuro spindles Answer: c Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.2.A Describe and explain the primary features of the stages of sleep.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This statement defines sleep spindles.
25. Your brain waves are being monitored in a sleep laboratory. If you are in deep non-REM sleep less than an hour after falling asleep, which brain waves will be detected? a. alpha waves b. beta waves c. gamma waves d. delta waves Answer: d Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.2.A Describe and explain the primary features of the stages of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In Stage 3/4, your brain emits delta waves, very slow waves with very high peaks, and you are in deep sleep.
26.
Delta waves are characterized by __________. a. a state of light consciousness b. short bursts of rapid, high-peaking waves c
very slow waves with very high peaks
d. mental alertness and fast brain waves Answer: c Topic: The Rhythms of Sleep
Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.2.A Describe and explain the primary features of the stages of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Delta waves are very slow waves with very high peaks.
27.
Sleepwalking is characterized by __________.
a. abnormally frequent occurrences of sleep spindles b. unusual patterns of delta-wave activity c. an absence of delta waves d. irregular patterns of alpha waves Answer: b Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 6.2.A Describe and explain the primary features of the stages of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: No one yet knows what causes sleepwalking, but it seems to involve unusual patterns of delta-wave activity.
28.
People in Stage 3/4 sleep ________. a. are easy to awaken b. hallucinate c
are difficult to awaken
d. dream all the time
Answer: c Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.2.A Describe and explain the primary features of the stages of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This stage of sleep is very deep and waking takes time.
29.
The first REM period of sleep usually occurs __________ after the onset of sleep. a. 15 minutes b. 30–60 minutes c. 70–90 minutes d. 3–4 hours Answer: c Topic: The Rhythms of Sleep Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 6.2.A Describe and explain the primary features of the stages of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: REM sleep usually occurs about 70 to 90 minutes after the onset of sleep.
30.
The sequence of passing through stage 1 through stage 3/4 of the sleep cycle takes approximately __________. a. 10 to 15 minutes
b. 20 to 30 minutes c. 30 to 45 minutes d. 45 to 60 minutes Answer: c Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.2.A Describe and explain the primary features of the stages of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The sequence of passing through the three stages of sleep takes about 30-45 minutes.
31.
Santiago has been sleeping for about 90 minutes when his brain shows rapid, irregular waves. His blood pressure rises, his heart rate increases, and his breathing gets faster. Which observations are the most likely conclusion?
a. Santiago is chronically sleep deprived and his sleep, like his daytime activities, is abnormal. b. Santiago is experiencing physiological changes that are normal for the second stage of sleep. c. Santiago is experiencing unusual sleep, because during the day, he engaged in strenuous physical activities. d. Santiago is experiencing physiological changes that are normal during REM sleep. Answer: d Topic: The Rhythms of Sleep Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 6.2.A Describe and explain the primary features of the stages of sleep.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: These are all characteristics of REM or paradoxical sleep.
32.
During the night, which two types of sleep alternate with each other in cycles? a. alpha sleep and delta sleep b. Stage 1 and Stage 2 sleep c. REM and non-REM sleep d. relaxed sleep and alert sleep Answer: c Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.2.A Describe and explain the primary features of the stages of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: REM and non-REM sleep continue to alternate throughout the night.
33.
On average, REM periods of sleep last for about __________ minutes. a. 10 b. 20 c. 40 d. 60 Answer: b Topic: The Rhythms of Sleep Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 6.2.A Describe and explain the primary features of the stages of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The REM periods last from a few minutes to as long as an hour, averaging about 20 minutes in length.
34.
REM sleep is commonly referred to as __________ sleep. a. paradoxical b. active c. inactive d. unknown Answer: a Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.2.A Describe and explain the primary features of the stages of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Because the brain is extremely active while the body is entirely inactive, REM sleep has also been called ―paradoxical sleep.‖
35.
REM sleep has been called ―paradoxical sleep‖ because __________. a. the brain is very active, yet the body is entirely inactive b. the body is very active and restless, but the brain is very inactive c. the eyes are open, though the person remains asleep d. colorful dreams occur, in contrast to the black-and-white dreams of NREM sleep
Answer: a Topic: The Rhythms of Sleep Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.2.A Describe and explain the primary features of the stages of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: REM sleep is paradoxical because the brain is extremely active, yet the body is entirely inactive.
36.
During the night __________. a. REM sleep periods become longer b. delta waves increase c. dreaming decreases in frequency d. non-REM sleep periods involve a more and more active EEG Answer: a Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.2.A Describe and explain the primary features of the stages of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: As the hours pass, Stage 3 tends to become shorter or even disappear, and REM periods tend to get longer and closer together.
37.
When researchers investigated whether dreaming occurs in non-REM sleep, they found that __________.
a. it does, but the dreams are shorter and less vivid than in REM sleep
b. it does, but the dreams are longer and more fantastical than in REM sleep c. it does not, unless the person has been chronically sleep deprived d. it does not, unless the person has a severed corpus callosum Answer: a Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 6.2.A Describe and explain the primary features of the stages of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Non-REM dreams tend to be shorter, less vivid, and more realistic than REM dreams, except in the hour or so before a person wakes up in the morning.
38.
REM sleep can be identified in ____________. a. birds and insects b. humans only c. humans, weasels, most snakes, and some porpoises d. nearly all mammals Answer: d Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.2.A Describe and explain the primary features of the stages of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: It remains unclear, however, whether REM sleep in other species is also associated with the presence of dreams.
39.
What can sleep scientists say about people who do not get enough sleep? a. Their cortisol levels increase. b. Contrary to popular belief, they do not suffer from hallucinations. c. They become prone to narcolepsy. d. Their creativity often increases. Answer: a Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Chronic sleep deprivation increases levels of the stress hormone cortisol, which may damage or impair brain cells that are necessary for learning and memory.
40.
Clothide has been studying day and night for so many weeks that she is chronically sleep deprived. Which outcome is Clothide at the greatest risk of developing? a. anxiety and despair b. loss of appetite c. reduced levels of the hormone cortisol d. the loss of mental flexibility and creativity Answer: d Topic: The Rhythms of Sleep Skill Level: Apply What You Know Difficulty Level: Moderate
Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 1.3 Rationale: After the loss of even a single night‘s sleep, mental flexibility, attention, and creativity all suffer.
41.
Sleep apnea is a disorder in which __________. a. a person suddenly falls asleep without warning during the day b. a person has difficulty waking from sleep in the morning c. a person periodically stops breathing during sleep d. a person experiences bursts of aggressive behavior during sleep Answer: c Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Sleep apnea is a disorder in which breathing briefly stops during sleep, causing the person to choke and gasp and momentarily awaken.
42.
The difference between insomnia and sleep apnea is that ________.
a. sleep apnea affects primarily older people, whereas insomnia is characteristic of children b. sleep apnea is a precursor to narcolepsy, whereas insomnia is not c. insomnia is characterized by sleeplessness, whereas sleep apnea is characterized by breathing difficulties d. insomnia is treatable, but sleep apnea is not
Answer: c Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Insomnia is characterized by sleeplessness, but sleep apnea refers to breathing difficulties.
43.
Compared to the others, which person is at the statistically highest risk of developing sleep apnea? a. Salvatore, 62 years old, who is overweight b. Eileen, 42 years old, who takes weekly yoga lessons c. Roscoe, 8 years old, who is experiencing episodes of enuresis d. Angelina, 21 years old, who has been diagnosed with depression Answer: a Topic: The Rhythms of Sleep Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Some key predictors of sleep apnea are being male, older, and heavier.
44.
__________ is a sleep disorder involving sudden and unpredictable daytime sleepiness or attacks of the paralysis commonly associated with REM sleep.
a. Sleep apnea b. Insomnia c. Narcolepsy d. REM behavior disorder Answer: c Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a description of narcolepsy.
45.
Narcolepsy sometimes involves __________. a. unpredictable attacks of muscle paralysis b. an inability to breathe while sleeping c. a need for 12 to 14 hours of sleep each night d. a need for only 5 to 6 hours of sleep each night Answer: a Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Some people with narcolepsy experience an unusual symptom called cataplexy, which brings on the paralysis of REM sleep although they are still awake.
46.
Which statement might help you determine if a person has narcolepsy? a. ―When I get up in the morning, I have very vivid images of nightmares.‖ b. ―I have difficulty getting to sleep.‖ c. ―I sometimes fall asleep in the middle of a conversation.‖ d. ―I don‘t have an adverse reaction to sleeping pills.‖ Answer: c Topic: The Rhythms of Sleep Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Narcolepsy is a disorder involving excessive daytime sleepiness and sudden attacks of REM paralysis.
47.
Eddie‘s muscles are not paralyzed when he is dreaming. As a result, he literally acts out his dreams, sometimes injuring himself in the process. Eddie would most likely be diagnosed with __________. a. severe sleepwalking b. sleep apnea c. narcolepsy d. REM behavior disorder Answer: d Topic: The Rhythms of Sleep Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: In REM behavior disorder, the muscle paralysis that normally occurs during REM sleep is absent or incomplete, and the sleeper is able to act out their dreams.
48.
Why might staying awake studying all night for an exam the next day be a bad approach? a. Memories are weaker if they are formed during the night. b. New information requires at least 24 hours to be processed by the brain. c. Staying awake for 24 hours is likely to cause hallucinations during the exam. d. A good night‘s sleep after learning can improve memory performance. Answer: d Topic: The Rhythms of Sleep Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: In a classic study conducted nearly a century ago, students who slept for eight hours after learning lists of nonsense syllables retained them better than students who went about their usual business.
49.
Kyndal and Teresa spent the same amount of time studying for a big exam. Kyndal slept between studying and taking the exam, whereas Teresa did not. All other things being equal, which is most likely to be true?
a. Kyndal has an advantage, because sleeping after learning is believed to strengthen the memories.
b. Teresa has an advantage, because sleeping after learning leads to an increased risk of forgetting. c. Neither has an advantage, as long as they both got a decent night of sleep at some point. d. Neither has an advantage, because sleep is only related to memory for motor and perceptual skills. Answer: a Topic: The Rhythms of Sleep Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: In a classic study conducted nearly a century ago, students who slept for eight hours after learning lists of nonsense syllables retained them better than students who went about their usual business.
50.
Many researchers believe that sleep is necessary for __________, a process by which recently stored memories become durable and stable. a. consolidation b. reinforcement c. encoding d. preservation Answer: a Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Consolidation is the process by which a memory becomes durable and stable.
51.
Mimiko is experiencing insomnia. Which piece of advice would you give to help her deal with it? a. Study in bed and then go immediately to sleep. b. Take sleeping pills regularly and consistently. c. Don‘t do anything but sleep in your bed. d. Go to bed every night at different times to ―shock‖ your sleep system. Answer: c Topic: The Rhythms of Sleep Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Mimiko should ―learn,‖ through classical conditioning, that her bed is solely a place to sleep.
52.
Sigmund Freud believed that dreams ________. a. stem from unconscious conflicts and wishes b. are ways to solve problems c. are sexual perversions d. are reflections of consciousness Answer: a Topic: Exploring the Dream World
Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Freud believe that our dreams are a reflection of unconscious drives, conflicts, and wishes.
53. In his dreams, Wally is a child crawling through a dark tunnel looking for something he has lost. Hearing about this, a psychologist remarks, ―Oh; clearly Wally has repressed an early sexual attraction to his mother, and the tunnel symbolizes her vagina.‖ Which theory of dreams does the psychologist likely subscribe to? a. Freudian psychoanalytic theory b. the problem-focused approach c. the activation-synthesis model d. REM disorder theory Answer: a Topic: Exploring the Dream World Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: According to Freud‘s psychoanalytic theory, dreaming is a way to express unconscious wishes and conflicts in hidden or symbolic form
54. The __________ dream theory argues that the purpose of dreaming is to express unconscious wishes and conflicts. a. problem-focused b. cognitive
c. psychoanalytic d. activation–synthesis Answer: c Topic: Exploring the Dream World Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: According to the psychoanalytic dream theory, dreams reflect unconscious conflicts and wishes.
55.
Compared to the others, which theorist would propose that dreams are a symbolic reflection of one‘s unconscious thoughts? a. J. Allan Hobson b. William C. Dement c. Sigmund Freud d. Rosalind Cartwright Answer: c Topic: Exploring the Dream World Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Freud believed that dreams are an expression of unconscious conflicts, and wishes.
56.
The __________ theory of dreaming has no convincing empirical support. a. psychoanalytic b. cognitive c. activation–synthesis d. problem-solving Answer: a Topic: Exploring the Dream World Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Most psychologists today consider psychoanalytic interpretations of dreams to be far-fetched, without any convincing empirical support for most of Freud‘s claims.
57.
Who said that sometimes ―a cigar is only a cigar‖? a. George Burns b. Julius Marx c. Sigmund Freud d. Ernie Kovacs Answer: c Topic: Exploring the Dream World Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.3.A Discuss explanations for why we dream.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Freud admitted that not everything in dreams is symbolic. Not everything in a dream is symbolic; sometimes, he cautioned, ―a cigar is only a cigar.‖
58.
During his lecture on dream theories, Professor Hwang points out that a weakness of the __________ approach to dreaming is that there are no reliable rules that exist for interpreting the supposedly latent content of dreams and no objective way of determining whether an interpretation is correct. a. psychoanalytic b. problem-focused c. cognitive d. activation–synthesis Answer: a Topic: Exploring the Dream World Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: A problem with the psychoanalytic theory of dreaming is that there is no reliable way to understand the hidden meaning of dreams, and interpretations are often farfetched.
59. The __________ dream theory states that the purpose of dreaming is to express ongoing concerns of waking life. a. problem-focused b. cognitive c. psychoanalytic d. activation–synthesis
Answer: a Topic: Exploring the Dream World Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: In the problem-focused approach to dreaming, the symbols and metaphors in a dream do not disguise its true meaning; they convey it.
60.
In his dreams, Wally is a child crawling through a dark tunnel looking for something he has lost. Hearing about this, a psychologist remarks, ―Oh; Wally mentioned that he‘d broken up with his lover and is working through the emotional loss.‖ Which theory of dreams does the psychologist likely subscribe to? a. psychoanalytic b. problem-focused c. memory consolidation d. activation–synthesis Answer: b Topic: Exploring the Dream World Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The problem-focused explanation of dreaming is supported by findings that dreams are more likely to contain material related to a person‘s current concerns—such as a breakup or exams—than chance would predict.
61.
The problem-focused explanation of dreaming proposes that __________.
a. the symbols and metaphors in a dream disguise a person‘s true unresolved problems b. dreams are usually about our everyday problems and may even help us to resolve those problems c. although dreams often represent our problems, they do not help us solve them d. we are more likely to dream about good things that happen to us than about our problems Answer: b Topic: Exploring the Dream World Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Some psychologists believe that dreams not only reflect our waking concerns but also provide us with an opportunity to resolve them.
62.
Which approach to dreaming proposes that our dreams are simply a modification of the thinking that goes on when we are awake? a. the problem-focused approach b. the psychoanalytic approach c. the cognitive approach d. the activation–synthesis approach Answer: c Topic: Exploring the Dream World Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
Rationale: The cognitive approach suggests that dreams are simply a continuation, in a modified form, of the thinking that occurs when we are awake.
63.
The __________ theory of dreaming argues that dreaming is simply a continuation of our daytime thinking. a. psychoanalytic b. cognitive c. activation–synthesis d. problem-solving Answer: b Topic: Exploring the Dream World Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The cognitive theory suggests that dreaming is simply a modification of the cognitive activity that goes on when we are awake.
64. According to the cognitive approach, our dreaming thoughts are more unfocused and diffuse than our waking thoughts because __________. a. the brain is less active during dreams b. we have no sensory input or feedback from our bodies during dreams c. dreams are not focused on a particular problem d. dreams have symbolic rather than actual meaning Answer: b Topic: Exploring the Dream World
Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: According to the cognitive approach, dreams differ from waking thoughts because there is no sensory input or feedback from our bodies.
65.
The activation–synthesis theory of dreaming states that __________. a. the purpose of dreaming is to express unconscious wishes, thoughts, and conflicts b. there is no purpose to dreaming; dreams occur because of random neuron firing c. the purpose of dreaming is to resolve current concerns and problems
d. dreaming is a byproduct of a process of eliminating or strengthening neural connections Answer: b Topic: Exploring the Dream World Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The activation–synthesis theory views dreams as an attempt by the cortex to make sense of the random firing of neurons.
66.
According to the activation–synthesis theory of dreaming, the source of a dream is neuronal firing in the __________. a. reticular activating system b. cortex c. pons
d. medulla Answer: c Topic: Exploring the Dream World Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: According to the activation–synthesis theory, dreams are the result of the cortex trying to make sense of the spontaneous signals originating from the pons.
67. Which adjectives would be most closely associated with the activation–synthesis theory of dreaming? a. meaningful, problem oriented, and historical b. intelligent, free, and neurotic c. unconscious, symbolic, and meaningful d. bizarre, meaningless, and random Answer: d Topic: Exploring the Dream World Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Bizarre, meaningless, and random reflect the nature of dreams in the original activation–synthesis hypothesis because that proposal holds that dreams are totally the result of haphazard neural firing.
68.
The activation–synthesis theory proposes that __________.
a. the cortex tries to make sense of random neural activity by creating dream narratives b. the cortex is inactive during dreaming, so dreaming is completely controlled by the pons c. the activity in the pons constructs or synthesizes dream narratives d. dreams are active attempts to synthesize solutions to problems Answer: a Topic: Exploring the Dream World Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The activation–synthesis theory views dreams as an attempt by the cortex to make sense of the random firing of neurons.
69.
In his dreams, Wally is a child crawling through a dark tunnel looking for something he has lost. Hearing about this, a psychologist remarks, ―Okay. So what?‖ Which theory of dreams does the psychologist likely subscribe to? a. psychoanalytic b. problem-focused c. cognitive d. activation–synthesis theory Answer: d Topic: Exploring the Dream World Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 6.3.A Discuss explanations for why we dream.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: According to the activation–synthesis theory, the signals originating in the pons have no psychological meaning in themselves. The cortex tries to make sense of them by synthesizing, or integrating, them with existing knowledge and memories to produce some sort of coherent interpretation.
70. Research suggests that we typically forget our dreams upon waking because __________. a. dreams often arouse anxiety that could intrude into our daily life b. they are based on random neural activity forming disjointed images with no meaning c. they often are sexual or violent in nature and our conscious mind represses them d. cortical neurons that control the initial storage of new memories are turned off during sleep Answer: d Topic: Exploring the Dream World Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Cortical areas involved in the initial storage of new memories seem to be inactive during sleep.
71.
One of the weaknesses of the problem-focused theory of dreaming is that __________. a. there is no reliable way to determine the latent meanings of dream content b. some theorists are skeptical about the ability to resolve ongoing concerns during sleep c. the theory doesn‘t explain the occurrence of non-REM dreams d. the theory says more about REM sleep than about dreaming
Answer: b Topic: Exploring the Dream World Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 6.3.B Summarize the strengths and weaknesses of each major dream theory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Some theorists are skeptical about the ability to solve problems during sleep, which is advocated in the problem-focused theory of dreaming.
72.
During his lecture on dream theories, Professor Goolsby points out that some theorists are skeptical about the ability to resolve concerns during sleep. Which theory‘s weakness is Professor Goolsby talking about in this scenario? a. psychoanalytic b. problem-focused c. cognitive d. activation–synthesis Answer: b Topic: Exploring the Dream World Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 6.3.B Summarize the strengths and weaknesses of each major dream theory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Some theorists are skeptical about the ability to solve problems during sleep, which is advocated in the problem-focused theory of dreaming.
73. The theory that currently seems to be the leading contender in explaining dreaming is the __________. a. Freudian theory of dreaming b. problem-solving approach to dreaming c. cognitive approach to dreaming d. activation–synthesis theory of dreaming Answer: c Topic: Exploring the Dream World Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 6.3.B Summarize the strengths and weaknesses of each major dream theory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The cognitive approach to dreaming is a leading contender because it incorporates many elements of other theories and fits what we currently know about waking cognition and cognitive development.
74.
Which statement is true regarding hypnosis? a. It decreases the amount of errors in the memories of hypnotized eyewitnesses. b. It is a procedure in which a practitioner suggests changes in the sensation or behavior of the subject, who cooperates by altering cognitive functioning in accordance with the suggestions. c. The hypnotized person rarely remains aware of what is happening d. It produces a literal reexperiencing of long-ago events. Answer: b Topic: The Riddle of Hypnosis
Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 6.4.A Summarize the truths and misconceptions associated with hypnosis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: It is a procedure in which people are likely to respond to a hypnotist‘s suggestions.
75.
Which conclusion is true regarding hypnosis? a. The likelihood of being hypnotized depends mostly on the skill of the hypnotist. b. Hypnotized people cannot be forced to do something against their will. c. Hypnosis increases the accuracy of memory. d. A hypnotized person can do things that they could not do otherwise. Answer: b Topic: The Riddle of Hypnosis Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 6.4.A Summarize the truths and misconceptions associated with hypnosis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Hypnotized people will not do anything that actually violates their morals or constitutes a real danger to themselves or others.
76.
Compared to the others, which person is most likely to be helped by hypnosis? a. Vivienne, who wants to remember what happened to her when she was 4 years old b. Clarence, who would like to run faster c. Carolina, who wants a better memory
d. Benito, who wants to stop thinking about his chronic foot pain Answer: d Topic: The Riddle of Hypnosis Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 6.4.A Summarize the truths and misconceptions associated with hypnosis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Most of the popular beliefs about hypnosis are not true, but it can be useful in the treatment of psychological and medical problems.
77.
The dissociation theory of hypnosis originally was proposed by __________. a. Ernest Hilgard b. Robert Stickgold c. Theodore X. Barber d. Nicholas Spanos Answer: a Topic: The Riddle of Hypnosis Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 6.4.B Compare dissociation, sociocognitive, and biological perspectives on hypnosis, noting how each accounts for aspects of hypnotized behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Ernest Ropiequet Hilgard, who went by ―Jack,‖ proposed the dissociation theory of hypnosis.
78.
Ernest Hilgard argued that hypnosis involves __________.
a. a dissociation in consciousness b. a loss of memory c. failure to monitor behavior d. role playing Answer: a Topic: The Riddle of Hypnosis Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.4.B Compare dissociation, sociocognitive, and biological perspectives on hypnosis, noting how each accounts for aspects of hypnotized behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Hilgard viewed hypnosis as an example of dissociation.
79.
A ―hidden observer‖ is __________. a. a person, out of sight of the hypnotist, who monitors the process to make sure the hypnotist does not violate ethical standards b. a part of the mind of the hypnotized person that watches but does not participate c. a friend or family member who observes the hypnosis to protect the hypnotized person d. the part of a person‘s mind that participates in hypnosis Answer: b Topic: The Riddle of Hypnosis Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.4.B Compare dissociation, sociocognitive, and biological perspectives on hypnosis, noting how each accounts for aspects of hypnotized behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1
Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: According to Hilgard, in many hypnotized people most of the mind is subject to hypnotic suggestion, but one part is a hidden observer, watching but not participating.
80.
The sociocognitive approach to hypnosis argues that __________. a. the hypnotized person is enacting a role b. the hypnotized person is consciously faking being hypnotized c. past-life regression may be a real phenomenon d. hypnosis is an interaction between the executive and imaginative functions of an individual‘s mind Answer: a Topic: The Riddle of Hypnosis Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.4.B Compare dissociation, sociocognitive, and biological perspectives on hypnosis, noting how each accounts for aspects of hypnotized behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Unlike those faking a hypnotized state, hypnotized subjects continue to follow the hypnotic suggestions even when they think they are not being watched.
81.
When studying the impact of hypnosis on patterns of activity in the brain, what conclusions can be drawn from the data? a. Hypnosis does not change any of the patterns of brain activity. b. Hypnosis alters brain activity, but it seems unrelated to the activities the person is asked to perform while hypnotized. c. The changes observed in brain activity give encouragement to those people who argue that hypnosis is a special psychological state.
d. Hypnosis activates multiple nonspecific regions of the brain. Answer: c Topic: The Riddle of Hypnosis Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.4.B Compare dissociation, sociocognitive, and biological perspectives on hypnosis, noting how each accounts for aspects of hypnotized behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy. Rationale: Hypnosis affects patterns of activity in the brain. The activation is associated with areas of the brain needed for activities being changed by the hypnosis.
82.
Shanita takes a moderate dose of a tranquilizer. She is likely to experience __________. a. wakefulness, alertness, and shortened reaction time b. reduced anxiety and tension, and sedation c. euphoria and relief of pain d. exhilaration, visions, and hallucinations Answer: b Topic: Consciousness-Altering Drugs Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Tranquilizers are considered depressants and may be used to reduce anxiety and tension.
83.
When alcohol is abused, the resulting effects may include __________. a. blackouts, cirrhosis of the liver, mental and neurological impairment, psychosis, and possibly death b. an increased risk of bladder cancer c. loss of appetite, nausea, constipation, withdrawal symptoms, and possibly death d. damage of dopamine cells in the brain Answer: a Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Blackouts, cirrhosis of the liver, mental and neurological impairment, psychosis, and possibly death are all associated with heavy alcohol use.
84.
When LSD and psilocybin are abused, the resulting effects may include __________. a. blackouts, cirrhosis of the liver, mental and neurological impairment, psychosis, and possibly death b. impaired motor and sensory function, as well as impaired permanent storage of new information, withdrawal symptoms, and possibly death c. loss of appetite, nausea, constipation, withdrawal symptoms, and possibly death d. psychosis, paranoia, and panic reactions Answer: d Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Moderate
Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Psychosis, paranoia, and panic reactions are symptoms of abusing psychedelics.
85.
The typical effects of amphetamines are __________. a. wakefulness, alertness, raised metabolism, and elevated mood b. euphoria, increased appetite, and reduced ability to store new memories
c. mood variation from alertness to calmness depending on mental set, setting, and prior arousal d. sedation, reduced anxiety, and reduced tension Answer: a Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Wakefulness, alertness, raised metabolism, and elevated mood are common effects of stimulants, such as amphetamines.
86.
The typical effects of cocaine are __________. a. euphoria, increased appetite, reduced ability to store new memories b. euphoria, excitation, feelings of energy, and suppressed appetite
c. mood variation from alertness to calmness depending on mental set, setting, and prior arousal
d. sedation, reduced anxiety, and reduced tension Answer: b Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Euphoria, excitation, feelings of energy, and suppressed appetite are effects of cocaine use.
87.
The typical effects of tobacco are __________.
a. slowed reaction time, tension, depression, reduced ability to store new memories or to retrieve old ones, and poor coordination b. euphoria, increased appetite, and reduced ability to store new memories c. mood variation from alertness to calmness depending on mental set, setting, and prior arousal d. exhilaration, visions and hallucinations, and insightful experiences Answer: c Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The effects of tobacco (nicotine) use varies from alertness to calmness, depending on mental set, setting, and prior arousal.
88.
When opium and heroin are abused, the resulting effects may include __________. a. blackouts, cirrhosis of the liver, mental and neurological impairment, psychosis, and possibly death b. damage of dopamine cells in the brain c. loss of appetite, nausea, constipation, withdrawal symptoms, and possibly death d. heart disease, high blood pressure, impaired circulation, and erectile problems in men Answer: c Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Loss of appetite, nausea, constipation, withdrawal symptoms, and possibly death are all symptoms of heavy opiate use.
89.
What effect do opiates have on the body?
a. They speed up activity in the central nervous system. b. They increase the appetite for carbohydrates. c. They increase sympathetic nervous system arousal. d. They relieve pain and produce euphoria. Answer: d Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Opiates are drugs derived from the opium poppy; they have analgesic and euphoric effects.
90.
What effect do depressants have on the body? a. They speed up activity in the central nervous system. b. They decrease the appetite for carbohydrates. c. They slow down activity in the central nervous system. d. They increase sympathetic nervous system arousal. Answer: c Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Depressants decrease activity in the brain and spinal cord.
91.
Psychedelic drugs __________. a. speed up activity in the central nervous system b. disrupt normal thought processes c. slow down activity in the central nervous system d. are derived from the opium poppy, which relieves pain and produces euphoria Answer: b Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Psychedelic drugs disrupt normal thought processes.
92. __________ drugs can cause convulsions, heart failure, and death when taken in large doses. a. Depressant b. Stimulant c. Opiate d. Psychedelic Answer: b Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Stimulant drugs can cause convulsions, heart failure, and death in very large doses. This is especially true of the more powerful stimulants, amphetamines and cocaine.
93.
__________ are drugs that slow down the central nervous system. a. Opiates b. Psychedelics c. Stimulants
d. Depressants Answer: d Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a description of a depressant.
94.
Stimulants are __________. a. drugs that speed up activity in the central nervous system b. drugs capable of influencing perception, mood, cognition, or behavior c. drugs that slow down activity in the central nervous system d. drugs derived from the opium poppy that relieve pain and produce euphoria Answer: a Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Stimulant drugs increase activity in the brain.
95.
Which drug is classified as a stimulant?
a. mescaline
b. alcohol c. amphetamines d. psilocybin Answer: c Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Amphetamines are stimulants. 96.
Which drug is classified as a psychedelic?
a. mescaline b. alcohol c. amphetamines d. heroin Answer: a Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Mescaline is a psychedelic drug.
97.
Which drug is classified as an opiate?
a. mescaline b. psilocybin c. LSD d. heroin Answer: d Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Heroin is an opiate drug.
98.
Which drug is classified as a depressant? a. alcohol b. nicotine c. cocaine d. amphetamines Answer: a Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Alcohol is a depressant drug.
99.
The effects of stimulant drugs include __________. a. feelings of excitement, confidence, and euphoria b. feelings of anxiety and despair c. a sense of calmness and relaxation d. a sense of drowsiness Answer: a Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Stimulants produce feelings of excitement, confidence, and well-being or euphoria.
100.
__________ mimic the action of endorphins. a. Tranquilizers b. Morphine and heroin c. Alcohol and barbiturates d. Mescaline and LSD Answer: b Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Opiates mimic the action of endorphins.
101.
Which outcome is an effect of depressants? a. reduced anxiety, guilt, and tension b. increased energy c. increased inhibitions d. increased heart rate and respiratory rate Answer: a Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Depressants usually make a person feel calm or drowsy, and they may reduce anxiety, guilt, tension, and inhibitions.
102.
Which drug is classified as a depressant? a. nicotine b. barbiturates c. heroin d. mescaline Answer: b Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Barbiturate drugs are depressants.
103.
Which statement is true of opiates? a. They are derived from the hemp plant. b. They cause an intense emotional rush or euphoria. c. No deaths have been reported due to opiate abuse. d. Opiate abuse results in cirrhosis of the liver. Answer: b Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: When taken, opiates produce a rush, a sudden feeling of euphoria.
104.
Which observation is true of psychedelic drugs? a. They may be natural substances, or they may be synthesized in a laboratory. b. They consistently cause pleasant reactions, which is why they are used recreationally. c. They have been studied by researchers more than any other category of drugs. d. They cause hallucinations, but otherwise do not disrupt normal thought processes. Answer: a
Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Some psychedelics, such as lysergic acid diethylamide (LSD), are made in the laboratory. Others, such as mescaline (from the peyote cactus), Salvia divinorum (from an herb native to Mexico), and psilocybin (from certain species of mushrooms), are natural substances.
105. Which conclusion is true about marijuana? a. Marijuana use has decreased in recent years. b. It mimics the action of endorphins. c. It does not fit well into any one category of drugs. d. It has no demonstrated medical benefits. Answer: c Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Some researchers classify marijuana as a psychedelic, but others feel that its chemical makeup and its psychological effects place it outside the major classifications.
106.
When marijuana is abused, the resulting effects are most likely to include __________. a. lung damage and impaired memory b. impaired motor and sensory function, as well as impaired permanent storage of new information, withdrawal symptoms, and possibly death c. loss of appetite, nausea, constipation, withdrawal symptoms, and possibly death d. psychosis, paranoia, and panic reactions Answer: a Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Smoking marijuana can increase the risk of lung damage. In moderate doses, it can also interfere with the transfer of information to long-term memory.
107.
Which statement is true of marijuana?
a. Marijuana increases the frequency of seizures in patients who have been diagnosed with epilepsy. b. Marijuana reduces the nausea and vomiting that accompany chemotherapy for the treatment of cancer. c. Marijuana use in small doses can cause hallucinations. d. Researchers agree that marijuana is a mild psychedelic. Answer: b Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Marijuana reduces the nausea and vomiting that often accompany chemotherapy treatment for cancer.
108.
Most psychoactive drugs produce their effects primarily by acting on __________. a. hormones b. the medulla c. neurotransmitters d. the autonomic nervous system Answer: c Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.B Explain how drugs can affect neurotransmitters in the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Most psychoactive drugs have their effect on neurotransmitters at the synapse.
109.
How do psychoactive drugs primarily work? a. They alter the body‘s basal metabolism rate. b. They act on brain neurotransmitters. c. They break down the blood-brain barrier. d. They modulate endocrine function. Answer: b
Topic: Consciousness-Altering Drugs Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.5.B Explain how drugs can affect neurotransmitters in the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Psychoactive drugs have their effects by acting on the neurotransmitter at the synapse.
110. __________ refers to the increased resistance to a drug‘s effects accompanying continued use. a. Tolerance b. Withdrawal c. Intoxication d. Reuptake Answer: a Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.B Explain how drugs can affect neurotransmitters in the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a definition of tolerance.
111. Physical and psychological symptoms that occur when someone addicted to a drug stops taking it are collectively known as __________. a. tolerance
b. reuptake c. intoxication d. withdrawal Answer: d Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.B Explain how drugs can affect neurotransmitters in the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a definition of withdrawal.
112.
―Mental set‖ refers to __________. a. the context in which a person takes a drug b. the personality traits of the person taking a drug c. a person‘s expectations about a drug‘s effects d. the genetic characteristics of a person taking a drug Answer: c Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.5.C Summarize the psychological variables that can moderate the physiological effects of drugs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: ―Mental set‖ refers to a person‘s expectations about the drug‘s effects and the reasons for taking it.
113.
Which scenario best describes the ―think–drink‖ effect? a. People who drink the most are the ones who planned in advance to drink a lot. b. People who decide to be sober remain sober. c. People act drunk if they believe their drink contains alcohol, whether it actually does or not. d. Beverage marketers take advantage of consumers who have lower intelligence. Answer: c Topic: Consciousness-Altering Drugs Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.5.C Summarize the psychological variables that can moderate the physiological effects of drugs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: If a person believes they are drinking alcohol, they may experience some of the effects of alcohol even if their drink is actually nonalcoholic. This is referred to as the ―think–drink‖ effect.
True-False Questions
1.
Consciousness is defined as an awareness of oneself and the environment. Answer: True Topic: Introduction Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: None APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
2.
A biological rhythm is a periodic, more or less regular fluctuation in a biological system. Answer: True Topic: Biological Rhythms: The Tides of Experience Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
3.
A circadian rhythm is a biological fluctuation that occurs more than once a day. Answer: False Topic: Biological Rhythms: The Tides of Experience Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
4.
Circadian rhythms exist in plants. Answer: True Topic: Biological Rhythms: The Tides of Experience Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
5. Human circadian rhythms are controlled by a biological clock, located in a cluster of cells in the hypothalamus. Answer: True Topic: Biological Rhythms: The Tides of Experience Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
6. The suprachiasmatic nucleus is a teardrop-shaped cluster of cells located in the spinal cord. Answer: False Topic: Biological Rhythms: The Tides of Experience Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
7. Melatonin, a hormone involved in the regulation of circadian rhythms, is secreted by the pineal gland. Answer: True Topic: Biological Rhythms: The Tides of Experience Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
8.
When people fly across several time zones, sleep and wake patterns usually take up to a week to return to normal. Answer: False Topic: Biological Rhythms: The Tides of Experience Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
9.
Seasonal affective disorder, SAD, is a condition in which a person experiences symptoms of depression during the winter and an improvement of mood in the spring.
Answer: True Topic: Biological Rhythms: The Tides of Experience Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 6.1.B Explain and summarize the evidence that mood varies with seasons and the menstrual cycle. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
10.
Internal desynchronization is a disorder in which a person experiences depression during the winter. Answer: False Topic: Biological Rhythms: The Tides of Experience Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.1.B Explain and summarize the evidence that mood varies with seasons and the menstrual cycle. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
11.
Research on premenstrual dysphoric disorder (PMDD) indicates that 2 to 6 percent of people who menstruate experience anxiety and levels of depressed mood predictably over their cycles. Answer: True Topic: Biological Rhythms: The Tides of Experience Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.1.B Explain and summarize the evidence that mood varies with seasons and the menstrual cycle.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
12.
Research on premenstrual dysphoric disorder (PMDD) reveals that fatigue and headache are the primary symptoms of the disorder. Answer: False Topic: Biological Rhythms: The Tides of Experience Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.1.B Explain and summarize the evidence that mood varies with seasons and the menstrual cycle. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
13.
Researchers have found that only the higher mammals, such as humans, great apes, and bottlenose dolphins experience REM sleep. Answer: False Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.2.A Describe and explain the primary features of the stages of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
14.
Most mammals experience REM sleep. Answer: True Topic: The Rhythms of Sleep Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 6.2.A Describe and explain the primary features of the stages of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
15.
One of the proposed functions of sleep is to allow time for the body to repair cells. Answer: True Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
16.
Chronic sleep deprivation increases levels of the stress hormone cortisol. Answer: True Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
17.
The loss of a single night‘s sleep does not affect mental flexibility or creativity. Answer: False Topic: The Rhythms of Sleep
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
18.
Sleep apnea is seen most often among older women. Answer: False Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
19.
Sleep apnea has been associated with a shortened life expectancy. Answer: True Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
20.
Narcolepsy often develops during infancy. Answer: False
Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
21.
Narcolepsy is a sleep disorder involving sudden and unpredictable attacks of REM paralysis. Answer: True Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
22.
Sleep apnea is a sleep disorder involving sudden and unpredictable daytime attacks of sleepiness or lapses into REM paralysis. Answer: False Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
23.
Insomnia is a disorder in which breathing briefly stops during sleep, causing the person to choke and gasp and momentarily awaken. Answer: False Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
24.
Consolidation is a process by which the synaptic changes associated with a recently stored memory become durable and stable. Answer: True Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
25.
Many kinds of memory are improved with sleep. Answer: True Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
26.
Sigmund Freud argued that one‘s dreams are a reflection of unconscious thoughts. Answer: True Topic: Exploring the Dream World Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
27.
Sigmund Freud believed that not every aspect of a dream is symbolic. Answer: True Topic: Exploring the Dream World Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
28.
The psychoanalytic theory of dreaming holds that the purpose of dreaming is to express unconscious wishes and conflicts. Answer: True Topic: Exploring the Dream World Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.3.A Discuss explanations for why we dream.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
29.
The problem-focused theory of dreaming proposes that dreams reflect the ongoing conscious preoccupations of waking life, such as concerns over relationships, work, sex, or health. Answer: True Topic: Exploring the Dream World Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
30.
Children living in neighborhoods characterized by violence report more themes of persecution in their dreams than do children living in peaceful environments. Answer: True Topic: Exploring the Dream World Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
31.
The activation–synthesis theory of dreaming argues that there is no purpose to dreaming; dreams occur because of random brainstem signals. Answer: True Topic: Exploring the Dream World Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
32.
The leading theoretical contender for explaining why we dream is the activation–synthesis theory. Answer: False Topic: Exploring the Dream World Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.3.B Summarize the strengths and weaknesses of each major dream theory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
33.
Hypnosis is a procedure in which a practitioner suggests changes in the sensations, perceptions, thoughts, feelings, or behaviors of the subject. Answer: True Topic: The Riddle of Hypnosis Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.4.A Summarize the truths and misconceptions associated with hypnosis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
34.
Hypnosis increases the overall accuracy of memory. Answer: False
Topic: The Riddle of Hypnosis Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.4.A Summarize the truths and misconceptions associated with hypnosis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
35.
When hypnotized individuals are regressed to earlier ages, their brain waves reflect the age that they are re-experiencing. Answer: False Topic: The Riddle of Hypnosis Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.4.A Summarize the truths and misconceptions associated with hypnosis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
36. Hypnotized college students who reported being able to regress into previous lives were unable to describe the money used in their ―past life‖ community. Answer: True Topic: The Riddle of Hypnosis Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 6.4.B Compare dissociation, sociocognitive, and biological perspectives on hypnosis, noting how each accounts for aspects of hypnotized behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
37.
Nicotine is a stimulant. Answer: True Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
38.
Alcohol, tranquilizers, and barbiturates are depressants. Answer: True Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology 39.
Mescaline and LSD are examples of stimulants. Answer: False Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology 40.
Cocaine is a psychedelic drug. Answer: False Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
41.
Cocaine is a natural drug, derived from the leaves of the coca plant. Answer: True Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
42.
Heavy use of marijuana poses physical dangers, including lung damage. Answer: True Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
43.
Emotional reactions to psychedelic drugs tend to be the same for everyone. Answer: False Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
44.
Depressants slow the activity of the central nervous system. Answer: True Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
45.
Excessive consumption of alcohol can result in insomnia, muscle tension, and heartbeat irregularities. Answer: False Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
46.
Caffeine is in the same drug category as cocaine. Answer: True Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
47.
Heroin is classified as a depressant. Answer: False Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
48.
Psychoactive drugs produce their effects primarily by acting on neurotransmitters. Answer: True Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.B Explain how drugs can affect neurotransmitters in the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
49.
There is little evidence that light or moderate use of recreational drugs can damage the brain enough to affect cognitive functioning. Answer: True Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Moderate
Learning Objective: 6.5.B Explain how drugs can affect neurotransmitters in the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
50.
The context in which someone takes a drug can moderate the effect of the drug.
Answer: True Topic: Consciousness-Altering Drugs Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.5.C Summarize the psychological variables that can moderate the physiological effects of drugs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
Short-Answer Questions
1. Which biological rhythms are controlled by the suprachiasmatic nucleus (SCN) in humans? Where is the SCN located? Answer: A good answer will include the following key points.
The suprachiasmatic nucleus (SCN) is located in the hypothalamus. It controls circadian rhythms such as sleep–wake cycles and body temperature cycles.
Topic: Biological Rhythms: The Tides of Experience Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
2.
How common is premenstrual dysphoric disorder (PMDD)? What are the primary symptoms associated with this disorder? Answer: A good answer will include the following key points.
The symptoms of PMDD occur in about 2 to 6 percent of people who menstruate. The primary symptoms of PMDD are depressed mood and anxiety, and they occur just prior to the onset of the menstrual cycle.
Topic: Biological Rhythms: The Tides of Experience Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.1.B Explain and summarize the evidence that mood varies with seasons and the menstrual cycle. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
3.
Describe the changes the human body undergoes as it shifts from deep sleep to REM sleep.
Answer: A good answer will include the following key points.
The brain emits long bursts of rapid, irregular waves. Heart rate increases, blood pressure rises, and breathing becomes faster and more irregular. Small twitches occur in the face and fingers along with rapid eye movements. Erection of the penis and vaginal lubrication may occur. The major muscles of the body go limp.
Topic: The Rhythms of Sleep Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.2.A Describe and explain the primary features of the stages of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
4.
Explain why REM sleep is sometimes called ―paradoxical sleep.‖ Answer: A good answer will include the following key points.
During periods of REM sleep, the body is inactive while the brain is extremely active. It seems paradoxical that one bodily system would be on ―hyperdrive‖ while another is in full shut-down mode.
Topic: The Rhythms of Sleep Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.2.A Describe and explain the primary features of the stages of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
5.
What are some of the primary effects of sleep deprivation? Answer: A good answer will include the following key points.
After the loss of even a single night‘s sleep, mental flexibility, attention, and creativity all suffer.
In chronic sleep deprivation, high levels of cortisol may damage or impair brain cells necessary for learning and memory. After several days straight of staying awake, people may experience hallucinations and delusions. Traffic and work accidents are more likely when people are sleepy. Hormones necessary for normal muscle development and proper immune-system functioning decline.
Topic: The Rhythms of Sleep Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
6.
Define and describe sleep apnea. Answer: A good answer will include the following key points.
Sleep apnea is a disorder in which breathing periodically stops for a few moments during sleep. The person then briefly awakens, without awareness, and chokes and gasps before falling asleep again. This can occur hundreds of times a night. This will result in daytime sleepiness. Over time, high blood pressure and irregular heartbeat can develop; it may gradually erode a person‘s health, and is associated with a shortened life expectancy.
Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
7.
Describe what occurs during REM behavior disorder.
Answer: A good answer will include the following key points.
REM behavior disorder is a type of sleep disorder. The muscle paralysis that typically accompanies REM sleep does not occur, and the sleeper becomes physically active, often acting out their dream. This disorder is most common among older males.
Topic: The Rhythms of Sleep Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
8. What is the purpose of dreaming, according to the problem-focused approach to dreaming? Answer: A good answer will include the following key points.
The problem-focused approach proposes that dreams reflect the ongoing conscious preoccupations and concerns of waking life. The symbols and metaphors in a dream express its true meaning. Some supporters of this approach also believe that dreams provide us with an opportunity to resolve our waking concerns.
Topic: Exploring the Dream World Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
9.
What is the purpose of dreaming, according to the cognitive approach to dreaming? Answer: A good answer will include the following key points.
According to the cognitive approach, dreaming is simply a modification of the cognitive activity that goes on when we are awake. Dreams seem more unfocused and diffuse because we lack sensory input and feedback from our bodies while dreaming. The brain is doing the same kind of work during dreams as it does when we are awake.
Topic: Exploring the Dream World Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
10. What is the purpose of dreaming, according to the activation–synthesis theory of dreaming? Answer: A good answer will include the following key points.
The activation–synthesis theory of dreaming argues that the cerebral cortex tries to interpret spontaneous, random activity generated by the brainstem during dreams. This spontaneous activity originates in the pons. According to this view, the signals originating in the pons have no psychological meaning in themselves, but the cortex tries to make sense of them by synthesizing, or integrating, them with existing knowledge and memories to produce some sort of coherent interpretation.
Topic: Exploring the Dream World Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.3.A Discuss explanations for why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
11.
What is one of the weaknesses of the problem-focused theory of dreaming? Answer: A good answer will include the following key points.
Skeptics doubt that people can actually solve problems or resolve conflicts while asleep. Dreams may express problems, but the solutions probably occur after a person awakens.
Topic: Exploring the Dream World Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 6.3.B Summarize the strengths and weaknesses of each major dream theory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
12.
What is one of the weaknesses of the activation–synthesis theory of dreaming? Answer: A good answer will include the following key points.
Not all dreams are as disjointed or as bizarre as the theory predicts. This theory cannot account for dreams that occur outside of REM sleep.
Topic: Exploring the Dream World Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 6.3.B Summarize the strengths and weaknesses of each major dream theory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
13.
Explain why hypnotic responsiveness depends more on the efforts and qualities of the person being hypnotized than on the skill of the hypnotist. Answer: A good answer will include the following key points.
Some people are more responsive to hypnosis than others. The reason for this is poorly understood. Susceptibility seems to be unrelated to personality traits such as gullibility or submissiveness, as might be expected.
Topic: The Riddle of Hypnosis
Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 6.4.A Summarize the truths and misconceptions associated with hypnosis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
14.
Does hypnosis increase the accuracy of memory? Explain your answer. Answer: A good answer will include the following key points.
Hypnosis does not increase the accuracy of memory. Sometimes hypnosis can be used successfully to jog the memories of crime victims, but such memories are not always accurate. Though hypnosis sometimes boosts the amount of information recalled, it also increases errors.
Topic: The Riddle of Hypnosis Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.4.A Summarize the truths and misconceptions associated with hypnosis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
15.
Does hypnosis produce a literal reexperiencing of long-ago events? Explain your answer. Answer: A good answer will include the following key points.
Hypnosis does not produce a literal reexperiencing of long-ago events. When people are regressed to an earlier age, they act as if they are playing the role of a young child. People under these conditions also often cannot describe common customs, currencies, or communities that would be consistent with that time period.
Topic: The Riddle of Hypnosis
Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.4.A Summarize the truths and misconceptions associated with hypnosis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
16. Hypnosis can be useful in the treatment of psychological and medical problems. List three of these uses. Answer: A good answer will include three of the following key points.
Hypnotic suggestions have been used to reduce stress, anxiety, obesity, asthma, irritable bowel syndrome, and chemotherapy-induced nausea. Its greatest success is in pain management; some people experience dramatic relief of pain resulting from conditions as diverse as burns, cancer, and childbirth, and others have learned to cope better emotionally with chronic pain.
Topic: The Riddle of Hypnosis Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.4.A Summarize the truths and misconceptions associated with hypnosis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
17.
Explain the core arguments of the dissociation account of hypnosis. Answer: A good answer will include the following key points.
Dissociation theories argue that a ―split‖ occurs in consciousness during hypnosis. One part of the mind, called the hidden observer, watches the proceedings but does not participate.
Topic: The Riddle of Hypnosis Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 6.4.B Compare dissociation, sociocognitive, and biological perspectives on hypnosis, noting how each accounts for aspects of hypnotized behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
18.
Explain the core arguments of the sociocognitive account of hypnosis. Answer: A good answer will include the following key points.
Sociocognitive theorists argue that hypnosis results from the interaction between the social influence of the hypnotist and the expectations of the person being hypnotized. The state of hypnosis is not ―faking‖ or playacting, although the hypnotized person is playing a role within that particular sociocognitive context.
Topic: The Riddle of Hypnosis Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.4.B Compare dissociation, sociocognitive, and biological perspectives on hypnosis, noting how each accounts for aspects of hypnotized behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
19.
Explain the core arguments of the biological account of hypnosis. Answer: A good answer will include the following key points.
The application of biological methods to investigating hypnosis, such as the use of neuroimaging techniques, reveals that hypnosis may involve changes in the control of attention. Performance on a Stroop test, for example, would be consistent with this view.
Topic: The Riddle of Hypnosis Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.4.B Compare dissociation, sociocognitive, and biological perspectives on hypnosis, noting how each accounts for aspects of hypnotized behavior.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
20.
Describe the typical effects of amphetamines. Answer: A good answer will include the following key points.
Wakefulness Alertness Raised metabolism Elevated mood Suppressed appetite
Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
21.
Describe the typical effects of cocaine. Answer: A good answer will include the following key points.
Euphoria Excitation Feelings of energy Suppressed appetite
Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
22.
Describe the typical effects of nicotine. Answer: A good answer will include the following key points.
Varies from alertness to calmness depending on mental set, setting, and prior arousal Decreases appetite for carbohydrates
Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
23.
Describe the typical effects of caffeine. Answer: A good answer will include the following key points.
Wakefulness Alertness Shortened reaction time
Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
24.
Describe the typical effects of consuming alcohol. Answer: A good answer will include the following key points.
Depends on setting, mental set, and amount consumed Low doses: tends to act like a stimulant because it reduces inhibitions and anxiety High doses: slowed reaction time, tension, depression, reduced ability to store new memories or to retrieve old ones, poor coordination
Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
25.
Describe the typical effects of tranquilizers. Answer: A good answer will include the following key points.
Reduced anxiety and tension Sedation
Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
26.
Describe the typical effects of opiates. Answer: A good answer will include the following key points.
Euphoria Relief of pain
Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
27.
Describe the typical effects of psychedelics. Answer: A good answer will include the following key points.
Depending on the drug consumed, the effects are: o Exhilaration o Visions and hallucinations o Insightful experiences
Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
28.
Describe the typical effects of marijuana. Answer: A good answer will include the following key points.
Relaxation Euphoria Increased appetite Dizziness Reduced ability to store new memories Other effects depending on mental set and setting
Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
29.
Distinguish tolerance and withdrawal in the context of drug use. Answer: A good answer will include the following key points.
Tolerance refers to a reduced response to a drug. Over time, more and more of the drug is necessary to produce the same effects. Withdrawal occurs when someone addicted to a drug stops taking it. The symptoms depend on the type of drug involved, but they are usually rather uncomfortable and unpleasant.
Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.5.B Explain how drugs can affect neurotransmitters in the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
30.
Describe the ―think–drink‖ effect. Answer: A good answer will include the following key points.
Under experimental conditions, research participants are given either alcohol or a placebo, and are told that they are receiving either alcohol or a placebo. As would be expected, those participants who received a placebo and expected to receive a placebo behaved accordingly….that is, pretty much as they normally would. Participants who expected and received alcohol experienced the effects of alcohol; typically they become talkative, perhaps flirtatious, maybe belligerent. But those participants who thought they were receiving alcohol, when in reality they received only a placebo, behaved in a manner consistent with the receipt of actual alcohol. The ―think–drink‖ effect highlights the important role of expectations in the ingestion of a substance.
Topic: Consciousness-Altering Drugs Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 6.5.C Summarize the psychological variables that can moderate the physiological effects of drugs.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Essay Questions
1.
The rhythms governed by the suprachiasmatic nucleus (SCN) typically are synchronized. But when people travel by air across several time zones, they tend to feel ―out of sync.‖ Explain what psychologists have discovered about being ―out of sync.‖ Answer: A good answer will include the following key points.
Under normal conditions, the rhythms governed by the SCN are synchronized. That is, they occur in phase with one another. When a person‘s normal routine changes, such as when completing shift work or when flying across several time zones, circadian rhythms may be thrown out of phase with one another. This is referred to as internal desynchronization. Sleep and wake patterns adjust quickly to the new schedule, but temperature and hormone cycles can take several days to return to normal. During this time, energy levels, mental skills, and motor coordination are decreased.
Topic: Biological Rhythms: The Tides of Experience Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
2.
Summarize research findings on the impact of menstrual cycles on mood. Answer: A good answer will include the following key points.
Approximately 2 to 6 percent of people who menstruate experience levels of depressed mood and anxiety just before menstruation that impairs daily function. This is known as premenstrual dysphoric disorder (PMDD), a condition recognized by the Diagnostic and Statistical Manual of Mental Disorders (DSM-TR). PMDD improves after menstruation ends, and symptoms generally cease after menopause. Milder premenstrual symptoms occur in a greater proportion of people who menstruate. Many laypeople (and some scientists) expect that this is a routine experience. However, research shows that a person‘s expectations of mood changes with menstruation may impact self-reported data.
As such, reports of the severity of such symptoms, or even recollections of their occurrence at all, may be suspect.
Topic: Biological Rhythms: The Tides of Experience Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 6.1.B Explain and summarize the evidence that mood varies with seasons and the menstrual cycle. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.5
3. Explain how scientists can use brain wave patterns to determine the various stages of sleep. Answer: A good answer will include the following key points.
Scientists studying sleep are faced with a fundamental dilemma: how to do so objectively and accurately. Relying on observations (―Well, she looks like she‘s asleep to me…‖) is neither objective nor accurate. Waking the sleeper up to determine what the quality of sleep was like defeats the purpose. Happily, there are patterns of brain wave activity that accompany various states of consciousness, and by identifying these, researchers can gain an accurate understanding of the progression of sleep across the sleep cycle. During Stage 1, sleep brain waves are small and irregular. As the sleeper enters Stage 2, short bursts of rapid, high-peaking waves (called sleep spindles) can be measured. During Stages 3/4, delta waves are present, which are very slow waves with very high peaks. REM sleep can usually be determined because of its namesake—rapid eye movement—but it is also characterized by patterns of brain electrical activity that resemble alert wakefulness.
Topic: The Realms of Sleep Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 6.2.A Describe and explain the primary features of the stages of sleep.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.5
4. Discuss any two of the following sleep disorders, identifying their main features: narcolepsy, sleep apnea, REM behavior disorder, sleepiness. Answer: A good answer will include any two of the following key points.
Narcolepsy is a disorder involving sudden and unpredictable daytime attacks of sleepiness or lapses into REM sleep. Some people with narcolepsy experience an unusual symptom called cataplexy, which brings on the paralysis of REM sleep although they are still awake; as a result, they may suddenly drop to the floor. Sleep apnea is a disorder in which breathing periodically stops for a few moments, causing the person to choke and gasp. Sleep apnea is seen most often in older men and heavier people. In REM behavior disorder, the muscle paralysis associated with REM sleep does not occur, and the sleeper (usually an older male) becomes physically active, often acting out a dream without any awareness of what they are doing. The most common sleep disorder—although it‘s not technically a ―disorder‖ so much as it is a problematic behavior—is plain old sleepiness: people often don‘t get enough sleep each night to gain the mental and physical benefits they need.
Topic: The Rhythms of Sleep Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
5. Discuss the limitations of each of the current leading theories of dreaming. Why do you suppose this exceedingly common human experience has remained so resistant to explanation? Answer: A good answer will include the following key points.
In the problem-focused approach to dreaming, the symbols and metaphors in a dream do not disguise its true meaning; they convey it. Dreams reflect the ongoing conscious preoccupations of waking life, such as concerns over relationships, work, sex, or health.
Skeptics doubt that people can actually solve problems or resolve conflicts while sound asleep, arguing instead that dreams merely give expression to our problems. The insights into those problems that people attribute to dreaming could be occurring after they wake up and have a chance to think about what is troubling them. The cognitive approach to dreaming emphasizes current concerns, but it makes no claims about problem-solving during sleep. In this view, dreaming is simply a modification of the cognitive activity that goes on when we are awake. The cognitive approach to dreaming is promising, but some of its claims remain to be tested against neurological and cognitive evidence. In the activation–synthesis account, dreams are largely the result of neurons firing spontaneously in the pons (in the lower part of the brain) during REM sleep. These neurons control eye movement, gaze, balance, and posture, and they send messages to sensory and motor areas of the cortex responsible during wakefulness for visual processing and voluntary action. The cortex tries to make sense of them by synthesizing, or integrating, them with existing knowledge and memories to produce some sort of coherent interpretation, just as it does when signals come from sense organs during ordinary wakefulness. The activation–synthesis theory has been criticized on the grounds that not all dreams are as disjointed or as bizarre as the theory predicts; in fact, many tell a coherent, if fanciful, story. Moreover, the activation–synthesis approach does not account well for dreaming that goes on outside of REM sleep. Everyone dreams; it is a human experience that transcends culture, age, gender identity, socioeconomic status, and every other social division that anyone can think of. It also transcends species; most mammals experience REM sleep (although it‘s not clear that the REM stage is also accompanied by dreaming in other species). So why is this phenomenon so difficult to understand? At the most basic level, a person dreaming is a person asleep. In order to get a firstperson account of the dream experience, the sleeper would need to be awakened, in which case the sleeper is no longer sleeping, so the sleeper is no longer dreaming! Researchers have tried this approach with varying degrees of success (―What were you dreaming about just now?!‖), but really all it can provide is the content of the dream, rather than the mechanisms causing dreaming or an explanation of why it occurs.
Topic: Exploring the Dream World Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 6.3.B Summarize the strengths and weaknesses of each major dream theory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
6.
Compare and contrast the dissociation and sociocognitive explanations of hypnosis. Answer: A good answer will include the following key points.
The dissociation theory, originally proposed by Ernest ―Jack‖ Hilgard, argues that hypnosis produces dissociation, a split in consciousness in which one part of the mind operates independently of the rest of consciousness. Part of the mind may be hypnotized, but the rest remains unaffected as a ―hidden observer.‖ Another dissociation theory holds that dissociation occurs between an ―executive‖ system in the brain and a system involved in processing incoming information about the world. The sociocognitive approach holds that the effects of hypnosis result from an interaction between the social influence of the hypnotist and the abilities, beliefs, and expectations of the hypnotized person. The hypnotized person is playing a role, although not consciously.
Topic: The Riddle of Hypnosis Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 6.4.B Compare dissociation, sociocognitive, and biological perspectives on hypnosis, noting how each accounts for aspects of hypnotized behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
7. Distinguish between the four major categories of psychoactive drugs and give an example of each category. Answer: A good answer will include the following key points.
Most psychoactive drugs can be classified as stimulants, depressants, opiates, or psychedelics. Stimulants such as amphetamines, cocaine, nicotine, and caffeine speed up activity in the central nervous system. Depressants such as alcohol, tranquilizers, and barbiturates slow down activity in the central nervous system. Opiates such as opium, heroin, morphine, and methadone cause relief from pain and euphoria. Psychedelics such as LSD, mescaline, and psilocybin disrupt normal thought processes and sometimes produce hallucinations.
Topic: Consciousness-Altering Drugs
Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
8.
Psychoactive drugs produce their effects primarily by acting on brain neurotransmitters. Explain this process, using cocaine‘s effect on the brain as an example. Answer: A good answer will include the following key points.
Psychoactive drugs produce their effects primarily by acting on brain neurotransmitters. A drug may increase or decrease the release of neurotransmitters at the synapse. A drug may prevent the reuptake/reabsorption of excess neurotransmitter molecules by the cells that released them. A drug may interact with a receptor that would ordinarily be triggered by a neurotransmitter. For example, cocaine increases the amount of norepinephrine and dopamine in the brain by blocking their reabsorption. Cocaine also seems to increase the transmission of serotonin.
Topic: Consciousness-Altering Drugs Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 6.5.B Explain how drugs can affect neurotransmitters in the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
9.
Reggie often has a single beer each night with his dinner; he enjoys the taste, it pairs well with his meal, and when he‘s finished, he feels calm and contented. When out with friends, however, Reggie will often consume three beers with no noticeable effect, other than making him feel talkative, energized, and ready for fun. Explain the main psychological dimension at work that predicts these two different outcomes from the same basic experience (i.e., consuming alcohol). Answer: A good answer will include the following key points.
People often assume that the effects of a drug are automatic, the inevitable result of the drug‘s chemistry. But reactions to a psychoactive drug involve more than the drug‘s chemical properties. They also depend on a person‘s experience with the drug, individual characteristics, environmental setting, and mental set. In the present example, the environmental setting is influencing Reggie‘s response to the consumption of alcohol. Reggie might have one glass of beer at home alone and feel calm and contented, but have three glasses of beer at a bar and feel full of energy.
Topic: Consciousness-Altering Drugs Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 6.5.C Summarize the psychological variables that can moderate the physiological effects of drugs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Integrative Essay Questions: Linking the Chapters
1.
What do psychologists know about the accuracy of memory under hypnosis? Design your own experiment to investigate this topic. How accurate are memories related to the kind of traumatic amnesia discussed in Chapter 8 (Memory)? Answer: A good answer will include the following key points.
Research shows that hypnosis may increase the amount of material remembered, but it also increases the inaccuracy of the memory and may even produce false memories. To test this, an experiment could be devised. All research participants would view a film of a crime in progress. After an interval of time (such as a week), the control group would be quizzed on their memory of the film. The experimental group would be tested after the same time interval, but while hypnotized. The amount of information remembered and the number of errors could then be compared for the two groups. Traumatic amnesia allegedly involves the burying of specific traumatic events for a long period of time, often for many years. When the memory returns, it is supposedly immune to the usual processes of distortion and confabulation, and is recalled with perfect accuracy. Because traumatic amnesia lacks good empirical support, psychological scientists are skeptical about its validity and about the accuracy of ―recovered memories.‖
Topic: 6.4 The Riddle of Hypnosis, 8.5 Why We Forget Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 6.4.A Summarize the truths and misconceptions associated with hypnosis. 8.5.A Summarize the processes of decay, replacement, interference, and cuedependent forgetting. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
2.
Evaluate factors that influence the psychology of drug effects. Discuss the biological model of drug addiction covered in Chapter 15 (Psychological Disorders). Answer: A good answer will include the following key points.
Reactions to a particular drug vary not only with the drug‘s chemical properties, but also with psychological factors. Individual factors such as body weight, metabolism, initial state of emotional arousal, personality characteristics, and physical tolerance affect response to a drug. Experience with a drug may change its effects. The environmental setting may influence the way a person responds to a drug. Mental set, or expectations, about the drug‘s effects and a person‘s reasons for taking it affect response to a drug. Mental set and expectations are particularly strong psychological factors that influence drug effects. The biological model, also called the disease model, holds that addiction, whether to alcohol or any other drug, is due primarily to a person‘s neurology and genetic predisposition. Many people become addicted not because their brains have led them to abuse drugs, but because the abuse of drugs has changed their brains. Over time, the repeated jolts of pleasure-producing dopamine modify brain structures in ways that maximize the appeal of the drug (or of other addictive experiences such as gambling), minimize the appeal of other rewards, and disrupt cognitive functions such as working memory, self-control, and decision making, which is why addictive behavior comes to feel automatic. Heavy use of cocaine, alcohol, and other drugs reduces the number of receptors for dopamine and creates the feeling of having a compulsion to keep using the drug. Thus, drug abuse, which begins as a voluntary action, can turn into drug addiction, a compulsive behavior that addicts find exceedingly difficult to control.
Topic: 6.5 Consciousness-Altering Drugs, 15.6 Addictive Disorders Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 6.5.C Summarize the psychological variables that can moderate the physiological effects of drugs. 15.6.A Discuss how the biological model of addiction would explain drug and alcohol use disorders. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Revel Quizzes
The following questions appear at the end of each module and at the end of the chapter in Revel for Psychology, 14e.
Multiple choice question
EOM Q6.1.1
Biological rhythms that occur roughly every 24 hours are called __________. Options a) circadian rhythms b) diurnal cycles Consider This: There are many biological rhythms that influence humans; some are rapid, whereas others take more time. Think of the term used to describe rhythms that cycle across approximately 24 hours. 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. c) nocturnal transmissions Consider This: There are many biological rhythms that influence humans; some are rapid, whereas others take more time. Think of the term used to describe rhythms that cycle across approximately 24 hours. 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. d) synchronous cycles Consider This: There are many biological rhythms that influence humans; some are rapid, whereas others take more time. Think of the term used to describe rhythms that cycle across approximately 24 hours. 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. ANS: a Mod No=6.1 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q6.1.2
The functioning of the biological clock governing circadian rhythms is affected by the hormone __________. Options a) melatonin b) estrogen Consider This: The SCN is a tiny cluster of cells in the hypothalamus that responds to a particular hormone. 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. c) serotonin Consider This: The SCN is a tiny cluster of cells in the hypothalamus that responds to a particular hormone. 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. d) testosterone Consider This: The SCN is a tiny cluster of cells in the hypothalamus that responds to a particular hormone. 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. ANS: a Mod No=6.1 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q6.1.3
Jet lag occurs because of __________. Options a) internal desynchronization b) chronotypic variability Consider This: Jet lag is an example of the uncomfortable feeling we get when passing through multiple time zones; it is similar to working varying shifts on a rotating basis. What causes this discomfort? 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. c) suprachiasmatic degeneration Consider This: Jet lag is an example of the uncomfortable feeling we get when passing through multiple time zones; it is similar to working varying shifts on a rotating basis. What causes this discomfort? 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. d) incremental subduction Consider This: Jet lag is an example of the uncomfortable feeling we get when passing through multiple time zones; it is similar to working varying shifts on a rotating basis. What causes this discomfort? 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. ANS: a Mod No=6.1 Skill Level=Understand Difficulty Level=easy
Multiple choice question
EOM Q6.1.4
What do researchers know about seasonal affective disorder (SAD)? Options a) Although light therapy helps alleviate symptoms, the biological mechanisms that might cause SAD to occur are uncertain. b) SAD is a culturally generated myth because there is no reliable evidence that people affected by it respond well to light therapy. Consider This: Critical thinkers would examine the available evidence regarding the causes, treatment, and symptoms of SAD. 6.1.B Explain and summarize the evidence that mood varies with seasons and the menstrual cycle. c) The treatment of SAD is unique to the disorder, suggesting its symptoms and biological underpinnings are distinct from other forms of depression. Consider This: Critical thinkers would examine the available evidence regarding the causes, treatment, and symptoms of SAD. 6.1.B Explain and summarize the evidence that mood varies with seasons and the menstrual cycle. d) Light therapy effectively alleviates SAD symptoms because it causes the hypothalamus to produce decreased levels of progesterone. Consider This: Critical thinkers would examine the available evidence regarding the causes, treatment, and symptoms of SAD. 6.1.B Explain and summarize the evidence that mood varies with seasons and the menstrual cycle. ANS: a Mod No=6.1 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q6.1.5
Premenstrual dysphoric disorder (PMDD) is thought to affect approximately __________ of menstruating women over their cycles. Options a) <10% b) 50%–60% Consider This: Emotional symptoms are rarer than people might think. 6.1.B Explain and summarize the evidence that mood varies with seasons and the menstrual cycle. c) 30%–40% Consider This: Emotional symptoms are rarer than people might think. 6.1.B Explain and summarize the evidence that mood varies with seasons and the menstrual cycle. d) >60% Consider This: Emotional symptoms are rarer than people might think. 6.1.B Explain and summarize the evidence that mood varies with seasons and the menstrual cycle. ANS: a Mod No=6.1 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q6.2.1
Short bursts of rapid, high-peaking brain waves (called sleep spindles) are characteristic of __________ sleep. Options
a) Stage 2 b) Stage 1 Consider This: Brain-wave activity changes as people cycle through the stages of sleep. During which stage would sleep spindles be prominent? 6.2.A Describe and explain the primary features of the stages of sleep. c) Stage 3/4 Consider This: Brain-wave activity changes as people cycle through the stages of sleep. During which stage would sleep spindles be prominent? 6.2.A Describe and explain the primary features of the stages of sleep. d) REM Consider This: Brain-wave activity changes as people cycle through the stages of sleep. During which stage would sleep spindles be prominent? 6.2.A Describe and explain the primary features of the stages of sleep. ANS: a Mod No=6.2 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q6.2.2
During a night‘s sleep, when do REM periods tend to get longer and occur closer together? Options a) As the night progresses and the person spends a longer time asleep b) During the ―hypnogogic gap‖ that occurs between Stage 1 and Stage 2 sleep Consider This: REM periods tend to be relatively shorter right after a person first drifts off to sleep. 6.2.A Describe and explain the primary features of the stages of sleep.
c) During the middle of the sleep cycle, about midway between first falling asleep and waking Consider This: REM periods tend to be relatively shorter right after a person first drifts off to sleep. 6.2.A Describe and explain the primary features of the stages of sleep. d) At the start of the sleep cycle, when the person first drifts off to sleep Consider This: REM periods tend to be relatively shorter right after a person first drifts off to sleep. 6.2.A Describe and explain the primary features of the stages of sleep. ANS: a Mod No=6.2 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q6.2.3
Jessie is enjoying a good time with friends, telling stories and laughing heartily. Out of the blue, Jessie suddenly slumps on the couch, fast asleep in a REM state. Jessie‘s friends are not alarmed because they know that Jessie suffers from a sleep disorder. Which disorder is Jessie most likely to have? Options a) Narcolepsy b) Sleep apnea Consider This: Which sleep disorder causes people to fall asleep unexpectedly, especially during periods of emotional arousal? 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. c) REM behavior disorder
Consider This: Which sleep disorder causes people to fall asleep unexpectedly, especially during periods of emotional arousal? 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. d) Insomnia Consider This: Which sleep disorder causes people to fall asleep unexpectedly, especially during periods of emotional arousal? 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. ANS: a Mod No=6.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q6.2.4
The most common cause of daytime sleepiness is __________. Options a) not getting enough sleep b) narcolepsy Consider This: Although there are many unusual sleep disorders that might affect a person during the day, sometimes the simplest explanation is the best one. 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. c) REM disruption Consider This: Although there are many unusual sleep disorders that might affect a person during the day, sometimes the simplest explanation is the best one. 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep.
d) sleep apnea Consider This: Although there are many unusual sleep disorders that might affect a person during the day, sometimes the simplest explanation is the best one. 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. ANS: a Mod No=6.2 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q6.2.5
Researchers believe that an important function of sleep is that it contributes to the process by which memories become durable and stable in the brain‘s circuitry. What is the name researchers give to this process? Options a) Consolidation b) Lucid dreaming Consider This: There is a specific term used to describe the process of memories becoming more stable and entrenched in the brain. 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. c) Amelioration Consider This: There is a specific term used to describe the process of memories becoming more stable and entrenched in the brain. 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. d) Activation
Consider This: There is a specific term used to describe the process of memories becoming more stable and entrenched in the brain. 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. ANS: a Mod No=6.2 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q6.3.1
In his dreams, David is a child crawling through a dark tunnel looking for something he has lost. Hearing about this, a psychologist remarks, ―Clearly David has repressed an early sexual attraction to his mother, and the tunnel symbolizes her vagina.‖ Which theory of dreams does the psychologist likely subscribe to? Options a) Psychoanalytic theory b) Activation–synthesis theory Consider This: This perspective suggests that dreams reflect unconscious conflicts and wishes. 6.3.A Discuss explanations for why we dream. c) The problem-focused approach Consider This: This perspective suggests that dreams reflect unconscious conflicts and wishes. 6.3.A Discuss explanations for why we dream. d) The cognitive approach Consider This: This perspective suggests that dreams reflect unconscious conflicts and wishes. 6.3.A Discuss explanations for why we dream. ANS: a Mod No=6.3
Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q6.3.2
In his dreams, David is a child crawling through a dark tunnel looking for something he has lost. Hearing about this, a psychologist remarks, ―While David was sleeping, neurons in his pons that would ordinarily stimulate parts of the brain involved in leg-muscle movements were active.‖ Which theory of dreams does the psychologist likely subscribe to? Options a) Activation–synthesis theory b) Psychoanalytic theory Consider This: This perspective suggests that dreams result from efforts to make sense of spontaneous firing of neurons in the lower brain. 6.3.A Discuss explanations for why we dream. c) The problem-focused approach Consider This: This perspective suggests that dreams result from efforts to make sense of spontaneous firing of neurons in the lower brain. 6.3.A Discuss explanations for why we dream. d) The cognitive approach Consider This: This perspective suggests that dreams result from efforts to make sense of spontaneous firing of neurons in the lower brain. 6.3.A Discuss explanations for why we dream. ANS: a Mod No=6.3 Skill Level=Apply
Difficulty Level=difficult
Multiple choice question
EOM Q6.3.3
In his dreams, David is a child crawling through a dark tunnel looking for something he has lost. Hearing about this, a psychologist remarks, ―David has broken up with his lover and is working through the emotional loss.‖ Which theory of dreams does the psychologist likely subscribe to? Options a) The problem-focused approach b) Psychoanalytic theory Consider This: This perspective suggests that the symbols and metaphors in a dream do not disguise its true meaning; they convey it. 6.3.A Discuss explanations for why we dream. c) Activation–synthesis theory Consider This: This perspective suggests that the symbols and metaphors in a dream do not disguise its true meaning; they convey it. 6.3.A Discuss explanations for why we dream. d) The cognitive approach Consider This: This perspective suggests that the symbols and metaphors in a dream do not disguise its true meaning; they convey it. 6.3.A Discuss explanations for why we dream. ANS: a Mod No=6.3 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q6.3.4
Of the major scientific theories of dreaming, which one has a difficult time accounting for dreams that follow a logical, linear, coherent story line? Options a) Activation–synthesis theory b) Diathesis–stress theory Consider This: This perspective suggests that dreams result from efforts to make sense of spontaneous firing of neurons in the lower brain. 6.3.B Summarize the strengths and weaknesses of each major dream theory. c) The problem-focused approach Consider This: This perspective suggests that dreams result from efforts to make sense of spontaneous firing of neurons in the lower brain. 6.3.B Summarize the strengths and weaknesses of each major dream theory. d) The cognitive approach Consider This: This perspective suggests that dreams result from efforts to make sense of spontaneous firing of neurons in the lower brain. 6.3.B Summarize the strengths and weaknesses of each major dream theory. ANS: a Mod No=6.3 Skill Level=Analyze Difficulty Level=difficult
Multiple choice question
EOM Q6.3.5
Of the current explanations for dreaming, which theory shows the least promise? Options a) Psychoanalytic theory b) The cognitive approach Consider This: This perspective on dreaming is difficult to test empirically. 6.3.B Summarize the strengths and weaknesses of each major dream theory. c) The problem-focused approach Consider This: This perspective on dreaming is difficult to test empirically. 6.3.B Summarize the strengths and weaknesses of each major dream theory. d) Activation–synthesis theory Consider This: This perspective on dreaming is difficult to test empirically. 6.3.B Summarize the strengths and weaknesses of each major dream theory. ANS: a Mod No=6.3 Skill Level=Analyze Difficulty Level=difficult
Multiple choice question
Quiz: 6.4 The Riddle of Hypnosis > EOM Q6.4.1
In which of these domains has hypnosis shown the most effectiveness? Options
a) Managing pain b) Increasing memory accuracy Consider This: There are many claims regarding what hypnotism can and cannot accomplish. What evidence is there for these claims? 6.4.A Summarize the truths and misconceptions associated with hypnosis. c) Producing re-experiences of past lives Consider This: There are many claims regarding what hypnotism can and cannot accomplish. What evidence is there for these claims? 6.4.A Summarize the truths and misconceptions associated with hypnosis. d) Giving people uncanny strength Consider This: There are many claims regarding what hypnotism can and cannot accomplish. What evidence is there for these claims? 6.4.A Summarize the truths and misconceptions associated with hypnosis. ANS: a Mod No=6.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q6.4.2
Kristin was telling her friends Ana and Raana about the hypnotist show she attended the night before. ―It was really wild,‖ said Kristin. ―I volunteered to be hypnotized, and when I was up on stage, the hypnotist put me in a trance and commanded me to make out with random people and dance onstage. I‘ve never done that before! I would never do that in real life! That hypnotist really had some weird mojo power over me.‖ Ana whispered to Raana, ―I‘ll bet you she‘s made out with random people before, and she‘ll probably do it again within the next few months.‖ How can Ana be so bold in her pronouncements and predictions? Options
a) Ana knows that hypnotized people cannot be forced to do things against their will; despite her protestations, Kristin was probably acting within the bounds of her normal range of behaviors. b) Ana knows that hypnotic suggestions can have powerful, lasting effects; when the implanted trigger word is mentioned again in a few months, Kristin will revert to her unusual behavior. Consider This: What are some of the facts and fantasies surrounding hypnosis? 6.4.A Summarize the truths and misconceptions associated with hypnosis. c) Ana knows that there is no scientific evidence for the existence of hypnotism; therefore, Kristin is fabricating a story to account for her questionable behavior. Consider This: What are some of the facts and fantasies surrounding hypnosis? 6.4.A Summarize the truths and misconceptions associated with hypnosis. d) Ana knows that hypnotized people are usually induced to commit malicious acts (such as harming another person) rather than lighthearted ones (such as dancing onstage). Consider This: What are some of the facts and fantasies surrounding hypnosis? 6.4.A Summarize the truths and misconceptions associated with hypnosis. ANS: a Mod No=6.4 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q6.4.3
In the year 2040, Keith is talking to his friends Ahmed and Karl about his recent visit to a hypnotherapist. ―Man, it was wild,‖ said Keith. ―The hypnotist brought back a memory of a stage show I went to many years ago. There was a girl named Kristin who was dancing onstage and acting all wild, and then she jumped into the audience and started making out with me. I‘d forgotten all about that experience! I didn‘t even remember that I was there! My hypnotherapist really had some weird power to improve my memory for that long-ago event.‖ Ahmed whispered
to Karl, ―I‘ll bet you he was never at that show years ago; he probably just read about those events in some psychology textbook and thought he actually experienced them.‖ How can Ahmed be so bold in his pronouncements? Options a) Ahmed knows that hypnotism does not increase the accuracy of memory, and in fact can increase memory errors along with any actual information. b) Ahmed knows that hypnotism can only bring back vivid repressed memories from the past 5 years, but not from periods longer ago than that. Consider This: What are some of the facts and fantasies surrounding hypnosis? 6.4.A Summarize the truths and misconceptions associated with hypnosis. c) Ahmed knows that hypnotism can only bring back vivid repressed memories from at least 30 years ago, but not from periods more recent than that. Consider This: What are some of the facts and fantasies surrounding hypnosis? 6.4.A Summarize the truths and misconceptions associated with hypnosis. d) Ahmed knows that therapists take a solemn oath not to use their hypnotic powers to coax hidden memories from clients. Consider This: What are some of the facts and fantasies surrounding hypnosis? 6.4.A Summarize the truths and misconceptions associated with hypnosis. ANS: a Mod No=6.4 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q6.4.4
Which of the following is a dissociation theory of hypnosis?
Options a) The hidden observer explanation b) The sociocognitive explanation Consider This: Dissociation explanations involve a ―split‖ in consciousness, such that one part of consciousness responds to hypnotic suggestions while another part does not. 6.4.B Compare dissociation, sociocognitive, and biological perspectives on hypnosis, noting how each accounts for aspects of hypnotized behavior. c) The biological explanation Consider This: Dissociation explanations involve a ―split‖ in consciousness, such that one part of consciousness responds to hypnotic suggestions while another part does not. 6.4.B Compare dissociation, sociocognitive, and biological perspectives on hypnosis, noting how each accounts for aspects of hypnotized behavior. d) Psychoanalytic theory Consider This: Dissociation explanations involve a ―split‖ in consciousness, such that one part of consciousness responds to hypnotic suggestions while another part does not. 6.4.B Compare dissociation, sociocognitive, and biological perspectives on hypnosis, noting how each accounts for aspects of hypnotized behavior. ANS: a Mod No=6.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q6.4.5
Which theory of hypnosis highlights the interplay of the hypnotist‘s influence and the subject‘s expectations about being hypnotized? Options
a) The sociocognitive approach b) The hidden observer approach Consider This: This explanation of hypnosis combines two sources of information in the hypnotic experience. 6.4.B Compare dissociation, sociocognitive, and biological perspectives on hypnosis, noting how each accounts for aspects of hypnotized behavior. c) The dissociation approach Consider This: This explanation of hypnosis combines two sources of information in the hypnotic experience. 6.4.B Compare dissociation, sociocognitive, and biological perspectives on hypnosis, noting how each accounts for aspects of hypnotized behavior. d) The executive-control approach Consider This: This explanation of hypnosis combines two sources of information in the hypnotic experience. 6.4.B Compare dissociation, sociocognitive, and biological perspectives on hypnosis, noting how each accounts for aspects of hypnotized behavior. ANS: a Mod No=6.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q6.5.1
Which of these psychoactive drugs is classified as a stimulant? Options a) Nicotine b) Opium
Consider This: There are four main categories of psychoactive drugs; think about which specific drugs would fall under those categories. 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. c) Heroin Consider This: There are four main categories of psychoactive drugs; think about which specific drugs would fall under those categories. 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. d) Mescaline Consider This: There are four main categories of psychoactive drugs; think about which specific drugs would fall under those categories. 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. ANS: a Mod No=6.5 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q6.5.2
Barbiturates are a type of psychoactive drug that falls under the category of __________. Options a) depressants b) stimulants Consider This: Think about the defining features of each category of drugs; then think about the effects that barbiturates have on a person. 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. c) psychedelics
Consider This: Think about the defining features of each category of drugs; then think about the effects that barbiturates have on a person. 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. d) opiates Consider This: Think about the defining features of each category of drugs; then think about the effects that barbiturates have on a person. 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. ANS: a Mod No=6.5 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q6.5.3
Which of the following drugs is not a psychedelic? Options a) Codeine b) LSD Consider This: Psychedelic drugs share common properties; which of these drugs does not belong with the others? 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. c) Psilocybin Consider This: Psychedelic drugs share common properties; which of these drugs does not belong with the others? 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. d) Mescaline
Consider This: Psychedelic drugs share common properties; which of these drugs does not belong with the others? 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. ANS: a Mod No=6.5 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q6.5.4
Repeatedly using psychoactive drugs can lead a person to need more and more of the substance over time to produce the same effects. This phenomenon is known as __________. Options a) tolerance b) withdrawal Consider This: Over time a person might need four alcoholic drinks to produce the same effects that were previously produced by only two alcoholic drinks. What is the name for this occurrence? 6.5.B Explain how drugs can affect neurotransmitters in the brain. c) lenience Consider This: Over time a person might need four alcoholic drinks to produce the same effects that were previously produced by only two alcoholic drinks. What is the name for this occurrence? 6.5.B Explain how drugs can affect neurotransmitters in the brain. d) retraction Consider This: Over time a person might need four alcoholic drinks to produce the same effects that were previously produced by only two alcoholic drinks. What is the
name for this occurrence? 6.5.B Explain how drugs can affect neurotransmitters in the brain. ANS: a Mod No=6.5 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q6.5.5
Juan is given a shot glass full of straight tonic water, although he is told the glass contains vodka and tonic. He takes another shot just like the first, and then one more shot of straight tonic, still believing he is getting vodka mixed in. What is Juan‘s subsequent behavior likely to be? Options a) He will likely act in a manner consistent with someone who took three shots of vodka. b) He will likely act in a manner consistent with someone who took three shots of tonic water. Consider This: Our expectations for a drug‘s effects can exert a powerful influence on our behavior. 6.5.C Summarize the psychological variables that can moderate the physiological effects of drugs. c) He will likely act in a manner consistent with his predrinking behavior. Consider This: Our expectations for a drug‘s effects can exert a powerful influence on our behavior. 6.5.C Summarize the psychological variables that can moderate the physiological effects of drugs. d) He will likely act in a manner consistent with a nondrinker. Consider This: Our expectations for a drug‘s effects can exert a powerful influence on our behavior. 6.5.C Summarize the psychological variables that can moderate the physiological effects of drugs.
ANS: a Mod No=6.5 Skill Level=Apply Difficulty Level=difficult
Chapter 6 Quiz
Multiple choice question
EOC Q6.1
The body‘s biological clock is located in the __________. Options a) suprachiasmatic nucleus b) pineal gland Consider This: A small cluster of cells forms the biological clock that governs our bodies‘ circadian rhythms. 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. c) pituitary gland Consider This: A small cluster of cells forms the biological clock that governs our bodies‘ circadian rhythms. 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. d) thalamus Consider This: A small cluster of cells forms the biological clock that governs our bodies‘ circadian rhythms. 6.1.A Define circadian rhythms, and explain how the body‘s ―biological clock‖ works. ANS: a Mod No=6.1
Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q6.2
Hector seems to get depressed each winter, when the days get shorter and the nights get longer. When spring comes, he notices a substantial improvement in his mood. Although there are many possible explanations for Hector‘s behavior, he favors the diagnosis of __________ to account for his moods. Options a) seasonal affective disorder b) PTSD Consider This: Long-term biological rhythms can be associated with changes related to hormones and seasons. 6.1.B Explain and summarize the evidence that mood varies with seasons and the menstrual cycle. c) dysthymia Consider This: Long-term biological rhythms can be associated with changes related to hormones and seasons. 6.1.B Explain and summarize the evidence that mood varies with seasons and the menstrual cycle. d) bipolar disorder Consider This: Long-term biological rhythms can be associated with changes related to hormones and seasons. 6.1.B Explain and summarize the evidence that mood varies with seasons and the menstrual cycle. ANS: a Mod No=6.1 Skill Level=Apply
Difficulty Level=difficult
Multiple choice question
EOC Q6.3
During sleep, delta waves are usually associated with __________ sleep. Options a) Stage 3/4 b) Stage 2 Consider This: Different patterns of electrical brain-wave activity characterize the various stages of sleep. 6.2.A Describe and explain the primary features of the stages of sleep. c) Stage 1 Consider This: Different patterns of electrical brain-wave activity characterize the various stages of sleep. 6.2.A Describe and explain the primary features of the stages of sleep. d) REM Consider This: Different patterns of electrical brain-wave activity characterize the various stages of sleep. 6.2.A Describe and explain the primary features of the stages of sleep. ANS: a Mod No=6.2 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q6.4
Why is REM sleep sometimes called ―paradoxical sleep‖? Options a) The brain is very active even though the body is very inactive. b) It is the first stage of sleep, occurring right after being awake. Consider This: The sleeper is in a curious state when REM sleep occurs. Think about what defines REM sleep. 6.2.A Describe and explain the primary features of the stages of sleep. c) REM periods are always shorter than NREM periods of sleep. Consider This: The sleeper is in a curious state when REM sleep occurs. Think about what defines REM sleep. 6.2.A Describe and explain the primary features of the stages of sleep. d) There are no measurable indications that the person is asleep during this period. Consider This: The sleeper is in a curious state when REM sleep occurs. Think about what defines REM sleep. 6.2.A Describe and explain the primary features of the stages of sleep. ANS: a Mod No=6.2 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q6.5
Mohamed stops breathing for a few moments dozens of times during his night‘s sleep, although he is not even aware of it. Which sleep disorder might Mohamed have? Options a) Sleep apnea b) Narcolepsy Consider This: Mohamed should seek medical help because his disorder is associated with serious health problems and a shortened life expectancy. 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. c) REM behavior disorder Consider This: Mohamed should seek medical help because his disorder is associated with serious health problems and a shortened life expectancy. 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. d) Insomnia Consider This: Mohamed should seek medical help because his disorder is associated with serious health problems and a shortened life expectancy. 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. ANS: a Mod No=6.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q6.6
Raj often displays odd behavior while he is asleep. By all appearances he seems to be acting out the behaviors in his dreams, such as fighting off an intruder. Having ruled out other disorders, his physician concluded that Raj is suffering from __________. Options a) REM behavior disorder b) insomnia Consider This: Not all sleep disorders come in the form of difficulty or suddenness of falling asleep; some affect individuals during the course of their actual sleep. 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. c) narcolepsy Consider This: Not all sleep disorders come in the form of difficulty or suddenness of falling asleep; some affect individuals during the course of their actual sleep. 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. d) cataplexy Consider This: Not all sleep disorders come in the form of difficulty or suddenness of falling asleep; some affect individuals during the course of their actual sleep. 6.2.B List the mental consequences of sleep loss and the mental benefits of a good night‘s sleep. ANS: a Mod No=6.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q6.7
Which theory of dreaming specifically implicates the pons, sensory cortex, and motor cortex of the brain? Options a) Activation-synthesis theory b) Cognitive theory Consider This: One explanation for dreaming is that the brain is trying to interpret spontaneous neural firing. 6.3.A Discuss explanations for why we dream. c) Problem-solving theory Consider This: One explanation for dreaming is that the brain is trying to interpret spontaneous neural firing. 6.3.A Discuss explanations for why we dream. d) Haptic theory Consider This: One explanation for dreaming is that the brain is trying to interpret spontaneous neural firing. 6.3.A Discuss explanations for why we dream. ANS: a Mod No=6.3 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q6.8
What conclusion should we reach about the nature of dreaming, based on currently available theories and evidence? Options a) We still lack a comprehensive understanding of why dreams occur.
b) Dreams are the result of random firing in the cerebral cortex. Consider This: There are many explanations for dreams, some based on evidence and coherent theories, others not. What do we know about the credible explanations? 6.3.B Summarize the strengths and weaknesses of each major dream theory. c) Dreams are an evolutionary mechanism that developed to allow us to solve problems. Consider This: There are many explanations for dreams, some based on evidence and coherent theories, others not. What do we know about the credible explanations? 6.3.B Summarize the strengths and weaknesses of each major dream theory. d) The bizarre nature of dreams indicates that they must be symbolic. Consider This: There are many explanations for dreams, some based on evidence and coherent theories, others not. What do we know about the credible explanations? 6.3.B Summarize the strengths and weaknesses of each major dream theory. ANS: a Mod No=6.3 Skill Level=Analyze Difficulty Level=difficult
Multiple choice question
EOC Q6.9
While hypnotized, Arcelia is able to reproduce elaborate birdcalls using a series of spits, whistles, and tongue clicks, much to the amazement of her friends. All are impressed, except Yu, who knows that hypnotism is the weak ingredient in this fanciful stew. What does Yu know that Arcelia and her friends do not? Options a) Motivated, encouraged people can perform the same astonishing tasks without hypnosis that they can while hypnotized.
b) Hypnotism is a culturally agreed-upon phenomenon rather than a scientifically documented phenomenon. Consider This: Hypnosis does not actually enable people to do things that would otherwise be impossible. 6.4.A Summarize the truths and misconceptions associated with hypnosis. c) Arcelia‘s feats depend entirely on the skillfulness of her hypnotist; in lesser hands she would not be able to reproduce the birdcalls. Consider This: Hypnosis does not actually enable people to do things that would otherwise be impossible. 6.4.A Summarize the truths and misconceptions associated with hypnosis. d) Arcelia was primed through hypnotic suggestion, and without that her melodic songs would sound more like annoying screeches. Consider This: Hypnosis does not actually enable people to do things that would otherwise be impossible. 6.4.A Summarize the truths and misconceptions associated with hypnosis. ANS: a Mod No=6.4 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q6.10
―Memories‖ of alien abductions, reports of spirit possessions, or accounts of past-life regressions can be explained by the __________ theory of hypnosis. Options a) sociocognitive b) dissociation
Consider This: Of the major explanations for hypnosis, which one has an easier time accounting for bizarre experiences such as these? 6.4.B Compare dissociation, sociocognitive, and biological perspectives on hypnosis, noting how each accounts for aspects of hypnotized behavior. c) hidden observer Consider This: Of the major explanations for hypnosis, which one has an easier time accounting for bizarre experiences such as these? 6.4.B Compare dissociation, sociocognitive, and biological perspectives on hypnosis, noting how each accounts for aspects of hypnotized behavior. d) executive-control Consider This: Of the major explanations for hypnosis, which one has an easier time accounting for bizarre experiences such as these? 6.4.B Compare dissociation, sociocognitive, and biological perspectives on hypnosis, noting how each accounts for aspects of hypnotized behavior. ANS: a Mod No=6.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q6.11
Which of the following is not a major category of psychoactive drugs? Options a) Agonists b) Stimulants
Consider This: Most psychoactive drugs can be classified into one of four main categories. 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. c) Opiates Consider This: Most psychoactive drugs can be classified into one of four main categories. 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. d) Depressants Consider This: Most psychoactive drugs can be classified into one of four main categories. 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. ANS: a Mod No=6.5 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q6.12
Psychoactive drugs that can disrupt normal thought processes and the perception of time and space are called __________. Options a) psychedelics b) opiates Consider This: One type of drug has a particularly striking effect on perception and consciousness. 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each.
c) stimulants Consider This: One type of drug has a particularly striking effect on perception and consciousness. 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. d) depressants Consider This: One type of drug has a particularly striking effect on perception and consciousness. 6.5.A List the four main categories of psychoactive drugs, and summarize the main effects of each. ANS: a Mod No=6.5 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q6.13
Yasmin is trying to kick heroin ―cold turkey,‖ without medical supervision or assistance from others. She experiences waves of sweating, nausea, vomiting, and diarrhea. These symptoms are signs of __________. Options a) withdrawal b) tolerance Consider This: What term is used for the severe physical symptoms associated with discontinued drug use among heavy users? 6.5.B Explain how drugs can affect neurotransmitters in the brain. c) alleviation
Consider This: What term is used for the severe physical symptoms associated with discontinued drug use among heavy users? 6.5.B Explain how drugs can affect neurotransmitters in the brain. d) dissociation Consider This: What term is used for the severe physical symptoms associated with discontinued drug use among heavy users? 6.5.B Explain how drugs can affect neurotransmitters in the brain. ANS: a Mod No=6.5 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q6.14
Which of the following best describes how cocaine affects the brain? Options a) Cocaine prevents the reuptake of dopamine in the synapses, thereby allowing more of it to bind to receptors. b) Cocaine is a depressant and produces a widespread decrease in brain function. Consider This: The effects of cocaine include feelings of energy and euphoria. 6.5.B Explain how drugs can affect neurotransmitters in the brain. c) Cocaine blocks postsynaptic dopamine receptors, thus reducing dopamine activity. Consider This: The effects of cocaine include feelings of energy and euphoria. 6.5.B Explain how drugs can affect neurotransmitters in the brain. d) Cocaine impairs memory and attention, but exactly how it affects brain function is not yet known.
Consider This: The effects of cocaine include feelings of energy and euphoria. 6.5.B Explain how drugs can affect neurotransmitters in the brain. ANS: a Mod No=6.5 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q6.15
Cassius has a few drinks with old friends in a bar on a Thursday night, and feels energized, talkative, and lively. The following Thursday, Cassius has the same number of drinks with some new coworkers in the same bar, but feels anxious, tired, and ―buzzed.‖ Why would the same amount of alcohol produce such very different outcomes for Cassius? Options a) The context of ingestion—close friends versus new workmates—can influence a drug‘s effects. b) Experience with the drug—one week to the next—predicted that reactions should be different each time alcohol is ingested. Consider This: Psychological factors can influence a drug‘s effects on a person. 6.5.C Summarize the psychological variables that can moderate the physiological effects of drugs. c) The rebound effect—ingestion of the same drug at different times—accounts for complementary reactions. Consider This: Psychological factors can influence a drug‘s effects on a person. 6.5.C Summarize the psychological variables that can moderate the physiological effects of drugs. d) The physiology of ingestion—alcohol‘s effects in the bloodstream—is poorly understood.
Consider This: Psychological factors can influence a drug‘s effects on a person. 6.5.C Summarize the psychological variables that can moderate the physiological effects of drugs. ANS: a Mod=6.5 Skill Level=Apply Difficulty Level=difficult
TOTAL
Chapter 7
ASSESSMEN T
LEARNING
Topic/Learning Objective
GUIDE
Remember the Facts
Understand the Concepts
Apply What You Know
Analyze It
POP QUIZ 1
Multiple Choice
2-4,7,8,10
5
1,6,9
POP QUIZ 2
Multiple Choice
2,3,5
4, 7,10
1,8,9
6
ntroduction
Multiple Choice
1
2,3
Multiple Choice
4,5,1820,22,23, 25, 26,29,31,3436
6,813,17,24,30
7,1416,21,28, 32,33
27
True/False
1-9,11-15,17
10
16
Classical Conditioning LO 7.1.A – Explain the k e y elements of classical conditioning. LO 7.1.B – Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. LO 7.1.C – Explain why the stimulus to be conditioned should precede the unconditioned stimulus in classical conditioning.
Classical Conditioning in Real Life LO 7.2.A – Provide an example of how classical conditioning contributes to forming preferences. LO 7.2.B – Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. LO 7.2C – Describe how classical conditioning is involved n avoiding a food associated with aversive outcomes. LO 7.2D – Describe how classical conditioning can affect eactions to medical treatments, ncluding a patient‘s reaction to a placebo.
Operant Conditioning LO 7.3.A – Discuss how Edward Thorndike‘s research served as he basis for operant conditioning.
LO 7.3.B – Distinguish between einforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and
Short Answer Essay
1
Integrative Essay
1
Multiple Choice
37,39,42,45
38,40,41,46, 48, 49
True/False
18-23
24
Short Answer
1
43,44,47,50
2,3
Essay
2,3
Integrative Essay Multiple Choice
5357,61,64,65
51,5860,62,63, 66-69
True/False
25-27,32-34
28-31
Short
4,5
6
70-80
52
Section/Learning Objective
Principles of Operant Conditioning
LO 7.4.A – Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping.
LO 7.4.B – Discuss some of he misconceptions surrounding both the work of B. F. Skinner and the general goals of operant conditioning.
Operant Conditioning in Real Life LO 7.5.A – List and discuss easons punishment often ails to effectively change behavior.
LO 7.5.B – Discuss reasons ewards may backfire and not produce their intended results or behavior.
Learning and the Mind LO 7.6.A – Define latent earning, and give an example of how it might work in the daily life of a college student. LO 7.6.B – Define observational learning, and give an example of how it might occur during childhood.
Remember the Facts
Multiple Choice
81,83-85,8893, 96-99
True/False
35-40
Short Answer
8
Understand the Concepts
Apply What You Know
82,86,87, 94,95 34 7
Essay
4,5
Integrative Essay
2
Multiple Choice
100,101
103-105
True/False
41,43,44
42
Short Answer
102
9
Essay
6,7
Integrative Essay
Multiple Choice
106,107,109, 110
111
True/False
45,46,48-50
47
Short Answer Essay Integrative Essay
Apply It
108
Name __________________________________________________________
Chapter 7 – Pop Quiz 1
1.
Ivan Pavlov studied the reflexive flow of saliva in dogs. He used meat powder or other food to trigger the salivation. It was later observed that the salivation in the dog was triggered when the dog saw its dog dish, even before the food was placed in it. In this instance, the dog dish is the __________. a. conditioned stimulus b. unconditioned stimulus c. conditioned response d. unconditioned response
2.
What must be paired together in order for classical conditioning to occur? a. unconditioned stimulus and unconditioned response b. conditioned response and unconditioned response c. neutral stimulus and unconditioned stimulus d. neutral stimulus and conditioned stimulus
3.
In classical conditioning, __________ occurs when the conditioned stimulus is no longer paired with the unconditioned stimulus. a. stimulus distinction b. extinction c. spontaneous recovery d. stimulus generalization
4.
In classical conditioning, when the conditioned response is extinguished, but reappears later, the reappearance of the response is called __________.
a. higher-order conditioning b. instinctive drift c. spontaneous recovery d. stimulus generalization
5.
Negative reinforcement is best thought of as __________. a. reinforcement for an undesirable activity b. punishment c. something that was predicted to serve as reinforcement but did not do so d. a stimulus whose removal increases the likelihood of a response
6.
Which entity acts as a primary reinforcer? a. food b. money c. pain d. gold stars
7.
__________ is an operant-conditioning procedure in which successive approximations of a desired response are reinforced. a. Shaping b. Latent learning c. Stimulus generalization d. Stimulus discrimination
8.
A(n) __________ stimulus signals when a particular response is likely to be followed by a certain type of consequence. a. extinguished
b. discriminative c. standard d. neutral
9.
Shinyin gives her son a quarter every time he makes his bed; she is using __________. a. continuous reinforcement b. negative punishment c. intermittent reinforcement d. scheduled reinforcement
10. The concept of latent learning was developed by ________. a. John B. Watson b. Edward L. Thorndike c. Edward C. Tolman d. B. F. Skinner
Chapter 7 – Pop Quiz 1 Answer Key
1.
a
Rationale: The food dish was initially a neutral stimulus that came to trigger salivation after it was paired with food. It was, therefore, a conditioned stimulus. The meat powder is the unconditioned stimulus. Apply What You Know, Easy, LO 7.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
2.
c
Rationale: According to Ivan Pavlov, learning occurs when a neutral stimulus (one that does not yet produce a particular response) is regularly paired with an unconditioned stimulus. (Remember the Facts, Moderate, LO 7.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
3.
b
Rationale: Extinction is the weakening and eventual disappearance of a learned response. In classical conditioning, it occurs when the conditioned stimulus is no longer paired with the unconditioned stimulus. (Remember the Facts, Easy, LO 7.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
4.
c
Rationale: Spontaneous recovery is the reappearance of a learned response after its apparent extinction. (Remember the Facts, Easy, LO 7.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
5.
d
Rationale: Negative reinforcement is a reinforcement procedure in which a response is followed by the removal, delay, or decrease in intensity of an unpleasant stimulus, and as a result, the response becomes stronger or more likely to occur. (Understand the Concepts, Moderate, LO 7.3.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
6.
a
Rationale: Food is a primary reinforcer. A primary reinforcer is one that satisfies a biological need. Pain is a primary punisher. (Apply What You Know, Easy, LO 7.3.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
7.
a
Rationale: Shaping is an operant conditioning procedure in which successive approximations of a desired response are reinforced. (Remember the Facts, Easy, LO 7.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
8.
b
Rationale: A discriminative stimulus signals when a particular response is likely to be followed by a certain type of consequence. For example, a light might indicate that pressing a lever will result in food. (Remember the Facts, Easy, LO 7.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
9.
a
Rationale: Continuous reinforcement occurs when every instance of a particular behavior is reinforced. (Apply What You Know, Moderate, LO 7.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena)
10. c
Rationale: Tolman, in contrast to the behaviorists of his time, thought that latent learning was important and that it demonstrated the role of cognition in learning. (Remember the Facts, Moderate, LO 7.6.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
Name __________________________________________________________
Chapter 7 – Pop Quiz 2
1.
Ivan Pavlov studied the reflexive flow of saliva in dogs. He used meat powder or other food to trigger the salivation. In this instance, the meat powder was the __________. a. conditioned stimulus b. unconditioned stimulus c. conditioned response d. unconditioned response
2.
In classical conditioning, __________ occurs when a stimulus that resembles the conditioned stimulus elicits the conditioned response. a. stimulus discrimination b. stimulus generalization c. acquisition d. extinction
3.
In order for classical conditioning to be most effective, the stimulus to be conditioned should __________. a. precede the unconditioned stimulus b. occur simultaneously with the unconditioned stimulus c. follow the unconditioned stimulus d. be of greater intensity than the unconditioned stimulus
4.
In John B. Watson and Rosalie Rayner‘s ―Little Albert‖ study, each time the rat was presented to the infant, it was accompanied by a loud noise. Albert‘s reaction of fear upon hearing the loud noise was the __________.
a. unconditioned response b. conditioned response c. latent response d. counterconditioned response
5.
A variation of the counterconditioning procedure developed by John B. Watson and Mary Cover Jones has been used to treat adult phobias. This variation is called __________. a. positive reinforcement b. intermittent reinforcement c. systematic desensitization d. shaping
6.
Which statement reflects the fundamental difference between classical and operant conditioning? a. In classical conditioning, the response is reflexive, but in operant conditioning, it is typically more complex. b. In classical conditioning, spontaneous recovery can occur, but in operant conditioning, it cannot. c. In classical conditioning, the consequence of a response is important, but in operant conditioning, it isn‘t. d. In classical conditioning, both stimulus generalization and discrimination can occur, but in operant conditioning, only stimulus discrimination occurs.
7.
A ________ reinforcer, such as money or praise, gets its value through a previous association with a(n) ________ reinforcer. a. positive; negative b. secondary; primary c. primary; secondary d. natural; artificial
8.
Piotr wants to train a parrot to kick a ball into a soccer net. Which strategy should Piotr use? a. Wait until the parrot kicks the ball into the net on its own and then give it a food treat. b. Use negative punishment until the parrot kicks the ball into the net. c. Begin the process of reinforcing when the parrot goes near the ball. d. Use positive punishment until the parrot kicks the ball into the net.
9.
Which criterion helps to increase the effectiveness of punishment? a. when it is vicarious b. when it immediately follows the undesirable behavior c. when it is given with classical conditioning d. when it is inconsistent
10. Which statement is true regarding the use of extrinsic versus intrinsic rewards? a. Extrinsic rewards should never be used. b. Extrinsic rewards should be used carefully and not overdone. c. Intrinsic rewards should never be used. d. Intrinsic rewards should be used carefully and not overdone.
Chapter 7 – Pop Quiz 2 Answer Key
1.
b
Rationale: The meat powder triggered salivation even before learning. It was, therefore, an unconditioned stimulus. The salivation was the unconditioned response. (Apply What You Know, Easy, LO 7.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
2.
b
Rationale: Often organisms respond not only to the conditioned stimulus, but also to other, similar stimuli in a process called stimulus generalization. (Remember the Facts, Easy, LO 7.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
3.
a
Rationale: Classical conditioning is most likely to occur quickly and efficiently when the conditioned stimulus precedes the unconditioned stimulus. (Remember the Facts, Difficult, LO 7.1.C, APA 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy)
4.
a
Rationale: An unconditioned response occurs naturally, without conditioning. Therefore, Albert‘s initial fear of the loud noise was the unconditioned response. (Understand the Concepts, Moderate, LO 7.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
5.
c
Rationale: Systematic desensitization is a variation of counterconditioning that is used to treat phobias in adults and involves pairing a conditioned stimulus with some other stimulus that elicits a response incompatible with the unwanted response. (Remember the Facts, Moderate, LO 7.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
6.
a
Rationale: Responses in classical conditioning are reflexive behaviors, such as salivation. In operant conditioning, responses are typically more complex. (Analyze
It, Difficult, LO 7.3.A, APA 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
7.
b
Rationale: Secondary reinforcers acquire their reinforcing value through learning. (Understand the Concepts, Moderate, LO 7.3.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
8.
c
Rationale: Shaping is a process of reinforcing successive approximations to a desired behavior. It is used to teach an organism a response that it would not normally engage in. (Apply What You Know, Moderate, LO 7.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
9.
b
Rationale: Punishment can potentially be effective if delivered immediately after the undesired behavior occurs; unfortunately, this is often difficult to accomplish. (Apply What You Know, Moderate, LO 7.5.A, APA 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
10. b
Rationale: Extrinsic rewards are often useful or necessary, but should be used carefully and should not be overdone, so that intrinsic pleasure in an activity can blossom. (Understand the Concepts, Moderate, LO 7.5.B, APA 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
Multiple Choice Questions
1.
Which school of thought heavily influenced the study of learning? a. behaviorism b. psychoanalysis c. Gestalt psychology d. functionalism Answer: a Topic: Introduction Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: None APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains Rationale: Behaviorism had a tremendous influence on the study of learning as it accounts for behavior in terms of observable acts and events.
2.
According to behaviorists, __________.
a. psychological research needs to emphasize the unconscious underpinnings of behavior b. the predominant area of research should be consciousness and the mind c. researchers should focus on the interaction between nature and nurture in explaining behavior d. observable events and acts should be the focus of psychological research Answer: d Topic: Introduction Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: None APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains Rationale: Behaviorism accounts for behavior in terms of observable acts and events, without reference to mental entities such as the ―mind.‖
3.
Which statement is true regarding the behaviorist perspective? a. It recognizes that latent learning occurs without any direct reinforcement. b. It emphasizes the influence of prior experience on thoughts and aspects of the mind. c. It recognizes that mental processes are an inherent part of animal learning. d. It explains behavior in terms of observable acts and events, without reference to mental entities such as the ―mind.‖ Answer: d Topic: Introduction Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: None APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The behaviorist school of psychology accounts for behavior in terms of observable acts and events. The behavioral perspective emphasizes the influence of prior experience on current behavior, rather than thoughts or other aspects of the ―mind.‖
4.
One of the most basic forms of learning is called __________. a. instinctive drift b. classical conditioning c. sublimation d. selective thinking
Answer: b Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains Rationale: Classical conditioning involves associations among environmental stimuli and behavior.
5.
__________ is a relatively permanent change in behavior (or behavioral potential) that occurs due to experience. a. Instinctive drift b. Framing c. Learning d. Transference Answer: c Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Learning is a relatively permanent change in behavior (or behavioral potential) due to experience.
6. As a young child, Aundra received many painful injections from the doctor to treat her allergies. When she later saw a photographer in a white coat that was similar to the doctor‘s coat, she started to cry. This association is an example of the effects of __________.
a. observational learning b. habituation c. classical conditioning d. instrumental learning Answer: c Topic: Classical Conditioning Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Aundra‘s experience is an example of classical conditioning.
7.
The basic components of classical conditioning were identified by a __________. a. physician who was studying the age at which children start to walk b. physiologist who was studying memory processes in monkeys c. physiologist who was studying digestion in dogs d. dog trainer who was trying to come up with the best way to reward animals for their performances Answer: c Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Ivan Pavlov discovered classical conditioning, and he was a physiologist interested in digestive processes in dogs.
8.
Which situation provides an example of classical conditioning?
a. b. c. d.
A child learns to blink her eyes to the sound of a bell because the ringing of the bell previously has been followed by a puff of air to the eye. Marcy saw that when Miyako banged her fist against a particular vending machine, she got a free candy bar, so now she bangs his fist against that machine when she wants free candy. A monkey learns to escape from a cage. A pigeon learns to peck at a disk because it is reinforced to do so to get food.
Answer: a Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In classical conditioning, a previously neutral stimulus acquires the capacity to elicit a response through association with a stimulus that already elicits a similar or related response.
9.
Ivan Pavlov studied the reflexive flow of saliva in dogs. He used meat powder to trigger the salivation. It was later observed that the salivation in the dog was triggered even before the food was placed in its mouth. In this experiment, __________ was the unconditioned stimulus. a. food b. thoughts of anticipation c. salivation d. the sight of the food dish Answer: a Topic: Classical Conditioning Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: The unconditioned, or unlearned, stimulus was the food, which automatically caused salivation, an innate reflex.
10.
Ivan Pavlov studied the reflexive flow of saliva in dogs. He used meat powder to trigger the salivation. In this instance, the meat powder was the __________. a. conditioned stimulus b. unconditioned stimulus c. conditioned response d. unconditioned response Answer: b Topic: Classical Conditioning Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The meat powder triggered salivation even before learning. It was, therefore, an unconditioned stimulus. The salivation was the unconditioned response.
11.
Ivan Pavlov studied the reflexive flow of saliva in dogs. He used meat powder to trigger the salivation. It was later observed that the salivation in the dog was triggered even before the food was placed in its mouth. In this experiment, __________ was the unconditioned response. a. food b. thoughts of anticipation c. salivation d. the sight of the food dish Answer: c Topic: Classical Conditioning
Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The unconditioned, or unlearned, response is elicited by the unconditioned stimulus. The food elicited an unconditioned response of salivating.
12.
A neutral stimulus, when paired with an unconditioned stimulus, becomes a(n) __________ in classical conditioning. a. unconditioned stimulus b. unconditioned response c. conditioned stimulus d. conditioned response Answer: c Topic: Classical Conditioning Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In classical conditioning, the conditioned stimulus is initially neutral.
13.
When a response occurs to a previously neutral stimulus, it is called __________. a. an unconditioned response b. spontaneous recovery c. a conditioned stimulus
d. a conditioned response Answer: d Topic: Classical Conditioning Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A conditioned response is a response that is elicited by a conditioned stimulus; it occurs after the conditioned stimulus has been paired with an unconditioned stimulus.
14.
In the initial salivary reflex studied by Pavlov, the dogs salivated when food was placed in their mouths. This salivation was a(n) __________. a. unconditioned response b. unconditioned stimulus c. conditioned response d. conditioned stimulus Answer: a Topic: Classical Conditioning Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: When salivation occurred in response to food, it is called an unconditioned response.
15.
Ivan Pavlov studied the reflexive flow of saliva in dogs. He used meat powder to trigger the salivation. It was later observed that the salivation occurred at the sight of the food dish, even before the food was placed in the dog‘s mouth. The food dish acted as a(n) __________. a. unconditioned response b. unconditioned stimulus c. conditioned response d. conditioned stimulus Answer: d Topic: Classical Conditioning Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: The food dish was initially neutral, but then began to trigger salivation. It had become a conditioned stimulus.
16.
Ivan Pavlov studied the reflexive flow of saliva in dogs. He used meat powder to trigger the salivation. It was later observed that the salivation occurred at the sight of the food dish, even before the food was placed in the dog‘s mouth. The salivation at the sight of the food dish is an example of a(n) __________. a. unconditioned response b. unconditioned stimulus c. conditioned response d. conditioned stimulus Answer: c Topic: Classical Conditioning Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: The dogs were conditioned to salivate to the food dish because it was paired with food. Therefore, their response to the food dish alone was a conditioned response.
17. Four-year-old Bettina is watching a storm from her window. A huge bolt of lightning is followed by a tremendous thunderclap, and Bettina jumps at the noise. In the language of classical conditioning, the sound of thunder is the _________. a. b. c. d.
CR US UR NS
Answer: b Topic: Classical Conditioning Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: This is the unconditioned stimulus.
18. Four-year-old Bettina is watching a storm from her window. A huge bolt of lightning is followed by a tremendous thunderclap, and Bettina jumps at the noise. This happens several more times. There is a brief lull, and then another lightning bolt. Bettina jumps in response to the bolt. In classical conditioning terms, Bettina‘s reaction is the _________. a. b. c. d.
CR CS US UR
Answer: a Topic: Classical Conditioning Skill Level: Apply What You Know Difficulty Level: Moderate
Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: This is the conditioned response.
19. Four-year-old Bettina is watching a storm from her window. A huge bolt of lightning is followed by a tremendous thunderclap, and Bettina jumps at the noise. This happens several more times. There is a brief lull, and then another lightning bolt. Bettina jumps in response to the bolt. In classical conditioning terms, the sight of the lightning bolt is the __________. a. b. c. d.
UR NS US CS
Answer: d Topic: Classical Conditioning Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: This is the stimulus that has been associated with the unconditioned stimulus.
20.
Elspeth notices that her cat scurries into the kitchen as soon as it hears her opening a can of food with an electric can opener. In this example, the ________ is the conditioned stimulus. a. dish that Elspeth puts the food in b. cat scurrying into the kitchen c. can of cat food d. sound of the electric can opener Answer: d Topic: Classical Conditioning
Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The sound of the can opener is a stimulus that causes a conditioned response in the cat.
21.
When Khloe kissed Casey, Casey‘s heart rate increased. Khloe always wore Love!Bomb! body spray. Whenever Casey smelled Love!Bomb! body spray, her heart raced. Khloe‘s kiss was the _________. a. unconditioned stimulus b. unconditioned response c. conditioned stimulus d. conditioned response Answer: a Topic: Classical Conditioning Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Unconditioned stimulus is the classical conditioning term for a stimulus that elicits a reflexive response without additional learning.
22.
When Khloe kissed Casey, Casey‘s heart rate increased. Khloe always wore Love!Bomb! body spray. Whenever Casey smelled Love!Bomb! body spray, her heart raced. The smell of the body spray was the __________. a. unconditioned stimulus
b. unconditioned response c. conditioned stimulus d. conditioned response Answer: c Topic: Classical Conditioning Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: In classical conditioning, the conditioned stimulus is initially neutral, but after being paired with an unconditioned stimulus, it elicits a response on its own. In this example, Casey‘s heart rate changes in response to the body spray because the smell had been previously paired with Khloe and the kiss.
23.
According to traditional classical conditioning, learning occurs when __________. a. a neutral stimulus is regularly paired with an unconditioned stimulus b. a response is followed by reinforcement c. a negative consequence is removed after a particular response d. reinforcers are given for successive approximations of the desired response Answer: a Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
Rationale: According to the principles of classical conditioning, learning occurs when a neutral stimulus is regularly paired with an unconditioned stimulus that already elicits the response of interest.
24.
In classical conditioning, the __________ elicits a reflexive response without additional learning. a. unconditioned stimulus b. unconditioned response c. conditioned stimulus d. conditioned response Answer: a Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: An unconditioned stimulus is one that already elicits a certain response without additional learning.
25.
In classical conditioning, the __________ is an initially neutral stimulus that comes to elicit a response. a. unconditioned stimulus b. unconditioned response c. conditioned stimulus d. conditioned response Answer: c Topic: Classical Conditioning Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: A conditioned stimulus is initially a neutral stimulus that comes to elicit a conditioned response after being associated with an unconditioned stimulus.
26.
Ivan Pavlov studied the reflexive flow of saliva in dogs. He used meat powder or other food to trigger the salivation. It was later observed that the salivation in the dog was triggered when the dog saw its dog dish, even before the food was placed in it. In this instance, the meat powder is the __________. a. conditioned stimulus b. unconditioned stimulus c. conditioned response d. unconditioned response Answer: b Topic: Classical Conditioning Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The meat powder automatically creates salivation, therefore, it is unconditioned and it is a stimulus.
27.
What must be paired for classical conditioning to occur? a. unconditioned stimulus and unconditioned response b. conditioned response and unconditioned response
c. neutral stimulus and unconditioned stimulus d. neutral stimulus and conditioned stimulus Answer: c Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: According to Pavlov, learning occurs when a neutral stimulus (one that does not yet produce a particular response) is regularly paired with an unconditioned stimulus.
28. In classical conditioning, __________ occurs when the conditioned stimulus is no longer paired with the unconditioned stimulus over a period of time. a. stimulus distinction b. extinction c. spontaneous recovery d. stimulus generalization Answer: b Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Extinction is the weakening and eventual disappearance of a learned response. In classical conditioning, it occurs when the conditioned stimulus is no longer paired with the unconditioned stimulus.
29. After Ivan Pavlov‘s dogs became conditioned to salivate at the sound of the metronome, he experimented with sounding the metronome and then failing to present the dogs with any food right away. Soon they stopped salivating to the sound of the metronome. This represents the process called __________. a. stimulus distinction b. extinction c. spontaneous recovery d. stimulus generalization Answer: b Topic: Classical Conditioning Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Extinction is the weakening and eventual disappearance of a learned response. In classical conditioning, it occurs when the conditioned stimulus is no longer paired with the unconditioned stimulus.
30. You train your newly acquired dog, SnoozyBoy, to salivate at the sound of a bell. Then you ring the bell every five minutes and don‘t follow the ringing with food for SnoozyBoy. He salivates less and less and finally stops salivating at all when the bell rings. But the next morning, when you ring the bell, SnoozyBoy salivates! Which term is used to explain the reappearance of this response? a. b. c. d.
instinctive drift counterconditioning stimulus discrimination spontaneous recovery
Answer: d
Topic: Classical Conditioning Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The reappearance of a learned response after its apparent extinction is called spontaneous recovery
31.
In classical conditioning, when the conditioned response is extinguished, but reappears later, the reappearance of the response is called __________. a. higher-order conditioning b. instinctive drift c. spontaneous recovery d. stimulus generalization Answer: c Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Spontaneous recovery is the reappearance of a learned response after its apparent extinction.
32.
An analysis of classical conditioning reveals that __________.
a. classical conditioning occurs in mammals, but not in other species b. the salivary response is one of the few reflexes that can be conditioned c. completely eliminating a conditioned response usually requires more than one session d. learning always occurs when an unconditioned stimulus is paired with a neutral stimulus Answer: c Topic: Classical Conditioning Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Extinction, the process of eliminating a response to some stimulus, takes several sessions to completely occur.
33.
__________ is a procedure in which a neutral stimulus becomes a conditioned stimulus through association with an already established conditioned stimulus. a. Higher-order conditioning b. Intermittent reinforcement c. Stimulus discrimination d. Spontaneous recovery Answer: a Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is the definition of higher-order conditioning.
34. Dr. Gomez conditioned a dog to salivate at a metronome sound that was paired with a meat stimulus. After the CS–US connection was strongly established, Dr. Gomez then presented the dog with several flashes of a light followed by the metronome sound. After a few days, when the light flashes were presented by themselves, the dog salivated. This is an example of __________. a. spontaneous recovery b. intermittent reinforcement c. higher-order conditioning d. stimulus discrimination Answer: c Topic: Classical Conditioning Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This process of using a neutral stimulus with a conditioned stimulus to create a new conditioned stimulus out of the neutral stimulus is called higher-order conditioning.
35.
In classical conditioning, __________ occurs when a stimulus that resembles the conditioned stimulus elicits the conditioned response. a. stimulus discrimination b. stimulus generalization c. acquisition d. extinction
Answer: b Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Often organisms respond not only to the conditioned stimulus, but also to other, similar stimuli in a process called stimulus generalization.
36.
D‘Andre classically conditions his dog, Romper, to salivate when he strums the G chord on his guitar by providing food after the chord is played. After some time, D‘Andre notices that Romper salivates even when other chords are strummed, although the chords were not followed by food. This phenomenon is known as ________. a. stimulus generalization b. stimulus discrimination c. higher-order conditioning d. instinctive drift Answer: a Topic: Classical Conditioning Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: In classical conditioning, stimulus generalization occurs when a stimulus that resembles the conditioned stimulus elicits the conditioned response.
37.
D‘Andre classically conditions his dog, Romper, to salivate when he strums the G chord on his guitar by providing food after the chord is played. He notices that Romper does not salivate to a D chord. Romper‘s lack of a response to the D chord illustrates the phenomenon of ________. a. counterconditioning b. stimulus discrimination c. stimulus generalization d. instinctive drift Answer: b Topic: Classical Conditioning Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: In classical conditioning, stimulus discrimination occurs when a stimulus similar to the conditioned stimulus fails to evoke the conditioned response.
38.
In classical conditioning, __________ occurs when a stimulus similar to the conditioned stimulus fails to evoke the conditional response. a. counterconditioning b. acquisition c. stimulus generalization d. stimulus discrimination Answer: d Topic: Classical Conditioning
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Stimulus discrimination is the tendency to respond differently to two or more similar stimuli. In classical conditioning, it occurs when a stimulus similar to the conditioned stimulus fails to evoke the conditioned response.
39. For classical conditioning to be most effective, the stimulus to be conditioned should __________. a. precede the unconditioned stimulus b. occur simultaneously with the unconditioned stimulus c. follow the unconditioned stimulus d. be of greater intensity than the unconditioned stimulus Answer: a Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 7.1.C Explain why the stimulus to be conditioned should precede the unconditioned stimulus in classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Classical conditioning is most likely to occur quickly and efficiently when the conditioned stimulus precedes the unconditioned stimulus.
40. Which theorist proposed the cognitive perspective that explains that classical conditioning occurs because of expectancy?
a. b. c. d.
Ivan Pavlov John Garcia Robert Rescorla Karl Bartos
Answer: c Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.1.C Explain why the stimulus to be conditioned should precede the unconditioned stimulus in classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains Rationale: Rescorla viewed the conditioned stimulus as a predictor of the unconditioned stimulus, thereby invoking the role of cognition in the classical conditioning process.
41.
Robert Rescorla demonstrated that a stimulus must reliably __________ an unconditioned stimulus for the stimulus to begin eliciting conditioned responding. a. block b. follow c. predict d. cause Answer: c Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.1.C Explain why the stimulus to be conditioned should precede the unconditioned stimulus in classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains
Rationale: Rescorla viewed the conditioned stimulus as a predictor of the unconditioned stimulus.
42.
Which phrase best captures the mechanics of the classical conditioning learning process? a) ―Here today, gone tomorrow.‖ b) ―Cast your fate to the wind.‖ c) ―Once learned, always retained.‖ d) ―Kick out the jams!‖ Answer: c Topic: Classical Conditioning Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 7.1.C Explain why the stimulus to be conditioned should precede the unconditioned stimulus in classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains Rationale: Although a learned behavior may not manifest itself, the learning has become relatively permanent.
43.
__________ founded American behaviorism and recognized the real-life implications of classical conditioning. a. John Broadus Watson b. Edward Lee Thorndike c. Ivan Petrovich Pavlov d. Burrhus Frederick Skinner Answer: a Topic: Classical Conditioning in Real Life Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 7.2.A Provide an example of how classical conditioning contributes to forming preferences. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains Rationale: John B. Watson founded American behaviorism and recognized the real-life implications of classical conditioning.
44.
A fear of ____________can be easily conditioned in human beings. a. flowers b. butterflies c. mittens d. spiders Answer: d Topic: Classical Conditioning in Real Life Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Spiders and snakes can be dangerous to your health, so in the process of evolution, human beings acquired a tendency to learn quickly to be wary of them and to retain this fear.
45. Humans tend to have strong phobic reactions to snakes, spiders, heights, and other things that can potentially kill someone. Humans tend not to have phobias about clouds, rainbows, or weasels, which are generally either harmless or rarely encountered. This observation illustrates which principle related to classical conditioning? a. b.
third-level conditioning stimulus discrimination
c. d.
extinction biological preparedness
Answer: d Topic: Classical Conditioning in Real Life Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Humans are biologically prepared to associate the presence of some animals, such as snakes, with poor outcomes.
46.
Initially, when John B. Watson and Rosalie Rayner showed Little Albert a live white rat, Albert __________. a. began to whimper and tremble b. liked the rat and seemed delighted c. tried to crawl away and escape d. tried to bite the rat Answer: b Topic: Classical Conditioning in Real Life Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains Rationale: Little Albert initially liked the rat and was interested in it.
47.
In John B. Watson and Rosalie Rayner‘s ―Little Albert‖ study, each time the rat was presented to the infant, it was accompanied by a loud noise. -Albert‘s reaction of fear upon hearing the loud noise was the __________. a. unconditioned response b. conditioned response c. latent response d. counterconditioned response Answer: a Topic: Classical Conditioning in Real Life Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: An unconditioned response occurs naturally, without conditioning. Therefore, Albert‘s initial fear of the loud noise was the unconditioned response.
48.
After Little Albert acquired a conditioned fear of a rat, John B. Watson and Rosalie Rayner wanted to see how he would react to a rabbit, cotton wool, and a Santa Claus mask. They were studying whether __________ had occurred. a. extinction b. stimulus generalization c. counterconditioning d. stimulus discrimination Answer: b Topic: Classical Conditioning in Real Life Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: When Albert responded to the rabbit, cotton wool, and Santa Claus mask with fear, it was because of generalization.
49.
In classical conditioning, __________ is the process of pairing a conditioned stimulus with a stimulus that elicits a response that is incompatible with an unwanted conditioned response. a. extinction b. stimulus discrimination c. counterconditioning d. stimulus generalization Answer: c Topic: Classical Conditioning in Real Life Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In classical conditioning, counterconditioning is the process of pairing a conditioned stimulus with a stimulus that elicits a response that is incompatible with an unwanted conditioned response.
50.
Lorenzo is a 5-year-old who has a conditioned fear of furry and hairy things. He is fond of a snack of milk and chocolate cookies and associates pleasant feelings with it. Psychologists pair a cat with the snack that Lorenzo enjoys until his fear of the cat goes away. This is an example of __________. a. counterconditioning b. stimulus discrimination
c. instinctive drift d. spontaneous recovery Answer: a Topic: Classical Conditioning in Real Life Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: In classical conditioning, counterconditioning is the process of pairing a conditioned stimulus with a stimulus that elicits a response that is incompatible with an unwanted conditioned response.
51.
Ringo is afraid of swings. To overcome this fear, his mother places him on a swing and gives Ringo a freezer pop to eat while gently pushing the swing. This is an example of __________. a. latent learning b. counterconditioning c. spontaneous recovery d. operant conditioning Answer: b Topic: Classical Conditioning in Real Life Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: This is an example of counterconditioning. The positive feelings associated with the freezer pop are incompatible with fear.
52.
A variation of the counterconditioning procedure developed by John B. Watson and Mary Cover Jones has been used to treat adult phobias. This variation is called __________. a. positive reinforcement b. intermittent reinforcement c. systematic desensitization d. shaping Answer: c Topic: Classical Conditioning in Real Life Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains Rationale: Systematic desensitization is a variation of counterconditioning that is used to treat phobias in adults and involves pairing a conditioned stimulus with some other stimulus that elicits a response incompatible with the unwanted response.
53.
In the history of classical conditioning research, Peter is to __________ as Albert is to _________. a. b. c. d.
milk and cookies; salty snacks ―I like bunnies!‖; ―Argh! a rat!‖ generalization; extinction Watson; Skinner
Answer: b Topic: Classical Conditioning in Real Life Skill Level: Apply What You Know Difficulty Level: Moderate
Learning Objective: 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Little Albert was conditioned by Watson and Rayner to fear a white rat; Peter was counterconditioned by Watson and Jones to overcome a fear of rabbits.
54.
Researchers investigating d-cycloserine as an agent to speed extinction of a conditioned fear concluded that the use of d-cycloserine _____________. a. failed to assist with extinction of conditioned fear responses b. assisted during virtual reality tests, but failed to assist in real-world situations c. assisted during real-world situations, but did not seem to impact fears induced during virtual reality sessions d. assisted in speeding up extinction in both virtual and real-world situations Answer: d Topic: Classical Conditioning in Real Life Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: People receiving d-cycloserine experienced less discomfort when in situations that previously elicited fear.
55.
Reggie eats at Shawarma Palace one night, and feasts on plates of pita, hummus, tahini, and tabbouleh. Watching the news later that night, he sees that Shawarma Palace has been closed down by the health inspector, and Reggie‘s violent episodes of gastric distress confirm the reasons why. Several months later, when friends invite him to the toprated Falafel Kingdom for dinner, Reggie immediately declines the invitation. What has happened to poor Reggie? a.
Stimulus discrimination is at work; Reggie has learned to discriminate against a particular type of cuisine.
b. c. d.
The gut-wracking outcomes of his illness were associated with a particular type of food, leading to a conditioned taste aversion for that food. Reggie knows that Falafel Kingdom is a weirdly named Italian restaurant. Reggie showed evidence of spontaneous recovery after his food aversion had been extinguished.
Answer: b Topic: Classical Conditioning in Real Life Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 7.2.C Describe how classical conditioning is involved in avoiding a food associated with aversive outcomes. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Conditioned taste aversions occur when a food is paired with illness.
56.
People being treated for cancer may develop nausea when they arrive at the place where they have been receiving chemotherapy. In this case, the conditioned stimulus is __________. a. chemotherapy b. nausea c. the place where therapy takes place d. avoidance by canceling the appointment Answer: c Topic: Classical Conditioning in Real Life Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.2.D Describe how classical conditioning can affect reactions to medical treatments, including a patient‘s reaction to a placebo. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The location of the chemotherapy was an initially neutral stimulus that the patients learn to associate with nausea and it becomes a conditioned stimulus.
57.
People being treated for cancer may develop nausea when they arrive at the place where they have been receiving chemotherapy. In this case, the unconditioned stimulus is __________. a. chemotherapy b. nausea c. the place where therapy takes place d. the sound of the nurse‘s voice Answer: a Topic: Classical Conditioning in Real Life Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.2.D Describe how classical conditioning can affect reactions to medical treatments, including a patient‘s reaction to a placebo. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Chemotherapy is the unconditioned stimulus that originally triggers nausea.
58.
Kathy is having pain that does not seem to come from any injury. The doctor gives Kathy a pill that has no active ingredients to relieve her pain, yet Kathy reports a significant relief from pain. This is known as a(n) __________ effect. a. b. c. d.
accidental organic anesthetic placebo
Answer: d Topic: Classical Conditioning in Real Life Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 7.2.D Describe how classical conditioning can affect reactions to medical treatments, including a patient‘s reaction to a placebo.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Placebo effects occur when a non-active substance has effects due to the person‘s expectations.
59. Delfino has been smoking cigarettes for years, and particularly enjoys a good smoke when he goes to a casino to play baccarat. He recently quit smoking and has been cigarettefree for eight months. During that time, he also has had no opportunity to go to a casino. Tonight, he and some friends went to play baccarat, and as he sat down at the table he got a sudden and irresistible urge to smoke a cigarette, and ended up smoking a pack in one night. Delfino‘s unexpected desire to smoke was a result of __________. a. b. c. d.
classical conditioning operant conditioning latent learning observational learning
Answer: a Topic: Classical Conditioning in Real Life Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 7.2.D Describe how classical conditioning can affect reactions to medical treatments, including a patient‘s reaction to a placebo. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The surrounding context brought about spontaneous recovery of Delfino‘s smoking habit
60.
__________ is the process by which a response becomes more or less likely to occur, depending on its consequences. a. Classical conditioning b. Operant conditioning c. Higher-order conditioning d. Counterconditioning
Answer: b Topic: Operant Conditioning Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 7.3.A Discuss how Edward Thorndike‘s research served as the basis for operant conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Operant conditioning is the process by which a response becomes more likely to occur or less so, depending on its consequences.
61. Which statement reflects the fundamental difference between classical and operant conditioning? a. In classical conditioning, the response is reflexive, but in operant conditioning, it is typically more complex. b. In classical conditioning, spontaneous recovery can occur, but in operant conditioning, it cannot. c. In classical conditioning, the consequence of a response is important, but in operant conditioning, it isn‘t. d. In classical conditioning, both stimulus generalization and discrimination can occur, but in operant conditioning, only stimulus discrimination occurs. Answer: a Topic: Classical Conditioning in Real Life Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 7.3.A Discuss how Edward Thorndike‘s research served as the basis for operant conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: Responses in classical conditioning are reflexive behaviors, such as salivation. In operant conditioning, responses are typically more complex.
62. In operant conditioning, learning depends primarily on what happens __________ a response. a. b. c. d.
immediately before after a little prior to instead of
Answer: b Topic: Classical Conditioning in Real Life Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 7.3.A Discuss how Edward Thorndike‘s research served as the basis for operant conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Consequences assume central importance for operant conditioning
63.
Which situation provides the best example of operant behavior? a. b. c. d.
a child‘s heart beating faster when she plays a game of tag at recess a dog‘s mouth watering when it hears food being poured into its bowl a dog blinking its eyes after a flash of light is presented a pigeon pressing a bar after avoiding a shock for this behavior
Answer: d Topic: Operant Conditioning Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 7.3.A Discuss how Edward Thorndike‘s research served as the basis for operant conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains
Rationale: The pigeon pressing the bar is operant behavior because it is voluntary.
64.
Edward L. Thorndike was known for his research with __________. a. cats b. dogs c. monkeys d. rats Answer: a Topic: Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.3.A Discuss how Edward Thorndike‘s research served as the basis for operant conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains Rationale: Edward Thorndike placed cats in ―puzzle boxes‖ and studied them as they learned to escape.
65.
Based on his observations of cats in puzzle boxes, Edward Thorndike concluded that __________. a. behavior modification does not work b. animals can learn from watching other animals model a desired behavior c. behavior is controlled by its consequences d. there are biological limits to the kinds of behaviors an animal can learn Answer: c Topic: Operant Conditioning Skill Level: Analyze It
Difficulty Level: Moderate Learning Objective: 7.3.A Discuss how Edward Thorndike‘s research served as the basis for operant conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains Rationale: Based on his observations of cats in puzzle boxes, Thorndike concluded that behavior is controlled by its consequences. This concept later became the fundamental idea behind operant conditioning.
66.
Compared to the others, which researcher is associated with operant conditioning? a. John B. Watson b. Ivan P. Pavlov c. B. F. Skinner d. Robert Rescorla Answer: c Topic: Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.3.A Discuss how Edward Thorndike‘s research served as the basis for operant conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains Rationale: B. F. Skinner spent his entire career elucidating the principles of operant conditioning.
67.
B. F. Skinner was to ________ as Edward L. Thorndike was to ________. a. rats; cats b. dogs; cats
c. cats; monkeys d. rats; pigeons Answer: a Topic: Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.3.A Discuss how Edward Thorndike‘s research served as the basis for operant conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains Rationale: Edward Thorndike placed cats in ―puzzle boxes‖ and studied them as they learned to escape.
68.
The process by which a stimulus strengthens or increases the probability of the response that it follows is called __________. a. higher-order conditioning b. latent learning c. counterconditioning d. reinforcement Answer: d Topic: Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: This is the definition of reinforcement.
69.
The process by which a stimulus weakens the probability of the response that it follows is called __________. a. negative reinforcement b. punishment c. higher-order conditioning d. determinism Answer: b Topic: Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is the definition of punishment.
70.
The difference between a reinforcer and a punisher is that __________. a. reinforcers are primary and punishers are secondary b. punishers are primary and reinforcers are secondary c. reinforcers strengthen behavior and punishers weaken behavior d. reinforcers are positive and punishers are negative Answer: c Topic: Operant Conditioning Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Reinforcement increases the likelihood that a behavior will reoccur, while punishment decreases it.
71.
Food and water are examples of __________. a. latent reinforcers b. higher-order reinforcers c. secondary reinforcers d. primary reinforcers Answer: d Topic: Operant Conditioning Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: These are primary reinforcers because they satisfy innate needs.
72. Secondary reinforcers differ from primary reinforcers in that secondary reinforcers ________. a. b. c. d.
can potentially reinforce or punish behavior do not satisfy physical needs whatsoever do not inherently satisfy physical needs only pertain to intangible objects or events, such as praise
Answer: c Topic: Operant Conditioning
Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Secondary reinforcers are not required for survival, and often get their value through an association with a primary reinforcer.
73.
Which element is a secondary reinforcer? a. food b. pain c. criticism d. applause Answer: d Topic: Operant Conditioning Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Applause is a secondary reinforcer. Secondary reinforcers acquire their reinforcing value through learning. Criticism is a secondary punisher.
74. ________ is an example of a primary reinforcer, whereas ________ is an example of a secondary reinforcer.
a. A cupcake; a certificate of achievement b.A low-pitched whistling sound; money c. Water; food d.A gold star; cupcake
Answer: a Topic: Operant Conditioning Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: A cupcake relates to food, drink, shelter, touch, and other biologically based needs, whereas a certificate does not.
75.
Which entity is a secondary punisher? a. extreme heat b. electric shock c. criticism d. starvation Answer: c Topic: Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: A secondary punisher is a stimulus that has acquired punishing properties through association with other punishers. In this case, criticism is a secondary punisher.
76.
Which statement is true regarding reinforcers? a. A primary reinforcer may be ineffective if the person is not in a deprived state.
b. A secondary reinforcer is less effective than a primary reinforcer in controlling behavior. c. Money is a powerful primary reinforcer. d. Comfortable air temperature would be an example of an effective secondary reinforcer. Answer: a Topic: Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Primary reinforcement is something that satisfies an innate need. If the person is not in a deprived state, that object may not be reinforcing. For example, if a person is not thirsty, water will probably not be reinforcing.
77. A drawback in using primary punishers and primary reinforcers in research is that __________. a. they are not as effective as secondary reinforcers in conditioning procedures b. administering primary punishers or taking away a primary reinforcer is sometimes not ethical c. the experimenter must first make sure that the stimulus has acquired reinforcing properties d. they are more likely than other punishers and reinforcers to lead to superstitious behaviors
Answer: b Topic: Operant Conditioning Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: For obvious ethical reasons, scientists cannot go around using certain primary punishers (say, by punching their research participants) or taking away primary reinforcers (say, by starving their volunteers). These ethical issues are less likely to occur with secondary reinforcers and punishers.
78. __________ reinforcement occurs when an organism escapes from something unpleasant. a. Positive b. Negative c. Neutral d. Compound Answer: b Topic: Operant Conditioning Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Negative reinforcement occurs when you escape from something aversive or avoid it by preventing it from ever occurring.
79.
Negative reinforcement is best thought of as __________. a. reinforcement for an undesirable activity b. a type of punishment c. something that was predicted to serve as reinforcement but did not do so d. stimuli whose termination or removal increases the behavior that precedes it Answer: d Topic: Operant Conditioning Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Negative reinforcement is a reinforcement procedure in which a response is followed by the removal, delay, or decrease in intensity of an unpleasant stimulus, and as a result, the response becomes stronger or more likely to occur.
80.
__________ reinforcement occurs when a person takes a pill to eliminate headache pain. a. Positive b. Compound c. Neutral d. Negative Answer: d Topic: Operant Conditioning Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This is an example of negative reinforcement. Negative reinforcement is a procedure to make a response stronger by removing an unpleasant stimulus.
81.
Alexis cleans her room so her mother will stop nagging her. Her mother used __________ to get Alexis to clean the room. a. primary punishment b. positive reinforcement c. negative reinforcement d. secondary punishment Answer: c Topic: Operant Conditioning Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This is an example of negative reinforcement. The desired behavior, cleaning Alexis‘s room, resulted in the termination of an aversive event, nagging. Negative reinforcement is a procedure to make a response stronger by removing an unpleasant stimulus.
82.
Brad‘s mom keeps a chart on his bedroom wall and adds a gold star for each day that his room is clean. His mom is using __________ to strengthen the response.
a. latent learning b. classical conditioning c. secondary reinforcers d. counterconditioning Answer: c Topic: Operant Conditioning Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This is an instance of operant conditioning and the star is a secondary, or learned, reinforcer.
83.
Quentin and Manolo take their 2-year-old son, Rufus, to the supermarket every Saturday. Each week, the same sequence of events unfolds: Rufus screams, demanding that they buy him treats. Although they refuse to give in to his demands, he continues to scream. Finally, either Quentin or Manolo gets in their son‘s face and loudly yells, ―Zip it up, Rufieboy! Not today, ain‘t no way, hear exactly what I SAY!!‖ He stops screaming instantly. Which operant conditioning concepts are illustrated in this story? a. b. c. d.
The parents are using negative reinforcement to increase their son‘s screaming. Their son probably learned how to scream by observing his parents at home, and now he is reinforced through the process of latent stimulus discrimination. The parents are in a stressful relationship; their child‘s screaming is his way of trying to get his parents to stay together. The parents are using punishment to suppress the screaming; their use of punishment itself is negatively reinforced by the cessation of screaming.
Answer: d Topic: Operant Conditioning Skill Level: Apply What You Know Difficulty Level: Difficult
Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The parents are using punishment, and their own behavior is negatively reinforced by removal of the unpleasant screaming.
84.
Geraldo‘s mother has been nagging that he should practice his euphonium for the upcoming band competition. Geraldo eventually complies to stop her nagging. This example illustrates __________. a. positive punishment b. negative punishment c. positive reinforcement d. negative reinforcement Answer: d Topic: Operant Conditioning Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This is an example of negative reinforcement, where a desired response, practicing, results in the termination of an aversive event, nagging.
85.
Helle arrives home to find her son washing the dirty dishes left from his party the night before. When she discovers his first-semester grade report on the table and sees that he got straight As, Helle rewards him by relieving him of the unpleasant task of finishing the dishes. Which operant process does the example illustrate?
a. positive punishment b. negative punishment c. negative reinforcement d. positive reinforcement Answer: c Topic: Operant Conditioning Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This is an example of negative reinforcement, where a behavior (getting good grades) is reinforced by removing something unpleasant.
86.
Assunta begs her father for a frosted cookie at the bakery, but he refuses to buy her one. Assunta continues to whine and complain until finally he breaks down and gets her the cookie. For her dad, the cessation of Assunta‘s whiny behavior is a ________. a. positive reinforcer b. negative reinforcer c. negative punisher d. positive punisher Answer: b Topic: Operant Conditioning Skill Level: Apply What You Know Difficulty Level: Difficult
Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This is an example of negative reinforcement, where a behavior (giving his daughter a cookie) is reinforced by removing something unpleasant.
87.
Assunta begs her father for a frosted cookie at the bakery, but he refuses to buy her one. Assunta continues to whine and complain until finally he breaks down and gets her the cookie. For Assunta, the cookie is a ________. a. positive punisher b. positive reinforcer c. negative reinforcer d. negative punisher Answer: b Topic: Operant Conditioning Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: For Assunta, the cookie is positive reinforcement, because it is the presentation of something Assunta likes, and it will likely increase the behavior that preceded it (begging for a cookie when they visit the bakery).
88. Solomon is afraid of jellyfish. He won‘t even watch a nature show on TV about them. When he sees a picture of a jellyfish, he has intense feelings of panic, but when he avoids
looking at the image, his panic goes away. __________.
Solomon‘s avoidance of jellyfish is being
a. recovered spontaneously, because he will never get better b. negatively reinforced, because he is rewarded by his anxiety going down c. extinguished, because he feels anxious after doing so d. positively reinforced, because he is rewarded by his anxiety going down Answer: b Topic: Operant Conditioning Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The termination of a stimulus, in this case panic, is negative reinforcement.
89.
Calista wants to make sure that her dog Happy Sue does not beg for food from the table. Every time that Happy Sue begs, Calista says, ―No,‖ in a sharp, scolding voice and she never gives in. Calista is using __________. a. positive punishment b. negative reinforcement c. stimulus generalization d. negative punishment Answer: a Topic: Operant Conditioning Skill Level: Apply What You Know Difficulty Level: Moderate
Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Calista is using positive punishment to train Happy Sue. Punishment reduces the likelihood of a response.
90.
Gregorio‘s friends tease him for visiting the public library during summer holidays. As a result, Gregorio stops visiting the library. In this example, the teasing acted as __________. a. positive punishment b. negative punishment c. positive reinforcement d. negative reinforcement Answer: a Topic: Operant Conditioning Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: When an unpleasant outcome occurs after a behavior, and the behavior becomes weaker or less frequent, the outcome is called positive punishment.
91.
The week after she earns her driver‘s license, 16-year-old LaShonda arrives home an hour after curfew. As a consequence, LaShonda must wash the car on Saturday and is not allowed to drive it for a week. Washing the car is a __________, and losing driving privileges is a __________.
a. positive punisher; positive punisher b. negative punisher; positive punisher c. negative punisher; negative punisher d. positive punisher; negative punisher Answer: d Topic: Operant Conditioning Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Washing the car is a positive punisher, the occurrence of an aversive event, and loss of driving privileges is a negative punisher, the removal of something pleasant.
92.
B. F. Skinner used a chamber equipped with a device that delivers food or water when an animal makes a desired response. This device is called a(n) __________. a. reinforcement unit b. puzzle box c. Skinner box d. air crib Answer: c Topic: Principles of Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains Rationale: The Skinner box is the name given to a type of chamber used in operant conditioning research. Skinner boxes are generally equipped to deliver reinforcers and punishers in response to specific behaviors.
93.
A Skinner box is most likely to be used in research investigating __________. a. b. c. d.
classical conditioning operant conditioning vicarious learning cognitive learning
Answer: b Topic: Principles of Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains Rationale: The Skinner box is the name given to a type of chamber used in operant conditioning research.
94.
If a rat has learned to press a lever to obtain pellets of food and, all of a sudden, the response permanently ceases to produce any food, then __________ will occur. a. acquisition b. extinction c. generalization d. discrimination Answer: b Topic: Principles of Operant Conditioning
Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: In operant conditioning, extinction occurs when a response is no longer followed by a reinforcer.
95.
__________ occurs when a parrot that has been trained to peck at a picture of a circle also pecks at a picture of an oval. a. Stimulus discrimination b. Shaping c. Stimulus generalization d. Instinctive drift Answer: c Topic: Principles of Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: In operant conditioning, the tendency for a response that has been reinforced in the presence of one stimulus to occur in the presence of other similar stimuli is called stimulus generalization.
96.
A discriminative stimulus is a stimulus that __________.
a. John B. Watson used to make ―Little Albert‖ afraid of all fuzzy things b. provides the organism with a cue for making a certain response in order to obtain reinforcement c. leads a person to discriminate against one group of people based on race or gender identity d. cues the person that continuous reinforcement is being used in operant conditioning Answer: b Topic: Principles of Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A discriminative stimulus signals when a particular response is likely to be followed by a certain type of consequence. For example, a light might indicate that pressing a lever will result in food.
97.
In operant conditioning, the tendency of a response to occur in the presence of one stimulus but not in the presence of another similar stimulus that differs from it on some dimension is called __________. a. stimulus generalization b. stimulus discrimination c. intermittent reinforcement d. partial reinforcement Answer: b Topic: Principles of Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a definition of stimulus discrimination.
98.
Professor Farzouk told her students that if her office door was closed, it meant that she was unavailable to them and would be angry if they knocked on her door. But if her door was open, it meant that she was in a rare good mood and happily would answer questions at that time. Professor Farzouk‘s door being open was a __________ for __________. a) discriminative stimulus; asking questions b) discriminative stimulus; not asking questions c) discriminative response; asking questions d) discriminative response; not asking questions Answer: a Topic: Principles of Operant Conditioning Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale:. Professor Farzouk‘s door being open was a discriminative stimulus for asking questions because it let students know what response to make—flee from her wrath or ask her a question.
99.
When 4-year-old Moira goes to the store with her dad and whines for candy at the checkout counter, she gets the candy. But when she goes to the store with her mom, whining never ends up getting her candy. Before long, Moira only whines when she is at the store with her dad. This is an example of __________. a. successive approximation
b. stimulus discrimination c. continuous reinforcement d. stimulus generalization Answer: b Topic: Principles of Operant Conditioning Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This is an example of stimulus discrimination. Moira has learned when whining is reinforced with candy and when it isn‘t.
100.
Margo gives her son a quarter every time he makes his bed; she is using __________. a. continuous reinforcement b. negative punishment c. intermittent reinforcement d. scheduled reinforcement Answer: a Topic: Principles of Operant Conditioning Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Continuous reinforcement is when every instance of a particular behavior is reinforced.
101. In operant conditioning, when a response is first acquired, learning is usually most rapid if the response is reinforced __________. a. once every few responses on an intermittent schedule b. on a continuous reinforcement schedule c. once every few minutes on an intermittent schedule d. randomly on an intermittent schedule Answer: b Topic: Principles of Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Continuous reinforcement results in the most rapid acquisition of a response.
102.
Intermittent reinforcement results in __________. a. faster extinction b. faster learning c. slower extinction d. intermittent responding Answer: c
Topic: Principles of Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: An advantage of intermittent or partial reinforcement is that the behavior will continue to occur longer when reinforcement is removed.
103.
A response will be easiest to extinguish if an organism has been trained __________. a. on an intermittent reinforcement schedule b. on a partial reinforcement schedule c. on a continuous reinforcement schedule d. on a variety of reinforcement schedules Answer: c Topic: Principles of Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Continuous reinforcement not only results in rapid acquisition of a response, but also rapid extinction when the reinforcement is removed. Behavior trained on an intermittent (partial) schedule of reinforcement is more resistant to extinction.
104.
Which statement is true regarding operant conditioning?
a. b. c. d.
Neither partial nor continuous reinforcement leads to behaviors that will persist for long periods of time. Continuous reinforcement leads to behaviors that will persist longer than behavior learned through partial or intermittent reinforcement. Partial reinforcement leads to behaviors that will persist longer than behavior learned through continuous reinforcement. Continuous reinforcement and partial reinforcement lead to behaviors that persist for equally long periods of time.
Answer: c Topic: Principles of Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Partial reinforcement leads to behaviors that persist longer as the organism keeps looking for eventual reinforcement.
105.
B. F. Skinner rigged the cages of eight pigeons so food was delivered every 15 seconds no matter what behavior the pigeons performed. Within a short time, most of the pigeons were practicing some sort of consistent ritual, even though the ritual did not have the least effect on determining the delivery of the reinforcer. The birds were __________. a. demonstrating spontaneous recovery b. developing phobias c. trained by vicarious conditioning d. behaving superstitiously Answer: d Topic: Principles of Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Intermittent reinforcement can result in superstitious behavior such as in this example.
106.
In operant conditioning, reinforcing successive approximations of a desired behavior is a procedure called __________. a. chaining b. shaping c. higher-order conditioning d. counterconditioning Answer: b Topic: Principles of Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a definition of shaping.
107.
__________ is an operant-conditioning procedure in which successive approximations of a desired response are reinforced. a. Shaping b. Latent learning c. Stimulus generalization d. Stimulus discrimination Answer: a
Topic: Principles of Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Shaping is an operant conditioning procedure in which successive approximations of a desired response are reinforced.
108. Yolanda‘s parents want her to put her books in her bookcase. At first, they praise her for putting the books together in one pile. Then they praise her for getting the books on the same side of the room as the bookcase. When she gets the books on top of the bookcase, she gets praise. Finally, her parents praise her when she puts her books in the bookcase. This is an example of __________. a. b. c. d.
negative reinforcement punishment extinction shaping
Answer: d Topic: Operant Conditioning Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Yolanda is reinforced for every step that gets her closer to the desired behavior, a process called shaping.
109.
Gannon trains his hamster to roll a marble. First, he reinforces the hamster when it walks toward the marble, then he reinforces when it touches the marble with its nose. Finally, the
hamster learns to roll the marble and is reinforced for it. This example illustrates __________. a. chaining b. counterconditioning c. shaping d. classical conditioning Answer: c Topic: Operant Conditioning Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: This is an example of shaping, where successive approximations of a desired behavior are reinforced.
110.
Piotr wants to train his parrot to kick a ball into a soccer net. Which should he do? a. Wait until the parrot kicks the ball into the net on its own and then give it a food treat. b. Use negative punishment until the parrot kicks the ball into the net. c. Begin by reinforcing when the parrot goes near the ball. d. Use positive punishment until the parrot kicks the ball into the net. Answer: c Topic: Principles of Operant Conditioning Skill Level: Apply What You Know Difficulty Level: Moderate
Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology, 2.2 Demonstrate psychology information literacy Rationale: Shaping is a process of reinforcing successive approximations to a desired behavior. It is used to teach an organism a response that it would not normally engage in.
111.
In the operant-conditioning procedure of shaping, behaviors that are ordered in terms of increasing similarity or closeness to the desired response are called __________. a. intermittent generalizations b. successive approximations c. intermittent approximations d. successive generalizations Answer: b Topic: Principles of Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Shaping occurs when successive approximations of a desired behavior are reinforced.
112.
When Keller and Marian Breland, two psychologists who became animal trainers, decided that it would be cute to have a pig drop a big wooden coin into a box, they found that __________. a. food was not an effective reinforcer for the pig and so learning didn‘t occur b. when given edible roots as reinforcers, the pig learned the task in fewer than 10 trials
c. the pig was difficult to train because it kept dropping the coin, rooting, and throwing the coin in the air d. the pig showed intrinsic interest in the task and so reinforcement was unnecessary Answer: c Topic: Principles of Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Instinctive drift is the tendency for an animal to behave in instinctive ways rather than in unnatural ways. In this case, instinctive drift explains the pig‘s strange behaviors.
113. A behavioral psychologist tries to train a bird to climb a tree to get a reward of a piece of fruit. At first, the bird learns how to climb the tree with its legs and beak. After a while, it starts flapping its wings and hopping around before it starts to climb. Eventually, the bird flies up toward the piece of fruit, even though that prevents it from getting the fruit. According to Keller and Marian Breland‘s analysis of biological constraints, the bird is demonstrating __________. a. b. c. d.
response generalization that it was reverting to behavior that was ingrained for it the power of negative reinforcement spontaneous recovery
Answer: b Topic: Principles of Operant Conditioning Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The Brelands discovered that animals revert to ingrained behavior in gathering food, a phenomenon they called instinctive drift.
114.
During operant learning, the tendency for an organism to revert to innate, species-specific behaviors is called __________. a. free will b. successive approximations c. shaping d. instinctive drift Answer: d Topic: Principles of Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a definition of instinctive drift.
115.
Which statement is true of the American psychologist B. F. Skinner? a. He theorized that one‘s accomplishments are due to personal traits, such as curiosity.
b. He stated that free will is an illusion because we are shaped by our environment and genes. c. He established that one‘s accomplishments are due to mental events, such as motivation. d. He argued that it would be unethical to try to improve human behavior by applying behavioral principles.
Answer: b Topic: Principles of Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.4.B Discuss some of the misconceptions surrounding both the work of B. F. Skinner and the general goals of operant conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Skinner believed that free will is an illusion because our behavior is shaped by genes and environment.
116.
The application of operant-conditioning techniques to teach new responses or to reduce or eliminate maladaptive or problematic behavior is called __________. a. stimulus generalization b. higher-order conditioning c. counterconditioning d. behavior modification Answer: d Topic: Operant Conditioning in Real Life Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.5.A List and discuss reasons punishment often fails to effectively change behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a definition of behavior modification.
117. Elementary school teachers give stickers to children for being quiet in class, lining up quickly at recess, and practicing similar school etiquette. The children can then turn in the stickers to get small gifts in the library. This is an example of ________. a. b. c. d.
classical conditioning instinctive drift primary reinforcement behavior modification
Answer: d Topic: Operant Conditioning in Real Life Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 7.5.A List and discuss reasons punishment often fails to effectively change behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Behavior modification is the use of operant conditioning to bring about a desired behavior, which is exactly what the teachers are trying to do.
118.
Being severely physically punished in childhood is a risk factor for which outcome? a. depression and autism b. depression, low self-esteem, and violent behavior c. ADHD and aggression d. ADHD and depression Answer: b Topic: Operant Conditioning in Real Life Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.5.A List and discuss reasons punishment often fails to effectively change behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: Being physically punished in childhood is a risk factor for depression, low selfesteem, and violent behavior.
120.
Reinforcement is to punishment as _____________. a. b. c. d.
decrease is to increase increase is to decrease successive is to spontaneous giving is to receiving
Answer: b Topic: Operant Conditioning in Real Life Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 7.5.A List and discuss reasons punishment often fails to effectively change behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Reinforcement attempts to increase behavior, whereas punishment attempts to decrease a behavior.
121. Which criterion helps to increase the effectiveness of punishment? a. b. c. d.
when it is vicarious when it immediately follows the undesirable behavior when it is given with classical conditioning when it is inconsistent
Answer: b Topic: Operant Conditioning in Real Life Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.5.A List and discuss reasons punishment often fails to effectively change behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: Punishment is more effective when it immediately follows the misbehavior to be corrected; unfortunately, this often isn‘t possible to accomplish.
122.
Extrinsic reinforcers __________. a. are not inherently related to the activity being reinforced b. are inherently related to the activity being reinforced c. are related to the satisfaction of accomplishing a task d. are related to the inherent enjoyment of a particular task Answer: a Topic: Operant Conditioning in Real Life Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.5.B Discuss reasons rewards may backfire and not produce their intended results for behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Extrinsic reinforcers come from an outside source and are not inherently related to the activity being reinforced.
123.
Which situation portrays an intrinsic reinforcer? a. Johnny receives a bonus in his paycheck for meeting his sales quota for the month. b. Joey is an architect and enjoys planning and designing the construction of buildings. c. Dee is praised for his performance in the local marathon. d. Tommy gets an A for his excellent essay on American foreign policy. Answer: b Topic: Operant Conditioning in Real Life Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 7.5.B Discuss reasons rewards may backfire and not produce their intended results for behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Intrinsic reinforcers are reinforcers that come from an internal source and are inherently related to the activity being reinforced, such as the satisfaction one feels after completing a difficult task.
124.
Which observation is true about the use of extrinsic versus intrinsic rewards? a. Extrinsic rewards should never be used. b. Extrinsic rewards should be used carefully and not overdone. c. Intrinsic rewards should never be used. d. Intrinsic rewards should be used carefully and not overdone. Answer: b Topic: Operant Conditioning in Real Life Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.5.B Discuss reasons rewards may backfire and not produce their intended results for behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Extrinsic rewards are often useful or necessary, but should be used carefully and should not be overdone so that intrinsic pleasure in an activity can blossom.
125.
Learning that occurs but is not immediately reflected in a behavior change is called __________. a. observational learning b. latent learning c. classical conditioning
d. instinctive drift Answer: b Topic: Learning and the Mind Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.6.A Define latent learning, and give an example of how it might work in the daily life of a college student. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Latent learning is a form of learning that is not immediately expressed in an overt response.
126.
The concept of latent learning was developed by __________. a. John Broadus Watson b. Burrhus Frederick Skinner c. Edward Lee Thorndike d. Edward Chace Tolman Answer: d Topic: Learning and the Mind Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.6.A Define latent learning, and give an example of how it might work in the daily life of a college student. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains Rationale: Edward C. Tolman was the first to show that rats were capable of learning how to navigate a maze, even when they were not given any obvious reinforcement for doing so. This ―latent learning‖ was observed only when these rats were later reinforced.
127.
After watching her father slide through pictures on his smartphone using his index finger, Lucy, a 5-year-old, learns to use her finger to slide the screen on his smartphone. Lucy acquired this behavior through __________. a. classical conditioning b. observational learning c. operant conditioning d. counterconditioning Answer: b Topic: Learning and the Mind Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 7.6.B Define observational learning, and give an example of how it might occur during childhood. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This is an example of observational learning, a process in which an individual learns new responses by observing the behavior of another (a model) rather than through direct experience.
128. Three-year-old Shlomo watches as his older brother Gerard impishly reaches up to put his hand on the hot burner of a stove. Shlomo sees Gerard recoil in terror, and hears his frightened screams as he plunges his injured hand into cold water. For the rest of his life, Shlomo never put his hand on a stovetop burner, never got reinforced for not doing so, and in fact never had any direct experience with singed flesh or dangerous kitchen equipment, yet clearly some learning had taken place. What kind of learning did Shlomo experience? a. b. c. d.
classical conditioning operant conditioning contingency theory observational learning
Answer: d Topic: Learning and the Mind Skill Level: Apply What You Know Difficulty Level: Moderate
Learning Objective: 7.6.B Define observational learning, and give an example of how it might occur during childhood. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This is an example of observational learning, a process in which an individual learns new responses by observing the behavior of another (a model) rather than through direct experience.
129.
Observational learning theory‘s foremost proponent was ___________. a. b. c. d.
Bluma Zeigarnik Edward L. Thorndike Ivan Pavlov Albert Bandura
Answer: d Topic: Learning and the Mind Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.6.B Define observational learning, and give an example of how it might occur during childhood. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Observational learning theory‘s foremost proponent was the late Albert Bandura, and his research has contributed greatly to our knowledge of media effects on society.
130.
Behaviorists often refer to ___________as vicarious conditioning. a. latent learning b. observational learning c. classical conditioning d. instinctive drift Answer: b
Topic: Learning and the Mind Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.6.B Define observational learning, and give an example of how it might occur during childhood. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Observational learning is often referred to as vicarious conditioning by behaviorists.
131.
When conducting the classic experiment with a Bobo doll, Albert Bandura had children watch an adult who acted aggressively toward the Bobo doll. When these children were left alone with the Bobo doll, what happened? a. They were more likely to treat the Bobo doll aggressively than children who had not observed an adult being aggressive with the Bobo doll. b. The children sympathetically tried to soothe the Bobo doll once the adult left the room. c. The children tried to hide the Bobo doll in case the adult returned. d. The children ignored the Bobo doll once the adult left the room. Answer: a Topic: Learning and the Mind Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.6.B Define observational learning, and give an example of how it might occur during childhood. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Children who observed the adult treat the Bobo doll aggressively imitated the adult‘s aggression toward the doll and even invented new and creative ways to be aggressive with Bobo. Children who did not first see an aggressive adult in action were rarely aggressive themselves when they got the chance to play with Bobo.
132. In Albert Bandura‘s classic research investigating observational learning, the term Bobo refers to ________. a) Bandura‘s name for the dog used in the study b) Bandura‘s loyal but strange assistant who carried out the experiment c) Bandura‘s nickname that his graduate students had given him d) the inflatable clown doll that was used in the study Answer: d Topic: Learning and the Mind Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 7.6.B Define observational learning, and give an example of how it might occur during childhood. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The term Bobo refers to the type of inflatable doll that was used in the experiments.
True-False Questions
1.
Learning is defined as a relatively permanent change in behavior (or behavioral potential) due to experience. Answer: True Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
2.
Classical conditioning was accidentally discovered by Russian physiologist Ivan Pavlov while he was studying salivation in dogs. Answer: True Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains
3. A response elicited by a stimulus without additional learning is called a conditioned response. Answer: False Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
4. A response elicited by a stimulus without additional learning is called an unconditioned response. Answer: True Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
5.
If a dog begins to salivate at the sight of its dog food dish, then the dish is called a conditioned stimulus. Answer: True Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
6. In Ivan Pavlov‘s original experiments investigating classical conditioning, dogs learned to salivate at the sound of a metronome when it was repeatedly paired with the presentation of food. The food is referred to as the unconditioned response. Answer: False Topic: Classical Conditioning
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
7. A conditioned response is a response that is elicited by a stimulus without additional learning. Answer: False Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.1.A Explain the key elements of classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
8. The automatic, involuntary responses involved in blood pressure and muscle contractions cannot be classically conditioned. Answer: False Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
9. Extinction occurs when the conditioned stimulus is no longer paired with the unconditioned stimulus. Answer: True Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
10.
A conditioned stimulus (CS) is presented repeatedly without the associated presentation of the unconditioned stimulus (US). Over time, the organism no longer makes the conditioned response (CR). This fading of the CR is known as habituation. Answer: False Topic: Classical Conditioning Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
11.
Extinction is a procedure that causes unlearning. Answer: False Topic: Classical Conditioning Skill Level: Understand the Concepts Difficulty Level: Difficult
Learning Objective: 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
12.
―Little Albert‖ was an infant who was remarkably resistant to having his emotional responses conditioned. Psychologist John Watson presented ―Little Albert‖ with a cute little furry rat and then rang a loud bell. Later, Albert should have become scared of the bell, but this never happened. Answer: False Topic: Classical Conditioning Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
13. Counterconditioning occurs when a learned response reoccurs after its apparent extinction. Answer: False Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
14. Operant conditioning occurs when a stimulus that resembles the conditioned stimulus elicits the conditioned response. Answer: False Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
15. Higher-order conditioning occurs when a neutral stimulus becomes a conditioned stimulus through association with an already established conditioned stimulus. Answer: True Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
16. Stimulus discrimination occurs when, after conditioning, an organism responds to a stimulus that resembles the stimulus involved in the original conditioning. Answer: False
Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
17.
When a stimulus that is similar to the conditioned stimulus fails to evoke the conditioned response, then stimulus generalization has occurred. Answer: False Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
18. Stimulus generalization has occurred if a child learns to fear spiders and then responds to beetles and caterpillars with fear. Answer: True Topic: Classical Conditioning Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
19.
Classical conditioning is considered to be an evolutionary adaption that allows an organism to anticipate and prepare for an event that is about to happen. Answer: True Topic: Classical Conditioning Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.1.C Explain why the stimulus to be conditioned should precede the unconditioned stimulus in classical conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
20.
John B. Watson believed that the entire rich array of human emotion and behavior could be accounted for by conditioning principles. Answer: True Topic: Classical Conditioning in Real Life Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.2.A Provide an example of how classical conditioning contributes to forming preferences. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
21. Negative emotions and dislikes can be classically conditioned, but it is difficult to use this technique to condition positive emotions. Answer: False
Topic: Classical Conditioning in Real Life Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
22.
Conditioned emotional responses are some of the easiest forms of classical conditioning to accomplish, as demonstrated by the fact that our lives are so full of them. Answer: True Topic: Classical Conditioning in Real Life Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
23. Counterconditioning is a process in which a conditioned stimulus is paired with a stimulus that elicits a response that is incompatible with an unwanted conditioned response. Answer: True Topic: Classical Conditioning in Real Life Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
24. Stimulus discrimination is the process of pairing a conditioned stimulus with a stimulus that elicits a response that is incompatible with an unwanted conditioned response. Answer: False Topic: Classical Conditioning in Real Life Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
25. Humans are biologically primed to be especially susceptible to certain kinds of acquired fears. Answer: True Topic: Classical Conditioning in Real Life Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
26. Humans are biologically primed to associate sickness with tastes more readily than with sights. Answer: True Topic: Classical Conditioning in Real Life
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.2.C Describe how classical conditioning is involved in avoiding a food associated with aversive outcomes. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
27.
From the behaviorist perspective, the reduction in pain that follows taking a placebo is a conditioned response. Answer: True Topic: Classical Conditioning in Real Life Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.2.D Describe how classical conditioning can affect reactions to medical treatments, including a patient‘s reaction to a placebo. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
28. Edward L. Thorndike proposed that responses are more likely to be made if they are followed by some pleasing consequence. Answer: True Topic: Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.3.A Discuss how Edward Thorndike‘s research served as the basis for operant conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
29.
The central feature in operant conditioning is an association between two stimuli. Answer: False Topic: Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.3.A Discuss how Edward Thorndike‘s research served as the basis for operant conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
30.
Reinforcement is the process by which a stimulus or event weakens or reduces the probability of the response that precedes it. Answer: False Topic: Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
31.
A stimulus that is inherently reinforcing is called a secondary reinforcer. Answer: False Topic: Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
32.
Receiving food, when hungry, would be a primary reinforcer. Answer: True Topic: Operant Conditioning Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
33.
Quarters spilling from a slot machine would be secondary reinforcers. Answer: True Topic: Operant Conditioning Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
34.
Having a gold star placed on one‘s spelling quiz would be a secondary reinforcer. Answer: True Topic: Operant Conditioning
Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
35. Working in a room with a comfortable air temperature would be an example of a secondary reinforcer. Answer: False Topic: Operant Conditioning Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
36. Secondary reinforcers and punishers are sometimes called conditioned reinforcers and punishers. Answer: True Topic: Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
37.
A negative reinforcer makes a response more likely to reoccur. Answer: True Topic: Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.3.B Distinguish between reinforcement and punishment and provide examples of the different types of reinforcement and punishment: primary and secondary, and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
38.
A negative reinforcement is a type of punishment. Answer: False Topic: Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
39.
In operant conditioning, extinction occurs when the conditioned stimulus is no longer paired with the unconditioned stimulus. Answer: False Topic: Principles of Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Moderate
Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
40. A discriminative stimulus signals when a particular response is likely to be followed by a certain type of consequence. Answer: True Topic: Principles of Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
41.
A reliable response becomes more resistant to extinction if it is rewarded on an intermittent schedule of reinforcement. Answer: True Topic: Principles of Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
42. When first acquiring a response, learning is usually most rapid under a continuous reinforcement schedule. Answer: True Topic: Principles of Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
43. Using continuous reinforcement is the best way to prevent a response from becoming extinguished. Answer: False Topic: Principles of Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
44.
All principles of conditioning are limited by an organism‘s genetic dispositions and physical characteristics. Answer: True Topic: Principles of Operant Conditioning Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
45.
B. F. Skinner believed that human free will was an illusion. Answer: True Topic: Principles of Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.4.B Discuss some of the misconceptions surrounding both the work of B.F. Skinner and the general goals of operant conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
46.
The application of conditioning techniques to teach people new responses or to reduce maladaptive behaviors is called behavior modification. Answer: True Topic: Operant Conditioning in Real Life Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.5.A List and discuss reasons punishment often fails to effectively change behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
47. Punishing a child‘s misbehavior is most effective if there is a delay between the behavior and the
punishment so that the child has time to think about the consequence to come. Answer: False Topic: Operant Conditioning in Real Life Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 7.5.A List and discuss reasons punishment often fails to effectively change behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
48. Paige is wetting her bed. Punishing her would be the best way to permanently stop this behavior. You should recommend that Paige be given no food on the day after a bedwetting incident. This is because punishment is guaranteed to stop bad behaviors. Answer: False Topic: Operant Conditioning in Real Life Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 7.5.B Discuss reasons rewards may backfire and not produce their intended results for behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
49.
Intrinsic reinforcers can undermine the pleasure of doing something for its own sake. Answer: False Topic: Operant Conditioning in Real Life Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.5.B Discuss reasons rewards may backfire and not produce their intended results for behavior.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
50.
Extrinsic reinforcers are not inherently related to the activity that is being reinforced. Answer: True Topic: Operant Conditioning in Real Life Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.5.B Discuss reasons rewards may backfire and not produce their intended results for behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
51.
In order for latent learning to occur, obvious reinforcement must be applied. Answer: False Topic: Learning and the Mind Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.6.A Define latent learning, and give an example of how it might work in the daily life of a college student. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
52.
Social-cognitive learning theorists argue that omitting mental processes from explanations of human learning is essential in maintaining a rigorous scientific approach. Answer: False Topic: Learning and the Mind Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 7.6.B Define observational learning, and give an example of how it might occur during childhood. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy, 2.4
53.
Social-cognitive theorists would argue that learning is not just a change in behavior, but it is also a change in knowledge that has the potential for affecting behavior. Answer: True Topic: Learning and the Mind Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.6.B Define observational learning, and give an example of how it might occur during childhood. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
54.
The process of observational learning would explain how 3-year-old Julius knows how to lather up his own face after watching his father shave earlier that day. Answer: True Topic: Learning and the Mind Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.6.B Define observational learning, and give an example of how it might occur during childhood. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
55.
Behaviorists refer to observational learning as vicarious conditioning. Answer: True Topic: Learning and the Mind Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.6.B Define observational learning, and give an example of how it might occur during childhood. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
56.
Latent learning occurs when a person learns new responses by observing the behavior of another rather than through direct experience. Answer: False Topic: Learning and the Mind Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.6.B Define observational learning, and give an example of how it might occur during childhood. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
57.
Vicarious conditioning involves observing behavior enacted by another person, called a model. Answer: True Topic: Learning and the Mind Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 7.6.B Define observational learning, and give an example of how it might occur during childhood. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
58.
Albert Bandura‘s original experiments investigating observational learning involved watching children and their interactions with Bobo dolls. Answer: True Topic: Learning and the Mind Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 7.6.B Define observational learning, and give an example of how it might occur during childhood. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
59.
The fundamental principles of social-cognitive theories of learning are the same as those of Skinnerian operant conditioning. Answer: False Topic: Learning and the Mind Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 7.6.B Define observational learning, and give an example of how it might occur during childhood. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
60.
Psychological scientists have demonstrated conclusively that watching violent media causes children to become more violent themselves when they enter adulthood.
Answer: False Topic: Learning and the Mind Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.6.B Define observational learning, and give an example of how it might occur during childhood. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Short Answer Questions
1.
Evolutionary psychologists note that humans are primed to be susceptible to certain kinds of acquired fears. Explain why this would be adaptive. Answer: A good answer will include the following key points.
It is far easier to establish a conditioned fear to some objects, such as spiders and snakes, than others, such as flowers. This is adaptive because spiders and snakes could be dangerous to us. We seem to be biologically primed or prepared to fear objects that could be injurious to our health. Through the process of evolution, human beings acquired a tendency to learn quickly to be wary of dangerous elements in their environment, and to retain this fear over time.
Topic: Classical Conditioning in Real Life Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
2.
Oswald is a 3-year-old who is highly afraid of sitting in cars ever since he was in a minor car accident. He enjoys freezer pops and chocolate candies, and responds gleefully to his favorite song, ―John Jacob Jingleheimer Schmidt.‖ Describe the classical conditioning procedure that can help reduce Oswald‘s fear. Answer: A good answer will include the following key points.
The act of sitting in a car is a conditioned stimulus causing a conditioned response of fear. Oswald‘s favorite music and snacks can be paired with the conditioned stimulus, sitting in a car. Oswald‘s favorite song and snacks produce a pleasant feeling that is incompatible with the conditioned response of fear. This process is known as counterconditioning.
Topic: Classical Conditioning in Real Life Skill Level: Apply What You Know
Difficulty Level: Difficult Learning Objective: 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
3.
Because of classical conditioning, medical treatment can create unexpected misery or relief from symptoms, for reasons that are entirely unrelated to the treatment itself. Give an example that illustrates this observation. Answer: A good answer will include the following key points.
Unpleasant reactions to a treatment can become associated to a wide range of other stimuli. For example, chemotherapy, and the nausea it produces, may become associated with the place where the therapy takes place, the waiting room, the nurse‘s uniform, etc., such that these stimuli may produce nausea by themselves. Positive reactions may also be conditioned. For example, placebos can produce improved symptoms because pills are generally associated with improved symptoms.
Topic: Classical Conditioning in Real Life Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 7.2.D Describe how classical conditioning can affect reactions to medical treatments, including a patient‘s reaction to a placebo. APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
4.
In B. F. Skinner‘s analysis, an operant behavior can lead to two types of consequences. Describe these two consequences. Answer: A good answer will include the following key points.
Behavior can lead to reinforcement, which strengthens the response or makes it more likely to recur. Behavior can lead to punishment, which weakens the response and makes it less likely to recur.
Topic: Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
5. What is the distinction between primary and secondary reinforcers? Provide an example of each. Answer: A good answer will include the following key points.
A primary reinforcer is an object or event that is inherently reinforcing because it satisfies a biological need. Food and water would be examples of primary reinforcers, as each satisfies the biological needs of hunger and thirst, respectively. A secondary reinforcer is an object or event that is reinforcing as a result of learning. Money is a secondary reinforcer. A slip of green paper by itself is meaningless, but its association with other outcomes (e.g., buying things, trading it for something of tangible value) gives it reinforcing power.
Topic: Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
6.
Highlight the differences between positive and negative reinforcement. Answer: A good answer will include the following key points.
Reinforcement, whether positive or negative, always strengthens a behavior, making a behavior more likely to recur.
With positive reinforcement, the response is followed by the presentation of, or increase in intensity of, the reinforcing stimulus. With negative reinforcement, the response is followed by the removal, delay, or decrease in intensity of an unpleasant stimulus.
Topic: Operant Conditioning Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
7.
Casey and Koko want their cat to jump through a hoop held 3 feet off the ground. Because the cat would never spontaneously jump through the hoop on its own, which operant conditioning procedure will Casey and Koko need to use? Briefly explain how they might proceed. Answer: A good answer will include the following key points.
Shaping would be useful in this situation. Casey and Koko would initially reinforce a simple version of the behavior, such as walking through the hoop when it is on the ground. They would then gradually reinforce closer and closer approximations to the target behavior by slowly increasing the height of the hoop.
Topic: Principles of Operant Conditioning Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
8.
Describe two important differences between classical and operant conditioning.
Answer: A good answer will include the following key points.
In classical conditioning, it does not matter whether an organism‘s behavior has consequences, but in operant conditioning, the organism‘s behavior, and its consequences, are key to the conditioning process. In classical conditioning, the response of the organism is automatic and reflexive, whereas in operant conditioning the response is typically more complex and not reflexive.
Topic: Principles of Operant Conditioning Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
9. Explain why, in both classical conditioning and operant conditioning, extinction doesn‘t really mean ―gone for good.‖ Answer: A good answer will include the following key points.
Extinction can be demonstrated both in classical conditioning and in operant conditioning. When the CS and US are not paired over a period of time, the CR will diminish. Similarly, when a behavior stops being reinforced, extinction also will occur. However, spontaneous recovery illustrates that the behavior is not really ―gone,‖ given that it can return in the absence of CS–US pairings or reinforcement, suggesting that the learned behavior is ―in there‖ someplace, in a relatively permanent form.
Topic: Principles of Operant Conditioning Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.1 Use
scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
10. Describe what it means to say, ―Punishment conveys little information,‖ which in turn makes it a less effective strategy than reinforcement. Use an example of a child misbehaving in a department store. Answer: A good answer will include the following key points.
The cornerstone of operant conditioning is that behavior that is reinforced is more likely to recur in the future. Punishment stops a behavior in the short term, but doesn‘t provide any information about what the alternative, desired behavior should be. If little Skeezix is acting up in Woolworth‘s, bellowing ―Stop that!‖ conveys some information, but not much. Skeezix understands what not to do, but doesn‘t receive any information about what to do instead. When Skeezix sits quietly in the shopping cart while his parents do their business, a warm ―Good boy!‖ or ―Thanks for being so good; I‘m proud of you!‖ will reinforce the desired behavior of sitting quietly and patiently.
Topic: Operant Conditioning in Real Life Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.5.A List and discuss reasons punishment often fails to effectively change behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
11.
Explain why extrinsic rewards can undermine the pleasure of doing something for its own sake. Answer: A good answer will include the following key points.
When we receive an extrinsic reward for an activity, we interpret it as work and only do it to get the reward. Extrinsic rewards are seen as controlling and reduce our sense of autonomy and choice. Extrinsic reinforcement sometimes raises the rate of responding above some optimal, enjoyable level.
Topic: Operant Conditioning in Real Life Skill Level: Understand the Concepts Difficulty Level: Difficult
Learning Objective: 7.5.B Discuss reasons rewards may backfire and not produce their intended results for behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
12. Explain why latent learning is a direct challenge to the traditional view of operant conditioning. Answer: A good answer will include the following key points.
Operant conditioning, especially in the form of B. F. Skinner‘s radical behaviorism, would have it that learning can only take place when direct reinforcement is applied. Edward Chace Tolman and C. H. Honzik demonstrated that reinforcement is not necessary in order for learning to occur. Tolman‘s rats learned how to navigate a complex maze even when they were not directly reinforced for doing so.
Topic: Learning and the Mind Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 7.6.A Define latent learning, and give an example of how it might work in the daily life of a college student. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Essay Questions
1.
Explain the difference between the traditional Pavlovian approach to classical conditioning and the contemporary view of what is actually learned during classical conditioning. Answer: A good answer will include the following key points.
According to Ivan Pavlov, what is learned during classical conditioning is an association between two stimuli, the unconditioned stimulus and the conditioned stimulus. Contemporary psychologists think that what is actually learned is predictive information conveyed by one stimulus about another. For example, if A occurs then B is likely to follow. Robert Rescorla demonstrated that the mere pairing of an unconditioned stimulus and a neutral stimulus is not sufficient to produce learning. To become a conditioned stimulus, the neutral stimulus must reliably signal, or predict, the occurrence of the unconditioned stimulus.
Topic: Classical Conditioning Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 7.1.C Explain why the stimulus to be conditioned should precede the unconditioned stimulus in classical conditioning. APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
2.
In classical conditioning procedures, it is sometimes possible for higher-order conditioning to occur. Summarize, in detail, the research on higher-order conditioning in which slugs were the research subjects. Answer: A good answer will include the following key points.
In higher-order conditioning, a neutral stimulus becomes a conditioned stimulus through association with an already established conditioned stimulus. The procedure for higher-order conditioning is the same as basic classical conditioning except that a conditioned stimulus and conditioned response that have previously been learned are used instead of an innate unconditioned stimulus and unconditioned response. For example, slugs were conditioned to dislike the smell of carrots by pairing it with a bitter-tasting chemical that they detest. The smell of carrots is now a conditioned stimulus triggering a conditioned response of avoidance.
The smell of carrots was then paired with the smell of potato. Slugs learned to dislike and avoid the smell of potato.
Topic: Classical Conditioning in Real Life Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 7.2.C Describe how classical conditioning is involved in avoiding a food associated with aversive outcomes. APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
3.
Psychologists have taken advantage of the research conducted by John Garcia and his colleagues in order to develop humane ways of discouraging predators from preying on livestock. Summarize the classic study in which coyotes developed conditioned aversions to sheep by listing the steps to achieve the conditioned taste aversion. Answer: A good answer will include the following key points.
The ―Garcia effect‖ involves conditioned taste aversion. To prevent coyotes and wolves from preying on sheep, conditioned taste aversion can be used. For example, sheep meat (CS) is injected with a nausea-inducing chemical (US) and fed to coyotes and wolves, causing them to become nauseated (UR). The smell of sheep now causes nausea (CR) and the coyotes and wolves avoid the sheep.
Topic: Classical Conditioning in Real Life Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 7.2.C Describe how classical conditioning is involved in avoiding a food associated with aversive outcomes. APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
4.
People receiving medical treatments that induce nausea (such as chemotherapy) often become classically conditioned to the environment and processes surrounding that treatment. First explain why this occurs, then offer a solution to prevent (or at least limit) this reaction. Answer: A good answer will include the following key points.
People receiving chemotherapy experience nausea and vomiting due to the effects of the drug. However, this response gets associated with the environment and process of receiving the drug; for example, the color of the waiting room, the presence of a nurse, any odors in the room, the procedure of laying out needles, the feel of the chair in the treatment room, and so on. These other stimuli then produce feelings of nausea originally attributed to the drug. In short, when the person sees the room, the chair, the nurse, etc., all of those stimuli have been associated with feelings of nausea. One approach to combat this would be to pair the receipt of chemotherapy with one very specific stimulus: a stuffed walrus with red fur, for example. The notion would be that the feelings of sickness now get tied to one specific stimulus, and only when that stimulus is present does the actual chemotherapy occur. Another approach would be to vary the treatment setting to so great an extent that no one element of it acts as an associate to the nausea. Receiving treatment in a green room, for example, then a blue room, then yellow, then white, with a different chair each time, and a different nurse each time, would hopefully lessen the impact of the environmental stimuli being associated with the nauseous outcome.
Topic: Classical Conditioning in Real Life Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 7.2.D Describe how classical conditioning can affect reactions to medical treatments, including a patient‘s reaction to a placebo. APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
5.
Explain why any type of reinforcement increases the likelihood of a response recurring in the future, and any type of punishment decreases that probability. In your answer, distinguish between positive and negative forms of both processes. Answer: A good answer will include the following key points.
B.F. Skinner really didn‘t do the field of psychology any favors with his choice of terminology!
―Positive‖ and ―negative‖ sound like, to most people, ―good‖ and ―bad,‖ and as such usually get associated, respectively, with ―reward‖ (reinforcement) and ―punishment.‖ However, Skinner simply meant that a ―positive-anything‖ involved the presentation or application of something, just as a ―negative-anything‖ meant the removal of something. Positive reinforcement, then, involves the active presentation of some desired stimulus, thereby increasing the likelihood of a desired response; a child cleans her room and receives a piece of candy. Positive punishment involves the active presentation of something undesirable, thereby decreasing the likelihood of the response occurring in the future; a teacher scolds a pupil to make him stop goofing off. Negative reinforcement involves the removal of something unpleasant, thereby increasing the likelihood of a desired response; the teacher stops scolding the pupil when he stops goofing off. Negative punishment involves the removal of something pleasant, thereby decreasing the likelihood of the response occurring in the future; parents take away a child‘s video games for misbehaving. Anything that acts as a reinforcer, then, makes a desired response more likely to occur in the future, and anything that acts as a punisher decreases the likelihood of a response occurring again.
Topic: Operant Conditioning Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
6.
Principles of operant conditioning have been used to help explain why people get attached to ―lucky‖ hats, charms, and rituals. Using these principles, explain how an athlete might show this type of behavior. In your explanation, also cover how B. F. Skinner demonstrated the phenomenon of superstitious behavior with eight pigeons in his laboratory. Answer: A good answer will include the following key points.
Superstitious behavior can be learned through operant conditioning. For example, you might be wearing a new pair of socks during the first game that your basketball team wins.
Even though the socks had nothing to do with the win, wearing the socks was followed by reinforcement (i.e., a winning outcome), so the behavior (wearing the socks) is likely to strengthen. Skinner taught pigeons to behave superstitiously by rigging their cages to deliver food every 15 seconds regardless of what they were doing. Whatever the animal happened to be doing when the food was delivered was reinforced. Within a short time, six of eight pigeons were practicing some sort of consistent ritual, such as head bobbing or turning counterclockwise, even though these behaviors had nothing to do with getting reinforcement.
Topic: Principles of Operant Conditioning Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
7.
Dr. Sardonicus wants to train a rat to play basketball. She could wait until she was old and gray, however, before a rat would get the notion to suddenly start playing basketball! Which conditioning procedure does Dr. Sardonicus need to use? Outline, step by step, what she can do to meet her goal. Answer: A good answer will include the following key points.
Dr. Sardonicus needs to use shaping, a process of reinforcing successive approximations toward a desired goal. First, she would reinforce the rat with a small bit of food for sniffing at the ball, then for putting its paws on the ball, then for picking it up, and so forth. Eventually, she would be able to train the rat to approach the ball, pick it up, and drop it in the basket.
Topic: Principles of Operant Conditioning Skill Level: Apply What You Know Difficulty Level: Difficult
Learning Objective: 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
8.
Punishment occurs every day in families, schools, and workplaces. But often the intended results fail to occur. Summarize, in detail, five reasons why punishment fails. When punishment must be used, which guidelines should be followed? Answer: A good answer will include the following key points.
Punishment may fail for the following reasons: o The recipient of punishment often responds with anxiety, fear, or rage. o The effectiveness of punishment is often temporary, depending heavily on the presence of the punishing person or circumstances. o Most misbehavior is hard to punish immediately. o Punishment conveys little information. o An action intended to punish may instead be reinforcing because it brings attention. As well as avoiding the above reasons that punishment fails, the following guidelines are important when punishment must be used: o It should not involve physical abuse. o It should be consistent. o It should be accompanied by information about the kind of behavior that would be appropriate. o It should be followed, whenever possible, by the reinforcement of desirable behavior.
Topic: Operant Conditioning in Real Life Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 7.5.A List and discuss reasons punishment often fails to effectively change behavior. APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
9.
Using reinforcers to change behavior can sometimes create complications. Explain some of the misuses of rewards and reasons why rewards can backfire.
Answer: A good answer will include the following key points.
Misuse of rewards may involve indiscriminately dispensing rewards even if they have not been earned. The rewards quickly become meaningless. Rewards must be tied to the desired behavior. Rewards can backfire when they are not inherently related to the activity being reinforced. For example, giving extrinsic reinforcement for a behavior that is already intrinsically motivating may cause the behavior to decrease. Extrinsic rewards should be used carefully and should not be overdone, so that intrinsic pleasure in an activity can blossom.
Topic: Operant Conditioning in Real Life Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 7.5.B Discuss reasons rewards may backfire and not produce their intended results for behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
10.
Explain why behaviorists see observational learning as a kind of vicarious conditioning that fits their overall model of human behavior, and discuss why social-cognitive theorists disagree with this position. Answer: A good answer will include the following key points.
Behaviorists would have it that reinforcement (and punishment)—the consequences of behavior delivered in the environment—are sufficient to explain why humans do the things they do. Observational learning therefore presents a challenge to this view, given that the person learning the behavior isn‘t directly reinforced for performing it; rather, they observe the behavior and consequences that accrue to a model performing the actions. Behaviorists wriggled out of this conundrum by calling it vicarious conditioning, or a kind of conditioning that sort of affects you but doesn‘t really affect you but somehow must affect you because otherwise their entire explanatory system crumbles! The way out is simple: introduce cognition, and move away from a staunch view of behavior being determined solely by consequences administered by the environment. That‘s the stance of social-cognitive theorists, who argue that observational learning in humans cannot be fully understood without taking into account the thought processes of the learner.
Topic: Learning and the Mind Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 7.6.B Define observational learning, and give an example of how it might occur during childhood. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Integrative Essay Questions: Linking the Chapters
1.
In Chapter 5, we learned that some taste preferences (such as a liking for sweets) are universal—a part of our evolutionary heritage. Others are a matter of culture. When Theo attends a dinner at a Japanese restaurant with some of his Asian friends, he is fascinated as the chef prepares the food on a grill in front of him. When the appetizers are served, Theo enjoys the raw oysters, but he cannot imagine eating the raw sea urchins and raw octopus that his friends are savoring. Use learning theory to explain the differences between Theo‘s taste in foods and that of his friends. Answer: A good answer will include the following key points.
Theo and his Asian friends have learned to like some of the foods that they eat. Because they grew up in different cultural traditions, they learned to like different foods. Classical conditioning, particularly higher-order conditioning, can account for some likes. o For example, as a child Theo learned the meaning of certain words like good, delicious, etc. o These words were conditioned stimuli that caused a conditioned response of pleasure. o When a new food was presented by his parents, they may have said something like, ―Theo, try this yummy broccoli.‖ o After several pairings of yummy with broccoli, broccoli could become a conditioned stimulus triggering pleasure. o Theo‘s friends would have been given different foods by their parents, with a similar ―Try this yummy gyūtan‖ leading to similar outcomes. Observational learning can also account for certain likes. o Theo saw people eating certain foods as he grew up and imitated the eating habits of those he saw. o For example, most young children don‘t like pizza until they see others eating and apparently enjoying it. o Theo‘s friends grew up seeing people eat different types of food, such as raw sea urchins and octopus.
Topic: 5.4 Other Senses,7.1 Classical Conditioning Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 5.4.A Identify the major structures of the human tongue, and list the basic tastes perceived by humans. 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry, 4.1 Demonstrate effective writing for different purposes
2.
In Chapter 1, one of the critical thinking issues that we learned about was to consider other interpretations. Before settling on one interpretation of the evidence, critical thinkers generate as many interpretations as possible. For example, an athlete wears a new sweatband and then surpasses her own record for the number of baskets made during a game. Her sweatband becomes ―lucky‖ and she makes sure to wear it for each basketball game. Which type of reinforcement explains the fact that she clings to her sweatband as a lucky charm? What other interpretations should she consider? Answer: A good answer will include the following key points.
Intermittent reinforcement following random behaviors can lead to superstitious associations. The athlete should also consider other possible interpretations. For example, perhaps the new sweatband was thicker and more absorbent, so the sweat didn‘t get in her eyes. Because she wasn‘t thinking about her sweaty eyes, she may have been better able to concentrate on her shooting. Another interpretation is that the improvement in her shooting was a result of hard work and practice. Perhaps the opponent on that particular day was weak and thus she was more open to shoot. Finally, perhaps the improved shooting on that particular day was due to pure chance.
Topic: 1.2 Thinking Critically about Psychology, 7.4 Principles of Operant Conditioning Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
Revel Quizzes
The following questions appear at the end of each module and at the end of the chapter in Revel for Psychology, 14e.
Multiple choice question
EOM Q7.1.1
Five-year-old Catarina is watching a storm from her window. A huge bolt of lightning is followed by a tremendous thunderclap, and Catarina jumps at the noise. In the language of classical conditioning, the sound of thunder is the __________. Options a) US b) UR Consider This: Loud sounds generally startle most people. 7.1.A Explain the key elements of classical conditioning. c) CS Consider This: Loud sounds generally startle most people. 7.1.A Explain the key elements of classical conditioning. d) CR Consider This: Loud sounds generally startle most people. 7.1.A Explain the key elements of classical conditioning. ANS: a Mod No=7.1 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q7.1.2
Five-year-old Catarina is watching a storm from her window. A huge bolt of lightning is followed by a tremendous thunderclap, and Catarina jumps at the noise. This happens several more times. There is a brief lull and then another lightning bolt. Catarina jumps in response to the lightning bolt. In classical-conditioning terms, Catarina‘s reaction is the __________. Options a) CR b) UR Consider This: Catarina jumped when the lightning flashed, although the sound of thunder was what initially startled her. 7.1.A Explain the key elements of classical conditioning. c) US Consider This: Catarina jumped when the lightning flashed, although the sound of thunder was what initially startled her. 7.1.A Explain the key elements of classical conditioning. d) CS Consider This: Catarina jumped when the lightning flashed, although the sound of thunder was what initially startled her. 7.1.A Explain the key elements of classical conditioning. ANS: a Mod No=7.1 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q7.1.3
Five-year-old Catarina is watching a storm from her window. A huge bolt of lightning is followed by a tremendous thunderclap, and Catarina jumps at the noise. This happens several more times. There is a brief lull and then another lightning bolt. Catarina jumps in response to the bolt. In classical-conditioning terms, the sight of the lightning bolt is the __________. Options a) CS b) UR Consider This: Catarina associated lightning flashing with thunder clapping. 7.1.A Explain the key elements of classical conditioning. c) US Consider This: Catarina associated lightning flashing with thunder clapping. 7.1.A Explain the key elements of classical conditioning. d) CR Consider This: Catarina associated lightning flashing with thunder clapping. 7.1.A Explain the key elements of classical conditioning. ANS: a Mod No=7.1 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q7.1.4
When a previously learned response reappears even after it was thought to have been extinguished, classical-conditioning theorists say that __________ has occurred. Options a) spontaneous recovery b) stimulus generalization Consider This: Sometimes behaviors that have been thought to be ―unlearned‖ reappear, even long after the initial conditioning trials and extinction trials have expired. 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. c) stimulus discrimination Consider This: Sometimes behaviors that have been thought to be ―unlearned‖ reappear, even long after the initial conditioning trials and extinction trials have expired. 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. d) de-extinction Consider This: Sometimes behaviors that have been thought to be ―unlearned‖ reappear, even long after the initial conditioning trials and extinction trials have expired. 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. ANS: a Mod No=7.1 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q7.1.5
Why should a neutral stimulus precede an unconditioned stimulus in order for classical conditioning to be successful? Options a) The neutral stimulus signals that the unconditioned stimulus is coming; eventually the neutral stimulus becomes the conditioned stimulus. b) The neutral stimulus ―wipes the learning slate clean,‖ so to speak, making the impact of the unconditioned stimulus stronger. Consider This: What actually gets learned or transmitted to an organism during the process of classical conditioning? 7.1.C Explain why the stimulus to be conditioned should precede the unconditioned stimulus in classical conditioning. c) In order for a neutral stimulus to become paired with a conditioned stimulus, it must first be paired with an unconditioned stimulus. Consider This: What actually gets learned or transmitted to an organism during the process of classical conditioning? 7.1.C Explain why the stimulus to be conditioned should precede the unconditioned stimulus in classical conditioning. d) The neutral stimulus elicits the unconditioned response, but the unconditioned stimulus needs to be present at first. Consider This: What actually gets learned or transmitted to an organism during the process of classical conditioning? 7.1.C Explain why the stimulus to be conditioned should precede the unconditioned stimulus in classical conditioning. ANS: a Mod No=7.1 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q7.2.1
Professor Jiménez brings a treat for his students every time he lectures; sometimes candy, sometimes cash, sometimes extra points on a quiz. Although he is a terrible lecturer, students always come to class and always give him high course evaluations. According to the principles of classical conditioning, why is that? Options a) Students associate the presence of Professor Jiménez with the presence of treats; they like the treats, so by association they also like him. b) Students have previously been conditioned to dislike their classes, so Professor Jiménez is extinguishing that behavior by providing treats. Consider This: The professor‘s arrival is reliably associated with a pleasant event. 7.2.A Provide an example of how classical conditioning contributes to forming preferences. c) The treats are a conditioned stimulus that leads to an unconditioned response; in this case, the favorable attitudes toward Professor Jiménez. Consider This: The professor‘s arrival is reliably associated with a pleasant event. 7.2.A Provide an example of how classical conditioning contributes to forming preferences. d) The treats are a conditioned stimulus that produces stimulus discrimination; in this case, responding to the favorability of the treats. Consider This: The professor‘s arrival is reliably associated with a pleasant event. 7.2.A Provide an example of how classical conditioning contributes to forming preferences. ANS: a Mod No=7.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q7.2.2
Little Amanda is afraid of the bath, so her father puts just a little water in the tub and gives Amanda a lollipop to suck on while she is being washed. Soon Amanda loses her fear of the bath. What classical-conditioning technique has her father used? Options a) Counterconditioning b) Stimulus generalization Consider This: Amanda feels happiness while sucking on the lollipop, which is incompatible with feeling fear while being in the water. 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. c) Pre-extinction Consider This: Amanda feels happiness while sucking on the lollipop, which is incompatible with feeling fear while being in the water. 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. d) Spontaneous discrimination Consider This: Amanda feels happiness while sucking on the lollipop, which is incompatible with feeling fear while being in the water. 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. ANS: a Mod No=7.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q7.2.3
Edgar wants his toddler son Miguel to eat healthy foods and avoid junk food. Each time they are driving in the car and they pass a fast-food restaurant, Edgar screams at the top of his lungs in a short burst of terrible noise, startling Miguel and making him cry. Not surprisingly, Miguel grows up and avoids that fast-food restaurant. What is the conditioned stimulus in this example? Options a) The fast-food restaurant b) Edgar‘s screams Consider This: Edgar‘s well-intentioned but parentally questionable strategy is based on logical principles of classical conditioning. 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. c) Miguel crying Consider This: Edgar‘s well-intentioned but parentally questionable strategy is based on logical principles of classical conditioning. 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. d) Miguel‘s avoidance of junk food Consider This: Edgar‘s well-intentioned but parentally questionable strategy is based on logical principles of classical conditioning. 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. ANS: a Mod No=7.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q7.2.4
Barney eats at Shawarma Palace one night, and feasts on plates of pita, hummus, tahini, and tabbouleh. Watching the news later that night, he sees that Shawarma Palace has been closed down by the health inspector, and Barney‘s violent episodes of gastrointestinal distress confirm the reasons for the decision. Several months later, when friends invite him to Falafel Kingdom for a similar dinner, Barney immediately declines the invitation. What has happened to poor Barney? Options a) The gut-wracking outcomes of his illness were associated with a particular type of food, leading to a learned taste aversion for that food. b) Barney showed evidence of spontaneous recovery after his food aversion had been extinguished. Consider This: Barney has shown evidence of a learned aversion based on associating the sensory qualities of a food with an unpleasant outcome. 7.2.C Describe how classical conditioning is involved in avoiding a food associated with aversive outcomes. c) Stimulus discrimination is at work; Barney has learned to discriminate against a particular type of cuisine. Consider This: Barney has shown evidence of a learned aversion based on associating the sensory qualities of a food with an unpleasant outcome. 7.2.C Describe how classical conditioning is involved in avoiding a food associated with aversive outcomes. d) Higher-order conditioning has made the sight of food become associated with a particular type of food, leading to an aversive reaction. Consider This: Barney has shown evidence of a learned aversion based on associating the sensory qualities of a food with an unpleasant outcome. 7.2.C Describe how classical conditioning is involved in avoiding a food associated with aversive outcomes. ANS: a Mod No=7.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q7.2.5
Chemotherapy often produces nausea and vomiting for cancer patients undergoing that treatment. Over time, patients associate the smell of the administration room and the sight of white uniforms with that unpleasant experience. Just showing up for treatment and experiencing all those cues can lead to the onset of nausea. In this example, the unconditioned stimulus is __________. Options a) the chemicals used in chemotherapy b) the sight of the administration room and all the elements in it Consider This: Recall the basic mechanisms of classical conditioning, and apply them to this example of reacting to medical treatments. 7.2.D Describe how classical conditioning can affect reactions to medical treatments, including a patient‘s reaction to a placebo. c) feelings of nausea due to the environmental setting Consider This: Recall the basic mechanisms of classical conditioning, and apply them to this example of reacting to medical treatments. 7.2.D Describe how classical conditioning can affect reactions to medical treatments, including a patient‘s reaction to a placebo. d) feelings of nausea due to the chemotherapy Consider This: Recall the basic mechanisms of classical conditioning, and apply them to this example of reacting to medical treatments. 7.2.D Describe how classical conditioning can affect reactions to medical treatments, including a patient‘s reaction to a placebo. ANS: a Mod No=7.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q7.3.1
Operant conditioning focuses on the association between __________, whereas classical conditioning focuses on the association between __________. Options a) a stimulus and a response; two stimuli b) two stimuli; a stimulus and a response Consider This: Remember that classical conditioning focuses on both an unconditioned and a conditioned stimulus. 7.3.A Discuss how Edward Thorndike‘s research served as the basis for operant conditioning. c) a response and its punishment; a response and its reinforcement Consider This: Remember that classical conditioning focuses on both an unconditioned and a conditioned stimulus. 7.3.A Discuss how Edward Thorndike‘s research served as the basis for operant conditioning. d) a response and its reinforcement; a response and its punishment Consider This: Remember that classical conditioning focuses on both an unconditioned and a conditioned stimulus. 7.3.A Discuss how Edward Thorndike‘s research served as the basis for operant conditioning. ANS: a Mod No=7.3 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q7.3.2
Despite the many forms and varieties they might take, reinforcement __________, and punishment __________. Options a) makes a response more likely to occur; makes a response less likely to occur b) makes a response more likely to occur; also makes a response more likely to occur Consider This: When people get punished, they become less likely to engage in the behavior that elicited the punishment. 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. c) acts on an unconditioned stimulus; acts on a conditioned stimulus Consider This: When people get punished, they become less likely to engage in the behavior that elicited the punishment. 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. d) acts on an unconditioned response; acts on a conditioned response Consider This: When people get punished, they become less likely to engage in the behavior that elicited the punishment. 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. ANS: a Mod No=7.3 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q7.3.3
Primary reinforcers are __________, whereas secondary reinforcers are __________. Options a) naturally reinforcing; learned b) rewarding; punishing Consider This: Think about the distinction between what might be classified as ―primary‖ or ―secondary‖ in almost any context. 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. c) capable of making a behavior occur again; unlikely to make a behavior occur again Consider This: Think about the distinction between what might be classified as ―primary‖ or ―secondary‖ in almost any context. 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. d) acquired through habit; acquired through reinforcement Consider This: Think about the distinction between what might be classified as ―primary‖ or ―secondary‖ in almost any context. 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. ANS: a Mod No=7.3 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q7.3.4
Mauricio gives his daughter a piece of her favorite candy after she finishes cleaning her room. The candy is an example of a __________. Options a) positive reinforcer b) negative reinforcer Consider This: The girl cleans her room, and as a consequence she obtains something desirable. 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. c) conditioned stimulus Consider This: The girl cleans her room, and as a consequence she obtains something desirable. 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. d) conditioned response Consider This: The girl cleans her room, and as a consequence she obtains something desirable. 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. ANS: a Mod No=7.3 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q7.3.5
Natalie can be excused from the boring dinner table after she eats three bites of the broccoli casserole she is not fond of. This is an example of __________. Options a) negative reinforcement b) positive reinforcement Consider This: Reinforcement makes a behavior more likely to occur. 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. c) positive punishment Consider This: Reinforcement makes a behavior more likely to occur. 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. d) negative punishment Consider This: Reinforcement makes a behavior more likely to occur. 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. ANS: a Mod No=7.3 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q7.4.1
To extinguish a response that has been reinforced through operant conditioning, it is necessary to __________.
Options a) withhold the reinforcer for a period of time b) countercondition the response with a different reinforcer Consider This: Extinction of a behavior would involve different techniques in operant conditioning versus classical conditioning. 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. c) associate the response with a different unconditioned stimulus Consider This: Extinction of a behavior would involve different techniques in operant conditioning versus classical conditioning. 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. d) replace the primary reinforcer with a secondary reinforcer Consider This: Extinction of a behavior would involve different techniques in operant conditioning versus classical conditioning. 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. ANS: a Mod No=7.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q7.4.2
Imani has a ringtone on her phone that identifies when her boyfriend calls her: ―BbbrriiiingBeepBeep.‖ When she hears it, she perks up because she knows he is calling. One day in a coffee shop she hears a similar yet slightly different ringtone: ―BbbrriiiingBoopBoop‖ Grabbing her phone in delightful expectation, she is disappointed to see that no one has called,
and that instead someone else‘s phone at a nearby table was ringing. Imani‘s response in the coffee shop is an example of __________. Options a) stimulus generalization b) stimulus discrimination Consider This: Imani responded to a familiar yet different stimulus in her environment. 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. c) spontaneous recovery Consider This: Imani responded to a familiar yet different stimulus in her environment. 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. d) successive approximation Consider This: Imani responded to a familiar yet different stimulus in her environment. 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. ANS: a Mod No=7.4 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q7.4.3
Marjoe trains his dog by giving a reward every time the dog sits up on his hind legs. Lowell trains his dog to do the same trick but gives the animal a reward every once in a while. After a month Lowell‘s dog is still reliably performing the trick, whereas Marjoe‘s dog does so only haphazardly. Why would there be a difference in these outcomes? Options a) Lowell used intermittent reinforcement, whereas Marjoe used continuous reinforcement. b) Marjoe used positive reinforcement, whereas Lowell used negative reinforcement. Consider This: Two dogs, same trick, same training, same type of reinforcement. But what is different between the two cases? 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. c) Lowell used a primary reinforcer, whereas Marjoe used a secondary reinforcer. Consider This: Two dogs, same trick, same training, same type of reinforcement. But what is different between the two cases? 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. d) Marjoe used a discriminative stimulus, whereas Lowell used a distributive stimulus. Consider This: Two dogs, same trick, same training, same type of reinforcement. But what is different between the two cases? 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. ANS: a Mod No=7.4 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q7.4.4
According to the operant-conditioning principle of shaping, if you want your parrot to ring a bell three times, what should you first do? Options a) Reinforce the bird for ringing the bell one time. b) Punish the bird for ringing the bell more than three times. Consider This: Shaping of successive approximations toward a desired behavior is an effective technique for producing complex behaviors in organisms. 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. c) Withhold reinforcement the first few times the bell is rung correctly. Consider This: Shaping of successive approximations toward a desired behavior is an effective technique for producing complex behaviors in organisms. 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. d) Reinforce the bird before putting it in its cage. Consider This: Shaping of successive approximations toward a desired behavior is an effective technique for producing complex behaviors in organisms. 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. ANS: a Mod No=7.4 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q7.4.5
The main proponent of operant conditioning as a general explanatory system of behavior was __________. Options a) B. F. Skinner b) Edward Thorndike Consider This: Operant conditioning and radical behaviorism are usually associated with one primary historical figure. 7.4.B Discuss some of the misconceptions surrounding both the work of B. F. Skinner and the general goals of operant conditioning. c) John B. Watson Consider This: Operant conditioning and radical behaviorism are usually associated with one primary historical figure. 7.4.B Discuss some of the misconceptions surrounding both the work of B. F. Skinner and the general goals of operant conditioning. d) E. B. Titchener Consider This: Operant conditioning and radical behaviorism are usually associated with one primary historical figure. 7.4.B Discuss some of the misconceptions surrounding both the work of B. F. Skinner and the general goals of operant conditioning. ANS: a Mod No=7.4 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q7.5.1
Which of the following factors is predictive of when punishment is effective in changing behavior? Options a) The consistency of the punishment b) The severity of the punishment Consider This: Punishment is generally less effective than reinforcement as a strategy for changing behavior, but some circumstances predict when punishment will work. 7.5.A List and discuss reasons punishment often fails to effectively change behavior. c) The public nature of the punishment Consider This: Punishment is generally less effective than reinforcement as a strategy for changing behavior, but some circumstances predict when punishment will work. 7.5.A List and discuss reasons punishment often fails to effectively change behavior. d) The authority of the punisher Consider This: Punishment is generally less effective than reinforcement as a strategy for changing behavior, but some circumstances predict when punishment will work. 7.5.A List and discuss reasons punishment often fails to effectively change behavior. ANS: a Mod No=7.5 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q7.5.2
―Just you wait ‘til your father gets home tonight! When I tell him what you‘ve done, you‘ll be punished for sure!‖ Why is this strategy generally ineffective in changing behavior?
Options a) Punishment works best if it quickly follows the response to be punished. b) Punishment is effective if it is administered by the same person every time. Consider This: Severe punishment is not as effective as people often assume it will be. 7.5.A List and discuss reasons punishment often fails to effectively change behavior. c) Severe punishments are more effective than less-severe punishments, and severity tends to decrease over time. Consider This: Severe punishment is not as effective as people often assume it will be. 7.5.A List and discuss reasons punishment often fails to effectively change behavior. d) Dad‘s arrival is pleasantly reinforcing, but Dad‘s punishment is harsh; counterconditioning will take place. Consider This: Severe punishment is not as effective as people often assume it will be. 7.5.A List and discuss reasons punishment often fails to effectively change behavior. ANS: a Mod No=7.5 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q7.5.3
When Roscoe makes a mistake on a math problem in class, his teacher chides him and derides him, thinking that punishment will make him work harder and get the problem right next time. Instead, Roscoe is in a steady downward spiral, failing math and hating school. What could you tell Roscoe‘s teacher about the effectiveness of her punishment strategy?
Options a) ―Punishment might indicate what not to do, but it doesn‘t provide any information about what should be done instead; you‘re not really helping Roscoe to learn how to do math correctly.‖ b) ―Punishment needs to be consistent; you should deride Roscoe every time he makes a mistake so that he can learn from his mistakes more quickly.‖ Consider This: Punishment, as a strategy for changing behavior, fails for a lot of reasons. Recall the reasons you have learned about. 7.5.A List and discuss reasons punishment often fails to effectively change behavior. c) ―Intermittent punishment is more effective than constant punishment; let a few of Roscoe‘s mistakes slide, but then pound him with a bunch of derision all at once.‖ Consider This: Punishment, as a strategy for changing behavior, fails for a lot of reasons. Recall the reasons you have learned about. 7.5.A List and discuss reasons punishment often fails to effectively change behavior. d) ―Physical punishment is more effective than verbal punishment; Roscoe‘s not learning because you‘re chiding him rather than pinching him when he makes a mistake.‖ Consider This: Punishment, as a strategy for changing behavior, fails for a lot of reasons. Recall the reasons you have learned about. 7.5.A List and discuss reasons punishment often fails to effectively change behavior. ANS: a Mod No=7.5 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q7.5.4
What effect does increasing self-esteem in students have on improving their academic performance?
Options a) Virtually none b) A great deal Consider This: Feeling good and doing well are not synonymous. 7.5.B Discuss reasons rewards may backfire and not produce their intended results for behavior. c) A moderate amount Consider This: Feeling good and doing well are not synonymous. 7.5.B Discuss reasons rewards may backfire and not produce their intended results for behavior. d) A small but consistent amount Consider This: Feeling good and doing well are not synonymous. 7.5.B Discuss reasons rewards may backfire and not produce their intended results for behavior. ANS: a Mod No=7.5 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q7.5.5
Mimansa loves to color and draw in the little sketchbook her Aunt Bhar gave her. One day Aunt Bhar tells her, ―Mimansa, I‘ll give you 25 cents for any picture you draw for me.‖ Soon Mimansa finds that her piggy bank is heavier, yet her enthusiasm for drawing and coloring has drastically diminished. Why? Options a) The intrinsic reinforcement of drawing for its own sake has shifted to an extrinsic reinforcement of drawing for money.
b) Stimulus generalization has occurred, where drawing and cash have been associated over time. Consider This: What was Mimansa‘s original motivation for drawing, and did that motivation change for some reason? 7.5.B Discuss reasons rewards may backfire and not produce their intended results for behavior. c) Extinction has taken place, and Mimansa finds her drawing skills are not as strong as they used to be. Consider This: What was Mimansa‘s original motivation for drawing, and did that motivation change for some reason? 7.5.B Discuss reasons rewards may backfire and not produce their intended results for behavior. d) Mimansa is in the ―trough period‖ of operant conditioning, but eventually spontaneous recovery will cause her interest in drawing to return. Consider This: What was Mimansa‘s original motivation for drawing, and did that motivation change for some reason? 7.5.B Discuss reasons rewards may backfire and not produce their intended results for behavior. ANS: a Mod No=7.5 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q7.6.1
Channarong rides with his carpool buddies to work each morning and always sits in the back seat while others drive. One day his friends‘ cars are all in the repair shop, and he unexpectedly has to drive the crew to work. Although he has never driven that route on his own, he navigates every twist and turn, and makes the journey flawlessly. Which principle of learning can account for Channarong‘s performance? Options
a) Latent learning b) Spontaneous recovery Consider This: Channarong never had to perform the behavior before (driving the route to work), yet he was able to do so; why? 7.6.A Define latent learning, and give an example of how it might work in the daily life of a college student. c) Shaping of successive approximations to an end goal Consider This: Channarong never had to perform the behavior before (driving the route to work), yet he was able to do so; why? 7.6.A Define latent learning, and give an example of how it might work in the daily life of a college student. d) Reinforcement Consider This: Channarong never had to perform the behavior before (driving the route to work), yet he was able to do so; why? 7.6.A Define latent learning, and give an example of how it might work in the daily life of a college student. ANS: a Mod No=7.6 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q7.6.2
Latent learning may be taking place when __________. Options a) it is not immediately expressed in an overt response b) the corresponding behavior is not in the person‘s best interest Consider This: Latent learning highlights the distinction between the acquisition of information and the performance of behaviors relevant to that information. 7.6.A
Define latent learning, and give an example of how it might work in the daily life of a college student. c) reinforcers are very strong and obvious Consider This: Latent learning highlights the distinction between the acquisition of information and the performance of behaviors relevant to that information. 7.6.A Define latent learning, and give an example of how it might work in the daily life of a college student. d) the corresponding behaviors emerge right away and across all situations Consider This: Latent learning highlights the distinction between the acquisition of information and the performance of behaviors relevant to that information. 7.6.A Define latent learning, and give an example of how it might work in the daily life of a college student. ANS: a Mod No=7.6 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q7.6.3
Social-cognitive theories emphasize __________. Options a) the interaction of behavioral and cognitive principles to explain behaviors in a social context b) behavior taking place in a unique cultural context Consider This: Many staunch behaviorists would argue that any organism (a rat, monkey, pigeon, human) is the same as any other, but social-cognitive theorists
would be likely to disagree. 7.6.B Define observational learning, and give an example of how it might occur during childhood. c) reinforcement of social behavior Consider This: Many staunch behaviorists would argue that any organism (a rat, monkey, pigeon, human) is the same as any other, but social-cognitive theorists would be likely to disagree. 7.6.B Define observational learning, and give an example of how it might occur during childhood. d) the distinction between social learning and cognitive learning Consider This: Many staunch behaviorists would argue that any organism (a rat, monkey, pigeon, human) is the same as any other, but social-cognitive theorists would be likely to disagree. 7.6.B Define observational learning, and give an example of how it might occur during childhood. ANS: a Mod No=7.6 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q7.6.4
Three-year-old Barry watches as his older brother Sid reaches up to put his hand on the hot burner of a stove. Barry sees Sid recoil in terror and hears his frightened screams as he plunges his injured hand into cold water. For the rest of his life, Barry never put his hand on a stovetop burner, never got reinforced for not doing so, and in fact never had any direct experience with singed flesh or dangerous kitchen equipment, yet clearly some learning had taken place. What kind of learning did Barry experience? Options a) Observational learning b) Classical conditioning
Consider This: Barry did not have, nor did he need, direct experience with the event in order to learn about the event. 7.6.B Define observational learning, and give an example of how it might occur during childhood. c) Operant conditioning Consider This: Barry did not have, nor did he need, direct experience with the event in order to learn about the event. 7.6.B Define observational learning, and give an example of how it might occur during childhood. d) Discriminative learning Consider This: Barry did not have, nor did he need, direct experience with the event in order to learn about the event. 7.6.B Define observational learning, and give an example of how it might occur during childhood. ANS: a Mod No=7.6 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q7.6.5
The researcher most clearly associated with social-cognitive learning theory, and observational learning in particular, is __________. Options a) Albert Bandura b) B. F. Skinner Consider This: Which person conducted groundbreaking research demonstrating that direct reinforcement of behavior was not necessary in order for learning to take place? 7.6.B Define observational learning, and give an example of how it might occur during childhood.
c) John B. Watson Consider This: Which person conducted groundbreaking research demonstrating that direct reinforcement of behavior was not necessary in order for learning to take place? 7.6.B Define observational learning, and give an example of how it might occur during childhood. d) Sigmund Freud Consider This: Which person conducted groundbreaking research demonstrating that direct reinforcement of behavior was not necessary in order for learning to take place? 7.6.B Define observational learning, and give an example of how it might occur during childhood. ANS: a Mod No=7.6 Skill Level=Remember Difficulty Level=easy
Chapter Quiz
Multiple choice question
EOC Q7.1
Denard feeds his cat canned food every night. The ritual is always the same: Denard takes out the electric can opener, whirs the can around the blade to open it, scoops the food into a bowl, and presents it to Fluffikins. Denard has noticed, however, that Fluffikins will run into the kitchen in eager anticipation as soon as she hears the sound of the cabinet door open and hears the whir of the can opener in motion. According to the principles of classical conditioning, the sound of the can opener is the __________. Options a) CS
b) US Consider This: The arrival of Fluffikins‘s food has been associated with other elements in the environment. 7.1.A Explain the key elements of classical conditioning. c) CR Consider This: The arrival of Fluffikins‘s food has been associated with other elements in the environment. 7.1.A Explain the key elements of classical conditioning. d) UR Consider This: The arrival of Fluffikins‘s food has been associated with other elements in the environment. 7.1.A Explain the key elements of classical conditioning. ANS: a Mod No=7.1 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q7.2
Shruti had trained her dog that whenever it saw a photo of the cat next door, it would receive a treat. Through multiple pairings of the photo and the treat, the dog came to salivate when the photo alone was presented. Shruti then extinguished the salivation behavior by presenting the photo but withholding the treat. She was surprised to find that, a week later, when she happened to hold up the photo of the cat, her dog started to salivate. What is going on here? Options a) Spontaneous recovery; extinguishing a conditioned response does not necessarily mean that it is ―unlearned‖ and gone forever. b) Stimulus discrimination; Shruti‘s dog was waiting for a specific photo to reappear in order to start salivating again.
Consider This: Shruti used all the correct principles of classical conditioning and verified that extinction had occurred. Think about what extinction means in this context. 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. c) Stimulus generalization; the dog had been salivating to lots of images of cats, and Shruti just happened to present the correct one. Consider This: Shruti used all the correct principles of classical conditioning and verified that extinction had occurred. Think about what extinction means in this context. 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. d) Higher-order conditioning; extinction of a conditioned response simply means that another, stronger response has taken its place. Consider This: Shruti used all the correct principles of classical conditioning and verified that extinction had occurred. Think about what extinction means in this context. 7.1.B Discuss basic principles of classical conditioning, including extinction and recovery, higher-order conditioning, and stimulus generalization and discrimination. ANS: a Mod No=7.1 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q7.3
Ali learned about classical conditioning in his psychology class, and he was eager to use it to train his dog. He presented a tasty morsel, rang a bell, then watched the animal drool as it ate. He repeated this multiple times: food, bell, response. Then he rang the bell all by itself—and nothing happened. No drooling, no response, just an indifferent look from a bored dog. Why had no learning taken place?
Options a) The CS needs to precede the US in order for conditioning to take place. b) The US and the CR need to be established separately before being paired together. Consider This: One stimulus serves as a signal that another stimulus is coming. Sort through Ali‘s procedure and find the flaw. 7.1.C Explain why the stimulus to be conditioned should precede the unconditioned stimulus in classical conditioning. c) The US and the UR need to be established separately before being paired together. Consider This: One stimulus serves as a signal that another stimulus is coming. Sort through Ali‘s procedure and find the flaw. 7.1.C Explain why the stimulus to be conditioned should precede the unconditioned stimulus in classical conditioning. d) Ali was actually extinguishing a UR using his technique. Consider This: One stimulus serves as a signal that another stimulus is coming. Sort through Ali‘s procedure and find the flaw. 7.1.C Explain why the stimulus to be conditioned should precede the unconditioned stimulus in classical conditioning. ANS: a Mod No=7.1 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q7.4
Rosie wants to buy a new microwave oven. She looks at two models in the same store. Both models have identical features. Both models suit her needs. But one model has a sticker of a smiley face on it, whereas the other one does not. Rosie decides to buy the stickered microwave. According to the principles of classical conditioning, why is that? Options
a) Rosie associates the pleasant feelings produced by the smiley sticker with the qualities of the microwave oven. b) Rosie knows that the store managers would not put a happy face on a lousy oven, so she assumed that it had some unknown better quality to it. Consider This: The microwave oven is reliably associated with a positive emotion. 7.2.A Provide an example of how classical conditioning contributes to forming preferences. c) Rosie has an unconditioned response to react favorably to microwave ovens, since she associates them with yummy foods. Consider This: The microwave oven is reliably associated with a positive emotion. 7.2.A Provide an example of how classical conditioning contributes to forming preferences. d) The microwave oven is the US, the smiley face is the CS, and the purchasing is the UR. Consider This: The microwave oven is reliably associated with a positive emotion. 7.2.A Provide an example of how classical conditioning contributes to forming preferences. ANS: a Mod No=7.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q7.5
Angelo is afraid of heights and the fear is impairing his ability to get to his office on the 17th floor. His friend Anna suggests that Angelo should first try to take a very short ride in an elevator, going up only one floor, looking out the window, and waiting for his fear to decline. Anna further suggests that Angelo should then progressively go up to higher and higher floors, one at a time, making sure to let his fear decline at each floor. Eventually he finds that his fear of heights has greatly diminished. What type of treatment is Anna suggesting?
Options a) Exposure therapy b) The placebo effect Consider This: This treatment is based on principles of fear extinction. 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. c) Spontaneous recovery Consider This: This treatment is based on principles of fear extinction. 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. d) Counterconditioning Consider This: This treatment is based on principles of fear extinction. 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. ANS: a Mod No=7.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q7.6
Juan likes to eat chicken fingers dipped in honey mustard sauce. One night, just after eating at Chubby‘s Chicken Shack, he becomes painfully ill with stomach cramps and nausea due to the flu virus that had been percolating in his body the past few days. A month later, when his friends invite him back to Chubby‘s, Juan swiftly declines. What principle of classical conditioning is at work in Juan‘s reaction? Options
a) Conditioned taste aversion b) Stimulus discrimination Consider This: Juan associated a favorite food with an undesirable outcome. 7.2.C Describe how classical conditioning is involved in avoiding a food associated with aversive outcomes. c) Stimulus identification Consider This: Juan associated a favorite food with an undesirable outcome. 7.2.C Describe how classical conditioning is involved in avoiding a food associated with aversive outcomes. d) Conditioned taste discrimination Consider This: Juan associated a favorite food with an undesirable outcome. 7.2.C Describe how classical conditioning is involved in avoiding a food associated with aversive outcomes. ANS: a Mod No7.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q7.7
Maria‘s parents have really bad luck and show really poor planning. Each time they take Maria to the doctor for her immunizations, they dress her in the same red sweater. Without fail, Maria has her red sweater on when she gets an injection from the doctor. One day her mother pulled the sweater out of the closet and asked, ―Would you like to wear this today, honey?‖ and could not understand why Maria burst into tears. Can you explain why? Options a) Maria associated the presence of the sweater with a painful trip to the doctor.
b) Maria associated the sweater with both her mother and father, so she thought her father was gone. Consider This: Classical conditioning principles can readily explain Maria‘s tearful reaction. 7.2.D Describe how classical conditioning can affect reactions to medical treatments, including a patient‘s reaction to a placebo. c) Maria learned that the sweater predicted a ride in the car. Consider This: Classical conditioning principles can readily explain Maria‘s tearful reaction. 7.2.D Describe how classical conditioning can affect reactions to medical treatments, including a patient‘s reaction to a placebo. d) Maria showed spontaneous recovery of an extinguished response. Consider This: Classical conditioning principles can readily explain Maria‘s tearful reaction. 7.2.D Describe how classical conditioning can affect reactions to medical treatments, including a patient‘s reaction to a placebo. ANS: a Mod No=7.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q7.8
Cats trapped in a puzzle box will at first make many random movements to try to get out, yet only one behavior trips the latch that opens the door that sets them free. Over time, random behaviors that do not produce that outcome will become less frequent, and the one behavior that does produce that outcome will become more frequent. In fact, eventually a cat put in such a box will immediately show that one effective behavior over and over. According to the principles of operant conditioning, why does this happen? Options
a) Behaviors that get reinforced tend to occur again in the future; the one behavior that opens the latch is reinforced by the cat‘s freedom. b) Random behaviors tend to get punished; ineffective strategies punish the animal by keeping it in the puzzle box. Consider This: A fundamental principle of operant conditioning is at work here; in fact, it is the single most important principle that guides this form of learning. 7.3.A Discuss how Edward Thorndike‘s research served as the basis for operant conditioning. c) When many behaviors get reinforced, eventually one behavior will rise above the others. Consider This: A fundamental principle of operant conditioning is at work here; in fact, it is the single most important principle that guides this form of learning. 7.3.A Discuss how Edward Thorndike‘s research served as the basis for operant conditioning. d) Organisms learn at their own pace; reinforcing several behaviors, then gradually reinforcing a single behavior, matched the pace of learning for these cats. Consider This: A fundamental principle of operant conditioning is at work here; in fact, it is the single most important principle that guides this form of learning. 7.3.A Discuss how Edward Thorndike‘s research served as the basis for operant conditioning. ANS: a Mod No=7.3 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q7.9
Praise, money, good grades, compliments, and applause are all examples of __________. Options a) secondary reinforcers
b) primary reinforcers Consider This: Some aspects of our environment can acquire characteristics through their association with other aspects of our environment. 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. c) discriminative stimuli Consider This: Some aspects of our environment can acquire characteristics through their association with other aspects of our environment. 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. d) primitive reinforcers Consider This: Some aspects of our environment can acquire characteristics through their association with other aspects of our environment. 7.3.B Distinguish between reinforcement and punishment, and provide examples of the different types of reinforcement and punishment: primary and secondary and positive and negative. ANS: a Mod No=7.3 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q7.10
When someone is trying to teach an animal to do something using operant conditioning, sometimes the animal will revert to performing behaviors that are characteristic of its species. This phenomenon is known as __________. Options a) instinctive drift
b) species shift Consider This: There are biological limits on what can be learned and conditioned in an organism. What term is used to describe that realization? 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. c) bioreversion Consider This: There are biological limits on what can be learned and conditioned in an organism. What term is used to describe that realization? 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. d) organismic tuning Consider This: There are biological limits on what can be learned and conditioned in an organism. What term is used to describe that realization? 7.4.A Describe the basic principles of operant conditioning, including extinction and recovery, stimulus generalization and discrimination, and schedules of learning and shaping. ANS: a Mod No=7.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q7.11
What common misconception do many people hold about B. F. Skinner? Options a) That he wanted to manipulate the environment in order to control people; in reality, he wanted to improve human behavior by applying operant-conditioning principles.
b) That he was a member of the Communist Party; in reality, he advocated a variant of totalitarianism as an effective form of self-government. Consider This: Some people probably believed lots of things about B. F. Skinner, but which misconceptions do you recall reading about? 7.4.B Discuss some of the misconceptions surrounding both the work of B. F. Skinner and the general goals of operant conditioning. c) That he once won $250,000 in Las Vegas by applying behaviorist principles to the game of poker; in reality, he was a well-known blackjack player. Consider This: Some people probably believed lots of things about B. F. Skinner, but which misconceptions do you recall reading about? 7.4.B Discuss some of the misconceptions surrounding both the work of B. F. Skinner and the general goals of operant conditioning. d) That he started a self-sufficient commune based on operant-conditioning principles; in reality, he was asked by the CIA to infiltrate and modify an existing commune. Consider This: Some people probably believed lots of things about B. F. Skinner, but which misconceptions do you recall reading about? 7.4.B Discuss some of the misconceptions surrounding both the work of B. F. Skinner and the general goals of operant conditioning. ANS: a Mod No=7.4 Skill Level=Remember Difficulty Level=moderate
Multiple choice question
EOC Q7.12
When her child misbehaves, Honjoo uses several strategies to modify his behavior, such as placing him in time-out, redirecting him to another behavior, or ignoring the undesired behavior and reinforcing desired ones. She does not use physical punishment because Honjoo knows that __________.
Options a) punishment is a poor way to eliminate unwanted behavior b) either punishment or reinforcement can effectively eliminate a behavior, but reinforcement is easier to enact Consider This: The many problems associated with punishment all lead to the same conclusion regarding its effectiveness. 7.7.A List and discuss reasons punishment often fails to effectively change behavior. c) she can be charged as a criminal for threatening to spank her child Consider This: The many problems associated with punishment all lead to the same conclusion regarding its effectiveness. 7.7.A List and discuss reasons punishment often fails to effectively change behavior. d) punishment can act as a primary reinforcer in these situations Consider This: The many problems associated with punishment all lead to the same conclusion regarding its effectiveness. 7.7.A List and discuss reasons punishment often fails to effectively change behavior. ANS: a Mod No=7.7 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q7.13
Ms. Cebe is eager to start her first year as a kindergarten teacher. When students arrive to her classroom each morning, she gives each of them a Good Arriver sticker. When she asks them to open their picture books, she awards every student a Bravo Bookworm badge whether they have a book or not. And before the students go out to play at recess, they all get Righteous Runner medals to hang around their necks. What would you predict about Ms. Cebe‘s students‘ intrinsic motivation to learn and achieve throughout the school year?
Options a) It would be pretty low. b) It would not be affected. Consider This: All students get rewarded just for showing up and doing what is expected of them. 7.5.B Discuss reasons rewards may backfire and not produce their intended results for behavior. c) It would be high. Consider This: All students get rewarded just for showing up and doing what is expected of them. 7.5.B Discuss reasons rewards may backfire and not produce their intended results for behavior. d) It would be moderately high. Consider This: All students get rewarded just for showing up and doing what is expected of them. 7.5.B Discuss reasons rewards may backfire and not produce their intended results for behavior. ANS: a Mod No=7.5 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q7.14
Roddy spent his childhood watching his father fix cars. Roddy‘s father never actually let Roddy help, but he did agree to perch Roddy in a nearby chair so he could see what was going on. As a young adult, when Roddy purchased his first car, he was able to fix and maintain every aspect of it. What is going on here? Options
a) Roddy acquired latent learning that was later enacted in performance. b) Roddy knew his father would disapprove if Roddy did not know how to fix cars, so he secretly worked on junker cars while growing up. Consider This: Not all learning requires direct experience or direct reinforcement. 7.6.A Define latent learning, and give an example of how it might work in the daily life of a college student. c) Roddy received tacit reinforcement while growing up. Consider This: Not all learning requires direct experience or direct reinforcement. 7.6.A Define latent learning, and give an example of how it might work in the daily life of a college student. d) Roddy knew he would be punished if he did not follow in his father‘s footsteps, and the threat of punishment outweighed the benefits of reinforcement. Consider This: Not all learning requires direct experience or direct reinforcement. 7.6.A Define latent learning, and give an example of how it might work in the daily life of a college student. ANS: a Mod No=7.6 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q7.15
When Wanda rides in the car with her mother, Angela, she notices that each time her mom has to slam on the brakes, she slaps the steering wheel and yells, ―You dirty creep!‖ A few months later, Angela notices that while Wanda is pedaling along in her toy pushcar and her brother cuts her off, Wanda slaps the steering wheel and yells, ―You dirty creep!‖ at her brother. Angela is horrified, but you are not; what is going on with Wanda? Options
a) Observational learning b) Operant conditioning Consider This: Has Wanda been directly reinforced for her behavior? 7.6.B Define observational learning, and give an example of how it might occur during childhood. c) Spontaneous recovery Consider This: Has Wanda been directly reinforced for her behavior? 7.6.B Define observational learning, and give an example of how it might occur during childhood. d) Higher-order conditioning Consider This: Has Wanda been directly reinforced for her behavior? 7.6.B Define observational learning, and give an example of how it might occur during childhood. ANS: a Mod No=7.6 Skill Level=Apply Difficulty Level=difficult
TOTAL
ASSESSMEN T Topic/
Chapter 8 MEMORY Remember the Facts
Understand the Concepts
Apply What You Know
10
Learning Objective
POP QUIZ 1
Multiple Choice
1-6,9
7,8
POP QUIZ 2
Multiple Choice
1-9
10
Multiple Choice
1,5,6,11,13,1 5,16,18,20-22
12,19,22-24
True/False
1-7,9-13
Short Answer
1
n Pursuit of Memory
LO 8.1.A – Distinguish between recall and ecognition tasks in explicit memory and between explicit and implicit memory.
LO 8.1.B – Describe the basic characteristics of three memory systems according o the information-processing model, and note the challenges to this view proposed by parallel distributed processing.
The Three-Box Model of Memory
LO 8.2A – Explain the unction and duration of the sensory register in the threebox model of memory.
LO 8.2.B – Explain the unction and duration of working memory.
LO 8.2.C – Describe the different forms of long-term memory, and explain the serial-position effect in ransferring information from working memory to long-term memory.
The Biology of Memory
LO 8.3.A – Outline the process of long-term potentiation in the formation of memories.
LO 8.3.B – Evaluate the evidence that memories are not stored in any one part of he brain.
LO 8.3.C – Summarize the evidence that memory can be influenced by emotion and hormonal levels.
Essay
24,7,8,14,17
Analyze It
9,10
8 2 1
Integrative Essay Multiple Choice
25-30,3437,42, 45,4953,57-59, 65,66,68
32,33,43,46, 47,62
True/False
14-26, 31-34
27-30
31,38,40,41, 44,48,5456,60,61, 67,69-71
Short Answer
3-5
6
Essay
2
3
84,91,96
82,85,86,90, 93-95
39,63,64
Integrative Essay
Multiple Choice
72-81,83,8789,92
True/False
35-54
Short Answer Essay Integrative Essay
72-81,83,8789, 92
7,8 4
Topic/
Remember the Facts
Understand the Concepts
Apply What You Know
Multiple Choice
72-81,83,8789,92
84,91,96
82,85,86,90, 93-95
True/False
55-59
Learning Objective
How We Remember
LO 8.4.A – Describe and give examples of major memory retention strategies.
Why We Forget LO 8.5.A – Summarize the process of decay, eplacement, interference, and cue-dependent orgetting. LO 8.5.B – Discuss the easons childhood amnesia s likely to take place. LO 8.5.C – Explain why claims of repressed memories should be greeted with skepticism.
Reconstructing the Past LO 8.6.A – Explain why memory is more econstructive than people hink. LO 8.6.B – Describe conditions under which confabulation is especially ikely to occur. LO 8.6.C – Summarize the evidence indicating that eyewitness testimony can be susceptible to memory errors.
Short Answer
Analyze It
9
Essay
1
Integrative Essay
Multiple Choice
100,101,103, 105, 109112,116,117
True/False
60,61,64-67
Short Answer
97,99,106,1 08, 114,118
98,102,104, 107,113,119
115
62,63 10
Essay
5
6-8
126-128
122
Integrative Essay Multiple Choice
123-125
True/False
68-75
Short Answer
11,12
120,121,129 ,130
Essay
9,10
Integrative Essay
1
Name __________________________________________________________
Chapter 8 – Pop Quiz 1
1.
________ are an example of a test of recall. a. matching questions b. true-false questions c. multiple-choice questions d. essay questions
2.
Which memory system has a limited capacity and stores items for about 30 seconds? a. short-term memory b. long-term memory c. the sensory register d. implicit memory
3. The __________ model represents the contents of memory as connections among a huge number of interacting processing units. a. three-box b. parallel distributed processing c. serial processing d. sequential processing
4.
Which form of memory is considered to be an implicit memory? a. procedural memory b. semantic memory
c. episodic memory d. declarative memory
5.
__________ is thought to be a biological mechanism of long-term memory. a. Deep processing b. Long-term potentiation c. Priming d. Temporary changes in the release of neurotransmitters
6.
__________ memory refers to a vivid, detailed recollection of an emotional event. a. Semantic b. Declarative c. Flashbulb d. Episodic
7.
According to decay theory, forgetting occurs because __________. a. new information is ―recorded over‖ old information b. similar items of information interfere with one another c. memories simply fade with time if they are not accessed now and then d. the cues needed to recall the memory are not present
8.
Research on recovered memories indicates we should be skeptical if a person says that __________. a. she cannot remember an event from when she was 2 years old b. she is frequently bothered by vivid memories of a traumatic event that she experienced c. she now has memories of her experiences as an infant, thanks to therapy d. her amnesia resulted from a blow to the head during a car accident
9. The inability to distinguish an actual memory of an event from information learned elsewhere about the event is called __________. a. confabulation b. source misattribution c. priming d. repression
10.
Iris swears that she was there the night her sister got into a fight with her ex-boyfriend. It takes several of her friends to convince her that she was not. Which circumstances likely made Iris‘s fake memory seem so real to her? a. She had only heard the story of the fight a few times. b. The fight occurred only a year ago. c. Her memory contained only a few key details. d. The fight was easy to imagine.
Chapter 8 – Pop Quiz 1 Answer Key
1.
d
Rationale: Recall refers to the ability to retrieve and reproduce information encountered earlier. Essay questions test recall memory, whereas the other types of questions all test recognition memory. (Remember the Facts, Easy, LO 8.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
2.
a
Rationale: Short-term memory keeps available a limited amount of information for up to 30 seconds unless a conscious effort is made to keep it in the memory system longer. (Remember the Facts, Easy, LO 8.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
3.
b
Rationale: This describes the parallel distributed processing (PDP) or connectionist model of memory. (Remember the Facts, Easy, Learning Objective: 8.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
4.
a
Rationale: Many researchers consider procedural memories to be implicit, because after skills and habits are learned well, they do not require much conscious processing. The other options are all types of explicit memory. (Remember the Facts, Moderate, LO 8.2.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
5.
b
Rationale: Long-term potentiation is thought to be the biological mechanism involved in forming long-term memories. (Remember the Facts, Moderate, LO 8.3.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
6.
c
Rationale: Vivid recollections of emotional and important events are called flashbulb memories, a term that is meant to capture the surprise, illumination, and seemingly photographic detail that characterize them. (Remember the Facts, Easy, LO 8.3.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
7.
c
Rationale: Decay theory holds that memories eventually disappear if they are not accessed. (Understand the Concepts, Moderate, LO 8.5.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
8.
c
Rationale: It is possible for a therapist, either deliberately or unwittingly, to implant a false memory in a client. First-person accounts of someone‘s experiences as an infant would be extraordinarily unlikely. (Understand the Concepts, Moderate, LO 8.5.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
9.
b
Rationale: The inability to distinguish an actual memory of an event from information later learned about the event is termed source confusion or source misattribution. (Remember the Facts, Easy, Learning Objective: 8.6.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
10. d
Rationale: If imagining an event takes little effort, we tend to think that our memory of that event is real. (Apply What You Know, Moderate, LO 8.6.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
Name __________________________________________________________
Chapter 8 – Pop Quiz 2
1. Conscious, intentional recollection of an event or of an item of information is called __________. a. explicit memory b. implicit memory c. autobiographical memory d. procedural memory
2.
__________ acts as a holding bin, retaining information in a highly accurate form until we can select items for attention. a. The sensory register b. Short-term memory c. Working memory d. Long-term memory
3.
Although there is some debate, __________ is generally thought to have a capacity of seven plus or minus two units of information. a. the sensory register b. working memory c. declarative memory d. long-term memory
4.
__________ is a memory system that includes short-term memory and executive processes that control attention and retrieval. a. Procedural memory
b. Declarative memory c. Working memory d. Semantic memory
5. __________ memory refers to the recollection of a personally experienced event and the context in which it occurred. a. Semantic b. Procedural c. Flashbulb d. Episodic
6.
In his work with rabbits, Richard Thompson demonstrated that classical conditioning of the eyeblink response depends on activity in the __________. a. frontal lobes b. amygdala c. hippocampus d. cerebellum
7. use.
The __________ theory of forgetting proposes that memory fades with time and lack of a. replacement b. decay c. interference d. cue-dependent
8.
Most researchers agree that the memories people say they have of their first three years of life are based on __________. a. unconscious recollections that float to the surface of consciousness b. family stories, photographs, and imagination c. actual recall of the events d. a special mental memory module for early childhood experiences
9. Confusion of an event that happened to someone else with one that happened to you, or a belief that you remember something when it never actually happened, is called __________. a. confabulation b. priming c. flashbulb memory d. repression
10.
Constance is asked how fast two cars were going when they ―smashed‖ into each other. Bertille is asked the same question, only in the form ―How fast were the cars going when they bumped into each other?‖ Which person is more likely to provide a higher speed estimate? a. Constance b. Bertille c. Neither; both people will think the cars were traveling slowly upon collision. d. Neither; both people will think the cars were traveling rapidly upon collision.
Chapter 8 – Pop Quiz 2 Answer Key
1.
a
Rationale: This is the definition of explicit memory. (Remember the Facts, Easy, Learning Objective: 8.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
2.
a
Rationale: This is a description of the sensory register, a highly accurate, but very brief type of memory. (Remember the Facts, Moderate, LO 8.2.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
3.
b
Rationale: George Armitage Miller famously estimated the capacity of working memory to be seven plus or minus two bits of information. (Remember the Facts, Easy, LO 8.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
4.
c
Rationale: This is a description of the concept of working memory. (Remember the Facts, Moderate, LO 8.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
5.
d
Rationale: This is the definition of episodic memory. (Remember the Facts, Easy, LO 8.2.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
6.
d
Rationale: The late Richard Thompson‘s research demonstrated an important role of the cerebellum in classical eyeblink conditioning. (Remember the Facts, Moderate, LO 8.3.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains)
7.
b
Rationale: Decay theory holds that memories fade with time if they are not accessed now and then. (Remember the Facts, Easy, LO 8.5.A, APA 1.1 Describe
key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
8.
b
Rationale: Because of childhood amnesia, most people have no memory of their first three years of life. If they seem to have memories, they are most likely reconstructions based on family stories, photographs, and their own imaginings. (Remember the Facts, Easy, LO 8.5.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
9.
a
Rationale: This is the definition of confabulation. (Remember the Facts, Easy, LO 8.6.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
10. a
Rationale: Memories can be influenced by the way in which questions are phrased, especially during an interrogation or interview. (Understand the Concepts, Moderate, LO 8.6.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
Multiple Choice Questions
1. __________ refers to the ability to retrieve and reproduce from memory previously encountered material. a. Recall b. Memory c. Priming d. Recognition Answer: a Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is the definition of recall.
2.
Dr. Mtumbe wants to design a test that will assess her students‘ ability to recall the information she presented in class. Which kind of test is she most likely to use? a. matching questions b. true-false questions c. multiple-choice questions d. essay questions Answer: d Topic: In Pursuit of Memory Skill Level: Apply What You Know Difficulty Level: Moderate
Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Recall refers to the ability to retrieve and reproduce information encountered earlier. Essay questions test recall memory, whereas the other types of questions all test recognition memory.
3.
Dr. Cronje discussed the First Boer War in his lecture on Thursday. Many of the students were seemingly distracted by their phones and not paying attention as he taught the lesson. He decides to give a pop quiz during the following class. If he wants to ascertain his students‘ ability to recall the information he presented, he is most likely to use which format when he designs the quiz? a. matching questions b. true-false questions c. multiple-choice questions d. fill-in-the-blank questions Answer: d Topic: In Pursuit of Memory Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Recall is the ability that one has to retrieve and reproduce information encountered earlier. Fill-in-the-blank items measure recall memory, whereas the other types of questions all test recognition memory.
4.
Jerissa experiences strong test anxiety each time she knows that there will be an assessment during class. She especially has difficulties with recalling information that Professor Swinburn presents about the Renaissance period. Which kinds of test items will most likely give her difficulties on the next test?
a. matching questions b. true-false questions c. multiple-choice questions d. fill-in-the-blank questions Answer: d Topic: In Pursuit of Memory Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Recall is the ability that one has to retrieve and reproduce information encountered earlier. Fill-in-the-blank items require one to tap into their ability to recall certain memories, and the other kinds of test items simply measure recognition memory.
5.
Which activity illustrates a test for recall? a. matching questions b. true-false questions c. multiple-choice questions d. essay questions Answer: d Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
Rationale: Recall refers to the ability to retrieve and reproduce information encountered earlier. Essay questions test recall memory, whereas the other types of questions all test recognition memory.
6. Conscious, intentional recollection of an event or of an item of information is called __________. a. explicit memory b. implicit memory c. autobiographical memory d. procedural memory Answer: a Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a definition of explicit memory.
7.
Sunny enjoys playing games such as Jeopardy! and Trivial Pursuit, which require her to answer questions based on her ability to recall facts. These types of games test Sunny‘s __________. a. explicit memory b. flashbulb memory c. reconstructive memory d. implicit memory Answer: a Topic: In Pursuit of Memory
Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Conscious, intentional recollection of an event or an item of information is called explicit memory. This is the type of memory that is required to recall a fact and then state it aloud.
8.
Marjoe wrote a shopping list prior to going to the grocery store. Unfortunately, when he arrived at the store, he realized he had left the list at home. If he is to purchase the items on his list, Marjoe must rely on which memory task? a. recall b. recognition c. interpretation d. relearning Answer: a Topic: In Pursuit of Memory Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Recall is the ability to retrieve and reproduce information previously encountered.
9.
Which method of measuring explicit memory is usually the easiest for the person being tested?
a. recognition b. recall c. relearning d. referral Answer: a Topic: In Pursuit of Memory Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Under most circumstances, recognition is easier than recall. The other two options are not ways of measuring explicit memory.
10.
Which activity involving memory would require recognition? a. fill-in-the-blank exams b. essay exams c. true-false exams d. playing Trivial Pursuit Answer: c Topic: In Pursuit of Memory Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: True-false exams involve recognition of correct or incorrect statements rather than recall.
11.
Under most circumstances, when intentionally trying to remember an item of information, __________ is an easier task than __________.
a. recognition; recall b. recall; recognition c. priming; the savings method d. the savings method; priming Answer: a Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Recognition is generally an easier memory task than recall.
12.
The multiple-choice question that you are reading at this moment requires __________ to answer correctly. a. recognition b. relearning c. priming d. recall Answer: a Topic: In Pursuit of Memory Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Multiple-choice questions utilize recognition to test for memory.
13.
Unconscious retention of information in memory, as evidenced by the effect of a previous experience or previously encountered information on current thoughts and actions, is called __________.
a. explicit memory b. implicit memory c. declarative memory d. procedural memory Answer: b Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a definition of implicit memory, memory that we are not aware of.
14.
Violetta solved a crossword puzzle on Thursday, and by Saturday she doesn‘t recall the words in the puzzle. But Saturday night, when she is playing Scrabble with her brother, she unconsciously tends to form words that were in the puzzle. Violetta has __________ memory for some of the words.
a. a flashbulb b. recognition c. explicit d. implicit Answer: d
Topic: In Pursuit of Memory Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: This is an example of implicit memory, memory that we are not aware we have.
15.
What are the components of the information-processing model, in their correct order of occurrence? a. retrieval, encoding, storage b. encoding, capturing, retrieval c. capturing, encoding, retrieval d. encoding, storage, retrieval Answer: d Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In information-processing models of memory, we encode information (convert it to a form that the brain can process and use), store the information (retain it over time), and retrieve the information (recover it for later use).
16. The first step in the memory process is __________ information in a form that the memory system can use.
a. encoding b. storing c. retrieving d. evaluating Answer: a Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In information-processing models of memory, we encode information (convert it to a form that the brain can process and use), store the information (retain it over time), and retrieve the information (recover it for later use).
17. Barabbas is taking an exam in his history class. On the exam, there is a question that asks him to state and discuss the five major causes of the Trans-Caspian War. Barabbas remembers four of them. He knows there is a fifth, but time is up. As Barabbas is walking down the stairs, he suddenly remembers the fifth point, but it is too late. Barabbas had difficulty with __________. a. encoding b. storage c. retrieval d. evaluation Answer: c Topic: In Pursuit of Memory Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: In information-processing models of memory, we encode information (convert it to a form that the brain can process and use), store the information (retain it over time), and retrieve the information (recover it for later use).
18. The processes of encoding, storage, and retrieval are seen as part of __________ model of memory. a. the information-processing b. ―file cabinet‖ c. confabulation d. sociocultural Answer: a Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In information-processing models of memory, we encode information (convert it to a form that the brain can process and use), store the information (retain it over time), and retrieve the information (recover it for later use).
19. In the __________ model, memory is seen as a simultaneous process with the creation and storage of memories taking place across a series of networks ―stretched‖ across the brain. a. levels-of-processing b. parallel distributed processing c. serial-position d. information-processing Answer: b Topic: In Pursuit of Memory Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Parallel distributed processing focuses on vast networks of connected processing units to achieve memory functions.
20.
Which memory system has a limited capacity and stores items for about 30 seconds? a. working memory b. long-term memory c. the sensory register d. implicit memory Answer: a Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Working memory keeps available a limited amount of information for up to 30 seconds unless a conscious effort is made to keep it there longer.
21. Which memory system has an unlimited capacity and can keep information for hours or decades? a. working memory b. long-term memory c. the sensory register
d. working memory Answer: b Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is descriptive of long-term memory.
22.
In the ―three-box model of memory,‖ which memory system holds information for no more than a few seconds, until it can be processed further? a. working memory b. long-term memory c. the sensory register d. implicit memory Answer: c Topic: In Pursuit of Memory Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: This is descriptive of the sensory register, where information can be held for only a few seconds at most.
23.
Critics of the three-box model of memory are likely to agree that __________. a. the human brain processes information only in a sequential manner b. the human brain does not operate like the average computer c. the capacity of long-term memory is actually much greater than the model assumes d. information flows from one memory system to the next Answer: b Topic: In Pursuit of Memory Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The human brain does not operate sequentially like a computer does. It does use sequential processing, but it also uses parallel processing that is distributed across many areas of the brain.
24.
One objection to the three-box model of memory is that __________. a. working memory is not usually involved in the conscious processing of information b. the brain performs many operations simultaneously, rather than simply sequentially c. the sensory register is actually able to store information for 30 seconds d. there is a limit to the capacity of long-term memory Answer: b Topic: In Pursuit of Memory Skill Level: Understand the Concepts Difficulty Level: Difficult
Learning Objective: 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The three-box model is a sequential model, but the brain uses parallel processing in addition to sequential processing.
25. The __________ model represents the contents of memory as connections among a huge number of interacting processing units. a. three-box b. parallel distributed processing c. serial processing d. sequential processing Answer: b Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This describes the parallel distributed processing (PDP) or connectionist model of memory.
26. Another name for the parallel distributed processing (PDP) model of memory is the __________. a. interaction model
b. multiple process model c. connectionist model d. long-term potentiation model Answer: c Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Also called the connectionist model, the PDP model represents the contents of memory as connections among thousands of interacting processing units that operate in parallel.
27. Which view of memory processes implies that many aspects of storage, retrieval, and encoding occur simultaneously? a. the serial-understanding model b. information-processing model c. the neuro-organizational model d. parallel distributed processing model of memory Answer: d Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
Rationale: Also called the connectionist model, the PDP model represents the contents of memory as connections among thousands of interacting processing units that operate in parallel.
28.
Visual images remain in the sensory register for a maximum of __________. a. a half second b. two seconds c. thirty seconds d. one minute Answer: a Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 8.2.A Explain the function and duration of the sensory register in the three-box model of memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Visual images remain in a visual subsystem for a maximum of a half second.
29.
Auditory images remain in the sensory register for no longer than __________. a. a half second b. ten seconds c. thirty seconds d. one minute Answer: b Topic: The Three-Box Model of Memory
Skill Level: Remember the Facts
Difficulty Level: Difficult
Learning Objective: 8.2.A Explain the function and duration of the sensory register in the three-box model of memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Auditory images remain in an auditory subsystem for a slightly longer time, but no longer than 10 seconds.
30. __________ acts as a holding bin, retaining information in a highly accurate form until we can select items for attention. a. The sensory register b. Explicit memory c. Working memory d. Long-term memory Answer: a Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.2.A Explain the function and duration of the sensory register in the three-box model of memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a description of the sensory register, a highly accurate, but very brief type of memory.
31. You are out for a drive with your family and are lucky enough to get a window seat. The rapidly passing scenery you see out the window is first stored in __________ memory.
a) sensory b) working c) long-term d) short-term Answer: a Topic: The Three-Box Model of Memory Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.2.A Explain the function and duration of the sensory register in the three-box model of memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The images seen from a rapidly moving car will be fleeting, yet they will register long enough in sensory memory for you to comprehend them as trees, shrubs, birds, and so on.
32. The key to the method George Sperling used to study sensory memory was to __________. a) have the participants report the entire matrix of letters they saw as fast as they could b) have the participants report the entire matrix of letters but mask the letters after the presentation with a very bright light c) cue the participants, using a tone, as to which line of the matrix they were to report d) test the use of chunking Answer: c Topic: The Three-Box Model of Memory Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 8.2.A Explain the function and duration of the sensory register in the three-box model of memory.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A cue (a musical tone) was used by Sperling to allow the participants to retrieve the marked set of letters and let Sperling measure the duration of sensory memory.
33. In the experimental method of George Sperling‘s study of the visual sensory register, the participants were to report __________. a) one of three lines of letters as indicated by the sound of a tone immediately presented after the letters had disappeared b) only one or two of the letters in the cued line c) the first letter of each line only d) the middle letter of each line Answer: a Topic: The Three-Box Model of Memory Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 8.2.A Explain the function and duration of the sensory register in the three-box model of memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The participants had to report the line of letters that was indicated by the tone.
34.
In general, information in working memory is retained for about __________. a. 2–3 seconds or less b. 30 seconds c. 5–20 minutes d. 30 minutes Answer: b Topic: The Three-Box Model of Memory
Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.2.B Explain the function and duration of working memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Working memory retains information for up to about 30 seconds by many estimates, although some researchers think that the maximum interval may extend to a few minutes for certain tasks.
35.
Which component of memory has been referred to as a ―leaky bucket‖? a. the sensory register b. explicit memory c. working memory d. long-term memory Answer: c Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.2.B Explain the function and duration of working memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Working memory is referred to as a leaky bucket because it has a limited capacity.
36.
In the 1950s, George A. Miller estimated the capacity of working memory to be the magical number __________. a. 5 plus or minus 4 b. 7 plus or minus 2 c. 9 plus or minus 3
d. 11 plus or minus 1 Answer: b Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 8.2.B Explain the function and duration of working memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Miller‘s estimate of the capacity of working memory was 7 plus or minus 2 pieces of information.
37.
Although there is some debate on the matter, __________ is generally thought to have a capacity of seven plus or minus two units of information. a. the sensory register b. working memory c. declarative memory d. long-term memory Answer: b Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.2.B Explain the function and duration of working memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: George Miller famously estimated the capacity of working memory to be seven plus or minus two. There is, however, some debate about whether this is correct.
38.
Paddy convinces a woman he finds attractive to give him her telephone number. Unfortunately, the number is ten digits long with the area code, and Paddy cannot find a place to write it down. As he looks for a pen and paper, what can Paddy do to help himself remember the number?
a. ―Chunking‖ the numbers into smaller units will help Paddy.
b. Nothing will help, because 10 digits are beyond the capacity of working memory. c. Thinking of something else will help Paddy. d. Paddy should transmit the information directly into long-term memory. Answer: a Topic: The Three-Box Model of Memory Skill Level: Apply What You Know
Difficulty Level: Moderate
Learning Objective: 8.2.B Explain the function and duration of working memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Chunking involves taking bits of information and grouping them into smaller ―chunks‖ so that more total information can be recalled.
39.
For most Americans, which sequence of symbols would be considered a chunk? a. IBF b. FBI c. 921 d. 196
Answer: b Topic: The Three-Box Model of Memory Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 8.2.B Explain the function and duration of working memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: A chunk may be a word, phrase, sentence, or visual image that is meaningful to an individual.
40. Richetta finds that it is easier to retrieve her student ID number if she thinks of it in segments, such as the first three digits, then the next two, and then the final four. Each of these short segments of the overall number are called __________.
a. codes b. cues c. chunks d. stores Answer: c Topic: The Three-Box Model of Memory Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 8.2.B Explain the function and duration of working memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Chunks refer to groups of individual bits of information that increase the efficiency of our working memory.
41. Fiona is asked to memorize the letters I K T E A L N in no particular order. She memorizes them by reorganizing them into the words INK and LATE. This tactic is called __________. a. cueing b. shadowing c. rote rehearsal d. chunking Answer: d Topic: The Three-Box Model of Memory Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 8.2.B Explain the function and duration of working memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The tactic of combining bits of information into meaningful chunks is called chunking.
42.
__________ is a memory system that includes short-term memory and executive processes that control attention and retrieval. a. Procedural memory b. Declarative memory c. Working memory d. Semantic memory Answer: c Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.2.B Explain the function and duration of working memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: This is a description of the concept of working memory.
43.
__________ holds and operates on information that has been retrieved from long-term memory for temporary use. a. Serial-position memory b. Working memory c. Tool-box memory d. Episodic memory Answer: b Topic: The Three-Box Model of Memory Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 8.2.B Explain the function and duration of working memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: This is a description of the concept of working memory.
44.
Samantha is completing an arithmetic problem. The numbers and instructions for doing the necessary operations for each step will be held in her _____________ memory as she solves the problem. a. serial-position b. sensory register c. working d. episodic Answer: c Topic: The Three-Box Model of Memory Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.2.B Explain the function and duration of working memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Working memory includes the short-term stores for memories, and the processes for working with those memories.
45.
In accordance with the three-box model of memory, the memory system involved in the prolonged storage of information is known as __________. a. working memory b. the sensory register c. implicit memory d. long-term memory Answer: d Topic: The Three-Box Model of Memory Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: As the name implies, information that needs to be kept for long periods is stored in long-term memory.
46. When researchers investigated the organization of long-term memory, they found that __________. a. it must be linked to sound, since users of sign language don‘t have ―tip-of-the-tongue‖ states b. verbal information is indexed semantically, and not by sound or form c. semantic categories help organize memories involving words and concepts d. the organization is based on human physiology, and so culture has few effects on retrieval Answer: c Topic: The Three-Box Model of Memory Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Upon investigating the organization in long-term memory, scientists found that words and concepts are usually organized semantically; that is, in association with other items whose meaning is similar.
47.
Long-term memory is thought to be organized in the form of _________. a. semantic networks or nodes of related information spreading out from a central piece
of knowledge b. conditioned responses and associations c. alphabetical lists of semantic concepts, time-based lists of life events, and body part– specific motor skills d. haphazard connections among random bits of information Answer: a Topic: The Three-Box Model of Memory Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Words and concepts in long-term memory are usually organized semantically; that is, in association with other items whose meaning is similar.
48. Compared to the others, which question should take the longest to answer, given the way in which long-term memory is organized? a. ―Does a cat have skin?‖ b. ―Does a cat ‗meow‘?‖ c. ―Does a cat have a tail?‖ d. ―Does a cat have eyes?‖ Answer: a Topic: The Three-Box Model of Memory Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Answering this question would requiring traversing more nodes or connections in a semantic network.
49.
__________ memory is considered to be a form of implicit memory. A. Procedural b. Semantic c. Episodic d. Declarative Answer: a Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Many researchers consider procedural memories to be implicit, because after skills and habits are learned well, they do not require much conscious processing. The other options are all types of explicit memory.
50.
Which type of long-term memory is most difficult to bring into conscious awareness? a) episodic memory b) nondeclarative memories c) declarative memories d) semantic memory Answer: b Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Difficult
Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Nondeclarative memory, such as how to tie shoes, is unconscious.
51.
Declarative memories include __________ memories and __________ memories. a. procedural; semantic b. semantic; episodic c. episodic; procedural d. procedural; serial-position Answer: b Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Declarative memories are memories of facts, rules, concepts, and events. They include semantic and episodic memories.
52. __________ memories are internal representations of the world, independent of any particular context. a. Procedural b. Semantic c. Declarative
d. Episodic Answer: b Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a definition of a semantic memory.
53.
Memories of general knowledge, including facts, rules, concepts and propositions, are called __________. a. procedural memories b. semantic memories c. implicit memories d. episodic memories Answer: b Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a definition of semantic memory.
54.
Recalling the definition of long-term memory is an example of _________.
a. episodic memory b. semantic memory c. working memory d. implicit memory Answer: b Topic: The Three-Box Model of Memory Skill Level: Apply What You Know Difficulty Level: Moderate
Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Semantic memory refers to the memory of the meanings of words, concepts, and general facts about the world.
55.
Which statement represents a semantic memory? a) ―I once visited Paris.‖ b) ―I like blueberry yogurt.‖ c) ―Texans seem boastful to me.‖ d) ―Tuscaloosa is west of Sylacauga.‖ Answer: d Topic: The Three-Box Model of Memory Skill Level: Apply What You Know Difficulty Level: Moderate
Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a factual statement about towns in Alabama
56.
On a TV game show, Cody is asked to name the state capital of Wyoming. This information is most likely stored in __________.
a. procedural memory b. semantic memory c. episodic memory d. implicit memory Answer: b Topic: The Three-Box Model of Memory Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Semantic memory is our general knowledge of the world, including facts, rules, concepts, and propositions.
57. __________ memory refers to recollection of a personally experienced event and the context in which it occurred. a. Semantic b. Procedural c. Flashbulb d. Episodic Answer: d Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is the definition of episodic memory.
58.
Memories of personally experienced events and the contexts in which they occurred are called __________.
a. procedural memories b. semantic memories c. working memories d. episodic memories Answer: d Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a definition of episodic memory, a subtype of declarative memory.
59.
__________ are internal representations of personally experienced events. a. Procedural memories b. Semantic memories c. Declarative memories d. Episodic memories Answer: d
Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a description of an episodic memory.
60.
Steffi remembers going to the zoo with her parents and her best friend on her 10th birthday. She can even recall the look on her friend‘s face when she dropped her ice cream cone into the grizzly bear enclosure. Steffi‘s recollection is an example of __________. a. implicit memory b. semantic memory c. episodic memory d. procedural memory Answer: c Topic: The Three-Box Model of Memory Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Episodic memories are internal representations of personally experienced events.
61. Every time Ingo hears a certain Motörhead song, he is taken back to when he was 22 and rented a beach house for the summer with friends, and he grins with happiness remembering all the fun, crazy times they had. What is the best term for the Motörhead song in this situation? a. It is a type of declarative working memory. b. It is a prime that resides in nondeclarative long-term memory. c. It is a flashbulb memory. d. It is a form of explicit long-term memory. Answer: b Topic: The Three-Box Model of Memory Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Nondeclarative, or implicit, long-term memories can include emotional associations which may or may not be in conscious awareness but are often very strong memories.
62. Dorcus just conducted a survey for class in which she asked students about their opinions regarding evolution. As Dorcus thinks back on this experience, which statement would be accurate? a. Dorcus will be using her episodic memory only. b. Dorcus will be using her semantic memory only. c. Dorcus‘s ability to recall the factual details about the survey illustrates episodic memory, whereas her recollections of talking with the students illustrate semantic memory. d. Dorcus‘s ability to recall the factual details about the survey illustrates semantic memory, whereas her recollections of talking with the students illustrate episodic memory. Answer: d Topic: The Three-Box Model of Memory Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Episodic memory refers to memories of events that are associated with a particular time, place, and circumstance, whereas semantic memory includes general knowledge, language, and concepts, among other things.
63.
Why is nondeclarative memory nondeclarative? a. It is evident in the context of amnesia, and amnesiacs cannot describe who they are or what they know. b. Evidence of the memory shows itself in behaviors, although direct access to the memory may be unavailable. c. Most people, when queried, do not admit that they have formed these kinds of painful memories. d. Researchers have not found a way to document this form of memory, but they remain certain it must exist. Answer: b Topic: The Three-Box Model of Memory Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Implicit or ―nondeclarative‖ suggests ―I can‘t declare,‖ as in ―I can‘t tell you exactly when and how I learned to wash my hands, but I‘m washing my hands right now, providing evidence that my memory of how to perform that behavior must be in long-term memory someplace.‖
64.
Pat reminisces about her wedding. Which recollection would be among Pat‘s semantic memories? a. remembering what her wedding gown looked like b. the memory of her four siblings dancing with each other at the reception c. recalling when her wife proposed d. knowing that it is appropriate to stand when the bride walks down the aisle Answer: d Topic: The Three-Box Model of Memory Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Semantic memories include facts, rules, concepts—items of general knowledge. The other memories listed are all episodic memories.
65. Declarative memories are to __________ memories as nondeclarative memories are to __________ memories. a. explicit; implicit b. general knowledge; personal facts a) implicit; explicit e) personal facts; general knowledge Answer: a Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Semantic memories include facts, rules, concepts—items of general knowledge. The other memories listed are all episodic memories.
66. When you recall the names of the days of the week, you are relying on __________ memory. a. semantic b. episodic c. procedural d. sensory Answer: a Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Semantic memories are memories of general knowledge, including facts, rules, concepts, and propositions.
67.
In order to remember how your dog licked you as you fed him a treat, you are relying on your __________ memory. a. semantic b. episodic c. procedural d. declarative
Answer: b Topic: The Three-Box Model of Memory Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Episodic memories are memories of personally experienced events and the context in which they took place.
68. According to the serial-position effect, if you are shown a list of items and then asked to immediately recall them, you will most easily recall items __________. a. from the beginning and the middle of the list b. from the beginning and the end of the list c. from the middle and the end of the list d. only from the beginning of the list Answer: b Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The serial-position effect is the tendency to recall the first and last items on a list better than the items in the middle of the list.
69.
Margie is introduced to the following people when she arrives at the party: Derek, Kayla, Calvin, Debbie, Rose, Melanie, Garrett, Tom, Francis, Jane, John, and Vincent. According to the serial-position effect, it will be most difficult to remember the names of __________. a. Derek, Kayla, John, and Vincent b. Francis, Jane, John, and Vincent c. Derek, Kayla, Melanie, and Garrett d. Rose, Melanie, Garrett, and Tom Answer: d Topic: The Three-Box Model of Memory Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This is an example of the serial-position effect, the tendency to recall the first and last items on a list better than the items in the middle of the list.
70. Micah can remember only the first two items and the last two items on the grocery list that his daughter just read to him over the phone. The other five items in between are gone. His memory of items at the end of the list demonstrates the __________. a. tip-of-the-tongue effect b. primacy effect c. recency effect d. encoding specificity effect Answer: c Topic: The Three-Box Model of Memory Skill Level: Apply What You Know Difficulty Level: Moderate
Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This is an example of the serial-position effect, the tendency to recall the first and last items on a list better than the items in the middle of the list.
71. Fatima is trying to memorize the names of the bones in the hand. She had gone through a list of them when her phone rang. After she gets off the phone, she is most likely to remember the first few bone names because of the _________. a. elaboration effect b. maintenance effect c. recency effect d. primacy effect Answer: d Topic: The Three-Box Model of Memory Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This is an example of the serial-position effect, the tendency to recall the first and last items on a list better than the items in the middle of the list.
72.
A long-lasting increase in the strength of synaptic responsiveness is called __________. a. deep processing b. long-term potentiation c. parallel processing
d. state-dependent memory Answer: b Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.3.A Outline the process of long-term potentiation in the formation of memories. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is the definition of long-term potentiation.
73.
__________ is thought to be a biological mechanism of long-term memory. a. Deep processing b. Long-term potentiation c. Priming d. Temporary changes in the release of neurotransmitters Answer: b Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.3.A Outline the process of long-term potentiation in the formation of memories. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Long-term potentiation is thought to be a biological mechanism involved in forming long-term memories.
74. The process by which a long-term memory becomes durable and relatively stable is called __________.
a. chunking b. consolidation c. confabulation d. priming Answer: b Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.3.A Outline the process of long-term potentiation in the formation of memories. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is the definition of consolidation.
75.
During working-memory tasks, the __________ is especially active. a. frontal lobe b. hippocampus c. cerebellum d. amygdala Answer: a Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.3.B Evaluate the evidence that memories are not stored in any one part of the brain. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Areas in the frontal and parietal lobes of the brain are especially during working-memory tasks.
76.
In his research with rabbits, the late Richard Thompson showed that classical conditioning of the eyeblink response depends on activity in the __________. a. frontal lobes b. amygdala c. hippocampus d. cerebellum Answer: d Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.3.B Evaluate the evidence that memories are not stored in any one part of the brain. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Rationale: Thompson‘s research demonstrated an important role for the cerebellum in classical eyeblink conditioning.
77.
In Richard Thompson‘s research with rabbits, he demonstrated that classical conditioning depends on activity in which part of the brain? a. the frontal lobe b. the hippocampus c. the cerebellum d. the amygdala Answer: c Topic: The Biology of Memory Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 8.3.B Evaluate the evidence that memories are not stored in any one part of the brain. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: It has been demonstrated that the cerebellum is involved in the formation and retention of implicit memories in other parts of the brain.
78.
The __________ is the part of the brain that is involved with the formation and consolidation of memories associated with fear and other emotions. a. prefrontal cortex b. amygdala c. frontal lobes d. cerebral cortex Answer: b Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.3.B Evaluate the evidence that memories are not stored in any one part of the brain. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The amygdala is a brain structure known to be involved in the formation, consolidation, and retrieval of emotional memories.
79.
__________ plays a critical role in the formation of long-term explicit memories. a. The frontal lobe b. The hippocampus c. The cerebellum
d. The amygdala Answer: b Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.3.B Evaluate the evidence that memories are not stored in any one part of the brain. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: As demonstrated by the case of H. M., the hippocampus is necessary for placing new explicit information into long-term storage.
80.
Moderate amounts of hormones released by the adrenal glands during stress and emotional arousal tend to __________. a. enhance memory b. produce tip-of-the-tongue states c. cause retroactive interference d. lead to motivated forgetting Answer: a Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.3.C Summarize the evidence that memory can be influenced by emotion and hormonal levels. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Adrenal hormones may facilitate memory storage at moderate levels. In contrast, extreme levels of arousal seem to impair memory formation.
81.
__________ is an especially vivid memory of an emotional event. a. Reconstructive memory b. A flashbulb memory c. Semantic memory d. Procedural memory Answer: b Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.3.C Summarize the evidence that memory can be influenced by emotion and hormonal levels. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a description of flashbulb memory.
82.
Your memory of the moment you heard about the mass shootings at Robb Elementary School in Uvalde, Texas, in 2022 would be most appropriately termed a(n) __________ memory. a. repressed b. flashbulb c. episodic d. autobiographical Answer: b Topic: The Biology of Memory Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.3.C Summarize the evidence that memory can be influenced by emotion and hormonal levels.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena. 2.2 Demonstrate psychology information literacy Rationale: Flashbulb memories are especially vivid memories of emotionally charged events.
83.
__________ memory refers to a vivid, detailed recollection of an emotional event. a. Semantic b. Declarative c. Flashbulb d. Episodic Answer: c Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.3.C Summarize the evidence that memory can be influenced by emotion and hormonal levels. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Vivid recollections of emotional and important events are called flashbulb memories, a term that is meant to capture the surprise, illumination, and seemingly photographic detail that characterize them.
84.
Which statement about flashbulb memories is true? a. A major news event automatically causes a person to store a flashbulb memory. b. Flashbulb memories tend to be about as accurate as other types of memories. c. People feel unconfident about their recall of flashbulb memories. d. Your memory of how you felt at the onset of a flashbulb memory rarely changes over time. Answer: b Topic: The Biology of Memory
Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 8.3.C Summarize the evidence that memory can be influenced by emotion and hormonal levels. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: People think flashbulb memories are indelibly seared into memory, but they are subject to the same accuracies and foibles as any other kind of memory.
85.
As she studies her physics textbook, Marcella wants to make sure that she remembers that sound intensity is measured in units called decibels and that each decibel is one-tenth of a bel, which is a unit named after Alexander Graham Bell. Marcella creates a visual image of 10 little elf-like Bell figures trying to turn up the volume of a huge stereo. Her encoding strategy involves __________. a. confabulation b. priming c. maintenance rehearsal d. a mnemonic Answer: d Topic: How We Remember Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 8.4.A Describe and give examples of major memory retention strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This is an example of a mnemonic, a formal strategy or trick for improving memory.
86.
In order to help her music students learn the lines of the treble clef in musical notation, Mrs. Taylor has them learn the sentence ―Every Good Boy Does Fine,‖ in which the
starting letter of each word represents the name of a note (E-G-B-D-F). This is an example of __________. a. maintenance rehearsal b. a mnemonic c. the serial-position effect d. pattern recognition Answer: b Topic: How We Remember Skill Level: Apply What You Know Difficulty Level: Easy
Learning Objective: 8.4.A Describe and give examples of major memory retention strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This is an example of a mnemonic, a formal strategy or trick for improving memory.
87.
Most people seem to favor __________ for encoding and rehearsing the contents of working memory.
a. writing b. vision c. speech d. subliminal perception Answer: c Topic: How We Remember Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.4.A Describe and give examples of major memory retention strategies.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Speech, either aloud or silently, seems to be preferred for encoding and rehearsing information in working memory.
88.
Maintenance rehearsal involves __________. a. processing the physical features of the stimulus to be remembered b. analyzing new material in order to make it memorable
c. associating new material to be learned with information maintained in long-term memory d. the rote repetition of material in order to maintain its availability in memory Answer: d Topic: How We Remember Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.4.A Describe and give examples of major memory retention strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Maintenance rehearsal is merely the rote repetition of the material to be remembered.
89. __________ involves associating new items of information with material that has already been stored. a. Maintenance rehearsal b. Elaborative rehearsal c. Long-term potentiation d. Deep processing Answer: b
Topic: How We Remember Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 8.4.A Describe and give examples of major memory retention strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Elaborative rehearsal involves associating new items of information with material that has already been stored; it can also involve analyzing the physical, sensory, or semantic features of an item.
90.
Valdo tries to remember a license plate number by repeating it over and over to himself. Which type of rehearsal is Valdo using? a. maintenance a. permanent b. elaborative c. condensed Answer: a Topic: How We Remember Skill Level: Apply What You Know Difficulty Level: Easy
Learning Objective: 8.4.A Describe and give examples of major memory retention strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Maintenance rehearsal is merely the rote repetition of the material to be remembered.
91.
_________ rehearsal results in a more lasting memory and promotes the transfer of information to long-term memory, as compared to _________ rehearsal. a. Permanent; condensed b. Elaborative; maintenance c. Maintenance; elaborative d. Condensed; permanent
Answer: b Topic: How We Remember Skill Level: Understand the Concepts Difficulty Level: Easy
Learning Objective: 8.4.A Describe and give examples of major memory retention strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Maintenance rehearsal is merely the rote repetition of the material to be remembered.
92.
__________ occurs when, instead of encoding just the physical or sensory features of the information, the meaning of information is analyzed. a. Deep processing b. Procedural memory c. Maintenance rehearsal d. Priming Answer: a Topic: How We Remember Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.4.A Describe and give examples of major memory retention strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is an example of the deep processing of information.
93.
Rogelio is making a conscious effort for prolonged retention of his homework by processing its meaning fully. This strategy is called __________. a. shallow processing
b. deep processing c. consolidation d. confabulation Answer: b Topic: How We Remember Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.4.A Describe and give examples of major memory retention strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Deep processing involves the processing of meaning rather than simply the physical or sensory features of a stimulus. The use of deep processing increases retention. 94.
Dee is trying to learn a list of terms for his upcoming anatomy exam. ―Small intestine‖ he reads. ―My Uncle Jerry has had trouble with his small intestine; ‗Jerry‘s small intestine.‘ ‗Transverse colon‘…hmm, our neighbors are from the town of Colon, Panama, and they traversed their way here. ‗Rectum‘; I remember when we were kids, my little brother took my Hot Wheels cars and wrecked ‘em.‖ Which memory strategy is Dee utilizing to encode the information for his exam?
a. deep processing b. associative mnemonic encoding c. parallel distributed processing d. redundant-information redundancy Answer: a Topic: How We Remember Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.4.A Describe and give examples of major memory retention strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: Deep processing involves the processing of meaning rather than simply the physical or sensory features of a stimulus. The use of deep processing increases retention. 95.
Which phrase would be an accurate summary of what researchers know regarding the rehearsal of information and later recall of that information? a. ―Now more than ever.‖ b. ―Depth predicts duration.‖ c. ―Once over lightly.‖ d. ―Don‘t dream it; be it.‖
Answer: b Topic: How We Remember Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.4.A Describe and give examples of major memory retention strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Deep processing involves the processing of meaning rather than simply the physical or sensory features of a stimulus. The use of deep processing increases retention.
96.
You are studying for your next exam. Based on the principles of retrieval practice, which method of study is likely to give you the best results? a. Read through the material thoroughly one time. b. Read through the material thoroughly twice. c. Repeatedly pull the information you need from memory. d. Read the material once, and practice recall once. Answer: c Topic: How We Remember Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 8.4.A Describe and give examples of major memory retention strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Research shows that the more retrieval practice students had, the better they remembered the original text.
97.
According to decay theory, forgetting occurs because __________.
a. new information is ―recorded over‖ old information b. similar items of information interfere with one another c. memories simply fade with time if they are not accessed now and then d. the cues needed to recall the memory are not present Answer: c Topic: Why We Forget Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Decay theory holds that memories eventually disappear if they are not accessed. 98.
Alan learned to play the entire Led Zeppelin catalog on the guitar when he was in high school—pretty much every song, for better or worse, with fairly good results. As time passed and he pursued other musical interests, he stopped playing those songs. Decades later, when trying to recall how to play one of those tunes, he found that he was thoroughly stumped, and couldn‘t even remember where to begin. Which theory of forgetting would predict this kind of outcome?
a. replacement b. interference c. cue-dependent
d. decay Answer: d Topic: Why We Forget Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Decay theory holds that memories simply fade with time if they are not accessed now and then.
99.
―Use it or lose it‖ would most likely be associated with __________. a. decay theory b. replacement theory c. cue-dependent forgetting d. interference theory Answer: a Topic: Why We Forget Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Decay theory holds that memories simply fade with time if they are not accessed now and then.
100.
According to the __________ theory of forgetting, a person‘s original memory of an event can be erased by new and misleading information. a. replacement b. interference c. cue-dependent d. decay Answer: a Topic: Why We Forget Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The replacement theory holds that new information entering memory can wipe out old information.
101.
According to the __________ theory of forgetting, information may get into memory, but it becomes confused with other information.
a. replacement b. interference c. cue-dependent d. decay Answer: b Topic: Why We Forget Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The interference theory holds that forgetting occurs because similar items of information interfere with one another in either storage or retrieval.
102.
Mr. Moss is the head coach of the high school football team. He notices that, after learning the names of the players on the team this year, he has trouble remembering the names of the players from the previous year. In fact, he sometimes says the name of a current player when he is referring to a player from the previous year. This is an example of __________. a. retroactive interference b. proactive interference c. decay d. cue-dependent forgetting Answer: a Topic: Why We Forget Skill Level: Apply What You Know Difficulty Level: Moderate
Learning Objective: 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Retroactive interference refers to forgetting that occurs when recently learned material interferes with the ability to remember similar material stored previously.
103. __________ is defined as forgetting that occurs when previously stored material interferes with the ability to remember similar, more recently stored material. a. Cue-dependent forgetting b. Proactive interference c. Decay d. Retroactive interference
Answer: b Topic: Why We Forget Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a definition of proactive interference.
104. In high school, Aurelia took three years of Italian. Upon enrolling in college 10 years later, she registered for a remedial Portuguese course. When required to speak in Portuguese during class discussion with her teacher and classmates, Aurelia frequently responds with Italian words instead of Portuguese words. This is one example of __________. a. proactive interference b. state-dependent forgetting c. retroactive interference d. blocking Answer: a Topic: Why We Forget Skill Level: Apply What You Know Difficulty Level: Moderate
Learning Objective: 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is an example of proactive interference.
105.
Déjà vu may occur when __________. a. cues in the present context overlap with those from the past, so there is an eerie experience of having same situation before
been in the
b. a lack of retrieval cues prevents recalling the time and the details of the last time the person was in that location
c. a memory is encoded during a peak of high emotion and then forgotten until the emotional arousal is high again d. repressed information threatens to enter consciousness when cues in the present activate unconscious memories Answer: a Topic: Why We Forget Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Déjà vu, the experience of having been in exactly the same situation as at some prior time, may result from the presence of familiar cues in the current situation.
106.
If you are afraid or angry at the time of an event, you may remember that event best when you are again in the same emotional state. This phenomenon is called __________. a. state-dependent memory b. recovered memory c. mood congruent memory d. déjà vu Answer: a Topic: Why We Forget Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: State-dependent memory is the tendency to remember something when in the same physical or mental state as during the original learning or experience.
107.
Taffi and her family just got back from a vacation at Disneyland, where they had a great time full of fun and laughter. Under which circumstances is Taffi likely to struggle remembering what they did? a. right after viewing a documentary about serial killers and mass murderers b. several weeks later while attending a carnival c. later that week at a sleepover with her friends d. during a lunch break at school Answer: a Topic: Why We Forget Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: State-dependent learning refers to our tendency to remember information better when our psychological state (such as being happy or intoxicated) when we learned it matches the state we are in when we recall it.
108.
Which pairing should result in the best overall memory for an event? a. distracted during learning and focused during recall b. serious during learning and serious during recall c. sad during learning and happy during recall d. happy during learning and sad during recall Answer: b Topic: Why We Forget Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: State-dependent learning suggests that retrieval of information is easier when we are in the same psychological state during retrieval as we were during encoding.
109. Mood-congruent memory and state-dependent memory are examples of __________. a. encoding strategies b. the use of cues in retrieval c. interference effects d. elaborative encoding Answer: b Topic: Why We Forget Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Both are examples of the use of cues in the retrieval process. Without adequate cues, information may be difficult to retrieve.
110.
Research on autobiographical memory indicates that most adults cannot recall any personal events until about __________ of age. a. 6 months b. 2 years c. 1 year
d. 8 years Answer: b Topic: Why We Forget Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.5.B Discuss the reasons childhood amnesia is likely to take place. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A curious aspect of autobiographical memory is that most adults cannot recall any events from earlier than age two.
111. The inability to remember events and experiences that occurred during the first two or three years of life is called __________. a. psychogenic amnesia b. childhood amnesia c. dissociative amnesia d. retrograde amnesia Answer: b Topic: Why We Forget Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.5.B Discuss the reasons childhood amnesia is likely to take place. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is the definition of childhood amnesia.
112.
Most researchers agree that the memories people say they have of their first three years of life are based on __________.
a. unconscious memories that haphazardly float to the surface of consciousness b. family stories, photographs, and imagination c. factual recall of the events d. a special memory module for early childhood experiences Answer: b Topic: Why We Forget Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.5.B Discuss the reasons childhood amnesia is likely to take place. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Due to childhood amnesia, most people have no memory of their first three years of life. If they seem to have memories, they are most likely reconstructions based on family stories, photographs, and their own imaginings.
113.
Louiche is two years old and doesn‘t seem to recall meeting his aunt a few months earlier. This is likely because he __________. a. has little ability to encode episodic memories b. has not yet developed arithmetic skills c. has an overblown, childish self-concept d. pushes all memories into the unconscious Answer: a Topic: Why We Forget Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 8.5.B Discuss the reasons childhood amnesia is likely to take place. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: Young children have difficulty encoding and retaining their early episodic memories and carrying them into later childhood or adulthood. They cannot start doing this consistently until about age 4 and a half.
114. Contemporary memory researchers would be most likely to agree that childhood amnesia __________. a. occurs because the prefrontal cortex and other key brain structures aren‘t developed yet b. occurs when the ego represses experiences until the superego forms between ages 3 to 6 c. is due to the processing of so much new information that retroactive interference occurs d. occurs because infants don‘t access memories infrequently and decay occurs Answer: a Topic: Why We Forget Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 8.5.B Discuss the reasons childhood amnesia is likely to take place. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: The prefrontal cortex and other parts of the brain involved in the formation or storage of events are not well developed until a few years after birth.
115.
Which factor is true of cognitive development, and may contribute to childhood amnesia? a. The emergence of a self-concept does not take place until age 6.
b. The cognitive schemas used by preschoolers are the same as those used by older children and adults. c. Children form schemas that contain information and cues necessary for recall before starting school. d. Children‘s limited language skills prevent them from narrating aspects of experiences to themselves.
Answer: d Topic: Why We Forget Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 8.5.B Discuss the reasons childhood amnesia is likely to take place. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Young children‘s limited vocabularies and language skills prevent them from narrating some aspects of an experience to themselves or others.
116.
Amnesia can be organic—for example, resulting from __________—or psychogenic (i.e., resulting from __________). a. a head injury; a brain disease b. a head injury; emotional shock c. emotional shock; a brain disease d. emotional shock; a head injury Answer: b Topic: Why We Forget Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.5.C Explain why claims of repressed memories should be greeted with skepticism. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Organic amnesia is caused by a head injury or brain disease, whereas psychogenic amnesia is caused by emotional shock.
117. Critics of repression as a psychologically protective mechanism of forgetting argue that __________.
a. an individual can be forced into forgetting b. physical symptoms may be linked to forgetting c. people unconsciously pick and choose what they want to remember d. traumatized people usually cannot forget traumatic experiences Answer: d Topic: Why We Forget Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.5.C Explain why claims of repressed memories should be greeted with skepticism. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Critics of repression as a mechanism of defense argue that, in real life, the problem usually is not that people cannot remember traumatic events, but rather that they cannot forget them.
118.
Given the current research on recovered memories, one should be skeptical if a person says that __________. a. she cannot remember a personal event that occurred when she was 2 years old b. she is frequently bothered by vivid memories of a traumatic event that she experienced c. she now has memories of her experiences as an infant, thanks to therapy d. her amnesia resulted from a blow to the head during a car accident Answer: c Topic: Why We Forget Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 8.5.C Explain why claims of repressed memories should be greeted with skepticism.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: It is possible for a therapist, either deliberately or unwittingly, to implant a false memory in a client.
119. Compared to the others, which person represents the most likely individual to be involved in a case in which memories of past childhood abuse are recalled later in life? a. 10-year-old Massimo, who was examined by a pediatrician for symptoms that appear to meet the diagnostic criteria for hyperactivity b. 30-year-old Carlotta, who sought psychotherapy for anxiety and depression with a therapist who uses hypnosis and dream analysis extensively c. 30-year-old Bernie, who sought therapy for symptoms that developed after serving on active duty in the military d. 50-year-old Laura, who fell, hit her head, and suddenly began remembering that her brother abused her sexually when she was 8 years old Answer: b Topic: Why We Forget Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.5.C Explain why claims of repressed memories should be greeted with skepticism. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: It is possible for a therapist, either deliberately or unwittingly, to implant a false memory in a client.
120.
Retrieving a memory is most like __________. a. replaying a videotape of an event
b. reading a short story that describes the characters in detail, but does not include the dialogue c. hearing the soundtrack of a story without access to the visual and other sensory images
d. watching unconnected frames of a movie and figuring out what the rest of the scene was like Answer: d Topic: Reconstructing the Past Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 8.6.A Explain why memory is more reconstructive than people think. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Memory involves reconstruction. We recall the major details and reconstruct the rest. Our memory is not like replaying a recording of an event.
121.
According to Sir Frederic Bartlett __________. a. memory is like a video camera recording an entire experience
b. memory is largely a reconstructive process, like putting together a puzzle when you are missing some pieces c. memory for complex information is generally reproduced by rote d. emotional memories are especially vivid and detailed Answer: b Topic: Reconstructing the Past Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 8.6.A Explain why memory is more reconstructive than people think. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Memory is a reconstructive process, putting together pieces of the memory and filling in blanks. One of the first scientists to make this point was the British psychologist Sir Frederic Bartlett.
122.
In the 1930s, the research of the British psychologist Sir Frederic Bartlett provided evidence to support the view that memory is like __________.
a. a wax tablet b. reading a journal or diary written in indelible ink c. a journalist trying to reconstruct an interview from incomplete notes d. painful mementos in a locked vault Answer: c Topic: Reconstructing the Past Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 8.6.A Explain why memory is more reconstructive than people think. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Memory is a reconstructive process, putting together pieces of the memory and filling in blanks. One of the first scientists to make this point was the British psychologist Sir Frederic Bartlett.
123.
The inability to distinguish an actual memory of an event from information you learned about the event elsewhere is called __________. a. consolidation b. source misattribution c. priming d. repression Answer: b Topic: Reconstructing the Past Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 8.6.A Explain why memory is more reconstructive than people think. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The inability to distinguish an actual memory of an event from information you learned about the event elsewhere is termed source confusion or source misattribution.
124.
The inability to distinguish what you originally experienced from what you heard or were told about an event later is called __________. a. semantic memory b. priming c. explicit memory d. source misattribution Answer: d Topic: Reconstructing the Past Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.6.A Explain why memory is more reconstructive than people think. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is an example of source misattribution (also called source confusion). We recall a memory, but not how it was established or where it came from.
125. Confusion of an event that happened to someone else with one that happened to you, or a belief that you remember something when it never actually happened, is called __________. a. confabulation b. priming c. flashbulb memory d. repression
Answer: a Topic: Reconstructing the Past Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.6.B Describe conditions under which confabulation is especially likely to occur. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is the definition of confabulation.
126.
When 6-year-old Rudy‘s parents overhear him describing his third birthday party, they look at each other in surprise. Rudy appears to remember that the birthday cake his father was baking burned and his aunt had to run out and buy one from a bakery, even though Rudy was not present when those events occurred. Rudy‘s memory illustrates the concept of __________. a. priming b. implicit memory c. confabulation d. decay Answer: c Topic: Reconstructing the Past Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.6.B Describe conditions under which confabulation is especially likely to occur. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Confabulation is the confusion of an event that happened to someone else with one that happened to you, or a belief that you remember something when it never actually happened.
127.
Carlton remembers the feeling of excitement in his house when his mother stepped through the door with his new baby sister. He can still picture the tiny little baby with a stocking cap on her head! His parents can‘t convince him that he actually stayed with his grandparents for two weeks after his sister was born and that his memory never happened. Carlton‘s memory is an example of __________. a. anterograde amnesia b. confabulation c. psychogenic amnesia d. repression Answer: b Topic: Reconstructing the Past Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.6.B Describe conditions under which confabulation is especially likely to occur. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Confabulation is the confusion of an event that happened to someone else with one that happened to you, or a belief that you remember something when it never actually happened.
128.
Iris swears that she was there the night her sister got into a fight with her ex-boyfriend. It takes several of her friends to convince her that she was not. Which circumstances likely made Iris‘s fake memory seem so real to her? a. She had only heard the story of the fight a few times. b. The fight occurred only a year ago. c. Her memory contained only a few key details. d. The fight was easy to imagine. Answer: d Topic: Reconstructing the Past Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 8.6.B Describe conditions under which confabulation is especially likely to occur. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: If imagining an event takes little effort, then we tend to think that our memory is real.
129.
Constance is asked how fast two cars were going when they ―smashed‖ into each other. Bertille is asked the same question, only in the form ―how fast were the cars going when they bumped into each other?‖ Which person is more likely to provide a higher speed estimate? a. Constance b. Bertille c. neither; both people will think the cars were traveling slowly upon collision
d.
neither; both people will think the cars were traveling rapidly upon collision Answer: a Topic: Reconstructing the Past Skill Level: Understanding the Concepts Difficulty Level: Moderate Learning Objective: 8.6.C Summarize the evidence indicating that eyewitness testimony can be susceptible to memory errors. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Memories can be influenced by the way in which questions are put to the eyewitness and by suggestive comments made during an interrogation or interview.
130. A witness on the stand swears that he saw someone commit a crime. Must you believe that the testimony is valid when a witness testifies so forcefully? a) Yes, because seeing is believing.
b) No, because eyewitnesses usually are not honest. c) Yes, because eyewitnesses are very confident about their testimony. d) No, because there is a great possibility of an incorrect identification. Answer: d Topic: Reconstructing the Past Skill Level: Understanding the Concepts Difficulty Level: Moderate Learning Objective: 8.6.C Summarize the evidence indicating that eyewitness testimony can be susceptible to memory errors. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: A great number of incorrect identifications have been made. Witnesses sometimes construct memories after the fact and convince themselves of their validity.
True-False Questions
1.
Conscious, intentional recollection of an event is called explicit memory. Answer: True Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
2.
Procedural memory is defined as the conscious, intentional recollection of an event. Answer: False Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
3.
Implicit memory is usually measured using recall tasks. Answer: False Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Moderate
Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
4. The ability to retrieve and reproduce from memory previously encountered material is known as recognition. Answer: False Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
5.
Recognition is the ability to identify previously encountered information. Answer: True Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
6.
Under most circumstances, recognition is an easier memory task than recall. Answer: True Topic: In Pursuit of Memory
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
7.
A fill-in-the-blank quiz of psychology terms would test for recognition of the terms. Answer: False Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
8.
Trivial Pursuit, a popular board game that tests a player‘s skills in retrieving and reproducing popular culture and general knowledge, requires the recall of explicit memories. Answer: True Topic: In Pursuit of Memory Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
9.
This true-false question requires recognition.
Answer: True Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
10.
Priming is a method used primarily for measuring explicit memory. Answer: False Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
11.
When the priming method is used for measuring implicit memory, a person typically reads or listens to information and is later tested to see whether the information affects performance on the same or another type of task. Answer: True Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
12.
In the three-box model of memory, working memory holds a limited amount of information. Answer: True Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
13.
The parallel distributed processing (PDP) model of memory represents the contents of memory as connections among a huge number of interacting processing units, distributed in a vast network and all operating at the same time. Answer: True Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
14.
In the three-box model, all incoming information from the external world must make a brief stop in the sensory register. Answer: True Topic: The Three-Box Model of Memory Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 8.2.A Explain the function and duration of the sensory register in the three-box model of memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
15.
The sensory register is made up of many separate subsystems, one for each sense. Answer: True Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.2.A Explain the function and duration of the sensory register in the three-box model of memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
16.
Auditory stimuli are held in the sensory register for up to 10 minutes. Answer: False Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.2.A Explain the function and duration of the sensory register in the three-box model of memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
17.
The sensory register can hold sensory images indefinitely, as long as we continue to rehearse the information. Answer: False
Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.2.A Explain the function and duration of the sensory register in the three-box model of memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
18. George Miller‘s famous estimate of the capacity of working memory is the ―magical 2 to 20 range.‖ Answer: False Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.2.B Explain the function and duration of working memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
19. In discussions of the capacity of working memory, a chunk is a meaningful unit of information. Answer: True Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.2.B Explain the function and duration of working memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
20. Organizing memories by semantic groups is a human characteristic that is uninfluenced by schooling. Answer: False Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
21.
Users of sign language report experiencing TOT states, called tip-of-the-finger states. Answer: True Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
22.
In memory research, TOT stands for ―transfer-operate-think.‖ Answer: False Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
23.
Memories that involve knowing how to do something without really thinking about it, such as combing your hair, are called declarative memories. Answer: False Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
24.
Declarative memory can be divided into semantic memory and episodic memory. Answer: True Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
25.
Declarative memory can be divided into short-term memory and working memory. Answer: False
Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
26.
Semantic memories are a type of implicit memory. Answer: False Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
27.
Knowing how to ride a bicycle would be a procedural memory. Answer: True Topic: The Three-Box Model of Memory Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
28. Knowing that flash floods occur quickly when water runs off hard, dry ground would be an episodic memory. Answer: False Topic: The Three-Box Model of Memory Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
29.
Knowing that the capital of Venezuela is Caracas is a semantic memory. Answer: True Topic: The Three-Box Model of Memory Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
30.
Remembering events that took place during a study abroad trip to Caracas, Venezuela, last year represent episodic memories. Answer: True Topic: The Three-Box Model of Memory Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
31.
If you are shown a long list of items and then are asked to recall them, your retention of any particular item will likely depend on its sequential placement in the list. Answer: True Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
32.
The serial-position effect is the tendency for people to recall items in the middle of a list to better than the items that are first and last on a list. Answer: False Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
33.
The primacy effect is an example of a serial-position effect. Answer: True Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
34.
Having better recall for items that appeared at the end of a list is known as episodic memory. Answer: False Topic: The Three-Box Model of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
35. The formation of working memories and long-term memories involve the same chemical and structural changes at the level of the neurons. Answer: False Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 8.3.A Outline the process of long-term potentiation in the formation of memories. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
36.
Long-term memory formation involves lasting structural changes in the brain. Answer: True Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.3.A Outline the process of long-term potentiation in the formation of memories. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
37.
Many researchers believe that long-term potentiation is the process underlying many, and perhaps all, forms of learning and memory. Answer: True Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.3.A Outline the process of long-term potentiation in the formation of memories. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
38.
Long-term potentiation is thought to be the biological mechanism of long-term memory. Answer: True Topic: The Biology of Memory
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.3.A Outline the process of long-term potentiation in the formation of memories. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
39. A long-lasting increase in the strength of synaptic responsiveness is called long-term potentiation. Answer: True Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.3.A Outline the process of long-term potentiation in the formation of memories. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
40.
Long-term memories undergo a gradual period of consolidation before they ―solidify‖ and become stable. Answer: True Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.3.A Outline the process of long-term potentiation in the formation of memories. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
41.
Consolidation in long-term memory is an example of the primacy effect.
Answer: False Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.3.A Outline the process of long-term potentiation in the formation of memories. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
42.
The hippocampus is involved in the formation of long-term explicit memories. Answer: True Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.3.B Evaluate the evidence that memories are not stored in any one part of the brain. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
43.
The medulla is involved in the formation of long-term explicit memories. Answer: False Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.3.B Evaluate the evidence that memories are not stored in any one part of the brain. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
44. Implicit memory formation is a cerebral cortex activity; structures in the hindbrain, such as the cerebellum, play no role in this process. Answer: False Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.3.B Evaluate the evidence that memories are not stored in any one part of the brain. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
45. The brain circuits that take part in the formation of long-term memories are the same as those involved in long-term storage. Answer: False Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.3.B Evaluate the evidence that memories are not stored in any one part of the brain. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
46. People who have damage to the cerebellum cannot be classically conditioned to blink their eyes in response to a tone. Answer: True Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Moderate
Learning Objective: 8.3.B Evaluate the evidence that memories are not stored in any one part of the brain. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
47. When people are unable to form new declarative memories, they cannot acquire new procedural memories either. Answer: False Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.3.B Evaluate the evidence that memories are not stored in any one part of the brain. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
48.
Different aspects of a memory are probably processed separately and stored at different locations that are distributed across wide areas of the brain, with all the sites participating in the representation of the event or concept as a whole. Answer: True Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.3.B Evaluate the evidence that memories are not stored in any one part of the brain. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
49.
The amygdala is associated with the formation, consolidation, and retrieval of emotional memories. Answer: True
Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 8.3.B Evaluate the evidence that memories are not stored in any one part of the brain. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
50.
The occipital lobes play a primary role in completing working-memory tasks. Answer: False Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.3.B Evaluate the evidence that memories are not stored in any one part of the brain. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
51.
The temporal lobes are involved in efficient encoding of words and pictures in memory. Answer: True Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 8.3.B Evaluate the evidence that memories are not stored in any one part of the brain. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
52.
Vivid recollections of emotional events are called ―flashbulb memories.‖
Answer: True Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.3.C Summarize the evidence that memory can be influenced by emotion and hormonal levels. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
53.
Flashbulb memories, unlike other memories, are accurate records of a past event. Answer: False Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.3.C Summarize the evidence that memory can be influenced by emotion and hormonal levels. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
54.
The higher the anxiety level of a person, the more accurately that person is able to describe an event. Answer: False Topic: The Biology of Memory Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.3.C Summarize the evidence that memory can be influenced by emotion and hormonal levels. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
55.
We encode our memories as exact replicas of our sensory experiences. Answer: False Topic: How We Remember Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.4.A Describe and give examples of major memory retention strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
56.
Elaborative rehearsal is the rote repetition of material in order to maintain its availability in memory. Answer: False Topic: How We Remember Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.4.A Describe and give examples of major memory retention strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
57. Elaborative rehearsal is a way of transferring information from working memory into longterm memory by making that information meaningful in some way. Answer: True Topic: How We Remember Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 8.4.A Describe and give examples of major memory retention strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
58.
Strategies and tricks for improving memory are collectively known as mnemonics. Answer: True Topic: How We Remember Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.4.A Describe and give examples of major memory retention strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
59. Processing the meaning of information while that information is being encoded typically leads to better retention of the information. Answer: True Topic: How We Remember Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.4.A Describe and give examples of major memory retention strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
60. The forgetting curve illustrates that most of forgetting occurs soon after learning and then levels off. Answer: True Topic: Why We Forget
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
61. Proactive interference occurs when recently learned material interferes with the ability to remember similar material that was stored previously. Answer: False Topic: Why We Forget Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
62. Proactive interference occurs when old memories interfere with the ability to remember new knowledge. Answer: True Topic: Why We Forget Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
63. When old information interferes with the retrieval of newer information, this is called retroactive interference. Answer: False Topic: Why We Forget Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
64. In general, psychologists agree that the inability to remember experiences during the first years of life is due to the unconscious defense mechanism of repression. Answer: False Topic: Why We Forget Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.5.B Discuss the reasons childhood amnesia is likely to take place. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
65. The parts of the brain involved in the storage of events are not well-developed until a few years after birth. Answer: True Topic: Why We Forget Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.5.B Discuss the reasons childhood amnesia is likely to take place.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
66. It has been suggested that autobiographical memories cannot be formed until a child‘s self-concept has emerged. Answer: True Topic: Why We Forget Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.5.B Discuss the reasons childhood amnesia is likely to take place. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
67. The power of suggestion is such that people can be persuaded to believe, with great conviction, that events that never happened to them in the past actually did occur Answer: True Topic: The Repression Controversy Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.5.C Explain why claims of repressed memories should be greeted with skepticism. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
68.
In ancient times, philosophers compared memory to a soft wax tablet that would preserve anything imprinted on it. Answer: True Topic: Reconstructing the Past
Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.6.A Explain why memory is more reconstructive than people think. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
69.
An accurate way to conceptualize memory is to think of it as a video camera that records each moment of a person‘s life. Answer: False Topic: Reconstructing the Past Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.6.A Explain why memory is more reconstructive than people think. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
70.
When Sir Frederic Bartlett asked people to read unfamiliar stories and then to recite the stories to him later, he found that the details were often changed to make the story coherent and fit the teller‘s worldview. Answer: True Topic: Reconstructing the Past Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.6.A Explain why memory is more reconstructive than people think. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
71.
The inability to distinguish what you originally experienced from what you heard or were later told about an event is called source misattribution.
Answer: True Topic: Reconstructing the Past Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.6.A Explain why memory is more reconstructive than people think. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
72.
Source misattribution occurs when a person experiences the partial loss of memory with no apparent biological cause. Answer: False Topic: Reconstructing the Past Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.6.A Explain why memory is more reconstructive than people think. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
73. Confabulation is especially likely to occur if you have thought about the imagined event many times. Answer: True Topic: Reconstructing the Past Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.6.B Describe conditions under which confabulation is especially likely to occur. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
74. When a witness expresses complete certainty about their report, the memory is almost always reliable. Answer: False Topic: Reconstructing the Past Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 8.6.C Summarize the evidence indicating that eyewitness testimony can be susceptible to memory errors. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
75. Researchers have discovered that the manner in which a question is worded can impact a person‘s memory. Answer: True Topic: Reconstructing the Past Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 8.6.C Summarize the evidence indicating that eyewitness testimony can be susceptible to memory errors. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
Short Answer Questions
1. The superiority of recognition over recall was demonstrated when a group of research participants, aged 17 to 74, were asked to recall and recognize the names of their high school classmates. Briefly describe the results of this study. Answer: A good answer will include the following key points.
Participants first wrote the names of as many classmates as they could remember. Recall was poor, even when prompted with yearbook photos. When asked to look at sets of five photographs and pick out the one showing a former classmate, performance was highly accurate for both younger and older people. These results demonstrated that recognition (choosing a correct response from a range of options) was superior to recall (generating a response from memory) in this setting.
Topic: In Pursuit of Memory Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
2. Summarize the fundamental difference between the information-processing model of memory and the parallel distributed processing approach. Answer: A good answer will include the following key points.
The information-processing model of memory (or the ―three-box model‖) focuses on ―where‖ in memory different activities take place. For example, the divisions of the sensory register, working memory, and long-term memory suggest that there are different ―places‖ in which memory gets stored. In contrast, the parallel distributed processing model (or ―connectionist model‖) focuses on ―what‖ or ―how‖ in the memory system. Memory in this model is represented as a vast network of connections, with multiple processing units active at any given time. The emphasis is less on ―where‖ in memory an activity takes place, and more on ―how‖ a memory activity takes place.
Topic: Models of Memory
Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
3.
Why is working memory sometimes called a ―leaky bucket‖? Answer: A good answer will include the following key points.
Working memory has a limited capacity. If it did not ―leak,‖ it would quickly overflow as new information was constantly being added. George Miller estimated its capacity to be ―the magic number‖ 7, plus or minus 2 bits of information.
Topic: The Three-Box Model of Memory Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 8.2.B Explain the function and duration of working memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
4. If the capacity of working memory is limited, how do we remember the beginning of a spoken sentence until the speaker gets to the end? Answer: A good answer will include the following key points.
We group small bits of information into larger units, or chunks. A chunk may be a word, a phrase, a sentence, or even a visual image.
Topic: The Three-Box Model of Memory Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 8.2.B Explain the function and duration of working memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
5. When a word is on the ―tip-of-the-tongue,‖ which errors are likely until the target word is recalled? Answer: A good answer will include the following key points.
People generate words similar in meaning to the desired one. People also come up with words similar in sound and form to the correct one (same number of syllables, starting sound, etc.).
Topic: The Three-Box Model of Memory Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
6. Declarative memories come in two varieties. Name each type and give an example of each from your own declarative memory. Answer: A good answer will include the following key points.
The two types of declarative, or explicit, memory are semantic and episodic memories. A semantic memory involves general knowledge, facts, rules, and concepts. An example of a semantic memory is the fact that Abraham Lincoln was the sixteenth president of the United States. Episodic memories are internal representations of personally experienced events. Examples will vary but might describe something such as a vacation taken, a concert attended, etc.
Topic: The Three-Box Model of Memory Skill Level: Apply What You Know
Difficulty Level: Easy Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
7. Explain the process of consolidation in memory formation, and discuss why it is a ―fragile‖ activity. Answer: A good answer will include the following key points.
Memories must undergo a period of consolidation before they ―solidify.‖ Consolidation can continue for weeks in many animals and for several years in human beings. Memories probably never completely solidify, because the very act of remembering previously stored memories can make them unstable again. This makes consolidation a rather ―fragile‖ process. A new round of consolidation often then sweeps up new information into the old memory, remolding it.
Topic: The Biology of Memory Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 8.3.A Outline the process of long-term potentiation in the formation of memories. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
8. One day after the September 11, 2001, terrorist attacks on the World Trade Center, college students were asked questions about the experience and about a mundane event that occurred within the days prior to the attack. Later, the students were contacted and again asked about their memory of the two events. What did this research reveal about flashbulb memories? Answer: A good answer will include the following key points.
Over time, the vividness of the flashbulb memory and the students‘ confidence in these memories remained higher than for the memory of the mundane event. The details reported for the memories became less and less consistent for both types of memory. There were just as many errors in the flashbulb memories as in the mundane memories.
Topic: The Biology of Memory Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 8.3.C Summarize the evidence that memory can be influenced by emotion and hormonal levels. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
9.
Distinguish between maintenance rehearsal and elaborative rehearsal. Answer: A good answer will include the following key points.
An important technique for keeping information in working memory and increasing the chances of long-term retention is rehearsal, the review or repetition of material while it is being learned. Maintenance rehearsal involves the rote repetition of material, which is fine for keeping information in working memory but will not always lead to long-term retention. A better strategy is elaborative rehearsal, which involves associating new items of information with material that has already been stored.
Topic: How We Remember Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 8.4.A Describe and give examples of major memory retention strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
10.
Distinguish between proactive interference and retroactive interference.
Answer: A good answer will include the following key points.
Retroactive interference is forgetting that occurs when recently learned material interferes with the ability to remember similar material stored previously. Proactive interference is forgetting that occurs when previously stored material interferes with the ability to remember similar, more recently learned material.
Topic: Why We Forget Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
11. Which research technique did Sir Frederic Bartlett use in order to study how memories are manufactured? Answer: A good answer will include the following key points.
Bartlett asked people to read lengthy, unfamiliar stories from other cultures and then tell the story back to him. Recalled stories included a number of errors: o Details that did not make sense were changed or eliminated. o Details from their own culture were added to make the story more sensible to them.
Topic: Reconstructing the Past Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.6.A Explain why memory is more reconstructive than people think. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
12. In a classic investigation of eyewitness accounts and leading questions, people were shown short films showing automobile collisions. How did the wording of the questions about the accidents influence participants‘ estimates of the speed the cars were traveling at the time of the collision?
Answer: A good answer will include the following key points.
When asked about how fast the cars were going when they (hit, smashed, collided, bumped, or contacted) each other, estimates varied depending on the word used, with smashed producing the fastest estimates and contacted the slowest.
Topic: Reconstructing the Past Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 8.6.C Summarize the evidence indicating that eyewitness testimony can be susceptible to memory errors. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.4 Interpret, design, and conduct basic psychological research
Essay Questions
1. Explain the difference between explicit memory and implicit memory, and discuss how each type can be measured. Then address a fundamental paradox: If memories can be implicit, how can they ever be measured? Answer: A good answer will include the following key points.
Explicit memory refers to conscious, intentional recollection of an event or an item of information. If someone is asked when the Battle of Hastings took place, the correct answer (―October 14, 1066‖) can be retrieved from long-term memory. This action would be an example of recall. Alternatively, a person might be presented with a variety of dates (―October 14, 1066,‖ ―July 30, 1963,‖ ―May 5, 974,‖ ―August 29, 1302‖) and asked to identify on which date the Battle of Hastings occurred. This would be a recognition task. Implicit memory, in contrast, refers to unconscious retention of information in memory. The question arises: If the memories are unconscious, how can they be measured? Psychological scientists use the method of priming to measure such memories. In this procedure, a person reads or listens to information and is later tested to see whether it affects performance on another type of task.
Topic: How We Remember Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
2. What is the visual sensory register? Describe what it is, how it works, and why it is important. Be sure to include a description of George Sperling‘s experimental task, which was used to demonstrate and investigate the visual sensory register. Answer: A good answer will include the following key points.
The sensory register acts as a holding bin, retaining information in a highly accurate form until we can select items for attention from the stream of stimuli bombarding our senses. Visual images usually remain in a visual sensory register for a maximum of a half
second. One classic demonstration of sensory memory can be found in George Sperling‘s research. Participants were shown an array of 12 letters for 1/20th of a second. The 12 letters were arranged in three rows of four, and when asked, most people could report no more than four or five of the letters they had seen. By the time participants tried to provide an answer, their sensory memories were already fading. However, perhaps participants simply hadn‘t had time to perceive all 12 letters to begin with. That is, in order to assert that most of the letters were fading from the sensory register before people had time to report them, Sperling first had to rule out the possibility that they never took in all the letters to begin with. By using a musical tone after the letters had disappeared to signal which row of letters participants should report, this alternative explanation was addressed. A high tone indicated that participants should report the letters from the top row; a middle tone signaled the middle row; a low tone referred to the bottom row. Participants did a reasonably good job of reporting three or four letters from whichever row the tone indicated, demonstrating that all 12 letters did indeed make it into the sensory register. It‘s just that the other two rows faded away while participants were reporting on the other row.
Topic: How We Remember Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 8.2.A Explain the function and duration of the sensory register in the three-box model of memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
3. Differentiate episodic, semantic, and procedural forms of long-term memory using an example of your choice. Choose an example that can be applied to all three forms. Answer: A good answer will include the following key points.
Episodic memories are recollections of personal experiences of events and the contexts in which they occurred. An episodic memory might be ―I visited Copenhagen, Denmark, in 2015, and went to Tivoli Gardens.‖ Semantic memories take the form of general knowledge, including facts, rules, concepts, and propositions. A semantic memory might be ―Copenhagen is the capital of Denmark‖ or ―Tivoli Gardens is a very old amusement park in Europe.‖ Procedural memories reflect how to do something, and are a type of implicit memory. An example might be navigating through Denmark without a map, because on a prior visit the landmarks and major street names were noted.
Topic: The Three-Box Model of Memory Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
4. From an evolutionary perspective, why does it make sense that memories are not stored in any one part of the brain? Answer: A good answer will include the following key points.
The formation of memories involves many brain regions and structures. For example, the cerebellum is involved in learning and memory based on classical conditioning. The hippocampus aids in the formation and retrieval of long-term explicit memories. The frontal and parietal lobes are active during working memory tasks, and so on. It would be extremely disadvantageous, from an evolutionary perspective, for memories to be stored in any one place in the brain. Imagine, for example, if memories were stored in the occipital lobe. A sharp blow to the back of the head (where the occipital lobe is located), or some kind of disease or defect affecting that region, would have the potential to wipe all memories clean. Without memory, in any or all its forms, humans would be unable to navigate their worlds. If you couldn‘t remember where you lived, for example, or your name, or the faces of your relatives, you‘d have a very difficult time...well, living!
Topic: The Biology of Memory Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 8.3.B Evaluate the evidence that memories are not stored in any one part of the brain. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
5. Freddie is furious when his midterm is returned with a C grade. He tells his sociology professor that he had read each of the assigned chapters three times, and if someone can do that and just be average, then there is something wrong with the exam! Based on your understanding of critical thinking and memory, what is wrong with Fred‘s reasoning? What are some other possible reasons for Fred‘s average performance? How should Freddie study for the next exam in order to get a better grade? Answer: A good answer will include the following key points.
Simply rereading a text multiple times, like maintenance rehearsal, is not a very efficient way to consolidate information in long-term memory. Elaborative rehearsal or deep processing is much more effective and efficient. Freddie should use his study time to make sure he understands the material, to relate it to what he already knows, and to test himself on the material (practice retrieving the information).
Topic: How We Remember Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 8.4.A Describe and give examples of major memory retention strategies. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
6. Compare the efforts of Hermann Ebbinghaus, who wanted to measure pure memory loss, independent of personal experience, with those of Marigold Linton, who studied how people forget real events. Answer: A good answer will include the following key points.
Ebbinghaus memorized long lists of nonsense syllables, then tested his retention over a period of weeks. Most forgetting, for Ebbinghaus, occurred soon after the initial learning and then leveled off. Marigold Linton recorded autobiographical daily events for a period of 12 years and tested herself monthly.
In Linton‘s case, long-term forgetting was slower and proceeded at a more constant pace.
Topic: Why We Forget Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
7.
Famous psychologist Jean Piaget once reported having a personal memory of almost being kidnapped when he was a 2-year-old. It wasn‘t until Piaget was 15 years old that the nurse confessed that she had made up
the entire incident. What does Piaget‘s experience reveal about autobiographical memories and reconstruction of the past? Answer: A good answer will include the following key points.
Supposed autobiographical memories from the first few years of life can seem very real. Even when we know the memory is false, it often still seems real. We often construct memories of our early years after repeatedly hearing stories about events that occurred. Although procedural and semantic memories of earlier years are retained, young children do not encode and retain their early episodic memories.
Topic: Why We Forget Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 8.5.B Discuss the reasons childhood amnesia is likely to take place. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
8.
Early in the 1990s, controversy arose regarding the accuracy of long-buried memories of sexual abuse. Sigmund Freud would have explained this as an example of a repressed memory that later is brought to conscious awareness. Summarize the research evidence on repression and determine how someone should respond if a person suddenly recovers a traumatic memory in therapy. Answer: A good answer will include the following key points.
The problem for most people who have suffered disturbing experiences is not that they cannot remember the trauma, but that they cannot forget it. Repression is difficult to distinguish from normal forms of forgetting. Although real abuse certainly occurs, many false memories of abuse have been encouraged by therapists through the use of leading questions, instructions to reconstruct and focus on the images of abuse, to focus on the emotional aspects of the images, and so on. The techniques unwittingly used by therapists are exactly the same as the conditions that encourage confabulation. These techniques are also similar to methods used in research to create false memories. Given current research, one should be skeptical if a person suddenly seems to recover a traumatic memory as a result of therapy, unless there is clearly corroborating evidence from medical records or from other family members.
Topic: Why We Forget Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 8.5.C Explain why claims of repressed memories should be greeted with skepticism. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
9.
Explain what it means to say that memory is biased, selective, and fragile, and why those (and other qualities) lead to the conclusion that memory is, at its base, a reconstructive event. Answer: A good answer will include the following key points.
Memory is biased in that we often remember events in a way that makes us look good. Partially this is due to the fact that the details of an event get filtered through our perceptual systems, so in a way we‘re primed to see things from ―our point of view,‖ literally.
Memory is selective because we cannot (and should not) remember all the details of every activity all the time. If the memory of what we ate for breakfast on Tuesday, October 4, 2005, carried just as much weight or occupied just as much ―mental space‖ as more important information, we‘d be at a standstill most days, just sifting through what was crucial to remember and what was not. Memory is fragile, in that it can be easily disrupted or swayed, as occurs when leading questions cause someone to misremember the details of an event, or when a brain injury disrupts memory formation permanently. Bias, selectivity, and fragility add up to the central conclusion that memory is reconstructive, as illustrated by Sir Frederick Bartlett‘s experiments in the 1930s, by the foibles of eyewitness testimony, by the improbability of recalling repressed memories or having past-life experiences, by the demonstration of source misattribution or confabulation, and so on.
Topic: Reconstructing the Past Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 8.6.A Explain why memory is more reconstructive than people think. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
10.
Describe three conditions that make memory confabulation especially likely to happen, and discuss the fundamental principle of memory that confabulation illustrates. Answer: A good answer will include the following key points.
Confabulation refers to confusion of an event that happened to someone else with one that happened to you or coming to believe that you remember something that never really happened. Such confabulations are especially likely under certain circumstances: You have thought, heard, or told others about the imagined event many times. The image of the event contains lots of details that make it feel real. Confabulation indicates that memory is, at its heart, a constructive event, or in many cases, a reconstructive event. Rather than acting as a veridical recording device, memory is subject to any number of overt and subtle influences, and also subject to reformulation by adding bits and pieces of actual, imagined, past, and current experiences. The event is easy to imagine.
Topic: Reconstructing the Past Skill Level: Analyze It
Difficulty Level: Difficult Learning Objective: 8.6.B Describe conditions under which confabulation is especially likely to occur. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
Integrative Essay Questions: Linking the Chapters
1.
In thinking about real-life problems, a person must be able to use dialectical reasoning, as explained in Chapter 9 (Thinking and Intelligence). Use dialectical reasoning to consider the controversial topic of eyewitness testimony presented in the chapter on memory. Should eyewitness testimony always be trusted? Answer: A good answer will include the following key points.
Dialectical reasoning involves evaluating both sides of an argument and determining the best answer to the question. With regard to eyewitness testimony, there is evidence that it can be highly inaccurate and false. There is also evidence that eyewitness testimony can be accurate and reliable. Conditions that are likely to result in inaccurate accounts include the use of leading questions, pressure to answer in a way that the interviewer wants, and the presentation of false or misleading information.
Topic: 8.6 Reconstructing the Past, 9.1 Thought: Using What We Know Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 8.6.C Summarize the evidence indicating that eyewitness testimony can be susceptible to memory errors. 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Revel Quizzes
The following questions appear at the end of each module and at the end of the chapter in Revel for Psychology, 14e.
Multiple choice question
EOM Q8.1.1
The ability to retrieve information from memory and reproduce it is called __________. Options a) recall b) recognition Consider This: ―Remembering‖ is a blanket term that might refer to different kinds of specific operations. 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. c) priming Consider This: ―Remembering‖ is a blanket term that might refer to different kinds of specific operations. 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. d) implicit memory Consider This: ―Remembering‖ is a blanket term that might refer to different kinds of specific operations. 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. ANS: a Mod No=8.1 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q8.1.2
Alberta solved a crossword puzzle a few days ago. She no longer recalls the words in the puzzle, but while playing a game of Scrabble, she unconsciously tends to form words that were in the previous puzzle, showing that she has __________ memories of some of the words. Options a) implicit b) explicit Consider This: Why would Alberta choose some of the Scrabble words she used? 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. c) complicit Consider This: Why would Alberta choose some of the Scrabble words she used? 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. d) illicit Consider This: Why would Alberta choose some of the Scrabble words she used? 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. ANS: a Mod No=8.1 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q8.1.3
The three basic memory processes are __________, storage, and __________. Options a) encoding; retrieval b) subtyping; distribution Consider This: Popular models of memory processes often borrow concepts and terms from computer programming. 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. c) sensory; short-term Consider This: Popular models of memory processes often borrow concepts and terms from computer programming. 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. d) savings; recognition Consider This: Popular models of memory processes often borrow concepts and terms from computer programming. 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. ANS: a Mod No=8.1 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q8.1.4
The three memory systems in the three-box model of memory are __________, __________, and long-term memory. Options a) sensory register; working memory b) sensation; recall Consider This: The three-box model of memory highlights three ―locations‖ in which memory resides. 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. c) sensory register; recognition Consider This: The three-box model of memory highlights three ―locations‖ in which memory resides. 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. d) encoding; distribution Consider This: The three-box model of memory highlights three ―locations‖ in which memory resides. 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. ANS: a Mod No=8.1 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q8.1.5
The main challenge to the three-box model of memory articulated by the parallel distributed processing model is the suggestion that __________. Options a) information does not always flow in sequence from one separate memory system to another b) sometimes we have memories of which we are not even consciously aware Consider This: The three-box model of memory is often represented by a flow chart of three boxes with arrows. 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. c) retrieval can come after encoding and storage under some circumstances Consider This: The three-box model of memory is often represented by a flow chart of three boxes with arrows. 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. d) priming can influence both explicit and implicit memory Consider This: The three-box model of memory is often represented by a flow chart of three boxes with arrows. 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. ANS: a Mod No=8.1 Skill Level=Analyze Difficulty Level=difficult
Multiple choice question
EOM Q8.2.1
The __________ holds images for a fraction of a second. Options a) visual sensory register b) leaky bucket Consider This: Information that first enters the memory system needs to be quickly evaluated to determine if it gets passed along further in the memory sequence. 8.2.A Explain the function and duration of the sensory register in the three-box model of memory. c) auditory sensory register Consider This: Information that first enters the memory system needs to be quickly evaluated to determine if it gets passed along further in the memory sequence. 8.2.A Explain the function and duration of the sensory register in the three-box model of memory. d) working memory Consider This: Information that first enters the memory system needs to be quickly evaluated to determine if it gets passed along further in the memory sequence. 8.2.A Explain the function and duration of the sensory register in the three-box model of memory. ANS: a Mod No=8.2 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q8.2.2
Working memory can contain information for up to __________ by many estimates.
Options a) 30 seconds b) 5 seconds Consider This: Short-term memory is called that for a reason. 8.2.B Explain the function and duration of working memory. c) 2 minutes Consider This: Short-term memory is called that for a reason. 8.2.B Explain the function and duration of working memory. d) 5 minutes Consider This: Short-term memory is called that for a reason. 8.2.B Explain the function and duration of working memory. ANS: a Mod No=8.2 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q8.2.3
The most appropriate unit for measuring the capacity of working memory is __________. Options a) chunks b) individual pieces of information Consider This: Working memory is a limited storage system that can hold only so many units of information. 8.2.B Explain the function and duration of working memory.
c) words Consider This: Working memory is a limited storage system that can hold only so many units of information. 8.2.B Explain the function and duration of working memory. d) syllables Consider This: Working memory is a limited storage system that can hold only so many units of information. 8.2.B Explain the function and duration of working memory. ANS: a Mod No=8.2 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q8.2.4
Your memory of how to ice skate is an example of __________ memory. Options a) implicit b) declarative Consider This: What type of memory has to do with knowing how to do something? 8.2.C Describe the different forms of long-term memory, and explain the serialposition effect in transferring information from working memory to long-term memory. c) semantic Consider This: What type of memory has to do with knowing how to do something? 8.2.C Describe the different forms of long-term memory, and explain the serialposition effect in transferring information from working memory to long-term memory. d) working
Consider This: What type of memory has to do with knowing how to do something? 8.2.C Describe the different forms of long-term memory, and explain the serialposition effect in transferring information from working memory to long-term memory. ANS: a Mod No=8.3 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOM Q8.2.5
Heather is introduced to a group of people at a business meeting: Heather, Gina, Bob, Liz, Holly, Nate, Ani, Alex, Stephanie, Keith, Xandra, Paul, Ayanna, JP, Elle, Ariel, and Jessica. According to the serial-position effect, whose names should she remember the most easily? Options a) Heather, Gina, Ariel, and Jessica b) Holly, Ani, Ariel, and Jessica Consider This: The serial-position effect suggests that the order of information presented affects the ease with which we are later able to remember it. 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. c) Heather, Xandra, Keith, and Jessica Consider This: The serial-position effect suggests that the order of information presented affects the ease with which we are later able to remember it. 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. d) Heather, Gina, Bob, and Liz
Consider This: The serial-position effect suggests that the order of information presented affects the ease with which we are later able to remember it. 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. ANS: a Mod No=8.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q8.3.1
Long-term potentiation is associated with __________. Options a) increased responsiveness of certain receiving neurons to transmitting neurons b) a decrease in receptors on certain receiving neurons Consider This: Long-term potentiation addresses the strength of synaptic responsiveness. 8.3.A Outline the process of long-term potentiation in the formation of memories. c) decreased responsiveness of certain receiving neurons to interneurons Consider This: Long-term potentiation addresses the strength of synaptic responsiveness. 8.3.A Outline the process of long-term potentiation in the formation of memories. d) potassium-sodium ionization in dendritic cavities Consider This: Long-term potentiation addresses the strength of synaptic responsiveness. 8.3.A Outline the process of long-term potentiation in the formation of memories.
ANS: a Mod No=8.3 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q8.3.2
The process by which a long-term memory becomes durable and relatively stable is called __________. Options a) consolidation b) retrieval Consider This: Priming is a method in which a person reads or listens to information and is later tested to see whether it affects performance on another type of task. 8.3.A Outline the process of long-term potentiation in the formation of memories. c) potentiation Consider This: Priming is a method in which a person reads or listens to information and is later tested to see whether it affects performance on another type of task. 8.3.A Outline the process of long-term potentiation in the formation of memories. d) priming Consider This: Priming is a method in which a person reads or listens to information and is later tested to see whether it affects performance on another type of task. 8.3.A Outline the process of long-term potentiation in the formation of memories. ANS: a Mod No=8.3
Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q8.3.3
The cerebellum has been associated with __________ memories; the hippocampus has been associated with __________ memories. Options a) implicit; explicit b) explicit; implicit Consider This: The cerebellum is often implicated in memory for skills, habits, and procedures. 8.3.B Evaluate the evidence that memories are not stored in any one part of the brain. c) semantic; episodic Consider This: The cerebellum is often implicated in memory for skills, habits, and procedures. 8.3.B Evaluate the evidence that memories are not stored in any one part of the brain. d) episodic; semantic Consider This: The cerebellum is often implicated in memory for skills, habits, and procedures. 8.3.B Evaluate the evidence that memories are not stored in any one part of the brain. ANS: a Mod No=8.3 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q8.3.4
Which of the following statements about flashbulb memories is true? Options a) They illustrate the link between emotion and memory, even if they are not always perfectly accurate. b) They are stored in the cerebellum. Consider This: Natural disasters, winning the lottery, and getting married would all be events that could produce a so-called flashbulb memory. 8.3.C Summarize the evidence that memory can be influenced by emotion and hormonal levels. c) They are particularly vivid only when an event is surprising. Consider This: Natural disasters, winning the lottery, and getting married would all be events that could produce a so-called flashbulb memory. 8.3.C Summarize the evidence that memory can be influenced by emotion and hormonal levels. d) They are negatively correlated with glucose consumption. Consider This: Natural disasters, winning the lottery, and getting married would all be events that could produce a so-called flashbulb memory. 8.3.C Summarize the evidence that memory can be influenced by emotion and hormonal levels. ANS: a Mod No=8.3 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q8.3.5
How do hormone levels contribute to the retention of information? Options a) Moderate hormone levels are optimal for learning new tasks. b) High hormone levels are optimal for learning new tasks. Consider This: The relationship between hormone levels and memory retention is not linear. 8.3.C Summarize the evidence that memory can be influenced by emotion and hormonal levels. c) Low hormone levels are optimal for learning new tasks. Consider This: The relationship between hormone levels and memory retention is not linear. 8.3.C Summarize the evidence that memory can be influenced by emotion and hormonal levels. d) Low hormone levels are best for learning physical tasks; high hormone levels are best for learning cognitive tasks. Consider This: The relationship between hormone levels and memory retention is not linear. 8.3.C Summarize the evidence that memory can be influenced by emotion and hormonal levels. ANS: a Mod No=8.3 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q8.4.1
Dominique seems to be a memory whiz. When asked how she can remember the colors of the visible spectrum, she tells you her friend ROY G BIV helps her out. When asked about geography, she tells you that she has several HOMES on the Great Lakes (Lakes Huron, Ontario, Michigan, Erie, and Superior). Dominique‘s memory success sounds like it is due to her effective use of __________. Options a) mnemonics b) short-term memory Consider This: Dominique has developed memory tricks to help her encode information; ROY G BIV and HOMES share something in common. 8.4.A Describe and give examples of major memory retention strategies. c) recognition Consider This: Dominique has developed memory tricks to help her encode information; ROY G BIV and HOMES share something in common. 8.4.A Describe and give examples of major memory retention strategies. d) recall Consider This: Dominique has developed memory tricks to help her encode information; ROY G BIV and HOMES share something in common. 8.4.A Describe and give examples of major memory retention strategies. ANS: a Mod No=8.4 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q8.4.2
Accurate __________ is the first step toward effective memory retention. Options a) encoding b) retrieval Consider This: How can you remember something if you are not sure what you should remember? 8.4.A Describe and give examples of major memory retention strategies. c) storage Consider This: How can you remember something if you are not sure what you should remember? 8.4.A Describe and give examples of major memory retention strategies. d) distribution Consider This: How can you remember something if you are not sure what you should remember? 8.4.A Describe and give examples of major memory retention strategies. ANS: a Mod No=8.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q8.4.3
Information will rapidly fade from working memory unless we engage in __________. Options
a) rehearsal b) potentiality Consider This: Some activity is needed to help information pass from working memory to long-term memory. 8.4.A Describe and give examples of major memory retention strategies. c) retrieval Consider This: Some activity is needed to help information pass from working memory to long-term memory. 8.4.A Describe and give examples of major memory retention strategies. d) parallel distributed processing Consider This: Some activity is needed to help information pass from working memory to long-term memory. 8.4.A Describe and give examples of major memory retention strategies. ANS: a Mod No=8.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q8.4.4
__________ rehearsal involves the rote repetition of material, whereas __________ rehearsal involves associating new material with material that has already been learned. Options a) Maintenance; elaborative b) Elaborative; maintenance
Consider This: Rehearsal is an important task for memory formation. What are the forms it might take? 8.4.A Describe and give examples of major memory retention strategies. c) Recall; retrieval Consider This: Rehearsal is an important task for memory formation. What are the forms it might take? 8.4.A Describe and give examples of major memory retention strategies. d) Recognition; retrieval Consider This: Rehearsal is an important task for memory formation. What are the forms it might take? 8.4.A Describe and give examples of major memory retention strategies. ANS: a Mod No=8.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q8.4.5
Rollie is trying to learn a list of terms for his upcoming anatomy exam. ―Small intestine,‖ he reads. ―My Uncle Bob has had trouble with his small intestine; ‗Bob‘s small intestine.‘ ‗Transverse colon‘; hmm, our neighbors are from the town of Colon, Panama, and they traversed their way here. ‗Rectum‘; I remember when we were kids, my little brother took my Hot Wheels cars and wrecked ‘em.‖ What information-processing strategy is Rollie using? Options a) Deep processing b) Chunking
Consider This: Rollie is forming associations with each term based on activities and events from his own life, rather than just trying to memorize each term. 8.4.A Describe and give examples of major memory retention strategies. c) Automatic encoding Consider This: Rollie is forming associations with each term based on activities and events from his own life, rather than just trying to memorize each term. 8.4.A Describe and give examples of major memory retention strategies. d) Maintenance rehearsal Consider This: Rollie is forming associations with each term based on activities and events from his own life, rather than just trying to memorize each term. 8.4.A Describe and give examples of major memory retention strategies. ANS: a Mod No=8.4 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q8.5.1
During the late 1800s, Hermann Ebbinghaus memorized long lists of nonsense syllables (such as gek, bof, or jeh) and tested his recall over varying time delays. According to his results, when did the greatest amount of forgetting occur? Options a) Within the first 2 days after the initial learning took place b) After 1 week had elapsed since the initial learning took place Consider This: Ebbinghaus‘s forgetting curve told us a great deal about how and when information leaves the memory system. 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. c) After 3 weeks had elapsed since the initial learning took place
Consider This: Ebbinghaus‘s forgetting curve told us a great deal about how and when information leaves the memory system. 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. d) After 1 month had elapsed since the initial learning took place Consider This: Ebbinghaus‘s forgetting curve told us a great deal about how and when information leaves the memory system. 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. ANS: a Mod No=8.5 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q8.5.2
Alan learned to play the entire Led Zeppelin catalog on the guitar when he was in high school— pretty much every song, for better or worse, with fairly good results. As time passed and he pursued other musical interests, he stopped playing those songs. Decades later, when trying to recall how to play one of those tunes, he found that he was thoroughly stumped, and could not even remember where to begin. What theory of forgetting would predict this kind of outcome? Options a) Decay b) Repression Consider This: Alan seems to have succumbed to the old adage ―Use it or lose it.‖ 8.5.A Summarize the processes of decay, replacement, interference, and cuedependent forgetting. c) Proactive interference
Consider This: Alan seems to have succumbed to the old adage ―Use it or lose it.‖ 8.5.A Summarize the processes of decay, replacement, interference, and cuedependent forgetting. d) Mood-congruent forgetting Consider This: Alan seems to have succumbed to the old adage ―Use it or lose it.‖ 8.5.A Summarize the processes of decay, replacement, interference, and cuedependent forgetting. ANS: a Mod No=8.5 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q8.5.3
When new information interferes with the ability to remember old information, __________ interference has taken place. Options a) retroactive b) proactive Consider This: Proactive interference is forgetting when previously stored material interferes with the ability to remember more recently learned material. 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. c) retrogressive Consider This: Proactive interference is forgetting when previously stored material interferes with the ability to remember more recently learned material. 8.5.A
Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. d) progressive Consider This: Proactive interference is forgetting when previously stored material interferes with the ability to remember more recently learned material. 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. ANS: a Mod No=8.5 Skill Level=Understand Difficulty Level=difficult
Multiple choice question
EOM Q8.5.4
You are waiting in line at the hardware store when a man walks in holding a wrench. He begins yelling at the store clerk and threatening him before running out. The store supervisor wants to know if you can give a description of the man, asking you, ―What was the man with the screwdriver wearing and how tall was he?‖ According to the results of previous research on leading questions, which of the following is the most likely outcome in this scenario? Options a) You may come to believe that he was indeed carrying a screwdriver, your original memory having been replaced by the information in the leading question. b) Your confusion about whether he was carrying a wrench or a screwdriver interferes with your ability to remember what the man was wearing and how tall he was. Consider This: Memory is often a reconstructive process by which information to which one is exposed after an event changes one‘s memory for the event as it actually occurred. 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting.
c) The severity of witnessing such a serious incident allows you to avoid the influence of the leading question and remember accurately that he was carrying a wrench. Consider This: Memory is often a reconstructive process by which information to which one is exposed after an event changes one‘s memory for the event as it actually occurred. 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. d) You may experience cue-dependent forgetting and will no longer be able to remember what happened in the hardware store. Consider This: Memory is often a reconstructive process by which information to which one is exposed after an event changes one‘s memory for the event as it actually occurred. 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. ANS: a Mod No=8.5 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q8.5.5
Which of these notions would be greeted with the most skepticism by psychological scientists? Options a) Traumatic amnesia b) Psychogenic amnesia Consider This: Most items on this list have been demonstrated under experimental conditions or documented using objective techniques; one of these items has not received the same level of validation. 8.5.C Explain why claims of repressed memories should be greeted with skepticism.
c) Retroactive interference Consider This: Most items on this list have been demonstrated under experimental conditions or documented using objective techniques; one of these items has not received the same level of validation. 8.5.C Explain why claims of repressed memories should be greeted with skepticism. d) Mood-congruent memory Consider This: Most items on this list have been demonstrated under experimental conditions or documented using objective techniques; one of these items has not received the same level of validation. 8.5.C Explain why claims of repressed memories should be greeted with skepticism. ANS: a Mod No=8.5 Skill Level=Analyze Difficulty Level=difficult
Multiple choice question
EOM Q8.6.1
Which of the following is the best way to think about memory? Options a) It is like a kaleidoscope, with an overall image assembled from bits and fragments of information. b) It is like a video camera, capturing information accurately until the video is deleted. Consider This: Many metaphors have been used for the memory system, although most of them have been inaccurate. 8.6.A Explain why memory is more reconstructive than people think.
c) It is like a strainer, where only the smallest pieces of information can get through. Consider This: Many metaphors have been used for the memory system, although most of them have been inaccurate. 8.6.A Explain why memory is more reconstructive than people think. d) It is like an engraved metal plate, where information is carved for posterity. Consider This: Many metaphors have been used for the memory system, although most of them have been inaccurate. 8.6.A Explain why memory is more reconstructive than people think. ANS: a Mod No=8.6 Skill Level=Analyze Difficulty Level= difficult
Multiple choice question
EOM Q8.6.2
Gina fondly remembers seeing her favorite band, the Monkees, in concert several decades ago. She was such a fan she collected newspaper clippings about the group, swapped stories with other fans about concerts they had been to, and watched the band whenever it performed on television. As time passed, it occurred to Gina that she had a hard time distinguishing her personal memories of a particular concert from other information she had accumulated over the years. Gina is falling prey to __________. Options a) source misattribution b) consolidation Consider This: Gina knows she had the experience but is having difficulty remembering the origin of her remembered knowledge. 8.6.A Explain why memory is more reconstructive than people think. c) priming
Consider This: Gina knows she had the experience but is having difficulty remembering the origin of her remembered knowledge. 8.6.A Explain why memory is more reconstructive than people think. d) long-term potentiation Consider This: Gina knows she had the experience but is having difficulty remembering the origin of her remembered knowledge. 8.6.A Explain why memory is more reconstructive than people think. ANS: a Mod No=8.6 Skill Level=Apply Difficulty Level= difficult
Multiple choice question
EOM Q8.6.3
Phuong has heard many times about how, when she was 3 years old, she smashed both her hands into her chocolate birthday cake. It is a favorite family story, usually told whenever there is a gathering of relatives and especially at birthdays. One day Phuong is flipping through a scrapbook and finds photos of herself, clearly dated on her third birthday, with a strawberry cake in front of her. Photo after photo shows the cake being sliced and distributed, with nary a smudge on her hands nor any chocolate in sight. Which of the following phenomena best accounts for Phuong‘s false memory of her third birthday? Options a) Confabulation b) Childhood amnesia Consider This: This is the phenomenon of confusing an event that happened to someone else with one that happened to you, or a belief that you remember something when it never actually happened. 8.6.B Describe conditions under which confabulation is especially likely to occur. c) Repression
Consider This: This is the phenomenon of confusing an event that happened to someone else with one that happened to you, or a belief that you remember something when it never actually happened. 8.6.B Describe conditions under which confabulation is especially likely to occur. d) Source misattribution Consider This: This is the phenomenon of confusing an event that happened to someone else with one that happened to you, or a belief that you remember something when it never actually happened. 8.6.B Describe conditions under which confabulation is especially likely to occur. ANS: a Mod No=8.6 Skill Level=Apply Difficulty Level= difficult
Multiple choice question
EOM Q8.6.4
Research on eyewitness memory suggests that __________. Options a) cases in which the only evidence comes from a single eyewitness should be scrutinized carefully using critical thinking b) unlike memory for other events, memory for crimes is so important that errors are infrequent Consider This: One of the leading causes of wrongful convictions is inaccurate identification by an eyewitness. 8.6.C Summarize the evidence indicating that eyewitness testimony can be susceptible to memory errors. c) the wording of questions posed to an eyewitness is unrelated to their memory accuracy Consider This: One of the leading causes of wrongful convictions is inaccurate identification by an eyewitness. 8.6.C Summarize the evidence indicating that eyewitness testimony can be susceptible to memory errors.
d) the older an eyewitness is, the more likely they are to be accurate Consider This: One of the leading causes of wrongful convictions is inaccurate identification by an eyewitness. 8.6.C Summarize the evidence indicating that eyewitness testimony can be susceptible to memory errors. ANS: a Mod No=8.6 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q8.6.5
In the Loftus and Palmer (1974) study, participants who were asked how fast the cars were going when they smashed into each other __________. Options a) were more likely to mistakenly remember seeing broken glass at the scene than were participants who were asked how fast the cars were going when they bumped into each other b) estimated the cars‘ speed as slower than those participants who were asked how fast the cars were going when they bumped into each other Consider This: The wording of questions seems like a minor detail, but it can be enough to produce memory confabulation. 8.6.C Summarize the evidence indicating that eyewitness testimony can be susceptible to memory errors. c) often misremembered the color of the two cars Consider This: The wording of questions seems like a minor detail, but it can be enough to produce memory confabulation. 8.6.C Summarize the evidence indicating that eyewitness testimony can be susceptible to memory errors. d) were least likely to confabulate or show signs of source misattribution
Consider This: The wording of questions seems like a minor detail, but it can be enough to produce memory confabulation. 8.6.C Summarize the evidence indicating that eyewitness testimony can be susceptible to memory errors. ANS: a Mod No=8.6 Skill Level=Remember Difficulty Level=easy
Chapter Quiz Multiple choice question
EOC Q8.1
Under most circumstances, which is an easier memory-retrieval task to perform? Options a) Recognition b) Recall Consider This: Which items in this group are types of memory retrieval? 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. c) Encoding Consider This: Which items in this group are types of memory retrieval? 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. d) Rehearsal Consider This: Which items in this group are types of memory retrieval? 8.1.A Distinguish between recall and recognition tasks in explicit memory and between explicit and implicit memory. ANS: a
Mod No=8.1 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q8.2
Which of the following is a contemporary challenge to the three-box model of memory? Options a) Parallel distributed processing model b) Information-processing model Consider This: Many metaphors for how memory works have been proposed; which ideas have been embraced by psychological scientists? 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. c) Mind-as-sieve hypothesis Consider This: Many metaphors for how memory works have been proposed; which ideas have been embraced by psychological scientists? 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. d) Ebbinghaus-Bartlett theory Consider This: Many metaphors for how memory works have been proposed; which ideas have been embraced by psychological scientists? 8.1.B Describe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing. ANS: a
Mod No=8.1 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q8.3
Most estimates of the time information can stay in the auditory sensory register put the duration at about __________. Options a) 2 seconds b) 20 seconds Consider This: The sensory registers are a limited-duration system in the three-box model of memory. 8.2.A Explain the function and duration of the sensory register in the three-box model of memory. c) 30 seconds Consider This: The sensory registers are a limited-duration system in the three-box model of memory. 8.2.A Explain the function and duration of the sensory register in the three-box model of memory. d) 1 minute Consider This: The sensory registers are a limited-duration system in the three-box model of memory. 8.2.A Explain the function and duration of the sensory register in the three-box model of memory. ANS: a Mod No=8.2 Skill Level=Understand
Difficulty Level=moderate
Multiple choice question
EOC Q8.4
The high/medium/low tone used in Sperling‘s (1960) studies of sensory memory allowed the researcher to demonstrate that __________. Options a) participants encoded all the stimuli they saw but could only report on three or four items before the others faded from memory b) memory for music is better than memory for visual stimuli Consider This: Participants in Sperling‘s studies saw 12 letters for a very brief period of time. 8.2.A Explain the function and duration of the sensory register in the threebox model of memory. c) participants encode letters more quickly than numbers Consider This: Participants in Sperling‘s studies saw 12 letters for a very brief period of time. 8.2.A Explain the function and duration of the sensory register in the threebox model of memory. d) recognition tasks are easier and better assessments of memory performance than are tasks that require recall Consider This: Participants in Sperling‘s studies saw 12 letters for a very brief period of time. 8.2.A Explain the function and duration of the sensory register in the threebox model of memory. ANS: a Mod No=8.2 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q8.5
How does the concept of working memory differ from more classic views of short-term memory? Options a) The working-memory model includes short-term memory storage and the active operations performed on information as it is retrieved from long-term memory. b) The working-memory model places primary importance on the value of chunking; traditional views of short-term memory do not consider this type of operation. Consider This: Working memory is a contemporary formulation of how information processing occurs within a limited-duration memory system. 8.2.B Explain the function and duration of working memory. c) The working-memory model addresses implicit forms of memory, whereas traditional models focus only on a hierarchy of retrieval cues. Consider This: Working memory is a contemporary formulation of how information processing occurs within a limited-duration memory system. 8.2.B Explain the function and duration of working memory. d) The working-memory model uses a ―leaky bucket‖ metaphor to describe short-term memory, whereas traditional notions think of it as a perforated box. Consider This: Working memory is a contemporary formulation of how information processing occurs within a limited-duration memory system. 8.2.B Explain the function and duration of working memory. ANS: a Mod No=8.2 Skill Level=Analyze Difficulty Level=difficult
Multiple choice question
EOC Q8.6
Carly remembers that St. Paul is the capital of Minnesota. Shannon remembers that she lived in St. Paul when she was 9 years old. Carly is demonstrating __________ memory, whereas Shannon is demonstrating __________ memory. Options a) semantic; episodic b) episodic; semantic Consider This: Both Carly and Shannon have a long-term memory that involves St. Paul, Minnesota, but their memories represent different types of information. 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. c) semantic; implicit Consider This: Both Carly and Shannon have a long-term memory that involves St. Paul, Minnesota, but their memories represent different types of information. 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. d) implicit; semantic Consider This: Both Carly and Shannon have a long-term memory that involves St. Paul, Minnesota, but their memories represent different types of information. 8.2.C Describe the different forms of long-term memory, and explain the serial-position effect in transferring information from working memory to long-term memory. ANS: a Mod No=8.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q8.7
―Cells that fire together, wire together.‖ This expression (not taken literally) might describe which process that takes place among hippocampal cells during learning and memory formation? Options a) Long-term potentiation b) Refractory disinhibition Consider This: The correct term describes a process that most likely underlies most if not all forms of learning and memory. 8.3.A Outline the process of long-term potentiation in the formation of memories. c) Bilateral continuity Consider This: The correct term describes a process that most likely underlies most if not all forms of learning and memory. 8.3.A Outline the process of long-term potentiation in the formation of memories. d) Stochastic synchronization Consider This: The correct term describes a process that most likely underlies most if not all forms of learning and memory. 8.3.A Outline the process of long-term potentiation in the formation of memories. ANS: a Mod No=8.3 Skill Level=Analyze Difficulty Level=difficult
Multiple choice question
EOC Q8.8
A kind of ―memory filing cabinet,‖ important for the formation and retrieval of memories that might be stored in various locations throughout the brain, is the __________. Options a) hippocampus b) fissure of Rolando Consider This: Which brain structure performs a kind of ―indexing‖ function during the process of memory formation? 8.3.B Evaluate the evidence that memories are not stored in any one part of the brain. c) parietal lobe Consider This: Which brain structure performs a kind of ―indexing‖ function during the process of memory formation? 8.3.B Evaluate the evidence that memories are not stored in any one part of the brain. d) corpus callosum Consider This: Which brain structure performs a kind of ―indexing‖ function during the process of memory formation? 8.3.B Evaluate the evidence that memories are not stored in any one part of the brain. ANS: a Mod No=8.3 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q8.9
Which hormones, released by the adrenal glands, can enhance memory during appropriate circumstances? Options a) Epinephrine and norepinephrine b) Glutamate and GABA Consider This: We are looking at the influence of hormones on memory in this question; think about what the adrenal glands would secrete. 8.3.C Summarize the evidence that memory can be influenced by emotion and hormonal levels. c) Acetylcholine and testosterone Consider This: We are looking at the influence of hormones on memory in this question; think about what the adrenal glands would secrete. 8.3.C Summarize the evidence that memory can be influenced by emotion and hormonal levels. d) Dopamine and serotonin Consider This: We are looking at the influence of hormones on memory in this question; think about what the adrenal glands would secrete. 8.3.C Summarize the evidence that memory can be influenced by emotion and hormonal levels. ANS: a Mod No=8.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q8.10
Jenny wants to remember the telephone number of the man she just met, so she repeats it over and over to keep it in short-term memory: 867-5309 . . . 867-5309 . . . 867-5309. What rehearsal strategy is Jenny using? Options a) Maintenance rehearsal b) Elaborative rehearsal Consider This: Jenny will probably remember the phone number, but why? What process is she using to keep the number fresh in her mind? 8.4.A Describe and give examples of major memory retention strategies. c) Deep processing Consider This: Jenny will probably remember the phone number, but why? What process is she using to keep the number fresh in her mind? 8.4.A Describe and give examples of major memory retention strategies. d) Effortful encoding Consider This: Jenny will probably remember the phone number, but why? What process is she using to keep the number fresh in her mind? 8.4.A Describe and give examples of major memory retention strategies. ANS: a Mod No=8.4 Skill Level=Understand Difficulty Level=difficult
Multiple choice question
EOC Q8.11
Cue-dependent forgetting occurs when __________. Options
a) we lack retrieval cues to call up appropriate information from memory b) recognition memory is faster than recall memory Consider This: When we learn a bit of information, or encode a particular experience, there are typically lots of other types of information that get encoded during that same process. 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. c) proactive interference is present, but not when retroactive interference is present Consider This: When we learn a bit of information, or encode a particular experience, there are typically lots of other types of information that get encoded during that same process. 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. d) damage to the hippocampus makes storage of memory cues difficult Consider This: When we learn a bit of information, or encode a particular experience, there are typically lots of other types of information that get encoded during that same process. 8.5.A Summarize the processes of decay, replacement, interference, and cue-dependent forgetting. ANS: a Mod No=8.5 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q8.12
Which of the following is not a compelling explanation for childhood amnesia? Options a) The amygdala and the hippocampus synchronize with one another to encode episodic memories, and both structures take approximately 3 years to develop to maturity.
b) Social conventions for encoding, reporting, and retrieving information take time to develop; young children lack the social development necessary for effective memory development. Consider This: Biological explanations for childhood amnesia usually focus on the development of the prefrontal cortex. 8.5.B Discuss the reasons childhood amnesia is likely to take place. c) Children lack a well-developed self-schema and other cognitive schemas through which to interpret, categorize, and mentally ―file‖ events that happen in their early years. Consider This: Biological explanations for childhood amnesia usually focus on the development of the prefrontal cortex. 8.5.B Discuss the reasons childhood amnesia is likely to take place. d) The prefrontal cortex is involved in memory formation and storage, but the prefrontal cortex takes years to develop. Consider This: Biological explanations for childhood amnesia usually focus on the development of the prefrontal cortex. 8.5.B Discuss the reasons childhood amnesia is likely to take place. ANS: a Mod No=8.5 Skill Level=Analyze Difficulty Level=difficult
Multiple choice question
EOC Q8.13
The proposed mechanism that produces traumatic amnesia is __________; like the concept of traumatic amnesia itself, this mechanism is also controversial. Options a) repression
b) consolidation Consider This: Both of the concepts addressed here have their origins in psychoanalytic theory. 8.5.C Explain why claims of repressed memories should be greeted with skepticism. c) retrieval Consider This: Both of the concepts addressed here have their origins in psychoanalytic theory. 8.5.C Explain why claims of repressed memories should be greeted with skepticism. d) priming Consider This: Both of the concepts addressed here have their origins in psychoanalytic theory. 8.5.C Explain why claims of repressed memories should be greeted with skepticism. ANS: a Mod No=8.5 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q8.14
The inability to distinguish an actual memory from information gathered through other sources is called source __________. Options a) misattribution b) exoneration
Consider This: In reconstructing their memories, people take bits and pieces and build one integrated account. 8.6.A Explain why memory is more reconstructive than people think. c) disruption Consider This: In reconstructing their memories, people take bits and pieces and build one integrated account. 8.6.A Explain why memory is more reconstructive than people think. d) consolidation Consider This: In reconstructing their memories, people take bits and pieces and build one integrated account. 8.6.A Explain why memory is more reconstructive than people think. ANS: a Mod No=8.6 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOC Q8.15
Confabulated memories __________. Options a) can be just as strong and vivid as actual memories, and can be retained for long periods of time b) are the result of motivated lying on the part of the memory-holder Consider This: The conditions of confabulation predict the qualities that confabulated memories will have. 8.6.B Describe conditions under which confabulation is especially likely to occur.
c) are the result of motivated lying on the part of memory-implanters Consider This: The conditions of confabulation predict the qualities that confabulated memories will have. 8.6.B Describe conditions under which confabulation is especially likely to occur. d) decay swiftly over time, unlike actual memories, which decay slowly over time Consider This: The conditions of confabulation predict the qualities that confabulated memories will have. 8.6.B Describe conditions under which confabulation is especially likely to occur. ANS: a Mod No=8.6 Skill Level=Understand Difficulty Level=moderate
TOTAL ASSESSMEN T
Chapter 9 THINKING AND INTELLIGENCE
Topic/
Remember the Facts
Understand the Concepts
Apply What You Know
2
Learning Objective
Analyze It
POP QUIZ 1
Multiple Choice
1,3,5-10
4
POP QUIZ 2
Multiple Choice
1,2,4,5,8-10
3,6,7
Thought: Using What We Know
Multiple Choice
1-3,8, 12,13, 16, 17,19,22,29,3 3,36
10, 18,21,26,28, 30,32, 34,35
4,5,6,7,12,1 4,15,18,20,2 3-27,37
True/False
1-4,6-14,1618
15,19
5
1,3
2
4
1
2
LO 9.1.A – Explain the basic elements of cognition: concepts, prototypes, schemas, and mental mages. LO 9.1.B – Distinguish between subconscious hinking and nonconscious hinking, and explain what is meant by multitasking and mplicit learning. LO 9.1.C – Contrast algorithms and heuristics as decision strategies, and explain how insight and ntuition contribute to solving problems.
Barriers to Reasoning Rationally
LO 9.2.A – Describe how the affect heuristic and the availability heuristic illustrate he tendency to exaggerate he improbable. LO 9.2.B – Explain how the raming effect leads people o avoid loss in probabilistic udgments. LO 9.2.C – Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. LO 9.2.D – Discuss the conditions under which cognitive biases can be beneficial as well as detrimental to reasoning.
Short Answer Essay Integrative Essay
9,11,31,35,3 6
2,3
Multiple Choice
38,43,47,52,5 5
50
39-42,44-46, 48 49,51,53,54, 56-60
True/False
20,21,2326,30,31
22,27,28
29
5,7
8
Short Answer Essay
Integrative Essay
3
4
6
Topic/
Remember the Facts
Understand the Concepts
Apply What You Know
Analyze It
Multiple Choice
61,62,64,67,6 8,69,78,79,83 ,84,86,89,90, 92-95,97,98, 100
65,66,70,71, 80,85
63,73,74,81, 82, 87,88,91,96, 101,102
72,75-77,99
True/False
32-42,47-56
43-46
Short Answer
9,10
12-14
Learning Objective
Measuring Intelligence
LO 9.3.A – Define ntelligence and the difference between its crystallized and fluid forms. LO 9.3.B – Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. LO 9.3.C – Describe how metacognition, the triarchic heory of intelligence, multiple intelligences, and emotional intelligence shed ight on the diversity of what intelligence‖ means.
Essay
6,7
LO 9.3.D – Outline how ongitudinal and crosscultural studies shed light on he interplay of motivation, hard work, and intellectual achievement.
Integrative Essay
Animal Minds
Multiple Choice
103-106,108115, 118
True/False
57-65
LO 9.4.A – Summarize the evidence supporting and efuting the concept of animal intelligence. LO 9.4.B – Summarize the evidence supporting and efuting the concept of animal language use.
LO 9.4.C – Explain the imitations of both the anthropomorphism and anthropodenial approaches o understanding animal cognition.
Short Answer Essay Integrative Essay
11
4,5,8 1
107
116,117,119 ,120
15
9
Name _________________________________________________________
Chapter 9 – Pop Quiz 1
1.
A mental category that groups objects, activities, or qualities having common properties is called a __________. a. heuristic b. mental image c. cognitive schema d. concept
2.
Siobhan‘s grandmother says that if Siobhan follows the family‘s traditional recipe for Irish soda bread exactly, then she is sure to have very good results. Siobhan‘s grandmother is encouraging her granddaughter to __________. a. engage in dialectical thinking b. make use of her family‘s tacit knowledge c. use an algorithm d. rely upon a heuristic
3.
Informal reasoning involves __________. a. using algorithms b. finding a single correct answer c. nonconscious responding d. dialectical reasoning
4.
Intelligence tests typically require a test-taker to rely on _________ to answer the questions. a. heuristic reasoning
b. informal reasoning c. framing d. formal reasoning
5.
The tendency to look for or pay attention only to information that supports one‘s own belief is called __________. a. a mental set b. confirmation bias c. stereotype threat d. mindlessness
6.
__________ is the knowledge or awareness of one‘s own cognitive processes. a. Practical intelligence b. Emotional intelligence c. Metacognition d. Tacit knowledge
7.
Which type of intelligence is one of the components in Robert Sternberg‘s triarchic theory of intelligence? a. metacognitive intelligence b. cultural intelligence c. practical intelligence d. emotional intelligence
8.
Without __________ intelligence, it is difficult to acquire tacit knowledge. a. analytical b. practical
c. creative d. metacognitive
9. __________ intelligence refers to the ability to identify your own and other people‘s emotions accurately, express your emotions clearly, and regulate emotions. a. Analytic b. Emotional c. Practical d. Creative
10. __________ is the study of cognitive processes in nonhuman animals, especially in natural environments. a. Psychometrics b. Cognitive ethology c. Factor analysis d. Metacognition
Chapter 9 – Pop Quiz 1 Answer Key
1.
d
Rationale: A concept is a mental category that groups objects, activities, or qualities having common properties. (Remember the Facts, Easy, LO 9.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
2.
c
Rationale: An algorithm is a problem-solving strategy guaranteed to produce a correct solution even if the user does not know how it works. (Apply What You Know, Easy, LO 9.1.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
3.
d
Rationale: In informal reasoning problems, there is often no clearly correct solution. Many approaches, viewpoints, or possible solutions may compete and you may have to decide which one is most ―reasonable.‖ To do this wisely, a person must be able to use dialectical reasoning, the process of comparing and evaluating opposing points of view to resolve differences. (Remember the Facts, Moderate, LO 9.1.D, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
4.
d
Rationale: Formal reasoning problems are the type that usually make up an intelligence test, for example, or some other test of aptitude. (Understand the Concepts, Moderate, LO 9.1.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
5.
b
Rationale: Confirmation bias is the tendency to look for or pay attention only to information that confirms one‘s own belief. (Remember the Facts, Easy, LO 9.2.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
6.
c
Rationale: Metacognition refers to the knowledge or awareness of one‘s own cognitive processes and the ability to monitor and control those processes. (Remember the Facts, Easy, LO 9.3.C, APA 1.1 Describe key concepts, principles,
and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
7.
c
Rationale: Robert Sternberg‘s triarchic theory proposes three aspects of intelligence: analytic, creative, and practical. (Remember the Facts, Easy, LO 9.3.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
8.
b
Rationale: Tacit knowledge results from observing others. Therefore, it is part of practical intelligence. (Remember the Facts, Difficult, LO 9.3.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
9.
b
Rationale: Emotional intelligence is the ability to identify your own and other people‘s emotions accurately, express your emotions clearly, and regulate emotions. (Remember the Facts, Easy, LO 9.3.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
10. b
Rationale: Cognitive ethology is the study of cognitive processes in nonhuman animals, especially in natural environments. (Remember the Facts, Easy, LO 9.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
Name __________________________________________________________
Chapter 9 – Pop Quiz 2
1.
A __________ is an integrated mental network of knowledge, beliefs, and expectations concerning a particular aspect of the world. a. metacognition b. cognitive heuristic c. cognitive schema d. prototype
2.
A(n) __________ process occurs outside of conscious awareness but is accessible to consciousness when necessary. a. unconscious b. subconscious c. nonconscious d. preconscious
3.
Which statement is true of formal reasoning? a. In formal reasoning, the information needed for drawing a conclusion or reaching a solution is specified clearly. b. In formal reasoning, many approaches, viewpoints, or possible solutions may compete, and a person may have to decide which one is most ―reasonable.‖ c. Formal reasoning involves dialectical reasoning. d. Formal reasoning uses heuristics, or rules of thumb, to try to reach a solution.
4.
Thandie is looking for her cat by methodically searching each room and then closing the door so the cat won‘t run into the room while she searches a different room. Thandie is using which type of reasoning strategy?
a. a heuristic b. a hunch c. metacognition d. an algorithm
5. __________ is the tendency to solve new problems using procedures that worked before on similar problems. a. Confirmation bias b. A mental set c. Hindsight bias d. The framing effect
6.
During her lecture, Professor Schwartzmann referred to cognitive skills and specific knowledge that one acquires over a lifetime. She went on to explain that this is largely influenced by education and usually remains stable over time. Which term was she describing? a. crystallized intelligence b. fluid intelligence c. g factor d. intelligence
7.
According to the triarchic theory of intelligence, __________ intelligence refers to the information-processing strategies you draw on when you are thinking intelligently about a problem.
a. creative b. analytical c. practical d. emotional
8.
Japanese schoolteachers and students are more likely than their U.S. counterparts to believe that __________. a. the key to doing well in mathematics is working hard b. mathematical ability is innate, and either a person has it or they don‘t c. lower academic standards are acceptable because children need time for exercise and
play d. small classes and high-technology resources are imperative for a quality education
9.
Research investigating animals and language indicates that __________.
a. dolphins are able to express an infinite number of novel utterances through whistles and other sounds b. bonobos seem to be able to produce original sentences through a variety of grunts and screeches c. humans are the only species that evolved with the natural ability to express and comprehend an infinite number of novel utterances d. nonhuman animals don‘t have their own languages, but clearly demonstrate human-like abilities when taught to communicate
10. __________ is the tendency to falsely attribute human qualities to nonhuman entities. a. Anthropomorphism b. Anthropodenial c. Convergent thinking d. Divergent thinking
Chapter 9 – Pop Quiz 2 Answer Key
1.
c
Rationale: A cognitive schema is an integrated mental network of knowledge, beliefs, and expectations concerning a particular aspect of the world. (Remember the Facts, Easy, LO 9.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
2.
b
Rationale: Subconscious processes occur outside of conscious awareness but are accessible to consciousness when necessary. Nonconscious processing is not available to conscious awareness. (Remember the Facts, Easy, LO 9.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
3.
a
Rationale: In formal reasoning, the information needed for drawing a conclusion or reaching a solution is specified clearly, and there is a single right answer. (Understand the Concepts, Easy, LO 9.1.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
4.
a
Rationale: An algorithm is a set of steps that, if followed methodically, will guarantee that the correct solution to a problem will be achieved. (Remember the Facts, Easy, LO 9.1.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
5.
b
Rationale: A mental set is the tendency to try to solve new problems by using procedures that worked in the past on similar problems. (Remember the Facts, Easy, LO 9.2.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
6.
a
Rationale: Crystallized intelligence refers to cognitive skills and specific knowledge that is gained over a lifetime. It is heavily influenced by one‘s education and usually remains stable. (Understand the Concepts, Moderate, LO 9.3.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific
reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
7.
b
Rationale: Analytical intelligence refers to the information-processing strategies you draw on when you are thinking about a problem: recognizing and defining it, selecting a strategy for solving it, mastering and carrying out the strategy, and evaluating the result. (Understand the Concepts, Moderate, LO 9.3.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
8.
a
Rationale: Japanese children are taught that the secret to doing well in math is hard work. Children in the United States tend to think that you either have mathematical intelligence or you don‘t. (Remember the Facts, Easy, LO 9.3.D, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry)
9.
c
Rationale: Human language seems to be unique in that it involves the ability to understand and express an infinite number of novel utterances that convey a meaning. Attempts to teach animals to use aspects of language have been mixed. (Remember the Facts, Moderate, LO 9.4.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
10. a
Rationale: Anthropomorphism is the tendency to falsely attribute human qualities to nonhuman entities. (Remember the Facts, Easy, LO 9.4.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
Multiple Choice Questions
1.
Based on the powers of thought and intelligence, human beings are called Homo sapiens, which translates from Latin as __________. a. ―rational human‖ b. ―creative human‖ c. ―anthropomorphic human‖ d. ―anthropocentric human‖ Answer: a Topic: Introduction Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: None APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Homo sapiens, in Latin, means wise or rational human.
2.
A mental category that groups objects, relations, activities, abstractions, or qualities having common properties is called a(n) __________. a. mental set b.
concept
c. algorithm d. prototype Answer: b Topic: Thought: Using What We Know Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A concept is a mental category that groups objects, relations, activities, abstractions, or qualities having common properties.
3.
Which statement defines basic concepts?
a. They are concepts that have a moderate number of instances and that are easier to acquire than those having few or many instances. b. They are especially representative examples of another concept. c. They are integrated mental networks of knowledge, beliefs, and expectations concerning a particular aspect of the world. d. They are made up of other concepts and express a single idea. Answer: a Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Basic concepts are concepts that have a moderate number of instances and that are easier to acquire than those having few or many instances.
4.
Francine is a young child in the process of developing concepts. Compared to the others, which concept is she most likely to learn first?
a. vehicle b. Honda c. Ford d. car Answer: d Topic: Thought: Using What We Know Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Children tend to learn basic-level concepts first. Car is a more basic concept than the other options.
5.
On a trip to Australia, Winston sees an ibis for the first time. Despite never having seen one before, he uses his __________ for bird to quickly identify the ibis as a type of bird.
a. mental set b. concept c. algorithm d. proposition Answer: b Topic: Thought: Using What We Know Skill Level: Apply What You Know
Difficulty Level: Difficult
Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Concepts are mental categories that groups objects, relations, activities, abstractions, or qualities having common properties. They help simplify and summarize information about the world so that it is manageable.
6. Rudy is familiar with the common characteristics of sports cars, and knows what makes them different from sedans, SUVs, compact cars, and station wagons. Rudy is using mental categories called __________. a. concepts b. attributes c. classes d. classifications Answer: a Topic: Thought: Using What We Know Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Rudy is using mental categories called concepts, which are ideas that represent a category of objects or events.
7.
Compared to the others, which entity is the most likely prototype for the concept ―vehicle‖? a. scooter b. bicycle c. glider d. car Answer: d Topic: Thought: Using What We Know
Skill Level: Apply What You Know
Difficulty Level: Easy Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: The most likely prototype for the concept ―vehicle‖ is a car, because it is most familiar to folks today.
8.
An especially representative example of a concept is called a(n) __________. a. mental set b. basic concept c. algorithm d. prototype Answer: d Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A prototype is an especially representative example of a concept.
9.
Most people take longer to identify a platypus as a mammal than to identify a cat as a mammal. This is likely because a cat is closer to most people‘s __________ for the concept of mammal. a. mental set b. prototype
c. basic concept d. algorithm Answer: b Topic: Thought: Using What We Know Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: When we need to decide whether something belongs to a concept, we are likely to compare it to a prototype, a representative sample of a particular concept.
10.
Which is most likely to be a prototype of the concept ―fruit‖ for someone who grew up in the U.S. Midwest? a. pineapple b. apple c. star fruit d. kiwi Answer: b Topic: Thought: Using What We Know Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: An apple is more typically representative of the concept of fruit than are the other items, at least for most people living in the United States.
11.
Which statement is consistent with Benjamin Lee Whorf‘s proposal about language? a. Language does not influence our cognition and perception. b. Grammatical aspects affect the way we think about the world. c. Vocabulary and grammar do not affect the way we perceive things. d. Language does not influence our perception of the world. Answer: b Topic: Thought: Using What We Know Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Whorf argued that grammar—the way words are formed and arranged to convey tense and other concepts—affects how we think about the world.
12. The first notion that comes to mind when asked to name an example from a category is called the ________. a. schema b. algorithm c. concept marker d. prototype Answer: d Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A prototype refers to the most typical example of a concept.
13.
A __________ is an integrated mental network of knowledge, beliefs, and expectations concerning a particular aspect of the world. a. subconscious process b. cognitive heuristic c. cognitive schema d. prototype Answer: c Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A cognitive schema is defined as an integrated mental network of knowledge, beliefs, and expectations concerning a particular aspect of the world.
14.
Martino‘s mental representation of ―Thanksgiving‖ includes associations about turkeys, attitudes toward the holiday, and expectations about the weight he would gain! These are all part of his __________ for the holiday. a. cognitive schema b. heuristic c. hindsight bias d. algorithm
Answer: a Topic: Thought: Using What We Know Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This is an example of a cognitive schema that includes a number of concepts and mental images linked by propositions.
15. ―You wait a little while, then you‘re shown to a table. A person brings you a list of options and asks if you want anything. The person comes back a little later and offers to bring you more items from the list. The items arrive and you eat them. After a while you leave some money on the table and leave.‖ This general outline is a __________ for ―eating in a restaurant.‖ a. schema b. mental image c. prototype d. formal concept Answer: a Topic: Thought: Using What We Know Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This is an example of a cognitive schema that includes a number of concepts and mental images linked by propositions.
16.
A mental image is __________. a. a mental representation that mirrors or resembles the thing it represents b. a mental category that groups objects, relations, activities, abstractions, or qualities having common properties c. a unit of meaning that is made up of concepts and expresses a single idea d. an integrated mental network of knowledge, beliefs, and expectations concerning a particular aspect of the world Answer: a Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A mental image is a mental representation that mirrors or resembles the thing it represents.
17.
A representation that may occur in many sensory modalities, and that resembles what it represents, is a __________. a. concept b. mental image c. cognitive schema d. proposition Answer: b Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: A mental image is the mental representation that mirrors or resembles the thing it represents. Mental images occur in many and perhaps all sensory modalities.
18.
As she moves quietly around the restaurant where she is a waitress, Angelica finds herself hearing ―in her mind‘s ear‖ the song, ―Just Whistle While You Work!‖ This would be an example of a(n) __________. a. proposition b. prototype c. auditory image d. cognitive schema Answer: c Topic: Thought: Using What We Know Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Most people report auditory images (for instance, a song, slogan, or poem you can hear in their ―mind‘s ear‖).
19.
A(n) __________ process occurs outside of conscious awareness but is accessible to consciousness when necessary. a. unconscious b. subconscious c. nonconscious
d. preconscious Answer: b Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.1.B Distinguish between subconscious thinking and nonconscious thinking, and explain what is meant by multitasking and implicit learning. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Subconscious processes are mental processes occurring outside of conscious awareness but accessible to consciousness when necessary. Nonconscious processing is not available to conscious awareness.
20.
When Abdallah was learning to drive, he couldn‘t imagine how he could ever remember to steer the wheel, flip on the turn signal, step on the accelerator, and still manage to turn the car! After driving for three years, Abdallah‘s reactions have become automatic. Now, when he drives a car __________. a. nonconscious processes are involved b. convergent thinking is involved c. subconscious processes are involved d. divergent thinking is involved Answer: c Topic: Thought: Using What We Know Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.1.B Distinguish between subconscious thinking and nonconscious thinking, and explain what is meant by multitasking and implicit learning. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Automatic processes are generally subconscious.
21.
Our ability to multitask is due, in large part, to our ability to perform __________ cognitive tasks. a. conscious b. deliberate c. subconscious d. nonconscious Answer: c Topic: Thought: Using What We Know Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 9.1.B Distinguish between subconscious thinking and nonconscious thinking, and explain what is meant by multitasking and implicit learning. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Because some processing is subconscious, consciousness is freed up to do other things.
22.
__________ learning occurs when a person acquires knowledge about something without being aware of how they did so and without being able to state exactly what it is they have learned.
a. Convergent b. Implicit c. Explicit d. Divergent Answer: b Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.1.B Distinguish between subconscious thinking and nonconscious thinking, and explain what is meant by multitasking and implicit learning.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: To acquire knowledge of a task without awareness or intention is referred to as implicit learning.
23.
Junior has learned a great strategy for winning a card game, but he developed the strategy without being able to consciously identify what he was doing. He isn‘t even sure what exactly he has learned! This type of learning is called __________. a. implicit learning b. prototypical learning c. mindless learning d. algorithmic learning Answer: a Topic: Thought: Using What We Know Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.1.B Distinguish between subconscious thinking and nonconscious thinking, and explain what is meant by multitasking and implicit learning. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Implicit learning occurs when you acquire knowledge about something without being aware of how you did so and without being able to state exactly what it is you have learned.
24. Duane purchases a cupboard for his kitchen. He assembles the cupboard by following a series of steps illustrated in the instruction manual. Which type of problem-solving strategy has Duane adopted? a. algorithmic b. heuristic c. multitasking
d. intuitive Answer: a Topic: Thought: Using What We Know Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: An algorithm is a set of procedures guaranteed to produce a correct solution even if you do not understand why it works.
25.
Aoife‘s grandmother says that if Aoife follows the family‘s traditional recipe for Irish soda bread exactly, then she is sure to have very good results. Aoife‘s grandmother is encouraging her granddaughter to __________. a. engage in dialectical thinking b. make use of her family‘s tacit knowledge c. use an algorithm d. rely upon a heuristic Answer: c Topic: Thought: Using What We Know Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: This is an example of using an algorithm to guarantee a result. An algorithm is a set of procedures guaranteed to produce a correct solution even if you do not understand why it works.
26.
Blanton is making his famous chili. Instead of measuring the amount of chopped peppers to add, he knows that a handful is ―usually about right.‖ This illustrates the use of a(n) __________. a. heuristic b. prototype c. algorithm d. mental image Answer: a Topic: Thought: Using What We Know Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This is an example of using a heuristic, a rule of thumb that suggests a course of action without guaranteeing an optimal solution.
27. Which strategy is a heuristic approach to determining how many brownies to make for a party? a. Make the same number as you did for your last party because you recall that number being about right. b. Determine the number of brownies in each batch and then determine which multiple of that number is closest to the estimated number of brownies needed. c. Make as many brownies as will fit in the oven and can be cooked in an hour, then remove whatever amount seems like too much. d. Multiply the number of people invited by the number of brownies you want each person to have. Answer: a Topic: Thought: Using What We Know Skill Level: Apply What You Know
Difficulty Level: Difficult Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This is an example of using a heuristic, a rule of thumb that suggests a course of action without guaranteeing an optimal solution.
28.
An advantage of using a heuristic over an algorithm is ___________. a. the heuristic takes longer and is more accurate b. the heuristic can make better use of time c. the heuristic ensures a correct answer d. the heuristic always works the same way Answer: b Topic: Thought: Using What We Know Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: A heuristic is a mental shortcut, so it is often faster to implement than an algorithm.
29.
The process of drawing conclusions or inferences from facts, observations, or assumptions is called __________.
a. reasoning b. framing c. a subconscious process d. a mental set Answer: a
Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Reasoning is the process of drawing conclusions or inferences from observations, facts, or assumptions.
30.
Which attribute is a characteristic of formal reasoning? a. The information needed to solve the problem may be unclear or missing. b. There is typically one correct answer.
c. You often need to decide which of the many possible solutions is the most ―reasonable.‖ d. It is a type of nonconscious responding. Answer: b Topic: Thought: Using What We Know Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: In formal reasoning problems, the information needed for drawing a conclusion or reaching a solution is specified clearly, and there is a single right (or best) answer.
31.
Which statement is true of formal reasoning? a. In formal reasoning, the information needed for drawing a conclusion or reaching a solution is specified clearly.
b. In formal reasoning, many approaches, viewpoints, or possible solutions may compete, and you may have to decide which one is most ―reasonable.‖ c. Formal reasoning involves dialectical reasoning. d. Formal reasoning uses heuristics, or rules of thumb, to try to reach a solution. Answer: a Topic: Thought: Using What We Know Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: In formal reasoning, the information needed for drawing a conclusion or reaching a solution is specified clearly, and there is a single right answer.
32. Intelligence tests typically require a test-taker to rely on _________ to answer the questions. a. heuristic reasoning b. informal reasoning c. framing d. formal reasoning Answer: d Topic: Thought: Using What We Know Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Formal reasoning problems are the type that usually make up an intelligence test, for example, or some other test of aptitude.
33.
Informal reasoning involves __________. a. using algorithms b. finding a single correct answer c. nonconscious responding d. dialectical reasoning Answer: d Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: In informal reasoning problems, there is often no clearly correct solution. Many approaches, viewpoints, or possible solutions may compete, and you may have to decide which one is most ―reasonable.‖ To do this wisely, a person must be able to use dialectical reasoning, the process of comparing and evaluating opposing points of view to resolve differences.
34.
Dialectical reasoning involves __________. a. comparing and evaluating opposing points of view in order to determine the best solution b. drawing conclusions from a set of observations or premises c. generalizing from past experience d. using an algorithm to solve a problem Answer: a Topic: Thought: Using What We Know Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: In dialectical reasoning, opposing facts or ideas are weighed and compared, with a view to determining the best solution or resolving differences.
35.
__________ is usually the best approach to problems that have several possible answers that vary in quality. a. Formal reasoning b. Informal reasoning c. Using an algorithm d. Choosing a solution randomly Answer: b Topic: Thought: Using What We Know Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Informal reasoning is used when there is no clearly correct solution and many possible solutions compete.
36.
The process in which opposing facts are weighed and compared to determine the best solution is called __________. a. practical intelligence b. factor analysis
c. dialectical reasoning d. justification of effort Answer: c Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Dialectical reasoning is a process in which opposing facts or ideas are weighed and compared, with a view to determining the best solution or resolving differences.
37.
Simon and 11 other jurors are chosen for a major court case. As foreperson, it will be Simon‘s responsibility to make sure that, when the jury begins deliberating, they consider arguments for and against the defendant‘s guilt. This method of deliberation is an example of __________. a. practical intelligence b. dialectical reasoning c. formal reasoning d. inductive reasoning Answer: b Topic: Thought: Using What We Know Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
Rationale: Dialectical reasoning is a process in which opposing facts or ideas are weighed and compared, with a view to determining the best solution or resolving differences.
38.
The __________ involves consulting one‘s emotions instead of estimating probabilities objectively. a. availability heuristic b. affect heuristic c. framing effect d. hindsight bias Answer: b Topic: Barriers to Reasoning Rationally Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.2.A Describe how the affect heuristic and the availability heuristic illustrate the tendency to exaggerate the improbable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The affect heuristic involves consulting one‘s emotions instead of estimating probabilities directly.
39.
George voted ―yes‖ on a ballot question about whether convicted sex offenders should be banned from being within 500 feet of a playground. Afterwards, he realized that he voted yes because he was disgusted by the thought of sex offenders near playgrounds, but did not really consider whether the ban would actually decrease the probability that a child would be harmed. George used __________ to make his decision. a. the affect heuristic b. objective analysis c. confirmation bias d. the availability heuristic Answer: a
Topic: Barriers to Reasoning Rationally Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.2.A Describe how the affect heuristic and the availability heuristic illustrate the tendency to exaggerate the improbable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The affect heuristic involves consulting one‘s emotions instead of estimating probabilities directly.
40.
Vincenzo has the tendency to embrace his emotions when he is looking for a new car rather than actually examining the overall costs and performance reports. In this instance, it is likely that Vincenzo is relying on __________. a. the affect heuristic b. objective analysis c. confirmation bias d. the availability heuristic Answer: a Topic: Barriers to Reasoning Rationally Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.2.A Describe how the affect heuristic and the availability heuristic illustrate the tendency to exaggerate the improbable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The affect heuristic involves consulting one‘s emotions instead of estimating probabilities objectively.
41.
Tracey usually goes with her gut when perusing a popular dating website to look for a potential mate, instead of examining the character qualities people have shared about themselves. Based on this scenario, it is probable that she relies upon __________ on a regular basis. a. the affect heuristic b. objective analysis c. confirmation bias d. the availability heuristic Answer: a Topic: Barriers to Reasoning Rationally Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.2.A Describe how the affect heuristic and the availability heuristic illustrate the tendency to exaggerate the improbable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The affect heuristic involves consulting one‘s emotions instead of estimating probabilities objectively.
42.
Donna told her husband that she felt butterflies in her stomach when they viewed the twostory home on Spurflower Drive yesterday, so she is convinced that is the house for their family. Donna is exhibiting __________. a. a confirmation bias b. an objective analysis c. the affect heuristic d. the availability heuristic Answer: c Topic: Barriers to Reasoning Rationally Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 9.2.A Describe how the affect heuristic and the availability heuristic illustrate the tendency to exaggerate the improbable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The affect heuristic involves consulting one‘s emotions instead of estimating probabilities objectively.
43.
When relying on the availability heuristic, people tend to judge the probability of an event based on __________. a. the need to be right, which makes it difficult to listen to the available information with an open mind b. statistical consideration of the frequency with which the event occurs in everyday life c. the burden of doubt people feel about their abilities to determine probability from available information d. how easy it is to think of examples or instances of the event Answer: d Topic: Barriers to Reasoning Rationally Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.2.A Describe how the affect heuristic and the availability heuristic illustrate the tendency to exaggerate the improbable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: The availability heuristic involves judging the probability of a type of event by how easy it is to think of examples or instances.
44.
Nathan thinks that Republicans and Democrats almost never work together in Congress. The reason he believes this is that he finds it much easier to think of examples of politicians from the two parties not working together than to think of examples of them working together. It is likely that the __________ has caused Nathan to underestimate how frequently Democrats and Republicans work together.
a. availability heuristic b. confirmation bias c. fairness bias d. framing effect Answer: a Topic: Barriers to Reasoning Rationally Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.2.A Describe how the affect heuristic and the availability heuristic illustrate the tendency to exaggerate the improbable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: The availability heuristic involves judging the probability of a type of event by how easy it is to think of examples or instances.
45. Because of the availability heuristic, Estella and her wife are most likely to exaggerate the likelihood of risk to their children caused by ____________. a. bullying b. asthma c. depression d. being kidnapped Answer: d Topic: Barriers to Reasoning Rationally Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 9.2.A Describe how the affect heuristic and the availability heuristic illustrate the tendency to exaggerate the improbable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Most of us can think of vivid, newsworthy examples of kidnapping or other crimes; these are events that easily come to mind. However, we are also likely to
overestimate the risks of these events, in part because it is easier to think of examples of these events than to think of all of the times they did not occur. Also, it‘s much harder to visualize asthma, bullying, or depression, any of which is likely to be a statistically much greater threat to a child than the possibility of kidnapping.
46.
When Desmond worries about getting bitten by a shark while swimming at the beach, but doesn‘t worry about getting cancer from the cigarettes he smokes, he is __________. a. avoiding loss b. exhibiting confirmation bias c. exaggerating the improbable d. exhibiting hindsight bias Answer: c Topic: Barriers to Reasoning Rationally Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.2.A Describe how the affect heuristic and the availability heuristic illustrate the tendency to exaggerate the improbable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: This is an example of exaggerating the improbable. One common bias is the inclination to exaggerate the probability of rare events. This bias helps to explain why so many people enter lotteries and why some irrational fears persist.
47.
The __________ is the tendency for people‘s choices to be affected by how a choice is presented, such as whether it is worded in terms of potential losses or gains. a. availability heuristic b. affect heuristic c. hindsight bias d. framing effect Answer: d
Topic: Barriers to Reasoning Rationally Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.2.B Explain how the framing effect leads people to avoid loss in probabilistic judgments. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The framing effect is the tendency for people‘s choices to be affected by how a choice is presented, or framed, such as whether it is worded in terms of potential losses or gains.
48.
If individuals are asked to rate the effectiveness of masks in preventing the transmission of COVID-19, they would be most likely to rate a mask as effective if they were told __________.
a. that the mask has a 95 percent success rate in protecting against COVID-19 b. that only 5 mask wearers out of every 100 are not protected against COVID-19 c. that the mask has a 5 percent failure rate in protecting against COVID-19 d. it does not matter, because all of the other options describe the same statistical effectiveness Answer: a Topic: Barriers to Reasoning Rationally Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 9.2.B Explain how the framing effect leads people to avoid loss in probabilistic judgments. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: In general, people try to minimize their risks, so when a choice is framed in terms of risk, they will respond more cautiously than if it is framed in terms of success.
49.
When Maggie‘s father passed away, the will stated that Maggie and her brother should decide how to split the estate between them. After weeks of fighting over how to divide the
inheritance, Maggie tells her brother, ―I would rather both of us get nothing, than for you to get more than is right!‖ This somewhat irrational position is likely the result of __________. a. the fairness bias b. the hindsight bias c. cognitive dissonance d. avoiding loss Answer: a Topic: Barriers to Reasoning Rationally Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: This is an example of the fairness bias. Most people will reject an offer that they perceive as unfair, even if it means that they end up getting nothing.
50.
Which summary best describes the hindsight bias? a. the tendency to look for or pay attention only to information that confirms one‘s own belief b. the tendency to overestimate one‘s ability to have predicted an event after the outcome is known c. the tendency to solve problems using procedures that worked before on similar problems d. the tendency of individuals to increase their liking for something that they have worked hard or suffered to attain Answer: b Topic: Barriers to Reasoning Rationally Skill Level: Understand the Concepts Difficulty Level: Easy
Learning Objective: 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Hindsight bias is the tendency to overestimate one‘s ability to have predicted an event once the outcome is known.
51.
The day after the election, Julie says that she knew all along who the winner would be. Although it is possible that she had some special insight into the election, it is more likely that Julie is __________. a. avoiding loss b. exhibiting confirmation bias c. exaggerating the improbable d. exhibiting hindsight bias Answer: d Topic: Barriers to Reasoning Rationally Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: This is an example of hindsight bias. Hindsight bias is the tendency to overestimate one‘s ability to have predicted an event once the outcome is known.
52.
The tendency to look for or pay attention only to information that supports one‘s own belief is called __________. a. a mental set b. confirmation bias c. stereotype threat
d. mindlessness Answer: b Topic: Barriers to Reasoning Rationally Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Confirmation bias is the tendency to look for or pay attention only to information that confirms one‘s own belief.
53.
Dominic is a Peace and Freedom Party supporter. He goes out of his way to read articles about the achievements of the Peace and Freedom Party, but doesn‘t pay any attention to articles that are critical of the party and its candidates. Dominic is exhibiting __________. a. confirmation bias b. a mental set c. hindsight bias d. the framing effect Answer: a Topic: Barriers to Reasoning Rationally Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Confirmation bias is the tendency to look for or pay attention only to information that confirms one‘s own belief.
54. Mrs. Ingrid Samuelson is determined to ban guns in the United States. This is a controversial topic, and social scientists have debated whether the ownership of guns by citizens increases or decreases crime. Ingrid could go to the library and look up studies on the linkage between guns and crime rates. Instead, she just reads the local newspaper and only cuts out articles about robberies in which the ―bad guy‖ used a firearm. Ingrid is demonstrating __________. a) a mental set b) confirmation bias c) stereotype threat d) the fairness bias Answer: b Topic: Barriers to Reasoning Rationally Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Mrs. Ingrid Samuelson is demonstrating confirmation bias by concerning herself only with information that backs up, or confirms, what she already believes.
55.
__________ is the tendency to solve new problems using procedures that worked before on similar problems. a. Confirmation bias b. A mental set c. Hindsight bias d. The framing effect Answer: b Topic: Barriers to Reasoning Rationally Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A mental set is a tendency to solve problems using procedures that worked before on similar problems.
56.
When Howie‘s previous girlfriend used to get upset with him, he could smooth things over by buying flowers or chocolates for her. He keeps trying this strategy with his current girlfriend, but she gets angry with him each time. It appears that Howie has developed a ___________, which is interfering with the development of a new relationship strategy. a. mental set b. fairness bias c. hindsight bias d. confirmation bias Answer: a Topic: Barriers to Reasoning Rationally Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: One barrier to rational thinking is the development of a mental set, a tendency to try to solve new problems by using the same heuristics, strategies, and rules that worked in the past on similar problems.
57.
When Imelda‘s previous boyfriend used to get upset with her, she would make things better by baking him his favorite cookies. She keeps trying this strategy with her current boyfriend, but he gets angry with her every time she attempts to do this nice act. It appears that Imelda has developed a _______, which is interfering with the development of a new relationship strategy.
a. mental set b. fairness bias c. hindsight bias d. confirmation bias Answer: a Topic: Barriers to Reasoning Rationally Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: One barrier to rational thinking is the development of a mental set, a tendency to try to solve new problems by using the same heuristics, strategies, and rules that worked in the past on similar problems.
58.
Merv has the tendency to solve new problems using previous procedures that worked for him in similar situations. In doing so, Merv is exhibiting __________. a. a mental set b. a confirmation bias c. a hindsight bias d. the framing effect Answer: a Topic: Barriers to Reasoning Rationally Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A mental set is a tendency to solve problems using procedures that worked before on similar problems.
59.
Ralston‘s previous boyfriend used to get upset with him quite often, so he would make him feel better by singing love songs to him. He keeps trying this strategy with his current boyfriend, but he gets even angrier with him each time. It appears that Ralston has developed a __________, which is interfering with the development of a new relationship strategy. a. hindsight bias b. fairness bias c. mental set d. confirmation bias Answer: c Topic: Barriers to Reasoning Rationally Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: One barrier to rational thinking is the development of a mental set, a tendency to try to solve new problems by using the same heuristics, strategies, and rules that worked in the past on similar problems.
60.
Cyndy‘s ex-wife would get angry with her when she played video games with her friends all night, so she would make her feel better by purchasing her gift cards to her favorite nail shop. She keeps trying this strategy with her new wife, but she throws them back in her face. It appears that Cyndy is relying heavily on her __________, which is interfering with the development of a new relationship strategy. a. hindsight bias b. fairness bias
c. confirmation bias d. mental set Answer: d Topic: Barriers to Reasoning Rationally Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: One barrier to rational thinking is the development of a mental set, a tendency to try to solve new problems by using the same heuristics, strategies, and rules that worked in the past on similar problems.
61.
__________ is an inferred characteristic, usually defined as the ability to profit from experience, acquire knowledge, think abstractly, act purposefully, or adapt to changes in the environment. a. Intelligence b. Dissonance c. Intelligence quotient d. Mental age Answer: a Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.A Define intelligence and the difference between its crystallized and fluid forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Intelligence is an inferred characteristic, usually defined as the ability to profit from experience, acquire knowledge, think abstractly, act purposefully, or adapt to changes in the environment.
62.
__________ is defined as a general intellectual ability assumed by many theorists to underlie specific mental abilities and talents.
a. Metacognition b. An intelligence quotient c. Mental age d. The g factor Answer: d Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.A Define intelligence and the difference between its crystallized and fluid forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: More than a century of research has convinced most psychologists that a general ability, or g factor, underlies the various abilities and talents measured by intelligence tests.
63.
Ms. Schmidel is a first grade teacher. She has just given Zhenya her screening test in the area of reading. Zhenya scored very high in word recognition, so Ms. Schmidel assumes she will score high on the other parts of the test: vocabulary, reading, and conprehension. It is clear that Ms. Schmidel endorses the ____________ factor of intelligence. a. Q b. s c. g d. a Answer: c Topic: Measuring Intelligence Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 9.3.A Define intelligence and the difference between its crystallized and fluid forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Most psychologists would argue that a general ability, or g factor, underlies the various abilities and talents measured by intelligence tests.
64.
__________ refers to the cognitive skills and specific knowledge acquired over a lifetime; it is heavily dependent on education and tends to remain stable over time. a. Fluid intelligence b. Working memory c. Crystallized intelligence d. Metacognition Answer: c Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.A Define intelligence and the difference between its crystallized and fluid forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Crystallized intelligence refers to the cognitive skills and specific knowledge acquired over a lifetime; it is heavily dependent on education and tends to remain stable over time.
65.
During her lecture, Professor Hashimoto referred to cognitive skills and specific knowledge that one acquires over a lifetime. She went on to explain that this is largely influenced by education and usually remains stable over time. Which term was she describing? a. crystallized intelligence b. fluid intelligence c. g factor d. intelligence Answer: a Topic: Measuring Intelligence Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 9.3.A Define intelligence and the difference between its crystallized and fluid forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Crystallized intelligence refers to the cognitive skills and specific knowledge acquired over a lifetime; it tends to remain stable over time
66.
Because Renaldo‘s history professor was a college student during the 1970s, he has extraordinary insight and knowledge of facts concerning the Vietnam War era. This knowledge forms a part of the instructor‘s _________. a. fluid intelligence b. working memory c. crystallized intelligence d. metacognition Answer: c Topic: Measuring Intelligence Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 9.3.A Define intelligence and the difference between its crystallized and fluid forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Crystallized intelligence refers to the cognitive skills and specific knowledge acquired over a lifetime; it tends to remain stable over time.
67.
__________ is the capacity to reason and use information to solve problems. It is relatively independent of a person‘s education. a. Fluid intelligence
b. The g factor c. Crystallized intelligence d. Metacognition Answer: a Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.A Define intelligence and the difference between its crystallized and fluid forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Fluid intelligence is the capacity to reason and use information to solve problems. It is relatively independent of education.
68.
Measuring intelligence by testing is a rather new concept in the history of the world. The idea of such testing came from ________. a. the Soviet Union b. Portugal c. the United States d. France Answer: d Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The idea of such testing came from France.
69.
The Binet intelligence test was originally developed to __________. a. identify children who might have difficulty in school
b. identify gifted children c. measure the aptitude of workers for large employers d. measure the intelligence of the adult population Answer: a Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Alfred Binet was charged by the French Ministry of Education to find a way to identify children who were in need of remedial work.
70. Alfred Binet and Théodore Simon considered children relatively slow if their mental age ________. a. equals their chronological age b. is lower than their chronological age c. does not equal their chronological age d. is higher than their chronological age Answer: b Topic: Measuring Intelligence Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: This was the essential theory that defines intelligence, even today.
71.
A child‘s mental age would be __________.
a. equal to the number of years since their birth b. their level of intellectual development related to other children c. equal to their intelligence quotient (IQ) d. their IQ divided by their chronological age and multiplied by 100 Answer: b Topic: Measuring Intelligence Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Mental age is a child‘s level of intellectual development relative to other children.
72.
Which summary correctly describes the relationship between intelligence and IQ? a. There is no real relationship between intelligence and IQ. b. Intelligence and IQ are synonymous terms and mean the same thing. c. IQ is a measure of intelligence. d. Intelligence is a measure of IQ. Answer: c Topic: Measuring Intelligence Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
Rationale: The intelligence quotient (IQ) is a measure of intelligence.
73.
Emily is a 10-year-old girl who has a mental age of 8 years. Her IQ would be __________. a. 80 b. 100 c. 125 d. 130 Answer: a Topic: Measuring Intelligence Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The formula for calculating IQ is mental age divided by chronological age, multiplied by 100.
74.
Suppose Casey‘s mental age is 20 and her chronological age is 10. What is her IQ? a. 320 b. 80 c. 200 d. 100 Answer: c Topic: Measuring Intelligence Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The formula for calculating IQ is mental age divided by chronological age, multiplied by 100, yielding an improbably high 200.
75.
The original formula for determining IQ had a serious flaw in that __________.
a. the formula did not make sense for use with adults b. the formula did not separate the ―g factor‖ from specific abilities c. it overemphasized performance IQ in the computations d. it overemphasized verbal IQ in the computations Answer: a Topic: Measuring Intelligence Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: The original IQ formula does not make sense for adults. For example, a 50year-old who scores like a 30-year-old does not have low intelligence.
76. Approximately ___________ percent of people would be expected to score between 85 and 115 on a standardized intelligence test. a. 34 b. 68 c. 26 d. 81 Answer: b Topic: Measuring Intelligence Skill Level: Analyze It Difficulty Level: Difficult
Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Intelligence test scores are now normed to have a mean of 100 and a standard deviation of 15.
77. a
Approximately ___________ percent of people would be expected to score above 130 on standardized intelligence test. a. 34 b. 68 c. 2 d. 81 Answer: c Topic: Measuring Intelligence Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Intelligence test scores are now normed to have a mean of 100 and a standard deviation of 15.
78. David Wechsler designed the Wechsler Adult Intelligence Scale (WAIS) in order to produce __________. a. a componential IQ score, an experiential IQ score, and a contextual IQ score b. a general IQ score, and also separate scores for verbal comprehension, perceptual reasoning, processing speed, and working memory c. a measure of a child‘s mental age d. a culture-free IQ score and a general knowledge IQ score Answer: b
Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Wechsler‘s intelligence scales include both verbal and performance items. As a result, it is possible to calculate a verbal score, a performance score, and a full-scale or general score.
79.
Between World War I and the 1960s, the intelligence tests developed for use in schools favored __________. a. White children over racially minoritized children b. rural children over city children c. poor children over middle-class children d. extraverted children over introverted children Answer: a Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Intelligence tests are considered by many to be culturally biased, especially those developed between World War I and the 1960s, which favored city children over rural ones, middle-class children over poor ones, and White children over non-White children.
80.
Stereotype threat refers to __________.
a. the poor performance on intelligence or other aptitude tests by members of certain groups b. the fear that a person feels about their performance, due to negative stereotypes about their group‘s abilities c. the knowledge or awareness of one‘s own cognitive processes, and the ability to monitor and control those processes d. the stereotype that racially minoritized people have low intelligence Answer: b Topic: Measuring Intelligence Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Stereotype threat refers to a burden of doubt a person feels about their performance, due to negative stereotypes about their group‘s abilities. The resulting anxiety may then worsen their performance on achievement tests or kill their motivation to even try to do well.
81.
As a Black person, Star is aware of the negative stereotypes regarding racial differences in intelligence. If she experiences stereotype threat while taking an intelligence test, it is likely that __________.
a. Star‘s self-conscious awareness of the stereotype may worsen her test performance b. Star‘s test score will be unaffected, but she will feel uncomfortable throughout the test c. Star‘s awareness of the stereotype will motivate her to excel on the test d. Star will return the test to the administrator completely blank Answer: a Topic: Measuring Intelligence Skill Level: Apply What You Know Difficulty Level: Moderate
Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry Rationale: Stereotype threat refers to a burden of doubt a person feels about their performance, due to negative stereotypes about their group‘s abilities. In this example, negative thoughts can intrude and disrupt concentration.
82.
As a woman, Clarice is aware of the stereotypes that women are not good at math. When she completes a questionnaire about her gender identity and then is given a math test, it is most likely that __________.
a. Clarice‘s self-conscious awareness of the stereotypes regarding women will improve her test performance b. The questionnaire about her gender identity will lessen the effect of stereotype threat on her math test performance c. Clarice will return the test to the administrator completely blank due to the burden of stereotype threat d. The gender identity questionnaire will increase stereotype threat, and increase the risk that she will underperform on the math test Answer: d Topic: Measuring Intelligence Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry Rationale: Anything that increases the salience of group stereotypes can increase stereotype threat and affect performance, including being asked to state your race, ethnicity, or age before taking the test.
83.
__________ refers to a complex capacity that enables a person to manipulate information retrieved from long-term memory and interpret it appropriately for a given task.
a. Tacit knowledge b. Working memory c. Metacognition d. Emotional intelligence Answer: b Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Working memory refers to a complex capacity that enables a person to manipulate information retrieved from long-term memory and interpret it appropriately for a given task. It permits someone to juggle attention while working on a problem, shifting attention from one piece of information to another while ignoring distracting or irrelevant information.
84.
__________ refers to the knowledge or awareness of one‘s own cognitive processes. a. Practical intelligence b. Emotional intelligence c. Metacognition d. Tacit knowledge Answer: c Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Metacognition refers to the knowledge or awareness of one‘s own cognitive processes and the ability to monitor and control those processes.
85.
According to the triarchic theory of intelligence, __________ intelligence refers to the information-processing strategies someone draws on when thinking intelligently about a problem.
a. creative b. analytical c. practical d. emotional Answer: b Topic: Measuring Intelligence Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Analytical intelligence refers to the information-processing strategies you draw on when you are thinking about a problem: recognizing and defining it, selecting a strategy for solving it, mastering and carrying out the strategy, and evaluating the result.
86.
According to the triarchic theory of intelligence, __________ intelligence refers to transferring skills to new situations. a. emotional b. analytical c. creative
d. practical Answer: c Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Creative intelligence refers to transferring skills to new situations. People with creative intelligence cope well with novelty and learn quickly to make new tasks automatic.
87.
Lucretia understands the concepts in her statistics class. However, during exams, she spends the entire time on the most difficult problems and never gets to the problems that she can solve easily. Lucretia‘s inability to adapt her strategy to the testing situation indicates that she has low __________. a. emotional intelligence b. practical intelligence c. cognitive dissonance d. justification of effort Answer: b Topic: Measuring Intelligence Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: Practical intelligence refers to the practical application of intelligence, which requires a person to take into account different contexts.
88.
__________ intelligence refers to the application of intelligence in Robert Sternberg‘s triarchic theory. a. Creative b. Analytical c. Practical d. Emotional Answer: c Topic: Measuring Intelligence Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Practical intelligence involves the application of knowledge to solving practical problems.
89. Which dimension is one of the components in Robert Sternberg‘s triarchic theory of intelligence? a. metacognitive intelligence b. cultural intelligence c. practical intelligence d. emotional intelligence Answer: c Topic: Measuring Intelligence
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Sternberg‘s triarchic theory proposes three aspects of intelligence: analytical, creative, and practical.
90.
According to the triarchic theory of intelligence, __________ intelligence refers to the application of intelligence in different situations and environments. a. emotional b. analytical c. practical d. creative Answer: c Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Practical intelligence refers to the application of intelligence, which requires a person to take into account different contexts.
91.
Benny shows off his vocabulary and book smarts when he is writing a paper for his English professor. When he is talking with the people who live in his working-class neighborhood, he avoids using words that most people don‘t know. Benny‘s ability to alter
the way he communicates to fit different environments and situations demonstrates his __________ intelligence. a. analytical b. creative c. heuristic d. practical Answer: d Topic: Measuring Intelligence Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Practical intelligence refers to the application of intelligence, which requires someone to take into account different environmental contexts. Someone strong in practical intelligence would know when to adapt to the environment, when to change environments, and when to fix the situation.
92. Which three types of intelligence constitute Robert Sternberg‘s triarchic theory of intelligence? a. global, intuitive, and special b. general, global, and specific c. analytical, creative, and practical d. mathematical, reasoning, and verbal Answer: c Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Analytical, creative, and practical are Sternberg‘s three types of intelligence.
93.
Tacit knowledge refers to __________.
a. strategies for success that are not explicitly taught but that instead must be inferred b. the knowledge of one‘s own cognitive processes and how they can be used effectively c. recognition that a problem exists and selection of a strategy based on previously acquired knowledge d. learning new knowledge quickly so that one can cope effectively with novel situations Answer: a Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Tacit knowledge refers to strategies for success that are not explicitly taught but that instead must be inferred.
94.
Without __________ intelligence, it is difficult to acquire tacit knowledge. a. analytical b. practical c. creative d. metacognitive
Answer: b Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Tacit knowledge results from observing others. Therefore, it is part of practical intelligence.
95.
Who proposed multiple intelligences theory? a. Robert Sternberg b. Ingo Larsen c. Howard Gardner d. Anne Anastasi Answer: c Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Howard Gardner proposed the idea of multiple intelligences.
96.
Fei Fei has had a string of failed romantic relationships over the past five years. Her partners tend to tell the same story: Fei Fei often can‘t tell when they are mad at her, and doesn‘t seem able to express her own feelings. If her exes‘ complaints are accurate, Fei Fei would likely score low on tests of __________ intelligence. a. emotional b. analytical c. general d. tacit Answer: a Topic: Measuring Intelligence Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Emotional intelligence refers to the ability to identify your own and other people‘s emotions accurately, express your emotions clearly, and regulate emotions.
97. __________ intelligence is the ability to identify your own and other people‘s emotions accurately, express your emotions clearly, and regulate emotions in yourself and others. a. Analytical b. Emotional c. Practical d. Metacognitive Answer: b Topic: Measuring Intelligence Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Emotional intelligence is the ability to identify your own and other people‘s emotions accurately, express your emotions clearly, and regulate emotions in yourself and others.
98.
Children in Beijing typically outperform children in Chicago on tests of mathematical ability because Chinese children __________. a. have more innate mathematical ability b. have better schools c. have more financial support from government sources d. value education to a greater extent Answer: d Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.D Outline how longitudinal and cross-cultural studies shed light on the interplay of motivation, hard work, and intellectual achievement. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry Rationale: Harold Stevenson relates the difference in achievement to a difference in how much education is valued in Asian and U.S. cultures.
99.
Comparisons of attitudes and performance with regard to math tests in Asia and the U.S. showed that __________.
a. although the attitudes toward intellectual success were similar among Asian children and U.S. children, their actual performance on tests differed markedly
b. only 10 percent of the U.S. children had scores as low on computations and word problems as the average Asian child c. only 4 percent of the Chinese children and 10 percent of the Japanese children had scores as low as the average U.S. child d. although the performance of Asian children and children in the United States is similar, attitudes toward intellectual success differed markedly Answer: c Topic: Measuring Intelligence Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 9.3.D Outline how longitudinal and cross-cultural studies shed light on the interplay of motivation, hard work, and intellectual achievement. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry Rationale: Studies comparing U.S. and Asian academic test performance have demonstrated that children in the United States generally perform poorly compared to Asian children, despite having many economic and schooling advantages.
100.
Japanese schoolteachers and students are more likely than their U.S. counterparts to believe that __________. a. the key to doing well in mathematics is working hard b. mathematical ability is innate, and either a person has it or they don‘t c. lower standards are acceptable because children need time for exercise and play d. small classes and high-technology resources are imperative for a quality education Answer: a Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.D Outline how longitudinal and cross-cultural studies shed light on the interplay of motivation, hard work, and intellectual achievement.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry Rationale: Japanese children are taught that the secret to doing well in math is hard work. Children in the United States tend to think that you either have mathematical intelligence or you don‘t.
101.
Children in Beijing would typically study harder for their tests than children in Chicago because Chinese children __________. a. have more innate mathematical ability b. have better schools c. have more financial support d. value education to a greater extent Answer: d Topic: Measuring Intelligence Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.3.D Outline how longitudinal and cross-cultural studies shed light on the interplay of motivation, hard work, and intellectual achievement. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry Rationale: Harold Stevenson relates the difference in achievement to a difference in how much education is valued in Asian and U.S. cultures.
102.
Students in Beijing would typically attempt to score higher on a standardized math test than students in Chicago because __________. a. Chinese children have more innate mathematical ability b. Chinese children have better schools c. Chinese parents are typically only happy with high performance scores d. U.S. parents do not have high expectations for their children
Answer: c Topic: Measuring Intelligence Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.3.D Outline how longitudinal and cross-cultural studies shed light on the interplay of motivation, hard work, and intellectual achievement. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry Rationale: Harold Stevenson relates the difference in achievement to a difference in performance standards between Asian and U.S. cultures.
103.
When Wolfgang Köhler put chimpanzees in situations in which tempting bananas were just out of their reach, he found that __________. a. almost all of the chimps figured out a way to reach the bananas b. most of the chimps behaved aggressively, destroying the furnishings in their cages c.
the chimps performed impressive gymnastic maneuvers to get the bananas but did not use tools
d. chimps often sat quietly for a while and then seemed to have sudden insight into a solution Answer: d Topic: Animal Minds Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 9.4.A Summarize the evidence supporting and refuting the concept of animal intelligence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Often the solution came after the chimp had been sitting quietly for a while. It appeared as though the animal had been thinking about the problem and was struck by a sudden insight.
104.
__________ conducted research with chimpanzees in the 1920s to observe their reactions during tempting situations with bananas. a. Wolfgang Köhler b. Florian Schneider c. Edgar Froese d. Holger Czukay Answer: a Topic: Animal Minds Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.4.A Summarize the evidence supporting and refuting the concept of animal intelligence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Wolfgang Köhler conducted research with chimpanzees to see how they would react when tempted with bananas.
105.
__________ purport that some animals can anticipate future events, formulate plans, and coordinate their behaviors with other animals. a. Behaviorists b. Cognitive ethologists c. Psychiatrists d. Forensic psychologists Answer: b Topic: Animal Minds Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 9.4.A Summarize the evidence supporting and refuting the concept of animal intelligence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Cognitive ethologists believe that some animals have the ability to anticipate future events, make plans, and coordinate their activities with other animals.
106. __________ is the study of cognitive processes in nonhuman animals, especially in natural environments. a. Psychometrics b. Cognitive ethology c. Factor analysis d. Metacognition Answer: b Topic: Animal Minds Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.4.A Summarize the evidence supporting and refuting the concept of animal intelligence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Cognitive ethology is the study of cognitive processes in nonhuman animals, especially in natural environments.
107.
Investigations of animal behaviors indicate that __________. a. the actions of animals can be explained by instinct and by principles of operant conditioning alone b. chimpanzees have a rudimentary sense of number and appear to have some sort of arithmetic ability c. humans are the only animals who can acquire behaviors from their parents
d. many animals use species-specific languages to communicate Answer: b Topic: Animal Minds Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 9.4.A Summarize the evidence supporting and refuting the concept of animal intelligence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Laboratory studies have shown that chimpanzees have a rudimentary sense of number.
108.
__________ is a system of beliefs about the way one‘s own mind and the minds of others work, and of how individuals are affected by their beliefs and feelings. a. Theory of mind b. Cognitive ethology c. Triarchical intelligence theory d. Anthropomorphism Answer: a Topic: Animal Minds Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.4.A Summarize the evidence supporting and refuting the concept of animal intelligence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Theory of mind is a system of beliefs about the way one‘s own mind and the minds of others work, and of how individuals are affected by their beliefs and feelings.
109.
__________ allows a person to form conclusions about the intentions, beliefs, and feelings held by others. a. Theory of mind b. Cognitive ethology c. Triarchical intelligence theory d. Anthropomorphism Answer: a Topic: Animal Minds Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.4.A Summarize the evidence supporting and refuting the concept of animal intelligence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Theory of mind is a system of beliefs that allows one to draw conclusions about the intentions, feelings, and beliefs of others.
110.
In humans, theory of mind begins to develop around age __________. a. two b. five c. ten d. fifteen Answer: a Topic: Animal Minds Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 9.4.A Summarize the evidence supporting and refuting the concept of animal intelligence.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Theory of mind begins to develop around the second year in humans.
111.
It has been discovered that __________ console other members of their species who are experiencing distress, embrace deceptive tactics when fighting for food, and point when they want to draw attention to certain objects. a. dolphins b. weasels c. birds d. chimpanzees Answer: d Topic: Animal Minds Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.4.A Summarize the evidence supporting and refuting the concept of animal intelligence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Chimpanzees have been observed consoling other chimps who are experiencing distress, using deceptive tactics when they are competing for food, and pointing to certain objects to draw attention there.
112.
A central feature of human cognition is __________, the ability to combine elements that are meaningless into numerous utterances that express meaning. a. language b. metacognition c. tacit knowledge d. displacement Answer: a
Topic: Animal Minds Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 9.4.B Summarize the evidence supporting and refuting the concept of animal language use. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Human language seems to be unique in that it involves the ability to understand and express an infinite number of novel utterances. Attempts to teach animals to use aspects of language have been mixed.
113.
Research investigating animals and language indicates that __________. a. dolphins are able to express an infinite number of novel utterances through whistles and other sounds b. bonobos seem to be able to produce original sentences through a variety of grunts and screeches c. humans are the only species that evolved with the natural ability to express and comprehend an infinite number of novel utterances d. nonhuman animals don‘t have their own languages, but clearly demonstrate humanlike abilities when taught to communicate Answer: c Topic: Animal Minds Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 9.4.B Summarize the evidence supporting and refuting the concept of animal language use. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Human language seems to be unique in that it involves the ability to understand and express an infinite number of novel utterances. Attempts to teach animals to use aspects of language have been mixed.
114.
Irene Pepperberg worked with an African gray parrot named Alex. Her research revealed that __________.
a. Alex was capable of addition, subtraction, multiplication, and division problems, showing an innate understanding of numbers b. Alex was able to make requests and to answer simple questions about objects c. Alex‘s linguistic abilities were limited to the ―parroting‖ of phrases that he heard Dr. Pepperberg speak d. Alex showed no evidence of cognitive abilities, which isn‘t surprising given his brain was the size of a walnut Answer: b Topic: Animal Minds Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.4.B Summarize the evidence supporting and refuting the concept of animal language use. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Alex had the ability to make requests and to answer simple questions about objects.
115.
__________ is the tendency to falsely attribute human qualities to nonhuman entities.
a. Anthropomorphism b. Anthropodenial c. Convergent thinking d. Divergent thinking Answer: a Topic: Animal Minds Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.4.C Explain the limitations of both the anthropomorphism and anthropodenial approaches to understanding animal cognition.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Anthropomorphism is the tendency to falsely attribute human qualities to nonhuman entities.
116.
Tawanda tells her husband that she thinks their dog is embarrassed to be walked around the neighborhood in the sweater that she knitted for him. This is almost certainly an example of __________. a. divergent thinking b. stereotype threat c. anthropodenial d. anthropomorphism Answer: d Topic: Animal Minds Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 9.4.C Explain the limitations of both the anthropomorphism and anthropodenial approaches to understanding animal cognition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Anthropomorphism is the tendency to falsely attribute human qualities to nonhuman beings without considering simpler explanations for the animals‘ behavior.
117.
Jessica tells Frank that her cat is excited to wear the Halloween costume that she purchased for her. This is an example of __________. a. divergent thinking b. stereotype threat c. anthropodenial d. anthropomorphism
Answer: d Topic: Animal Minds Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 9.4.C Explain the limitations of both the anthropomorphism and anthropodenial approaches to understanding animal cognition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Anthropomorphism is the tendency to falsely attribute human qualities to nonhuman beings without considering simpler explanations for the animals‘ behavior.
118.
__________ is the tendency to falsely believe that human beings have nothing in common with other animals.
a. Anthropomorphism b. Anthropodenial c. Convergent thinking d. Divergent thinking Answer: b Topic: Animal Minds Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.4.C Explain the limitations of both the anthropomorphism and anthropodenial approaches to understanding animal cognition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Anthropodenial is the tendency to think, mistakenly, that human beings have nothing in common with other animals.
119.
Manolo doesn‘t believe that chimpanzees have anything at all in common with humans. This mindset is an example of __________.
a. divergent thinking b. anthropomorphism c. anthropodenial d. stereotype threat Answer: c Topic: Animal Minds Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 9.4.C Explain the limitations of both the anthropomorphism and anthropodenial approaches to understanding animal cognition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Anthropodenial is the tendency to think, mistakenly, that human beings have nothing in common with other animals.
120.
Queenie told her mom that apes can never possibly have anything in common with the human race. Her logic is an example of __________. a. anthropodenial b. anthropomorphism c. divergent thinking d. stereotype threat Answer: a Topic: Animal Minds Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 9.4.C Explain the limitations of both the anthropomorphism and anthropodenial approaches to understanding animal cognition.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Anthropodenial is the tendency to think, mistakenly, that human beings have nothing in common with other animals.
True-False Questions
1. A concept is a mental category that groups objects or activities that have common properties. Answer: True Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
2.
Prototypes represent the relationships of concepts to one another. Answer: False Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
3. A mental image is a unit of meaning that is made up of concepts and expresses a single idea. Answer: False Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
4. Research investigating visual images shows that people are able to manipulate the images in their imaginations. Answer: True Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
5. If someone were asked to visualize how many windows they have in the place where they live, the amount of time it takes to respond would depend on the number of windows and the size of the person‘s mental image. Answer: True Topic: Thought: Using What We Know Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
6.
People have reported visual and auditory mental images, but mental images do not occur in other sensory modalities. Answer: False
Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
7. Many people report mental images in the sensory modalities of smell, touch, taste, and pain. Answer: True Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
8.
Research on human cognition reveals that not all mental processing is conscious. Answer: True Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.1.B Distinguish between subconscious thinking and nonconscious thinking, and explain what is meant by multitasking and implicit learning. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
9.
Nonconscious processes occur outside of conscious awareness but are accessible to consciousness when necessary. Answer: False Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.1.B Distinguish between subconscious thinking and nonconscious thinking, and explain what is meant by multitasking and implicit learning. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
10.
An algorithm is a rule of thumb that suggests a course of action or guides problem solving but does not guarantee an optimal solution. Answer: False Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
11.
A cake recipe is one example of an algorithm. Answer: True Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
12. In primary school, you probably learned how to determine the area of a circle. The formula was πr2. This formula always guarantees a solution and that you will be able to determine the area. Thus, the formula is an example of an algorithm. Answer: True Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
13. A heuristic is a rule of thumb that guides problem solving but does not guarantee an optimal solution. Answer: True Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
14.
―Fast‖ thinking describes thought processes that are intuitive, emotional, and almost automatic in their nature. Answer: True Topic: Thought: Using What We Know
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
15.
―Slow‖ thinking describes thought processes that result in correct solutions to problems. Answer: False Topic: Thought: Using What We Know Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
16.
Nobel Prize winner Daniel Kahneman identified two modes of human thinking, which he called ―Type A‖ and ―Type B.‖ Answer: False Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
17. Much of the time we rely on automatic processes and unconscious impressions to guide us through our daily tasks.
Answer: True Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
18.
In formal reasoning problems, the information needed for reaching a solution is specified clearly and there is a single right answer. Answer: True Topic: Thought: Using What We Know Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
19.
Dialectical reasoning is the same thing as heuristic reasoning. Answer: False Topic: Thought: Using What We Know Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
20. People often consult their emotions when making a decision, rather than estimating probabilities objectively, a phenomenon known as the affect heuristic. Answer: True Topic: Barriers to Reasoning Rationally Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 9.2.A Describe how the affect heuristic and the availability heuristic illustrate the tendency to exaggerate the improbable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
21. People tend to judge the probability of an event by how easy it is to think of examples of the event. Answer: True Topic: Barriers to Reasoning Rationally Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.2.A Describe how the affect heuristic and the availability heuristic illustrate the tendency to exaggerate the improbable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
22.
When people have strong feelings on an issue, they usually try to consider all of the information relevant to that issue. Answer: False Topic: Barriers to Reasoning Rationally Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 9.2.A Describe how the affect heuristic and the availability heuristic illustrate the tendency to exaggerate the improbable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
23.
The availability heuristic refers to the tendency to consult one‘s emotions instead of estimating probabilities objectively. Answer: False Topic: Barriers to Reasoning Rationally Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.2.A Describe how the affect heuristic and the availability heuristic illustrate the tendency to exaggerate the improbable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
24.
The framing effect refers to the tendency for choices to be affected by how they are presented to a decision-maker. Answer: True Topic: Barriers to Reasoning Rationally Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.2.B Explain how the framing effect leads people to avoid loss in probabilistic judgments. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
25.
The framing effect reflects people‘s tendency to embrace incurring losses when they make decisions. Answer: False
Topic: Barriers to Reasoning Rationally Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.2.B Explain how the framing effect leads people to avoid loss in probabilistic judgments. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
26.
People usually try to avoid incurring losses when they make decisions. Answer: True Topic: Barriers to Reasoning Rationally Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.2.B Explain how the framing effect leads people to avoid loss in probabilistic judgments. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
27.
Relying on heuristics and being swayed by framing effects can become barriers for reasoning rationally. Answer: True Topic: Barriers to Reasoning Rationally Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
28.
The confirmation bias explains why so many people hold on to a belief when evidence exists that demonstrates the belief is wrong. Answer: True Topic: Barriers to Reasoning Rationally Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
29. Pancho believes that aliens crashed in the western United States in the 1950s. When looking for information about this on the Internet, he ignores any websites that are skeptical of his belief and only visits and talks with his friends about the sites that support his belief. This is an example of confirmation bias. Answer: True Topic: Barriers to Reasoning Rationally Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
30.
The tendency to find patterns in events is a common mental set. Answer: True Topic: Barriers to Reasoning Rationally Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
31. Research investigating how we might overcome our cognitive biases shows that people tend to be equally irrational in all situations. Answer: False Topic: Barriers to Reasoning Rationally Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 9.2.D Discuss the conditions under which cognitive biases can be beneficial as well as detrimental to reasoning. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
32. Scientists agree that a general ability underlies the specific abilities and talents measured by intelligence tests. Answer: False Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 9.3.A Define intelligence and the difference between its crystallized and fluid forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
33. Psychological scientists call the capacity to reason and use information to solve problems ―crystallized intelligence.‖
Answer: False Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.A Define intelligence and the difference between its crystallized and fluid forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
34. Crystallized intelligence refers to cognitive skills and specific knowledge acquired over a lifetime. Answer: True Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.A Define intelligence and the difference between its crystallized and fluid forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
35.
Mental age is a measure of mental development expressed in terms of the average mental ability at a given age. Answer: True Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
36.
Mental age is a measure of mental development expressed in terms of the average mental ability throughout the person‘s entire life. Answer: False Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
37.
An intelligence quotient (IQ) is a measure of mental development expressed in terms of the average mental ability at a given age. Answer: False Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
38.
An 8-year-old child who scored like an average 10-year-old on an intelligence test would have an IQ of 80. Answer: False Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
39.
Stanford psychologist Lewis Terman revised Alfred Binet‘s test and established norms for children in the United States. Answer: True Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
40.
After Stanford psychologist Lewis Terman revised Alfred Binet‘s intelligence test in 1916, it has never undergone another revision. Answer: False Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
41. David Wechsler devised an intelligence test expressly for adults, called the Wechsler Adult Intelligence Scale (WAIS). Answer: True
Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
42. Stereotype threat is a burden of doubt a person feels about their performance, due to negative stereotypes about their group‘s abilities. Answer: True Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.5 Incorporate sociocultural factors in scientific inquiry
43. You might know some people who are very smart when it comes to academics but who don‘t understand the real world. According to Robert Sternberg‘s triarchic theory, they may be lacking a bit of practical intelligence. Answer: True Topic: Measuring Intelligence Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
44.
A triarchic theory has four main components to it. Answer: False Topic: Measuring Intelligence Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
45. Creative intelligence refers to the application of intelligence while adapting to the environmental context in which the application occurs. Answer: False Topic: Measuring Intelligence Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
46. Analytical intelligence is most similar to traditional problem solving, as might be found on an intelligence test or a standardized test administered in the school system. Answer: True Topic: Measuring Intelligence
Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
47.
Tacit knowledge refers to the knowledge of one‘s own cognitive processes and how they can be used effectively. Answer: False Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
48.
Tacit knowledge about how to be a good student predicts academic success in college as well as entrance exams do. Answer: True Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
49.
Metacognition refers to circumstances in which a person has to solve a problem that is above that person‘s intelligence level. Answer: False Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena.
50.
Analytic, creative, and practical intelligence are the three parts of the triarchic theory of intelligence. Answer: True Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
51.
A theory of intelligence that emphasizes many different ways of processing information is known as multiple intelligences theory. Answer: True Topic: Measuring Intelligence Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
52. A person who is low in emotional intelligence is likely to misinterpret the nonverbal signals of others. Answer: True Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
53.
Differences between the performances of Asian and U.S. children on mathematics tests can be accounted for by educational resources. Answer: False Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 9.3.D Outline how longitudinal and cross-cultural studies shed light on the interplay of motivation, hard work, and intellectual achievement. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.5 Incorporate sociocultural factors in scientific inquiry
54.
Compared to children in Asian cultures, children in the United States are much more likely to think that a person either has mathematical intelligence or doesn‘t. Answer: True Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.D Outline how longitudinal and cross-cultural studies shed light on the interplay of motivation, hard work, and intellectual achievement. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.5 Incorporate sociocultural factors in scientific inquiry
55. Japanese schoolteachers and students are much more likely than their U.S. counterparts to believe that the key to doing well in math is working hard. Answer: True Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.D Outline how longitudinal and cross-cultural studies shed light on the interplay of motivation, hard work, and intellectual achievement. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.5 Incorporate sociocultural factors in scientific inquiry
56.
Asian students generally value education to a greater extent than do students in the United States. Answer: True Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.3.D Outline how longitudinal and cross-cultural studies shed light on the interplay of motivation, hard work, and intellectual achievement.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.5 Incorporate sociocultural factors in scientific inquiry
57.
Cognitive ethology is the study of cognitive processes in nonhuman animals, especially in natural environments. Answer: True Topic: Animal Minds Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.4.A Summarize the evidence supporting and refuting the concept of animal intelligence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
58.
Developmental psychology is the study of cognitive processes in nonhuman animals, especially in natural environments. Answer: False Topic: Animal Minds Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.4.A Summarize the evidence supporting and refuting the concept of animal intelligence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
59.
Explanations of animal behavior that rely solely on instinct would have difficulty interpreting the observation that chimpanzee mothers show their young how to use stone tools to open nuts. Answer: True Topic: Animal Minds
Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 9.4.A Summarize the evidence supporting and refuting the concept of animal intelligence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
60. Research conducted with chimpanzees suggests that they have a rudimentary sense of number. Answer: True Topic: Animal Minds Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.4.A Summarize the evidence supporting and refuting the concept of animal intelligence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
61. Theory of mind refers to a system of beliefs about the way the minds of others work and of how individuals are affected by their beliefs and feelings. Answer: True Topic: Animal Minds Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.4.A Summarize the evidence supporting and refuting the concept of animal intelligence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
62.
In early studies, researchers teaching language to primates unwittingly gave nonverbal cues that might have enabled the apes to respond correctly. Answer: True Topic: Animal Minds Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 9.4.B Summarize the evidence supporting and refuting the concept of animal language use. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
63.
The tendency to think that human beings have nothing in common with other animals is called anthropomorphism. Answer: False Topic: Animal Minds Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.4.C Explain the limitations of both the anthropomorphism and anthropodenial approaches to understanding animal cognition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
64.
The tendency to think that human beings have nothing in common with other animals is called anthropodenial. Answer: True Topic: Animal Minds Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.4.C Explain the limitations of both the anthropomorphism and anthropodenial approaches to understanding animal cognition.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
65.
Historically, human beings think of themselves as the smartest species. Answer: True Topic: Animal Minds Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 9.4.C Explain the limitations of both the anthropomorphism and anthropodenial approaches to understanding animal cognition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Short Answer Questions
1.
Distinguish between a concept and a prototype while providing an example of each. Answer: A good answer will include the following key points.
A concept refers to a mental category that groups objects, activities, or qualities having common properties. A prototype is an especially representative example of a concept. The qualities of having fur, being aloof, purring, laying around most of the day, having four legs, having whiskers, and so on, would lead to the formation of the concept ―cat.‖ A tabby cat, calico cat, or simple black-and-white cat might serve as a prototype of that category, more so than a Manx (which has no tail) or a Sphynx (which has no fur).
Topic: Thought: Using What We Know Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
2.
Aldo‘s mental representation for Valentine‘s Day includes knowledge, beliefs, and expectations. Which term is used to describe these characteristics? Develop an example that describes Aldo‘s mental representation for Valentine‘s Day, making sure that each of the three aspects mentioned above is included. Answer: A good answer will include the following key points.
A cognitive schema is an integrated mental network of knowledge, beliefs, and expectations concerning a particular aspect of the world. Aldo‘s cognitive schema for Valentine‘s Day may include the following elements: o Knowledge—―Valentine‘s Day is celebrated on February 14.‖ o Beliefs—―I like it. It‘s mainly for people in love.‖ o Expectations—―It will be fun. I will purchase my partner some flowers, candy, and wine.‖
Topic: Thought: Using What We Know Skill Level: Apply What You Know Difficulty Level: Moderate
Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
3.
Explain some of the hazards of multitasking. Answer: A good answer will include the following key points.
Instead of saving time, toggling between two or more tasks that require attention increases the time required to complete them. When multitasking, stress goes up, errors increase, and reaction times lengthen. Multitasking while driving, such as using a cell phone, applying makeup, etc., is hazardous to your health and the health of others.
Topic: Thought: Using What We Know Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 9.1.B Distinguish between subconscious thinking and nonconscious thinking, and explain what is meant by multitasking and implicit learning. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
4.
Distinguish between formal and informal reasoning. Answer: A good answer will include the following key points.
In formal reasoning, there is a clear solution available, and the information needed for drawing a conclusion or reaching a solution is specified clearly. In informal reasoning, there is often no clear solution. Informal reasoning involves dialectical thinking.
Topic: Thought: Using What We Know Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
5.
How does the availability heuristic lead people to believe that catastrophic events, such as plane crashes, occur more frequently than they actually do? Answer: A good answer will include the following key points.
The availability heuristic is the tendency to judge the probability of an event by how easy it is to think of examples or instances. Catastrophic events evoke a strong emotional reaction, and so stand out in our minds. Therefore, they are more mentally ―available‖ to us and we overestimate their probability.
Topic: Barriers to Reasoning Rationally Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 9.2.A Describe how the affect heuristic and the availability heuristic illustrate the tendency to exaggerate the improbable. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
6.
In general, people try to avoid losses when making a decision. Explain why this cognitive bias may affect a person‘s decision about accepting or rejecting various aspects of medical treatment. Answer: A good answer will include the following key points.
The framing effect is the tendency for people‘s choices to be affected by how a choice is presented, or framed, such as whether it is worded in terms of potential losses or gains. When a choice is framed as the risk of losing something, people will respond more cautiously than when the same choice is framed as a potential gain. Medical treatment decisions are commonly presented in terms of their potential risks. For example, literature distributed with prescription medications describes the probabilities of various negative side effects. These descriptions are stated as possible risks rather than possible gains. Learning, for example, that 3 of every 100 people may develop an ulcer from taking the medication somehow sounds different than learning that 97 of every 100 people probably will not develop an ulcer.
Topic: Barriers to Reasoning Rationally Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 9.2.B Explain how the framing effect leads people to avoid loss in probabilistic judgments. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
7.
Define confirmation bias and explain how it can limit effective reasoning. Answer: A good answer will include the following key points.
Confirmation bias is the tendency to look for or pay attention only to information that confirms a person‘s own belief, and ignore, trivialize, or forget information that disconfirms that belief. If people only pay attention to or seek information that is already in line with their existing beliefs, many opportunities for personal growth or improved critical thinking will be lost. For example, only seeking or citing information that maintains the beliefs of one political party means that opposing viewpoints are less likely to be entertained, and therefore effective compromises are less likely to be achieved. Similarly, adhering to one worldview throughout one‘s college career means that opportunities for embracing differing points of view are squandered.
Topic: Barriers to Reasoning Rationally Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
8.
Carla‘s method of studying worked effectively throughout high school until she took her first foreign language course. In this course, her grades were much lower than usual. How could her mental set for studying have played a role in Carla scoring low grades? Answer: A good answer will include the following key points.
A mental set is a tendency to try to solve new problems by using the same heuristics, strategies, and rules that worked in the past. Carla had developed successful study methods for her high school courses in algebra, history, English, and so on. Studying a foreign language requires a different type of studying than courses such as algebra and history. Carla‘s mental set for studying hurt her grade because the ―problem‖ of studying for her new class required a different ―solution.‖
Topic: Barriers to Reasoning Rationally Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
9. Differentiate crystallized intelligence and fluid intelligence, and provide an example of each type. Answer: A good answer will include the following key points.
Crystallized intelligence refers to cognitive skills and specific knowledge acquired over a lifetime. Fluid intelligence refers to the capacity to reason and use information to solve problems. An example of crystallized intelligence might be memorized definitions of words, rote procedures for solving arithmetic problems, or general knowledge of facts and figures. Knowing that the Battle of Hastings occurred on October 14, 1066, would be an example. An example of fluid intelligence might be having the ability to assemble a plastic model kit that was found, but lacking instructions; the assembler would have to puzzle out and reason through how the pieces fit together.
Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 9.3.A Define intelligence and the difference between its crystallized and fluid forms.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
10.
In the early 1900s, at the request of the French Ministry of Education, Alfred Binet constructed a testing instrument that eventually became the first widely used intelligence test. For what purpose was the test developed? Answer: A good answer will include the following key points.
Binet was commissioned to find a way to identify children who were in need of remedial work. An objective approach to identifying these children was needed, because if their teachers were to make the decisions about the children‘s abilities, they might be biased by other factors.
Topic: Measuring Intelligence Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
11.
At the age of 76, Irma is worried when researchers ask her to take an IQ test. She knows that older people are assumed to have failing cognitive abilities. Which term do psychological scientists use to describe Irma‘s anxiety? How could Irma‘s test performance be affected by her worries? Answer: A good answer will include the following key points.
This is an example of stereotype threat. Irma feels a burden of doubt about her performance due to awareness of negative stereotypes about her group‘s abilities (i.e., the cognitive skills of older adults). Because of increased anxiety, Irma might not perform as well as she might have if she was not experiencing stereotype threat.
Topic: Measuring Intelligence Skill Level: Apply What You Know Difficulty Level: Difficult
Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
12.
Contrast the behaviors of college students who are weak in metacognition with those for whom metacognition is a strength. Answer: A good answer will include the following key points.
Metacognition is the knowledge or awareness of one‘s own cognitive processes and the ability to monitor and control those processes. Common behaviors of students who are weak in metacognition include: o They may not notice when a passage in a textbook is difficult, o They do not always realize that they don‘t understand what they have read and thus may spend too much time on material they already know and too little time on difficult material, and o They are overconfident about their comprehension and memory and are surprised when they do poorly on exams. Common behaviors of students who are strong in metacognition include: o They check their comprehension by restating what they have read, o They backtrack when necessary, and o They question what they are reading.
Topic: Measuring Intelligence Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
13. Summarize the components of Robert Sternberg‘s triarchic theory of intelligence, and give an example of each. Answer: A good answer will include the following key points.
Bob Sternberg proposed that intelligence is comprised of three components: analytical
intelligence, creative intelligence, and practical intelligence. Analytical intelligence refers to the information-processing strategies a person draws on when thinking about a problem. An example might be recognizing a particular form of a logic problem, then applying the correct steps to reach a solution. Creative intelligence refers to transferring skills to new situations. A person with a high degree of creative intelligence would be able to use a prior problem-solving strategy (fixing a tire on a bicycle) to address a new situation (patching a balloon while making a twisty animal). Practical intelligence refers to the application of intelligence, which requires a person to take into account the different contexts in which they find themselves. Knowing not to laugh at or taunt a gang member who has just slipped on a patch of ice would be an example.
Topic: Measuring Intelligence Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
14. Several studies have documented differences between people in Asian cultures and people in the United States in regard to education. Describe the three main areas in which these two groups differ, and give an example of those differences. Answer: A good answer will include the following key points.
Asian students and students in the U.S. differed substantially in three key areas related to education: beliefs about intelligence, standards, and values. U.S. parents, teachers, and children were far more likely than their Asian counterparts to believe that mathematical ability is innate. U.S. parents had far lower standards for their children‘s performance; they were satisfied with scores barely above average on a 100-point test. Students in the United States did not value education as much as Asian students did.
Topic: Measuring Intelligence Skill Level: Understand the Concepts Difficulty Level: Difficult
Learning Objective: 9.3.D Outline how longitudinal and cross-cultural studies shed light on the interplay of motivation, hard work, and intellectual achievement. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
15. Distinguish anthropomorphism and anthropodenial. Which perspective do you think is correct? Answer: A good answer will include the following key points.
Anthropomorphism is the tendency to falsely attribute human qualities to nonhuman beings without considering simpler explanations for the animals‘ behavior. Anthropodenial is the tendency to think that human beings have nothing in common with other animals. Staunchly adopting either perspective is not very wise. Seeing animals as having qualities that are innately human is likely to be an exercise in disappointment. As much as you know your dog loves you, she‘s not going to suddenly gain the ability to write you a sonnet expressing her feelings. At the same time, denying the shared evolutionary history across species is equally unwise. Claiming that somehow only humans are, can be, or ever will be capable of Thing X puts unnecessary limits on our understanding of animal cognition.
Topic: Animal Minds Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 9.4.C Explain the limitations of both the anthropomorphism and anthropodenial approaches to understanding animal cognition. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
Essay Questions
1.
One type of mental representation is the concept. How do concepts allow us to relate to the world around us in a manageable way? Create an example to show what a person‘s experience in a novel situation could be like if humans didn‘t organize the world based on concepts. Answer: A good answer will include the following key points.
Concepts simplify and summarize information about the world so it is manageable. Because of concepts, we can make decisions quickly and efficiently. Without concepts, in a novel environment we would have to carefully examine every object to determine what it was and what purpose it served. With the aid of concepts, we might be in a totally new environment, but we would still have some idea of how to react to the objects and events around us. For example, we might recognize some objects as furniture. We might recognize a small moving object as an animal. We might recognize some objects as food. Thus, we would know how to react because we know something about the general categories of objects around us, even though we might not be familiar with the specific examples.
Topic: Thought: Using What We Know Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
2. Discuss why not all thinking is necessarily deliberate, focused, or conscious, and yet can nonetheless result in rational outcomes. Answer: A good answer will include the following key points.
Much of thinking is mindful and deliberate, but a good deal of thinking takes place without these requirements. As one example, when relying on an algorithm to solve a problem, a person knows that by following the steps outlined in that strategy, a solution will eventually result. Repairing an automobile engine, for example, might involve the stepwise, sequential, deliberate application of a very specific procedure. However, often heuristics can produce a solution that is equally sound. ―Rev the engine three times while holding the gasket shut; that usually works‖ might be a
heuristic applied to the same automotive dilemma. Daniel Kahneman identified two modes of thought that he called ―fast‖ and ―slow.‖ Like the application of an algorithm, slow thinking requires focus and intellectual effort, whereas fast thinking is more intuitive and almost automatic. There is certainly the possibility that an intuitive, ―gut reaction‖ can be wrong, but there are many instances when it is right….just as thinking too slowly, too deliberately, too focused on a problem might lead to a kind of ―mental paralysis.‖ So much time is spent weighing every possible outcome and strategy that nothing gets accomplished.
Topic: Thought: Using What We Know Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
3. Chauncey and Zelda are walking down the street when they spy a $20 bill lying on the ground. Pouncing quickly, Chauncey pockets the cash with a ―finders keepers‖ grin on his face. ―Wait a minute,‖ Zelda protested, ―I saw it too; gimmie gimmie.‖ ―All right,‖ replied Chauncey. ―Let‘s get change in that store over there. I‘ll break the bill and give you…..a dollar.‖ ―A dollar?!‖ Zelda shrieked. ―I‘d rather have nothing! Keep your lousy twenty, you *@#$&@.‖ Explain which bias Zelda is demonstrating and discuss why it is a barrier to rational thinking. Answer: A good answer will include the following key points.
Zelda is demonstrating the fairness bias, which is the powerful tendency to see fairness prevail in situations requiring a division of resources. The fairness bias has been observed in capuchin monkeys as well as human babies, suggesting an innate sense of ―fairness‖ or ―oughtness‖ across some species. In experiments investigating the fairness bias, research participants often behave as Zelda did: they‘d rather accept nothing than accept a deal that was less than fair (in Zelda‘s case, what she no doubt expected to be a $10/$10 split). However, rationally it makes sense to accept anything rather than nothing. Prior to seeing the $20 bill, Zelda had whatever money she had, just as Chauncey did. If they hadn‘t spied the money, they‘d both have whatever they had. By keeping the $20 Chauncey now has more money than he did previously, but that outcome has no effect on Zelda; she still has what she has. If Chauncey gave her even $1, she‘d have…well, $1 more, which improves her situation compared to her baseline, if only marginally. The moral of this tale is that ―something is better than nothing,‖ although many humans fail to see it that way.
Topic: Thought: Using What We Know
Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
4. What does it mean to say that intelligence is ―invisible,‖ and what implication does that have for theories of intelligence? Answer: A good answer will include the following key points.
Psychologists have a bit of an uphill battle when conducting their particular science. If an anatomist, for example, wants to examine the properties of a spleen, all they have to do is cut open a human, find the spleen, and examine to their heart‘s content (or…―spleen‘s content‖). They can photograph it, cut it out and weigh it, measure how long it is, note its color or shape, squeeze it to determine its sponginess, and so on. Psychologists can‘t take the same approach. No one can crack open a person‘s skull and pull out a dream while a person is dreaming, just as we can‘t dig around in a person‘s chest until we can grab hold of ―shyness,‖ nor can we fish around in a person‘s body until we find where ―intelligence‖ is located. In short, unlike a spleen, intelligence can‘t be directly handled, measured, squeezed, and so on. It is ―invisible,‖ like many of the constructs psychologists work with. What we can do, however, is infer intelligent behavior from a person‘s actions or responses. Someone who steps in front of a speeding bus while distracted on their smartphone was much less smart than the phone, and far less intelligent than another person who looked both ways before crossing the street. Someone who can solve complicated logic problems is inferred to be smarter than someone who can‘t. Someone with a robust vocabulary is usually considered smarter than someone with an impoverished vocabulary, and so on. Seeing what people do, or how they respond, or how they reason, or how they solve problems, allows psychologists to infer that there must be something ―inside‖ the person called ―intelligence.‖ That‘s where the trouble begins. Because we have to infer an ability rather than observe it directly, different theorists have proposed different accounts for what intelligence is. Briefly, some people have thought it was one thing, others have thought it was three things, still others have proposed that it was more than three things, one research program proposed 120 separate intellectual abilities, some people think emotional intelligence is key, etc.
Topic: Measuring Intelligence Skill Level: Analyze It
Difficulty Level: Difficult Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
5.
Alfred Binet‘s insight regarding a method of measuring mental development had an international impact in the 20th century. Summarize why he was measuring children‘s mental abilities, how he did it, and how he calculated a child‘s mental abilities. Which scoring system did subsequent researchers base on Binet‘s method, and how was it originally calculated? Answer: A good answer will include the following key points.
Binet‘s test included items ranging from those that most young children could complete easily to those that only older children could handle. The test was given to large numbers of children and the typical performance for each age was determined. This allowed him to determine a child‘s mental age, the level of intellectual development relative to other children. The purpose of Binet‘s test was to determine which children were in need of remedial work in the school system. Later researchers used Binet‘s concept of mental age to calculate an intelligence quotient (IQ) score for individuals. Originally, IQs were calculated by dividing a child‘s mental age by their chronological age and then multiplying by 100. For example, an 11-year-old girl who could complete most of the tasks that a typical 11-year-old girl could would have a chronological age of 11 and a mental age of 11; 11/11=1, times 100, or an average IQ of 100. A 12-year-old boy who could complete the tasks consistently completed by 9-year-old boys, but not any higher, would have an IQ of 9/12 = .75, times 100, or an IQ of 75.
Topic: Measuring Intelligence Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
6.
Your classmate Astrud tells you very excitedly about having found her true calling in life. She believes that after taking her Introduction to Psychology course, she is prepared to create the perfect intelligence test. She wants your advice before beginning. To your best ability, summarize the challenges in creating a nonbiased test using the topics you‘ve learned about. Provide some ideas for how to overcome these specific challenges. Answer: A good answer will include the following key points.
The primary challenges are: o Cultures differ in the problem-solving strategies they emphasize, and o Cultural values and experiences affect many things besides responses to specific test items (e.g., attitudes toward exams, motivation, and competitiveness). o Suggestions for overcoming the challenges will vary.
Topic: Measuring Intelligence Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry
7.
Mitch is a 15-year-old Asian male. He is preparing to take an aptitude test to see if he can get into AP Calculus next year. If Mitch succumbs to a cultural stereotype, what is most likely to happen to his test performance and why? Answer: A good answer will include the following key points.
Stereotype threat is a burden of doubt a person feels about their performance, due to negative stereotypes about their group‘s abilities. If Mitch succumbs to the stereotype that Asian people are expected to excel academically, especially in areas of science and math, he may experience stereotype threat when taking the test. The increased anxiety Mitch may feel from the stereotype threat may impact his performance on the test or curtail his motivation to try to do well.
Topic: Measuring Intelligence Skill Level: Apply What You Know Difficulty Level: Moderate
Learning Objective: 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry
8.
One well-known theory of intelligence, the triarchic theory proposed by Robert Sternberg, distinguishes three different aspects of intelligence. Explain each of these aspects in detail. Answer: A good answer will include the following key points.
Analytical intelligence refers to the information-processing strategies a person draws on when thinking intelligently about a problem. This component includes recognizing and defining a problem, selecting a strategy for solving it, mastering and carrying out the strategy, and evaluating the result. Such abilities are required in every culture but are applied to different kinds of problems. Creative intelligence refers to creativity in transferring skills to new situations. People with creative intelligence cope well with novelty and learn quickly to make new tasks automatic. Those who are lacking in this area perform well only under a narrow set of circumstances. Practical intelligence refers to the practical application of intelligence, which requires that the context be taken into account. A person who is strong in practical intelligence will know when to adapt to the environment, when to change environments, and when to fix the situation they find themselves in.
Topic: Measuring Intelligence Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
9.
Animals solve problems in ways that fascinate us. Summarize the research that has led some researchers to conclude that animals can think, including in your essay information regarding:
The chimpanzees studied by Wolfgang Köhler;
Kanzi, the bonobo who uses a computer keyboard; Alex, the African gray parrot who vocalized English words.
Answer: A good answer will include the following key points.
Köhler tested chimpanzees by placing bananas in sight but out of reach. Some chimps demonstrated sudden insight and were able to solve the problem of gathering the bananas. Kanzi, a bonobo, learned to understand English words, short sentences, and keyboard symbols without formal training, simply by observing others use language. Kanzi responded correctly to commands even when he had never heard the specific combination of words before. Kanzi also learned to use a computer keyboard and produce symbols requesting favorite foods or activities and announcing his intentions. Alex, the African gray parrot, learned to count, classify, and compare objects by vocalizing English words. He showed evidence of linguistic and cognitive ability. Alex also made requests and answered simple questions about objects.
Topic: Animal Minds Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 9.4.A Summarize the evidence supporting and refuting the concept of animal intelligence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
Integrative Essay Questions: Linking the Chapters
1.
In Chapter 1, we learned that being able to define what you are thinking about is important to successful critical thinking. However, intelligence is one of those terms that seems to have multiple definitions. Based on what you‘ve learned in Chapter 9, distinguish between the various theorists who have tried to establish a reliable definition of intelligence. After summarizing the various definitions, express what you believe is the best definition and defend your answer. Answer: A good answer will include the following key points.
Intelligence has been defined in many ways. Abilities that are often included in a definition of intelligence are: o The ability to reason abstractly; o The ability to learn and profit from experience in daily life; o The ability to think rationally; and o The ability to act purposefully. Some theorists view intelligence as a single construct (a general intellectual ability or g factor). Others view intelligence as a combination of multiple abilities. o Robert Sternberg‘s triarchic theory of intelligence includes analytical intelligence, creative intelligence, and practical intelligence. o Howard Gardner continues to insist that there are 8, maybe 9, maybe 10, intelligences. o Others distinguish between the traditional intellectual intelligence and emotional intelligence. Finally, some people solve the problem by saying that intelligence is that which is measured by intelligence tests. Clearly there is little agreement on exactly what intelligence is.
Topic: 1.2 Thinking Critically about Psychology, 9.3 Measuring Intelligence Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 1.2.A Explain why critical thinking applies to all scientific pursuits and why it should also guide everyday judgments and decision-making. 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. 9.3.A Define intelligence and the difference between its crystallized and fluid forms. 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
2.
When the word psychologist arises in a conversation, often the media and laypeople picture a clinical or counseling psychologist. These are psychologists who generally assist people who might be experiencing emotional problems or are having difficulties navigating through everyday life. How does the concept of prototypes, discussed in Chapter 9, help to explain this phenomenon? Answer: A good answer will include the following key points.
The general public commonly thinks of a psychologist as someone who helps people who have been diagnosed with some form of psychological disorder, yet there are many other types of psychologists. A prototype is a representative example of a concept; sort of a ―best fit‖ for a given concept. Although a person may know about other types of psychologists, they still typically view the psychotherapist as a prototypical psychologist. This is probably because it is much more common to hear about clinical psychologists in the media and in everyday conversation, rather than, say, social psychologists.
Topic: 1.5 What Psychologists Do, 9.1 Thought: Using What We Know Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 1.5.B Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Skill Level: Understand the Concepts Difficulty Level: Moderate
3.
In Chapter 9, we learned that many adults take one position on an issue and stick with it no matter what. How does this lack of dialectical thinking relate to the critical thinking guidelines explained in Chapter 1? Answer: A good answer will include the following key points.
Dialectical reasoning is the process of comparing and evaluating opposing points of view in order to resolve differences. Dialectical reasoning is a form of critical thinking and is subject to the same guidelines
as critical thinking in general. Many adults have trouble thinking dialectically. Although most adults have the capacity to think logically and reason dialectically, they do not always do so. There are many barriers and biases that block rational thinking.
Topic: 1.2 Thinking Critically about Psychology, 9.1 Thought: Using What We Know Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
4.
In Chapter 2, we learned that in survey research, the phrasing of questions needs to be considered. How might this be applied to the importance of framing, as noted in Chapter 9, especially with regard to the tendency to avoid loss and minimize risk? Answer: A good answer will include the following key points.
In general, people try to avoid or minimize risks and losses when they make decisions. When a choice is framed as the risk of losing something, people will respond more cautiously than when the very same choice is framed as a potential gain. Survey questions need to be carefully worded to avoid biasing the responses that are received. For example, responses regarding a newly developed medication might get very different results based on the following two phrasings, even though they are asking the same thing: o What is the likelihood that you would buy a new medication if there were an 80 percent chance that it would help you? o What is the likelihood that you would buy a new medication if there were a 20 percent chance that it would not help you?
Topic: 2.2 Descriptive Studies: Establishing the Facts , 9.2 Barriers to Reasoning Rationally Skill Level: Understand the Concepts Difficulty Level: Difficult
Learning Objective: 2.2.E Discuss the advantages and limitations of using surveys in data collection. 9.2.B Explain how the framing effect leads people to avoid loss in probabilistic judgments. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 2.4 Interpret, design, and conduct basic psychological research
Revel Quizzes
The following questions appear at the end of each module and at the end of the chapter in Revel for Psychology, 14e.
Multiple choice question
EOM Q9.1.1
Which of the following concepts is the most basic? Options a) Chair b) Furniture Consider This: Basic concepts are easy to acquire mentally and have a moderate number of instances. 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. c) Recliner Consider This: Basic concepts are easy to acquire mentally and have a moderate number of instances. 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. d) Infant‘s highchair Consider This: Basic concepts are easy to acquire mentally and have a moderate number of instances. 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. ANS: a Mod No=9.1 Skill Level=Understand Difficulty Level=difficult
Multiple choice question
EOM Q9.1.2
Which example of the concept chair is prototypical? Options a) Dining room chair b) Infant‘s highchair Consider This: Prototypes are representative or ―most typical‖ examples of a concept. 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. c) Rocking chair Consider This: Prototypes are representative or ―most typical‖ examples of a concept. 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. d) Beanbag chair Consider This: Prototypes are representative or ―most typical‖ examples of a concept. 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. ANS: a Mod No=9.1 Skill Level=Apply Difficulty Level=easy
Multiple choice question
EOM Q9.1.3
Some researchers have suggested that a better name for multitasking would be __________. Options a) task switching b) dual processing Consider This: Our ability to truly process and pay attention to two tasks simultaneously is not as strong as we often assume it is. 9.1.B Distinguish between subconscious thinking and nonconscious thinking, and explain what is meant by multitasking and implicit learning. c) channel surfing Consider This: Our ability to truly process and pay attention to two tasks simultaneously is not as strong as we often assume it is. 9.1.B Distinguish between subconscious thinking and nonconscious thinking, and explain what is meant by multitasking and implicit learning. d) attention narrowing Consider This: Our ability to truly process and pay attention to two tasks simultaneously is not as strong as we often assume it is. 9.1.B Distinguish between subconscious thinking and nonconscious thinking, and explain what is meant by multitasking and implicit learning. ANS: a Mod No=9.1 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q9.1.4
Marina is solving a long-division problem in her math class, so she follows the steps that her teacher showed her to accomplish that task. Marina‘s problem-solving strategy is an example of __________. Options a) an algorithm b) heuristic reasoning Consider This: Some problem-solving strategies guarantee a solution when the steps or procedures are followed. 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. c) a dialectical schema Consider This: Some problem-solving strategies guarantee a solution when the steps or procedures are followed. 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. d) nonconscious processing Consider This: Some problem-solving strategies guarantee a solution when the steps or procedures are followed. 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. ANS: a Mod No=9.1 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOM Q9.1.5
Which of the following statements sounds most like someone engaging in dialectical reasoning? Options a) ―We‘ll never know for sure, but the evidence suggests that one of these explanations is better than the other.‖ b) ―We all have a right to our own opinion.‖ Consider This: In dialectical reasoning, people compare and weigh opposing ideas. 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. c) ―It must be true because they said so on the news.‖ Consider This: In dialectical reasoning, people compare and weigh opposing ideas. 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. d) ―Once you make up your mind, it‘s a sign of intellectual weakness to reconsider or change your opinion.‖ Consider This: In dialectical reasoning, people compare and weigh opposing ideas. 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. ANS: a Mod No=9.1 Skill Level=Apply Difficulty Level=easy
Multiple choice question
EOM Q9.2.1
In 2014, the Centers for Disease Control and Prevention reported four diagnoses of the Ebola virus in the United States. Three of the patients recovered, although one person unfortunately died from the disease. Nonetheless, people nationwide feared for their health and safety, although the probability of any one individual contracting the disease was extremely small. Which barriers to reasoning rationally help explain this panicked reaction? Options a) The affect heuristic and the availability heuristic b) The fairness bias and the hindsight bias Consider This: Shortcuts in mental reasoning can sometimes lead us to overestimate the likelihood of events happening to us. 9.2.A Describe how the affect heuristic and the availability heuristic illustrate the tendency to exaggerate the improbable. c) The hindsight bias and the confirmation bias Consider This: Shortcuts in mental reasoning can sometimes lead us to overestimate the likelihood of events happening to us. 9.2.A Describe how the affect heuristic and the availability heuristic illustrate the tendency to exaggerate the improbable. d) The bias blind spot and the hindsight bias Consider This: Shortcuts in mental reasoning can sometimes lead us to overestimate the likelihood of events happening to us. 9.2.A Describe how the affect heuristic and the availability heuristic illustrate the tendency to exaggerate the improbable. ANS: a Mod No=9.2 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOM Q9.2.2
Lou hears on a news broadcast that a proposed recycling program for his city will reuse 80% of household waste. Dee, watching a different news broadcast at the same time, learns that the same proposed program will send 20% of household waste to the local landfill. Lou thinks the new program is great, but Dee thinks it is horrible. What barrier to reasoning rationally could be affecting their diverging conclusions? Options a) The framing effect b) The availability heuristic Consider This: Both Lou and Dee are receiving identical information in slightly different forms. 9.2.B Explain how the framing effect leads people to avoid loss in probabilistic judgments. c) The affect heuristic Consider This: Both Lou and Dee are receiving identical information in slightly different forms. 9.2.B Explain how the framing effect leads people to avoid loss in probabilistic judgments. d) The hindsight bias Consider This: Both Lou and Dee are receiving identical information in slightly different forms. 9.2.B Explain how the framing effect leads people to avoid loss in probabilistic judgments. ANS: a Mod No=9.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q9.2.3
Adnan meets a young woman at the gym. They hit it off and eventually get married. Years later, Adnan says, ―I knew when I woke up that morning that something special was going to happen.‖ What cognitive bias is affecting his thinking, charmingly romantic though it may be? Options a) The hindsight bias b) The fairness bias Consider This: There are many barriers to reasoning rationally; think about which one would best explain the situation described here. 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. c) The confirmation bias Consider This: There are many barriers to reasoning rationally; think about which one would best explain the situation described here. 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. d) The framing effect Consider This: There are many barriers to reasoning rationally; think about which one would best explain the situation described here. 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. ANS: a Mod No=9.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q9.2.4
Which of the following types of research would have the least potential for demonstrating that the fairness bias has an innate or genetic component?
Options a) Studies involving adults playing the Ultimatum Game b) Studies involving nonhuman primates Consider This: What type of population or method is needed in order to draw conclusions about innate aspects of human behavior? 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. c) Studies involving human babies Consider This: What type of population or method is needed in order to draw conclusions about innate aspects of human behavior? 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. d) Studies involving brain activity while people are involved in a negotiation Consider This: What type of population or method is needed in order to draw conclusions about innate aspects of human behavior? 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. ANS: a Mod No=9.2 Skill Level=Analyze Difficulty Level=difficult
Multiple choice question
EOM Q9.2.5
Keisha and Michelle are having a heated discussion. ―Keisha, you are so biased! You only look at evidence that supports your beliefs and ignore information that doesn‘t. In my psychology class we call that the confirmation bias, and you do it all the time. You should be more openminded, fair, and even-handed, like I am,‖ decrees Michelle. What makes both you and Keisha think that Michelle is incorrect in her assessment? Options
a) Most people have a ―bias blind spot‖; they think other people are biased, but they themselves are not. b) People are infrequently susceptible to the confirmation bias; Michelle has used an obscure example to make her case. Consider This: Most people succumb to some kind of cognitive bias sometimes; no one is really immune to biased forms of thinking. 9.2.D Discuss the conditions under which cognitive biases can be beneficial as well as detrimental to reasoning. c) Michelle has proposed an unfalsifiable argument; Keisha cannot provide evidence regarding her biases one way or another. Consider This: Most people succumb to some kind of cognitive bias sometimes; no one is really immune to biased forms of thinking. 9.2.D Discuss the conditions under which cognitive biases can be beneficial as well as detrimental to reasoning. d) Michelle is not wrong in her assessment; there are some people who never resort to biased thinking, and Michelle is likely to be one of them. Consider This: Most people succumb to some kind of cognitive bias sometimes; no one is really immune to biased forms of thinking. 9.2.D Discuss the conditions under which cognitive biases can be beneficial as well as detrimental to reasoning. ANS: a Mod No=9.2 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOM Q9.3.1
The capacity to reason and use information to solve new problems is referred to as __________. Options a) fluid intelligence
b) crystallized intelligence Consider This: Crystallized intelligence refers to knowledge and skills that accumulate over time. 9.3.A Define intelligence and the difference between its crystallized and fluid forms. c) adaptive insight Consider This: Crystallized intelligence refers to knowledge and skills that accumulate over time. 9.3.A Define intelligence and the difference between its crystallized and fluid forms. d) metacognition Consider This: Crystallized intelligence refers to knowledge and skills that accumulate over time. 9.3.A Define intelligence and the difference between its crystallized and fluid forms. ANS: a Mod No=9.3 Skill Level=Remember Difficulty Level=moderate
Multiple choice question
EOM Q9.3.2
The adult population of an entire city agrees to take the same standardized intelligence test. Even before the outcomes are known, what percentage of that population would you predict would have test scores above 130? Options a) About 2% b) About 16%
Consider This: An IQ test score is standardized such that the vast majority of individuals score between 70 and 130. 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. c) About 50% Consider This: An IQ test score is standardized such that the vast majority of individuals score between 70 and 130. 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. d) About 68% Consider This: An IQ test score is standardized such that the vast majority of individuals score between 70 and 130. 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. ANS: a Mod No=9.3 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOM Q9.3.3
Modupe understands the material in her statistics class, but on tests she spends the entire period on the most difficult problems and never even gets to the problems she can solve easily. Which ingredient of intelligence does she need to improve? Options a) Metacognition b) Working memory Consider This: Modupe seems to be lacking some awareness of her own intellectual strengths and weaknesses. 9.3.C Describe how metacognition, the triarchic theory of
intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. c) Triarchic skills Consider This: Modupe seems to be lacking some awareness of her own intellectual strengths and weaknesses. 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. d) Creative intelligence Consider This: Modupe seems to be lacking some awareness of her own intellectual strengths and weaknesses. 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. ANS: a Mod No=9.3 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOM Q9.3.4
Logan does not have an unusually high IQ, but at work he is quickly promoted because he knows how to set priorities, communicate with management, and make others feel valued. Logan has __________ knowledge about how to succeed on the job. Options a) tacit b) componential Consider This: What Logan lacks in traditional areas of intelligence (such as verbal or quantitative skills) seems to be made up for with practical skills for achieving goals at
his job. 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence" means. c) triarchic Consider This: What Logan lacks in traditional areas of intelligence (such as verbal or quantitative skills) seems to be made up for with practical skills for achieving goals at his job. 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. d) analytical Consider This: What Logan lacks in traditional areas of intelligence (such as verbal or quantitative skills) seems to be made up for with practical skills for achieving goals at his job. 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. ANS: a Mod No=9.3 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q9.3.5
In a study of eighth graders, __________ was more strongly correlated with school performance than __________ was. Options a) self-discipline; IQ b) IQ; self-discipline
Consider This: A group of ethnically diverse eighth graders was studied over time, and researchers learned that some factors contributed more to grades and academic achievement than did others. 9.3.D Outline how longitudinal and cross-cultural studies shed light on the interplay of motivation, hard work, and intellectual achievement. c) IQ; self-compassion Consider This: A group of ethnically diverse eighth graders was studied over time, and researchers learned that some factors contributed more to grades and academic achievement than did others. 9.3.D Outline how longitudinal and cross-cultural studies shed light on the interplay of motivation, hard work, and intellectual achievement. d) self-compassion; IQ Consider This: A group of ethnically diverse eighth graders was studied over time, and researchers learned that some factors contributed more to grades and academic achievement than did others. 9.3.D Outline how longitudinal and cross-cultural studies shed light on the interplay of motivation, hard work, and intellectual achievement. ANS: a Mod No=9.3 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q9.4.1
The study of cognitive processes in nonhuman animals is called __________. Options a) cognitive ethology b) tacit anthropomorphism
Consider This: There is a specific term that summarizes this field of study; think about the general term for the study of animal behavior, especially in natural environments. 9.4.A Summarize the evidence supporting and refuting the concept of animal intelligence. c) metacognition Consider This: There is a specific term that summarizes this field of study; think about the general term for the study of animal behavior, especially in natural environments. 9.4.A Summarize the evidence supporting and refuting the concept of animal intelligence. d) displacement Consider This: There is a specific term that summarizes this field of study; think about the general term for the study of animal behavior, especially in natural environments. 9.4.A Summarize the evidence supporting and refuting the concept of animal intelligence. ANS: a Mod No=9.4 Skill Level=Remember Difficulty Level=difficult
Multiple choice question
EOM Q9.4.2
Which of the following animals has not been shown (so far) to have the ability to acquire language skills? Options a) Mice b) Bonobos
Consider This: There are some well-documented cases of animals acquiring language skills in order to communicate with humans. 9.4.B Summarize the evidence supporting and refuting the concept of animal language use. c) Chimpanzees Consider This: There are some well-documented cases of animals acquiring language skills in order to communicate with humans. 9.4.B Summarize the evidence supporting and refuting the concept of animal language use. d) African gray parrots Consider This: There are some well-documented cases of animals acquiring language skills in order to communicate with humans. 9.4.B Summarize the evidence supporting and refuting the concept of animal language use. ANS: a Mod No=9.4 Skill Level=Understand Difficulty Level=difficult
Multiple choice question
EOM Q9.4.3
A honeybee performs a little dance that communicates to other bees the direction and distance of food. Because the bee can ―talk‖ about something that is located elsewhere, its communication system shows __________. But because the bee can create only utterances that are genetically wired into its repertoire, its communication system lacks __________. Options a) displacement; productivity b) productivity; displacement
Consider This: There are some basic requirements that a communication system must have in order to be considered a language. 9.4.B Summarize the evidence supporting and refuting the concept of animal language use. c) meaning; displacement Consider This: There are some basic requirements that a communication system must have in order to be considered a language. 9.4.B Summarize the evidence supporting and refuting the concept of animal language use. d) displacement; meaning Consider This: There are some basic requirements that a communication system must have in order to be considered a language. 9.4.B Summarize the evidence supporting and refuting the concept of animal language use. ANS: a Mod No=9.4 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q9.4.4
Barnaby thinks his pet snake Curly is harboring angry thoughts about him because Curly has been standoffish and will not curl around his neck anymore. What error is Barnaby making? Options a) Anthropomorphism b) Anthropodenial Consider This: Barnaby is attributing human qualities to Curly, who is not human. 9.4.C Explain the limitations of both the anthropomorphism and anthropodenial approaches to understanding animal cognition.
c) Anthropometry Consider This: Barnaby is attributing human qualities to Curly, who is not human. 9.4.C Explain the limitations of both the anthropomorphism and anthropodenial approaches to understanding animal cognition. d) Anthropocentrism Consider This: Barnaby is attributing human qualities to Curly, who is not human. 9.4.C Explain the limitations of both the anthropomorphism and anthropodenial approaches to understanding animal cognition. ANS: a Mod No=9.4 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOM Q9.4.5
Humans share an evolutionary past with other animals; as such, it is unwise to assume that other animals possess no cognitive skills, and that humans are the only ones with such abilities. This is a caution against the notion of __________. Options a) anthropodenial b) anthropocentrism Consider This: Refusing to believe animals have cognitive skills is as dangerous as attributing skills where none exist. 9.4.C Explain the limitations of both the anthropomorphism and anthropodenial approaches to understanding animal cognition. c) anthropometry
Consider This: Refusing to believe animals have cognitive skills is as dangerous as attributing skills where none exist. 9.4.C Explain the limitations of both the anthropomorphism and anthropodenial approaches to understanding animal cognition. d) anthropomorphism Consider This: Refusing to believe animals have cognitive skills is as dangerous as attributing skills where none exist. 9.4.C Explain the limitations of both the anthropomorphism and anthropodenial approaches to understanding animal cognition. ANS: a Mod No=9.4 Skill Level=Understand Difficulty Level=difficult
Chapter Quiz Multiple choice question
EOC Q9.1
A representative instance of a concept is called a __________. Options a) prototype b) basic concept Consider This: Although there might be many instances of a given concept, people usually agree on a ―best case‖ or most representative instance. What term is used for that representative example? 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. c) schema Consider This: Although there might be many instances of a given concept, people usually agree on a ―best case‖ or most representative instance. What term is used for
that representative example? 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. d) heuristic Consider This: Although there might be many instances of a given concept, people usually agree on a ―best case‖ or most representative instance. What term is used for that representative example? 9.1.A Explain the basic elements of cognition: concepts, prototypes, schemas, and mental images. ANS: a Mod No=9.1 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOC Q9.2
Mental processes that occur outside of conscious awareness (but are accessible to consciousness when necessary) are called __________ processes, whereas mental processes that occur outside of conscious awareness (but are not available to conscious awareness) are called __________ processes. Options a) subconscious; nonconscious b) nonconscious; preconscious Consider This: Much mental processing is not conscious, but there are different terms used for those forms of processing. 9.1.B Distinguish between subconscious thinking and nonconscious thinking, and explain what is meant by multitasking and implicit learning. c) preconscious; subconscious Consider This: Much mental processing is not conscious, but there are different terms used for those forms of processing. 9.1.B Distinguish between subconscious thinking
and nonconscious thinking, and explain what is meant by multitasking and implicit learning. d) nonconscious; subconscious Consider This: Much mental processing is not conscious, but there are different terms used for those forms of processing. 9.1.B Distinguish between subconscious thinking and nonconscious thinking, and explain what is meant by multitasking and implicit learning. ANS: a Mod No=9.1 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q9.3
When deciding which major to pursue, Manoosh narrows her choices to pre-med, business, prelaw, engineering, and computer science. She is not sure exactly what she wants to study, nor which type of work will make her happiest, but she thinks those sound like majors related to professions that have high incomes. What type of decision-making strategy did Manoosh rely on? Options a) Heuristics b) Algorithms Consider This: Many times, problems are fuzzy or poorly defined, such as trying to determine the best major to produce future happiness. What approach to problem solving do people use in such cases? 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. c) Mental images
Consider This: Many times, problems are fuzzy or poorly defined, such as trying to determine the best major to produce future happiness. What approach to problem solving do people use in such cases? 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. d) Cognitive schemas Consider This: Many times, problems are fuzzy or poorly defined, such as trying to determine the best major to produce future happiness. What approach to problem solving do people use in such cases? 9.1.C Contrast algorithms and heuristics as decision strategies, and explain how insight and intuition contribute to solving problems. ANS: a Mod No=9.1 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOC Q9.4
Jaisal is asked whether English words that end in ―ing‖ are more common than words that have ―n‖ as the second-to-last letter. He mentally generates a long list of -ing words (running, jumping, reading, laughing) but can only think of a few that have ―n‖ as the second-to-last letter (drink, second). He therefore incorrectly concludes that -ing endings are more common. Which barrier to rational reasoning did Jaisal fall prey to? Options a) The availability heuristic b) The affect heuristic Consider This: Jaisal is basing his decision on how quickly or easily he can think of instances of an event. 9.2.A Describe how the affect heuristic and the availability heuristic illustrate the tendency to exaggerate the improbable.
c) The framing effect Consider This: Jaisal is basing his decision on how quickly or easily he can think of instances of an event. 9.2.A Describe how the affect heuristic and the availability heuristic illustrate the tendency to exaggerate the improbable. d) The hindsight bias Consider This: Jaisal is basing his decision on how quickly or easily he can think of instances of an event. 9.2.A Describe how the affect heuristic and the availability heuristic illustrate the tendency to exaggerate the improbable. ANS: a Mod No=9.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q9.5
Inga listens intently as her economics professor describes the 8% unemployment rate in her county. Troubled by this statistic, she later talks with her friend Josué, who is enrolled in a different section of the same economics course. ―Unemployment in our county is horrible!‖ laments Inga. ―What do you mean?‖ replies Josué. ―The professor clearly told us that 92% of people in our county have a job, which sounds pretty good to me.‖ Which barrier to reasoning rationally could be affecting Inga‘s and Josué‘s conclusions? Options a) The framing effect b) The availability heuristic Consider This: Inga and Josué received identical information in slightly different forms. 9.2.B Explain how the framing effect leads people to avoid loss in probabilistic judgments.
c) The affect heuristic Consider This: Inga and Josué received identical information in slightly different forms. 9.2.B Explain how the framing effect leads people to avoid loss in probabilistic judgments. d) The hindsight bias Consider This: Inga and Josué received identical information in slightly different forms. 9.2.B Explain how the framing effect leads people to avoid loss in probabilistic judgments. ANS: a Mod No=9.2 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOC Q9.6
Franco and Carla are walking down the street when they spy a paper bag. Carla is the first to pick it up and discovers twenty $1 bills inside. ―This is great!‖ says Carla. ―Here; you take $5 and I‘ll keep $15.‖ Franco indignantly huffs, ―You‘re nuts! Either give me half or put the bag back down. I‘d rather have nothing than take your lousy offer!‖ Which barrier to rational reasoning is Franco illustrating? Options a) The fairness bias b) The affect heuristic Consider This: A smart choice for Franco would be to take something rather than nothing, yet he does not. Why? 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. c) The confirmation bias
Consider This: A smart choice for Franco would be to take something rather than nothing, yet he does not. Why? 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. d) The availability heuristic Consider This: A smart choice for Franco would be to take something rather than nothing, yet he does not. Why? 9.2.C Summarize and give examples of the fairness bias, hindsight bias, confirmation bias, and mental sets. ANS: a Mod No=9.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q9.7
When is people‘s reliance on cognitive biases likely to diminish? Options a) When they are doing things in which they have some expertise, or when the decisions being made have serious personal consequences b) When they are judging the behavior of others, but not when they are judging their own behavior Consider This: Reliance on shortcuts, biases, and heuristics is pretty pervasive, but there are circumstances under which such reliance is reduced. 9.2.D Discuss the conditions under which cognitive biases can be beneficial as well as detrimental to reasoning. c) When they are judging their own reasons for making a decision, but not when they try to understand the decision-making of others
Consider This: Reliance on shortcuts, biases, and heuristics is pretty pervasive, but there are circumstances under which such reliance is reduced. 9.2.D Discuss the conditions under which cognitive biases can be beneficial as well as detrimental to reasoning. d) When they are faced with a quantitative decision, but not when they are faced with a qualitative judgment Consider This: Reliance on shortcuts, biases, and heuristics is pretty pervasive, but there are circumstances under which such reliance is reduced. 9.2.D Discuss the conditions under which cognitive biases can be beneficial as well as detrimental to reasoning. ANS: a Mod No=9.2 Skill Level=Analyze Difficulty Level=difficult
Multiple choice question
EOC Q9.8
The cognitive skills and specific knowledge that a person acquires over a lifetime are called __________. Options a) crystallized intelligence b) fluid intelligence Consider This: The skills and knowledge that contribute to doing well on intelligence tests are usually fairly stable. 9.3.A Define intelligence and the difference between its crystallized and fluid forms. c) theory of mind
Consider This: The skills and knowledge that contribute to doing well on intelligence tests are usually fairly stable. 9.3.A Define intelligence and the difference between its crystallized and fluid forms. d) mental age Consider This: The skills and knowledge that contribute to doing well on intelligence tests are usually fairly stable. 9.3.A Define intelligence and the difference between its crystallized and fluid forms. ANS: a Mod No=9.3 Skill Level=Understand Difficulty Level=difficult
Multiple choice question
EOC Q9.9
Research on the neurobiology of intelligence, including the parieto-frontal integration theory (PFIT) of intelligence, suggests that __________. Options a) intelligence is best characterized as reflecting the efficient transfer of information between regions of the brain b) intelligence is located in two of the four major lobes of the brain Consider This: There is no simple answer to the question of where in the brain is intelligence located. 9.3.A Define intelligence and the difference between its crystallized and fluid forms. c) the smarter an organism gets, the easier it becomes to identify the location of intelligence within the brain
Consider This: There is no simple answer to the question of where in the brain is intelligence located. 9.3.A Define intelligence and the difference between its crystallized and fluid forms. d) fluid intelligence is easier to identify using brain imaging techniques than is crystallized intelligence Consider This: There is no simple answer to the question of where in the brain is intelligence located. 9.3.A Define intelligence and the difference between its crystallized and fluid forms. ANS: a Mod No=9.3 Skill Level=Understand Difficulty Level=difficult
Multiple choice question
EOC Q9.10
Which of the following statements best captures the spirit of what intelligence tests measure and how intelligence tests should be used? Options a) Intelligence tests sample intelligence, but do not measure everything associated with that concept; as such, they should be used in conjunction with other forms of evidence when evaluating an individual. b) Intelligence tests measure innate ability; their accuracy in predicting basic levels of inherited intellectual skills has been well documented. Consider This: Intelligence tests, like most tests, are taken within a particular environmental, cultural, and experiential setting at a single point in time. 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures.
c) Intelligence tests should be used primarily to categorize people along a dimension of ―smartness.‖ Consider This: Intelligence tests, like most tests, are taken within a particular environmental, cultural, and experiential setting at a single point in time. 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. d) Intelligence tests have demonstrated their applicability to testing people from all over the world; the long history of intelligence testing has shown uniformity in the way the tests measure innate abilities. Consider This: Intelligence tests, like most tests, are taken within a particular environmental, cultural, and experiential setting at a single point in time. 9.3.B Summarize the notion of IQ, how it is measured, its limitations, and the challenges to assessing it across cultures. ANS: a Mod No=9.3 Skill Level=Analyze Difficulty Level=easy
Multiple choice question
EOC Q9.11
According to the triarchic theory of intelligence, which component refers to utilizing informationprocessing skills such as recognizing and defining a problem, comparing and contrasting solutions, and evaluating the results of a problem-solving strategy? Options a) Analytical intelligence b) Experiential intelligence Consider This: The component described here is the type of intelligence often measured on standardized tests or associated with academic work. 9.3.C Describe
how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. c) Emotional intelligence Consider This: The component described here is the type of intelligence often measured on standardized tests or associated with academic work. 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. d) Creative intelligence Consider This: The component described here is the type of intelligence often measured on standardized tests or associated with academic work. 9.3.C Describe how metacognition, the triarchic theory of intelligence, multiple intelligences, and emotional intelligence shed light on the diversity of what ―intelligence‖ means. ANS: a Mod No=9.3 Skill Level=Understand Difficulty Level=easy
Multiple choice question
EOC Q9.12
Sara has slightly above-average intelligence, but she sets and attains daily study goals for herself, is willing to work late into the night, and maintains a positive attitude about her progress in school. Which of the following statements, supported by research findings, best summarizes Sara‘s situation? Options a) IQ is a useful measure of intellectual success, but hard work, motivation, and selfdiscipline also predict achievement. b) Without a solid core component of raw intelligence, Sara is unlikely to achieve much success later in life.
Consider This: Intellect is a combination of what you‘ve got and what you do with it. 9.3.D Outline how longitudinal and cross-cultural studies shed light on the interplay of motivation, hard work, and intellectual achievement. c) Hard work makes people feel a sense of accomplishment, but it only leads to success when coupled with high intellect. Consider This: Intellect is a combination of what you‘ve got and what you do with it. 9.3.D Outline how longitudinal and cross-cultural studies shed light on the interplay of motivation, hard work, and intellectual achievement. d) Sara is demonstrating all the components of emotional intelligence; as such, she is likely to be ―people smart‖ but not ―book smart.‖ Consider This: Intellect is a combination of what you‘ve got and what you do with it. 9.3.D Outline how longitudinal and cross-cultural studies shed light on the interplay of motivation, hard work, and intellectual achievement. ANS: a Mod No=9.3 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOC Q9.13
A system of beliefs about the way the minds of others work is called __________. Options a) theory of mind b) contextual intelligence Consider This: Understanding that others also understand is an important hallmark of cognition. This ability may or may not be present in nonhuman animals. 9.4.A Summarize the evidence supporting and refuting the concept of animal intelligence.
c) the framing effect Consider This: Understanding that others also understand is an important hallmark of cognition. This ability may or may not be present in nonhuman animals. 9.4.A Summarize the evidence supporting and refuting the concept of animal intelligence. d) g factor Consider This: Understanding that others also understand is an important hallmark of cognition. This ability may or may not be present in nonhuman animals. 9.4.A Summarize the evidence supporting and refuting the concept of animal intelligence. ANS: a Mod No=9.4 Skill Level=Remember Difficulty Level=moderate
Multiple choice question
EOC Q9.14
The ability to communicate about objects that are not currently physically present, but rather are elsewhere in either space or time, is called __________. Options a) displacement b) reflective judgment Consider This: One of the points of debate regarding animal language is whether nonhuman animals can demonstrate the ability described here. 9.4.B Summarize the evidence supporting and refuting the concept of animal language use. c) dialectical reasoning
Consider This: One of the points of debate regarding animal language is whether nonhuman animals can demonstrate the ability described here. 9.4.B Summarize the evidence supporting and refuting the concept of animal language use. d) g factor Consider This: One of the points of debate regarding animal language is whether nonhuman animals can demonstrate the ability described here. 9.4.B Summarize the evidence supporting and refuting the concept of animal language use. ANS: a Mod No=9.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q9.15
The story of Clever Hans, the supposedly math-savvy horse, serves as a cautionary tale warning scientists of the dangers of __________. Options a) anthropomorphism b) anthropodenial Consider This: Clever Hans turned out not to be as clever as some erroneously believed him to be. 9.4.C Explain the limitations of both the anthropomorphism and anthropodenial approaches to understanding animal cognition. c) anthropometry Consider This: Clever Hans turned out not to be as clever as some erroneously believed him to be. 9.4.C Explain the limitations of both the anthropomorphism and anthropodenial approaches to understanding animal cognition.
d) anthropocentrism Consider This: Clever Hans turned out not to be as clever as some erroneously believed him to be. 9.4.C Explain the limitations of both the anthropomorphism and anthropodenial approaches to understanding animal cognition. ANS: a Mod No=9.4 Skill Level=Apply Difficulty Level=difficult
TOTAL ASSESSMEN T
Chapter 10 THE MAJOR MOTIVES:
Topic/
Remember the Facts
Understand the Concepts
Apply What You Know
Learning Objective
Analyze It
POP QUIZ 1
Multiple Choice
3-9
2,10
1
POP QUIZ 2
Multiple Choice
2,4,6,7,10
5,9
1,3,8
Multiple Choice
1,3-6,10,1418,20, 21,23,25,26,
2,7,19,22,24 ,
9,12
8,11,13
1
2,3
Motivation and the Hungry Animal LO 10.1.A – Define motivation and distinguish between its intrinsic and extrinsic forms. LO 10.1.B – Discuss the biological factors that contribute to weight, and explain what set point is. LO 10.1.C – Discuss and provide examples of major environmental influences on weight. LO 10.1.D Distinguish between anorexia nervosa and bulimia nervosa, and discuss factors that contribute to each disorder.
27-29,33,36 3032,34,35,37,3 8 True/False
1-17,1921,23-28, 3033
Short Answer
18,22,29
1-3
Essay Integrative Essay The Social Animal: Motives To Love LO 10.2.A – Describe how vasopressin, oxytocin, and endorphins contribute to our understanding of the biology of love. LO 10.2.B - Explain how attachment theory can be applied to adult romantic relationships. LO 10.2.C - Summarize the research on gender and cultural differences in romantic relationships.
Multiple Choice
41,42,4547,49,50
True/False
34-54
Short Answer
44,48
39,40,43
4,5
Essay
4
Integrative Essay The Erotic Animal: Motives for Sex LO 10.3.A – Describe early research findings on sexuality and how biology, hormones, and expectations might contribute to differences in the sexuality of women and men. LO 10.3.B – Discuss the biological factors associated with sexual orientation as well as the limitations of a
Multiple Choice
52,53,5761,66,67
68
True/False
56-69
55
Short Answer
7
6,8
55,62-65
51,54,56
Topic/
Remember the Facts
Understand the Concepts
Apply What You Know
Analyze It
Multiple Choice
69,72,74,75,7 7
73,80,82,84, 85
76,78,79
70,71,81,83
True/False
70-75
Learning Objective
The Competent Animal: Motives to Achieve LO 10.4.A – Describe conditions that make goalsetting successful, and distinguish between performance goals and mastery goals. LO 10.4.B – Describe how working conditions affect motives to achieve. LO 10.4.C – Discuss what esearch indicates makes people happy and how accurate people are at predicting their own happiness.
Short Answer Essay Integrative Essay
9,10 8-10
Name __________________________________________________________
Chapter 10 – Pop Quiz 1
1.
Which behavior illustrates intrinsic motivation? a. accepting a new job because it pays more than your current job b. accepting a new job because it will be more fulfilling than your current job c. trying out for the football team to please your father d. reading an extra book to get bonus points from a teacher
2.
Set point theory would predict __________ . a. increased metabolic rate when a heavy person diets b. low heritability for body weight c. easy weight gain and difficult weight loss d. increased metabolic rate when a thin person tries to gain weight
3. People who meet clinical definitions of obesity have approximately __________ fat cells as do people of average weight. a. the same number of b. two-thirds as many c. twice as many d. three times as many
4.
__________ is a protein secreted by fat cells that helps in the regulation of appetite. a. Vasopressin b. Oxytocin c. Leptin
d. Ob
5.
A person with a(n) __________ attachment style will be uncomfortable getting close to others and will find it difficult to trust or depend on others. a. secure b. avoidant c. anxious d. ambivalent
6.
Over time, __________ typically decreases in relationships. a. passion b. intimacy c. commitment d. trust
7.
Risky sexual behaviors, such as having sex with many partners or not using birth control, are strongly associated with which motive for sex? a. extrinsic motives, such as having sex to gain approval from others b. the satisfaction and physical pleasure of sex c. emotional closeness with the partner d. spiritual transcendence
8.
__________ are goals framed in terms of positive experiences that a person seeks directly. a. b. c. d.
Approach goals Performance goals Secure goals Self-efficacy goals
9. A(n) __________ is framed in terms of being judged favorably by others and avoiding criticism. a. approach goal b. learning goal c. mastery goal d. performance goal
10. In general, what is most likely to make people happy in the long run? a. money b. making a decision based on how they anticipate they will feel in the future c. doing something for extrinsic rewards d. doing something for intrinsic satisfaction
Chapter 10 – Pop Quiz 1 Answer Key
1.
b
Rationale: Intrinsic motivation occurs when a person does something for its own sake; that is, for the pleasure it gives the person. (Apply What You Know, Easy, LO 10.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
2.
d
Rationale: When a thin person overeats, metabolism speeds up, burning energy. (Understand the Concepts, Moderate, LO 10.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
3.
c
Rationale: People who meet clinical definitions of obesity have approximately twice as many fat cells as do people of average weight, and the fat cells are bigger. (Remember the Facts, Moderate, LO 10.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
4.
c
Rationale: Leptin travels through the blood to the hypothalamus, which is involved in the regulation of appetite. (Remember the Facts, Easy, LO 10.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
5.
b
Rationale: Avoidant people distrust and avoid intimate attachments. In contrast, anxious lovers want to be close but worry that their partners will leave them. (Remember the Facts, Easy, LO 10.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
6.
a
Rationale: Passion is based on emotion, which is generated by novelty and change. That is why passion is usually highest at the beginning of a relationship, when two people begin to disclose things about themselves to each other. (Remember the Facts, Easy, LO 10.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
7.
a
Rationale: Extrinsic motives, such as having sex to gain approval from others or get some tangible benefit, are most strongly associated with risky sexual behavior, including having many partners, not using birth control, and pressuring a partner into sex. (Remember the Facts, Moderate, LO 10.3.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
8.
a
Rationale: This is a description of approach goals. (Remember the Facts, Easy, LO 10.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
9.
d
Rationale: This is the definition of a performance goal. (Remember the Facts, Easy, LO 10.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
10. d
Rationale: Money and possessions are not necessarily the key to happiness. (Understand the Concepts, Difficult, LO 10.4.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
Name __________________________________________________________
Chapter 10 – Pop Quiz 2
1.
Which behavior is an example of an extrinsically motivated action? a. reading a mystery book by your favorite author b. working to earn a paycheck c. bringing your mother flowers because it makes you feel good d. marrying someone because you love being with that person
2.
__________ is the genetically influenced weight range for an individual that is maintained by biological mechanisms that regulate food intake, fat reserves, and metabolism. a. Extrinsic weight
3.
b.
Set point
c.
Intrinsic weight
d.
Goal weight
Monique is currently receiving treatment for an eating disorder. Every day she eats a box of donuts and an entire bag of corn chips, and then makes herself vomit. Monique most likely would be diagnosed with ___________ . a. binge-eating disorder b. acquired taste aversion c. bulimia nervosa d. anorexia nervosa
4.
Some people have suggested that oxytocin could act as a ―love‖ or ―cuddle‖ hormone. Why is that an oversimplification? a. Oxytocin actually decreases attraction and trust in most people.
b. Giving people doses of oxytocin increases their defensive aggression against outsiders. c. Oxytocin increases attraction and trust in nonhuman animals, but has no effect in humans. d. Giving people doses of oxytocin only works if it is administered along with vasopressin.
5.
Jerry has a(n) __________ attachment style, and as such finds that other people are often reluctant to get as close as he would like; he also worries that his partner won‘t stay with him. a. secure b. avoidant c. anxious d. intimate
6.
According to attachment theory, anxious lovers worry that __________. a. they cannot control their own desires to cheat b. their partner will leave them c. their partner will never give them space d. their partner is not good enough
7.
Making a profit, getting status, or exacting revenge fall under the __________ category of motives for sex. a. physical b. goal attainment c. emotional d. insecurity
8.
Professor Cavallini notices that one of his students seems to frame her participation in the course in terms of being judged favorably by fellow students and avoiding the professor‘s criticism. It is likely that the student __________. a. is motivated by performance goals b. feels intrinsic pleasure in the course material she is mastering c. follows the motto ―Try, try again‖ when her first effort doesn‘t succeed d. regards failure as a source of useful information to help her improve
9. People who __________ are quick to cope with problems rather than stewing and moping about them. a. set easily attainable goals b. place a high value on financial success c. are motivated by performance goals d. have a strong sense of self-efficacy
10. Which observation regarding happiness is true? a. People are really bad at predicting what will make them miserable, but are good at predicting what will make them happy. b. People are really bad at predicting what will make them happy, but are good at predicting what will make them miserable. c. People are really good at both predicting what will make them happy and what will make them miserable. d. People are really bad at both predicting what will make them happy and what will make them miserable.
Chapter 10 – Pop Quiz 2 Answer Key
1.
b
Rationale: Extrinsic motivation is evident when a person does something for an external reward. (Apply What You Know, Easy, LO 10.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
2.
b
Rationale: The set point is generally the weight you stay at—plus or minus 10 percent—when you are not trying to gain or lose. It is maintained by biological mechanisms that regulate food intake, fat reserves, and metabolism. (Remember the Facts, Easy, LO 10.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
3.
c
Rationale: Bulimia nervosa is an eating disorder characterized by episodes of excessive eating followed by forced vomiting or the use of laxatives. (Apply What You Know, Easy, LO 10.1.D, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
4.
b
Rationale: It turns out that giving people doses of oxytocin makes them more likely to favor their own group over other groups, and increases defensive aggression against outsiders. (Remember the Facts, Moderate, LO 10.2.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
5.
c
Rationale: People with an anxious attachment style find that others are reluctant to get as close to them as they would like, leading to feelings of insecurity and clinginess. (Understand the Concepts, Easy, LO 10.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
6.
b
Rationale: Anxious lovers want to be close but worry that their partner will leave them. (Remember the Facts, Moderate, LO 10.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific
reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
7.
b
Rationale: Goal attainment reasons for having sex include to make a profit, gain status, or exact revenge. (Remember the Facts, Easy, LO 10.3.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
8.
a
Rationale: Performance goals are goals framed in terms of avoiding criticism and being judged favorably. People are more likely to persist in striving toward mastery goals compared to performance goals. (Apply What You Know, Moderate, LO 10.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
9.
d
Rationale: Self-efficacy is a person‘s belief that they are capable of producing desired results, such as mastering new skills and reaching goals. People who have a strong sense of self-efficacy are quick to cope with problems rather than stewing and moping about them. (Understand the Concepts, Moderate, LO 10.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
10. d
Rationale: People are bad at predicting what will make them happy and what will make them miserable, and at estimating how long either of those feelings will last. The good is rarely as good as we imagine it will be, and the bad is rarely as terrible. (Remember the Facts, Easy, LO 10.4.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
Multiple Choice Questions
1.
For many decades, the study of motivation was dominated by a focus on __________, although this did not account for the full complexity of human motivation. a. mastery goals b. the need for affiliation c. biological drives d. performance goals Answer: c Topic: Introduction Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: None APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: For many years, psychologists studying motivation focused on biological drives, such as those to acquire food and water, to find a partner, to have sex, to seek novelty, and to avoid cold and pain.
2.
Drive theories of motivation ________________ a. focus on unconscious motives to resolve childhood traumas
b. emphasize abstract principles that guide behavior, such as a striving for ―justice‖ or establishing ―freedom‖ c. are based entirely on psychological goals rather than biological needs d. do not account for the full complexity of human motivated behavior Answer: d Topic: Introduction
Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: None APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Drive theories do not account for the full complexity of human motivation because people are conscious creatures who think and plan ahead, set goals for themselves, and plot strategies to reach those goals.
3.
To psychologists, motivation refers to __________.
a. a state of tension resulting from the deprivation of physical needs, such as those for food and water b. a process in which an individual sets goals in order to increase their competence and skills. c. an inferred process that causes movement toward a goal or away from an unpleasant situation d. movement through a hierarchy of needs, beginning with survival needs for sleep, food, and water and reaching needs for self-actualization Answer: c Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.A Define motivation and distinguish between its intrinsic and extrinsic forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: This is the definition of motivation given in the text.
4.
__________ is defined as an inferred process that causes movement toward a goal or away from an unpleasant situation. a. Motivation b. A drive c. A value d. The need for achievement Answer: a Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.A Define motivation and distinguish between its intrinsic and extrinsic forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is the definition of motivation given in the text.
5.
The pursuit of an activity for its own sake is called __________. a. the need for affiliation b. intrinsic motivation c. a biological drive d. a performance goal Answer: b Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.A Define motivation and distinguish between its intrinsic and extrinsic forms.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Intrinsic motivation is the desire to do something for its own sake and the pleasure that it brings.
6.
Intrinsic motivation is defined as the pursuit of an activity __________. a. for external rewards b. for its own sake c. to relieve the state of tension caused by deprivation d. in order to be judged favorably by others Answer: b Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.A Define motivation and distinguish between its intrinsic and extrinsic forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Intrinsic motivation is doing something for its own sake and the pleasure it brings, rather than doing something for some external reward.
7.
Which activity is an example of an intrinsically motivated behavior? a. reading a mystery book written by your favorite author b. working to earn a paycheck so you can afford next month‘s rent c. bringing your mother flowers on her birthday because it is expected of you d. exercising so you can fit into a new swimsuit Answer: a Topic: Motivation and the Hungry Animal
Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 10.1.A Define motivation and distinguish between its intrinsic and extrinsic forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Intrinsic motivation is doing something for its own sake, such as reading a book you enjoy.
8.
Which behavior illustrates intrinsic motivation? a. accepting a new job because it pays more than your current job b. accepting a new job because it will be more fulfilling than your current job c. trying out for the football team to please your father d. reading an extra book to get bonus points from a teacher Answer: b Topic: Motivation and the Hungry Animal Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 10.1.A Define motivation and distinguish between its intrinsic and extrinsic forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Intrinsic motivation occurs when we do something for its own sake, that is, for the pleasure it gives us.
9. Winston is known to be the fastest worker in the boiler room. He has worked in the boiler room for only a short time, but prides himself on being competent and a quick learner. He often gets positive comments from coworkers and his boss, which helps to motivate him and has a positive effect as he continues to challenge himself at work. As a result of his efficient style, he is also given more freedom than other workers as his boss is impressed by
his ability to read gauges and vent steam. Winston is likely to be ________ motivated as he continues to challenge and push himself to perform even better each day. a. b. c. d.
extrinsically instinctively intrinsically financially
Answer: c Topic: Motivation and the Hungry Animal Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 10.1.A Define motivation and distinguish between its intrinsic and extrinsic forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Winston‘s behavior shows all the signs of intrinsic motivation.
10.
The pursuit of an activity for external rewards is called __________. a. the need for affiliation b. intrinsic motivation c. extrinsic motivation d. a mastery goal Answer: c Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.A Define motivation and distinguish between its intrinsic and extrinsic forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a definition of extrinsic motivation.
11.
Which behavior is an example of an extrinsically motivated behavior? a. reading a mystery book written by your favorite author b. working to earn a paycheck c. bringing your mother flowers because it makes you feel good d. marrying someone because you love being with that person Answer: b Topic: Motivation and the Hungry Animal Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 10.1.A Define motivation and distinguish between its intrinsic and extrinsic forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Extrinsic motivation occurs when we do something for an external reward.
12.
Flora engages in activities only if she will receive a reward. She __________. a. has a need for affiliation b. is intrinsically motivated c. is extrinsically motivated d. is mastering a goal Answer: c Topic: Motivation and the Hungry Animal Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 10.1.A Define motivation and distinguish between its intrinsic and extrinsic forms.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Extrinsic motivation is the pursuit of an activity for external rewards, such as money or fame.
13.
The evidence for psychological theories that attribute having a weight problem to emotional disturbances __________. a. empirically supports the view that overweight individuals are psychologically disturbed b. was based on flawed studies, often without control groups or objective measures c. indicates that people overeat to fill ―emotional holes‖ d. shows that obesity is almost always based on overeating Answer: b Topic: Motivation and the Hungry Animal Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Early studies suggesting that being overweight was a sign of emotional disturbance were generally flawed.
14. __________ is the genetically influenced weight range of an individual, maintained by biological mechanisms that regulate food intake, fat reserves, and metabolism. a. Extrinsic weight b. Set point c. Intrinsic weight
d. Goal weight Answer: b Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The set point is generally the weight you stay at—plus or minus 10 percent— when you are not trying to gain or lose. It is maintained by biological mechanisms that regulate food intake, fat reserves, and metabolism.
15.
The rate at which the body burns calories for energy is the __________. a. set point b. orexigenic percentage c. basal metabolism rate d. anorexigenic factor Answer: c Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The basal metabolism rate is the rate at which the body burns calories for energy.
16. Hormones and other compounds that increase appetite are considered __________ substances. a. anorexigenic b. orexigenic c. metabolic d. complex Answer: b Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Hormones and other compounds that increase appetite are orexigenic substances; those that decrease appetite are anorexigenic substances.
17.
Orexigenic is to _________ as anorexigenic is to __________ . a. b. c. d.
decrease; increase external; internal internal; external increase; decrease
Answer: d Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Orexigenic substances are compounds that increase appetite, and anorexigenic substances decrease appetite.
18. People who meet clinical definitions of obesity have approximately __________ fat cells as do people of average weight. a. the same number of b. two-thirds as many c. twice as many d. three times as many Answer: c Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: People who meet clinical definitions of obesity have approximately twice as many fat cells as do people of average weight.
19.
Set point theory would predict which outcome? a. increased metabolic rate when a heavy person diets b. low heritability for body weight c. easy weight gain and difficult weight loss d. increased metabolic rate when a thin person tries to gain weight Answer: d Topic: Motivation and the Hungry Animal Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: When a thin person overeats, metabolism speeds up, burning energy.
20.
Research conducted with identical twins who were reared together versus apart shows that __________. a. genes play a large role in determining body weight and shape b. when the twins are reared apart, weight gain occurs in different body areas c. twins raised together are more similar in body shape than those reared apart d. the weight of twins reared apart is correlated more with their adoptive family members than it is with their twin Answer: a Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Pairs of adult identical twins who grew up in different families are just as similar in body weight and shape as twins raised together.
21. ___________ is an energy-burning type of fat that is important in regulating body weight and blood sugar. a. b. c. d.
Brown fat Pink fat White fat Orexigenic fat
Answer: a Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Genes influence how much brown fat a person has.
22.
When brown fat cells run out of their own sources of energy, they ___________. a. b. c. d.
disintegrate, resulting in substantial weight loss for the organism turn into ob cells and increase the production of leptin suck fat out of the rest of the body to keep an organism warm are attacked by cells in the organism‘s immune system
Answer: c Topic: Motivation and the Hungry Animal Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Genes influence how much brown fat a person has.
23.
__________ is a protein secreted by fat cells that helps in the regulation of appetite. a. Vasopressin b. Oxytocin c. Leptin d. Ob
Answer: c Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Leptin travels through the blood to the brain‘s hypothalamus, which is involved in the regulation of appetite.
24.
Lou Ann has a genetic disorder that causes her body to produce too little of the hormone leptin. Which outcome is likely a symptom of her disorder? a. Lou Ann is too skinny. b. Lou Ann overeats. c. Lou Ann‘s metabolism rate is very fast. d. Lou Ann gets no pleasure from eating. Answer: b Topic: Motivation and the Hungry Animal Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: When a mutation of the ob gene causes leptin levels to be too low, the hypothalamus thinks the body lacks fat reserves and signals the individual to overeat.
25.
Injecting leptin into a leptin-deficient mouse would cause it to __________.
a. become sedentary b. experience pleasure c. gain weight d. lose weight Answer: d Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Injecting leptin into leptin-deficient mice reduces the animals‘ appetites, speeds up their metabolisms, and makes them more active; as a result, the animals shed weight.
26.
During a critical period in infancy, __________ influences the formation of neural circuits in the hypothalamus, which are responsible for determining the body‘s set point. a. leptin b. sucrose c. fructose d. pectin Answer: a Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: During a critical period in infancy, leptin influences the formation of neural connections in the hypothalamus, and determines the body‘s set point for weight.
27.
The hormone __________ contributes to feeling hungry and spurs a person to eat more. a. leptin b. dijonase c. ghrelin d. leptinase Answer: c Topic: Motivation and the Hungry Animal Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The orexigenic hormone ghrelin makes a person feel hungry and eager to eat more.
28.
Human evolution seems to have predisposed the body to __________.
a. speed metabolism when tasty food is easily available in order to prevent excessive weight gain b. store calories when food is abundant in order to aid survival when food is scarce c. crave foods high in starch, fat, and carbohydrates, only during times of food scarcity d. quickly adapt to periods of food overabundance by reducing caloric intake Answer: b Topic: Motivation and the Hungry Animal Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 10.1.C Discuss and provide examples of major environmental influences on weight. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: It would have been adaptive for our prehistoric ancestors to store calories when food was abundant and for metabolism to slow down when food was scarce.
29.
Which factor has most likely contributed to the increase in U.S. obesity rates? a. too much high-fat food and too little exercise b. genetic changes over the past few decades c. a lack of willpower among the general population d. the increase in binge-eating disorders Answer: a Topic: Motivation and the Hungry Animal Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 10.1.C Discuss and provide examples of major environmental influences on weight. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The increases in weight and obesity rates seen in the United States are likely due, at least in part, to the consumption of high-fat food and lack of exercise.
30.
The ____________ is one of the leading environmental culprits causing the worldwide weight-gain epidemic. a. increased popularity of gourmet restaurants b. increased preference for sedentary activities, such as watching videos and television, or sitting at a computer
c. increased popularity of eating meals at home with family d. lack of variety in modern diets Answer: b Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.1.C Discuss and provide examples of major environmental influences on weight. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: One cause of increasing global obesity is the sharp decline in exercise and other expenditures of energy because of remote controls, a preference for sedentary activities such as watching videos and television, sitting at a computer, or working on a laptop all day.
31. Compared to one generation ago, food and drink portions in the United States have __________. a. remained constant b. increased by ten percent c. doubled or tripled d. increased by a factor of ten Answer: c Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.C Discuss and provide examples of major environmental influences on weight. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Food and drink portions are double or triple what they were only one generation ago.
32. In the United States, it is not uncommon for babies and toddlers to be fed up to _________ percent more calories than they need. a. 10 b. 30 c. 50 d. 60 Answer: b Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 10.1.C Discuss and provide examples of major environmental influences on weight. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Food and drink portions are double or triple what they were only one generation ago.
33. Receiving a substantial proportion of daily calories from __________ runs counter to evolutionary mechanisms that have been finely honed over generations to prevent rapid weight gain. a. sugary, syrupy soft drinks and similar beverages b. roots and tubers, such as potatoes, beets, or rutabagas c. fruits and vegetables d. raw meat Answer: a Topic: Motivation and the Hungry Animal
Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 10.1.C Discuss and provide examples of major environmental influences on weight. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Throughout most of human history, the proportion of calories consumed in beverages was low, and thus the human body did not evolve a mechanism that would compensate for fluid intake by lowering food intake.
34.
People habituate to what they are eating and eventually eat less of it when ___________. a. engaged in another activity, such as watching television or working at a computer b. their diets are predictable c. most of their caloric intake comes from beverages d. their diets are highly varied Answer: b Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.1.C Discuss and provide examples of major environmental influences on weight. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Diets that restrict people to eating only a few kinds of foods may be successful at first, but then as soon as the allowable food becomes more varied, people eat more and gain more weight.
35.
An eating disorder characterized by episodes of excessive eating followed by forced vomiting or the use of laxatives is called __________. a. anorexia nervosa
b. acquired taste aversion c. bulimia nervosa d. self-starvation Answer: c Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.D Distinguish between anorexia nervosa and bulimia nervosa, and discuss factors that contribute to each disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a description of bulimia nervosa.
36.
Monique is currently receiving treatment for an eating disorder. Every day she eats a box of donuts and an entire bag of corn chips, and then makes herself vomit. Monique most likely would be diagnosed with ___________ . a. binge-eating disorder b. acquired taste aversion c. bulimia nervosa d. anorexia nervosa Answer: c Topic: Motivation and the Hungry Animal Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 10.1.D Distinguish between anorexia nervosa and bulimia nervosa, and discuss factors that contribute to each disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: Bulimia nervosa is an eating disorder characterized by episodes of excessive eating followed by forced vomiting or the use of laxatives.
37.
__________ is an eating disorder characterized by a fear of being fat, a distorted body image, radically reduced consumption of food, and emaciation. a. b. c. d.
Anorexia nervosa Body-image distortion Bulimia nervosa Binge-eating disorder
Answer: a Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.D Distinguish between anorexia nervosa and bulimia nervosa, and discuss factors that contribute to each disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a description of anorexia nervosa.
38.
Eating disorders and body-image distortions in the U.S. can take different forms by gender. For example, males are more likely to __________. a. abuse steroids and exercise compulsively to be more muscular b. binge on foods high in fat and starches c. use inactivity to try to reduce the size of their bodies d. eat normally, but purge anyway Answer: a Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 10.1.D Distinguish between anorexia nervosa and bulimia nervosa, and discuss factors that contribute to each disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry Rationale: Some men have the delusion that their muscular bodies are too puny, so they abuse steroids and exercise or lift weights compulsively.
39.
When asked how they met, Janet responds, ―It was love at first sight!‖ This response is reflective of which type of love? a. intimate love b. commitment love c. companionate love d. passionate love Answer: d Topic: The Social Animal: Motives to Love Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 10.2.A Describe how vasopressin, oxytocin, and endorphins contribute to our understanding of the biology of love. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Passionate love is the stuff of crushes, infatuation, and ―love at first sight.‖
40.
Marc and Wally are engaged to be married. When asked to describe their relationship, they respond by saying it is based on affection and trust. This response reflects which kind of love? a. emotional love b. attractive love c. companionate love
d. passionate love Answer: c Topic: The Social Animal: Motives to Love Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 10.2.A Describe how vasopressin, oxytocin, and endorphins contribute to our understanding of the biology of love. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Companionate love is characterized by affection and trust.
41.
Two important hormones for social bonding are _____________. a. b. c. d.
ob and oxycontin ghrelin and leptin vellocet and drencrom oxytocin and vasopressin
Answer: d Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.2.A Describe how vasopressin, oxytocin, and endorphins contribute to our understanding of the biology of love. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Vasopressin and oxytocin play a crucial role in the attachment-caregiving system.
42.
Some people have suggested that oxytocin could act as a ―love‖ or ―cuddle‖ hormone. Why is that an oversimplification? a. Oxytocin actually decreases attraction and trust in most people.
b. Giving people doses of oxytocin increases their defensive aggression against outsiders. c. Oxytocin increases attraction and trust in nonhuman animals, but has no effect in humans. d. Giving people doses of oxytocin only works if it is administered along with vasopressin. Answer: b Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.2.A Describe how vasopressin, oxytocin, and endorphins contribute to our understanding of the biology of love. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: It turns out that giving people doses of oxytocin makes them more likely to favor their own group over other groups and increases defensive aggression against outsiders.
43.
When her baby begins to cry, Fang Li can quickly soothe him by picking him up, holding him, and stroking his head. Based on research with animals, it is likely that Fang Li‘s touch has a soothing effect, in part, because it leads to the release of __________ in the baby‘s brain. a. morphine b. endorphins c. leptin d. vasopressin Answer: b Topic: The Social Animal: Motives to Love Skill Level: Apply What You Know Difficulty Level: Difficult
Learning Objective: 10.2.A Describe how vasopressin, oxytocin, and endorphins contribute to our understanding of the biology of love. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: When baby mice and other animals are separated from their mothers, they cry out in distress, and the mother‘s touch (or lick) releases endorphins that soothe the infant.
44.
When the late singer Robert Palmer crooned ―addicted to love,‖ there may have been some truth to it, because the touch of a parent or lover can cause the release of neurotransmitters in the brain that are natural __________, a class of drugs known to cause addiction. a. opiates b. tranquilizers c. stimulants d. depressants Answer: a Topic: The Social Animal: Motives to Love Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 10.2.A Describe how vasopressin, oxytocin, and endorphins contribute to our understanding of the biology of love. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Contact from a loved one can stimulate the release of endorphins, the brain‘s natural opiates.
45.
___________ is a major predictor of whom we love. a. Variety b. Temperament c. Proximity
d. Similar patterns of brain activation Answer: c Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.2.B Explain how attachment theory can be applied to adult romantic relationships. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Proximity is the first predictor of whom we love.
46. When scientifically inspecting Internet dating sites, it has been shown that their __________. a. b. c. d.
extensive questionnaires serve to make great matches for people ability to match people far exceeds people making efforts to meet new people ability to match people on chemistry and DNA has shown great success ability to produce long-term relationships really doesn‘t differ much from other methods of meeting people
Answer: d Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.2.B Explain how attachment theory can be applied to adult romantic relationships. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: A review of the research on Internet dating found that these sites often don‘t deliver the love of your life, and they don‘t fare much better in generating long-term relationships than do old-fashioned methods of meeting people.
47.
A person with a(n) __________ attachment style will be uncomfortable getting close to others and find it difficult to trust or depend on others.
a. secure b. avoidant c. anxious d. ambivalent Answer: b Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.2.B Explain how attachment theory can be applied to adult romantic relationships. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Avoidant people distrust and avoid intimate attachments. In contrast, anxious lovers want to be close but worry that their partners will leave them.
48.
Fonzie has a(n) __________ attachment style, and as such finds that other people are often reluctant to get as close as he would like; he also worries that his partner won‘t stay with him. a. secure b. avoidant c. anxious d. intimate Answer: c Topic: The Social Animal: Motives to Love Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 10.2.B Explain how attachment theory can be applied to adult romantic relationships.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: People with an anxious attachment style find that others are reluctant to get as close to them as they would like, leading to feelings of insecurity and clinginess.
49.
According to attachment theory, anxious lovers worry that __________. a. they cannot control their own desires to cheat b. their partner will leave them c. their partner will never give them space d. their partner is not good enough Answer: b Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.2.B Explain how attachment theory can be applied to adult romantic relationships. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Anxious lovers want to be close but worry that their partner will leave them.
50.
Over time, __________ typically decreases in romantic relationships. a. passion b. intimacy c. commitment d. trust Answer: a Topic: The Social Animal: Motives to Love
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.2.B Explain how attachment theory can be applied to adult romantic relationships. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Passion is based on emotion, which is generated by novelty and change. That is why passion is usually highest at the beginning of a relationship, when two people begin to disclose things about themselves to each other.
51.
Sex researcher and therapist Leonore Tiefer observed that, for human beings, ―Sex is not a natural act.‖ What did she mean by this? a. Physical sex, at its core, is a repulsive act. b. Sex creates a euphoric high that is ―otherworldly‖ and unnatural. c. Sex for any other purpose than procreation goes against nature and evolution. d. For humans, sex is learned, not automatic. Answer: d Topic: The Erotic Animal: Motives for Sex Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 10.3.A Describe early research findings on sexuality and how biology, hormones, and expectations might contribute to differences in the sexuality of women and men. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Sex, Tiefer says, is more like dancing, something you learn rather than a simple physiological process.
52. The first systematic surveys of sexual behavior were conducted in the mid-20th century by ________. a.
William Masters and Virginia Johnson
b. c. d.
Alfred Kinsey Magnus Hirschfeld Shere Hite
Answer: b Topic: The Erotic Animal: Motives for Sex Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 10.3.A Describe early research findings on sexuality and how biology, hormones, and expectations might contribute to differences in the sexuality of women and men. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Kinsey published the results of the first study of its type in 1948.
53. William Masters and Virginia Johnson concluded that, when it came to orgasms __________. a. the capacity for sexual response in men surpasses that of women b. the similarity between women and men depends on the source of stimulation (vaginal versus clitoral) c. women and men experience orgasms quite differently d. male and female orgasms are remarkably similar Answer: d Topic: The Erotic Animal: Motives for Sex Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.3.A Describe early research findings on sexuality and how biology, hormones, and expectations might contribute to differences in the sexuality of women and men. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
Rationale: In studies of physiological changes during sexual arousal and orgasm, Masters and Johnson confirmed that female and male orgasms are indeed remarkably similar, and that all orgasms are physiologically the same, regardless of the source of stimulation.
54. One of the most serious limitations of the work of William Masters and Virginia Johnson is that they did not __________. a. include enough participants who were readily orgasmic b. conduct research to see how experience and culture influence sexual response c. follow up their survey research findings with laboratory work d. investigate whether the source of bodily stimulation influenced orgasm Answer: b Topic: The Erotic Animal: Motives for Sex Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 10.3.A Describe early research findings on sexuality and how biology, hormones, and expectations might contribute to differences in the sexuality of women and men. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Masters and Johnson‘s research did not investigate how people‘s physiological responses might vary according to their age, experience, culture, and genetic dispositions, as well as in their ability to inhibit and control sexual excitement.
55.
A female friend of yours confides that her sex drive has been low lately, and she is thinking of taking testosterone supplements to increase it. Which advice should you give her?
a. No, no, no! The pills won‘t work because testosterone only promotes sexual desire in men, not women. b. The pills won‘t work, because testosterone has nothing to do with sexual desire. c. Do it! Testosterone supplements are a very effective way to boost one‘s sex drive.
d. It probably isn‘t worth, it because the effect of testosterone supplements on sexual satisfaction is very small for healthy individuals. Answer: d Topic: The Erotic Animal: Motives for Sex Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 10.3.A Describe early research findings on sexuality and how biology, hormones, and expectations might contribute to differences in the sexuality of women and men. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology, 2.2 Demonstrate psychology information literacy Rationale: Artificially administered testosterone does not do much more than a placebo to increase sexual satisfaction in healthy people.
56.
Research investigating sexual orientation has found that __________.
a. most gay men report having had a strong personal gay role model during early adolescence who influenced their sexual orientation b. the majority of children of gay or lesbian parents are gay or lesbian themselves c. the parents of gay men were unaware of their son‘s nonconformity with the traditional male role d. from an early age, some gay men recall that they rejected the typical boy role and boys‘ toys and games Answer: d Topic: The Erotic Animal: Motives for Sex Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 10.3.B Discuss the biological factors associated with sexual orientation as well as the limitations of a single-explanation account for partner preference.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Some gay men recall that they rejected the typical boy role and boys‘ toys and games from an early age, in spite of enormous pressures from their parents and peers.
57.
Which statement is true regarding a same-sex sexual orientation?
an
a. A same-sex orientation is a direct result of environmental forces. b. Developing a same-sex orientation usually can be attributed to having a smothering mother or absent father. c. The majority of children of gay and lesbian parents have a same-sex orientation themselves. d. Same-sex sexual behavior has been documented in some 450 species. Answer: d Topic: The Erotic Animal: Motives for Sex Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.3.B Discuss the biological factors associated with sexual orientation as well as the limitations of a single-explanation account for partner preference. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The assumption that same-sex sexual behavior is rare or ―not normal‖ is contradicted.
58. Overall, there appears to be a greater weight of scientific evidence supporting ____________ causes of sexual orientation. a.
biological and nonsocial
b. early experiential c. culturally advocated d. social and environmental Answer: a Topic: The Erotic Animal: Motives for Sex
Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.3.B Discuss the biological factors associated with sexual orientation as well as the limitations of a single-explanation account for partner preference. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Despite accumulating evidence, at present, we must tolerate uncertainty about the origins of sexual orientation.
59. Ever since middle school, Tony knew that he was gay. The fact that Tony is sexually attracted exclusively to other men defines his sexual ________. a. b. c. d.
attachment identification orientation yearning
Answer: c Topic: The Erotic Animal: Motives for Sex Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.3.B Discuss the biological factors associated with sexual orientation as well as the limitations of a single-explanation account for partner preference. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Sexual orientation is the correct term for Tony‘s romantic attraction.
60.
Risky sexual behaviors, such as having sex with many partners or not using birth control, are strongly associated with which motive for sex? a. extrinsic motives, such as having sex to gain approval from others b. the satisfaction and physical pleasure of sex
c. emotional closeness with the partner d. spiritual transcendence Answer: a Topic: The Erotic Animal: Motives for Sex Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.3.C Discuss the varied motives for sex, and contrast them with motives for rape. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Extrinsic motives, such as having sex to gain approval from others or get some tangible benefit, are most strongly associated with risky sexual behavior, including having many partners, not using birth control, and pressuring a partner into sex.
61.
Making a profit, getting status, or exacting revenge fall under the __________ category of motives for sex. a. physical b. goal attainment c. emotional d. insecurity Answer: b Topic: The Erotic Animal: Motives for Sex Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.3.C Discuss the varied motives for sex, and contrast them with motives for rape. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: Goal attainment reasons for having sex includes to make a profit, get status, or to exact revenge.
62. Sevina has sex with her boyfriend primarily to reassure herself that she is attractive, and because she fears that the relationship will end if it doesn‘t include a sexual component. __________ seems to be Sevina‘s main motive for sex. a. Physical pleasure b. Goal attainment c. Emotional fulfillment d. Insecurity Answer: d Topic: The Erotic Animal: Motives for Sex Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 10.3.C Discuss the varied motives for sex, and contrast them with motives for rape. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Sevina‘s motives seem to be based on insecurity.
63. Morris is a master of complicated schemes. He‘s currently having sex with Rochelle, his boss‘s daughter, but mainly so he can ―move up the ladder‖ quickly at the firm. He makes sure that Joanie, his former girlfriend, knows that he‘s in this new physical relationship, so ―She can feel bad about breaking up with me!‖ Morris also videotapes his sexual encounters; as he says, ―Just as a little insurance should Rochelle turn on me. Who knows? Maybe I‘ll sell them on the Internet some day!‖ Morris, the roué, shows every indication of _________ as his main motivation for sex. a. physical pleasure b. goal attainment c. emotional fulfillment d. insecurity
Answer: b Topic: The Erotic Animal: Motives for Sex Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 10.3.C Discuss the varied motives for sex, and contrast them with motives for rape. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Morris‘s motives seem to be based on goal attainment.
64. Connie and Stephanie enjoy an active, healthy sexual relationship that they find satisfying and pleasurable. and that even contributes to reducing their individual stress levels. Their motives for sex would best seem to fall under the category of ________. a. physical pleasure b. goal attainment c. emotional fulfillment d. insecurity Answer: a Topic: The Erotic Animal: Motives for Sex Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 10.3.C Discuss the varied motives for sex, and contrast them with motives for rape. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Connie and Stephanie derive pleasure and satisfaction from their sexual activities.
65. Hondo is asked about his love life. ―Marvelous! Spectacular! Transcendent! My sexual relationship is such a powerful way to express intimacy and commitment to my partner!‖ Hondo‘s accolades reveal a __________ motive for sex. a. physical pleasure b. goal attainment c. emotional fulfillment d. insecurity Answer: c Topic: The Erotic Animal: Motives for Sex Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 10.3.C Discuss the varied motives for sex, and contrast them with motives for rape. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Having sex for emotional fulfillment is a way to express intimacy and commitment with a partner, and possibly experience spiritual transcendence.
66.
Which motivation is one of the reasons for rape? a. narcissism and hostility toward women b. unrequited love c. anxious attachment d. curiosity Answer: a Topic: The Erotic Animal: Motives for Sex Skill Level: Remember the Facts Difficulty Level: Moderate
Learning Objective: 10.3.C Discuss the varied motives for sex, and contrast them with motives for rape. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Sexually aggressive men often are narcissistic and unable to empathize with people, especially women. They misperceive women‘s behavior in social situations and accuse women of provoking them.
67.
A set of implicit rules that specifies proper sexual behavior for a person in a given situation is termed __________. a. sexual orientation b. a sexual motive c. a sexual script d. sexual competence Answer: c Topic: The Erotic Animal: Motives for Sex Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.3.D Explain the ways in which culture and gender contribute to sexual expectations and behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Sexual scripts refer to a set of implicit rules that specify proper sexual behavior for a person in a given situation, varying with the person‘s gender identity, age, sexual orientation, religion, social status, and peer group.
68.
Historically, when women have needed a relationship for financial security, sex was regarded as __________. a. an asset to be rationed to achieve a goal b. a pleasurable activity to be enjoyed c. an act to be ―gotten through‖ quickly
d. an art to cultivate, like the art of cooking Answer: a Topic: The Erotic Animal: Motives for Sex Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 10.3.D Explain the ways in which culture and gender contribute to sexual expectations and behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Whenever women have needed marriage to ensure their social and financial security, they have regarded sex as a bargaining chip, an asset to be rationed rather than an activity to be enjoyed for its own sake.
69. To understand the motivation to achieve, researchers today emphasize __________ rather than inner drives. a. survival needs b. goals c. remuneration d. external drives Answer: b Topic: The Competent Animal: Motives to Achieve Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: To understand the motivation to achieve, researchers today emphasize goals rather than inner drives.
70.
Which terms are associated with successful motivation and performance when setting goals? a. b. c. d.
challenging, public, achievable, specific easy, quick, future, monetary secret, collaborative, realistic, energized fanciful, attainable, primary, secondary
Answer: a Topic: The Competent Animal: Motives to Achieve Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Setting challenging, but attainable, goals tends to increase motivation. Goals should also be set publicy.
71.
Irvin wants to earn a black belt in karate. Which way of thinking is most likely to help Irvin reach his goal? a. b. c. d.
―I should make sure I don‘t lose any matches.‖ ―I will set specific goals that I know I can reach easily.‖ ―I will set specific goals that are challenging but attainable.‖ ―I will try not to fool around when I should be practicing.‖
Answer: c Topic: The Competent Animal: Motives to Achieve Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: Setting challenging, but attainable, goals tends to increase motivation. One is apt to work hardest for tough but realistic goals.
72. __________ goals are framed in terms of positive experiences that a person seeks directly. a. b. c. d.
Approach Performance Secure Self-efficacy
Answer: a Topic: The Competent Animal: Motives to Achieve Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a description of approach goals.
73. Getting a better grade in a college course or learning to scuba dive are examples of __________ goals. a. self-fulfilling b. approach c. performance d. avoidance Answer: b Topic: The Competent Animal: Motives to Achieve Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Approach goals are positive experiences that you seek directly, such as getting a better grade or learning to scuba dive.
74.
__________ goals involve the effort to avoid unpleasant experiences, such as trying not to make a fool of oneself at parties. a. Approach b. Specific c. Mastery d. Avoidance Answer: d Topic: The Competent Animal: Motives to Achieve Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Avoidance goals involve the effort to avoid unpleasant experiences, such as trying not to make a fool of yourself at parties or trying to avoid being dependent on others.
75.
__________ goals are framed in terms of avoiding unpleasant experiences. a. b. c. d.
Avoidance Insecure Mastery Learning
Answer: a Topic: The Competent Animal: Motives to Achieve Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a description of avoidance goals.
76.
Corrado and Montse are learning to ski. Every time she falls, Montse says, ―This is the most humiliating experience I‘ve ever had! Everyone is watching me behave like a clumsy dolt!‖ When Corrado falls, he says, ―Well, that sure isn‘t the way to turn on these things; I‘d better try another way.‖ Why is Montse more likely than Corrado to give up? a. She has set an unrealistic goal. b. She is focusing on mastery goals. c. She has little need for achievement. d. She is focusing on performance goals. Answer: d Topic: The Competent Animal: Motives to Achieve Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Montse is focusing on performance, whereas Corrado is focusing on learning.
77.
A(n) __________ goal is framed in terms of being judged favorably by others and avoiding criticism. a. approach b. learning c. mastery d. performance
Answer: d Topic: The Competent Animal: Motives to Achieve Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: This is the definition of a performance goal.
78.
Professor Richelieu notices that one of her students seems to frame his participation in the course in terms of being judged favorably by fellow students and avoiding the professor‘s criticism. It is likely that the student __________. a. is motivated by performance goals b. feels intrinsic pleasure in the course material he is mastering c. follows the motto ―Try, try again‖ when his first effort doesn‘t succeed d. regards failure as a source of useful information to help him improve Answer: a Topic: The Competent Animal: Motives to Achieve Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Performance goals are goals framed in terms of avoiding criticism and being judged favorably.
79.
Helle has the conviction that she can do what she sets out to do, whether it is mastering a new skill or reaching her goal of becoming a U.S. citizen. Psychologists call this feeling of competence __________. a. a performance goal b. drive c. self-efficacy d. the need for achievement Answer: c Topic: The Competent Animal: Motives to Achieve Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This is a description of self-efficacy, a person‘s belief that they are capable of producing desired results, such as mastering new skills and reaching goals.
80.
People who __________ are quick to cope with problems rather than stewing and moping about them. a. set easily attainable goals b. place a high value on financial success c. are motivated by performance goals d. have a strong sense of self-efficacy Answer: d Topic: The Competent Animal: Motives to Achieve Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Self-efficacy is a person‘s belief that they are capable of producing desired results, such as mastering new skills and reaching goals. People who have a strong sense of self-efficacy are quick to cope with problems rather than stewing and moping about them.
81.
Which work conditions are most likely to increase worker motivation and satisfaction? a. The assigned tasks are varied rather than repetitive. b. The assigned task is specialized and consistent. c. The workers don‘t have to make a lot of decisions. d. Supervisors only provide feedback when a worker‘s performance is completely unacceptable. Answer: a Topic: The Competent Animal: Motives to Achieve Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 10.4.B Describe how working conditions affect motives to achieve. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Tasks which are varied rather than repetitive are likely to increase work motivation and satisfaction.
82.
How can companies encourage worker motivation and satisfaction? a. Limit feedback on work to avoid the perception of criticism b. Limit the number of different tasks employees are asked to do c. Allow employees to have control over many aspects of their work
d. Make tasks as simple as possible Answer: c Topic: The Competent Animal: Motives to Achieve Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 10.4.B Describe how working conditions affect motives to achieve. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Aspects of work that improve employee motivation include: the work feels meaningful and important to employees; employees have control over many aspects of their work, such as setting their own hours and making decisions; tasks are varied rather than repetitive; employees have supportive relationships with their superiors and coworkers; employees receive useful feedback about their work, so they know what they have accomplished and what they need to do to improve; the company offers opportunities for its employees to learn and advance.
83.
Which statement regarding emotional experiences is true? a. People are really bad at predicting what will make them miserable, but are good at predicting what will make them happy. b. People are really bad at predicting what will make them happy, but are good at predicting what will make them miserable. c. People are really good at both predicting what will make them happy and what will make them miserable. d. People are really bad at both predicting what will make them happy and what will make them miserable. Answer: d Topic: The Competent Animal: Motives to Achieve Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 10.4.C Discuss what research indicates makes people happy and how accurate people are at predicting their own happiness.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: People are bad at predicting what will make them happy and what will make them miserable, and at estimating how long either of those feelings will last. The good is rarely as good as we imagine it will be, and the bad is rarely as terrible.
84.
In general, what is most likely to make people happy in the long run? a. money b. making a decision based on how they anticipate they will feel in the future c. doing something for extrinsic rewards d. doing something for intrinsic satisfaction Answer: d Topic: The Competent Animal: Motives to Achieve Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 10.4.C Discuss what research indicates makes people happy and how accurate people are at predicting their own happiness. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: In all the domains of human motivation that we have examined, a key conclusion emerges: people who are motivated by the intrinsic satisfaction of an activity are happier and more satisfied than those motivated solely by extrinsic rewards.
85. Researchers studying the pursuit of happiness have concluded that __________ is more satisfying than _________. a. wishing; having b. doing; buying c. cash; investments d. income; job type
Answer: b Topic: The Competent Animal: Motives to Achieve Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 10.4.C Discuss what research indicates makes people happy and how accurate people are at predicting their own happiness. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Intrinsically enjoyable experiences make most people happier than having things.
True-False Questions
1.
For many decades, the study of motivation was dominated by a focus on biological drives. Answer: True Topic: Introduction Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: None APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
2.
Motivation refers to the process that causes organisms in a deprived state to seek a physical need. Answer: False Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.1.A Define motivation and distinguish between its intrinsic and extrinsic forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
3. To psychologists, motivation refers to an inferred process within a person or animal that causes that organism to move toward a goal or away from an unpleasant situation. Answer: True Topic: Motivation and the Hungry Animal
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.A Define motivation and distinguish between its intrinsic and extrinsic forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
4. To psychologists, motivation refers to a state of tension resulting from the deprivation of physical needs, such as those for food and water. Answer: False Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.1.A Define motivation and distinguish between its intrinsic and extrinsic forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
5.
The pursuit of an activity for its own sake is called intrinsic motivation. Answer: True Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.A Define motivation and distinguish between its intrinsic and extrinsic forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
6.
The pursuit of an activity for its own sake is called extrinsic motivation. Answer: False Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.A Define motivation and distinguish between its intrinsic and extrinsic forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
7.
Extrinsic motivation is defined as the pursuit of an activity for external rewards. Answer: True Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.A Define motivation and distinguish between its intrinsic and extrinsic forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
8.
The evidence from psychological theories of overweight individuals empirically supports the view that being overweight is a sign of having a deep emotional disturbance. Answer: False Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
9.
In general, overweight people overeat to fill ―emotional holes.‖ Answer: False Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
10.
Obesity is almost always based on overeating. Answer: False Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
11. Set point is defined as the genetically influenced weight range that is maintained by biological mechanisms that regulate food intake, fat reserves, and metabolism. Answer: True Topic: Motivation and the Hungry Animal
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
12. According to set point theory, biological mechanisms try to keep a person‘s weight within 25 percent of a target weight. Answer: False Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
13.
The basal metabolism rate is the rate at which food is eliminated from the body. Answer: False Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
14.
An anorexigenic substance is one that increases appetite.
Answer: False Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
15. The fat cells of people who meet clinical definitions of obesity are bigger than those of people of average weight. Answer: True Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
16. Research investigations of identical twins reared together and apart show that the early family environment has very little effect on weight gain. Answer: True Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
17.
Research investigations of identical twins, reared together versus apart, show that twins reared together are more similar in body shape than those reared apart. Answer: False Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
18. Set point theory has difficulty explaining why most people who diet eventually gain the weight back. Answer: False Topic: Motivation and the Hungry Animal Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
19. Injecting leptin into leptin-deficient mice reduces the animals‘ appetites and speeds up their metabolism. Answer: True Topic: Motivation and the Hungry Animal
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
20. For the majority of people who meet clinical definitions of obesity, taking leptin helps them lose weight. Answer: False Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
21.
Ghrelin is a hormone that helps people lose weight. Answer: False Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
22.
Sweets decrease dopamine levels in the brain.
Answer: False Topic: Motivation and the Hungry Animal Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
23.
Increases in obesity rates have occurred in all social classes and all age groups across the world. Answer: True Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.5 Incorporate sociocultural factors in scientific inquiry
24.
Human beings are genetically predisposed to gain weight when rich food is abundant. Answer: True Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.C Discuss and provide examples of major environmental influences on weight. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
25.
The increased abundance of fast food and processed foods is one of the most significant environmental influences on weight gain. Answer: True Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.C Discuss and provide examples of major environmental influences on weight. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
26. Throughout most of human history, the proportion of calories derived from beverages was very high. Answer: False Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.C Discuss and provide examples of major environmental influences on weight. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
27. Human evolution seems to have predisposed the body to speed up metabolism when tasty food is easily available. Answer: False Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 10.1.C Discuss and provide examples of major environmental influences on weight.. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
28. Evolution seems to have predisposed the human body to store calories when food is abundant in order to aid survival when food is scarce. Answer: True Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.C Discuss and provide examples of major environmental influences on weight. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
29.
The widespread availability of consumer technical devices has contributed to a general decrease in the amount of time spent exercising. Answer: True Topic: Motivation and the Hungry Animal Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 10.1.C Discuss and provide examples of major environmental influences on weight. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
30.
In the United States, servings of food and drink have become supersized, double or triple what they were only one generation ago. Answer: True Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.C Discuss and provide examples of major environmental influences on weight. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
31.
When diets are predictable, people habituate to what they are eating and eat less of it. Answer: True Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.C Discuss and provide examples of major environmental influences on weight. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
32.
Bulimia nervosa has the highest mortality rate of all the psychological disorders. Answer: False Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.1.D Distinguish between anorexia nervosa and bulimia nervosa, and discuss factors that contribute to each disorder.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
33. An eating disorder characterized by episodes of excessive eating followed by forced vomiting or the use of laxatives is called bulimia nervosa. Answer: True Topic: Motivation and the Hungry Animal Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.1.D Distinguish between anorexia nervosa and bulimia nervosa, and discuss factors that contribute to each disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
34.
Two important hormones that contribute to social bonding are vasopressin and oxytocin. Answer: True Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.2.A Describe how vasopressin, oxytocin, and endorphins contribute to our understanding of the biology of love. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
35.
Using functional magnetic resonance imaging (fMRI), neuroscientists have shown that the same area of the brain is active when viewing one‘s romantic partner as when viewing a group of friends. Answer: False Topic: The Social Animal: Motives to Love
Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.2.A Describe how vasopressin, oxytocin, and endorphins contribute to our understanding of the biology of love. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
36.
Injections of oxytocin cause an organism to feel unbridled love and attraction to strangers, but only among mice and other rodents. Answer: False Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.2.A Describe how vasopressin, oxytocin, and endorphins contribute to our understanding of the biology of love. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
37.
Oxytocin contributes to feelings of in-group favoritism. Answer: True Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 10.2.A Describe how vasopressin, oxytocin, and endorphins contribute to our understanding of the biology of love. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
38.
The brain‘s natural opiates are called adrenals.
Answer: False Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.2.A Describe how vasopressin, oxytocin, and endorphins contribute to our understanding of the biology of love. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
39. The most important predictor of whom we love is complementarity of needs, because ―opposites attract.‖ Answer: False Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.2.B Explain how attachment theory can be applied to adult romantic relationships. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
40.
A major predictor of attraction is physical proximity. Answer: True Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.2.B Explain how attachment theory can be applied to adult romantic relationships. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
41. Surveys find that the three basic styles of attachment among adults are based on their ―first love‖ relationship with a peer. Answer: False Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.2.B Explain how attachment theory can be applied to adult romantic relationships. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
42. Attachment patterns in children are usually assessed by observing how a child interacts with a favorite stuffed toy, such as a teddy bear or animated doll. Answer: False Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.2.B Explain how attachment theory can be applied to adult romantic relationships. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
43.
Securely attached adults rarely trust other adults. Answer: False Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 10.2.B Explain how attachment theory can be applied to adult romantic relationships. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
44.
People with an avoidant attachment style often distrust other adults. Answer: True Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.2.B Explain how attachment theory can be applied to adult romantic relationships. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
45.
Securely attached lovers are often described as clingy and avoid intimate attachments. Answer: False Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.2.B Explain how attachment theory can be applied to adult romantic relationships. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
46. Attachment theory emphasizes that people acquire their attachment styles of love, in large part, based on how their parents cared for them. Answer: True
Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.2.B Explain how attachment theory can be applied to adult romantic relationships. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
47. Securely attached babies are more likely to become securely attached lovers in adulthood. Answer: True Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.2.B Explain how attachment theory can be applied to adult romantic relationships. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
48.
Intimacy is based on deep knowledge of the other person, which accumulates gradually. Answer: True Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.2.B Explain how attachment theory can be applied to adult romantic relationships. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
49. The only ―real love‖ is romantic love, and if a relationship begins to lose its passion, then it never was true love. Answer: False Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.2.B Explain how attachment theory can be applied to adult romantic relationships. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
50. The passion at the beginning of love should be powerful enough to fuel love through all of its ups and downs. Answer: False Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.2.B Explain how attachment theory can be applied to adult romantic relationships. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
51. When queried, most people agree that the ingredients of love are intimacy, passion, and commitment. Answer: True Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 10.2.B Explain how attachment theory can be applied to adult romantic relationships. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
52. Passion usually develops slowly over time, peaking when a romantic couple have been together for at least three or four years. Answer: False Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.2.B Explain how attachment theory can be applied to adult romantic relationships. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
53.
Women and men often differ in the ways that they express love. Answer: True Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.2.C Summarize the research on gender and cultural differences in romantic relationships. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry
54.
Women remained far more pragmatic than men in choosing a partner up until the 1980s. Answer: True
Topic: The Social Animal: Motives to Love Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.2.C Summarize the research on gender and cultural differences in romantic relationships. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
55. Sex among humans is a biological drive, like hunger, and it is just a matter of doing what comes naturally. Answer: False Topic: The Erotic Animal: Motives for Sex Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 10.3.A Describe early research findings on sexuality and how biology, hormones, and expectations might contribute to differences in the sexuality of women and men. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
56.
Women are more likely than men to admit to having sex because ―the opportunity presented itself.‖ Answer: False Topic: The Erotic Animal: Motives for Sex Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.3.A Describe early research findings on sexuality and how biology, hormones, and expectations might contribute to differences in the sexuality of women and men.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
57. The overwhelming number of children of gay or lesbian parents are not gay or lesbian themselves. Answer: True Topic: The Erotic Animal: Motives for Sex Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.3.B Discuss the biological factors associated with sexual orientation as well as the limitations of a single-explanation account for partner preference. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
58.
Same-sex sexual behavior has been documented only in humans and other primates. Answer: False Topic: The Erotic Animal: Motives for Sex Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.3.B Discuss the biological factors associated with sexual orientation as well as the limitations of a single-explanation account for partner preference. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
59.
There is evidence that sexual orientation is moderately heritable, particularly in men. Answer: True Topic: The Erotic Animal: Motives for Sex
Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.3.B Discuss the biological factors associated with sexual orientation as well as the limitations of a single-explanation account for partner preference. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
60. Strictly psychological explanations of sexual orientation, based primarily on early environmental influences, seem to account for the clear and sustained divisions across orientations. Answer: False Topic: The Erotic Animal: Motives for Sex Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.3.B Discuss the biological factors associated with sexual orientation as well as the limitations of a single-explanation account for partner preference. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
61. Female babies exposed to masculinizing hormones before birth are more likely than other female babies to identify as bisexual or lesbian when older. Answer: True Topic: The Erotic Animal: Motives for Sex Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.3.B Discuss the biological factors associated with sexual orientation as well as the limitations of a single-explanation account for partner preference. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
62. The probability of a man being gay rises significantly with the number of biological older brothers he has. Answer: True Topic: The Erotic Animal: Motives for Sex Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.3.B Discuss the biological factors associated with sexual orientation as well as the limitations of a single-explanation account for partner preference. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
63. The basic problem with trying to find a single origin of sexual orientation is that sexual identity and behavior take different forms. Answer: True Topic: The Erotic Animal: Motives for Sex Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.3.B Discuss the biological factors associated with sexual orientation as well as the limitations of a single-explanation account for partner preference. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
64.
One of the major categories of motivations for sex, as endorsed by people polled on the matter, is goal attainment. Answer: True Topic: The Erotic Animal: Motives for Sex Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 10.3.C Discuss the varied motives for sex, and contrast them with motives for rape. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
65.
As a motivation for sex, insecurity plays a small to almost nonsignificant role. Answer: False Topic: The Erotic Animal: Motives for Sex Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.3.C Discuss the varied motives for sex, and contrast them with motives for rape. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
66.
The vast majority of rapists are men. Answer: True Topic: The Erotic Animal: Motives for Sex Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.3.C Discuss the varied motives for sex, and contrast them with motives for rape. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
67. Rape is often committed by high-status men, which supports the evolutionary perspective that it is an act stemming from a drive to spread genes in the population. Answer: False
Topic: The Erotic Animal: Motives for Sex Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 10.3.C Discuss the varied motives for sex, and contrast them with motives for rape. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
68.
The evidence indicates that rape occurs due to males‘ evolutionary need to fertilize as many females as possible so as to better distribute their genes. Answer: False Topic: The Erotic Animal: Motives for Sex Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.3.C Discuss the varied motives for sex, and contrast them with motives for rape. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
69.
In various cultures, people follow gender roles on how to behave in sexual situations, called a gender playbook. Answer: False Topic: The Erotic Animal: Motives for Sex Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.3.D Explain the ways in which culture and gender contribute to sexual expectations and behavior.
70.
Approach goals are positive experiences that a person seeks directly.
Answer: True Topic: The Competent Animal: Motives to Achieve Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
71.
People who have a strong sense of self-efficacy tend to be quick to cope with problems that befall them and keep striving for their goals even in the face of failure. Answer: True Topic: The Competent Animal: Motives to Achieve Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
72. A goal should be challenging, specific, and achievable in order for it to be motivating to an individual. Answer: True Topic: The Competent Animal: Motives to Achieve Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
73. Goals are most effective in motivating a person when they are framed as avoiding a negative outcome. Answer: False Topic: The Competent Animal: Motives to Achieve Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
74.
Repetitive tasks rather than varied tasks help boost worker motivation. Answer: False Topic: The Competent Animal: Motives to Achieve Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 10.4.B Describe how working conditions affect motives to achieve. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
75.
People are generally accurate at predicting the extent and duration of future happy events in their lives. Answer: False Topic: The Competent Animal: Motives to Achieve Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 10.4.C Discuss what research indicates makes people happy and how accurate people are at predicting their own happiness. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
Short Answer Questions
1.
Describe the difference between intrinsic and extrinsic motivation. Answer: A good answer will include the following key points.
Intrinsic motivation refers to the desire to do something for its own sake and the pleasure it brings. Extrinsic motivation is evident when a person does something for the external rewards it brings.
Topic: Motivation and the Hungry Animal Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 10.1.A Define motivation and distinguish between its intrinsic and extrinsic forms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
2.
What is leptin, and what role does it play in the biology of body weight? Answer: A good answer will include the following key points.
Leptin is a protein produced by fat cells. Leptin travels through the bloodstream to the hypothalamus. When leptin levels are normal, people eat just enough to maintain their weight. If leptin levels are high (because of more fat), appetite is decreased, metabolic rate increases, and the organism becomes more active. If leptin levels are low (because of reduced weight), appetite increases and metabolic rate drops.
Topic: Motivation and the Hungry Animal Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
3. Distinguish three commonly diagnosed eating disorders, noting the defining characteristics of each. Answer: A good answer will include the following key points.
Anorexia nervosa is an eating disorder characterized by fear of becoming fat, a distorted body image, radically reduced consumption of food, and emaciation. Bulimia nervosa is an eating disorder characterized by episodes of excessive eating (bingeing) and a lack of control over eating, followed by forced vomiting or use of laxatives (purging) or periods of fasting or excessive exercise. People with binge-eating disorder binge without purging; others chew whatever food they want but spit it out without swallowing; others are average weight but take no joy in eating because they worry obsessively about gaining a pound.
Topic: Motivation and the Hungry Animal Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 10.1.D Distinguish between anorexia nervosa and bulimia nervosa, and discuss factors that contribute to each disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
4.
Explain why proximity is an important predictor of attraction. Answer: A good answer will include the following key points.
A major predictor of whom we love is plain proximity: we tend to choose our friends and lovers from the set of people who live, study, or work near us. Why does this occur? Well, considering that there are 8 billion people on the planet, the odds of finding your one true love, your destined soulmate, that absolutely perfect person, can seem a bit daunting, especially if you live in Wyoming and they live in Westphalia.
Topic: The Social Animal: Motives to Love Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 10.2.B Explain how attachment theory can be applied to adult romantic relationships.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
5. For many decades in Western society, men were romantic and women were pragmatic in choosing a marriage partner. Why? Answer: A good answer will include the following key points.
Gender-related differences in ways of expressing love and intimacy reflect social, economic, and cultural forces. Prior to the 20th century, a woman did not just marry a man; she married a standard of living. Therefore, women could not afford to marry anyone unsuitable. Women married for extrinsic reasons such as financial security. Men, on the other hand, could afford to marry for love and other romantic reasons. This changed when women entered the workforce in large numbers.
Topic: The Social Animal: Motives to Love Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 10.2.C Summarize the research on gender and cultural differences in romantic relationships. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
6.
William Masters and Virginia Johnson‘s research on sexual arousal helped to document the physiological changes that occurred during sexual arousal and orgasm. Provide one benefit and one shortcoming of the research they conducted. Answer: A good answer will include the following key points.
Masters and Johnson helped to overcome much of the superstition and ignorance about sexual arousal. They did not investigate how people‘s physiological responses might vary according to age, experience, culture, and genetic predispositions, however.
Topic: The Erotic Animal: Motives for Sex Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 10.3.A Describe early research findings on sexuality and how biology, hormones, and expectations might contribute to differences in the sexuality of women and men. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
7.
List the major categories of motives that people give for having sex. Answer: A good answer will include the following key points.
Motives for having sex include: Physical—the satisfaction and pleasure of sex, stress reduction Goal attainment—to make a profit, to get status, or to exact revenge Emotional—to express intimacy and commitment with the partner, spiritual transcendence Insecurity—reassurance that you are attractive, the desire to please or appease your partner
Topic: The Erotic Animal: Motives for Sex Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 10.3.C Discuss the varied motives for sex, and contrast them with motives for rape. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
8.
Sexual scripts for Black women can contribute to unwanted pregnancy or sexually transmitted diseases. What are the scripts that were found to be associated with unsafe sex in this community? Answer: A good answer will include the following key point.
For Black women, a reduced likelihood of practicing safe sex was associated with scripts fostering the beliefs that men control relationships; women sustain relationships; male infidelity is normal; men control sexual activity; women want to use condoms, but men control condom use.
Topic: The Erotic Animal: Motives for Sex Skill Level: Understand the Concepts
Difficulty Level: Difficult Learning Objective: 10.3.D Explain the ways in which culture and gender contribute to sexual expectations and behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry
9.
Describe the difference between mastery goals and performance goals. Which of the two is more effective in learning a new skill? Answer: A good answer will include the following key points.
Mastery or learning goals are concerned with increasing competence and skills. Performance goals are concerned with performing well in front of others, being judged favorably, and avoiding criticism. Mastery goals are more powerful in motivating learners because they rely on intrinsic motivation.
Topic: The Competent Animal: Motives to Achieve Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
10. Describe three aspects of the work environment that are likely to increase work motivation and satisfaction and reduce the chances of emotional burnout. Answer: A good answer will include any three of the following key points.
The work feels meaningful and important to employees. Employees have control over many aspects of their work, such as setting their own hours and making decisions. Tasks are varied rather than repetitive. Employees have supportive relationships with their superiors and coworkers, including informal and formal support for managing work-life balance. Employees receive useful feedback about their work, so they know what they have accomplished and what they need to do to improve. The company offers opportunities for its employees to learn and advance.
Topic: The Competent Animal: Motives to Achieve Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 10.4.B Describe how working conditions affect motives to achieve. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Essay Questions
1.
Your friend Lola announced that she is going on a diet. Based on what you know about set point theory, what information would you pass along to her as she considers her options for weight loss? How might you encourage her in spite of what you know? Answer: A good answer will include the following key points.
Set point theory proposes that biological mechanisms work to keep one‘s body weight at a genetically influenced set point. Biological mechanisms produce changes in appetite and metabolism when body weight deviates from the set point by more than 10 percent. When a heavy person diets, they are working against their biological set point. Their body metabolism will slow down to conserve energy and fat reserves. You should encourage Lola to take it slow and avoid factors in the environment that contribute to weight gain, for instance, eating fast food, highly processed food, sugary food, and large portion sizes. Getting some additional exercise may help as well.
Topic: Motivation and the Hungry Animal Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
2.
Examine the environmental influences on weight that appear to be leading many people to become obese. Identify each influence and describe the impact it may have on weight, and why that might happen. Answer: A good answer will include the following key points.
The increased abundance of fast food and processed foods, which are inexpensive and very high in calories. Our bodies are programmed to gain weight on rich food to store calories for times of deprivation. Proximity to inexpensive fast food with its higher calories is associated with weight gain. The widespread consumption of high-sugar, high-calorie soft drinks. Many calories can be taken in by drinks rich in sugar, and the human body doesn‘t have a mechanism for compensating for fluid intake by lowering food intake. Thus soft drink consumption is associated with weight gain.
The sharp decline in exercise and other expenditures of energy. Due to smartphones, tablets, television, video games, and the convenience of driving, sedentary activities have become more common and are associated with weight gain. The increased portion sizes of food and drink. Portion sizes are double or triple the size they were one generation ago. This leads to consuming many more calories and gaining weight. The abundance of highly varied foods. When foods do not vary, people tend to eat less through habituation. As food becomes more varied, people eat more and gain more weight.
Topic: Motivation and the Hungry Animal Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 10.1.C Discuss and provide examples of major environmental influences on weight. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
3.
Compare and contrast the eating disorders that occur when people become obsessed with weight and dieting in order to avoid becoming ―fat.‖ What causes eating disorders? Answer: A good answer will include the following key points.
Bulimia nervosa is characterized by episodes of excessive eating (bingeing) followed by forced vomiting or use of laxatives (purging). Individuals may also demonstrate periods of fasting or excessive exercise. Anorexia nervosa is characterized by an irrational fear of being fat, a distorted body image, radically reduced consumption of food, and emaciation. Although bulimia involves eating and purging (an overconsumption of food followed by purging), anorexia involves food deprivation. Genes may play a role in the development of some eating disorders, but most disorders are generated by psychological factors, including depression and anxiety, low self-esteem, perfectionism, and a distorted body image. Cultural factors can also generate dissatisfaction with one‘s body.
Topic: Motivation and the Hungry Animal Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 10.1.D Distinguish between anorexia nervosa and bulimia nervosa, and discuss factors that contribute to each disorder.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
4. In a mother-toddler play group, Giorgio has a secure attachment to his mother, Harold has an anxious attachment, and Rolf has an avoidant attachment. Based on attachment theory, predict what their attitudes and behaviors will be like as lovers when each of the three children reach adulthood. Answer: A good answer will include the following key points.
Securely attached children such as Giorgio are rarely jealous or worried about being abandoned in relationships when they become adults. They are more compassionate and helpful than insecurely attached people, and are quicker to understand and forgive their partners if the partner does something thoughtless or annoying. Harold is likely to become an anxious lover. Anxious lovers are always agitated about their relationships; they want to be close but worry that their partners will leave them. Other people often describe them as clingy, which may be why they are more likely than secure lovers to suffer from unrequited love. Rolf is likely to be avoidant, distrusting and avoiding intimate attachments.
Topic: The Social Animal: Motives to Love Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 10.2.B Explain how attachment theory can be applied to adult romantic relationships. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
5. William Masters and Virginia Johnson identified four stages of a sexual response cycle. List each of these stages and discuss why Masters and Johnson‘s original conceptualization may be incorrect. Answer: A good answer will include the following key points.
Masters and Johnson identified four stages of the sexual response cycle: desire, arousal (excitement), orgasm, and resolution.
Unfortunately, the impulse to treat these four stages as linear, as if they were the preprogrammed and inevitable, can lead to a mistaken inference of universality. Not everyone has an orgasm even following great excitement, and desire can follow arousal. Masters and Johnson‘s research did not investigate how people‘s physiological responses might vary according to age, experience, culture, and genetic predispositions, or their ability to inhibit and control sexual excitement.
Topic: The Erotic Animal: Motives for Sex Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 10.3.A Describe early research findings on sexuality and how biology, hormones, and expectations might contribute to differences in the sexuality of women and men. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
6.
Distinguish between theories of sexual orientation that have been disproved and those that are currently being investigated. Summarize the research findings that support a biological theory of sexual orientation. Answer: A good answer will include the following key points.
Many ideas regarding sexual orientation, focusing on same-sex attraction, have been disproved, such as: Having a smothering mother Having an absent father Having emotional problems Parental practices or role models Support for biological theories of sexual orientation, again with a focus on samesex behaviors, includes: Observations of same-sex activity in some 450 species Heritability factors in males Prenatal exposure to androgens in females, linked to bisexual or lesbian orientation Other prenatal events that might predispose a child toward a same-sex orientation, such as prenatal changes caused by previous male pregnancies (i.e., having older biological brothers)
Topic: The Erotic Animal: Motives for Sex Skill Level: Analyze It Difficulty Level: Moderate
Learning Objective: 10.3.B Discuss the biological factors associated with sexual orientation as well as the limitations of a single-explanation account for partner preference. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
7.
Sexual assault is a horrible experience. Distinguish between motives for rape by identifying them and describing them. Compare and contrast these motivations to the motives for having sex. Answer: A good answer will include the following key points.
Narcissism and hostility toward women. Sexually aggressive men misperceive women‘s behavior in social situations, and equate feelings of power with sexuality. They often accuse women of provoking them. A desire to dominate, humiliate, or punish the victim. This motive is demonstrated when soldiers rape captives during war or degrade the victim. Many of these people who rape associate sex with power. Sadism. Some people who rape are violent criminals who find pleasure in inflicting pain on their victims. Most of the motives for having sex are to build relationships through intimacy, to procreate, or to express love. Motives for sex do not include aggression or dominance.
Topic: The Erotic Animal: Motives for Sex Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 10.3.C Discuss the varied motives for sex, and contrast them with motives for rape. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
8. Distinguish approach and avoidance goals, and apply each type to an example in which someone is trying to decide which career path to pursue. Answer: A good answer will include the following key points.
Approach goals are framed in terms of desired outcomes or experience. Avoidance goals are framed in terms of preventing unpleasant experiences. Someone deciding on career opportunities might focus on one type of goal or the other, or consider a balance between the two.
For example, being motivated by good pay, great benefits, flexible working hours, or stimulating work might all be approach goals—the person making the decision wants these things—and they might be sufficient to outweigh any negatives associated with the job, such as an overbearing boss or lack of autonomy in decisionmaking. In contrast, a person may make a career choice through a kind of process of elimination—knowing what they don’t want in the workplace, such as physical labor or too much coworker interaction. The reality in many cases is likely to be a balance between these considerations; most jobs have both good and bad aspects to them, so the mental calculus of which ―draw‖ is more significant—approach or avoidance—is likely to differ across people.
Topic: The Competent Animal: Motives to Achieve Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
9.
Knowing you are a psychology student, your boss asks you to evaluate job satisfaction and performance for all of the workers at your place of business. He asks you to make recommendations for motivating the workers more. You provide the boss with a list of items that have been shown to increase motivation and satisfaction. What is on the list of recommendations you provide? Answer: A good answer will include the following key points.
Job involvement, worker motivation, and job satisfaction are increased if: The work feels meaningful and important to employees Employees have control over many aspects of their work Tasks are varied rather than repetitive Employees have supportive relationships with their superiors and coworkers Employees receive useful feedback about their work, so they know what they have accomplished and what they need to do to improve The company offers opportunities for its employees to learn and advance
Topic: The Competent Animal: Motives to Achieve Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 10.4.B Describe how working conditions affect motives to achieve. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
10.
Why are people so bad at predicting what will make them happy? Which factors do people focus on when making such a prediction, and which factors should they focus on instead? Answer: A good answer will include the following key points.
Good things are rarely as good as we imagine they will be, and bad situations are rarely as terrible. People adjust quickly to happy changes, such as new relationships, a promotion, even winning the lottery, and fail to anticipate that they will cope with bad experiences relatively quickly as well. Poor predictive power comes from overestimating both how good ―good‖ will be as well as how bad ―bad‖ will be in the future. That can lead to the pursuit of possessions or activities in the present designed to either secure the supposed good or avoid the supposed bad. Yet people make many decisions based on false assumptions about how they will feel in the future. Many spend more money than they can afford on a car or house because they think that this is what will make them truly happy. People who are motivated by the intrinsic satisfaction of an activity are happier and more satisfied than those motivated solely by extrinsic rewards. Unfortunately, in the United States, many people are more motivated to make money than to find activities they enjoy. They imagine that greater wealth will bring greater happiness, yet after they are at a financial level that provides basic comfort and security, more isn‘t necessarily better. Having positive, intrinsically enjoyable experiences makes most people happier than having things. Doing, in other words, is often more satisfying than buying.
Topic: The Competent Animal: Motives to Achieve Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 10.4.C Discuss what research indicates makes people happy and how accurate people are at predicting their own happiness. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
Integrative Essay Questions: Linking the Chapters
1.
In Chapter 1 (What Is Psychology?), we learned that one of the hardest lessons of life is how to live with uncertainty. Many questions currently don‘t have answers. Integrate this critical thinking guideline (tolerate uncertainty) with the information in Chapter 10 (The Major Motives: Food, Love, Sex, and Work) regarding sexual orientation. Answer: A good answer will include the following key points.
The origins of sexual orientation are still unknown. Traditional psychological explanations have not been supported, such as weird psychoanalytic interpretations or theories based solely on environmental conditions. Genetic and hormonal factors seem to be involved, more for males than for females, but the evidence is inconclusive. There is great variation in the expression of sexual orientation throughout the world. Many people do not subscribe to a consistent orientation throughout their lives. It is likely that biology, culture, learning, and circumstances interact in determining sexual orientation. There may be different causes, or combinations of causes, for different individuals.
Topic: 1.2 Thinking Critically about Psychology, 10.3 The Erotic Animal: Motives for Sex Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology. 10.3.B Discuss the biological factors associated with sexual orientation as well as the limitations of a single-explanation account for partner preference. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Revel Quizzes
The following questions appear at the end of each module and at the end of the chapter in Revel for Psychology, 14e.
Multiple choice question
EOM Q10.1.1
Destiny is asked why she loves to perform interpretive dance. ―I enjoy it, and I want to express myself,‖ she replies. Olivia is asked the same question. ―I want to be noticed by a talent scout, and I want to get a performing contract from it.‖ Destiny is showing signs of __________, whereas Olivia is showing signs of __________. Options a) intrinsic motivation; extrinsic motivation b) psychological striving; genetic drift Consider This: Both Destiny and Olivia are engaged in the same behavior, and each can explain her motive for doing so. 10.1.A Define motivation, and distinguish between its intrinsic and extrinsic forms. c) genetic drift; psychological striving Consider This: Both Destiny and Olivia are engaged in the same behavior, and each can explain her motive for doing so. 10.1.A Define motivation, and distinguish between its intrinsic and extrinsic forms. d) extrinsic motivation; intrinsic motivation Consider This: Both Destiny and Olivia are engaged in the same behavior, and each can explain her motive for doing so. 10.1.A Define motivation, and distinguish between its intrinsic and extrinsic forms. ANS: a Mod No=10.1 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q10.1.2
The hormone that helps regulate appetite by telling the hypothalamus that the body has stored enough fat is called __________. Options a) leptin b) ghrelin Consider This: The hormone in question is a kind of ―off‖ switch for eating. 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. c) vasopressin Consider This: The hormone in question is a kind of ―off‖ switch for eating. 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. d) testosterone Consider This: The hormone in question is a kind of ―off‖ switch for eating. 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. ANS: a Mod No=10.1 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q10.1.3
Which of the following is not a leading environmental cause of worldwide weight gain? Options a) Increased competition for scarce resources b) Increases in portion size Consider This: The environmental conditions that governed food intake throughout most of human history are not the same environmental conditions that face modern humans currently. 10.1.C Discuss and provide examples of major environmental influences on weight. c) The availability of a wide variety of foods Consider This: The environmental conditions that governed food intake throughout most of human history are not the same environmental conditions that face modern humans currently. 10.1.C Discuss and provide examples of major environmental influences on weight. d) A steep decline in exercise Consider This: The environmental conditions that governed food intake throughout most of human history are not the same environmental conditions that face modern humans currently. 10.1.C Discuss and provide examples of major environmental influences on weight. ANS: a Mod No=10.1 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q10.1.4
Which of the following predictions about Delfina is most consistent with research on eating while distracted? Options a) The distraction of the television means that Delfina will have poorer memory for exactly how much she ate than she would if she ate without distraction. b) Delfina will take more time between slices of pizza when the television is on versus when the television is off. Consider This: For various reasons, distraction has been found to predict less healthy eating habits. 10.1.C Discuss and provide examples of major environmental influences on weight. c) When eating in front of the television, Delfina will get so distracted that she‘ll eat less than she usually does because she will forget what she is doing. Consider This: For various reasons, distraction has been found to predict less healthy eating habits. 10.1.C Discuss and provide examples of major environmental influences on weight. d) Delfina will consume fewer calories of pizza or macaroni and cheese with the television on than she will with the television off. Consider This: For various reasons, distraction has been found to predict less healthy eating habits. 10.1.C Discuss and provide examples of major environmental influences on weight. ANS: a Mod No=10.1 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q10.1.5
An eating disorder characterized by episodes of excessive eating followed by forced vomiting is called __________. Options a) bulimia nervosa b) anorexia nervosa Consider This: These characteristics define a well-known eating disorder. 10.1.D Distinguish between anorexia nervosa and bulimia nervosa, and discuss factors that contribute to each disorder. c) purgative nervosa Consider This: These characteristics define a well-known eating disorder. 10.1.D Distinguish between anorexia nervosa and bulimia nervosa, and discuss factors that contribute to each disorder. d) binge-eating disorder Consider This: These characteristics define a well-known eating disorder. 10.1.D Distinguish between anorexia nervosa and bulimia nervosa, and discuss factors that contribute to each disorder. ANS: a Mod No=10.1 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q10.2.1
Two important hormones that play a role in social bonding are __________ and __________. Options a) vasopressin; oxytocin b) melatonin; amylin Consider This: The hormones contribute to the feelings and expression of love, caring, and trust. 10.2.A Describe how vasopressin, oxytocin, and endorphins contribute to our understanding of the biology of love. c) epinephrine; norepinephrine Consider This: The hormones contribute to the feelings and expression of love, caring, and trust. 10.2.A Describe how vasopressin, oxytocin, and endorphins contribute to our understanding of the biology of love. d) ghrelin; leptin Consider This: The hormones contribute to the feelings and expression of love, caring, and trust. 10.2.A Describe how vasopressin, oxytocin, and endorphins contribute to our understanding of the biology of love. ANS: a Mod No=10.2 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q10.2.2
Audrey feels a swell of emotion whenever Anna is nearby. She knows it is love at first sight, and she feels tingly and excited when she thinks of spending time with Anna. The kind of love Audrey is experiencing is called __________ love. Options
a) passionate b) companionate Consider This: Audrey and Anna are most likely in the early stages of their relationship. 10.2.A Describe how vasopressin, oxytocin, and endorphins contribute to our understanding of the biology of love. c) extrinsic Consider This: Audrey and Anna are most likely in the early stages of their relationship. 10.2.A Describe how vasopressin, oxytocin, and endorphins contribute to our understanding of the biology of love. d) biological Consider This: Audrey and Anna are most likely in the early stages of their relationship. 10.2.A Describe how vasopressin, oxytocin, and endorphins contribute to our understanding of the biology of love. ANS: a Mod No=10.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q10.2.3
Dominic is somewhat uncomfortable being close to others. He gets nervous when someone wants to get too close emotionally, and he finds it difficult to let himself depend on others, yet at the same time some people seem to think he is clingy. Which adult attachment style would best describe Dominic‘s feelings and behavior? Options a) Anxious attachment
b) Secure attachment Consider This: Like babies, adults can display various attachments styles in their relationships with others. 10.2.B Explain how attachment theory can be applied to adult romantic relationships. c) Avoidant attachment Consider This: Like babies, adults can display various attachments styles in their relationships with others. 10.2.B Explain how attachment theory can be applied to adult romantic relationships. d) Dependent attachment Consider This: Like babies, adults can display various attachments styles in their relationships with others. 10.2.B Explain how attachment theory can be applied to adult romantic relationships. ANS: a Mod No=10.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q10.2.4
Emily‘s motivation to stay with Rich is that she enjoys his company and feels close to him. Lydia‘s motivation to stay with Ahmed is that she does not like feeling lonely and is unsure if she can find another partner. Which relationship would you predict has the greater satisfaction? Options a) Emily and Rich b) Lydia and Ahmed
Consider This: The ability to sustain an interpersonal relationship is affected by the motives for that relationship. 10.2.B Explain how attachment theory can be applied to adult romantic relationships. c) Both couples should be about equally satisfied. Consider This: The ability to sustain an interpersonal relationship is affected by the motives for that relationship. 10.2.B Explain how attachment theory can be applied to adult romantic relationships. d) Both couples should feel similar dissatisfaction. Consider This: The ability to sustain an interpersonal relationship is affected by the motives for that relationship. 10.2.B Explain how attachment theory can be applied to adult romantic relationships. ANS: a Mod No=10.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q10.2.5
In many cultures, in which emotional expression is considered to be unmasculine, how do men often learn to express love? Options a) By enacting considerate or affectionate behaviors b) By writing about their emotions Consider This: Women and men share many similarities when it comes to relationships, but in many cultures they do differ in how they express love and intimacy. 10.2.C Summarize the research on gender and cultural differences in romantic relationships.
c) By having children and starting a family Consider This: Women and men share many similarities when it comes to relationships, but in many cultures they do differ in how they express love and intimacy. 10.2.C Summarize the research on gender and cultural differences in romantic relationships. d) By communicating their feelings to their partners Consider This: Women and men share many similarities when it comes to relationships, but in many cultures they do differ in how they express love and intimacy. 10.2.C Summarize the research on gender and cultural differences in romantic relationships. ANS: a Mod No=10.2 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q10.3.1
William Masters and Virginia Johnson described four stages of the sexual response cycle. According to their original research, what is the correct order of those stages? Options a) Desire, arousal, orgasm, resolution b) Arousal, desire, orgasm, resolution Consider This: Masters and Johnson originally proposed a clear sequence of stages for human sexual response. 10.3.A Describe early research findings on sexuality and how biology, hormones, and expectations might contribute to differences in the sexuality of women and men. c) Arousal, desire, resolution, orgasm
Consider This: Masters and Johnson originally proposed a clear sequence of stages for human sexual response. 10.3.A Describe early research findings on sexuality and how biology, hormones, and expectations might contribute to differences in the sexuality of women and men. d) Desire, arousal, resolution, orgasm Consider This: Masters and Johnson originally proposed a clear sequence of stages for human sexual response. 10.3.A Describe early research findings on sexuality and how biology, hormones, and expectations might contribute to differences in the sexuality of women and men. ANS: a Mod No=10.3 Skill Level=Remember Difficulty Level=moderate
Multiple choice question
EOM Q10.3.2
In primates (including humans), how does the mere introduction of increased testosterone affect sexual desire? Options a) Not very much; primate sexual desire is affected by many interacting processes. b) A great deal; sexual desire is primarily a biological process. Consider This: Androgens such as testosterone can contribute to sexual desire; can you recall how much and in what way they might contribute? 10.3.A Describe early research findings on sexuality and how biology, hormones, and expectations might contribute to differences in the sexuality of women and men. c) Not very much; testosterone does not contribute to sexual desire.
Consider This: Androgens such as testosterone can contribute to sexual desire; can you recall how much and in what way they might contribute? 10.3.A Describe early research findings on sexuality and how biology, hormones, and expectations might contribute to differences in the sexuality of women and men. d) A great deal for women; increased testosterone doesn‘t affect men very much. Consider This: Androgens such as testosterone can contribute to sexual desire; can you recall how much and in what way they might contribute? 10.3.A Describe early research findings on sexuality and how biology, hormones, and expectations might contribute to differences in the sexuality of women and men. ANS: a Mod No=10.3 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q10.3.3
Which of the following statements about sexual orientation is true? Options a) The overwhelming majority of children of gay or lesbian parents do not identify as gay or lesbian themselves. b) Humans are the only animal species to demonstrate same-sex sexual activity. Consider This: Sexual orientation appears to be moderately heritable, but no single explanation can account for the complexity of sexual orientation. 10.3.B Discuss the biological factors associated with sexual orientation as well as the limitations of a single-explanation account for partner preference. c) There is no relationship whatsoever between exposure to prenatal hormones and sexual orientation.
Consider This: Sexual orientation appears to be moderately heritable, but no single explanation can account for the complexity of sexual orientation. 10.3.B Discuss the biological factors associated with sexual orientation as well as the limitations of a single-explanation account for partner preference. d) Biological factors alone can account for the diversity of sexual responses, preferences, and customs observed in society. Consider This: Sexual orientation appears to be moderately heritable, but no single explanation can account for the complexity of sexual orientation. 10.3.B Discuss the biological factors associated with sexual orientation as well as the limitations of a single-explanation account for partner preference. ANS: a Mod No=10.3 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q10.3.4
Which of the following best illustrates the concept that sexual pleasure has a ―top-down‖ component? Options a) Rosie has fallen in love, and when she hears her new partner nearing orgasm it increases the level of pleasure she feels. b) Carlos typically agrees to have sex because he feels like he is obligated to do so in order to please his partner. Consider This: Top-down often refers to mental processes ―flowing down‖ to affect lower-level sensory experiences. 10.3.C Discuss the varied motives for sex, and contrast them with motives for rape.
c) Vikram consistently misinterprets his friends‘ behavior as indicating sexual interest in him when in reality they are just being friendly. Consider This: Top-down often refers to mental processes ―flowing down‖ to affect lower-level sensory experiences. 10.3.C Discuss the varied motives for sex, and contrast them with motives for rape. d) Hailey has learned from parents, role models, and the media that adhering to societal standards regarding beauty will render her better able to use her sexuality to attain desired outcomes. Consider This: Top-down often refers to mental processes ―flowing down‖ to affect lower-level sensory experiences. 10.3.C Discuss the varied motives for sex, and contrast them with motives for rape. ANS: a Mod No=10.3 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q10.3.5
Under what conditions are individuals most likely to use sex as a ―bargaining chip‖? Options a) When they are financially dependent b) When they already have children Consider This: Sexual scripts for women and men in many cultures are changing. 10.3.D Explain the ways in which culture and gender contribute to sexual expectations and behavior. c) When they are using birth control
Consider This: Sexual scripts for women and men in many cultures are changing. 10.3.D Explain the ways in which culture and gender contribute to sexual expectations and behavior. d) When they are employed and thus have their own money to bargain with. Consider This: Sexual scripts for women and men in many cultures are changing. 10.3.D Explain the ways in which culture and gender contribute to sexual expectations and behavior. ANS: a Mod No=10.3 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q10.4.1
Horatio wants to earn a black belt in karate. Which way of thinking about this goal is most likely to help him reach it? Options a) ―I will set specific goals that are tough but attainable.‖ b) ―I should do the best I can.‖ Consider This: What do we know from the research on goal-setting about what is effective? 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. c) ―I should be sure not to lose many matches.‖ Consider This: What do we know from the research on goal-setting about what is effective? 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals.
d) ―I will set specific goals that I know I can reach easily.‖ Consider This: What do we know from the research on goal-setting about what is effective? 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. ANS: a Mod No=10.4 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q10.4.2
Miranda wants to learn to ice skate because it looks fun, and she likes to try new things. Junko wants to learn to ice skate because she does not want to be embarrassed next winter in front of her friends, and she is afraid of being left out of fun events. Miranda‘s motives are generally __________, whereas Junko‘s motives are primarily __________. Options a) approach goals; avoidance goals b) accomplishment goals; attainment goals Consider This: Both Miranda and Junko want the same outcome, to learn how to skate, but their motives stem from different sources. 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. c) avoidance goals; approach goals Consider This: Both Miranda and Junko want the same outcome, to learn how to skate, but their motives stem from different sources. 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals.
d) idiographic; nomothetic Consider This: Both Miranda and Junko want the same outcome, to learn how to skate, but their motives stem from different sources. 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. ANS: a Mod No=10.4 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q10.4.3
Claude and Ingo are both studying for the bar exam to become lawyers. Claude feels a lot of pressure to pass the exam so they can impress their friends and make their family proud. Ingo feels a lot of pressure as well because he wants to challenge himself and tackle a fair test of his learning and studying. Claude appears to be motivated by __________ goals, whereas Ingo is motivated by __________ goals. Options a) performance; mastery b) mastery; learning Consider This: Both Claude and Ingo would like to be able to practice law someday, but they differ in their motives for attaining that outcome. 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. c) approach; avoidance Consider This: Both Claude and Ingo would like to be able to practice law someday, but they differ in their motives for attaining that outcome. 10.4.A Describe conditions
that make goal-setting successful, and distinguish between performance goals and mastery goals. d) nomographic; idiothetic Consider This: Both Claude and Ingo would like to be able to practice law someday, but they differ in their motives for attaining that outcome. 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. ANS: a Mod No=10.4 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q10.4.4
Research indicates that one of the strongest predictors of learning and accomplishment is __________. Options a) self-efficacy b) self-endowment Consider This: The answer here refers to feeling confident in yourself and your abilities. 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. c) self-avoidance Consider This: The answer here refers to feeling confident in yourself and your abilities. 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals.
d) self-feedback Consider This: The answer here refers to feeling confident in yourself and your abilities. 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. ANS: a Mod No=10.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q10.4.5
―If I could just win the lottery, I‘d be set for life,‖ lamented Makisig. ―Winning the lottery would change everything, and I‘d be happy every day.‖ Based on what you know about predicting future emotional states, how accurate do you think Makisig‘s prophecy is? Options a) Not very accurate; he would probably be happy, but not as happy as he thinks, nor would his life change as dramatically as he anticipates. b) Somewhat accurate; studies show that people can predict their future happiness correctly about half of the time. Consider This: Makisig is imagining some future state of affairs based on how he is feeling presently, and on how he thinks he will feel at some indeterminate distant time. 10.4.C Discuss what research indicates makes people happy and how accurate people are at predicting their own happiness. c) Very accurate; research shows that the lifestyles of lottery winners become radically different after attaining their prizes. Consider This: Makisig is imagining some future state of affairs based on how he is feeling presently, and on how he thinks he will feel at some indeterminate distant
time. 10.4.C Discuss what research indicates makes people happy and how accurate people are at predicting their own happiness. d) Not at all accurate; winning a lottery and receiving lots of money all at once are events that make most people unhappy. Consider This: Makisig is imagining some future state of affairs based on how he is feeling presently, and on how he thinks he will feel at some indeterminate distant time. 10.4.C Discuss what research indicates makes people happy and how accurate people are at predicting their own happiness. ANS: a Mod No=10.4 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q10.1
Kawhi thinks that if he gets good grades in school, girls will notice him, his friends will admire him, and his parents will be proud of him. Accordingly, he slogs through his coursework with little focus on understanding the material and an eye toward getting the highest grades he can. Kawhi is showing all the signs of being __________ motivated. Options a) extrinsically b) intrinsically Consider This: Kawhi‘s motivation comes from the desire to do something for external rewards. 10.1.A Define motivation, and distinguish between its intrinsic and extrinsic forms. c) psychologically
Consider This: Kawhi‘s motivation comes from the desire to do something for external rewards. 10.1.A Define motivation, and distinguish between its intrinsic and extrinsic forms. d) hyperConsider This: Kawhi‘s motivation comes from the desire to do something for external rewards. 10.1.A Define motivation, and distinguish between its intrinsic and extrinsic forms. ANS: a Mod No=10 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q10.2
Which of the following statements about Abraham Maslow‘s pyramid model of hierarchical needs is true? Options a) It lacks much in the way of direct empirical support. b) Maslow came up with the pyramid shape for his model before he decided what the different levels of that pyramid would be. Consider This: Maslow presented a tidy humanistic model of how needs should be arranged, pursued, and characterized. Human behavior is often not tidy. LO 10.1.A Define motivation, and distinguish between its intrinsic and extrinsic forms. c) It was never very popular. Consider This: Maslow presented a tidy humanistic model of how needs should be arranged, pursued, and characterized. Human behavior is often not tidy. LO 10.1.A Define motivation, and distinguish between its intrinsic and extrinsic forms.
d) Maslow argued that people cannot simultaneously pursue needs at different levels of the hierarchy. Consider This: Maslow presented a tidy humanistic model of how needs should be arranged, pursued, and characterized. Human behavior is often not tidy. LO 10.1.A Define motivation, and distinguish between its intrinsic and extrinsic forms. ANS: a Mod No=10.1 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q10.3
Which gene causes fat cells to secrete the hormone leptin? Options a) Ob b) Ghrelin Consider This: Leptin travels through the bloodstream to the hypothalamus and is involved in the regulation of appetite. What causes the release of leptin? 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. c) Vasopressin Consider This: Leptin travels through the bloodstream to the hypothalamus and is involved in the regulation of appetite. What causes the release of leptin? 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. d) Oxytocin
Consider This: Leptin travels through the bloodstream to the hypothalamus and is involved in the regulation of appetite. What causes the release of leptin? 10.1.B Discuss the biological factors that contribute to weight, and explain what set point is. ANS: a Mod No=10.1 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q10.4
Why would you predict that people who visit buffet restaurants would tend to overeat compared to diners who patronize a more traditional restaurant? Options a) The abundance of highly varied foods generally inspires people to eat more. b) Buffet restaurants feature fattier foods than traditional restaurants or fast-food restaurants. Consider This: Subtle cues in the environment can have dramatic effects on eating tendencies. 10.1.C Discuss and provide examples of major environmental influences on weight. c) The slowness of walking through a buffet line provides time for fat cells to build up. Consider This: Subtle cues in the environment can have dramatic effects on eating tendencies. 10.1.C Discuss and provide examples of major environmental influences on weight. d) Buffets are attractive to large groups, and large groups tend to eat more than smaller parties.
Consider This: Subtle cues in the environment can have dramatic effects on eating tendencies. 10.1.C Discuss and provide examples of major environmental influences on weight. ANS: a Mod No=10.1 Skill Level=Analyze Difficulty Level=difficult
Multiple choice question
EOC Q10.5
The eating disorder with the highest mortality among all mental disorders is __________. Options a) anorexia nervosa b) bulimia nervosa Consider This: The causes of the mortality are varied, but they all stem from the disorder in question. 10.1.D Distinguish between anorexia nervosa and bulimia nervosa, and discuss factors that contribute to each disorder. c) binge-eating disorder Consider This: The causes of the mortality are varied, but they all stem from the disorder in question. 10.1.D Distinguish between anorexia nervosa and bulimia nervosa, and discuss factors that contribute to each disorder. d) night eating syndrome Consider This: The causes of the mortality are varied, but they all stem from the disorder in question. 10.1.D Distinguish between anorexia nervosa and bulimia nervosa, and discuss factors that contribute to each disorder. ANS: a
Mod No=10.1 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q10.6
Peter and Bryan have been in a healthy romantic relationship for 17 years. Chances are good that their relationship is characterized by __________. Options a) companionate love b) passionate love Consider This: What do you know about the evolution of love over time? See introduction to 10.2 The Social Animal: Motives to Love. c) intense emotions Consider This: What do you know about the evolution of love over time? See introduction to 10.2 The Social Animal: Motives to Love. d) infatuation Consider This: What do you know about the evolution of love over time? See introduction to 10.2 The Social Animal: Motives to Love. ANS: a Mod No=10.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q10.7
Lola is not jealous when her partner talks to other people at parties or spends a weekend with friends. She understands that couples like to do things together but also sometimes need to do things separately, and she is not worried that her partner will abandon her for someone he likes more. Lola‘s attachment style seems to be __________. Options a) secure b) avoidant Consider This: Lola‘s behaviors seem diagnostic of a particular style of attachment. 10.2.B Explain how attachment theory can be applied to adult romantic relationships. c) assertive Consider This: Lola‘s behaviors seem diagnostic of a particular style of attachment. 10.2.B Explain how attachment theory can be applied to adult romantic relationships. d) anxious Consider This: Lola‘s behaviors seem diagnostic of a particular style of attachment. 10.2.B Explain how attachment theory can be applied to adult romantic relationships. ANS: a Mod No=10.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q10.10
Iseoluwa is unable to sustain meaningful romantic relationships. She is distrustful of others and always ends a relationship when the other person wants to be committed. Her attachment style can best be described as __________. Options a) avoidant b) regressive Consider This: Iseoluwa‘s behaviors seem diagnostic of a particular style of attachment. 10.2.B Explain how attachment theory can be applied to adult romantic relationships. c) secure Consider This: Iseoluwa‘s behaviors seem diagnostic of a particular style of attachment. 10.2.B Explain how attachment theory can be applied to adult romantic relationships. d) anxious Consider This: Iseoluwa‘s behaviors seem diagnostic of a particular style of attachment. 10.2.B Explain how attachment theory can be applied to adult romantic relationships. ANS: a Mod No=10.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q10.9
Madison agrees to unwanted sex with her partner, primarily because she is afraid her partner will leave her if she does not, and she also feels obligated to give him pleasure when he wants it. What kind of attachment style would you predict Madison has? Options a) Anxious b) Secure Consider This: Women and men may agree to unwanted sex for many reasons, but a person‘s attachment style can be predictive of the motives for their acquiescence. 10.3.C Discuss the varied motives for sex, and contrast them with motives for rape. c) Ambivalent Consider This: Women and men may agree to unwanted sex for many reasons, but a person‘s attachment style can be predictive of the motives for their acquiescence. 10.3.C Discuss the varied motives for sex, and contrast them with motives for rape. d) Hesitant Consider This: Women and men may agree to unwanted sex for many reasons, but a person‘s attachment style can be predictive of the motives for their acquiescence. 10.3.C Discuss the varied motives for sex, and contrast them with motives for rape. ANS: a Mod No=10.3 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q10.10
One of the first researchers to study sexual behavior was __________.
Options a) Alfred Kinsey b) Sid Levy Consider This: This person did groundbreaking sex research starting in the late 1930s. 10.3.A Describe early research findings on sexuality and how biology, hormones, and expectations might contribute to differences in the sexuality of women and men. c) Albert Bandura Consider This: This person did groundbreaking sex research starting in the late 1930s. 10.3.A Describe early research findings on sexuality and how biology, hormones, and expectations might contribute to differences in the sexuality of women and men. d) Ann Shawah Consider This: This person did groundbreaking sex research starting in the late 1930s. 10.3.A Describe early research findings on sexuality and how biology, hormones, and expectations might contribute to differences in the sexuality of women and men. ANS: a Mod No=10.3 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOC Q10.11
The implicit cultural and gender rules that specify proper sexual behavior for a person in a specific situation are called __________. Options
a) sexual scripts b) expectations Consider This: Like many of the implicit roles and rules we subscribe to, the term in question here refers to how women and men in a cultural context should act in specific situations. 10.3.D Explain the ways in which culture and gender contribute to sexual expectations and behavior. c) normative roles Consider This: Like many of the implicit roles and rules we subscribe to, the term in question here refers to how women and men in a cultural context should act in specific situations. 10.3.D Explain the ways in which culture and gender contribute to sexual expectations and behavior. d) gender presumptions Consider This: Like many of the implicit roles and rules we subscribe to, the term in question here refers to how women and men in a cultural context should act in specific situations. 10.3.D Explain the ways in which culture and gender contribute to sexual expectations and behavior. ANS: a Mod No=10.3 Skill Level =Remember Difficulty Level=easy
Multiple choice question
EOC Q10.12
Research on goal-setting indicates that goals should be framed as approach goals that are __________ and __________. Options a) specific; challenging
b) short term; optimistic Consider This: Goal-setting is a fine idea and a good source of motivation, if you do it right. 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. c) attainable; popular Consider This: Goal-setting is a fine idea and a good source of motivation, if you do it right. 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. d) distant; general Consider This: Goal-setting is a fine idea and a good source of motivation, if you do it right. 10.4.A Describe conditions that make goal-setting successful, and distinguish between performance goals and mastery goals. ANS: a Mod No=10.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q10.13
Which statement best summarizes the effects of the workplace on worker motivation? Options a) Intrinsic motivations to succeed are great, but people also need the opportunity and appropriate work conditions to be able to succeed. b) Motivation affects work, but working conditions generally do not affect motivation. Consider This: Ambition without prospects is like an engine without a vehicle. 10.4.B Describe how working conditions affect motives to achieve.
c) The properties of the workplace are more important than the internal motives of the worker; even lazy people can get ahead in the proper environment. Consider This: Ambition without prospects is like an engine without a vehicle. 10.4.B Describe how working conditions affect motives to achieve. d) Research shows that working conditions account for approximately 18% of a person‘s achievement outcomes, with the other 82% due to personal factors. Consider This: Ambition without prospects is like an engine without a vehicle. 10.4.B Describe how working conditions affect motives to achieve. ANS: a Mod No=10.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q10.14
Generally speaking, how bad are the future bad things that people anticipate will be bad? Options a) Not as bad as people think b) Even worse than people think Consider This: People are not very good at predicting the intensity and duration of imagined emotional events. 10.4.C Discuss what research indicates makes people happy and how accurate people are at predicting their own happiness. c) About as bad as people think Consider This: People are not very good at predicting the intensity and duration of imagined emotional events. 10.4.C Discuss what research indicates makes people happy and how accurate people are at predicting their own happiness.
d) Twice as bad as people think Consider This: People are not very good at predicting the intensity and duration of imagined emotional events. 10.4.C Discuss what research indicates makes people happy and how accurate people are at predicting their own happiness. ANS: a Mod No=10.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q10.15
Wayne is watching the sunset because he knows Cheryl generally likes nature, and he really likes Cheryl and wants Cheryl to really like him. Felipe is watching the sunset because he finds that sunsets are a beautiful thing to watch. Who is likely to enjoy the sunset the most? Options a) Felipe b) Wayne Consider This: Intrinsically motivated behaviors tend to be more pleasurable in the long run. See: Taking Psychology With You: Rethinking Motivation in the Modern Era. c) Cheryl Consider This: Intrinsically motivated behaviors tend to be more pleasurable in the long run. See: Taking Psychology With You: Rethinking Motivation in the Modern Era. d) none of the people described Consider This: Intrinsically motivated behaviors tend to be more pleasurable in the long run. See: Taking Psychology With You: Rethinking Motivation in the Modern Era. ANS: a
Mod No=10.4 Skill Level=Apply Difficulty Level=difficult
TOTAL
Chapter 11
ASSESSMEN T
Topic/
Remember the Facts
Learning Objective
Understand the Concepts
Apply What You Know
POP QUIZ 1
Multiple Choice
1-3,5-8,10
POP QUIZ 2
Multiple Choice
1,2,4-7,9
8
3,10
The Nature of Emotion
Multiple Choice
1,2,46,8,11,12,18,
28,34,38-40
9,13-15,17,
LO 11.1.A – Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion.
LO 11.1.B - Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience.
LO 11.1.C – Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience.
Emotion and Culture
LO 11.2.A - Describe the ways emotional experience can differ across cultures in terms of concepts, language, and expectations.
LO 11.2.B – Explain how display rules and emotion work influence the communication of emotion.
LO 11.2.C - Describe and explain gender differences that appear to exist in emotional experience.
The Nature of Stress
LO 11.3.A – Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas.
LO 11.3.B – Describe how optimism, conscientiousness, and a sense of control
4,9
1-7,916,21,22,
3,7,10,16,37 ,41
1922,26,27,35
23-25,2933,36 True/False
Analyze It
8,18-20,2426, 36-39
17,23
1,4
5
4
1,5,6
27-35,40,41 Short Answer
2,3
Essay Integrative Essay
2,3 1,2
Multiple Choice
44,45,49,51,5 2
True/False
42-51
42,43,46,50
Short Answer
47,48
6
Essay
7
Integrative Essay Multiple Choice
53-55,66,6871, 73-75,7779,81,87
True/False
52-71
Short Answer
10
56,59,61,65, 67, 72
57,58,60,62- 76 64, 80,82-86
8,9,11
7
Topic/
Remember the Facts
Understand the Concepts
Apply What You Know
Analyze It
Multiple Choice
89,91,94,97,9 8
88
90,92,95,96
93
True/False
72-80
Learning Objective
Stress and Emotion
LO 11.4.A - Summarize the evidence that negative emotions (such as hostility and depression) have negative health effects.
LO 11.4.B – Summarize the evidence that positive emotions contribute to health.
LO 11.4.C – Discuss how confession, forgiveness, and other forms of ―letting grievances go‖ contribute to health benefits.
Coping with Stress
LO 11.5.A – Discuss how emotion-focused coping and problem-focused coping contribute to dealing with stress.
LO 11.5.B – Describe and give examples of effective coping strategies that rely on rethinking the stressful problem at hand.
LO 11.5.C – Discuss the ways in which friends can help or hinder successful coping efforts.
Short Answer
12,13
Essay
10
Integrative Essay
Multiple Choice
114,115
99,102105,108, 109,111,113
True/False
81-88,90-95
89
Short Answer Essay Integrative Essay
100,101,106 , 107,110,112
14 11-13
Name __________________________________________________________
Chapter 11 – Pop Quiz 1
1. Three major components that psychologists identify when defining emotion are __________. a. facial muscles, bodily changes, and stress b. physiological changes, cognitive processes, and action tendencies c. the alarm phase, the resistance phase, and the exhaustion phase d. social rules, cultural rules, and relationship rules
2.
According to noted researcher Paul Ekman, _________ is one of the primary emotions that has a universal facial expression. a. agitation b. fear c. jealousy d. shame
3.
Charles Darwin argued that facial expressions of emotion are __________. a. biologically irrelevant b. learned c. maladaptive d. innate
4.
According to the concept of facial feedback, when Gordie complies with instructions to smile and look happy, it is most likely that __________. a. he will be unaffected physiologically, because he is just pretending to be happy
b. he will begin to feel angry c. his positive feelings will increase d. his reaction will depend on his age
5.
In most people, the __________ is specialized for withdrawal or escape. a. somatic nervous system b. right frontal cortex c. left frontal cortex d. reticular activating system
6.
Stanley Schachter and Jerome Singer argued that two factors determine the experience of emotion. The two factors are __________. a. cognitive interpretation and cultural influence b. physiological arousal and cognitive interpretation c. perception and attribution d. physiological arousal and cultural rules
7.
Expression of an emotion that the person does not really feel is called __________. a. facial feedback b. secondary emotion c. emotion work d. body language
8. What has research shown about the stereotype that women are ―more emotional‖ than men? a. Women feel everyday emotions more often than men. b. Men feel everyday emotions more often than women.
c. The difference is more about how emotions are expressed than how they are felt. d. Men are more likely to show sadness and guilt, whereas women are more likely to show fear and shame.
9.
As Miranda looks at her grade on her final exam, she thinks, ―I did well on this exam, because my roommate helped me study.‖ Miranda‘s thoughts suggest that she has __________. a. conscientiousness b. a tendency to exert primary control c. an internal locus of control d. an external locus of control
10.
What is the key characteristic of the Type A personality that is related to heart disease? a. working hard b. impatience c. hostility d. having high standards
Chapter 11 – Pop Quiz 1 Answer Key
1.
b
Rationale: The components of emotion are physiological changes in the face, brain, and body; cognitive processes such as appraisals and interpretations of events; action tendencies that spur us to fight or flee, embrace or withdraw; and subjective feeling. (Remember the Facts, Moderate, LO 11.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
2.
b
Rationale: The seven facial expressions that Paul Ekman found to be universally recognized and expressed are anger, happiness, fear, surprise, disgust, contempt, and sadness. (Remember the Facts, Moderate, LO 11.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains)
3.
d
Rationale: Charles Darwin argued that facial expressions are innate, and that they evolved because they were adaptive. (Remember the Facts, Easy, LO 11.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains)
4.
c
Rationale: Facial feedback affects our emotional states, causing us to tend to feel the emotion that is being expressed. (Apply What You Know, Easy, LO 11.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
5.
b
Rationale: Regions of the right frontal cortex are specialized for the impulse to withdraw or escape (as in disgust and fear). (Remember the Facts, Difficult, LO 11.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
6.
b
Rationale: Stanley Schachter and Jerome Singer argued that the experience of emotion depends both on generalized physiological arousal and on how that arousal is interpreted. (Remember the Facts, Difficult, LO 11.1.C, APA 1.1, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy)
7.
c
Rationale: This is a definition of emotion work. (Remember the Facts, Easy, LO 11.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
8.
c
Rationale: Differences in the emotional experiences of women and men have more to do with how emotions are expressed than how they are felt. (Remember the Facts, Moderate, LO 11.2.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
9.
d
Rationale: People with an external locus of control tend to believe that their lives are controlled by luck, fate, or other people, whereas those with an internal locus of control tend to believe that they are responsible for what happens to them. (Apply What You Know, Moderate, LO 11.3.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
10. c
Rationale: The toxic factor associated with the Type A personality that is related to heart disease is cynical or antagonistic hostility. (Remember the Facts, Easy, LO 11.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
Name __________________________________________________________
Chapter 11 – Pop Quiz 2
1.
__________ is a state of arousal involving facial and bodily changes, brain activation, cognitive appraisals, subjective feelings, and tendencies toward action, all shaped by cultural rules. a. An attribution b. Emotion c. Galvanic skin response d. Body language
2. Paul Ekman and his colleagues gathered abundant evidence supporting the universality of __________ facial expressions of emotion. a. five b. six c. eight d. nine
3.
When Demetrius complies with instructions to pose an angry expression on his face, it is most likely that __________. a. he will feel amused to be simulating anger b. he will be unaffected, because he is just pretending to be angry c. his positive feelings will decrease d. his physiological reaction will depend on his age
4.
Analysis of facial muscles during emotional displays has revealed that __________.
a. most individuals are able to mimic grief accurately, getting the facial muscles just right b. false smiles tend to last 10 seconds or more, but authentic smiles last only about 2 seconds c. false expressions use the same groups of muscles that are used in authentic expressions d. physiological responses ensure that facial expressions convey the emotion being felt
5.
The process by which the facial muscles send messages to the brain about the basic emotion being expressed is called __________. a. primary emotional processing b. internal emotion work c. facial feedback d. body language
6.
The __________ quickly assesses danger or threat. a. frontal cortex b. right hemisphere c. left hemisphere d. amygdala
7.
Many researchers have concluded that mirror neurons allow humans to __________. a. experience empathy b. coordinate complicated motor tasks c. develop facial expressions for basic emotions d. reverse left-right movements when performing a task in front of a mirror
8.
Compared to the others, which occupation would be most likely to involve emotion work as a job requirement?
a. customer service representative
b. accountant c. architect d. software analyst
9.
__________ is a general expectation about whether the results of one‘s actions are under personal control or beyond one‘s control. a. Optimism b. Primary control c. Secondary control d. Locus of control
10.
―It‘s too bad my car was damaged by the tree that fell on it during the hurricane, but now I can get that new car I‘ve wanted for so long.‖ This utterance is an example of which coping strategy? a. reappraising the situation b. learning from the experience c. making social comparisons d. cultivating a sense of humor
Chapter 11 – Pop Quiz 2 Answer Key
1.
b
Rationale: This is a description of emotion. (Remember the Facts, Easy, LO 11.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
2.
b
Rationale: Paul Ekman and his colleagues gathered abundant evidence for the universality of the facial expressions of six emotions: anger, happiness, fear, surprise, disgust, and sadness. They also collected clear evidence for a seventh emotion, contempt. (Remember the Facts, Moderate, LO 11.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
3.
c
Rationale: Facial feedback affects our emotional states, causing us to tend to feel the emotion that is being expressed. (Apply What You Know, Moderate, LO 11.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
4.
b
Rationale: When people try to hide their feelings and ―put on‖ an emotional expression, they generally use different groups of muscles than they do for authentic ones. For example, authentic smiles last only 2 seconds; false smiles may last 10 seconds or more, and rarely reach the eyes. (Remember the Facts, Moderate, LO 11.1.A, APA 1.1, 2.2 Demonstrate psychology information literacy)
5.
c
Rationale: This is a description of the process of facial feedback. (Remember the Facts, Easy, LO 11.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
6.
d
Rationale: The amygdala determines the emotional importance of incoming sensory information and quickly assesses danger or threat. (Remember the Facts, Moderate, LO 11.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
7.
a
Rationale: Mirror neurons help us identify what others are feeling, understand other people‘s intentions, and imitate their actions and gestures. (Remember the Facts,
Moderate, LO 11.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
8
a
Rationale: A customer service representative is often required to show positive emotions to customers regardless of how they actually feel. (Understand the Concepts, Easy, LO 11.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy)
9.
d
Rationale: This is the definition of locus of control. (Remember the Facts, Easy, LO 11.3.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
10. a
Rationale: This is an example of reappraising the situation. We can change the way we think about something to turn defeats into challenges or losses into opportunities. (Apply What You Know, Easy, LO 11.5.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
Multiple Choice Questions
1.
__________ is a state of arousal involving facial and bodily changes, brain activation, cognitive appraisals, subjective feelings, and tendencies toward action, all shaped by cultural rules. a. An attribution b. Emotion c. Galvanic skin response d. Body language Answer: b Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a description of emotion.
2. Three major components that psychologists identify when defining emotion are __________. a. facial muscles, bodily changes, and stress b. physiological changes, cognitive processes, and action tendencies c. the alarm phase, the resistance phase, and the exhaustion phase d. social rules, cultural rules, and relationship rules Answer: b Topic: The Nature of Emotion Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The components of emotion are physiological changes in the face, brain, and body; cognitive processes such as appraisals and interpretations of events; action tendencies that spur us to fight or flee, embrace or withdraw; and subjective feeling.
3.
Which statement best represents Charles Darwin‘s view of facial expressions? a. Facial expressions are biologically irrelevant. b. Facial expressions are learned. c. Facial expressions do not increase survival. d. Facial expressions are innate. Answer: d Topic: The Nature of Emotion Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Darwin argued that facial expressions are innate, and that they evolved because they were adaptive.
4.
Paul Ekman and his colleagues gathered evidence supporting the universality of __________ facial expressions of emotion. a. five b. six c. eight
d. nine Answer: b Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Paul Ekman and his colleagues gathered abundant evidence for the universality of the facial expressions of six emotions: anger, happiness, fear, surprise, disgust, and sadness.
5.
According to Paul Ekman and most other researchers in the area, _________ is one of the primary emotions that has a universal facial expression. a. b. c. d.
agitation fear jealousy shame
Answer: b Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The six facial expressions that Paul Ekman found to be universally recognized and expressed are anger, happiness, fear, surprise, disgust, and sadness.
6.
Paul Ekman and his associates developed a coding system to identify and analyze how each of the nearly __________ muscles of the face are associated with various emotions.
a. 50 b. 80 c. 90 d. 100 Answer: b Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Paul Ekman and his associates developed the Facial Action Coding System (FACS), a tool to identify and analyze how each of the nearly 80 muscles of the face respond in emotional and nonemotional configurations.
7.
Which conclusion best represents how Paul Ekman and his associates were able to get around how humans can mask their emotions so they could clearly define facial expressions?
a. They developed a coding system that identified and analyzed the actions of the numerous facial muscles. b. They developed an interobserver system to make sure that observers defined expressions reliably. c. They interviewed all participants in order to assess unexpressed feelings and motivations. d. They monitored the brain waves of participants to determine which hemisphere had higher activation. Answer: a Topic: The Nature of Emotion Skill Level: Analyze It Difficulty Level: Moderate
Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Paul Ekman and his associates developed a coding system for the nearly 80 facial muscles so they could more clearly define various facial expressions.
8.
Analysis of facial muscles during emotional displays has revealed that __________. a. most individuals are able to mimic grief accurately, getting the facial muscles just right
b. false smiles tend to last 10 seconds or more, but authentic smiles last only about 2 seconds c. false expressions use the same groups of muscles that are used in authentic expressions d. physiological responses ensure that facial expressions convey the emotion being felt Answer: b Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: When people try to hide their feelings and ―put on‖ an emotion, they generally use different groups of muscles than they do for authentic ones. Authentic smiles last only 2 seconds; false smiles may last 10 seconds or more, and rarely involve the obicularis oculi, the muscles around the eyes.
9. LaRhonda is pretending that she is feeling sad. If she is like most people, she is probably __________. a. using the same facial muscles she would use if she were actually feeling sad b. using different facial muscles than she would use if she were actually feeling sad
c. not making eye contact d. speaking extremely softly while frowning Answer: b Topic: The Nature of Emotion Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: When people try to hide their feelings and ―put on‖ an emotional expression, they generally use different groups of muscles than they do for authentic ones. When people try to feel sad, only about 15 percent are able to mimic the facial expressions of true sadness.
10.
Which conclusion best represents the research findings of Paul Ekman? a. When people try to hide their feelings with an inauthentic expression, they use different groups of muscles than they do for authentic emotions.
b. Authentic smiles last 10 seconds or more, whereas false smiles last only about 2 seconds. c. When trying to feign sadness, only about 60 percent of people manage to get the eyebrows, eyelids, and forehead wrinkle exactly right. d. There is little support for Charles Darwin‘s evolutionary theory that certain human facial expressions are innate. Answer: a Topic: The Nature of Emotion Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Authentic and inauthentic facial expressions do not always use the same muscles.
11.
Facial feedback is __________. a. the process by which the facial muscles send messages to the brain about the basic emotion being expressed b. a state of arousal involving facial and bodily changes, brain activation, cognitive appraisals, subjective feelings, and tendencies toward action c. the emotional reaction of other people to our facial expressions d. a set of social and cultural rules that regulate when, how, and where a person may express (or must suppress) emotions Answer: a Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The brain receives information from the facial muscles about what the facial expression is. This is called facial feedback.
12.
The process by which the facial muscles send messages to the brain about the basic emotion being expressed is called __________. a. primary emotional processing b. internal emotion work c. facial feedback d. body language
Answer: c Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a description of the process of facial feedback.
13.
According to the concept of facial feedback, when Abdallah complies with instructions to smile and look happy, it is most likely that __________. a. he will be unaffected, because he is just pretending to be happy b. he will begin to feel angry c. his positive feelings will increase d. his reaction will depend on his age Answer: c Topic: The Nature of Emotion Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Facial feedback affects our emotional states, causing us to tend to feel the emotion that is being expressed.
14.
When Giuseppe complies with instructions to look angry, it is most likely that __________.
a. he will be amused to be simulating anger b. he will be unaffected, because he is just pretending to be angry c. his positive feelings will decrease d. his reaction will depend on his age Answer: c Topic: The Nature of Emotion Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Facial feedback affects our emotional states, causing us to tend to feel the emotion that is being expressed.
15. Which situation is an example of facial feedback, according to the facial feedback hypothesis? a. b. c. d.
smiling in order to draw a smile from a friend making yourself smile, then finding that your mood is more positive avoiding eye contact in order to avoid talking to someone trying to make eye contact in order to flirt with someone
Answer: b Topic: The Nature of Emotion Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: The muscles from your smiling face would indicate to your brain that you are feeling happy, and as a result your emotions would start to change to be consistent with that smile. This is the basic premise of the facial feedback hypothesis.
16. When you put on an angry face, which consequence is most likely to happen in your body? a. Your heart rate will increase more than if you put on a happy face. b. Your heart rate will decelerate. c. Your parasympathetic nervous system will become active to prepare to fight. d. A physiological change won‘t occur because it is a false emotion. Answer: a Topic: The Nature of Emotion Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Facial feedback affects our emotional states, causing us to tend to feel the emotion that is being expressed. Simply putting on an angry face can cause your heart rate to increase more than if you put on a happy or neutral face.
17.
Jayla was disappointed that she didn‘t get the leading role in the school play. Her mom told her to make which expression to help her move beyond her feelings of sadness more quickly? a. a smile b. a frown c. a sarcastic glance d. menacing grimace Answer: a
Topic: The Nature of Emotion Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Putting on a smile helps people rebound more quickly when they are experiencing stressful events.
18.
The __________ quickly assesses danger or threat. a. frontal cortex b. right hemisphere c. left hemisphere d. amygdala Answer: d Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The amygdala determines the emotional importance of incoming sensory information and quickly assesses danger or threat.
19.
Three-year-old Valdo sees his dad dressed as a gorilla and Valdo screams uncontrollably in fear. Which brain structure is probably involved in Valdo‘s reaction? a. olfactory bulb
b. amygdala c. occipital lobe d. Wernicke‘s area Answer: b Topic: The Nature of Emotion Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The amygdala assessed incoming sensory information and determined that there was danger.
20.
Sunny jumps with fear as she feels a hand on her shoulder while walking on a deserted path across campus. Which brain structure played a key role in Sunny‘s fearful reaction?
a. medulla b. hippocampus c. cerebral cortex d. amygdala Answer: d Topic: The Nature of Emotion Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
Rationale: The tendency to startle easily when you are afraid is dependent on the amygdala, which is important for the initial assessment of danger.
21.
Georgina jumps with fear as she feels a hand on her shoulder while walking on a deserted path across campus. Her fear evaporates when she hears her boyfriend‘s voice saying, ―What are you doing out so late, G?‖ Which brain structure played a key role when Georgina‘s fear evaporated? a. medulla b. hippocampus c. cerebral cortex d. amygdala Answer: c Topic: The Nature of Emotion Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The amygdala is important for the initial assessment of danger; the cerebral cortex evaluates the situation and determines whether or not fear is an appropriate response.
22.
Lucien has experienced damage to his amygdala. It is most likely that he __________.
a. has difficulty experiencing fear and recognizing fear in others b. has lost the capacity to experience love c. feels excessively manic and euphoric d. feels excessively depressed Answer: a
Topic: The Nature of Emotion Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Amygdala damage impairs the ability to experience fear or recognize it in others.
23.
Regions of the __________ are involved in the regulation of emotion, keeping us on an even keel and responding appropriately to others. a. frontal cortex b. amygdala c. medulla d. sympathetic nervous system Answer: a Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The frontal cortex is important in the regulation of emotion, that is, the ability to control and modify emotion.
24.
In most people, the __________ is specialized for withdrawal or escape.
a. somatic nervous system b. right frontal cortex c. left frontal cortex d. reticular activating system Answer: b Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Regions of the right frontal cortex are specialized for the impulse to withdraw or escape (as in disgust and fear).
25. In most people, the __________ appears to be specialized for the motivation to approach others. a. somatic nervous system b. right frontal cortex c. left frontal cortex d. reticular activating system Answer: c Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Regions of the left frontal cortex are specialized for the motivation to approach others.
26.
Emily‘s left frontal cortex was damaged as the result of an automobile accident. As a result, her friends are most likely to notice that __________. a. she has begun to experience excessive euphoria b. she can recognize them by voice but not by sight c. she seems to have lost her capacity for joy d. she ―forgets‖ to be afraid in situations that should involve fear Answer: c Topic: The Nature of Emotion Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Damage to the left frontal cortex often results in a loss of positive emotion, especially the capacity for joy.
27. fire?
Dr. Rizzolatti is recording from a mirror neuron in a monkey‘s brain. When will the neuron a. Only when the monkey is performing a specific action, but not when it sees someone else perform the same action. b. Only when the monkey is watching someone else perform a specific action, but not when it performs the same action. c. Only when the monkey is watching itself perform an action in front of a mirror.
d. When the monkey is performing a specific action, and also when it watches someone else perform the same action. Answer: d Topic: The Nature of Emotion Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Mirror neurons fire when a person or animal performs an action, and when they observe others carrying out the same action.
28.
Which property of some brain cells led scientists to call them mirror neurons? a. They only fire when a person or animal looks in a mirror. b. Their cell membranes contain a protein that makes them reflect light. c. Their structure perfectly mirrors the structure of a neighboring neuron. d. They fire when a person or animal observes others carrying out an action. Answer: d Topic: The Nature of Emotion Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Mirror neurons fire when a person or animal performs an action, and when they observe others carrying out the same action.
29.
Many researchers believe that mirror neurons allow humans to __________. a. experience empathy b. coordinate complicated motor tasks c. develop facial expressions for basic emotions d. reverse left-right movements when performing a task in front of a mirror Answer: a Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Mirror neurons help us identify what others are feeling, understand other people‘s intentions, and imitate their actions and gestures.
30.
When emotions spread from one person to another, __________ has taken place. a. facial feedback b. mood contagion c. secondary emotion d. emotion work Answer: b Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Among people who like each other, mirror neurons may be the underlying mechanism for mood contagion, the spreading of an emotion from one person to another.
31. The __________ directly controls the secretion of epinephrine and norepinephrine by the adrenal glands. a. frontal cortex b. amygdala c. right hemisphere d. sympathetic nervous system Answer: d Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Activation of the sympathetic nervous system causes increased secretion of epinephrine and norepinephrine from the adrenal glands.
32.
The __________ secrete(s) epinephrine and norepinephrine when the sympathetic nervous system becomes activated.
a. left frontal cortex b. right frontal cortex c. amygdala d. adrenal glands
Answer: d Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Epinephrine and norepinephrine are secreted by the adrenal glands in response to sympathetic activation.
33.
__________ provides the energy of an emotion, that familiar tingle of excitement. a. Melatonin b. Epinephrine c. Oxytocin d. Dopamine Answer: b Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Epinephrine provides increased energy and an emotional high.
34. The polygraph is based on the assumption that a person who is guilty and fearful will have __________.
a. decreased flow of epinephrine b. decreased flow of norepinephrine c. increased activity in the autonomic nervous system d. increased activity in the hippocampus Answer: c Topic: The Nature of Emotion Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: The polygraph is based on the assumption that a lie generates emotional arousal. A person who is guilty and fearful of being found out will therefore have increased activity in the autonomic nervous system while responding to incriminating questions.
35.
Rufus normally fails all of his science exams, so when he got a C on an anatomy test, he was thrilled. Roylston, on the other hand, normally gets all As on his exams, so when he got a C on the same anatomy test, he was angry and sad. This is an example of how __________ can impact our emotions. a. mirror neurons b. epinephrine c. mimicking d. appraisals Answer: d Topic: The Nature of Emotion Skill Level: Apply What You Know Difficulty Level: Difficult
Learning Objective: 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Appraisals are the perceptions, beliefs, attributions, and expectations that determine which emotion a person will feel in a given circumstance.
36.
Stanley Schachter and Jerome Singer argued that two factors determine the experience of emotion. The two factors are __________. a. cognitive interpretation and cultural influence b. physiological arousal and cognitive interpretation c. perception and attribution d. physiological arousal and cultural rules Answer: b Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Stanley Schachter and Jerome Singer argued that the experience of emotion depends both on physiological arousal and on how you interpret and explain that arousal.
37. Frieda saw her old boyfriend and her heart began to race. Based on the research conducted by Stanley Schachter and Jerome Singer, is she happy to see him or frightened of him? a. b. c. d.
You cannot tell, because she is not displaying a basic emotion. It depends on how she interprets the situation. She must be frightened, because her heart began to race before she reacted emotionally. She is frightened, because her emotional reaction came before her heart began to race.
Answer: b
Topic: The Nature of Emotion Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Stanley Schachter and Jerome Singer argued that the experience of emotion depends both on physiological arousal and on how you interpret and explain that arousal.
38. According to Stanley Schachter and Jerome Singer‘s view of emotions, appraisal of the situation would come ________ the physical arousal and ________ the experience of emotion. a. b. c. d.
before; after after; before before; before after; after
Answer: b Topic: The Nature of Emotion Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Stanley Schachter and Jerome Singer argued that the experience of emotion depends both on physiological arousal and on how you interpret and explain that arousal.
39. You just finished a cup of very strong espresso at a café, which causes your body to have a general feeling of sustained arousal. As you leave the café, you walk past a cemetery where several people are crying at a graveside. According to Schachter and Singer, which outcome would most likely occur? a. b.
You would feel an emotion of sadness, because the context would affect the labeling of your arousal. Your emotional state would be impossible to predict.
c. d.
You would work very hard to control your strong, nonspecific emotions. You would feel an emotion of happiness despite the scene at the graveside.
Answer: a Topic: The Nature of Emotion Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: According to Schachter and Singer, the espresso would arouse you, and then, after witnessing the graveside crying, you would label your emotion as sadness based on that environmental cue.
40.
Which statement regarding cultural differences in appraisal is correct? a. b. c. d.
Japanese people are more likely than American people to blame themselves when something goes wrong, and experience shame as a consequence. Japanese people are more likely than American people to blame themselves when something goes wrong, and experience anger as a consequence. American people are more likely than Japanese people to blame themselves when something goes wrong, and experience shame as a consequence. American people are more likely than Japanese people to blame others when something goes wrong, and to experience shame as a consequence.
to to to
Answer: a Topic: The Nature of Emotion Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Appraisal patterns can differ across cultures.
41.
The influence of thought on emotion can be studied by assessing athletes‘ reactions to being among the medal winners in the Olympics. The general pattern of results is such that __________. a. third-place winners were happier than second-place winners b. second-place winners were happier than third-place winners c. there were no significant differences in happiness between third-place and secondplace winners d. second-place winners showed an increase in positive emotions, but third-place winners showed a decrease Answer: a Topic: The Nature of Emotion Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Third-place winners were found to be happier than second-place winners because of their interpretation of the event.
42.
Compared to the others, which emotion is a prototypical emotion? a. compassion b. jealousy c. shame d. happiness Answer: d Topic: Emotion and Culture Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 11.2.A Describe the ways emotional experience can differ across cultures in terms of concepts, language, and expectations. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Prototypical emotions are reflected in the emotion words that young children learn first: happy, sad, mad, and scared.
43.
Compared to the others, which emotion is a prototypical emotion? a. hostile b. sadness c. irritability d. nostalgia Answer: b Topic: Emotion and Culture Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 11.2.A Describe the ways emotional experience can differ across cultures in terms of concepts, language, and expectations. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Prototypical emotions are reflected in the emotion words that young children learn first: happy, sad, mad, and scared.
44.
__________ emotions are reflected in the emotion words that young children learn first: happy, sad, mad, and scared. a. Culturally-distinct b. Coping c. Attributional
d. Prototypical Answer: d Topic: Emotion and Culture Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.2.A Describe the ways emotional experience can differ across cultures in terms of concepts, language, and expectations. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Prototypical emotions are reflected in the emotion words that young children learn first: happy, sad, mad, and scared. As children develop, they begin to draw emotional distinctions that are less prototypical and more specific to their language and culture. 45.
__________ are social and cultural rules that regulate when, how, and where a person may express (or suppress) emotions.
a. Emotion prototypes b. Display rules c. Primary and secondary controls d. General adaptations Answer: b Topic: Emotion and Culture Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.2.B Explain how display rules and emotion work influence the communication of emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Display rules are social and cultural rules that regulate when, how, and where a person may express (or suppress) emotions.
46.
Display rules involve __________. a. displaying an emotion that is not actually felt, often because of a role requirement
b. social or cultural guidelines that regulate when, how, and where a person may express emotion c. emotions that are displayed, as a rule, only by certain cultures d. universal, biologically-based emotional displays evoked by particular emotional situations Answer: b Topic: Emotion and Culture Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.2.B Explain how display rules and emotion work influence the communication of emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Display rules are social and cultural rules that regulate when, how, and where a person may express (or suppress) emotions. 47.
Which outcome would be most likely after a German–American business meeting?
a. The Germans will complain that the Americans are too cold and aloof. b. The Germans will complain that the Americans hide their real feelings behind a smile. c. The Americans will complain that the Germans smile too much when hiding embarrassment. d. The Americans will complain that the Germans are excessively cheerful. Answer: b Topic: Emotion and Culture Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 11.2.B Explain how display rules and emotion work influence the communication of emotion.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 2.5 Rationale: Germans tend to smile less than Americans and so may be viewed as cold and aloof by Americans, whereas Germans complain that Americans hide their real feelings under the mask of a smile.
48.
Which outcome would be most likely after a Japanese–American business meeting? a. The Japanese will complain that the Americans are too cheerful. b. The Japanese will complain that the Americans hide their real feelings behind a smile.
c. The Americans will complain that the Japanese smile too much to disguise embarrassment. d. The Americans will complain that the Japanese are too aloof and cold. Answer: c Topic: Emotion and Culture Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 11.2.B Explain how display rules and emotion work influence the communication of emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 2.5 Rationale: Japanese tend to smile even more than Americans to hide feelings of embarrassment, anger, and other negative emotions, because they view the public display of those emotions to be rude and incorrect.
49.
Expression of an emotion that the person does not really feel is called __________. a. facial feedback b. secondary emotion c. emotion work
d. body language Answer: c Topic: Emotion and Culture Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.2.B Explain how display rules and emotion work influence the communication of emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a definition of emotion work.
50.
Compared to the others, which occupation would be most likely to require emotion work as a job requirement?
a. flight attendant b. accountant c. architect d. data entry operator Answer: a Topic: Emotion and Culture Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 11.2.B Explain how display rules and emotion work influence the communication of emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: A flight attendant is often required to show positive emotions to customers regardless of how they actually feel.
51. What has research shown about the stereotype that women are ―more emotional‖ than men?
a. Women feel everyday emotions more often than men. b. Men feel everyday emotions more often than women. c. The difference is more about how emotions are expressed than how they are felt. d. Men are more likely to show sadness and guilt, whereas women are more likely to show fear and shame. Answer: c Topic: Emotion and Culture Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 11.2.C Describe and explain gender differences that appear to exist in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Gender differences in emotions have more to do with how our emotions are expressed than how they are felt.
52.
Which emotion do American men express more freely than women? a. fear b. sadness c. humor d. anger Answer: d Topic: Emotion and Culture Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.2.C Describe and explain gender differences that appear to exist in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.5
Rationale: American men express only one emotion more freely than women: anger toward strangers, especially other men. 53.
The modern era of stress research began when __________.
a. Julian Rotter published a monograph reporting the ways in which an internal or external locus of control influences a person‘s health b. Susan Staples provided research evidence documenting the human response to environmental noise c. J. G. Courtney found that chronic work-related stresses were linked to colon and rectal cancers d. Hans Selye published a book detailing the ways in which heat, cold, toxins, and danger disrupt the body‘s equilibrium Answer: d Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The modern era of stress research began in 1956 when Hans Selye published The Stress of Life.
54.
What is the correct order of the stages of the general adaptation syndrome? a. resistance, exhaustion, alarm b. alarm, resistance, exhaustion c. alarm, exhaustion, resistance d. resistance, alarm, exhaustion
Answer: b Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Alarm, resistance, and exhaustion is the correct order. 55.
During the __________ phase of the general adaptation syndrome, the body mobilizes the sympathetic nervous system to meet an immediate threat.
a. resistance b. alarm c.
exhaustion
d. exertion Answer: b Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: The first phase of the general adaptation syndrome is the alarm phase, in which the body mobilizes the sympathetic nervous system to meet the immediate threat. 56.
A person is in the __________ phase of the general adaptation syndrome when the muscles tense, blood pressure rises, and digestion shuts down.
a. chronic stress
b. alarm c. exhaustion d. resistance Answer: b Topic: The Nature of Stress Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: In the alarm phase, the sympathetic nervous system mobilizes the body to meet the immediate threat. The release of adrenal hormones causes a burst of energy, tense muscles, reduced sensitivity to pain, and the shutdown of digestion.
57.
Donatella hears a rattling sound as she hikes through the desert. Her muscles tense, her blood pressure rises, and her digestion shuts down. Based on the general adaptation syndrome, she is in the __________ phase of a stress reaction. a. chronic stress b. alarm c. exhaustion d. resistance Answer: b Topic: The Nature of Stress Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: During the alarm phase, the sympathetic nervous system mobilizes the body to meet the immediate threat. The release of adrenal hormones causes a burst of energy, tense muscles, reduced sensitivity to pain, and the shutdown of digestion.
58.
Stefano is unexpectedly called on in class. He hasn‘t the faintest idea of the answer, and he feels his heart start to pound and his palms begin to sweat. Based on the general adaptation syndrome, he is in the __________ phase of a stress reaction. a. general b. resistance c. alarm d. exhaustion Answer: c Topic: The Nature of Stress Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The first phase of the general adaptation syndrome is the alarm phase.
59.
A person is in the __________ phase of the general adaptation syndrome when the body becomes more vulnerable to other stressors. For example, when the body is mobilized to deal with a heat wave, it is easier to be annoyed by minor frustrations.
a. chronic stress b. alarm c. exhaustion
d. resistance Answer: d Topic: The Nature of Stress Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: In the resistance phase, the physiological responses of the alarm phase continue, but these very responses make the body more vulnerable to other stressors.
60.
Markeshia‘s body is still dealing with the lingering pain of a broken leg, and she finds she is annoyed by minor frustrations that she can usually shake off. Based on the general adaptation syndrome, she is in the __________ phase of a stress reaction.
a. chronic stress b. alarm c. exhaustion d. resistance Answer: d Topic: The Nature of Stress Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: In the resistance phase of the general adaptation syndrome, the physiological responses of the alarm phase continue, but these very responses make the body more vulnerable to other stressors.
61.
A person is in the __________ phase of the general adaptation syndrome when vulnerability to physical problems increases, and illnesses, such as chronic hypertension, develop.
a. chronic stress b. alarm c. exhaustion d. resistance Answer: c Topic: The Nature of Stress Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: In the exhaustion phase, the vulnerability of the body to physical problems and eventual illness increases.
62.
Tracey has been having chronic headaches and she is behind in all her classes. For the past six months, her job has been extremely stressful, but she doesn‘t feel that she can quit because she needs the money for tuition. Her vulnerability to illness, such as chronic hypertension, has increased. Based on the general adaptation syndrome, she is in the __________ phase of a stress reaction. a. chronic stress b. alarm c. exhaustion d. resistance Answer: c
Topic: The Nature of Stress Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: In the exhaustion phase of the general adaptation syndrome, the vulnerability of the body to physical problems and eventual illness increases.
63.
The resistance stage of the general adaptation syndrome is similar to __________. a. b. c. d.
―I give up.‖ ―Surrender, surrender, but don‘t give yourself away.‖ ―This is the end, my only friend, the end.‖ ―If it‘s what it takes, we‘re ready to fight.‖
Answer: d Topic: The Nature of Stress Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: In the resistance phase of the general adaptation syndrome, the physiological responses of the alarm phase continue, but these very responses make the body more vulnerable to other stressors.
64.
The exhaustion stage of the general adaptation syndrome is similar to __________. a. b.
―Gambling is for fools‖ ―Stick a fork in me; I‘m done‖
c. d.
―We have not yet begun to fight‖ ―Let‘s get ready to rumble™‖
Answer: b Topic: The Nature of Stress Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: In the exhaustion phase of the general adaptation syndrome, the vulnerability of the body to physical problems and eventual illness increases.
65.
Current approaches to the physiology of stress have found that __________.
a. most of Hans Selye‘s ideas about the general adaptation syndrome were incorrect, because the biological changes are not adaptive in the short run b. when a person is under stress, the hypothalamus sends messages to the endocrine glands along two major pathways c. when a person is under stress, the parasympathetic division of the nervous system becomes activated for a ―fight or flight‖ response d. one result of HPA axis activation is decreased energy, leading a person to become lethargic and apathetic Answer: b Topic: The Nature of Stress Skill Level: Understand the Concepts Difficulty Level: Difficult
Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: During stress, the hypothalamus sends messages to the endocrine glands along two major pathways, via the sympathetic nervous system and via the HPA axis.
66.
When a person is under stress, the brain‘s __________ sends messages to the endocrine glands along two major pathways. a. amygdala b. hippocampus c. hypothalamus d. corpus callosum Answer: c Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: During stress, the hypothalamus sends messages to the endocrine glands along two major pathways, via the sympathetic nervous system and via the HPA axis.
67.
The HPA axis is a system activated to __________.
a. carry messages from special receptors in the skin to the brain b. control the sensory and motor nerves c. energize the body to respond to stressors
d. relax the body and help it conserve energy Answer: c Topic: The Nature of Stress Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Activation of the HPA axis increases secretion of the stress hormone cortisol, which results in an increase in blood sugar and reduces inflammation.
68.
The ―HPA‖ axis is an abbreviation for __________. a. hypothalamus–pituitary–adrenal cortex b. hormonal–pubertal–adrenal circuit c. hippocampus–pituitary–amygdala circuit d. heritable–peripheral–adrenal cortex Answer: a Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: HPA stands for hypothalamus, pituitary gland, and adrenal cortex.
69.
Which substance is one of the key stress hormones released by the adrenal glands?
a. cortisol b. melatonin c. insulin d. oxytocin Answer: a Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Activation of the HPA axis increases secretion of the stress hormone cortisol from the adrenal glands.
70.
__________ is a hormone secreted by the adrenal cortex that elevates blood sugar and protects the body‘s tissues in case of injury. a. Epinephrine b. Cortisol c. Norepinephrine d. Insulin Answer: b Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Cortisol is secreted by the adrenal cortex, which elevates blood sugar and protects the body‘s tissues in case of injury.
71.
__________ is the study of the relationships among psychology, the nervous and endocrine systems, and the immune system. a. Neurology b. Psychoneuroimmunology c. Socioimmunopsychology d. Psychodynamic psychology Answer: b Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Psychoneuroimmunology, or PNI, is an interdisciplinary specialty that looks at the interactions among psychological, neurological, and immune factors.
72. Dr. Chatterjee conducts studies to determine the relationship between stress and physical health. Which field medicine is his specialty? a. psychoneuropathology b. neuroimmunocardiology c. psychoneuroimmunology d. neuropsychology
Answer: c Topic: The Nature of Stress Skill Level: Understand the Concepts Difficulty Level: Easy
of
Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Psychoneuroimmunology, or PNI, is an interdisciplinary specialty that looks at the interactions among psychological, neurological, and immune factors.
73.
The __________ of the immune system are designed to recognize foreign or harmful substances (antigens), such as flu viruses, bacteria, and tumor cells, and then destroy or deactivate them. a. platelets b. red blood cells c. white blood cells d. telomeres Answer: c Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Psychoneuroimmunology researchers are especially interested in the white blood cells of the immune system, which are designed to recognize foreign or harmful substances (antigens), such as flu viruses, bacteria, and tumor cells, and then destroy or deactivate them.
74.
_________ are a type of white blood cell. A. Natural killer cells b. Antibodies
c. Antigens d. HPA cells Answer: a Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Natural killer cells, a type of white blood cell, are important in tumor detection and rejection and act against viruses.
75.
_________ are a type of white blood cell. a. Antigens b. PNI cells c. Helper T-cells d. Antibodies Answer: c Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Natural killer cells, a type of white blood cell, are important in tumor detection and rejection and act against viruses.
76.
How might a psychoneuroimmunologist explain the increased risk of catching the common cold during periods of prolonged stress? a. Stress increases the number of natural killer cells, which attack the immune system. b. Stress increases the number of white blood cells, making the body more susceptible to infection. c. Telomeres are lengthened by stress, leaving cells more vulnerable to infection. d. Stress disrupts normal chemical communication between the brain and the immune system. Answer: a Topic: The Nature of Stress Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Chemicals produced by the immune cells are sent to the brain, and the brain in turn sends chemical signals to stimulate or restrain the immune system. Anything that disrupts this communication loop, whether drugs, surgery, or chronic stress, can weaken or suppress the immune system.
77.
At the end of every chromosome is a protein complex called a ____________. a. b. c. d.
natural T-cell fixative agent PNI segment telomere
Answer: d Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Moderate
Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Telomeres tell a cell how long it has to live.
78.
Cell division stops and the cell dies when _____________. a. b. c. d.
a specific form of radiation is present in a person‘s work environment telomeres are reduced to almost nothing stress accumulates beyond a level that psychoneuroimmunologists call the Omega Concern the exhaustion phase of the general adaptation syndrome induces the HPA axis
Answer: b Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Telomeres tell a cell how long it has to live. As they get increasingly small, the cell eventually dies.
79.
Realistic optimists are more likely than pessimists to ___________ . a. deny their problems b. take care of themselves c. use passive problem solving d. refuse to take medication for illness Answer: b Topic: The Nature of Stress
Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Realistic optimists are more likely than pessimists to be active problem-solvers, get support from friends, and seek information that can help them.
80. When looking at a glass of bourbon that is neither completely full nor completely empty, a(n) __________ might say, ―That glass is half full,‖ whereas a(n) ____________ might say, ―No, that glass is half empty!‖ a. b. c. d.
pessimist; optimist realist; pessimist optimist; realist optimist; pessimist
Answer: d Topic: The Nature of Stress Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Realistic optimists are more likely than pessimists to be active problem-solvers, get support from friends, and seek information that can help them.
81.
__________ is a general expectation about whether the results of your actions are under your own control or beyond your control. a. Optimism b. Primary control
c. Secondary control d. Locus of control Answer: d Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is the definition of locus of control.
82.
As Elsie looks at the grade scored in her final exams, she thinks, ―I did well on this exam, because my roommate helped me study.‖ Elsie‘s thoughts suggest that she has __________.
a. conscientiousness b. a tendency to exert primary control c. an internal locus of control d. an external locus of control Answer: d Topic: The Nature of Stress Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: People with an external locus of control tend to believe that their lives are controlled by luck, fate, or other people, whereas those with an internal locus of control tend to believe that they are responsible for what happens to them.
83.
As the four winners of the grade-school spelling bee posed for a picture, each was recollecting over the day‘s success. Which children exhibits an external locus of control? a. Christina, who thinks, ―Wow! I‘m really smart when it comes to spelling.‖ b. Leroy, who thinks, ―I really worked hard learning all those words and it paid off.‖ c. Teresa, who thinks, ―This is my lucky day! I was really lucky to get such easy words!‖
d. Nathan, who thinks, ―I‘ll succeed by setting my sights on what I want and I‘ll keep trying!‖ Answer: c Topic: The Nature of Stress Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: People with an external locus of control tend to believe that their lives are controlled by luck, fate, or other people, whereas those with an internal locus of control tend to believe that they are responsible for what happens to them.
84. Which statement would be most closely associated with holding an external locus of control? a. b. c. d.
―I am the master of my fate.‖ ―The hour is at hand.‖ ―Might makes right.‖ ―Whatever‘s gonna happen is gonna happen.‖
Answer: d Topic: The Nature of Stress Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This statement would reflect surrendering oneself to the ravages of fate.
85.
Rochelle is stuck in a low-paying job with a boss who offers no support. She can‘t quit because of her family‘s financial problems, but there is no hope of promotion in this job. When her work-related problems are compared to those of her boss (an executive supervising 10 employees) __________. a. Rochelle‘s boss will be at a greater risk of stress-related illness than will Rochelle b. Rochelle will be at a greater risk of stress-related illness than her boss c. their risks of stress-related illness will be similar because they work in the same environment
d. Rochelle will be at risk for catching the common cold, and her boss will be at risk for rectal cancer Answer: b Topic: The Nature of Stress Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Rochelle has little control, whereas her boss has much more control. People who have more control, like executives and managers, have fewer illnesses and stress symptoms.
86.
Harvey has worked as a file clerk for 17 years. Which aspect of the job is likely to be the greatest threat to his health and well-being? a. the speed of the work b. the attention to many details
c. feeling trapped d. the daily demands from his boss Answer: c Topic: The Nature of Stress Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The greatest threat to health and well-being occurs when people feel caught in a situation they cannot escape, one that goes on without a foreseeable end.
87.
Patients recovering from heart attacks who had an external locus of control, when compared to patients with an internal locus of control, were more likely to __________. a. resume unhealthy habits b. generate plans for recovery c. recover quickly d. begin exercise programs Answer: a Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
Rationale: People with an internal locus of control are more likely to change their bad habits and recover more quickly from a heart attack than are those with an external locus of control.
88.
People with a Type A personality __________. a. are determined to achieve b. are calm and composed c. are at high risk to develop cancer d. are patient and optimistic Answer: a Topic: Stress and Emotion Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 11.4.A Summarize the evidence that negative emotions (such as hostility and depression) have negative health effects. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: People with Type A personality are characterized by ambitiousness, impatience, anger, working hard, and having high standards for themselves.
89.
Which key characteristic of the Type A personality is related to heart disease? a. working hard b. impatience c. hostility d. having high standards Answer: c Topic: Stress and Emotion Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 11.4.A Summarize the evidence that negative emotions (such as hostility and depression) have negative health effects. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: The only factor associated with the Type A personality that is related to heart disease is cynical or antagonistic hostility.
90.
Ahmad has a Type A personality. Which statement is most likely? a. Ahmad is determined to achieve. b. Ahmad is calm and composed. c. Ahmad is ambitious, but lazy. d. Ahmad is patient and optimistic. Answer: a Topic: Stress and Emotion Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.4.A Summarize the evidence that negative emotions (such as hostility and depression) have negative health effects. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: People with Type A personality are characterized by ambitiousness, impatience, anger, working hard, and having high standards for themselves.
91.
The Type A behavior that is dangerous to health is __________. a. frequent irritability b. cynical hostility c. a sense of time urgency
d. a highly reactive response to challenge Answer: b Topic: Stress and Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.4.A Summarize the evidence that negative emotions (such as hostility and depression) have negative health effects. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The only factor associated with the Type A personality that is related to heart disease is cynical or antagonistic hostility.
92. Kurt is visiting the bank to deposit some money. As he completes the deposit slip, the ink in the pen suddenly runs dry. ―You‘ve gotta *#!@&#! be kidding me with this!!‖ he screams, to no one in particular. ―Don‘t waste my *#@&!$ time!! Somebody get me a pen that works!!!‖ Which personality type is Kurt exhibiting? a) Type A b) Type B c) Type C d) Type D
Answer: a Topic: Stress and Emotion Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 11.4.A Summarize the evidence that negative emotions (such as hostility and depression) have negative health effects. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Kurt is showing most of the hallmarks of the Type A personality.
93.
Depression has been shown to be related to __________ that can contribute to heart disease.
a. behavioral changes b. physiological changes c. no changes d. both behavioral and physiological changes Answer: d Topic: Stress and Emotion Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 11.4.A Summarize the evidence that negative emotions (such as hostility and depression) have negative health effects. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Depression can lead to behaviors like smoking that can increase cardiovascular disease risk as well as elevated levels of cortisol which can also increase cardiovascular disease risk.
94.
How might positive emotions help to keep someone healthy? a. b. c. d.
Positive emotions counteract the high arousal caused by negative emotions. Positive emotions keep a person from dealing with their problems. Positive emotions are associated with weight loss, which can keep a person healthy. Positive emotions release cortisol, a critical hormone in the parasympathetic nervous system.
Answer: a Topic: Stress and Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.4.B Summarize the evidence that positive emotions contribute to health. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Positive emotions counteract the high arousal caused by negative emotions or chronic stressors.
95.
Tiyanna finds it hard to believe that her boyfriend wants to see other women after their two years of exclusive dating. She tries to banish all thoughts of him from her mind, but it doesn‘t seem to be work. Her strategy is not effective because __________. a. repression is unconscious, not volitional, and so Tiyanna cannot will it to happen b. women have introspective styles of rumination, and so Tiyanna needs more time to
brood c. depressed people have no control over the situations that cause negative emotions d. by trying to avoid those thoughts, she is processing the thoughts more frequently Answer: d Topic: Stress and Emotion Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.4.C Discuss how confession, forgiveness, and other forms of ―letting grievances go‖ contribute to health benefits. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: When you are trying to avoid a thought, you are in fact processing the thought more frequently. This is why, when you are obsessed with someone you were once romantically involved with, trying not to think of the person actually prolongs your emotional responsiveness to him or her.
96.
Sherry and her boyfriend Clinton both see marriage in their future; unfortunately, they are not in agreement regarding the timing of the event. Whether they get married in one year or three years is of great emotional importance to both of them. Sherry tends to express these matters to others, whereas Clinton tends to suppress his feelings. It is likely that __________. a. Sherry‘s way of dealing with her feelings would require physical effort that is stressful to the body b. Clinton‘s way of dealing with his feelings would require physical effort that is stressful to the body
c. Sherry and Clinton will both have elevated levels of circulating white blood cells while they make this decision d. Clinton will develop a peptic ulcer if the decision is not made within six months Answer: b Topic: Stress and Emotion Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.4.C Discuss how confession, forgiveness, and other forms of ―letting grievances go‖ contribute to health benefits. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The continued inhibition of thoughts and emotions requires physical effort that can be stressful to the body.
97.
An effective way to deal with thoughts and feelings that make you ashamed, worried, frightened, or sad is to __________. a. suppress them b. continue to think about them until they decrease c. confess them to someone else d. try not to think about them Answer: c Topic: Stress and Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.4.C Discuss how confession, forgiveness, and other forms of ―letting grievances go‖ contribute to health benefits. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology
Rationale: One effective way to get rid of negative emotions comes from research on the benefits of confession; that is, divulging private thoughts and feelings that make you ashamed, worried, frightened, or sad.
98. In addition to confession, another important way of letting go of negative emotions is through the process of __________. a. forgiveness b. rumination c. revenge d. dissociation Answer: a Topic: Stress and Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.4.C Discuss how confession, forgiveness, and other forms of ―letting grievances go‖ contribute to health benefits. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology, 2.2 Demonstrate psychology information literacy Rationale: Forgiveness, like confession, can help a person to see events in a new light. It promotes empathy and it strengthens and repairs ongoing relationships.
99.
Baking bread, getting a massage, exercising, and mindfulness meditation techniques are all ways to __________.
a. replace the urgency of Type A behaviors with less intense Type Q characteristics b. move from emotion-focused coping styles into more effective problem-focused coping c. cope with stress by taking time out and reducing the body‘s physiological arousal d. begin to develop the skills to create a stress-free life Answer: c Topic: Coping with Stress Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 11.5.A Discuss how emotion-focused coping and problem-focused coping contribute to dealing with stress. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology Rationale: The most immediate way to deal with the physiological tension of stress and negative emotions is to take time out and reduce the body‘s physical arousal. These activities, along with others, calm your body and focus your mind. 100.
After their home in Nebraska is damaged by a tornado, a couple talks about the event over and over in order to make sense of it and decide what to do. Their behavior is an example of __________.
a. reappraisal b. distraction c. emotion-focused coping d. problem-focused coping Answer: c Topic: Coping with Stress Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.5.A Discuss how emotion-focused coping and problem-focused coping contribute to dealing with stress. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Emotion-focused coping concentrates on the emotions the problem has caused. In this stage, people often need to talk constantly about the event, which helps them come to terms with it, make sense of it, and decide what to do about it.
101.
After their home in California is damaged during an earthquake, a couple researches the federal loan program to help them rebuild their house. Their behavior is an example of __________.
a. reappraisal b. distraction
c. emotion-focused coping d. problem-focused coping Answer: d Topic: Coping with Stress Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.5.A Discuss how emotion-focused coping and problem-focused coping contribute to dealing with stress. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Problem-focused coping means solving the problem itself.
102.
Finding out what your legal resources are when you have been the victim of a crime is an example of __________. a. problem-focused coping b. emotion-focused coping c. distraction d. reappraisal Answer: a Topic: Coping with Stress Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 11.5.A Discuss how emotion-focused coping and problem-focused coping contribute to dealing with stress. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Problem-focused coping involves attempts to identify resources and solve problems.
103. Rowan is learning deep-breathing techniques to reduce anxiety about having been robbed at knifepoint. This is an example of __________. a. b. c. d.
avoidance reappraisal emotion-focused coping problem-focused coping
Answer: c Topic: Coping with Stress Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 11.5.A Discuss how emotion-focused coping and problem-focused coping contribute to dealing with stress. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Emotion-focused coping concentrates on the emotions the problem has caused.
104.
Working a second job to pay off credit card debt is an example of __________. a. b. c. d.
avoidance reappraisal emotion-focused coping problem-focused coping
Answer: d Topic: Coping with Stress Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 11.5.A Discuss how emotion-focused coping and problem-focused coping contribute to dealing with stress. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: Problem-focused coping is aimed at reducing the impact of a stressor, as in the case of the example of credit card bills.
105.
There are some problems that cannot be solved, but we can change the way we think about the problem. Which coping method is being used when a person says, ―Well, I may have lost my accounting job, but I always did want a chance to work with people, and now I can find a job that allows me to do that‖? a. reappraising the situation b. learning from the experience c. making social comparisons d. cultivating a sense of humor Answer: a Topic: Coping With Stress Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 11.5.B Describe and give examples of effective coping strategies that rely on rethinking the stressful problem at hand. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This is an example of reappraising the situation, or choosing to think about it differently.
106.
Torsten drops his eyeglasses on the sidewalk and they shatter. Which reaction would be a response that illustrates reappraisal as a coping strategy? a. ―I‘ll put it out of my mind by going for a swim.‖ b. ―I am a stupid, clumsy idiot, that‘s for sure.‖ c. ―That‘s a shame, but I‘ve wanted new glasses anyway.‖ d. ―Yet more evidence of a failed, failed life…‖ Answer: c
Topic: Coping With Stress Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 11.5.B Describe and give examples of effective coping strategies that rely on rethinking the stressful problem at hand. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Reappraisal involves choosing to think about a situation differently.
107.
―It‘s too bad my car was damaged by the tree that fell on it during the hurricane, but now I can get that new car I‘ve wanted so long.‖ This reasoning is an example of which coping strategy? a. reappraising the situation b. learning from the experience c. making social comparisons d. cultivating a sense of humor Answer: a Topic: The Nature of Stress Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 11.5.B Describe and give examples of effective coping strategies that rely on rethinking the stressful problem at hand. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: This is an example of reappraising the situation. We can change the way we think about something to turn defeats into challenges or losses into opportunities.
108.
There are some problems that cannot be solved, but we can change the way we think about the problem. Which coping method is being used when a person says, ―I‘ve been cheated on before, but I know my heart will eventually heal again!‖
a. drawing on social support b. learning from the experience c. making social comparisons d. cultivating a sense of humor Answer: b Topic: Coping With Stress Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.5.B Describe and give examples of effective coping strategies that rely on rethinking the stressful problem at hand. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Many people emerge from adversity with newfound or newly acquired skills, having been forced to learn something they had not known before, such as how to cope with the medical system or how to manage a deceased person‘s estate. Others discover sources of courage and strength they did not know they had.
109.
There are some problems that cannot be solved, but we can change the way we think about the problem. Which coping method is being used when a person says, ―I‘m devastated that our home was flooded, but at least it is still standing. Some of the houses closer to the river are completely gone‖? a. drawing on social support b. learning from the experience c. making social comparisons d. cultivating a sense of humor Answer: c Topic: Coping With Stress Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 11.5.B Describe and give examples of effective coping strategies that rely on rethinking the stressful problem at hand. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: In a difficult situation, successful copers often compare themselves to others who are less fortunate or sometimes even to others who are more fortunate.
110.
―This class drives me crazy, but I‘m better off than my friends who aren‘t in college.‖ This thinking is an example of which coping strategy? a. learning from the experience b. cultivating a sense of humor c. reappraising the situation d. making social comparisons Answer: d Topic: Coping With Stress Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 11.5.B Describe and give examples of effective coping strategies that rely on rethinking the stressful problem at hand. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: This is an example of making social comparisons.
111.
Which stimulus is most likely to increase oxytocin levels in a human‘s brain? a. pain b. a wanted affectionate touch c. stress d. candy
Answer: b Topic: Coping With Stress Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 11.5.C Discuss the ways in which friends can help or hinder successful coping efforts. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: When a touch is affectionate and welcome, it can actually elevate some ―therapeutic‖ hormones, especially oxytocin.
112.
Iris has a rough day at work and is feeling stressed. When she gets home, her partner gives her a long hug and then they curl up on the couch and watch a movie. Which hormone will likely be released in Iris‘s brain that will help diminish the effects of her work stress? a. epinephrine b. HPA c. cortisol d. oxytocin Answer: d Topic: Coping With Stress Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 11.5.C Discuss the ways in which friends can help or hinder successful coping efforts. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: When a touch is affectionate and welcome, it can actually elevate some ―therapeutic‖ hormones, especially oxytocin.
113.
The hormone oxytocin could be described as being involved in the __________ response to stress. a. ―tend and befriend‖ b. ―fight or flight‖ c. ―cry and ask ‗why‘?‖ d. ―avoid and evade‖ Answer: a Topic: Coping With Stress Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.5.C Discuss the ways in which friends can help or hinder successful coping efforts. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Oxytocin is a hormone that induces relaxation and is associated with attachment.
114.
Asians and Asian American individuals tend to __________. a. feel stress when they are required to ask for help b. rely more on explicit than implicit social support c. benefit more from all types of social support than do Anglo-Americans d. be more willing to disclose feelings to friends and family than are Argentinian individuals Answer: a Topic: Coping With Stress Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 11.5.C Discuss the ways in which friends can help or hinder successful coping efforts.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.5 Rationale: Many Asians and Asian American individuals are reluctant to explicitly ask for support from even close others because they are concerned that doing so might have negative relationship consequences. As a result, they often feel more stressed and have elevated stress hormones when they are required to ask for help or reveal their private feelings.
115.
Julius Segal, a psychologist who worked with Holocaust survivors, wrote that a key element in their recovery was __________. a. compassion; that is, healing brought about by helping others b. trying to put the horror-filled images out of their minds c. reliving their emotions, over and over again d. imagining revenge against those who supported Hitler Answer: a Topic: Coping With Stress Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 11.5.C Discuss the ways in which friends can help or hinder successful coping efforts. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Healing through helping enables us to accept difficult situations that are facts of life.
True-False Questions
1.
There is little support for Charles Darwin‘s contention that certain human facial expressions are innate or ―hardwired.‖ Answer: False Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology,1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
2. Human faces have only 10 muscles that enable us to portray the multitude of human emotions. Answer: False Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
3. When people try to hide their feelings with an inauthentic expression, they use different groups of muscles than they do for authentic emotions. Answer: True Topic: The Nature of Emotion
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
4. People trying to hide their real feelings with fake expressions use the same muscle groups that are used when expressing authentic emotions. Answer: False Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
5. False smiles last 10 seconds or more, whereas authentic smiles last only about 2 seconds. Answer: True Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
6. When people are told to smile and look pleased or happy, their positive feelings tend to increase. Answer: True Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
7. Facial feedback is defined as the process by which the facial muscles send messages to the brain about the emotion being expressed. Answer: True Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
8. Our facial expressions help us communicate with others, but they also help us identify our own emotions. Answer: True Topic: The Nature of Emotion Skill Level: Understand the Concepts Difficulty Level: Easy
Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
9.
The meaning of their baby‘s facial expressions becomes apparent to most parents starting when the baby is about 12 months old. Answer: False Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
10.
The interpretation of facial expressions of emotion can be influenced by the context in which those emotions are expressed. Answer: True Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
11. People are better at identifying emotions expressed by others in their own ethnic, national, or regional group than they are at recognizing the emotions of foreigners. Answer: True
Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
12.
The amygdala plays a key role in emotion, especially fear. Answer: True Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
13.
The cerebellum plays a key role in emotion. Answer: False Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
14. The amygdala scrutinizes information for its emotional importance and makes the initial decision to approach or withdraw from a situation. Answer: True Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
15. The thalamus scrutinizes information for its emotional importance and makes the initial decision to approach or withdraw from a person. Answer: False Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
16. The amygdala generates a more complete picture of a person or situation and can override signals sent by lower parts of the brain. Answer: False
Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
17.
The amygdala is a key brain structure involved when, on Halloween, 3-year-old Bernardo screams in fear at the sight of his mom dressed as a witch. Answer: True Topic: The Nature of Emotion Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
18. Damage to the amygdala can result in abnormalities in the ability to experience fear or recognize it in others. Answer: True Topic: The Nature of Emotion Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
19.
Most emotions motivate an action tendency of some sort. Answer: True Topic: The Nature of Emotion Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
20. There is some evidence that the two hemispheres of the brain are involved in different ways in the tendency to approach versus withdraw. Answer: True Topic: The Nature of Emotion Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
21.
A person with damage to the left frontal cortex may lose the capacity for joy. Answer: True Topic: The Nature of Emotion Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
22. Regions of the left hemisphere of the brain appear to be specialized for ‖avoid‖ or ―withdraw‖ emotions. Answer: False Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology 23.
D‘Mario was watching Javier brush his teeth and most likely had mirror neurons in his brain responding to Javier‘s action. Answer: True Topic: The Nature of Emotion Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
24. Mirror neurons become highly activated when a person sees themselves objectively, such as looking at a self- portrait photograph or seeing their reflection in a looking glass.
Answer: False Topic: The Nature of Emotion Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
25.
Mirror neurons may contribute in some way to the experience of empathy. Answer: True Topic: The Nature of Emotion Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
26.
The underlying mechanism for mood contagion is most likely epinephrine. Answer: False Topic: The Nature of Emotion Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
27.
Epinephrine and other hormones provide the energy of an emotion. Answer: True Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
28.
Epinephrine and norepinephrine produce arousal and alertness. Answer: True Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
29. Most psychologists view the polygraph machine as an invalid tool for accurate lie detection. Answer: True Topic: The Nature of Emotion Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
30.
No patterns of physiological responding are specific to lying. Answer: True Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
31. Innocent people may react to the polygraph machine because they are nervous about the procedure. Answer: True Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
32.
The polygraph detects the physiological patterns of responses that are specific to lying.
Answer: False Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
33.
Appraisals are beliefs, perceptions, expectations, and attributions that people make to explain their own and others‘ behavior. Answer: True Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
34.
Stanley Schachter and Jerome Singer‘s theory of emotions offers the most compelling account of emotional experience that researchers subscribe to today. Answer: False Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
35.
Stanley Schachter and Jerome Singer gave research participants injections of epinephrine as part of their research protocol. Answer: True Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
36. We can sometimes be misled when interpreting the sources and causes of our own physiological arousal. Answer: True Topic: The Nature of Emotion Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
37. People in Japan and in the United States tend to differ in their appraisals of the causes for errors and for success. Answer: True Topic: The Nature of Emotion Skill Level: Understand the Concepts
Difficulty Level: Difficult Learning Objective: 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
38. Japanese people are more likely than people in the United States to blame others when something goes wrong, and experience anger as a result. Answer: False Topic: The Nature of Emotion Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
39. People in the United States are more likely than people in Japan to blame others when something goes wrong, and experience anger as a result. Answer: True Topic: The Nature of Emotion Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
40. Third-place winners tend to be happier about their performance than those who come in second.
Answer: True Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
41. Some emotions, such as shame and guilt, depend almost entirely on the maturation of higher cognitive processes. Answer: True Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
42.
Prototypical emotions are reflected in the emotion words that young children learn first. Answer: True Topic: Emotion and Culture Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.2.A Describe the ways emotional experience can differ across cultures in terms of concepts, language, and expectations.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
43.
Hostility, ecstasy, irritability, and nostalgia would be considered prototypical emotions. Answer: False Topic: Emotion and Culture Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.2.A Describe the ways emotional experience can differ across cultures in terms of concepts, language, and expectations. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
44. Display rules are social and cultural rules that regulate when, how, and where a person may express, or suppress, emotions. Answer: True Topic: Emotion and Culture Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.2.B Explain how display rules and emotion work influence the communication of emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
45. Display rules involve universal, biologically-based emotional displays evoked by particular emotional situations. Answer: False
Topic: Emotion and Culture Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.2.B Explain how display rules and emotion work influence the communication of emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
46.
Research has shown that smiles always signal the same underlying emotion, regardless of culture or situational factors. Answer: False Topic: Emotion and Culture Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.2.B Explain how display rules and emotion work influence the communication of emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
47. After a Japanese–American business meeting, the most likely complaint by the Japanese would be that the Americans are too cheerful and smile too much to maintain their social hierarchy. Answer: False Topic: Emotion and Culture Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 11.2.B Explain how display rules and emotion work influence the communication of emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.5
48. After a German–American business meeting, the most likely complaint by the Americans would be that the Germans are too aloof and cold. Answer: True Topic: Emotion and Culture Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 11.2.B Explain how display rules and emotion work influence the communication of emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.5
49.
Expression of an emotion that a person does not really feel is called facial feedback. Answer: False Topic: Emotion and Culture Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.2.B Explain how display rules and emotion work influence the communication of emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
50.
Expression of an emotion that the person does not really feel is called emotion work. Answer: True Topic: Emotion and Culture Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.2.B Explain how display rules and emotion work influence the communication of emotion.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
51.
American men talk about their emotions more than American women do. Answer: False Topic: Emotion and Culture Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.2.C Describe and explain gender differences that appear to exist in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
52. The modern era of stress research began in 1956, when physician Hans Selye published The Stress of Life. Answer: True Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
53.
During the alarm phase of the general adaptation syndrome, the parasympathetic division of the autonomic nervous system increases its activity. Answer: False Topic: The Nature of Stress
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
54. During the resistance phase of the general adaptation syndrome, the body attempts to cope with a stressor that cannot be avoided. Answer: True Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
55. The exhaustion phase of the general adaptation syndrome follows the alarm stage as the body attempts to cope with a stressor that cannot be avoided. Answer: False Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
56.
When a person is under stress, the hypothalamus sends messages to the endocrine glands along two major pathways. Answer: True Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
57.
The HPA axis stands for ―hypothalamus-pituitary-adrenal cortex.‖ Answer: True Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
58.
The HPA axis stands for ―Hazard: Plan Accordingly.‖ Answer: False Topic: The Nature of Stress Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
59.
People with high incomes usually have more stressful lives than people with low incomes. Answer: False Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
60. The white blood cells of the immune system are designed to recognize antigens, such as flu viruses, and then destroy them. Answer: True Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
60.
In the context of stress research, PNI stands for ―psychoneuroimmunology.‖ Answer: True Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
61.
In the context of stress research, PNI stands for ―Partial Neurological Inactivity.‖ Answer: False Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
62. Every time a cell divides, enzymes whittle away a tiny piece of the cell‘s telomere, and when it is reduced to nothing, the cell stops dividing and dies. Answer: True Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Difficult
Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
63.
Chronic stress, especially if it begins in childhood, appears to shorten telomeres. Answer: True Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
64.
Realistic optimists tend to avoid facing bad news. Answer: False Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
65.
Locus of control refers to your general expectation about whether you can control the things that happen to you. Answer: True
Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
66. People who have an internal locus of control tend to believe that they are responsible for what happens to them. Answer: True Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
67. People who have an external locus of control tend to believe that they are responsible for what happens to them. Answer: False Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
68. People who have an internal locus of control tend to believe that their lives are controlled by luck, fate, or other people. Answer: False Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
69. People who have an external locus of control tend to believe that their lives are controlled by luck, fate, or other people. Answer: True Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
70.
People who have the greatest control over their work pace and activities, such as executives and managers, have more stress than other employees with lesser work control.
Answer: False Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
71. At work, the people who suffer most from job stress and who are at greatest risk of illness are corporate managers. Answer: False Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
72.
People with a Type A personality are calm but intense. Answer: False Topic: Stress and Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.4.A Summarize the evidence that negative emotions (such as hostility and depression) have negative health effects.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
73.
People with a Type A personality are patient and optimistic. Answer: False Topic: Stress and Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.4.A Summarize the evidence that negative emotions (such as hostility and depression) have negative health effects. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
74. The health risk factor of the Type A personality, with regard to heart disease, is high reactiveness to stress. Answer: False Topic: Stress and Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.4.A Summarize the evidence that negative emotions (such as hostility and depression) have negative health effects. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
75.
The health risk factor of the Type A personality is antagonistic hostility. Answer: True Topic: Stress and Emotion Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 11.4.A Summarize the evidence that negative emotions (such as hostility and depression) have negative health effects. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
76.
Proneness to cynical hostility is a significant risk factor for coronary heart disease. Answer: True Topic: Stress and Emotion Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 11.4.A Summarize the evidence that negative emotions (such as hostility and depression) have negative health effects. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology
77.
Depression leads to a higher incidence of cancer. Answer: False Topic: Stress and Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.4.A Summarize the evidence that negative emotions (such as hostility and depression) have negative health effects. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
78.
Positive emotions may lead to better social support systems and therefore may lead to healthier outcomes. Answer: True Topic: Stress and Emotion Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 11.4.B Summarize the evidence that positive emotions contribute to health. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology
79.
Suppressing thoughts of a person who has harmed you, rather than talking about it with others, tends to be beneficial in reducing emotional responsiveness toward the perpetrator. Answer: False Topic: Stress and Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.4.C Discuss how confession, forgiveness, and other forms of ―letting grievances go‖ contribute to health benefits. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology
80. When people rehearse their grievances and hold unforgiving grudges, their blood pressure, heart rate, and skin conductance rise. Answer: True Topic: Stress and Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.4.C Discuss how confession, forgiveness, and other forms of ―letting grievances go‖ contribute to health benefits. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology
81.
One effective way to reduce negative emotions and lower the risk of illness is through physical exercise. Answer: True Topic: Coping with Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.5.A Discuss how emotion-focused coping and problem-focused coping contribute to dealing with stress. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology
82. Emotion-focused coping strategies concentrate on the emotions that a problem has caused. Answer: True Topic: Coping with Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.5.A Discuss how emotion-focused coping and problem-focused coping contribute to dealing with stress. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
83.
During emotion-focused coping, one should avoid concentrating on the emotions that a problem has caused. Answer: False Topic: Coping with Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.5.A Discuss how emotion-focused coping and problem-focused coping contribute to dealing with stress.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
84. Learning deep-breathing techniques to reduce anxiety about having been victimized by a crime is an example of problem-focused coping. Answer: False Topic: Coping with Stress Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 11.5.A Discuss how emotion-focused coping and problem-focused coping contribute to dealing with stress. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology
85.
An effective way of dealing with a stressful situation is to reappraise your problems so that you think about them differently. Answer: True Topic: Coping with Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.5.B Describe and give examples of effective coping strategies that rely on rethinking the stressful problem at hand. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology
86.
Reappraisal of a stressful situation is effective because it changes your emotional responses; for example, turning anger into sympathy and worry into determination. Answer: True Topic: Coping with Stress
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.5.B Describe and give examples of effective coping strategies that rely on rethinking the stressful problem at hand. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology
87. Making social comparisons, especially comparisons to someone who is worse off, is therapeutic in difficult situations. Answer: True Topic: Coping with Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.5.B Describe and give examples of effective coping strategies that rely on rethinking the stressful problem at hand. APA Objective: 1.3 Describe applications of psychology, 2.2 Demonstrate psychology information literacy
88. In a difficult situation, successful copers often compare themselves to others who are (as they perceive) less fortunate than themselves. Answer: True Topic: Coping with Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.5.B Describe and give examples of effective coping strategies that rely on rethinking the stressful problem at hand. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology
89.
Making social comparisons, especially comparisons to someone who is worse off, is not a good idea for dealing with difficult situations. Answer: False Topic: Coping with Stress Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 11.5.B Describe and give examples of effective coping strategies that rely on rethinking the stressful problem at hand. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
90.
During difficult situations, ineffective copers often compare themselves to others who are (as they perceive) less fortunate than themselves. Answer: False Topic: Coping with Stress Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 11.5.B Describe and give examples of effective coping strategies that rely on rethinking the stressful problem at hand. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
91.
Being involved in social networks and a close community is one of the most powerful predictors of having a long and healthy life. Answer: True Topic: Coping with Stress Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 11.5.C Discuss the ways in which friends can help or hinder successful coping efforts. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology
92. When social support comes from a stranger, its benefits on the immune system are especially powerful. Answer: False Topic: Coping with Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.5.C Discuss the ways in which friends can help or hinder successful coping efforts. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology
93.
When social support comes from a friend or close family member, its benefits on the immune system are especially powerful. Answer: True Topic: Coping with Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.5.C Discuss the ways in which friends can help or hinder successful coping efforts. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology
94.
A welcomed affectionate touch elevates the ―therapeutic‖ hormone oxytocin (the hormone that induces relaxation). Answer: True
Topic: Coping with Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.5.C Discuss the ways in which friends can help or hinder successful coping efforts. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology
95. An effective way to cope with stress is to give support to others, rather than always being on the receiving end. Answer: True Topic: Coping with Stress Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.5.C Discuss the ways in which friends can help or hinder successful coping efforts. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology
Short Answer Questions
1.
Charles Darwin argued that human facial expressions are innate. Which evolutionary reason did Darwin give for the evolution of these expressions? Answer: A good answer will include the following key points.
According to Charles Darwin, human facial expressions evolved because they allowed our forebears to tell at a glance the difference between a friendly stranger and a hostile one. Facial expressions also probably evolved to prepare the organism to respond to challenges in the environment and to communicate important information to others. For example, the wrinkling of the nose in disgust is a sensible mechanism for avoiding a noxious odor or expelling unpalatable food, and it signals to others to ―stay away from the red berries!‖
Topic: The Nature of Emotion Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
2.
Name the facial expressions of emotion that Paul Ekman identified as having distinctive patterns of physiological arousal and corresponding universal facial expressions. Answer: A good answer will include the following key point.
The basic facial expressions are anger, happiness, fear, surprise, disgust, and sadness.
Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
3.
Feeling happy makes people smile, but can smiling make people feel happier? Explain why or why not. Answer: A good answer will include the following key points.
In the process of facial feedback, the facial muscles send messages to the brain about the basic emotion being expressed: a smile tells us that we‘re happy, a frown that we‘re angry or perplexed. When people are told to smile and look pleased or happy, their positive feelings increase. When they are told to look angry, displeased, or disgusted, positive feelings decrease.
Topic: The Nature of Emotion Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
4. Explain why a small structure in the brain, the amygdala, is considered a key structure in regard to emotion. Answer: A good answer will include the following key points.
The amygdala plays a key role in emotion. The amygdala is responsible for evaluating incoming sensory information, quickly determining its emotional importance, and making the initial decision to approach or withdraw from a person or situation. It quickly assesses potential danger or threat.
Topic: The Nature of Emotion Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
5.
Jill got a B on her psychology midterm, and she is proud and overjoyed. But her friend Heather, who also got a B, is absolutely furious. How does this example illustrate the importance of appraisal in emotional responses? Answer: A good answer will include the following key points.
Appraisals are beliefs, perceptions, expectations, and attributions that people make to explain their own and other people‘s behavior. Jill may have been expecting a lower grade and therefore was happy with a B. Heather may have been expecting an A and therefore was disappointed by a B. The same outcome— getting a B— can lead to two very different appraisals, and hence to very different emotional reactions.
Topic: The Nature of Emotion Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
6.
Ruth is the front-desk manager of a hotel. What is emotion work, and in how is it necessary for Ruth‘s job? Answer: A good answer will include the following key points.
Emotion work is the expression of an emotion, often because of a role requirement, that a person does not really feel. Ruth will be expected to show positive emotions to hotel guests, regardless of her actual feelings.
Topic: Emotion and Culture Skill Level: Apply What You Know Difficulty Level: Moderate
Learning Objective: 11.2.B Explain how display rules and emotion work influence the communication of emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
7.
Shelia‘s first bee sting, when she was 7 years old, led to a trip to the emergency room after she had an allergic reaction. As she is playing at Karla‘s 10th birthday party, Shelia notices a bee near her hand. Explain the phase of the general adaptation syndrome that Sheila experiences at this moment. Answer: A good answer will include the following key points.
Shelia will first experience the alarm phase. The body mobilizes the sympathetic nervous system to meet the immediate threat. Epinephrine and norepinephrine are released from the adrenal glands. They produce a boost in energy, tense muscles, reduced sensitivity to pain, slowed digestion, and increased blood pressure. This is called the fight-or-flight response.
Topic: The Nature of Stress Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
8.
Briefly explain how the HPA axis works. Answer: A good answer will include the following key points.
HPA stands for ―hypothalamus–pituitary–adrenal cortex.‖ The hypothalamus releases chemicals that cause the pituitary gland to send a message to the cortex of the adrenal glands. The adrenal cortex releases cortisol and other hormones. These hormones elevate blood glucose and protect the body‘s tissues from inflammation in case of injury.
Topic: The Nature of Stress Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
9.
Explain the ways in which poverty and powerlessness act as stressors. Answer: A good answer will include the following key points.
People at the lower rungs of the socioeconomic ladder have worse health and higher mortality rates for almost every disease and medical condition. This occurs, in part, because people who have low incomes cannot afford medical care. They are also more likely to eat high-fat, highly salted fast food, which increases obesity and its many health risks. They often live with continuous environmental stressors and constant emotional stressors, which can affect the immune system.
Topic: The Nature of Stress Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
10.
Willow says that her goal in graduate school is to specialize in psychoneuroimmunology (PNI). What does Willow intend to study? Answer: A good answer will include the following key point.
PNI is the study of the relationships among psychological processes, the nervous and endocrine systems, and the immune system.
Topic: The Nature of Stress Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
11.
Define internal locus of control and external locus of control, and explain the concepts with suitable examples. Answer: A good answer will include the following key points.
An internal locus of control refers to the belief that you are responsible for what happens to you. An external locus of control refers to the belief that your life is controlled by luck, fate, or other people. For example, an employee with an external locus of control is likely to feel that they have little control over getting promoted or getting fired. An employee with an internal locus of control is likely to feel that, by deciding to work harder, they can earn a promotion (and avoid being fired).
Topic: The Nature of Stress Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
12.
Describe the characteristics of Type A individuals. Which aspect of the Type A personality is a risk factor for heart disease? Answer: A good answer will include the following key points.
Type A people are ambitious, impatient, angry, hardworking, and have high standards for themselves. Cynical or antagonistic hostility—which characterizes people who are mistrustful of others and always ready to provoke mean, furious arguments—is the associated trait that is a risk factor for heart disease.
Topic: Stress and Emotion Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.4.A Summarize the evidence that negative emotions (such as hostility and depression) have negative health effects. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
13.
Many people who keep journals do so because it allows them to divulge private thoughts and feelings that make them feel ashamed, worried, frightened, or sad if otherwise expressed. Is this confessional behavior emotionally beneficial? Explain why or why not. Answer: A good answer will include the following key points.
Confession is beneficial because it allows people to shed the burden of negative emotions. It also reduces the physiological signs of stress. Its benefits occur primarily when it produces insight and understanding about the source or significance of the problem, thereby fostering the ability to distance oneself from the bad experience and ending the stressful repetition of obsessive thoughts and unresolved feelings.
Topic: Stress and Emotion Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.4.C Discuss how confession, forgiveness, and other forms of ―letting grievances go‖ contribute to health benefits. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3, 2.2 Demonstrate psychology information literacy
14.
In what ways can having friends improve a person‘s health? Answer: A good answer will include the following key points.
Friends can offer concern and affection. They can help you evaluate problems and plan a course of action. Friends can offer resources and services. They are sources of attachment and connection.
Topic: Coping with Stress Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.5.C Discuss the ways in which friends can help or hinder successful coping efforts. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3
Essay Questions
1.
Emotions are often visibly expressed on the face. Defend Charles Darwin‘s proposal regarding the evolutionary and universal basis of facial expressions by describing ways psychological scientists have confirmed Darwin‘s ideas. Integrate Paul Ekman‘s research regarding the expression of emotion into your defense as well. Answer: A good answer will include the following key points.
Charles Darwin proposed that emotional facial expressions are innate, and that they had evolved to communicate emotional information. Cross-cultural research conducted by Paul Ekman, Wally Friesen, Karl Heider, Carroll Izard, and others identified six emotional facial expressions that are universally recognized, which indicate an innate component for facial expressions. Studies of infants demonstrate that parents are almost immediately sensitive to infants‘ facial expressions, again giving support to the idea that facial expressions are innate. By the age of one year, infants are also modifying their behavior based on the facial expressions of others. This indicates that infants produce facial expressions first, but quickly learn to respond to the facial expressions of others. All of these facts are supportive of Darwin‘s ideas regarding facial expressions being innate and being necessary to communicate important information about emotions.
Topic: The Nature of Emotion Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
2. Facial expressions do not always reveal the emotions underneath. The villain in William Shakespeare‘s Henry VI said, ―Why, I can smile, and murder while I smile; and cry content to that which grieves my heart; and wet my cheeks with artificial tears, and frame my face to all occasions.‖ Which critical research methods did Paul Ekman and his colleagues use to distinguish between authentic and false facial expressions of emotion? Propose a followup study to advance the research in this area. Answer: A good answer will include the following key points.
Paul Ekman and his associates developed a coding system to identify and analyze each of the nearly 80 facial muscles. Studying authentic and false expressions, Ekman was able to determine that they were not identical; they used different groups of muscles. When people try to pretend that they feel sad, only 15 percent manage to get the eyebrows, eyelids, and forehead wrinkle exactly right, mimicking the way true grief is expressed spontaneously. Authentic smiles last only 2 seconds; false smiles may last 10 seconds or more, and rarely involve the muscles surrounding the eyes. Students might propose comparing seasoned actors to ordinary people to see if training can influence the use of the muscles involved in emotions. (It does; Paul Ekman, Bob Levenson, and Wally Friesen used this approach in their investigations of autonomic nervous system activity). Or they might propose a study across cultures to see if there are cultural differences in emotional expression. (There are; these are called display rules, and they were proposed by Ekman simultaneously with the evidence for universality.) Obviously other questions may also be raised.
Topic: The Nature of Emotion Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
3.
Many components of emotional experience are localized in the brain. Distinguish what researchers have learned about emotion and the brain, especially in regard to the amygdala and cortex, and describe what happens when there is damage to these structures. Answer: A good answer will include the following key points.
The amygdala plays a key role in emotional experience. It determines the emotional importance of sensory information and makes the initial decision to approach or withdraw. Parts of the cortex generate a more complete emotional picture than the amygdala, and can override signals sent by the amygdala. Damage to the amygdala results in the inability to process fear. People with damage to the cortex may have difficulty turning off their own fear responses, causing anxiety.
Topic: The Nature of Emotion
Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
4. Identify what mirror neurons are, and discuss how they play a role in emotional experience. Answer: A good answer will include the following key points.
Mirror neurons are neurons that fire when a person or animal observes another carrying out an action. Mirror neurons in a macaque monkey may fire when an animal picks up a grape and eats it, but importantly, those same neurons also fire when a macaque monkey sees another macaque monkey pick up a grape and eat it. This kind of mirroring or ―mimicry‖ contributes to emotional experience. For example, empathy—feeling the feelings of others and resonating with their emotional experience—has been tied to the activation of mirror neurons, although the evidence in humans is far from conclusive. Similarly, mood contagion—the spreading of an emotion from one person to another—may be influenced by the network of mirror neurons. Related concepts, such a mood clash and behavioral synchrony, would theoretically be linked here as well.
Topic: The Nature of Emotion Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
5.
You are a defense attorney defending a client who has been accused of arson. The strongest element of the prosecutor‘s case is the results of a polygraph test that demonstrated your client was lying when he said he didn‘t know anything about the fire. Which points about polygraph analysis do you want to bring up as a good defense to this evidence? Answer: A good answer will include the following key points.
Most psychological scientists regard polygraph tests as invalid because no physiological patterns of autonomic arousal are specific to lying. The polygraph produces frequent false positives. That is, innocent people are thought to be lying. Some guilty people, on the other hand, can pass the test.
Topic: The Nature of Emotion Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy 6.
If we can quote William Shakespeare once more, he has Hamlet intone, ―For there is nothing either good or bad but thinking makes it so.‖ Apply this phrase to the idea of cognitive appraisal, integrating the work of Stanley Schachter and Jerome Singer as evidence supporting this view. Answer: A good answer will include the following key points.
Psychological scientists have long recognized the importance of appraisal in emotional experience. The objective qualities of an experience are important to consider, but so too are the subjective interpretations of that experience. For example, an unfavorable dental diagnosis may not be the greatest thing in the world, but one person could appraise the information as devastating, whereas another might appraise the same information with a nonchalant attitude. ―Thinking‖—appraisal—makes an event seem good or bad. Stan Schachter and Jerry Singer experimentally investigated the importance of ―thinking making it so‖ in the 1960s. They injected research participants with epinephrine, a drug that causes generalized physiological arousal. Some people were told that the drug would make them feel jittery (an informed condition), others were told the drug would make their feet feel numb (a misinformed condition), and still others were given no information (an uninformed group). Participants were then placed in a waiting area with a confederate (noted social psychologist Dick Nisbett during his graduate school days) who behaved in either an angry fashion or a gleeful, exuberantly happy fashion. When later polled about their own emotional state, the informed group had no particular opinion; after all, they could attribute the jitteriness they felt to the effects of the drug, as they were told. However, participants in the misinformed and uninformed conditions tended to report feeling the same emotion as the confederate had displayed (more so for the happy condition than the angry condition). Schachter and Singer argued that participants in those groups needed to explain the arousal they were feeling. After all, those in the misinformed condition were expecting numb feet, and those in the uninformed condition didn‘t know what to expect! They labeled their arousal based on environmental cues (―Look at that happy guy…say, what‘s this I‘m feeling?....all churned up…it must be happiness!‖). With the fullness of time, it‘s clear that Schachter and Singer provided an interesting demonstration of how the attribution process can go awry. In this regard it is consistent with the notion of the central role appraisal plays in interpreting events. As a general theory of emotional experience…not so much.
Topic: The Nature of Emotion Skill Level: Apply What You Know
Difficulty Level: Difficult Learning Objective: 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
7.
Explain why the universality hypothesis of emotional experience is not challenged by cultural considerations such as display rules or emotion work. Answer: A good answer will include the following key points.
Charles Darwin proposed that certain primary emotions should have a universal display, one that has evolutionary significance and that can be seen vestigially in other species. Paul Ekman, Wally Friesen, and many other psychological scientists confirmed that six (possibly seven) emotions meet these criteria. Critics point out that across a variety of cultures, emotion displayed on the face seems to look different in different circumstances, arguing for cultural specificity (or cultural learning) rather than universality. This mistaken critique often fails to take into account the notion of display rules, which was proposed by Ekman and Friesen at the same time as their universality evidence. Display rules are social and cultural rules that regulate when, how, and where a person may express emotions. As such, they are a kind of culturally variable ―overlay‖ resting ―on top of‖ emotional expression. So, the expression of an emotion nonetheless can have a universal display, but culturally variable display rules can act to modulate that expression in a given context. Similarly, emotion work—expressing an emotion that a person does not really feel, because of a role requirement—illustrates how a cultural context can modify the expression of a truly felt (and often universally expressed) authentic emotion.
Topic: Emotion and Culture Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 11.2.B Explain how display rules and emotion work influence the communication of emotion. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
8.
In his book The Stress of Life, Hans Selye wrote that many different environmental stressors, such as heat, cold, toxins, and danger, disrupt the body‘s equilibrium and lead to a three-phase physiological reaction. Create your own example of an environmental stressor and then provide details of each of the three phases. Answer: A good answer will include the following key points.
Example: A person living in a country that is at war is faced with constant danger and the threat of death.
The alarm phase of the general adaptation syndrome might occur when a bomb goes off nearby or nearby gunfire is heard. A person would experience the release of epinephrine and norepinephrine and sympathetic nervous system arousal. This triggers the ―fight-or-flight‖ response and includes characteristics like increased blood pressure, tense muscles, and increased heart rate. As they continue to be exposed to such stressors on a daily basis, people under these circumstances would enter the resistance phase. The physiological responses of the alarm phase continue, and these responses make the body more vulnerable to other stressors. For example, people are likely to become more irritable and annoyed by minor events. Eventually these folks will reach the exhaustion phase, when the persistent stress of war has depleted their bodies of energy. They may become ill, developing chronic hypertension, headaches, digestive disorders, and so on.
Topic: The Nature of Stress Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
9.
During stress, the hypothalamus can control the release of hormones from the adrenal glands via two major pathways. Compare and contrast the two pathways and the effects of the hormones they control. Answer: A good answer will include the following key points.
One hypothalamic pathway stimulates the sympathetic division of the autonomic nervous system for ―fight-or-flight,‖ producing the release of epinephrine and norepinephrine from the inner part (medulla) of the adrenal glands. These hormones produce a state of arousal and alertness. The second pathway is called the HPA axis (HPA stands for hypothalamus–pituitary– adrenal cortex). The hypothalamus will send signals to the pituitary gland. The pituitary gland will, in turn, signal the adrenal cortex to release cortisol and other stress hormones. Cortisol elevates blood sugar and protects the body from inflammation. Although useful in the short term, continued elevation of cortisol can contribute to hypertension, immune disorders, and other physical or emotional problems.
So, one pathway produces a state of arousal and alertness to deal with the stress, whereas the other pathway provides energy to the system to deal with the stress.
Topic: The Nature of Stress Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
10. Explain why thought suppression—trying really, really hard not to think of something— usually results in poor outcomes for the suppressor, and which strategies might be more effective. Answer: A good answer will include the following key points.
The late Daniel M. Wegner proposed the theory of thought suppression in several elegant and conclusive experiments. When asked not to think of a white bear, for example, research participants were bedeviled by exactly that thought, even more so than a comparison group who were given free rein to think of a white bear as much as they liked. The reason thought suppression doesn‘t work is because every effort to not think of a forbidden object is a thought about that object. In other words, mentally telling yourself, ―Don‘t think of the bear‖ is a thought about the bear. Checking in to see what you‘re thinking about (―the room….that ugly furniture…grocery shopping tomorrow…reading Chapter 11…okay, it‘s not that bear; doh!‖) invariably brings thoughts back to the forbidden object. One strategy to counteract this inevitable tendency is to substitute some other object of thought, such as a red Volkswagen. When thinking of a specific German automobile, one is not thinking of a dreaded white bear. A better strategy is to give oneself permission to entertain the feared idea. By thinking it through, the idea is robbed of its power. When the need to suppress is lifted, the idea can be considered and the mind can move along to other thoughts. This strategy finds a place in the benefits of confession. Writing about troubling experiences—examining them rather than suppressing them—has a number of health benefits.
Topic: Stress and Emotion Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 11.4.C Discuss how confession, forgiveness, and other forms of ―letting grievances go‖ contribute to health benefits. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
11.
Milton is feeling overwhelmed by assignments and tests. What would you recommend to help him calm down? He decides to take a break from schoolwork for a couple of hours. What are three activities that Milton could pursue during this period that will help him cope with his stress and decrease his risk of illness? Answer: A good answer will include the following key points.
The most immediate way to address the physiological tension of stress is to reduce the body‘s physical arousal. Meditation, especially mindfulness meditation, is another way to reduce arousal. Another effective buffer between stressors and illness is exercise. Other acceptable answers include any activity that would calm Milton‘s body and focus his mind (e.g., massage, prayer, music, dancing, knitting, or baking).
Topic: Coping with Stress Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.5.A Discuss how emotion-focused coping and problem-focused coping contribute to dealing with stress. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe application of psychology, 2.2 Demonstrate psychology information literacy
12.
Your friends just lived through a wildfire. They lost their house, their car, and all of their personal belongings, but they made it out safely with their cat. How can your friends process this catastrophic experience and cope with it? Give an example of each coping strategy. Answer: A good answer will include the following key points.
Reappraising the situation involves choosing to think about it differently. o Problems can be turned into challenges, and losses into unexpected gains. o Reappraisal improves well-being and reduces negative emotions. o They can count the things they have rather than the things they lost (e.g., they still have their lives, their cat, their jobs, etc.). Learning from the experience can be helpful. o The ability to find meaning and benefits in adversity is crucial to psychological recovery. o They may reflect on how they will value personal relationships more in the future due to their loss.
o They might also decide to take greater fire-safety precautions when they rebuild, such as maintaining a fire-break perimeter around their home or building a steel structure. Making social comparisons involves comparing ourselves to others who are less fortunate. o In a difficult situation, successful copers often compare themselves to others who they feel are less fortunate. o Such comparisons are beneficial when they provide a person with information about ways of coping, managing an illness, or improving a stressful situation. o They might read some stories about others who lost even more during a similar tragedy.
Topic: Coping with Stress Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.5.B Describe and give examples of effective coping strategies that rely on rethinking the stressful problem at hand. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology, 2.2 Demonstrate psychology information literacy
13.
Explain how a ―tend-and-befriend‖ coping strategy illustrates the importance of social support, and contrast this strategy with ―fight-or-flight.‖ Answer: A good answer will include the following key points.
Evolution has prepared the body to deal with tangible stressors through a ―fight-or-flight‖ mechanism; we either confront the stressor head-on (fight) or escape from the situation to live to fight another day (flight). That‘s a pretty good strategy for dealing with muggings, knife fights, or saber-tooth tigers, but not such a great one for dealing with the less-tangible stressors of the modern world, such as job stress, relationship woes, or worry over climate change. The ―tend-and-befriend‖ strategy proposed by Shelley E. Taylor involves being friendly and conciliatory, seeking out a friend or loved one, and taking care of others. This kind of ―nurturing‖ approach stands in stark contrast to ―kill-it-or-run-away!‖ as the ―fight-or-flight‖ notion might be reconceptualized. As such, ―tend-and-befriend‖ is in line with the general strategy of seeking and receiving social support, which has been shown in a wide variety of contexts to be beneficial to coping.
Topic: Coping with Stress Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 11.5.C Discuss the ways in which friends can help or hinder successful coping efforts.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.3 Describe applications of psychology, 2.2 Demonstrate psychology information literacy
Integrative Essay Questions: Linking the Chapters
1.
In Chapter 5 (Sensation and Perception), we learned that sensation and perception work together to help us make sense of the world. Now you have learned that facial expressions can reflect one‘s internal feelings. How can a parent utilize the knowledge about facial expressions when handling their baby? Answer: A good answer will include the following key points.
Sensation and perception are the foundations for learning, thinking, and acting. By the age of 6 to 7 months, babies have special sensitivity to an adult‘s fearful expression. Babies will change their behavior based on a reaction to the parent‘s facial expression or emotion. If a toddler takes a small tumble, and looks to a parent for a reaction, this can often determine if the child will cry or forget the accident. If the parent displays a happy expression, most toddlers will have a positive (happy) reaction to the tumble. If the parent shows an expression of fear, the toddler will most likely show alarm and sadness. Young children do not yet have the experience to judge danger. Therefore, they look to their parents to determine whether they should be alarmed or not.
Topic: 5.1 Our Sensational Senses, 11.1 The Nature of Emotion Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 5.1.A Distinguish between sensation and perception, and explain how the doctrine of specific nerve energies and synesthesia contribute to our understanding of sensory modalities. 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
2.
In Chapter 1, we learned of the importance of critical thinking skills, such as asking questions and examining the evidence. How can you apply those skills to an analysis of whether certain emotions have a universal component to them? Discuss the evidence that you‘ve learned about regarding this conclusion, and also propose other lines of investigation that would bear on this question. Answer: A good answer will include the following key points.
One simple approach to determining whether certain emotions have a universal component to them would be to poll people, in a variety of forms. For example, respondents could be asked, ―What do you feel like when X happens?‖ or photographs of a wide variety of people displaying facial expressions of various emotions could be shown to research participants with the task of identifying the emotions displayed. These approaches have been taken. However, this line of research does not rule out the role of cultural learning. When people from a given culture judge the emotions of other people from that same (or similar) culture, they could just be focusing on shared cultural rules: ―Oh, that face looks like what we all agree should be anger in our society.‖ Evidence for universality cannot be established in this way. But asking people from different cultures to identify the emotions of people from other cultures should be an improvement; Swedes judging Japanese people, U.S. citizens judging Brazilians, Peruvians judging French people, and so on, would lessen the impact of cultural knowledge. This research has been conducted. Nonetheless, the impact of cultural learning cannot be ruled out. The Swedes who have happened to spend a lot of time in Japan, or the Canadians who watch a lot of French television, would work against the universality hypothesis. They could simply have learned the emotion conventions of members of other cultures. So if members of visually isolated cultures and vastly—vastly—different cultures identified emotions in the same manner, that would be a big improvement. The Fore people of New Guinea (a cultural group living a preliterate existence when studied in the 1960s) and Minangkabau cultural group of West Sumatra (who subscribe to a matrilineal society very unlike those found in other cultures) did just that. People recognizing the facial expressions of other people is one approach, but there are others. For example, the Facial Action Coding System (FACS) codes the movements of the 80 or so muscles in the face, thereby allowing researchers to determine the exact position of muscle configurations when a variety of emotions are experienced and displayed. This would tie emotional expression to the same set of muscles that all humans have; in other words, a universal component. This research has been conducted. Examining the facial expressions of people who were blind and deaf from birth would also rule out the possibility of cultural learning, and provide evidence in favor of the universality hypothesis. This research has been conducted. Examining the facial expressions of newborns would also rule out the role of cultural learning. Sadly, examining the expressions of newborns with extensive brain damage would provide even more compelling evidence against the role of cultural learning of emotional expressions. This research has been conducted. Showing that the autonomic nervous system responds in distinct patterns of activity when various expressions are displayed would tie the evidence even further to the universal ―wiring‖ found in all human beings. This research has been conducted. Presumably, genetic evidence would be the strongest. Finding an ―anger gene‖ or ―surprise expression gene‖ would do much to hush the critics of the universality hypothesis, although plainly such a gene or genes have yet to be discovered.
Topic: 1.2 Thinking Critically About Psychology, 11.1 The Nature of Emotion Skill Level: Analyze It
Difficulty Level: Difficult Learning Objective: 1.2.B Identify important steps to critical thinking, and give an example of how each applies to the science of psychology; 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Revel Quizzes
The following questions appear at the end of each module and at the end of the chapter in Revel for Psychology, 14e.
Multiple choice question
EOM Q11.1.1
The components of emotion are physiological changes, __________, action tendencies, and __________. Options a) cognitive processes; subjective feelings b) biological changes; cultural norms Consider This: Emotions involve the complex interplay of several factors. 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. c) internal feelings; external displays Consider This: Emotions involve the complex interplay of several factors. 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. d) facial expressions; nonverbal behaviors Consider This: Emotions involve the complex interplay of several factors. 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. ANS: a Mod No=11.1 Skill Level=Understand Difficulty Level=difficult
Multiple choice question
EOM Q11.1.2
Which of the following emotions does not have a universal facial expression? Options a) Jealousy b) Anger Consider This: Researchers have identified at least six emotions that have a universal facial expression associated with them; can you recall what they are? 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. c) Surprise Consider This: Researchers have identified at least six emotions that have a universal facial expression associated with them; can you recall what they are? 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. d) Disgust Consider This: Researchers have identified at least six emotions that have a universal facial expression associated with them; can you recall what they are? 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. ANS: a Mod No=11.1 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q11.1.3
Three-year-old Gricelda sees her dad dressed in a gorilla costume and runs away in fear. What brain structure is probably involved in her emotional reaction? Options a) Amygdala b) Corpus callosum Consider This: A tiny structure in your brain plays an important role in assessing the emotional content of experiences, especially potentially threatening content. 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. c) Substantia nigra Consider This: A tiny structure in your brain plays an important role in assessing the emotional content of experiences, especially potentially threatening situations. 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. d) Pineal gland Consider This: A tiny structure in your brain plays an important role in assessing the emotional content of experiences, especially potentially threatening situations. 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. ANS: a Mod No=11.1 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOM Q11.1.4
Aldo is watching The Bloodthirsty Butchers Meet the Maniac Madmen in 3D. What cells in his brain are probably making him wince every time the main character is being attacked? Options a) Mirror neurons b) Pontine neurons Consider This: Aldo is not being attacked, but he is watching someone else have that experience. 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. c) Purkinje cells Consider This: Aldo is not being attacked, but he is watching someone else have that experience. 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. d) Thalamic extension Consider This: Aldo is not being attacked, but he is watching someone else have that experience. 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. ANS: a Mod No=11.1 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOM Q11.1.5
Which of the following statements is true regarding the two-factor theory of emotion study conducted by Schachter and Singer (1962)? Options a) Participants were told that the injection they received was a drug that would influence their vision, even though it really wasn‘t. b) This study was not a true experiment because participants were allowed to choose which injection they wanted to receive. Consider This: The Schachter and Singer (1962) study required some deception of participants in order to test the hypothesis in question. 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience. c) All participants knew that the injection they received was making them feel physiological arousal. Consider This: The Schachter and Singer (1962) study required some deception of participants in order to test the hypothesis in question. 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience. d) Injecting participants with epinephrine led them to experience anger because arousal always translates into increased anger. Consider This: The Schachter and Singer (1962) study required some deception of participants in order to test the hypothesis in question. 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience. ANS: a Mod No=11.1 Skill Level=Understand Difficulty Level=easy
Multiple choice question
EOM Q11.2.1
―Saudade,‖ your Portuguese friend Beatriz sighs. ―Saudade; I've got a melancholic feeling of incompleteness,‖ she continues. ―You wouldn't understand; there‘s not really an equivalent word in English.‖ Which of the following statements is most accurate regarding the relationship between culture, language, and emotional experience? Options a) You and Beatriz might differ in your experience of saudade, but chances are good that both of you will understand and experience prototypical emotions similarly. b) If Beatriz explains the concept of saudade well enough, you should be able to ―translate‖ some set of three or four English words that capture the same emotional meaning. Consider This: Cultures shape emotional experience, but do they do so in the same way for all emotions? 11.2.A Describe the ways emotional experience can differ across cultures in terms of concepts, language, and expectations. c) You and Beatriz are likely to have very different emotions as you go through life; this example highlights the extraordinary cultural diversity in emotional experience. Consider This: Cultures shape emotional experience, but do they do so in the same way for all emotions? 11.2.A Describe the ways emotional experience can differ across cultures in terms of concepts, language, and expectations. d) Emotion words have translatable counterparts across languages because emotions are universal; Beatriz needs to expand her vocabulary to capture what she is trying to convey. Consider This: Cultures shape emotional experience, but do they do so in the same way for all emotions? 11.2.A Describe the ways emotional experience can differ across cultures in terms of concepts, language, and expectations. ANS: a Mod No=11.2 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOM Q11.2.2
Your Japanese friend Suki is told by her professor that she received a D on her exam. In response, Suki broke into a wide smile and thanked the professor profusely. When your American friend Nate received the same news about his grade on the exam, he showed a mix of anger and disgust on his face and skulked back to his seat. What can explain the difference in the outward signs of emotion between Suki and Nate? Options a) Culturally variable display rules b) Prototypical emotion families Consider This: Talking to Suki later, you would probably find that she was just as disappointed, angry, and mortified as Nate was, although her facial reaction did not show any of that. 11.2.B Explain how display rules and emotion work influence the communication of emotion. c) Universal facial expressions of emotion Consider This: Talking to Suki later, you would probably find that she was just as disappointed, angry, and mortified as Nate was, although her facial reaction did not show any of that. 11.2.B Explain how display rules and emotion work influence the communication of emotion. d) Mirror neurons Consider This: Talking to Suki later, you would probably find that she was just as disappointed, angry, and mortified as Nate was, although her facial reaction did not show any of that. 11.2.B Explain how display rules and emotion work influence the communication of emotion. ANS: a Mod No=11.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q11.2.3
The ShinyBrite Corporation has instituted a new policy for its customer service representatives. They are required to smile at the end of every sentence during their interaction with a customer, from ―How are you?‖ to ―Thanks for stopping by to see us today!‖ and each sentence in between. As you might imagine, customer service representatives often deal with grumpy, dissatisfied customers, and therefore might not be inclined to feel happy themselves as they go through their business day. What is ShinyBrite asking its employees to do? Options a) Engage in emotion work. b) Enact expression modulation. Consider This: There is a specific term used for expressing an emotion that is not genuinely felt in a situation such as this. 11.2.B Explain how display rules and emotion work influence the communication of emotion. c) Endure mood recovery. Consider This: There is a specific term used for expressing an emotion that is not genuinely felt in a situation such as this. 11.2.B Explain how display rules and emotion work influence the communication of emotion. d) Enable mood displacement. Consider This: There is a specific term used for expressing an emotion that is not genuinely felt in a situation such as this. 11.2.B Explain how display rules and emotion work influence the communication of emotion. ANS: a Mod No=11.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q11.2.4
Compared to American men, American women tend to __________. Options a) talk about their emotions to a greater extent b) express anger more freely Consider This: Women and men often differ on a dimension of emotional experience, although even this dimension can be governed by situational factors. 11.2.C Describe and explain gender differences that appear to exist in emotional experience. c) feel everyday emotions more frequently Consider This: Women and men often differ on a dimension of emotional experience, although even this dimension can be governed by situational factors. 11.2.C Describe and explain gender differences that appear to exist in emotional experience. d) express more negative than positive emotions Consider This: Women and men often differ on a dimension of emotional experience, although even this dimension can be governed by situational factors. 11.2.C Describe and explain gender differences that appear to exist in emotional experience. ANS: a Mod No=11.2 Skill Level=Understand Difficulty Level=difficult
Multiple choice question
EOM Q11.2.5
Which emotion do men tend to express more freely than women? Options a) Anger b) Sadness Consider This: Although the gender difference considered here can be modulated by cultural and environmental factors, it remains a pretty clear tendency. 11.2.C Describe and explain gender differences that appear to exist in emotional experience. c) Surprise Consider This: Although the gender difference considered here can be modulated by cultural and environmental factors, it remains a pretty clear tendency. 11.2.C Describe and explain gender differences that appear to exist in emotional experience. d) Mirth Consider This: Although the gender difference considered here can be modulated by cultural and environmental factors, it remains a pretty clear tendency. 11.2.C Describe and explain gender differences that appear to exist in emotional experience. ANS: a Mod No=11.2 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q11.3.1
Hasan is unexpectedly called on in class to discuss a question. He has not the faintest idea of the answer; he feels his heart pound and his palms sweat. According to Hans Selye‘s general adaptation syndrome, Hasan is in the __________ phase of his stress response. Options a) alarm b) resistance Consider This: Selye proposed a set of three phases that characterize physiological reactions to a stressor. 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. c) exhaustion Consider This: Selye proposed a set of three phases that characterize physiological reactions to a stressor. 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. d) adaptive Consider This: Selye proposed a set of three phases that characterize physiological reactions to a stressor. 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. ANS: a Mod No=11.3 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOM Q11.3.2
A hormone that elevates blood sugar and protects the body from tissue inflammation during injury is called __________. Options a) cortisol b) adrenalase Consider This: During the body‘s fight-or-flight response, the adrenal cortex secretes hormones to help the body with perceived challenges. 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. c) estrogen Consider This: During the body‘s fight-or-flight response, the adrenal cortex secretes hormones to help the body with perceived challenges. 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. d) oxytocin Consider This: During the body‘s fight-or-flight response, the adrenal cortex secretes hormones to help the body with perceived challenges. 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. ANS: a Mod No=11.3 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q11.3.3
Monique, finishing studies in medical school, mutters, ―Illness is a product of the body!‖ Cleo, finishing a doctorate in clinical psychology, counters, ―Illness is a product of the mind!‖ Boris, who is getting a Ph.D. in biology, bellows, ―Illness is a product of the body‘s natural defense systems!‖ Listening to all this, Petra pipes up: ―Health and illness are a product of all three.‖ What is Petra studying? Options a) Psychoneuroimmunology b) Neurotaxicendonology Consider This: Petra‘s integrative view differs from the viewpoints of her dogmatic friends. 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. c) Physiosocioculturology Consider This: Petra‘s integrative view differs from the viewpoints of her dogmatic friends. 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. d) Pharmalogicetricology Consider This: Petra‘s integrative view differs from the viewpoints of her dogmatic friends. 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. ANS: a Mod No=11.3 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOM Q11.3.4
Which group of people would you predict might reap the most health benefits? Options a) Realistic optimists b) Unrealistic pessimists Consider This: A variety of attitudes, dispositions, and personal qualities are related to health and illness. 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. c) Unrealistic optimists Consider This: A variety of attitudes, dispositions, and personal qualities are related to health and illness. 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. d) Realistic pessimists Consider This: A variety of attitudes, dispositions, and personal qualities are related to health and illness. 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. ANS: a Mod No=11.3 Skill Level=Understand Difficulty Level=difficult
Multiple choice question
EOM Q11.3.5
Anika usually takes credit for doing well on her work assignments and blames her failures on lack of effort. Benicia attributes her successes to luck and blames her failures on the fact that she is a
Gemini. Anika has a(n) __________ locus of control, whereas Benicia has a(n) __________ locus. Options a) internal; external b) developed; undeveloped Consider This: Put yourself in Anika‘s and Benicia‘s places and talk through how they account for their successes and failures. 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. c) undeveloped; developed Consider This: Put yourself in Anika‘s and Benicia‘s places and talk through how they account for their successes and failures. 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. d) external; internal Consider This: Put yourself in Anika‘s and Benicia‘s places and talk through how they account for their successes and failures. 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. ANS: a Mod No=11.3 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOM Q11.4.1
Which aspect of Type A behavior is most hazardous to the heart? Options
a) Hostility b) Working hard Consider This: Type A behavior was originally conceived as a cluster of qualities; further research identified which ones are actually harmful. 11.4.A Summarize the evidence that negative emotions (such as hostility and depression) have negative health effects. c) Being in a hurry Consider This: Type A behavior was originally conceived as a cluster of qualities; further research identified which ones are actually harmful. 11.4.A Summarize the evidence that negative emotions (such as hostility and depression) have negative health effects. d) Irritability in traffic Consider This: Type A behavior was originally conceived as a cluster of qualities; further research identified which ones are actually harmful. 11.4.A Summarize the evidence that negative emotions (such as hostility and depression) have negative health effects. ANS: a Mod No=11.4 Skill Level=Understand Difficulty Level=difficult
Multiple choice question
EOM Q11.4.2
Clinical depression has been linked to heart attacks and cardiovascular disease. What is the probable mechanism that drives that link? Options
a) Depressed people have higher cortisol levels and engage in behaviors that are risk factors for heart disease. b) Depression causes a decrease in epinephrine production, which in turn makes the heart pump harder to maintain health. Consider This: Does this pathway make sense? Think critically, and recall the probable pathway from depression to health. 11.4.A Summarize the evidence that negative emotions (such as hostility and depression) have negative health effects. c) Depression is associated with lower HPA levels, and HPA-factor is one of the contributors to heart health. Consider This: Does this pathway make sense? Think critically, and recall the probable pathway from depression to health. 11.4.A Summarize the evidence that negative emotions (such as hostility and depression) have negative health effects. d) Depression causes elevated physical activity, which forces the heart to work harder. Consider This: Does this pathway make sense? Think critically, and recall the probable pathway from depression to health. 11.4.A Summarize the evidence that negative emotions (such as hostility and depression) have negative health effects. ANS: a Mod No=11.4 Skill Level=Understand Difficulty Level=difficult
Multiple choice question
EOM Q11.4.3
Chathuri is generally upbeat and positive and has a good outlook on life. Chathuri also has a clean bill of health and is feeling fit. What can we conclude about the relationship between Chathuri‘s positive emotions and health status? Options
a) Chathuri experiences positive emotions and enjoys good health. b) Chathuri‘s positive emotions caused good health. Consider This: Recall what you learned about correlation coefficients back in Chapter 2. 11.4.B Summarize the evidence that positive emotions contribute to health. c) Chathuri‘s good health caused an upbeat outlook on life. Consider This: Recall what you learned about correlation coefficients back in Chapter 2. 11.4.B Summarize the evidence that positive emotions contribute to health. d) Chathuri has had a positive outlook on life and enjoyed good health, and they will continue to do so. Consider This: Recall what you learned about correlation coefficients back in Chapter 2. 11.4.B Summarize the evidence that positive emotions contribute to health. ANS: a Mod No=11.4 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q11.4.4
Vikram agrees to lend a large sum of money to his friend Matt. However, contrary to the initial agreement, Matt never pays Vikram back despite several reminders. Based on research findings, what should Vikram do to reduce his negative emotional responses to Matt‘s behavior? Options a) Vikram should think about Matt‘s perspective and consider the possibility that Matt may be in serious financial trouble. b) Vikram should focus on Matt‘s betrayal.
Consider This: Changing your viewpoint can reduce physiological arousal and restore feelings of control. 11.4.C Discuss how confession, forgiveness, and other forms of ―letting grievances go‖ contribute to health benefits. c) Vikram should end his friendship with Matt. Consider This: Changing your viewpoint can reduce physiological arousal and restore feelings of control. 11.4.C Discuss how confession, forgiveness, and other forms of ―letting grievances go‖ contribute to health benefits. d) Vikram should hire a claims company to retrieve the funds from Matt. Consider This: Changing your viewpoint can reduce physiological arousal and restore feelings of control. 11.4.C Discuss how confession, forgiveness, and other forms of ―letting grievances go‖ contribute to health benefits. ANS: a Mod No=11.4 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOM Q11.4.5
Amber has many worries about going to college, but she is afraid to tell anyone. What might be the healthiest solution for her? Options a) Write down her feelings and then reread and rethink what she wrote. b) Tweet her friends about her moods. Consider This: Confession holds many benefits if done correctly. 11.4.C Discuss how confession, forgiveness, and other forms of ―letting grievances go‖ contribute to health benefits.
c) Talk frequently to anyone who will listen. Consider This: Confession holds many benefits if done correctly. 11.4.C Discuss how confession, forgiveness, and other forms of ―letting grievances go‖ contribute to health benefits. d) Try not to think about her feelings. Consider This: Confession holds many benefits if done correctly. 11.4.C Discuss how confession, forgiveness, and other forms of ―letting grievances go‖ contribute to health benefits. ANS: a Mod No=11.4 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q11.5.1
Martin and Lewis had their home burglarized. At first, they were both shaken and told friends how scared they were by the break-in and how angry they felt at themselves for not being better prepared. Three weeks later Martin was still bemoaning their situation, while Lewis was comparing security companies and installing window locks. Martin was engaged in __________, whereas Lewis was practicing __________. Options a) emotion-focused coping; problem-focused coping b) social comparison; social support seeking Consider This: Martin and Lewis went through an initial period of similar reactions to the stressful event, but their strategies diverged as time went on. 11.5.A Discuss how emotion-focused coping and problem-focused coping contribute to dealing with stress. c) problem-focused coping; social comparison
Consider This: Martin and Lewis went through an initial period of similar reactions to the stressful event, but their strategies diverged as time went on. 11.5.A Discuss how emotion-focused coping and problem-focused coping contribute to dealing with stress. d) social support seeking; emotion-focused coping Consider This: Martin and Lewis went through an initial period of similar reactions to the stressful event, but their strategies diverged as time went on. 11.5.A Discuss how emotion-focused coping and problem-focused coping contribute to dealing with stress. ANS: a Mod No=11.5 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q11.5.2
You accidentally broke your eyeglasses. Which response is an example of reappraisal? Options a) ―What a shame, but I‘ve been wanting new frames anyway.‖ b) ―I am such a stupid, clumsy idiot!‖ Consider This: Reappraisal can be an effective strategy for coping with stress. 11.5.B Describe and give examples of effective coping strategies that rely on rethinking the stressful problem at hand. c) ―I never do anything right.‖ Consider This: Reappraisal can be an effective strategy for coping with stress. 11.5.B Describe and give examples of effective coping strategies that rely on rethinking the stressful problem at hand.
d) ―I‘ll forget about it in yoga class.‖ Consider This: Reappraisal can be an effective strategy for coping with stress. 11.5.B Describe and give examples of effective coping strategies that rely on rethinking the stressful problem at hand. ANS: a Mod No=11.5 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q11.5.3
Mingmei broke her thumb right in the middle of volleyball season and had to miss the last six games. Although she was disappointed, she realized she was better off than Kiara, who broke her arm at the start of volleyball season and did not play at all. What coping strategy is Mingmei using? Options a) Social comparison b) Mindfulness Consider This: Reflect on the quote, ―I cried because I had no shoes, until I met someone who had no feet.‖ 11.5.B Describe and give examples of effective coping strategies that rely on rethinking the stressful problem at hand. c) Social support Consider This: Reflect on the quote, ―I cried because I had no shoes, until I met someone who had no feet.‖ 11.5.B Describe and give examples of effective coping strategies that rely on rethinking the stressful problem at hand. d) Learning from experience
Consider This: Reflect on the quote, ―I cried because I had no shoes, until I met someone who had no feet.‖ 11.5.B Describe and give examples of effective coping strategies that rely on rethinking the stressful problem at hand. ANS: a Mod No=11.5 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q11.5.4
What hormone is elevated when happy couples hug one another? Options a) Oxytocin b) Oxycontin Consider This: Tend-and-befriend can often be as important as fight-or-flight. 11.5.C Discuss the ways in which friends can help or hinder successful coping efforts. c) Cortisol Consider This: Tend-and-befriend can often be as important as fight-or-flight. 11.5.C Discuss the ways in which friends can help or hinder successful coping efforts. d) Thimerosal Consider This: Tend-and-befriend can often be as important as fight-or-flight. 11.5.C Discuss the ways in which friends can help or hinder successful coping efforts. ANS: a Mod No=11.5 Skill Level=Understand
Difficulty Level=moderate
Multiple choice question
EOM Q11.5.5
Angela knows that her roommate Sakura has been having a tough time lately. Wanting to help, she has told Sakura multiple times that she is available to hang out and chat. An equal number of times Angela‘s offers have been turned down, and she is starting to think she and Sakura are not as close as she believed. What is another possible reason for Sakura‘s rebuffs? Options a) Angela wants to offer emotion-focused coping, but Sakura is seeking problem-focused coping. b) Sakura‘s problems are so massive that rumination and chastisement are the only effective coping mechanisms. Consider This: What kind of support is Angela offering? 11.5.C Discuss the ways in which friends can help or hinder successful coping efforts. c) Sakura needs to engage in social comparison. Consider This: What kind of support is Angela offering? 11.5.C Discuss the ways in which friends can help or hinder successful coping efforts. d) Sakura has adopted a tend-and-befriend approach to her problems, but Angela‘s methods are consistent with a fight-or-flight response. Consider This: What kind of support is Angela offering? 11.5.C Discuss the ways in which friends can help or hinder successful coping efforts. ANS: a Mod No=11.5 Skill Level=Apply Difficulty Level=difficult
Chapter Quiz
Multiple choice question
EOC Q11.1
Ada has been feeling a little sad, grumpy, and just not herself. Her grandmother told her, ―Smile, Ada; you‘ll feel better!‖ Which theory seems to have inspired Grandma‘s recommendation? Options a) Facial feedback b) Circumplex model of emotions Consider This: Ada's grandmother intuitively believes that posing a facial expression should be related to autonomic nervous system activity associated with that emotion. 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. c) Cultural relativity Consider This: Ada‘s grandmother intuitively believes that posing a facial expression should be related to autonomic nervous system activity associated with that emotion. 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. d) Cannon-Bard theory Consider This: Ada‘s grandmother intuitively believes that posing a facial expression should be related to autonomic nervous system activity associated with that emotion. 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. ANS: a Mod No=11.1 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q11.2
If you visited a strange, exotic land and carefully observed the facial expressions of the members of that culture, about which emotion would you most likely be mistaken? Options a) Jealousy b) Happiness Consider This: Several basic emotions have a universal facial expression associated with them. 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. c) Sadness Consider This: Several basic emotions have a universal facial expression associated with them. 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. d) Anger Consider This: Several basic emotions have a universal facial expression associated with them. 11.1.A Explain what emotions are, which emotions have universal facial expressions, and what some limitations are on decoding emotion. ANS: a Mod No=11.1 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOC Q11.3
During times of stress or intense emotion, the adrenal glands secrete __________ and __________ to heighten arousal and alertness. Options a) epinephrine; norepinephrine b) serotonin; GABA Consider This: The energy of emotion comes from hormones released by the endocrine system. 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. c) cortisol; dopamine Consider This: The energy of emotion comes from hormones released by the endocrine system. 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. d) insulin; leptin Consider This: The energy of emotion comes from hormones released by the endocrine system. 11.1.B Discuss the brain structures involved in the experience of emotions, what mirror neurons do, and the primary chemicals involved in emotional experience. ANS: a Mod No=11.1 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q11.4
Florian has to get blood drawn at his upcoming routine medical check-up. The night before, on the drive there, and in the waiting room he keeps envisioning the gigantic needle and thinking about how much the blood draw will hurt. When the time comes the nurse uses a tiny ―butterfly‖ needle only about two centimeters long, and the blood draw is over quickly. Nonetheless, Florian screams in pain the entire time. What is going on here? Options a) Florian‘s appraisal of the situation led to an emotional reaction that was not consistent with the actual intensity or direction of the emotion-eliciting event. b) An emotional blend, rather than a primary emotion, led to Florian‘s outburst. Consider This: Emotional experience involves physiological, cognitive, expressive, and other elements that all interact with and influence one another. 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience. c) Florian‘s elevated levels of glutamine and histine caused the pain intensity to increase. Consider This: Emotional experience involves physiological, cognitive, expressive, and other elements that all interact with and influence one another. 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience. d) Social comparison led Florian to respond as he thought he should to the average medical procedure. Consider This: Emotional experience involves physiological, cognitive, expressive, and other elements that all interact with and influence one another. 11.1.C Summarize the basic research findings regarding the role that cognitive appraisal plays in emotional experience. ANS: a Mod No=11.1 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q11.5
Hidalgo, Tomás, Mary, and Sonjî all grew up in different countries. Today they are all attending a variety show at the Student Union. Which emotion are they most likely to experience in common? Options a) Happiness b) Fago Consider This: Different cultural groups have different emotion terms to capture nuances of emotional experience. 11.2.A Describe the ways emotional experience can differ across cultures in terms of concepts, language, and expectations. c) Schadenfreude Consider This: Different cultural groups have different emotion terms to capture nuances of emotional experience. 11.2.A Describe the ways emotional experience can differ across cultures in terms of concepts, language, and expectations. d) Hagaii Consider This: Different cultural groups have different emotion terms to capture nuances of emotional experience. 11.2.A Describe the ways emotional experience can differ across cultures in terms of concepts, language, and expectations. ANS: a Mod No=11.2 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
Culturally variable norms that dictate how, when, and to whom emotion is expressed are called __________; role requirements within a job that dictate how and when emotions should be expressed (even if they are not experienced) are called __________. Options a) display rules; emotion work b) emotion management; mood management Consider This: The face is quite adept at displaying expressions of emotion, even if the emotion is not truly experienced by the expressor. 11.2.B Explain how display rules and emotion work influence the communication of emotion. c) mood management; mood contagion Consider This: The face is quite adept at displaying expressions of emotion, even if the emotion is not truly experienced by the expressor. 11.2.B Explain how display rules and emotion work influence the communication of emotion. d) emotion work; display rules Consider This: The face is quite adept at displaying expressions of emotion, even if the emotion is not truly experienced by the expressor. 11.2.B Explain how display rules and emotion work influence the communication of emotion. ANS: a Mod No=11.2 Skill Level=Understand Difficulty Level=difficult
Multiple choice question
EOC Q11.7
Who is more emotional: women or men? Options
a) It depends on the circumstances and how you define ―emotional.‖ b) Women Consider This: The question asked here is probably the wrong question to ask. Remember your critical-thinking skills: Don‘t oversimplify. 11.2.C Describe and explain gender differences that appear to exist in emotional experience. c) Men Consider This: The question asked here is probably the wrong question to ask. Remember your critical-thinking skills: Don‘t oversimplify. 11.2.C Describe and explain gender differences that appear to exist in emotional experience. d) Men for happiness and women for contempt Consider This: The question asked here is probably the wrong question to ask. Remember your critical-thinking skills: Don‘t oversimplify. 11.2.C Describe and explain gender differences that appear to exist in emotional experience. ANS: a Mod No=11.2 Skill Level=Understand Difficulty Level=difficult
Multiple choice question
EOC Q11.8
Which of the following is not one of the phases of Hans Selye‘s general adaptation syndrome? Options a) Readiness b) Exhaustion Consider This: Selye proposed three phases that the body goes through when encountering a stressor. 11.3.A Describe the three phases of general adaptation
syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. c) Resistance Consider This: Selye proposed three phases that the body goes through when encountering a stressor. 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. d) Alarm Consider This: Selye proposed three phases that the body goes through when encountering a stressor. 11.3.A Describe the three phases of general adaptation syndrome and how modern conceptualizations of the HPA axis and psychoneuroimmunology extend those ideas. ANS: a Mod No=11.3 Skill Level=Remember Difficulty Level=difficult
Multiple choice question
EOC Q11.11
Ginny‘s motto is ―I am the master of my fate.‖ Frieda‘s motto is ―Whatever will be, will be.‖ Who would you predict has an internal locus of control? Options a) Ginny b) Frieda Consider This: Think about what locus of control refers to, and think about a fundamental difference in how control is understood and expressed by people. 11.3.B
Describe how optimism, conscientiousness, and a sense of control contribute to physical health. c) both Ginny and Frieda Consider This: Think about what locus of control refers to, and think about a fundamental difference in how control is understood and expressed by people. 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. d) neither Ginny nor Frieda Consider This: Think about what locus of control refers to, and think about a fundamental difference in how control is understood and expressed by people. 11.3.B Describe how optimism, conscientiousness, and a sense of control contribute to physical health. ANS: a Mod No=11.3 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q11.10
The characteristic in the cluster of Type A personality traits that is harmful to health is __________. Options a) hostility b) impatience Consider This: Many people have heard of the Type A personality, and many people assume that the traits and habits associated with it are all bad. Many people are
wrong about this. 11.4.A Summarize the evidence that negative emotions (such as hostility and depression) have negative health effects. c) ambitiousness Consider This: Many people have heard of the Type A personality, and many people assume that the traits and habits associated with it are all bad. Many people are wrong about this. 11.4.A Summarize the evidence that negative emotions (such as hostility and depression) have negative health effects. d) industriousness Consider This: Many people have heard of the Type A personality, and many people assume that the traits and habits associated with it are all bad. Many people are wrong about this. 11.4.A Summarize the evidence that negative emotions (such as hostility and depression) have negative health effects. ANS: a Mod No=11.4 Skill Level=Understand Difficulty Level=easy
Multiple choice question
EOC Q11.11
Will positive emotions, all by themselves, contribute to health and longevity? Options a) Possibly, but their effects are likely to be due to (and a result of) other mechanisms at work. b) Yes; there is a direct relationship between the ratio of smiles to frowns per day and years of longevity. Consider This: Experiencing positive emotions is usually a good thing; experiencing negative emotions is usually an inevitable thing. How positive or negative emotional
experiences influence health and wellness is usually a complicated thing. 11.4.B Summarize the evidence that positive emotions contribute to health. c) They will for women, but not for men. Consider This: Experiencing positive emotions is usually a good thing; experiencing negative emotions is usually an inevitable thing. How positive or negative emotional experiences influence health and wellness is usually a complicated thing. 11.4.B Summarize the evidence that positive emotions contribute to health. d) No; there is no evidence that positive emotional experiences contribute to health, stress management, coping, or wellness. Consider This: Experiencing positive emotions is usually a good thing; experiencing negative emotions is usually an inevitable thing. How positive or negative emotional experiences influence health and wellness is usually a complicated thing. 11.4.B Summarize the evidence that positive emotions contribute to health. ANS: a Mod No=11.4 Skill Level=Analyze Difficulty Level=easy
Multiple choice question
EOC Q11.12
Which of the following statements about the potential benefits of forgiveness is most accurate? Options a) Forgiveness that inspires empathy, frees the mind, and strengthens relationships can be beneficial to the forgiver. b) Forgiveness of severe offenses should be pursued at all costs.
Consider This: Letting grievances go can produce health benefits. 11.4.C Discuss how confession, forgiveness, and other forms of ―letting grievances go‖ contribute to health benefits. c) Forgiveness produces minimal health benefits, although the forgiven will probably benefit more than the forgiver. Consider This: Letting grievances go can produce health benefits. 11.4.C Discuss how confession, forgiveness, and other forms of ―letting grievances go‖ contribute to health benefits. d) Forgiveness needs to be mutual; both parties in a grievance need to forgive one another for any health benefits to result. Consider This: Letting grievances go can produce health benefits. 11.4.C Discuss how confession, forgiveness, and other forms of ―letting grievances go‖ contribute to health benefits. ANS: a Mod No=11.4 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q11.13
Carlos wants to reduce stress in his life, so he makes a list of all the events that cause him stress, identifies three strategies for dealing with each item, and disciplines himself to pursue at least one strategy each day. What kind of coping scheme is Carlos using? Options a) Problem-focused coping b) Emotion-focused coping
Consider This: Carlos appears to have adopted a specific plan for coping with stressors. 11.5.A Discuss how emotion-focused coping and problem-focused coping contribute to dealing with stress. c) Regulatory shift Consider This: Carlos appears to have adopted a specific plan for coping with stressors. 11.5.A Discuss how emotion-focused coping and problem-focused coping contribute to dealing with stress. d) Emotion management Consider This: Carlos appears to have adopted a specific plan for coping with stressors. 11.5.A Discuss how emotion-focused coping and problem-focused coping contribute to dealing with stress. ANS: a Mod No=11.5 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOC Q11.14
―When life gives you lemons, make lemonade.‖ This saying is an example of __________ as a coping strategy. Options a) reappraising the situation b) learning from experience Consider This: Think about what that expression means, and then think about how people might approach dealing with a stressful problem. 11.5.B Describe and give examples of effective coping strategies that rely on rethinking the stressful problem at hand.
c) making social comparisons Consider This: Think about what that expression means, and then think about how people might approach dealing with a stressful problem. 11.5.B Describe and give examples of effective coping strategies that rely on rethinking the stressful problem at hand. d) drawing on social support Consider This: Think about what that expression means, and then think about how people might approach dealing with a stressful problem. 11.5.B Describe and give examples of effective coping strategies that rely on rethinking the stressful problem at hand. ANS: a Mod No=11.5 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOC Q11.15
Social support networks present an opportunity for which type of stress reaction? Options a) Tend and befriend b) Fight or flight Consider This: The presence of others, and our connection to a social community, can many times provide effective coping mechanisms to a stressful event. 11.5.C Discuss the ways in which friends can help or hinder successful coping efforts. c) HPA axis
Consider This: The presence of others, and our connection to a social community, can many times provide effective coping mechanisms to a stressful event. 11.5.C Discuss the ways in which friends can help or hinder successful coping efforts. d) All or none Consider This: The presence of others, and our connection to a social community, can many times provide effective coping mechanisms to a stressful event. 11.5.C Discuss the ways in which friends can help or hinder successful coping efforts. ANS: a Mod No=11.5 Skill Level=Understand Difficulty Level=difficult
TOTAL ASSESSMEN T Topic/
Chapter 12 DEVELOPMENT OVER THE LIFESPAN
GUIDE
Remember the Facts
Understand the Concepts
Learning Objective POP QUIZ 1
Multiple Choice
1-9
10
POP QUIZ 2
Multiple Choice
1,2,4-7,9,10
3,8
Multiple Choice
110,12,15,1821, 29
16,17,24,25
True/False
1-25
From Conception through the First Year LO 12.1.A – Outline the three stages of prenatal development, and list factors that can affect a pregnancy. LO 12.1.B – Describe some inborn abilities of infants, and summarize cultural influences on physical and psychological development. LO 12.1.C – Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan.
Cognitive Development LO 12.2.A – Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. LO 12.2.B – List the milestones of language development that occur in the first six years of life.
Moral Development LO 12.3.A – Explain and critique Kohlberg‘s stage model of moral development. 12.3.B – Describe the roles played by parenting style and self-regulation in moral development.
Short Answer
Apply What You Know
Analyze It
13,14,22,27, 28
11,23,26,30
1-3
Essay
1-3
Integrative Essay Multiple Choice
31,32,3639,44, 4649,53,5658,60
35,41,42,50- 33,34,40,43, 52, 54,59 45, 55
True/False
26-44,46,47
45
Short Answer
9
4,6-8
5
Essay
4-6
Integrative Essay Multiple Choice
69,73,74
61,62,6467,72
True/False
51,52
48-50
Short Answer
10-12
Essay Integrative
63,68,70,71
Topic/
Remember the Facts
Learning Objective
Gender Development LO 12.4.A – Distinguish among assigned sex, gender identity, gender yping, and sexual orientation. LO 12.4.B – Summarize the basic findings regarding biological, cognitive, and earning influences on gender identity and gender yping.
Adolescence LO 12.5.A – Outline the physiological changes that people experience during adolescence. LO 12.5.B – Outline the psychological and behavioral changes that people experience during adolescence.
Adulthood LO 12.6.A – List the eight crises‖ of development proposed by Erik Erikson. LO 12.6.B – Outline the psychological and behavioral changes that people experience as they progress through emerging adulthood and middle age. LO 12.6.C – Describe cognitive functioning as people age, and distinguish between fluid intelligence and crystallized intelligence.
Multiple Choice
73,74,76-81
True/False
53-60
Short Answer
Understand the Concepts
Apply What You Know
Analyze It
75,82
13
Essay
7
Integrative Essay
1
Multiple Choice
83-85,8991,94,95
True/False
61-66
Short Answer
14
86,88,93
87,92
Essay
8
Integrative Essay Multiple Choice
98,101,103,1 07-109,111114
96,97,104,1 06, 110
True/False
72-74
67-70,75
Short Answer
15
Essay Integrative Essay
99,100,102, 105
115
10
9 2
Name __________________________________________________________
Chapter 12 – Pop Quiz 1
1.
During the prenatal stage, the fertilized egg is called a(n) __________. a. ovum b. embryo c. fetus d. zygote
2.
Which function of the placenta is evident during pregnancy? a. triggering the division of the zygote b. preventing nutrients from reaching the embryo c. secreting hormones at regular intervals d. screening out some, but not all, harmful substances
3. The research conducted by Harry and Margaret Harlow demonstrated a need for __________ in young rhesus monkeys. a. contact comfort b. adequate nutrition c. maternal sensitivity d. a peer group
4.
Based on Mary Ainsworth‘s studies, __________ children did not care if the caregiver left the room, made little effort to seek contact with the caregiver upon return, and treated a stranger in about the same way as the caregiver. a. avoidant
b. securely attached c. anxious d. ambivalent
5.
According to Jean Piaget, object permanence develops during the __________ stage. a. concrete operations b. sensorimotor c. preoperational d. formal operations
6. Babies recognize key vowel and consonant sounds of their native language by __________. a. 2 to 3 months b. 4 to 6 months c. 6 to 8 months d. 8 to 12 months
7. The process by which children learn the abilities, interests, and behaviors associated with masculinity or femininity in their culture is called __________. a. gender typing b. gender identity formation c. gender schema development d. learned gender differences
8.
Which situation is one of the three kinds of problems that are more common during adolescence than during other developmental stages? a. conflicts with parents
b. physical inactivity and passivity c. overinflated self-esteem d. too little self-esteem
9.
According to Erik Erikson, when does the challenge of generativity versus stagnation occur? a. adolescence b. preschool c. middle adulthood d. late adulthood
10. Fluid intelligence consists of __________. a. the kind of intelligence that gives one the ability to do arithmetic and define words b. intellectual abilities that develop from one‘s environment c. specific knowledge learned through education and life experiences d. the ability to use new information to solve problem
Chapter 12 – Pop Quiz 1 Answer Key
1.
d
Rationale: Prenatal development begins at fertilization, when the sperm unites with the ovum (egg) to form a single-celled egg called a zygote. (Remember the Facts, Easy, LO 12.1.A,APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
2.
d
Rationale: The placenta, connected to the embryo by the umbilical cord, serves as the growing embryo‘s link for food from the pregnant person. It allows nutrients to enter and wastes to exit, and it screens out some, but not all, harmful substances. (Remember the Facts, Easy, LO 12.1.A, APA 1.2 Develop a working knowledge of psychology‘s content domains)
3.
a
Rationale: Margaret and Harry Harlow first demonstrated the importance of contact comfort by raising infant rhesus monkeys with two kinds of artificial mothers. The infant monkeys became attached to the ―mother‖ that provided comfort, not the one that provided food. (Remember the Facts, Easy, LO 12.1.C, APA 1.2 Develop a working knowledge of psychology‘s content domains)
4.
a
Rationale: An avoidant child is insecurely attached and may make little effort to seek contact with the caregiver, and may treat a stranger in the same way as the caregiver. (Remember the Facts, Easy, LO 12.1.C, APA 1.2 Develop a working knowledge of psychology‘s content domains)
5.
b
Rationale: Object permanence, the understanding that an object continues to exist even when you cannot see it or touch it, occurs in the sensorimotor stage, according to Jean Piaget. Later researchers demonstrated that it occurred much earlier than Piaget thought. (Remember the Facts, Easy, LO 12.2.A, APA 1.2 Develop a working knowledge of psychology‘s content domains)
6.
b
Rationale: By 4 to 6 months of age, babies can often recognize their own name and key vowel and consonant sounds of their native language. (Remember the Facts, Difficult, LO 12.2.B, APA 1.2 Develop a working knowledge of psychology‘s content domains)
7.
a
Rationale: Gender typing is the process by which children learn the abilities, interests, and behaviors associated with being masculine or feminine in their culture. (Remember the Facts, Easy, LO 12.4.A, APA 1.2 Develop a working knowledge of psychology‘s content domains)
8.
a
Rationale: The three types of problems that are more common in adolescence than in childhood or adulthood are conflict with parents, mood swings and depression, and higher rates of reckless, rule-breaking, and risky behavior. (Remember the Facts, Moderate, LO 12.5.B, APA 1.2 Develop a working knowledge of psychology‘s content domains)
9.
c
Rationale: According to Erik Erikson, people in middle adulthood either experience creativity and renewal (generativity) or complacency and selfishness (stagnation). (Remember the Facts, Moderate, LO 12.6.A, APA 1.2 Develop a working knowledge of psychology‘s content domains)
10. d
Rationale: Fluid intelligence follows the course of other assigned capacities in its growth and later declines in late adulthood. (Understand the Concepts, Moderate, LO 12.6.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
Name __________________________________________________________
Chapter 12 – Pop Quiz 2
1.
After implantation of the zygote in the uterine wall is complete, the __________ stage of prenatal development begins. a. germinal b. fetal c. embryonic d. uterine
2.
Which outcome is associated with cigarette smoking during pregnancy? a. defects in the eyes, ears, and heart of the fetus b. smaller brain, facial deformities, lack of coordination during infancy c. increased likelihood of miscarriage and premature birth d. intellectual disabilities, blindness, and other physical disorders that develop later in life
3.
Mary Ainsworth devised an experimental method called the strange situation in order to determine __________. a. the effect of contact comfort on infants b. aspects of purposeful exploration as the baby investigates a strange environment c. parental discipline styles in the first year of life d. the nature of attachment between caregivers and babies
4.
Most children become wary or fearful of strangers between the ages of __________. a. 2 to 3 months b. 4 to 6 months
c. 6 to 8 months d. 10 to 12 months
5.
According to Jean Piaget, during which developmental stage would a child come to understand conservation and cause and effect? a. sensorimotor b. preoperational c. concrete operations d. formal operations
6.
Children begin to name objects at about __________. a. 3 months of age b. 6 months of age c. 1 year of age d. 3 years of age
7.
A fundamental sense of self-identification as a woman, man, neither, or other classification, is called __________. a. gender typing b. gender identity c. gender schema d. gender development
8.
According to Erik Erikson, the crisis of initiative versus guilt leads children to __________ a. reflect on their future goals and ambitions b. learn to control impulses c. acquire a sense of identity
d. develop a sense of trust for their caregivers
9.
__________ is the cessation of menstruation. a. Menopause b. Puberty c. Menarche d. Adrenarche
10. Which observation is generally true for people in older adulthood? a. The frequency of intense negative emotions is highest at the age of 62. b. As people get older, most become better able to regulate negative feelings and emphasize the positive. c. People who have challenging occupations lose their cognitive abilities. d. Cognitive enrichment can prevent most cases of serious cognitive decline and dementia.
Chapter 12 – Pop Quiz 2 Answer Key
1.
c
Rationale: From the moment of fertilization until its implantation in the uterine wall, the fertilized egg is called a zygote. After implantation it is called an embryo. (Remember the Facts, Easy, LO 12.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
2.
c
Rationale: Cigarette smoking during pregnancy increases the likelihood of miscarriage and premature birth. (Remember the Facts, Moderate, LO 12.1.A, APA 1.2 Develop a working knowledge of psychology‘s content domains)
3.
d
Rationale: To study the nature of the attachment between caregivers and babies, Mary Ainsworth devised an experimental method called the strange situation. (Understand the Concepts, Easy, LO 12.1.C, APA 1.2 Develop a working knowledge of psychology‘s content domains)
4.
c
Rationale: Separation anxiety typically begins at about 6 to 8 months of age and continues for many children until they are about 3 years old. (Remember the Facts, Difficult, LO 12.1.C, APA 1.2 Develop a working knowledge of psychology‘s content domains)
5.
c
Rationale: According to Jean Piaget, children‘s cognitive abilities expand rapidly during the concrete operations stage. For example, they come to understand the principles of conservation and of cause and effect. (Remember the Facts, Moderate, LO 12.2.A, APA 1.2 Develop a working knowledge of psychology‘s content domains)
6.
c
Rationale: At about 1 year of age (though the timing varies considerably), children start to name things. (Remember the Facts, Moderate, LO 12.2.B, APA 1.2 Develop a working knowledge of psychology‘s content domains)
7.
b
Rationale: Gender identity is independent of whether the person conforms to any social and cultural rules or expectations. (Remember the Facts, Easy, LO 12.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
8.
b
Rationale: Initiative versus guilt is the challenge that occurs as a preschooler develops. (Understand the Concepts, Difficult, LO 12.6.A, APA 1.2 Develop a working knowledge of psychology‘s content domains)
9.
a
Rationale: Menopause is the cessation of menstruation, usually a gradual process lasting up to several years. (Remember the Facts, Easy, LO 12.6.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
10. b
Rationale: As people get older, most become better able to regulate negative feelings and emphasize the positive. The frequency of intense negative emotions is highest among people aged 18 to 34, then drops sharply until age 65. (Remember the Facts, Moderate, LO 12.6.C, APA 1.2 Develop a working knowledge of psychology‘s content domains)
Multiple Choice Questions
1.
Psychologists who study physiological and cognitive changes across the lifespan and how these are affected by a person‘s genetic predispositions, culture, circumstances, and experiences are called __________ psychologists. a. developmental b. humanistic c. maturational d. individualist Answer: a Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.1.A Outline the three stages of prenatal development, and list factors that can affect a pregnancy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Developmental psychologists study physiological and cognitive changes across the lifespan and how these are affected by a person‘s genetic predispositions, culture, circumstances, and experiences.
2. __________ is the process by which children learn the rules and behavior expected of them by society. a. Socialization b. Maturation c. Induction d. Acculturation Answer: a Topic: Introduction
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: None APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Socialization is the process by which children learn the rules and behavior expected of them by society.
3. __________ is the sequential unfolding of genetically influenced behavior and physical characteristics. a. Socialization b. Maturation c. Induction d. Acculturation Answer: b Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.1.A Outline the three stages of prenatal development, and list factors that can affect a pregnancy. APA APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Maturation is the sequential unfolding of genetically influenced behavior and physical characteristics.
4.
The prenatal stage of conception begins with __________. a. the maturation of the ovum and its entry into the fallopian tube b. the uniting of ovum and sperm c. the entry of the zygote into the uterus
d. the attachment of the zygote to the uterine wall Answer: b Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.1.A Outline the three stages of prenatal development, and list factors that can affect a pregnancy. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Prenatal development begins at fertilization, when the sperm unites with the ovum (egg) to form a single-celled egg called a zygote.
5.
During the prenatal stage, the fertilized egg is called a(n) __________. a. ovum b. embryo c. fetus d. zygote Answer: d Topic: From Conception through The First Year Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.1.A Outline the three stages of prenatal development, and list factors that can affect a pregnancy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Prenatal development begins at fertilization, when the sperm unites with the ovum (egg) to form a single-celled egg called a zygote.
6.
Which function of the placenta is evident during pregnancy? a. b.
triggering the division of the zygote preventing nutrients from reaching the embryo
c.secreting hormones at regular intervals d. screening out some, but not all, harmful substances Answer: d Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.1.A Outline the three stages of prenatal development, and list factors that can affect a pregnancy. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The placenta, connected to the embryo by the umbilical cord, serves as the growing embryo‘s link for food from the pregnant person. It allows nutrients to enter and wastes to exit, and it screens out some, but not all, harmful substances.
7.
After implantation of the zygote in the uterine wall is complete, the __________ stage of prenatal development begins. a. germinal b. fetal c. embryonic d. uterine Answer: c Topic: From Conception through The First Year Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.1.A Outline the three stages of prenatal development, and list factors that can affect a pregnancy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: From the moment of fertilization until its implantation in the uterine wall, the fertilized egg is called a zygote. After implantation, it is called an embryo.
8.
Testosterone is secreted by the rudimentary testes in embryos that are genetically male during the __________ of prenatal development.
a. fourth to eighth weeks b. tenth to twelfth weeks c. second month d. sixth to eighth month Answer: a Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.1.A Outline the three stages of prenatal development, and list factors that can affect a pregnancy. APA Objective: 1.3 Describe applications of psychology Rationale: Without this release of testosterone, the embryo will typically develop to be anatomically female.
9.
A(n) __________ further develops the organs and systems that existed in rudimentary form in the embryonic stage. a. ovum b. zygote c. fetus d. placenta Answer: c Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.1.A Outline the three stages of prenatal development, and list factors that can affect a pregnancy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: After eight weeks, the organism, now called a fetus, further develops the organs and systems that existed in rudimentary embryonic stage.
10.
Which outcome is associated with cigarette smoking during pregnancy? a. defects in the eyes, ears, and heart of the fetus b. smaller brain, facial deformities, lack of coordination during infancy c. increased likelihood of miscarriage and premature birth d. intellectual disabilities, blindness, and other physical disorders that develop later in life Answer: c Topic: From Conception through the First Year Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 12.1.A Outline the three stages of prenatal development, and list factors that can affect a pregnancy. APA Objective: 1.3 Describe applications of psychology Rationale: Cigarette smoking during pregnancy increases the likelihood of miscarriage and premature birth.
11.
Which observation is true regarding prenatal risk factors related to fathers? a. Babies of men exposed to solvents or chemicals are more likely to be miscarried. b. Babies of young fathers have an increased probability of developing autism spectrum disorder. c. Fathers under the age of 25 have three times the risk of conceiving a child who develops schizophrenia as do fathers over the age of 50. d. There is an increased risk that the babies of adolescent fathers will develop bipolar disorder. Answer: a Topic: From Conception through the First Year
Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 12.1.A Outline the three stages of prenatal development, and list factors that can affect a pregnancy. APA Objective: 1.3 Describe applications of psychology Rationale: Babies of men exposed to solvents and other chemicals in the workplace are more likely to be miscarried, be stillborn, or develop cancer later in life.
12. The newborn infant has a number of __________ such as sucking, grasping, and rooting, which aid in the infant‘s survival. a. cognitive skills b. traits c. motor reflexes d. inborn perceptual abilities Answer: c Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.1.B Describe some inborn abilities of infants, and summarize cultural influences on physical and psychological development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Newborns begin life with several motor reflexes, automatic behaviors that are necessary for survival.
13.
Hester touches the cheek of her two-month-old daughter, Pearl. In response, Pearl turns her head toward the touch in search of something to suck. Pearl is demonstrating the __________ reflex. a. sucking
b. contact comfort c. rooting d. Babinski Answer: c Topic: From Conception through the First Year Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 12.1.B: Describe some inborn abilities of infants, and summarize cultural influences on physical and psychological development. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: An infant touched on the cheek or corner of the mouth will turn toward the touch and search for something to suck on. This is called the rooting reflex.
14.
An infant is shown a picture of a circle over and over again. Eventually, the infant no longer looks at the picture, thereby demonstrating __________ to the circle stimulus. a. habituation b. sensitivity c. reflexive conditioning d. object permanence in relation Answer: a Topic: From Conception through the First Year Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 12.1.B Describe some inborn abilities of infants, and summarize cultural influences on physical and psychological development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Habituation occurs when you are exposed to a stimulus over and over again, and you no longer respond to the stimulus.
15.
The sensory abilities of newborn infants __________. a. do not allow them to distinguish contrasts, shadows, or edges b. include the ability to see and hear, but not to discriminate tastes and smells c. include visual abilities that are much like that of an adult d. include the ability to discriminate smells, tastes, and sounds almost immediately Answer: d Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.1.B Describe some inborn abilities of infants, and summarize cultural influences on physical and psychological development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: A newborn‘s visual focus range is only about 8–12 inches, but visual ability develops rapidly. Newborns can distinguish contrasts, shadows, and edges. They can also discriminate their primary caregiver on the basis of smell, sight, or sound almost immediately.
16.
A visual cliff is used to measure __________ in infants. a. visual distortion b. visual discrimination c. depth perception d. spatial relations Answer: c Topic: From Conception through the First Year Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.1.B Describe some inborn abilities of infants, and summarize cultural influences on physical and psychological development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: Depth perception can be observed in infants using the visual cliff.
17. If an infant misses out on certain experiences during a __________, perception will be impaired. a. period of intentional training b. critical period c. developmental stage d. relational period Answer: b Topic: From Conception through the First Year Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.1.B Describe some inborn abilities of infants, and summarize cultural influences on physical and psychological development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: A critical period is a time during which certain experiences must occur or perception will be impaired.
18.
Which aspect of attachment was demonstrated by Margaret and Harry Harlow in rhesus monkeys? a. power assertion b. insecure attachment c. contact comfort d. egocentrism Answer: c Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan.
APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Harry and Margaret Harlow first demonstrated the importance of contact comfort by raising infant rhesus monkeys with two kinds of artificial mothers.
19.
The research by Harry and Margaret Harlow demonstrated a need for __________ in young rhesus monkeys. a. contact comfort b. adequate nutrition c. maternal sensitivity d. a peer group Answer: a Topic: From Conception through The First Year Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.1.C: Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Margaret and Harry Harlow first demonstrated the importance of contact comfort by raising infant rhesus monkeys with two kinds of artificial mothers. The infant monkeys became attached to the ―mother‖ that provided comfort, not the one that provided food.
20.
How did infant rhesus monkeys that were raised with both an artificial ―wire mother‖ and an artificial ―cloth mother‖ respond to these objects? a. They became attached to the artificial mother that supplied milk. b. They avoided both mothers except when they were hungry. c. They would not eat or drink, and soon died. d. They would cling to the ―cloth mother,‖ especially when they were frightened or startled. Answer: d
Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: These studies showed that attachment does not depend on feeding. The Harlows‘ baby monkeys ran to the terry-cloth mother when they were frightened or startled, and snuggling with it calmed them down.
21.
Separation anxiety is usually first evident in children when they are approximately ___________ of age. a. 2 months b. 6 months c. 12 months d. 2 years Answer: b Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Separation anxiety is the distress that most children develop, at about 6 to 8 months of age, when their primary caregivers temporarily leave them with strangers.
22.
After greeting her relatives at the airport, Homer‘s mother leaves him with his grandmother and gets the luggage. Seven-month-old Homer becomes fearful of the stranger holding him and begins to cry. This distress would be an example of __________.
a. insecure attachment b. separation anxiety c. avoidant attachment d. sensorimotor thinking Answer: b Topic: From Conception through the First Year Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Separation anxiety is the distress that most children develop, at about 6 to 8 months of age, when their primary caregivers temporarily leave them with strangers.
23.
Children raised in a communal setting are statistically ___________ to demonstrate stranger anxiety compared to children raised under other circumstances. a. more likely b. unable c. less likely d. just as likely Answer: c Topic: From Conception through The First Year Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: Children raised in a communal Israeli kibbutz, for example, become attached to many different adults from an early age.
24.
Mary Ainsworth devised an experimental method called the strange situation in order to determine __________. a. the effect of contact comfort on infants b. aspects of purposeful exploration as the baby investigates a strange environment c. parental discipline styles in the first year of life d. the nature of attachment between caregivers and babies Answer: d Topic: From Conception through the First Year Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: To study the nature of the attachment between caregivers and babies, Mary Ainsworth devised an experimental method called the strange situation.
25.
If a child is exposed to the strange situation, then they _______. a. should receive immediate medical attention b. will view novel and obscure stimuli c. will be in a room with other children they don‘t know d. will be left with a stranger or alone in an unfamiliar situation Answer: d Topic: From Conception through the First Year Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: This was the basis of Mary Ainsworth‘s strange situation method; children were separated from and then reunited with their primary caregivers.
26.
Which best describes the behavioral response of a securely attached infant to the separation from their caregiver? a. They do not seem to care when the caregiver leaves the room and do not seek contact with the caregiver upon return.
when
b. They protest loudly when the caregiver leaves but resist contact with the caregiver they return. c. They cry or protest if the caregiver leaves the room and welcome the caregiver‘s
return. d. They are not concerned upon separation, but cry to be picked up and held on the caregiver‘s return. Answer: c Topic: From Conception through the First Year Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: In Mary Ainsworth‘s research, securely attached infants cried or protested when the parent left the room; they welcomed the parent‘s return and then played happily again.
27. Nunzio seems indifferent to the presence or absence of his mother as he plays. When she leaves the room to answer the telephone, Nunzio barely notices and doesn‘t seem particularly distressed. Which attachment style has Nunzio developed with his mother? a. secure
b. resistant c. avoidant d. disorganized Answer: c Topic: From Conception through the First Year Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: An avoidant child is insecurely attached and may make little effort to seek contact with the caregiver, and may treat a stranger in the same way as the caregiver.
28. Ivanhoe is playing in a room with his mother nearby. Ivanhoe becomes distressed when a stranger enters the room and rushes to his mother‘s side. When his mother and the stranger leave the room for a moment, Ivanhoe wails and cries. However, when his mother returns, he runs to her, and instead of giving her a hug, he punches her in the arm. Which type of attachment pattern is Ivanhoe demonstrating? a. ambivalent b. resistant c. avoidant d. disorganized Answer: a Topic: From Conception through the First Year Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Ivanhoe is showing a good amount of ambivalence in this situation.
29.
Mary Ainsworth argued that insecure attachment results primarily from the way caregivers treat their children during the __________.
a. first week of life b. first month of life c. first year of life d. first three years of life Answer: c Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: According to Mary Ainsworth, parents who are sensitive and responsive to their babies‘ needs during the first year create securely attached infants; parents who are uncomfortable with or insensitive to their babies create insecurely attached infants.
30.
Compared to the others, which factor appears to have the greatest effect on the security of a child‘s attachment? a. the child‘s own genetically influenced temperament b. time spent in daycare outside of the home c. the caregiver‘s sensitivity d. cultural differences in parenting Answer: a Topic: From Conception through the First Year Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
Rationale: Babies who are fearful and prone to crying from birth are more likely to show insecure behavior in the strange situation, suggesting that their later insecure attachment may reflect a temperamental predisposition.
31.
In Jean Piaget‘s theory of cognitive development, the process of absorbing new information into existing cognitive structures is called __________. a. operations b. accommodation c. conservation d. assimilation Answer: d Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Assimilation refers to trying to fit new information or experience into existing mental categories.
32.
In Jean Piaget‘s theory of cognitive development, the process of modifying existing cognitive structures in response to experience and new information is called __________. a. operations b. accommodation c. conservation d. assimilation Answer: b Topic: Cognitive Development
Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Accommodation occurs when a child must change their mental categories to fit new experiences or information.
33.
Ning Fa sees a bat flying over the lake and says, ―Birdie!‖ Her mother says, ―That flies like a bird, Ning Fa, but that is a bat.‖ Ning Fa begins pointing, saying, ―Bat! Bat! Bat!‖ Jean Piaget would say that this is an example of __________. a. assimilation b. preoperational thought c. accommodation d. egocentric thinking Answer: c Topic: Cognitive Development Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Accommodation occurs when children must change their mental categories to fit new experiences or information.
34.
Two-year-old Shlomo and his mother visited the zoo. While they were there, Shlomo‘s mother took him to see the otter exhibit. When he saw an otter swimming rapidly, he pointed and said, ―A fish.‖ In the context of Jean Piaget‘s theory of cognitive development, what is Shlomo demonstrating?
a. assimilation b. preoperational thought
c. accommodation d. egocentric thinking Answer: a Topic: Cognitive Development Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Assimilation refers to trying to fit new information or experience into existing mental categories. 35.
Which sequence represents the correct order of Jean Piaget‘s stages of cognitive development?
a. preoperational, concrete operations, sensorimotor, formal operations b. sensorimotor, concrete operations, preoperational, formal operations c. sensorimotor, preoperational, concrete operations, formal operations d. preoperational, sensorimotor, concrete operations, formal operations Answer: c Topic: Cognitive Development Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Piaget proposed four stages of cognitive development in this order: sensorimotor, preoperational, concrete operations, formal operations.
36. According to Jean Piaget, the first stage of a child‘s cognitive development is the __________ stage. a. sensorimotor
b. preoperational c. concrete operations d. formal operations Answer: a Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: From birth to age 2, said Piaget, babies are in the sensorimotor stage. In this stage, the infant learns through concrete actions: looking, touching, putting things in the mouth, sucking, grasping.
37. In the __________ stage, the infant learns through concrete actions: looking, touching, putting things in the mouth, sucking, and grasping. a. preoperational b. sensorimotor c. formal operations d. concrete operations Answer: b Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory.
. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: From birth to age 2, said Piaget, babies are in the sensorimotor stage. In this stage, the infant learns through concrete actions: looking, touching, putting things in the mouth, sucking, grasping.
38.
According to Jean Piaget, object permanence develops during the __________ stage. a. concrete operations b. sensorimotor c. preoperational d. formal operations Answer: b Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: Object permanence, the understanding that an object continues to exist even when you cannot see or touch it, occurs in the sensorimotor stage, according to Jean Piaget. Later researchers demonstrated that it occurred much earlier than Piaget thought.
39.
According to Jean Piaget, during their first year, infants develop __________, the understanding that an object continues to exist even when you cannot see it or touch it. a. egocentric thinking b. accommodation c. object permanence d. assimilation Answer: c Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Object permanence refers to the understanding that something continues to exist even when you can‘t see it or touch it.
40.
When her older brother Aårno hides behind the sofa, Kerttu looks behind the sofa to find him. Kerttu has developed a sense of __________. a. object permanence b. tranquility c. conservation d. equilibration Answer: a Topic: Cognitive Development Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Kerttu understands that even though she can't see Aårno, he still exists.
41.
According to Jean Piaget, preoperational children _____________. a. lack the cognitive abilities necessary for understanding abstract principles. b. are ready to accept another person‘s point of view. c. are able to grasp the concept of conservation. d. do not yet demonstrate object permanence. Answer: a Topic: Cognitive Development
Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: From about ages 2 to 7, the child‘s use of symbols and language accelerates. Jean Piaget called this the preoperational stage, because he believed that children still lack the cognitive abilities necessary for understanding abstract principles. 42.
According to Jean Piaget, egocentrism and a lack of conservation ability are both qualities that are seen during the ________ stage of development.
a. concrete operations b. formal operations c. preoperational d. sensorimotor Answer: c Topic: Cognitive Development Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: These are hallmarks of this stage of cognitive development. 43. Three-year-old Mikela is playing hide-and-seek with some older children. However, instead of running to find hiding place away from the other children, Mikela simply covers her eyes and stands in place. Mikela is demonstrating ______________.
a) object permanence b) intuitive thought. c) egocentrism. d) conservation. Answer: c Topic: Cognitive Development
a
Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Mikela is viewing the world only from her perspective.
44.
__________ is the understanding that the physical properties of objects, such as the number of items in a cluster or the amount of liquid in a glass, can remain the same even its form or appearance changes. a. Assimilation b. Conservation c. Concrete operations d. Object permanence Answer: b Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Conservation is the understanding that the physical properties of objects, such as the number of items in a cluster or the amount of liquid in a glass, can remain the same even when its form or appearance changes.
45. Levon is a 4-year-old who is having lunch with his mother and sister. When his mother pours the milk that is left in the carton into the children‘s glasses, she finds that there is not enough to fill both glasses, so she carefully pours half of the milk in the shorter, fatter glass in front of Levon and half into a slender, taller glass in front of Levon‘s sister. Immediately, Levon complains that his sister got more milk than he did, and even when his mother tries
to explain that they both got the same amount, Levon insists he is right. In this example, Levon is demonstrating a lack of cognitive development in the area of __________. a. prerational assimilation b. conservation c. egocentrism d. object permanence Answer: b Topic: Cognitive Development Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Conservation is the understanding that the physical properties of objects, such as the number of items in a cluster or the amount of liquid in a glass, can remain the same even when its form or appearance changes.
46.
According to Jean Piaget, during which developmental stage would a child come to understand conservation and cause and effect? a. sensorimotor b. preoperational c. concrete operations d. formal operations Answer: c Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Moderate
Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: According to Jean Piaget, children‘s cognitive abilities expand rapidly during the concrete operations stage. For example, they come to understand the principles of conservation and of cause and effect.
47.
According to Jean Piaget, children develop abstract reasoning during the __________ stage of cognitive development. a. preoperational b. sensorimotor c. concrete operations d. formal operations Answer: d Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: According to Jean Piaget, at about age 12 or 13 and continuing into adulthood, people become capable of abstract reasoning and enter the formal operations stage. They are able to reason about situations they have not experienced firsthand, they can think about future possibilities, and they can think abstractly.
48. According to Jean Piaget, the last stage of a child‘s cognitive development is the __________ stage. a. preoperational b. sensorimotor c. formal operations
d. concrete operations Answer: c Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: According to Jean Piaget, at about age 12 or 13 and continuing into adulthood, people become capable of abstract reasoning and enter the formal operations stage. They are able to reason about situations they have not experienced firsthand, they can think about future possibilities, and they can think abstractly.
49.
__________ is a system of beliefs about how the minds of others work and of how individuals are affected by their beliefs and feelings. a. Hypothesis of identity b. Telegraphic speech c. Object permanence d. Theory of mind Answer: d Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Theory of mind is a system of beliefs about how the minds of others work and of how individuals are affected by their beliefs and feelings.
50.
Which research finding is a challenge to Jean Piaget‘s theory of cognitive development? a. Children actively interpret their worlds, using their developing abilities to assimilate new information and figure things out. b. Abstract reasoning is one of the last cognitive skills to develop fully. c. New reasoning abilities depend on the emergence of previous abilities. d. Cognitive abilities develop in continuous, overlapping waves rather than in discrete steps or stages. Answer: d Topic: Cognitive Development Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Recent research indicates that cognitive development is continuous; new abilities do not simply pop up when a child turns a specific age.
51.
Which criticism is a valid challenge to Jean Piaget‘s theory of cognitive development?
a. Cognitive abilities develop in discrete steps or stages rather than continuous, overlapping waves. b. Young children do not understand as much as Piaget gave them credit for. c. Preschoolers are not as egocentric as Piaget thought. d. Cognitive development around the world is more consistent than Piaget realized. Answer: c Topic: Cognitive Development Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: In contrast to Jean Piaget‘s original findings, most three- and four-year-olds can take another person‘s perspective.
52.
Which observation is true regarding language? a. Any type of communication meets the definition of a language. b. All languages involve the making of sounds. c. Language allows a near infinite number of novel ideas to be communicated. d. Scientists are surprised that humans evolved to use language, because it probably wasn‘t very beneficial for our prehistoric ancestors. Answer: c Topic: Cognitive Development Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.2.B List the milestones of language development that occur in the first six years of life. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Language, whether spoken, signed, or written, allows human beings to express and comprehend an infinite number of novel utterances, created on the spot.
53.
According to Noam Chomsky, the human brain contains an innate mental module called __________ that allows young children to develop language if they are exposed to an adequate sampling of conversation. a. telegraphic speech b. universal grammar c. object permanence d. theory of mind
Answer: b Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.B List the milestones of language development that occur in the first six years of life. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Noam Chomsky proposed that the human brain must contain an innate mental module—a universal grammar—that allows young children to develop language if they are exposed to an adequate sampling of conversation.
54.
According to psycholinguists who disagree with Noam Chomsky‘s theory, which principle holds true for human language? a. Experience and culture have no role in language development. b. Culture is the primary determinant of a language‘s linguistic structure, rather than an innate grammar. c. Genetics is the primary determinant of a language‘s linguistic structure.
d. Major differences between the world‘s languages can be explained by a ―universal grammar.‖ Answer: b Topic: Cognitive Development Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.2.B List the milestones of language development that occur in the first six years of life. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Some psycholinguists argue that culture, and not innate grammar, is the primary determinant of a language‘s linguistic structure.
55.
Sadly Maurice was kept locked in a basement for most of his childhood. During this period, he almost never heard a human voice. Finally, he was rescued from this abusive situation. It is likely that Maurice will __________. a. very quickly acquire the ability to speak normally b. learn to speak normally after many years c. eventually understand speech, but will never be able to talk d. never learn to speak normally Answer: d Topic: Cognitive Development Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 12.2.B List the milestones of language development that occur in the first six years of life. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Children who are not exposed to language during their early years rarely speak normally or catch up grammatically. Such sad evidence suggests a critical period in language development during the first few years of life.
56. Researchers have found that infant-directed speech by parents and caregivers __________. a. helps babies learn the melody and the rhythm of their native language b. holds children back from learning real language c. promotes telegraphic speech, especially if overused d. teaches children the correct grammar of their native language Answer: a Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Moderate
Learning Objective: 12.2.B List the milestones of language development that occur in the first six years of life. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: When most people speak to babies, their pitch is more varied than usual and their intonation and emphasis on vowels are exaggerated. Such infant-directed speech helps babies learn the melody and rhythm of their native language.
57.
Babies recognize key vowel and consonant sounds of their native language by __________. a. 2 to 3 months b. 4 to 6 months c. 6 to 8 months d. 8 to 12 months Answer: b Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 12.2.B List the milestones of language development that occur in the first six years of life. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: By four to six months of age, babies can often recognize their own name and key vowel and consonant sounds of their native language.
58.
Children begin to name objects at about __________. a. 3 months of age b. 6 months of age c. 1 year of age d. 3 years of age Answer: c Topic: Cognitive Development
Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.2.B List the milestones of language development that occur in the first six years of life. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: At about one year of age, though the timing varies considerably by child, children start to name things.
59. A toddler smacks her lips to let her parents know that she wants food. This is an example of __________. a. telegraphic speech b. infant-directed speech c. universal grammar d. a symbolic gesture Answer: d Topic: Cognitive Development Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.2.B List the milestones of language development that occur in the first six years of life. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: At the end of the first year, babies develop a repertoire of symbolic gestures. They gesture to request something, to describe objects, and to reply to questions.
60.
__________ refers to a child‘s first word combinations, which omit unnecessary words. a. Telegraphic speech b. Infant-directed speech c. Universal grammar d. Symbolic gesture
Answer: a Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.B List the milestones of language development that occur in the first six years of life. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Telegraphic speech refers to a child‘s first word combinations, which omit unnecessary words.
61. What is the correct sequence of stages of moral development as identified by Lawrence Kohlberg? a. b. c. d.
preconventional, conventional, postconventional preoperational, postoperational, worldview preconventional, postconventional, conventional concrete operations, formal operations, autonomous
Answer: a Topic: Moral Development Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 12.3.A Explain and critique Kohlberg‘s stage model of moral development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The sequence of the stages of moral development is preconventional, conventional, postconventional.
62.
Obedience to rules because of the fear of punishment is a characteristic of __________. a. preconventional morality b. postconventional morality c. principled morality
d. conventional morality Answer: a Topic: Moral Development Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 12.3.A Explain and critique Kohlberg‘s stage model of moral development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: In preconventional morality, behavior is governed by the consequences of an action.
63. Miles believes an action is morally right if it conforms to the rules of society. Most likely, he is at the __________ level of moral development. a. preconventional b. postconventional c. convergent d. conventional Answer: d Topic: Moral Development Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 12.3.A Explain and critique Kohlberg‘s stage model of moral development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Conventional morality focuses on the rules that maintain social order and allow people to get along.
64. At which stage of moral development is moral thought guided by principles that have been decided upon by the individual and may be in disagreement with accepted social norms? a. preconventional
b. postconventional c. convergent d. conventional Answer: b Topic: Moral Development Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.3.A Explain and critique Kohlberg‘s stage model of moral development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: At the postconventional level, morality is driven by an individual‘s selfdetermined moral principles.
65.
A developmental psychologist studying moral development currently is likely to emphasize __________. a. how children learn to regulate their own emotions and behavior b. distinct stages of moral development c. the development of the universal human rights orientation d. how young children lack a moral sense Answer: a Topic: Moral Development Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 12.3.A Explain and critique Kohlberg‘s stage model of moral development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Developmental psychologists today place greater emphasis on how children learn to regulate their own emotions and behavior. Most children learn to inhibit their
wishes to beat up their younger siblings, steal a classmate‘s toy, or scream at the top of their lungs if they don‘t get their way.
66.
The concept of a moral sense can be described as __________. a. the ability to detect morality in others b. an innate understanding of what is right and what is wrong c. the way we learn through experience to behave towards others d. the ability to avoid punishment by acting in a certain way Answer: b Topic: Moral Development Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 12.3.A Explain and critique Kohlberg‘s stage model of moral development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Findings suggest that a capacity for understanding right from wrong may have an inborn component. Evolutionary psychologists argue that this ―moral sense‖ underlies the basic beliefs, judgments, and behaviors that are considered moral almost everywhere and that it originated in cooperative, altruistic strategies that permitted our ancestors to resolve conflicts and get along.
67.
A parent who primarily uses power assertion to influence a child‘s behavior is most likely to __________. a. appeal to the child‘s own helpful inclinations b. encourage the child to be assertive and stand up to adults c. threaten to take away the child‘s videogame system for bad behavior d. correct the child‘s misbehavior by appealing to the child‘s own resources Answer: c Topic: Moral Development
Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.3.B Describe the roles played by parenting style and selfregulation in moral development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Power assertion is a method of childrearing in which the parent uses punishment and authority to correct misbehavior.
68.
Sara‘s parents frequently slap her when she misbehaves. They also bully her into doing what they want instead of asking her nicely. Sara is most likely to __________. a. develop a strong sense responsibility b. be impulsive, unmotivated, and irresponsible c. confess rather than lie when she misbehaves d. have reduced empathy for others and behave more aggressively Answer: d Topic: Moral Development Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 12.3.B Describe the roles played by parenting style and selfregulation in moral development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: When power assertion consists of sheer parental bullying, cruel insults, and frequent physical punishment, it is associated with greater aggressiveness and reduced empathy in children.
69.
__________ is a method of childrearing in which the parent appeals to the child‘s own abilities, sense of responsibility, and feelings for others in correcting misbehavior. a. b.
Induction Power assertion
c. d.
Delay gratification Accommodation
Answer: a Topic: Moral Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.3.B Describe the roles played by parenting style and selfregulation in moral development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Induction is a method of child rearing in which the parent appeals to the child‘s own abilities, sense of responsibility, and feelings for others in correcting misbehavior.
70.
Candace pinches her younger brother Carl. Carl begins to weep loudly. Candace‘s mother explains to her that it was wrong for her to pinch Carl, as it hurts him. Candace realizes her mistake and apologizes. Which parenting method can be observed in this example? a. power assertion b. induction c. manipulation d. delayed gratification Answer: b Topic: Moral Development Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 12.3.B Describe the roles played by parenting style and selfregulation in moral development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Induction is a method of child rearing in which the parent appeals to the child‘s own abilities, sense of responsibility, and feelings for others in correcting the child‘s misbehavior.
71.
Fernandita‘s parents require her to follow the rules of the home without any conversation about why those rules are important. Fernandita‘s parents use a(n) __________ style of parenting. a. authoritarian b. authoritative c. permissive d. neglectful Answer: a Topic: Moral Development Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 12.3.B Describe the roles played by parenting style and selfregulation in moral development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: An authoritarian style of parenting sticks to rigid rules without compromise.
72. When a child can put off an immediate reward for a bigger reward later, it is called __________. a. induction b. power assertion c. delayed gratification d. reinforcement postponement Answer: c Topic: Moral Development Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.3.B Describe the roles played by parenting style and selfregulation in moral development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
Rationale: Delayed gratification is putting off a reward now for a larger reward in the future.
73.
A fundamental sense of self-identification as a woman, man, neither, or other classification, is called __________. a. gender typing b. gender identity c. gender schema d. gender development Answer: b Topic: Gender Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.4.A Distinguish among assigned sex, gender identity, gender typing, and sexual orientation. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Gender identity is the fundamental sense of being male or female; it is independent of whether the person conforms to the social and cultural rules of gender.
74.
The process by which children learn the abilities, interests, and behaviors associated with masculinity or femininity in their culture is called __________. a. gender typing b. gender identity formation c. gender schema development d. learned gender differences Answer: a Topic: Gender Development
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.4.A Distinguish among assigned sex, gender identity, gender typing, and sexual orientation. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Gender typing is the process by which children learn the abilities, interests, and behaviors associated with masculinity or femininity in their culture.
75.
Gender identity ______________. a. is an either/or situation in which a person is either a boy or a girl b. can be described across multiple categories or combinations of categories c. has been shown to be meaningless in describing a person‘s self-concept d. does not leave room for those who do not identify with the sex to which they were assigned at birth Answer: b Topic: Gender Development Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 12.4.A Distinguish among assigned sex, gender identity, gender typing, and sexual orientation. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Facebook has acknowledged this diversity of people‘s conceptions of gender identity by offering more than 50 possibilities for gender identification.
76.
__________ refers to the gender(s) to which an individual is romantically or sexually attracted. a. Gender typing b. Gender identity c. Sexual typing
d. Sexual orientation Answer: d Topic: Gender Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.4.A Distinguish among assigned sex, gender identity, gender typing, and sexual orientation. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Sexual orientation is the gender(s) to which an individual is romantically or sexually attracted.
77.
Girls who were exposed to higher-than-normal levels of androgens while in the womb are more likely than other girls to __________. a. prefer playing with ―boys‘ toys‖ b. have an insecure attachment style c. have a secure attachment style d. prefer playing with ―girls‘ toys‖ Answer: a Topic: Gender Development Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Girls who were exposed to higher-than-normal prenatal androgens in the womb are later more likely than nonexposed girls to prefer ―boys‘ toys,‖ and they are also more physically aggressive than other girls.
78. __________ is a set of beliefs, knowledge, and expectations about what it means to be a girl or a boy (or a woman or a man). a. Gender typing b. Gender identity c. Gender schema d. Gender difference Answer: c Topic: Gender Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Gender schema is a set of beliefs, knowledge, and expectations about what it means to be a girl or a boy.
79.
Most children develop a stable gender identity by about __________ years of age. a. 1 b. 5 c. 8 d. 11 Answer: b Topic: Gender Development Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: By about age 5, most children have developed a stable gender identity, a sense of themselves as being male or female regardless of what they wear or how they behave.
80.
Children‘s gender schemas are most rigid during the ages of __________ years. a. 2–3 b. 5–7 c. 8–12 d. 13–16 Answer: b Topic: Gender Development Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Gender schemas are most rigid between ages 5 and 7; at this age, it‘s really hard to dislodge a child‘s notion of what boys and girls can do.
81.
Behavioral and social-cognitive learning theorists generally believe that gender socialization begins __________. a. at the child‘s birth or soon after b. when the child comprehends speech c. when children label themselves boys or girls d. when children have developed a secure gender identity Answer: a Topic: Gender Development Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Behavioral and social-cognitive learning theorists generally find that gender socialization begins at the moment of birth, with adults often responding to the same baby differently depending on the sex signaled by a baby‘s clothing or the pitch of a crying baby‘s voice.
82.
An example of a learning influence on gender development would be __________. a. the ability of babies to discriminate male and female faces b. the effects of testosterone on a male fetus
c. a parent telling a daughter that she must have worked really hard to get good grades in math d. early exposure to acetylcholine Answer: c Topic: Gender Development Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Learning influences consist of the subtle and not-so-subtle messages about what people are supposed to do.
83.
Adolescence refers to the period of development between __________.
a. ages 13 and 19 b. grade school and college c. the age at which a person becomes capable of sexual reproduction and adulthood d. high school and marriage
Answer: c Topic: Adolescence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.5.A Outline the physiological changes that people experience during adolescence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Adolescence refers to the period of development between the age at which a person becomes capable of sexual reproduction and adulthood.
84. __________ refers to a time in middle childhood when the adrenal glands begin producing the adrenal hormone DHEA and other hormones that affect cognitive and social development. a. Adrenarche b. Puberty c. Menarche d. Adolescence Answer: a Topic: Adolescence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.5.A Outline the physiological changes that people experience during adolescence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Adrenarche refers to a time in middle childhood when the adrenal glands begin producing the adrenal hormone DHEA and other hormones that affect cognitive and social development.
85.
Puberty is defined as the age at which a person __________. a. enters middle school or junior high b. begins to be treated as an adult by others c. experiences an initial growth spurt
d. becomes capable of sexual reproduction Answer: d Topic: Adolescence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.5.A Outline the physiological changes that people experience during adolescence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Puberty is the age at which a person becomes capable of sexual reproduction.
86.
Comparisons of hormone production show that __________. a. before puberty, male bodies have higher levels of estrogen than do female bodies
b. from puberty on, male bodies and female bodies produce the same amounts of androgens and estrogens c. before puberty, female bodies have higher levels of estrogen than do male bodies d. from puberty on, male bodies produce more androgens and female bodies produce more estrogens Answer: d Topic: Adolescence Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.5.A Outline the physiological changes that people experience during adolescence. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Before puberty, hormone levels are roughly the same in male bodies and female bodies, but beginning at puberty, male bodies have a higher level of androgens than female bodies do, and female bodies have a higher level of estrogens than male bodies do.
87.
Gianna and her brother Harry produce roughly the same levels of masculinizing hormones and feminizing hormones. Given this information, it is likely that __________. a. Gianna and Harry have not yet reached puberty b. Gianna has reached puberty but Harry has not c. Harry has reached puberty but Gianna has not d. Gianna and Harry have both reached puberty Answer: a Topic: Adolescence Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 12.5.A Outline the physiological changes that people experience during adolescence. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Until puberty, male bodies and female bodies produce roughly the same levels of androgens and estrogens.
88.
An adolescent has just experienced menarche. This means that __________. a. the onset of menstruation has occurred b. facial and chest hair have begun to appear c. breasts have begun to develop and pubic hair has appeared d. the testes have begun to mature and to produce sperm Answer: a Topic: Adolescence Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 12.5.A Outline the physiological changes that people experience during adolescence.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Menarche means the onset of menstruation.
89. Hormones are responsible for ___________, such as widening of hips and enlarged breasts and nipples for many girls, or a deepened voice and facial hair for many boys. a. adrenarche b. secondary sex characteristics c. menarche d. reproductive capacity Answer: b Topic: Adolescence Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.5.A Outline the physiological changes that people experience during adolescence. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: Hormones are responsible for the emergence of secondary sex characteristics.
90.
Research on the onset of puberty has revealed that __________. a. the average age of menarche now occurs at about 16 years old b. the average age of puberty is increasing in Europe and North America c. menarche depends on a critical level of body fat d. there is little variability in the timing of puberty onset Answer: c Topic: Adolescence Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.5.A Outline the physiological changes that people experience during adolescence. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: The onset of puberty depends on both assigned and environmental factors. Menarche depends on a female‘s having a critical level of body fat, which is necessary to sustain a pregnancy and which triggers the hormonal changes.
91.
Early maturing boys generally have __________ than late-maturing boys. a. more negative concepts about their bodies b. fewer problems with the law c. more fights with parents about being sexually precocious d. more size and strength advantages to boost sports skills Answer: d Topic: Adolescence Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.5.A Outline the physiological changes that people experience during adolescence. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Early-maturing boys generally have a more positive view of their bodies than late-maturing boys do, and their relatively greater size and strength give them a boost in sports and the prestige associated with it.
92. Alina has a history of behavior problems and conflicts with her parents. Now, she is in sixth grade and is the first girl in her class to attain sexual maturity. When compared to later-maturing girls, Alina statistically is more likely to __________. a. develop positive communication patterns with her parents b. have a positive body image and gain prestige for athletic skills c. drop out of school and have emotional problems d. be socially unpopular for being ―off-time‖ in maturation Answer: c
Topic: Adolescence Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 12.5.A Outline the physiological changes that people experience during adolescence. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Early maturing girls are more likely to fight with their parents, drop out of school, have a negative body image, abuse drugs, have poorer relationships, and be angry or depressed.
93.
Which conclusion best represents the brain changes that occur during adolescence? a. There is a pruning of synapses and myelination of neurons particularly in the prefrontal cortex. b. There is an addition of synapses and cells particularly in the amygdala. c. There is a decrease in cells associated with sensory perception and emotions. d. There is an increase in cells and myelination in the primary visual cortex. Answer: a Topic: Adolescence Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.5.A Outline the physiological changes that people experience during adolescence. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Changes in the prefrontal cortex (most notably pruning and myelination), which is responsible for impulse control and planning, and myelinization occur throughout adolescence and are not complete until the late teens or early 20s.
94.
Which dilemma is one of the three kinds of problems that are more common during adolescence than during other developmental stages?
a. conflicts with parents b. physical inactivity and passivity c. overinflated self-esteem d. too little self-esteem Answer: a Topic: Adolescence Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.5.B Outline the psychological and behavioral changes that people experience during adolescence. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The three types of problems that are more common in adolescence than in childhood or adulthood are conflict with parents, mood swings and depression, and higher rates of reckless, rule-breaking, and risky behavior.
95.
According to a government-sponsored review, the most frequent danger that teenagers face on the Internet is __________. a. pornography b. predatory adults c. impulse buying d. bullying Answer: d Topic: Adolescence Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.5.B Outline the psychological and behavioral changes that people experience during adolescence. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: According to a government-sponsored review of whether and how online technologies affect child safety, the most frequent dangers that teenagers face on the Internet are not pornography or even predatory adults, and definitely not impulse buying. ―Bullying and harassment, most often by peers, are the most frequent threats that minors face, both online and offline,‖ the report found.
96.
Which statement best summarizes Erik Erikson‘s theory? a. Personality is formed by the time a child turns 5 years old. b. Psychological development stops for most people at the end of adolescence. c. Eight inevitable crises must be resolved as one moves through life. d. Adult development is characterized by transitions and milestones. Answer: c Topic: Adulthood Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 12.6.A List the eight ―crises‖ of development proposed by Erik Erikson. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Erik Erikson said that all individuals go through eight stages in their lives and that each stage is characterized by a particular challenge or ―crisis.‖
97.
Like any 4-month-old, Connie depends on her parents to feed her and change her diapers. When Connie cries, her devoted parents quickly respond to her needs. According to Erik Erikson, Connie is developing a sense of __________. a. intimacy b. trust c. integrity d. identity Answer: b
Topic: Adulthood Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.6.A List the eight ―crises‖ of development proposed by Erik Erikson. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: According to Erik Erikson, trust versus mistrust is the challenge that occurs during the baby‘s first year, when the baby depends on others to provide food, comfort, cuddling, and warmth.
98.
During Erik Erikson‘s stage of __________, a person must learn to be independent about their actions. a. trust versus mistrust b. ego integrity versus despair c. autonomy versus shame and doubt d. generativity versus stagnation Answer: c Topic: Adulthood Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.6.A List the eight ―crises‖ of development proposed by Erik Erikson. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Autonomy (independence) versus shame and doubt is the challenge that occurs when the child is a toddler. The young child is learning to be autonomous but must do so without feeling too uncertain about their actions and capabilities.
99.
Archie is 17 years old. According to Erik Erikson, Archie‘s chief task at this developmental stage in his life will be acquiring a sense of __________.
a. intimacy b. generativity c. identity d. autonomy Answer: c Topic: Adulthood Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 12.6.A List the eight ―crises‖ of development proposed by Erik Erikson. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: According to Erikson, adolescents must begin to develop a sense of self.
100.
Hubert is 18 and is looking into career options. He is currently deciding whether he wants to become a gourmet chef or a racecar driver. Hubert is at which stage of Erik Erikson‘s theory of development? a. identity versus role confusion b. generativity versus stagnation c. ego integrity versus despair d. intimacy versus isolation Answer: a Topic: Adulthood Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 12.6.A List the eight ―crises‖ of development proposed by Erik Erikson. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: In the identity versus role confusion stage, the individual is searching for a consistent sense of self, and one part of this process is choosing a career.
101.
In Erik Erikson‘s theory of social development, the preschool period, his third stage, is characterized by the major challenge of __________. a. industry versus inferiority b. autonomy versus shame and doubt c. identity versus role confusion d. initiative versus guilt Answer: d Topic: Adulthood Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 12.6.A List the eight ―crises‖ of development proposed by Erik Erikson. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Initiative versus guilt takes place between ages 3 and 5.
102.
Diana is in her 20s and has successfully resolved each life crisis as it has occurred throughout her development. According to Erik Erikson, Diana now must resolve the crisis of __________. a. trust versus mistrust b. intimacy versus isolation c. initiative versus guilt d. ego integrity versus despair Answer: b Topic: Adulthood Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 12.6.A List the eight ―crises‖ of development proposed by Erik Erikson. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: According to Erik Erikson, the challenge of early adulthood is learning to share yourself with another and make commitments, that is, intimacy versus isolation.
103.
According to Erik Erikson, when does the challenge of generativity versus stagnation occur? a. adolescence b. preschool c. middle adulthood d. late adulthood Answer: c Topic: Adulthood Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.6.A List the eight ―crises‖ of development proposed by Erik Erikson. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: According to Erik Erikson, people in middle adulthood either experience creativity and renewal (generativity) or complacency and selfishness (stagnation).
104.
Will you sink into complacency and selfishness, or will you experience the pleasure of creativity and renewal? According to Erik Erikson, this is the crisis of __________. a. initiative versus guilt b. ego integrity versus despair c. identity versus role confusion d. generativity versus stagnation Answer: d
Topic: Adulthood Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 12.6.A List the eight ―crises‖ of development proposed by Erik Erikson. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The middle adult years are characterized by the challenge of generativity (creativity and renewal) or stagnation (complacency and selfishness).
105.
Ahmet is a middle-aged physician. He gives back to the community by acting as a mentor to teenagers interested in entering the medical profession. Erik Erikson would say that Ahmet is experiencing __________. a. initiative b. ego integrity c. identity d. generativity Answer: d Topic: Adulthood Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 12.6.A List the eight ―crises‖ of development proposed by Erik Erikson. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The middle adult years are characterized by the challenge of generativity (creativity and renewal) or stagnation (complacency and selfishness).
106. Emerging adulthood, the years between the ages of 18 and 25, is considered to be a new phase of life in
which __________. a. people feel that they are no longer adolescents but are not yet fully adult b. rates of emotional distress increase greatly as people assume adult responsibilities c. people living in nonindustrialized cultures develop feelings of dissatisfaction and desire to move elsewhere d. crises similar to midlife crises commonly occur Answer: a Topic: Adulthood Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.6.B Outline the psychological and behavioral changes that people experience as they progress through emerging adulthood and middle age. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.5 Incorporate sociocultural factors in scientific inquiry Rationale: In industrialized nations, many people between the ages of 18 and 25 are in college and at least partly dependent financially on their parents. This phenomenon has created a phase of life that some call emerging adulthood. When emerging adults are asked whether they feel they have reached adulthood, the majority answers: in some ways yes, in some ways no.
107.
__________ is the cessation of menstruation and of the production of ova. a. Menopause b. Puberty c. Menarche d. Adrenarche Answer: a Topic: Adulthood Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 12.6.B Outline the psychological and behavioral changes that people experience as they progress through emerging adulthood and middle age. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Menopause is the cessation of menstruation and the production of ova. It is usually a gradual process lasting up to several years.
108.
Which statement is true of menopause? a. The female body remains fertile even after menopause. b. Menopause produces physical symptoms as the vascular system adjusts to the decrease in estrogen. c. The older a person is at the onset of menopause, the higher the risk of depression. d. Menopause usually occurs between age 55 and 65. Answer: b Topic: Adulthood Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.6.B Outline the psychological and behavioral changes that people experience as they progress through emerging adulthood and middle age. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Menopause does produce physical symptoms, notably hot flashes, as the vascular system adjusts to the decrease in estrogen.
109.
__________ are researchers who specialize in studying the patterns of aging and older adults. a. Gerontologists b. Ageists c. Gynecologists d. Pediatricians
Answer: a Topic: Adulthood Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.6.C Describe cognitive functioning as people age, and distinguish between fluid intelligence and crystallized intelligence. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Gerontologists are researchers who study aging and older adults.
110.
Fluid intelligence consists of __________. a. the kind of intelligence that gives one the ability to do arithmetic and define words b. intellectual abilities that develop from one‘s environment c. specific knowledge learned through education and life experiences d. the ability to use new information to solve problems Answer: d Topic: Adulthood Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.6.C Describe cognitive functioning as people age, and distinguish between fluid intelligence and crystallized intelligence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Fluid intelligence is the capacity for deductive reasoning and the ability to use new information to solve problems; it is relatively independent of education and tends to decline in old age.
111.
Crystallized intelligence consists of __________. a. the capacity for deductive reasoning
b. cognitive skills and specific knowledge learned over a lifetime c. the ability to use new information to solve problems d. inherited predispositions to process information in certain ways Answer: b Topic: Adulthood Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.6.C Describe cognitive functioning as people age, and distinguish between fluid intelligence and crystallized intelligence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Crystallized intelligence refers to cognitive skills and specific knowledge of information acquired over a lifetime; it is heavily dependent on education and tends to remain stable over the lifetime.
112.
As healthy, older adults age, what generally happens to their intelligence? a. Fluid intelligence declines but crystallized intelligence does not. b. Crystallized intelligence declines but fluid intelligence does not. c. Both fluid and crystallized intelligence decline. d. Neither fluid nor crystallized intelligence decline. Answer: a Topic: Adulthood Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.6.C Describe cognitive functioning as people age, and distinguish between fluid intelligence and crystallized intelligence. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Fluid intelligence tends to decline in older adults, but crystallized intelligence remains stable in healthy individuals.
113.
Which conclusion is generally true for people in older adulthood? a. The frequency of intense negative emotions is highest at the age of 65.
b. As people get older, most become better able to regulate negative feelings and emphasize the positive. c. People who have challenging occupations lose their cognitive abilities. d. Cognitive enrichment can prevent most cases of serious cognitive decline and dementia. Answer: b Topic: Adulthood Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.6.C Describe cognitive functioning as people age, and distinguish between fluid intelligence and crystallized intelligence. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: As people get older, most become better able to regulate negative feelings and emphasize the positive. The frequency of intense negative emotions is highest among people aged 18 to 34, then drops sharply until age 65.
114.
Older adults are often able to compensate for age-related declines by _____________ . a. bluffing their way through occupational or interpersonal encounters b. memorizing vast amounts of information, then calling on those memories as necessary c. recruiting parts of the brain that are not commonly activated when young people do the same tasks d. relying on younger people to do the tasks for them Answer: c Topic: Adulthood Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.6.C Describe cognitive functioning as people age, and distinguish between fluid intelligence and crystallized intelligence.
APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Compensation can involve using neural connections that have built up over time and through experience.
115. In the context of physical aging, which phrase best summarizes the importance of physical and mental activity, flexible adaptations, and challenging occupations and interests? a. ―Winter is coming.‖ b. ―Use it or lose it.‖ c. ―Born to lose, live to win.‖ d. ―Here comes the sun.‖ Answer: b Topic: Adulthood Skill Level: Analyze It Difficulty Level: Easy Learning Objective: 12.6.C Describe cognitive functioning as people age, and distinguish between fluid intelligence and crystallized intelligence. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: ―Use it or lose it‖ is good advice throughout life; stimulation, novelty, and interests help to keep the mind and body active.
True-False Questions
1. Developmental psychologists study physiological and cognitive changes across the lifespan, and how these changes are affected by a person‘s genetic predispositions, culture, circumstances and experiences. Answer: True Topic: Introduction Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: None APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
2. Socialization is the process by which children learn the behaviors, attitudes, and expectations required of them by society. Answer: True Topic: Introduction Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: None APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
3. Maturation is the process by which children learn the behaviors, attitudes, and expectations required of them by society. Answer: False Topic: Introduction
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: None APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
4. Maturation is the unfolding of genetically influenced behaviors and physical characteristics. Answer: True Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.1.A Outline the three stages of prenatal development, and list factors that can affect a pregnancy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
5. Socialization is defined as the unfolding of genetically influenced behaviors and physical characteristics. Answer: False Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.1.A Outline the three stages of prenatal development, and list factors that can affect a pregnancy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
6.
When a pregnant person contracts German measles (rubella) early during a pregnancy, a common consequence to the embryo could be the development of physical abnormalities.
Answer: True Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.1.A Outline the three stages of prenatal development, and list factors that can affect a pregnancy. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 1.3 Describe applications of psychology
7.
When a pregnant person is exposed to lead, fetal deformities and cognitive abnormalities can occur. Answer: True Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.1.A Outline the three stages of prenatal development, and list factors that can affect a pregnancy. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 1.3 Describe applications of psychology
8. Cigarette smoking during pregnancy causes damage to the placenta but not to the baby itself. Answer: False Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.1.A Outline the three stages of prenatal development, and list factors that can affect a pregnancy. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 1.3 Describe applications of psychology
9.
Biological fathers have very little influence on prenatal development. Answer: False Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.1.A Outline the three stages of prenatal development, and list factors that can affect a pregnancy. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
10. Babies of men exposed to solvents and other chemicals in the workplace are more likely to be miscarried or stillborn, or to develop cancer later in life. Answer: True Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 12.1.A Outline the three stages of prenatal development, and list factors that can affect a pregnancy. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
11.
Newborn infants do not have motor reflexes. Answer: False Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.1.B Describe some inborn abilities of infants, and summarize cultural influences on physical and psychological development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
12. Habituation and preferential looking are research strategies for measuring infant responses. Answer: True Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.1.B Describe some inborn abilities of infants, and summarize cultural influences on physical and psychological development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
13. Newborns demonstrate a preference for looking at abstract shapes, such as modern art paintings or vibrant color swatches. Answer: False Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.1.B Describe some inborn abilities of infants, and summarize cultural influences on physical and psychological development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
14. Infants usually hesitate to crawl past the apparent edge of a visual cliff, indicating a rudimentary sense of depth perception. Answer: True Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.1.B Describe some inborn abilities of infants, and summarize cultural influences on physical and psychological development.
APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
15.
A crucial window of time during the course of development is called a mandatory period. Answer: False Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.1.B Describe some inborn abilities of infants, and summarize cultural influences on physical and psychological development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
16.
British psychiatrist John Bowlby was one of the first psychologists to emphasize the importance of attachment. Answer: True Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
17.
Margaret and Harry Harlow‘s research indicates that babies become attached to their caregivers because their caregivers provide them with food. Answer: False Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
18.
The distress that most children develop, at about 6 months of age, when their primary caregivers temporarily leave them with strangers, is called stranger danger. Answer: False Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
19.
Separation anxiety is evident in most children at about 6 months of age. Answer: True Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
20. The strange situation is an experimental method devised to test an infant‘s depth perception. Answer: False Topic: From Conception through the First Year Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
21.
Child-rearing practices influence the strength of separation anxiety and how long it lasts. Answer: True Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
22.
According to Mary Ainsworth, caregivers who are sensitive and responsive to their babies‘ needs create securely attached infants. Answer: True Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
23.
Abusive parenting leads to insecure attachment. Answer: True Topic: From Conception through the First Year
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
24.
A child‘s temperament has no effect on the security of their attachment. Answer: False Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
25. Stressful family circumstances can cause a child to temporarily shift from secure to insecure attachment. Answer: True Topic: From Conception through the First Year Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
26.
Jean Piaget proposed eight stages of cognitive development between birth and adolescence, each of which was characterized by a ―cognitive challenge‖ that a child must master before progressing. Answer: False
Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
27.
According to Jean Piaget, assimilation occurs when an infant fits new information into an existing system of knowledge and beliefs. Answer: True Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
28.
According to Jean Piaget, a major accomplishment during the sensorimotor stage of cognitive development is grasping the concept of conservation. Answer: False Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
29.
According to Jean Piaget, a major accomplishment during the sensorimotor stage of cognitive development is grasping the concept of object permanence. Answer: True Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
30.
Jean Piaget believed that very young infants lack object permanence. Answer: True Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
31.
Babies begin to love the game ―peekaboo‖ after they have attained object permanence. Answer: True Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena
32. According to Jean Piaget‘s theory of cognitive development, the preoperational stage occurs between the ages of 2 and 12 years. Answer: False Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena
33. Conservation refers to the idea that physical properties do not change when their form or appearance changes. Answer: True Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena
34. Children between the ages of 7 and 12 enter the concrete operations stage of cognitive development, according to Jean Piaget. Answer: True Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory.
APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena
35. The capacity for abstract thought and drawing logical conclusions occurs during the formal operations stage of cognitive development. Answer: True Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena
36.
Jean Piaget overestimated the cognitive skills of young children. Answer: False Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena
37.
Experience and culture do not influence cognitive development. Answer: False Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory.
APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
38. Recent research has shown that preschoolers are more egocentric than Jean Piaget thought. Answer: False Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
39.
Any communication system is referred to as a language by developmental psychologists. Answer: False Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.2.B List the milestones of language development that occur in the first six years of life. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
40. An innate mental module called universal grammar is what allows humans to readily translate between one language and another, or between written and spoken language. Answer: False Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 12.2.B List the milestones of language development that occur in the first six years of life. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
41. Almost all psychologists agree that language development depends on both biological readiness and social experience. Answer: True Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.B List the milestones of language development that occur in the first six years of life. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
42.
The process of acquiring language begins in the womb. Answer: True Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.B List the milestones of language development that occur in the first six years of life. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
43. Until the age of 12 months, babies have difficulty responding to the pitch, intensity, and sound of language. Answer: False Topic: Cognitive Development Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 12.2.B List the milestones of language development that occur in the first six years of life. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
44. Children whose parents encourage them to use gestures acquire smaller vocabularies than babies who are not encouraged to use gestures. Answer: False Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.2.B List the milestones of language development that occur in the first six years of life. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
45. Parents should encourage the use of gestures as their children become familiar with language. Answer: True Topic: Cognitive Development Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 12.2.B List the milestones of language development that occur in the first six years of life. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
46. When a child‘s first word combinations omit unnecessary words, it is called telegraphic speech. Answer: True
Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.B List the milestones of language development that occur in the first six years of life. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
47.
Until the preschool years, children tend to acquire new words slowly. Answer: False Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.B List the milestones of language development that occur in the first six years of life. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
48. Lawrence Kohlberg‘s model of moral development involved moving through three levels of moral reasoning. Answer: True Topic: Moral Development Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.3.A Explain and critique Kohlberg‘s stage model of moral development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
49.
Very young children at a preconventional level of morality make moral decisions based on conformity and the approval of others. Answer: False Topic: Moral Development Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.3.A Explain and critique Kohlberg‘s stage model of moral development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
50. An emphasis on objective impartiality, due process, and the challenges of integrating moral and legal points of view characterizes the postconventional stage of moral development. Answer: True Topic: Moral Development Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.3.A Explain and critique Kohlberg‘s stage model of moral development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
51. Power assertion involves talking and reasoning with a child to convince her or him that certain actions are more morally acceptable than others. Answer: False Topic: Moral Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.3.B Describe the roles played by parenting style and selfregulation in moral development.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
52.
Demonstrating delayed gratification early in life can have significant benefits later in life. Answer: True Topic: Moral Development Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.3.B Describe the roles played by parenting style and selfregulation in moral development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
53. Gender identity refers to a fundamental sense of self-identification as a woman, man, neither, or other classification. Answer: True Topic: Gender Development Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
54. Transgender is a term describing a broad category of people who do not identify with the sex to which they were assigned at birth Answer: True Topic: Gender Development Skill Level: Remember the Facts Difficulty Level: Difficult
Learning Objective: 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
55. Cisgender is a term describing a broad category of people who do not identify with the sex to which they were assigned at birth Answer: False Topic: Gender Development Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
56.
By the age of 9 months, most babies can distinguish male faces from female faces. Answer: True Topic: Gender Development Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
57.
By the age of 9 months, most babies can match female faces with female voices. Answer: True Topic: Gender Development Skill Level: Remember the Facts Difficulty Level: Difficult
Learning Objective: 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
58.
Cultures and religions differ in their schemas for the roles of women and men. Answer: True Topic: Gender Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.5 Incorporate sociocultural factors in scientific inquiry
59.
Adults respond to the same baby differently, depending on the sex signaled by a baby‘s clothing. Answer: True Topic: Gender Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
60. Adults respond to boys and girls in the same way as long as the children are behaving in the same way. Answer: False Topic: Gender Development Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
61.
Puberty is defined as the age at which a person becomes capable of sexual reproduction. Answer: True Topic: Adolescence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.5.A Outline the physiological changes that people experience during adolescence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
62.
Menarche is defined as the onset of menstruation. Answer: True Topic: Adolescence Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.5.A Outline the physiological changes that people experience during adolescence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
63. Widening of hips and enlarged breasts and nipples for many girls constitute secondary sex characteristics. Answer: True Topic: Adolescence
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.5.A Outline the physiological changes that people experience during adolescence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
64. A deepened voice and facial and chest hair in many boys are a result of primary sex characteristics. Answer: False Topic: Adolescence Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.5.A Outline the physiological changes that people experience during adolescence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
65. The rate of violent crimes committed by adolescents has been increasing dramatically since 1993. Answer: False Topic: Adolescence Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.5.B Outline the psychological and behavioral changes that people experience during adolescence. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
66.
According to the National Youth Risk Behavior Survey, today‘s high school students are more liberal concerning sex than their parents were at their age.
Answer: False Topic: Adolescence Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.5.B Outline the psychological and behavioral changes that people experience during adolescence. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
67.
School-age children must resolve Erik Erikson‘s crisis of generativity versus stagnation. Answer: False Topic: Adulthood Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 12.6.A List the eight ―crises‖ of development proposed by Erik Erikson. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
68. Erik Erikson‘s final challenge occurring during late adulthood is ego integrity versus despair. Answer: True Topic: Adulthood Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 12.6.A List the eight ―crises‖ of development proposed by Erik Erikson. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
69. The crisis of middle adulthood, according to Erik Erikson, involves identity versus role confusion. Answer: False Topic: Adulthood Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.6.A List the eight ―crises‖ of development proposed by Erik Erikson. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
70. Stage theories do not fully capture how adults grow and change, or remain the same, across the lifespan. Answer: True Topic: Adulthood Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.6.A List the eight ―crises‖ of development proposed by Erik Erikson. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
71. Apparent senility in older adults can be caused by harmful combinations of over-thecounter and prescription medicines. Answer: True Topic: Adulthood Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.6.C Describe cognitive functioning as people age, and distinguish between fluid intelligence and crystallized intelligence.
APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 1.3 Describe applications of psychology
72.
Weakness and frailty in older adults are an inevitable part of old age. Answer: False Topic: Adulthood Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.6.C Describe cognitive functioning as people age, and distinguish between fluid intelligence and crystallized intelligence. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
73. Weakness and frailty in older adults can be avoided in some cases with preventable treatment efforts. Answer: True Topic: Adulthood Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.6.C Describe cognitive functioning as people age, and distinguish between fluid intelligence and crystallized intelligence. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
74.
The frequency of intense negative emotions is highest among people ages 65 to 75. Answer: False Topic: Adulthood Skill Level: Remember the Facts Difficulty Level: Moderate
Learning Objective: 12.6.C Describe cognitive functioning as people age, and distinguish between fluid intelligence and crystallized intelligence. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
75.
Many psychologists agree that the key to successful aging is to ―use it or lose it.‖ Answer: True Topic: Adulthood Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.6.C Describe cognitive functioning as people age, and distinguish between fluid intelligence and crystallized intelligence. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
Short Answer Questions
1.
Arcelia is planning to have a baby. She finds out from her physician that she needs a vaccination for rubella. Why is it important for Arcelia to be vaccinated before she plans to become pregnant? Answer: A good answer will include the following key points.
Contracting German measles during pregnancy can affect the fetus. This disease can be transmitted to the fetus and cause physical abnormalities.
Topic: From Conception through the First Year Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 12.1.A Outline the three stages of prenatal development, and list factors that can affect a pregnancy. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 1.3 Describe applications of psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
2.
Given the information on alcohol and its effects on the developing baby, what advice would you give to a pregnant friend regarding alcoholic drinks? Which evidence could you cite to support your view? Answer: A good answer will include the following key points.
Regular consumption of alcohol can kill neurons throughout the fetus‘s developing brain. Having more than two drinks a day significantly increases the risk of fetal alcohol spectrum disorders. Fetal alcohol spectrum disorders are associated with low birth weight, facial deformities, lack of coordination, and developmental delays.
Topic: From Conception through the First Year Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.1.A Outline the three stages of prenatal development, and list factors that can affect a pregnancy.
APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 1.3 Describe applications of psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
3. How did Margaret and Harry Harlow demonstrate the importance of contact comfort in the formation of attachment relationships? Answer: A good answer will include the following key points.
The Harlows raised infant rhesus monkeys with ―wire mothers‖ and ―cloth mothers.‖ The ―wire mothers‖ had nursing bottles attached. The ―cloth mothers‖ were soft, but did not provide food. When given a choice between the two ―mothers,‖ infants would cling to the ―cloth mothers,‖ receiving contact comfort, especially when they were frightened or startled.
Topic: From Conception through the First Year Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
4.
Parents all over the world talk in a high-pitched, exaggerated infant-directed tone when speaking to infants. Is this just a silly and playful thing that adults do around children, or does it appear to have a purpose? Explain. Answer: A good answer will include the following key points.
Infants are responsive to the pitch, intensity, and sound of language, and they also react to the emotions and rhythms in voices. This infant directed speech probably helps babies learn the melody and rhythm of their native language.
Topic: Cognitive Development Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 12.2.B List the milestones of language development that occur in the first six years of life. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
5.
Harald learns the schema for a ―dog‖ by playing with his golden retriever. On a trip to a farm, he sees a collie and points, saying, ―Doggie!‖ Then he notices a lamb, and says, ―Doggie!‖ Explain Jean Piaget‘s concepts of assimilation and accommodation using this example. Answer: A good answer will include the following key points.
Harald first acquired the schema ―doggie‖ by playing with a golden retriever. Seeing a collie, Harold called it ―doggie,‖ illustrating assimilation, or fitting new information into an existing schema or mental category. Seeing a lamb, Harald also called it ―doggie.‖ However, a lamb is not a dog, so Harald will have to accommodate and learn a new concept.
Topic: Cognitive Development Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
6.
Explain Jean Piaget‘s views regarding the ways in which a baby learns about the world during the sensorimotor stage. What did Piaget believe is a major cognitive accomplishment that occurs during this stage? Answer: A good answer will include the following key points.
The infant learns through concrete actions such as looking, touching, putting things in their mouth, sucking, and grasping. ―Thinking‖ consists of coordinating sensory information with bodily movements. A major accomplishment in the sensorimotor stage is the understanding of object permanence.
Topic: Cognitive Development Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
7. What differences did Jean Piaget observe in children‘s thinking between the preoperational stage and the concrete operations stage? Answer: A good answer will include the following key points.
According to Jean Piaget, in the preoperational stage, children lack the cognitive abilities necessary for understanding abstract principles, conservation, and cause and effect. Children are egocentric, or unable to imagine another‘s point of view. By the concrete operations stage, Piaget argued they children cannot think abstractly, but they are less egocentric and come to understand the principles of conservation and cause and effect.
Topic: Cognitive Development Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
8.
What differences did Jean Piaget observe in children‘s thinking between the stages of concrete operations and formal operations? Answer: A good answer will include the following key point.
According to Jean Piaget, the major difference is that in the formal operations stage, children begin to think abstractly, whereas they could not do so in the concrete operations stage.
Topic: Cognitive Development Skill Level: Understand the Concepts Difficulty Level: Difficult
Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
9.
Between the ages of 18 months and 2 years, toddlers begin to produce what some psychologists describe as ―telegraphic speech.‖ Describe what telegraphic speech sounds like, and why it was given this name. Answer: A good answer will include the following key points.
Telegraphic speech consists of two- or three-word combinations. Toddlers omit articles, word endings, auxiliary verbs, and other parts of speech, yet these sentences are remarkably accurate in conveying meaning. It sounds similar to the language people used to use when sending telegrams, because they would omit unimportant words to save money.
Topic: Cognitive Development Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.2.B List the milestones of language development that occur in the first six years of life. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
10. Identify the three stages of moral development proposed by Lawrence Kohlberg, and describe the hallmarks of each stage. Answer: A good answer will include the following key points.
Lawrence Kohlberg proposed that moral development occurred in stages. The preconventional stage is characterized by following rules and demonstrating obedience for its own sake. People behave morally to avoid punishment or disapproval. The conventional stage is characterized by a general notion of ―being good,‖ and is demonstrated through caring for others, meeting moral obligations, and wanting to be seen by others as a good person. Following self-chosen ethical principles is a hallmark of the postconventional stage of moral development, along with some abstract notions of trying to do the greatest good for the greatest number of people.
Topic: Moral Development
Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.3.A Explain and critique Kohlberg‘s stage model of moral development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
11. Explain why Carol Gilligan and other theorists objected to Lawrence Kohlberg‘s stage theory of moral development. Answer: A good answer will include the following key points.
Carol Gilligan argued that Kohlberg‘s model of moral development was disproportionately based on responses from male participants. As such, it overlooks the emphasis that women and other individuals often place on connectedness and interpersonal relationships.
Topic: Moral Development Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.3.A Explain and critique Kohlberg‘s stage model of moral development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
12.
Contrast power assertion and induction as parenting styles, and comment on their effectiveness. Answer: A good answer will include the following points.
Power assertion is a method of childrearing in which the parent or other caregiver uses punishment and authority to correct misbehavior. Because it can often involve physical punishment, depriving children of privileges, insults and verbal abuse, or bullying and intimidation, it is generally an ineffective method of childrearing. Induction is a method of childrearing in which the parent appeals to the child‘s own abilities, sense of responsibility, and feelings for others in correcting misbehavior. Through induction, children can learn general principles of desired behavior and internalize reasons for behaving well.
Topic: Moral Development Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.3.B Describe the roles played by parenting style and selfregulation in moral development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
13. Distinguish among assigned sex, gender, gender identity, gender typing, and sexual orientation. Answer: A good answer will include the following points.
―Sex‖ is typically assigned at birth and based on apparent physiological or anatomical attributes, and is often referred to using the terms female and male. Gender identity refers to a fundamental sense of self-identification as a woman, man, neither, or other classifications outside of this binary. Gender typing is the process by which children learn the abilities, interests, and behaviors associated with femininity and masculinity in their culture. Sexual orientation is a relatively enduring pattern of romantic or sexual attraction, usually characterized in terms of the gender(s) to which an individual is drawn (e.g., bisexual, gay, straight).
Topic: Gender Development Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 12.4.A Distinguish among assigned sex, gender identity, gender typing, and sexual orientation. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
14.
What are the three kinds of problems that are more common during adolescence than during childhood or adulthood? Answer: A good answer will include the following points.
Conflict with parents. Mood swings and depression.
Higher rates of reckless, rule-breaking, and risky behavior.
Topic: Adolescence Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 12.5.B Outline the psychological and behavioral changes that people experience during adolescence. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
15.
How is the brain influenced by physical exercise and mental stimulation during old age? Answer: A good answer will include the following key points.
Aerobic exercise and strength training boost the brain‘s blood supply and promote the development of new cells in the hippocampus. The result is improved functioning in memory, planning, concentration, and making schedules. Mental stimulation fosters the growth of neural connections in the brain. Cognitive enrichment cannot prevent most cases of serious cognitive decline and dementia, but the declines may be delayed.
Topic: Adulthood Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 12.6.C Describe cognitive functioning as people age, and distinguish between fluid intelligence and crystallized intelligence. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
Essay Questions
1. Identify four harmful threats to prenatal development, and discuss ways to avoid these threats. Answer: A good answer will include any four of the following key points.
During pregnancy, some harmful influences can cross the placental barrier and affect the fetus, including diseases such as German measles (rubella) or sexually transmitted diseases, which can be transmitted to the fetus and cause physical abnormalities. X-rays or other radiation, pollutants, and toxic substances can cause fetal deformities and cognitive abnormalities that can last throughout life. For example, exposure to lead, mercury, pesticides, and air pollution have been associated with attention problems and lower IQ scores. Drugs can be harmful to a fetus, whether illicit such as cocaine and heroin, or legal such as alcohol, antibiotics, or prescription medications. Having more than two drinks a day significantly increases the risk of fetal alcohol spectrum disorders, which are associated with low birth weight, facial deformities, lack of coordination, and developmental delays. Cigarette smoking during pregnancy is also dangerous, increasing the likelihood of miscarriage and premature birth. Avoiding many of these threats is simply a matter of nonbehavior: don’t smoke cigarettes, don’t drink alcohol, don’t consume drugs, and so on. However, larger environmental or cultural factors may make it difficult to avoid other risks. For example, someone living in a low-income situation may be exposed to lead (in paint in a poorly kept housing unit) or mercury and other toxins (from living too near an industrial plant). Because stress can also affect a developing fetus, some social or cultural contexts might contribute to that risk (―C‘mon, have one little drink…your grandmother drank when she was pregnant, and it didn‘t seem to hurt nobody! We‘re toasting your baby fer criminy sakes!‖ ―Have you thought a name yet for the baby? What about the color of the room? Are you going to move to a bigger place? How can you afford all the things you‘ll need? Aren‘t you worried? You should be worried. You don‘t look worried enough…‖).
Topic: From Conception though the First Year Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 12.1.A Outline the three stages of prenatal development, and list factors that can affect a pregnancy. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.3 Engage in innovative and integrative thinking and problem-solving
2. Explain why habituation and preferential looking are often used to measure an infant‘s behavior. Are there any alternatives to these methods you can think of? Answer: A good answer will include the following key points.
One strategy developmental psychologists use to measure infant behavior is to make use of habituation. For example, a researcher might present one visual object to an infant over and over again until the infant gets used to it and stops looking at it (i.e., habituates). If the researcher then replaces the object with a new one, infants who recognize the novelty of this second object will start looking at it; among infants who continue to show habituation, we can assume that they can‘t distinguish between the first and second object. Another method for studying infant perception involves preferential looking. Using this technique, a researcher presents two (or more) stimuli at once to determine whether the infant looks at one more than the other. There aren‘t very many realistic alternatives to these methods. For example, infants can‘t speak, so asking them, ―How do you feel right now?‖ or ―Which of these do you prefer?‖ is an exercise in futility. Similarly, asking an infant to complete a questionnaire or indicate preferences on a Likert scale will get a researcher nowhere. Infant limbs are pretty floppy, so hoping they‘ll point consistently to something they want (until a certain level of physical control is gained) is nowheresville. Consequently, researchers have to infer an infant‘s preferences, intentions, or desires from observing behavior.
Topic: From Conception though the First Year Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 12.1.B Describe some inborn abilities of infants, and summarize cultural influences on physical and psychological development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.3 Engage in innovative and integrative thinking and problem-solving
3. Summarize the factors that predict insecure attachment. Will attachment patterns that develop early in life have an impact on attachment styles later in life? Answer: A good answer will include the following key points.
Several factors have been found to influence insecure attachment: o Abandonment and deprivation in the first years of life
o Parenting that is abusive or erratic because the parent is chronically irresponsible or clinically depressed o The child‘s own genetically influenced temperament o Stressful family circumstances Secure attachment in infancy has been found to predict positive emotional tendencies and other outcomes for adult romantic relationships, so yes, early attachment can have long-lasting consequences.
Topic: From Conception though the First Year Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.3 Engage in innovative and integrative thinking and problem-solving
4.
Dr. Zhou asks a 3-year-old child whether one of these two rows of buttons has more:
When the child says that the two rows have the same number of buttons, Dr. Zhou spreads out one row:
Again he asks the child whether one of the rows has more. Then Dr. Zhou repeats this task with the child‘s 8-year-old sister. Given your knowledge of Jean Piaget‘s theory, compare and contrast the likely responses of each child. Incorporate Piaget‘s terms in your essay.
Answer: A good answer will include the following key points.
The 3-year-old will think that the second, spaced-out row contains more buttons. She has not yet acquired the concept of conservation and does not understand that physical properties of objects do not change when their appearance changes. She is in the preoperational stage, according to Jean Piaget. The 8-year-old will know that both rows of buttons have the same number. She is in the concrete operations stage and understands the principle of conservation.
Topic: Cognitive Development Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.3 Engage in innovative and integrative thinking and problem-solving
5.
Critique Jean Piaget‘s theory of cognitive development by explaining the ways in which children can understand far more than Piaget gave them credit for. Include an explanation as to why Piaget might have misinterpreted his observations. Answer: A good answer will include the following key points.
Cognitive abilities develop in continuous, overlapping waves rather than discrete steps or stages. Piaget studied children at different ages, but he did not look at their learning on a continuum. Preschoolers are not as egocentric as Piaget thought. Most 3- and 4-year-olds can take another person‘s perspective. Many of the tasks set up by Piaget to examine cognitive development did not allow children to display aspects of their development of the theory of mind. Children, even infants, reveal cognitive abilities much earlier than Piaget believed possible. Piaget did not have the methodology to reveal some of these critical cognitive abilities. These methods were developed much later, after Piaget‘s initial writings. Cognitive development is influenced by a child‘s culture. It is possible that Piaget was relenting to his own bias in his observations as he did not conduct crosscultural studies.
Topic: Cognitive Development Skill Level: Analyze It
Difficulty Level: Moderate Learning Objective: 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.3 Engage in innovative and integrative thinking and problem-solving
6.
Describe, in detail, the process of language acquisition beginning in the first months of life and extending to the age of 2 years. Answer: A good answer will include the following key points.
During the first few months, infants can only cry and coo, but they respond to emotions and rhythms in voices. By four to six months, infants begin to recognize key vowel and consonant sounds in their native language. Between six months and one year, they show increasing familiarity with the sound structure of their native language and can distinguish words from the flow of speech. Babbling begins with the production of repeated syllables (e.g., ba-ba). At seven months, they can remember words they have heard, and by 10 months, they can recognize the same word when it is spoken by different people. By the end of the first year, they begin to name familiar objects and use symbolic gestures. Between 18 months and 2 years, they begin to speak in two- and three-word sentences using telegraphic speech.
Topic: Cognitive Development Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 12.2.B List the milestones of language development that occur in the first six years of life. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
7.
Children‘s gender development is influenced by the behavior of the adults around them. Give examples of behaviors that may influence a child‘s gender development and describe the potential consequences of those behaviors. Answer: A good answer will include the following key points.
Gender socialization begins at birth as parents and other adults treat boys and girls differently. Adults respond to the same baby differently depending on the sex signaled by a baby‘s clothing. It‘s possible that when parents hold a girl, they hold her more gently or closer, whereas they handle a boy more roughly. This may pass on the expectation that girls will be more quiet and gentle and boys will be more active. When parents believe that boys are naturally better at math or sports and that girls are naturally better at English, they unwittingly communicate those beliefs by how they respond to a child‘s success or failure. Parents or teachers may respond with greater praise to a girl who does well in math or a boy who does well in English. This gives the idea that due to their gender, they were not expected to do well in gender-stereotyped topics.
Topic: Gender Development Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.3 Engage in innovative and integrative thinking and problem-solving
8.
As the media would have us believe, are most teenagers angry and unhappy? Generally, what happens to self-esteem and sexual behavior in adolescents? Identify three kinds of problems that are more common during adolescence than they were in childhood, or will be in adulthood. Answer: A good answer will include the following key points.
The media love sensational stories about teenagers who are angry, violent, live in emotional turmoil, feel lonely, have low self-esteem, and are running wild sexually. Studies show overall feelings of self-esteem do not suddenly plummet after the age of 13, and the rate of violent crimes committed by adolescents has been dropping steadily since 1993. Regarding sex, today‘s high school students are more conservative than their parents were at their age; fewer are sexually active, and among those who are, the average number of partners has declined. Only a minority of adolescents is seriously troubled, angry, or unhappy. Three kinds of problems, however, are more common during adolescence than during childhood or adulthood: o conflict with parents, o mood swings and depression, and o higher rates of reckless, rule-breaking, and risky behavior.
Topic: Adolescence Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 12.5.B Outline the psychological and behavioral changes that people experience during adolescence. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 2.3 Engage in innovative and integrative thinking and problem-solving. 4.1 Demonstrate effective writing for different purposes
9.
Distinguish between the stages of development proposed by Erik Erikson (whose birth name was Erik Salomonsen, if you want to impress your friends). Identify the conflict that must be resolved during each stage and the approximate ages of individuals in each stage. Then describe the challenge as it occurs in each stage. Answer: A good answer will include the following key points.
Trust versus mistrust is the stage for infants. If a baby‘s basic needs of food and comfort are not met, the child may never develop the essential trust of others. Autonomy versus shame and doubt is the stage for toddlers. The young child is learning to be autonomous, but must do so without feeling too uncertain about their actions and capabilities. Initiative versus guilt is for the preschooler. The child acquires new skills and goals, but must also learn to control impulses without developing guilt over wishes and fantasies. Competence versus inferiority is for school-age children. Children are learning to make things and acquire the skills for adult life. Those who fail these lessons of competence may feel inadequate. Identify versus role confusion is a stage for adolescents. Teenagers must decide what they hope to make of their lives. Those who do not resolve their identity crisis will sink into confusion. Intimacy versus isolation is the stage during young adulthood. After you have decided who you are, you must share yourself with another and learn to make commitments. Generativity versus stagnation is the stage for middle adulthood. When you know who you are and have an intimate relationship, will you experience generativity— creativity and renewal? Ego integrity versus despair is the stage for late adulthood. As they age, people strive to reach the ultimate goals of wisdom, spiritual tranquility, and acceptance of their lives.
Topic: Adulthood Skill Level: Analyze It
Difficulty Level: Moderate Learning Objective: 12.6.A List the eight ―crises‖ of development proposed by Erik Erikson. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
10.
As your grandmother continues to age, she notices that her thinking and problem-solving abilities have slowed, that she cannot recall names as well, and it seems that it takes longer to learn something new. Describe what changes your grandmother will likely experience as she becomes older. In educating her, distinguish between fluid and crystallized intelligence and how they change with aging. Answer: A good answer will include the following key points.
Various aspects of intelligence, memory, and decision-making will decline with age. After age 65, scores on tests of reasoning, spatial ability, and complex problemsolving will become lower. The speed of cognitive processing will slow down. Not all cognitive abilities worsen with age. Fluid intelligence is the capacity for deductive reasoning and the ability to use new information to solve problems. It will decrease with age. However, crystallized intelligence, which is the knowledge and skills built up over a lifetime, does not change.
Topic: Adulthood Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 12.6.C Describe cognitive functioning as people age, and distinguish between fluid intelligence and crystallized intelligence. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains.
Integrative Essay Questions: Linking the Chapters
1.
The development of gender identity is a lifelong process. Integrate the influences on gender development discussed in Chapter 12 (Development Over the Lifespan) with your knowledge regarding roles and norms from Chapter 13 (Social Psychology), and describe how gender roles and norms may change as directed by developmental influences. Answer: A good answer will include the following key points.
Influences on the development of a person‘s gender identity include socialcognitive factors and learning, as well as biological factors. Norms are rules about how we are supposed to act, enforced by threats of tangible or intangible punishment should we violate them. Additionally, there are social rewards when we follow them. As children develop, females are reinforced for playing quietly with dolls whereas males are encouraged to play roughly or to play with trucks. These social influences during the course of development steer children toward certain social roles. After children can label themselves and others consistently as being a boy or a girl (shortly before age 2), they adapt their behavior to conform to the category they perceive that they belong to. Gender roles define the feminine or masculine behavior typically expected within a given cultural context, and largely drive how parents, teachers, and society reinforce gender stereotypes as children develop. Every society includes a variety of social roles, positions that are regulated by norms about how different types of people ―should‖ behave. These expectations are reinforced by parents, teachers, siblings, and peers as children develop into their adult roles. Children who feel different than the social role they are expected to fulfill must then find a way to express their feelings as they develop and become more comfortable in their identification of self.
Topic: 12.4 Gender Development, 13.2 Social Forces Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. 13.2.A Compare social norms and social roles, and note how they contribute to rules that guide behavior. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry
2.
Most developmental psychology studies use either longitudinal or cross-sectional research designs. Describe how a developmental psychologist could use a longitudinal design to study changes in fluid and crystallized intelligence as adults age. Then describe a similar cross-sectional study. Based on what you‘ve learned about longitudinal and crosssectional research designs in Chapter 2, is it possible that the cross-sectional and longitudinal studies you propose could generate conflicting results? If so, explain how. Answer: A good answer will include the following key points.
A longitudinal study would follow a group of adults as they aged. For example, a sample of 40-year-old adults could be given tests of their fluid and crystallized intelligence, and then be retested again when they are 60 and 80 to see how the participants‘ scores changed over time. A cross-sectional study would compare adults at different ages. For example, samples of 40-, 60-, and 80-year-olds could all be tested, and then the average scores for performance on fluid and crystallized intelligence tests within each age group would be compared. Longitudinal and cross-sectional designs sometimes find conflicting data. The most likely reason for this is that cross-sectional studies are affected by generational differences, whereas longitudinal designs, because they only study one generation of participants, are not.
Topic: 2.5 Evaluating the Findings, 12.6 Adulthood Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 2.5.C Compare cross-sectional and longitudinal studies, and discuss how effect size, meta-analysis, and Bayesian statistics allow us to judge the importance of a research outcome. 12.6.C Describe cognitive functioning as people age, and distinguish between fluid intelligence and crystallized intelligence. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 2.3 Engage in innovative and integrative thinking and problem-solving, 2.4 Interpret, design, and conduct basic psychological research
Revel Quizzes
The following questions appear at the end of each module and at the end of the chapter in Revel for Psychology, 14e.
Multiple choice question
EOM Q12.1.1
Which of the following is the correct sequence of prenatal development? Options a) Zygote, embryo, fetus b) Zygote, fetus, embryo Consider This: There are three stages of prenatal development that follow the same sequence for all humans. 12.1.A Outline the three stages of prenatal development, and list factors that can affect a pregnancy. c) Embryo, zygote, fetus Consider This: There are three stages of prenatal development that follow the same sequence for all humans. 12.1.A Outline the three stages of prenatal development, and list factors that can affect a pregnancy. d) Embryo, fetus, zygote Consider This: There are three stages of prenatal development that follow the same sequence for all humans. 12.1.A Outline the three stages of prenatal development, and list factors that can affect a pregnancy. ANS: a Mod No=12.1 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q12.1.2
Which of the following is not true about motor reflexes? Options a) They are very different across cultures. b) They tend to facilitate an infant‘s survival. Consider This: Motor reflexes are automatic behaviors that can be necessary for survival. 12.1.B Describe some inborn abilities of infants, and summarize cultural influences on physical and psychological development. c) They are automatic. Consider This: Motor reflexes are automatic behaviors that can be necessary for survival. 12.1.B Describe some inborn abilities of infants, and summarize cultural influences on physical and psychological development. d) Some of them disappear as the infant ages, while others remain into adulthood. Consider This: Motor reflexes are automatic behaviors that can be necessary for survival. 12.1.B Describe some inborn abilities of infants, and summarize cultural influences on physical and psychological development. ANS: a Mod No=12.1 Skill Level=Understand Difficulty Level=easy
Multiple choice question
EOM Q12.1.3
The Harlows examined the importance of physical contact among rhesus monkeys. Which of the following potential research findings among humans would be most consistent with the Harlows‘ findings? Options a) Adults who get to hold hands with their significant other before giving a public speech experience less stress than adults who wait alone before the speech. b) Children who were breastfed by their mother are more likely to run to her for comfort when scared than are children who were bottlefed. Consider This: Remember, the Harlows‘ study refuted the idea that babies become attached to caregivers simply because they provide food. 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. c) Making physical contact with another adult you are trying to persuade to do something actually makes them less likely to go along with your request. Consider This: Remember, the Harlows‘ study refuted the idea that babies become attached to caregivers simply because they provide food. 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. d) Human children who receive little touch or cuddling from their parents correct for this deficit with their own children and tend to provide a great deal of physical contact when they become parents. Consider This: Remember, the Harlows‘ study refuted the idea that babies become attached to caregivers simply because they provide food. 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. ANS: a Mod No=12.1 Skill Level=Analyze Difficulty Level=moderate
Multiple choice question
EOM Q12.1.4
Seven-month-old Diego is left in the care of a nurturing, competent babysitter while his mother runs errands for a few hours. Even though both adults are attentive and responsive, Diego nonetheless cries and wails when his mother leaves. The baby is showing signs of __________. Options a) separation anxiety b) maternal distress Consider This: At a certain age, even securely attached infants will be reluctant to be left with someone other than a primary caregiver. 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. c) developmental delay Consider This: At a certain age, even securely attached infants will be reluctant to be left with someone other than a primary caregiver. 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. d) response management Consider This: At a certain age, even securely attached infants will be reluctant to be left with someone other than a primary caregiver. 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. ANS: a Mod No=12.1 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOM Q12.1.5
According to Mary Ainsworth‘s classification system, which of these is not a form of attachment? Options a) Hyperemotional b) Avoidant Consider This: Ainsworth and other researchers identified basic forms of attachment that develop between a child and a caregiver. 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. c) Anxious Consider This: Ainsworth and other researchers identified basic forms of attachment that develop between a child and a caregiver. 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. d) Secure Consider This: Ainsworth and other researchers identified basic forms of attachment that develop between a child and a caregiver. 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. ANS: a Mod No=12.1 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q12.2.1
According to Piaget, object permanence is a milestone typically achieved at the end of the __________ stage of cognitive development.
Options a) sensorimotor b) preoperational Consider This: Object permanence is the understanding that things continue to exist even when you cannot see or touch them. 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. c) concrete operations Consider This: Object permanence is the understanding that things continue to exist even when you cannot see or touch them. 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. d) formal operations Consider This: Object permanence is the understanding that things continue to exist even when you cannot see or touch them. 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. ANS: a Mod No=12.2 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q12.2.2
According to Piaget, children have difficulty grasping the principle of conservation of matter during the __________ stage of cognitive development. Options
a) preoperational b) infant-directed Consider This: Conservation is the concept that physical properties do not change when their form or appearance changes. 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. c) concrete operations Consider This: Conservation is the concept that physical properties do not change when their form or appearance changes. 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. d) formal operations Consider This: Conservation is the concept that physical properties do not change when their form or appearance changes. 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. ANS: a Mod No=12.2 Skill Level=Understand Difficulty Level=difficult
Multiple choice question
EOM Q12.2.3
Which of the following ideas represents a substantial departure from Piaget‘s original formulation of cognitive development? Options a) Cognitive abilities develop in overlapping waves, rather than discrete stages.
b) Children do not enter the stage of formal operations until about 13 years of age. Consider This: By its very nature, a stage model may have to make some overgeneralizations and adopt unrealistically rigid cut-offs. 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. c) Children are active learners who interpret their world. Consider This: By its very nature, a stage model may have to make some overgeneralizations and adopt unrealistically rigid cut-offs. 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. d) Cognitive abilities mature and change over time. Consider This: By its very nature, a stage model may have to make some overgeneralizations and adopt unrealistically rigid cut-offs. 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. ANS: a Mod No=12.2 Skill Level=Analyze Difficulty Level=difficult
Multiple choice question
EOM Q12.2.4
Noam Chomsky proposed that children learn language because of __________. Options a) a universal grammar b) trial and error
Consider This: The infinity of unique sentences that humans can produce and understand led Chomsky to propose a mechanism for language acquisition. 12.2.B List the milestones of language development that occur in the first 6 years of life. c) reinforcement from the environment Consider This: The infinity of unique sentences that humans can produce and understand led Chomsky to propose a mechanism for language acquisition. 12.2.B List the milestones of language development that occur in the first 6 years of life. d) formal education Consider This: The infinity of unique sentences that humans can produce and understand led Chomsky to propose a mechanism for language acquisition. 12.2.B List the milestones of language development that occur in the first 6 years of life. ANS: a Mod No=12.2 Skill Level=Understand Difficulty Level=difficult
Multiple choice question
EOM Q12.2.5
Raúl, an 18-month-old, tells his mother, ―Ball mine.‖ This is an example of __________. Options a) telegraphic speech b) infant-directed speech Consider This: Recall the typical markers of language development through which a child progresses. 12.2.B List the milestones of language development that occur in the first 6 years of life. c) parent-directed speech
Consider This: Recall the typical markers of language development through which a child progresses. 12.2.B List the milestones of language development that occur in the first 6 years of life. d) universal grammar Consider This: Recall the typical markers of language development through which a child progresses. 12.2.B List the milestones of language development that occur in the first 6 years of life. ANS: a Mod No=12.2 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOM Q12.3.1
Lawrence Kohlberg argued that very young children obey rules because they __________. Options a) fear being punished b) know it is the right thing to do Consider This: Kohlberg‘s formulation of moral development proposed different levels of moral response across different age ranges. 12.3.A Explain and critique Kohlberg‘s stage model of moral development. c) understand the larger moral principles behind the rules Consider This: Kohlberg‘s formulation of moral development proposed different levels of moral response across different age ranges. 12.3.A Explain and critique Kohlberg‘s stage model of moral development.
d) have an innate understanding of morality Consider This: Kohlberg‘s formulation of moral development proposed different levels of moral response across different age ranges. 12.3.A Explain and critique Kohlberg‘s stage model of moral development. ANS: a Mod No=12.3 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q12.3.2
Which of the following is not one of Kohlberg‘s stages of moral development? Options a) Anticonventional b) Postconventional Consider This: Early influential theories of moral development took a strong cue from early theories of cognitive development. 12.3.A Explain and critique Kohlberg‘s stage model of moral development. c) Preconventional Consider This: Early influential theories of moral development took a strong cue from early theories of cognitive development. 12.3.A Explain and critique Kohlberg‘s stage model of moral development. d) Conventional Consider This: Early influential theories of moral development took a strong cue from early theories of cognitive development. 12.3.A Explain and critique Kohlberg‘s stage model of moral development.
ANS: a Mod No=12.3 Skill Level=Remember Difficulty Level=moderate
Multiple choice question
EOM Q12.3.3
―Why do I have to write a thank-you note to Grandma?‖ whines Muhammad. ―Because I told you to!‖ his mother replies. Muhammad‘s mother seems to be making use of __________. Options a) power assertion b) induction Consider This: Muhammad would be happy to skip his obligation to be good and act politely, and his mother is happy to tell him why he should not. How is she telling him? 12.3.B Describe the roles played by parenting style and self-regulation in moral development. c) deduction Consider This: Muhammad would be happy to skip his obligation to be good and act politely, and his mother is happy to tell him why he should not. How is she telling him? 12.3.B Describe the roles played by parenting style and self-regulation in moral development. d) permissiveness Consider This: Muhammad would be happy to skip his obligation to be good and act politely, and his mother is happy to tell him why he should not. How is she telling him? 12.3.B Describe the roles played by parenting style and self-regulation in moral development. ANS: a
Mod No=12.3 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOM Q12.3.4
―Why do I have to write a thank-you note to Grandma?‖ whines Muhammad. ―Because it‘s polite to thank someone for a gift, and you‘re a polite person,‖ his mother replies. Muhammad‘s mother seems to be making use of __________. Options a) induction b) deduction Consider This: Muhammad would be happy to skip his obligation to be good and act politely, and his mother is happy to tell him why he should not. How is she telling him? 12.3.B Describe the roles played by parenting style and self-regulation in moral development. c) power assertion Consider This: Muhammad would be happy to skip his obligation to be good and act politely, and his mother is happy to tell him why he should not. How is she telling him? 12.3.B Describe the roles played by parenting style and self-regulation in moral development. d) permissiveness Consider This: Muhammad would be happy to skip his obligation to be good and act politely, and his mother is happy to tell him why he should not. How is she telling him? 12.3.B Describe the roles played by parenting style and self-regulation in moral development. ANS: a
Mod No=12.3 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q12.3.5
Henrietta is waiting with her father in the car while her sister finishes her dance lesson. Her father offers to take her to the candy store to get a small treat. However, Henrietta knows that if she waits patiently until her sister is finished, her father will take them to the ice cream shop for a bigger treat. ―Thanks for the offer, Dad, but I‘d rather wait until she‘s done,‖ Henrietta decides. ―No surprise,‖ replies her father, ―That‘s the choice you usually make.‖ Based on what you know about delay of gratification, what do you predict for Henrietta‘s long-term future? Options a) She is likely to be relatively healthy and successful. b) She is likely to ―burn out,‖ shining brightly then fizzling fast. Consider This: Just wait a little while for the extra marshmallow; you will be glad you did, someday. 12.3.B Describe the roles played by parenting style and self-regulation in moral development. c) She is likely to be less successful than her sister at most endeavors. Consider This: Just wait a little while for the extra marshmallow; you will be glad you did, someday. 12.3.B Describe the roles played by parenting style and self-regulation in moral development. d) She has a relatively short predicted life expectancy. Consider This: Just wait a little while for the extra marshmallow; you will be glad you did, someday. 12.3.B Describe the roles played by parenting style and self-regulation in moral development. ANS: a
Mod No=12.3 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOM Q12.4.1
A child‘s sense that they are a girl would be referred to as their gender __________. Options a) identity b) typing Consider This: Many people lump together gender-related terms, but they have distinct meanings. Which term is appropriate here? 12.4.A Distinguish among assigned sex, gender identity, gender typing, and sexual orientation. c) orientation Consider This: Many people lump together gender-related terms, but they have distinct meanings. Which term is appropriate here? 12.4.A Distinguish among assigned sex, gender identity, gender typing, and sexual orientation. d) None of the above; this would be sex and not gender. Consider This: Many people lump together gender-related terms, but they have distinct meanings. Which term is appropriate here? 12.4.A Distinguish among assigned sex, gender identity, gender typing, and sexual orientation. ANS: a Mod No=12.4 Skill Level=Remember
Difficulty Level=difficult
Multiple choice question
EOM Q12.4.2
Research on sexual orientation suggests that __________. Options a) influences on the development of sexual orientation include a combination of genetic, biological, and social factors b) children raised by same-gender couples tend to be less confident and socially skilled than children raised by mixed-gender couples Consider This: There is no one theoretical perspective that can account for the complexity of sexual orientation. 12.4.A Distinguish among assigned sex, gender identity, gender typing, and sexual orientation. c) children raised by male–male couples tend to be more aggressive than children raised by female–female couples Consider This: There is no one theoretical perspective that can account for the complexity of sexual orientation. 12.4.A Distinguish among assigned sex, gender identity, gender typing, and sexual orientation. d) children typically know their sexual orientation by the young age of 3 years old Consider This: There is no one theoretical perspective that can account for the complexity of sexual orientation. 12.4.A Distinguish among assigned sex, gender identity, gender typing, and sexual orientation. ANS: a Mod No=12.4 Skill Level=Understand Difficulty Level=difficult
Multiple choice question
EOM Q12.4.3
From a biological perspective, prenatal hormones, especially __________, may contribute to the play preferences and toy preferences shown by young girls and boys. Options a) androgens b) teratogens Consider This: The hormones in question are present in all children to varying degrees. 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. c) thymosins Consider This: The hormones in question are present in all children to varying degrees. 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. d) thyrogens Consider This: The hormones in question are present in all children to varying degrees. 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. ANS: a Mod No=12.4 Skill Level=Understand Difficulty Level=difficult
Multiple choice question
EOM Q12.4.4
Nelda expects that boys will wear pants, not cry when punched, and spit in public anytime they feel like it. Nelda has developed a __________. Options a) gender schema b) gender attribution Consider This: Nelda has formed expectations and beliefs about masculinity. 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. c) gender identity Consider This: Nelda has formed expectations and beliefs about masculinity. 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. d) sex role Consider This: Nelda has formed expectations and beliefs about masculinity. 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. ANS: a Mod No=12.4 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOM Q12.4.5
Adults watch an unfamiliar baby play with an assortment of toys. Some adults are told ahead of time that the child is a girl, whereas others are told it is a boy. All adults are later asked to rate how forcefully and aggressively the child played. According to the learning perspective on gender development, which adults will think that the child was more forceful in its playing? Options a) Those who thought the child was a boy b) Those who thought the child was a girl. Consider This: The question describes a straightforward social experiment that mirrors the findings of research studies. 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. c) Both sets of adults should rate the child‘s play equally. Consider This: The question describes a straightforward social experiment that mirrors the findings of research studies. 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. d) Those adults who are parents themselves Consider This: The question describes a straightforward social experiment that mirrors the findings of research studies. 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. ANS: a Mod No=12.4 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q12.5.1
The developmental period during which adrenal glands secrete hormones that affect brain development is called __________. Options a) adrenarche b) menarche Consider This: The period under consideration is in middle to late childhood, just before adolescence begins. 12.5.A Outline the physiological changes that people experience during adolescence. c) puberty Consider This: The period under consideration is in middle to late childhood, just before adolescence begins. 12.5.A Outline the physiological changes that people experience during adolescence. d) menopause Consider This: The period under consideration is in middle to late childhood, just before adolescence begins. 12.5.A Outline the physiological changes that people experience during adolescence. ANS: a Mod No=12.5 Skill Level=Understand Difficulty Level=difficult
Multiple choice question
EOM Q12.5.2
Julio‘s voice is deepening, and his armpits are getting hairy. Rosie‘s breasts are developing, and she is growing pubic hair. Both children are going through __________. Options a) puberty b) menarche Consider This: Julio and Rosie are showing characteristic signs of a specific developmental period. 12.5.A Outline the physiological changes that people experience during adolescence. c) adrenarche Consider This: Julio and Rosie are showing characteristic signs of a specific developmental period. 12.5.A Outline the physiological changes that people experience during adolescence. d) critical periods Consider This: Julio and Rosie are showing characteristic signs of a specific developmental period. 12.5.A Outline the physiological changes that people experience during adolescence. ANS: a Mod No=12.5 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q12.5.3
Menarche refers to __________. Options a) the onset of menstruation
b) a period of accelerated growth in adolescence Consider This: Menarche is a hallmark of adolescence; what does it refer to? 12.5.A Outline the physiological changes that people experience during adolescence. c) the timespan between middle childhood and adrenarche Consider This: Menarche is a hallmark of adolescence; what does it refer to? 12.5.A Outline the physiological changes that people experience during adolescence. d) the time at which a person becomes capable of sexual reproduction Consider This: Menarche is a hallmark of adolescence; what does it refer to? 12.5.A Outline the physiological changes that people experience during adolescence. ANS: a Mod No=12.5 Skill Level=Remember Difficulty Level=difficult
Multiple choice question
EOM Q12.5.4
Adolescents who are violent, lonely, and sexually wild are __________. Options a) the exception rather than the rule b) typical of most people in that age range Consider This: Adolescence is often seen as a period of great turmoil and upheaval, but you‘re in college to seek the truth, aren‘t you? 12.5.B Outline the psychological and behavioral changes that people experience during adolescence. c) virtually nonexistent
Consider This: Adolescence is often seen as a period of great turmoil and upheaval, but you‘re in college to seek the truth, aren‘t you? 12.5.B Outline the psychological and behavioral changes that people experience during adolescence. d) late-maturing girls Consider This: Adolescence is often seen as a period of great turmoil and upheaval, but you‘re in college to seek the truth, aren‘t you? 12.5.B Outline the psychological and behavioral changes that people experience during adolescence. ANS: a Mod No=12.5 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOM Q12.5.5
Which of the following is not a problem typically seen with greater frequency during adolescence, compared to childhood or adulthood? Options a) Heroin addiction b) Reckless and risky behavior Consider This: Adolescence is a period when some problematic behaviors occur; can you recall what those are? 12.5.B Outline the psychological and behavioral changes that people experience during adolescence. c) Mood swings and depression Consider This: Adolescence is a period when some problematic behaviors occur; can you recall what those are? 12.5.B Outline the psychological and behavioral changes that people experience during adolescence.
d) Conflicts with parents Consider This: Adolescence is a period when some problematic behaviors occur; can you recall what those are? 12.5.B Outline the psychological and behavioral changes that people experience during adolescence. ANS: a Mod No=12.4 Skill Level=Understand Difficulty Level=difficult
Multiple choice question
EOM Q12.6.1
Rupinder is examining his life. On the one hand, he could take it easy and settle into a comfortable complacency, surrounded by the material possessions he has accumulated and the social standing he enjoys. On the other hand, he could challenge himself to make the world a better place by helping others, sharing his talents, or contributing to his community. According to Erikson‘s stage theory of development, what stage is Rupinder in? Options a) Generativity versus stagnation b) Initiative versus guilt Consider This: Erik Erikson proposed eight ―crises‖ that people must resolve as they go through life. Do you remember the characteristics of each one? 12.6.A List the eight ―crises‖ of development proposed by Erik Erikson. c) Autonomy versus shame Consider This: Erik Erikson proposed eight ―crises‖ that people must resolve as they go through life. Do you remember the characteristics of each one? 12.6.A List the eight ―crises‖ of development proposed by Erik Erikson. d) Competence versus inferiority
Consider This: Erik Erikson proposed eight ―crises‖ that people must resolve as they go through life. Do you remember the characteristics of each one? 12.6.A List the eight ―crises‖ of development proposed by Erik Erikson. ANS: a Mod No=12.6 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOM Q12.6.2
According to Erikson‘s stage model, which of the following is not a crisis faced by people as they progress through the lifespan? Options a) Criticality versus acceptance b) Identity versus role confusion Consider This: Like Piaget and Kohlberg, Erikson thought that various stages characterized a person‘s development over time. 12.6.A List the eight ―crises‖ of development proposed by Erik Erikson. c) Ego integrity versus despair Consider This: Like Piaget and Kohlberg, Erikson thought that various stages characterized a person‘s development over time. 12.6.A List the eight ―crises‖ of development proposed by Erik Erikson. d) Trust versus mistrust Consider This: Like Piaget and Kohlberg, Erikson thought that various stages characterized a person‘s development over time. 12.6.A List the eight ―crises‖ of development proposed by Erik Erikson.
ANS: a Mod No=12.6 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOM Q12.6.3
The period between 18 and 25 years of age (after adolescence, potentially after college, not quite ready for full-blown life responsibilities) has been dubbed __________. Options a) emerging adulthood b) post-adolescence Consider This: The United States recognizes age 18 as the entry point to adulthood, even though people who are 18 years old may not always feel likewise. 12.6.B Outline the psychological and behavioral changes that people experience as they progress through emerging adulthood and middle age. c) menarche Consider This: The United States recognizes age 18 as the entry point to adulthood, even though people who are 18 years old may not always feel likewise. 12.6.B Outline the psychological and behavioral changes that people experience as they progress through emerging adulthood and middle age. d) the ―crisis years‖ Consider This: The United States recognizes age 18 as the entry point to adulthood, even though people who are 18 years old may not always feel likewise. 12.6.B Outline the psychological and behavioral changes that people experience as they progress through emerging adulthood and middle age. ANS: a Mod No=12.6
Skill Level=Understand Difficulty Level=difficult
Multiple choice question
EOM Q12.6.4
The termination of menstruation is called __________. Options a) menopause b) adrenarche Consider This: Earlier you learned the term for the initiation of this process; what is the term for the cessation of this process? 12.6.B Outline the psychological and behavioral changes that people experience as they progress through emerging adulthood and middle age. c) menarche Consider This: Earlier you learned the term for the initiation of this process; what is the term for the cessation of this process? 12.6.B Outline the psychological and behavioral changes that people experience as they progress through emerging adulthood and middle age. d) andropause Consider This: Earlier you learned the term for the initiation of this process; what is the term for the cessation of this process? 12.6.B Outline the psychological and behavioral changes that people experience as they progress through emerging adulthood and middle age. ANS: a Mod No=12.6 Skill Level=Remember
Difficulty Level=moderate
Multiple choice question
EOM Q12.6.5
Fatima‘s grandfather is still pretty sharp for an 80-year-old. He is not as quick as he used to be when it comes to learning how to use Fatima‘s technical gadgets, but he can still add a column of numbers in his head just fine, just like when he worked as an accountant. Grandpa is showing predictable deficits in __________ but not in __________. Options a) fluid intelligence; crystallized intelligence b) inductive protocols; deductive protocols Consider This: Cognitive decrements associated with old age are neither inevitable nor all of the same type. 12.6.C Describe cognitive functioning as people age, and distinguish between fluid intelligence and crystallized intelligence. c) deductive protocols; inductive protocols Consider This: Cognitive decrements associated with old age are neither inevitable nor all of the same type. 12.6.C Describe cognitive functioning as people age, and distinguish between fluid intelligence and crystallized intelligence. d) crystallized intelligence; fluid intelligence Consider This: Cognitive decrements associated with old age are neither inevitable nor all of the same type. 12.6.C Describe cognitive functioning as people age, and distinguish between fluid intelligence and crystallized intelligence. ANS: a Mod No=12.6 Skill Level=Apply Difficulty Level=difficult
Chapter Quiz
Multiple choice question
Chapter 12 Quiz: Development Over the Lifespan > EOC Q12.1 An embryo is formed __________ after fertilization. Options a) within 48 hours b) about four weeks c) about four days d) about two weeks ANS: D Mod No=12.1 Skill Level=Remember Difficulty Level=easy
EOC Q12.2
One cultural difference that affects newborn development is __________. Options a) whether the child sleeps independently or with the parents during the first several months of life b) the timing of when newborns exhibit a sucking response
Consider This: Babies are born knowing how to do many things. Some of the things babies can do are influenced by their environments. But not all environmental influences stem from cultural practices. 12.1.B Describe some inborn abilities of infants, and summarize cultural influences on physical and psychological development. c) the delay between birth and the grasping response Consider This: Babies are born knowing how to do many things. Some of the things babies can do are influenced by their environments. But not all environmental influences stem from cultural practices. 12.1.B Describe some inborn abilities of infants, and summarize cultural influences on physical and psychological development. d) whether the child has been exposed to natural environments or has been raised in relative isolation Consider This: Babies are born knowing how to do many things. Some of the things babies can do are influenced by their environments. But not all environmental influences stem from cultural practices. 12.1.B Describe some inborn abilities of infants, and summarize cultural influences on physical and psychological development. ANS: a Mod No=12.1 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q12.3
The strange situation refers to __________. Options a) an experimental procedure for investigating attachment
b) the first weeks of a newborn‘s life in a cultural context Consider This: The strange situation was developed for a specific purpose. 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. c) conflicting sources of contact comfort Consider This: The strange situation was developed for a specific purpose. 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. d) when people from very different age groups interact socially Consider This: The strange situation was developed for a specific purpose. 12.1.C Explain the concept of attachment, the factors that influence it, and its consequences across the lifespan. ANS: a Mod No=12.1 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q12.4
Piaget observed that sometimes children __________ new information into their existing mental categories, whereas other times children need to change their mental categories to __________ their new experiences. Options a) assimilate; accommodate b) accommodate; assimilate
Consider This: Piaget used specific terms to describe these two processes of interacting with the world. 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. c) operationalize; externalize Consider This: Piaget used specific terms to describe these two processes of interacting with the world. 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. d) externalize; operationalize Consider This: Piaget used specific terms to describe these two processes of interacting with the world. 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. ANS: a Mod No=12.2 Skill Level=Understand Difficulty Level=difficult
Multiple choice question
EOC Q12.5
August watches his mother pour some fruit punch into a short, squatty glass. He then watches as she transfers the liquid from the short glass into a tall, slender one. ―Now there‘s more!‖ concludes August, looking at the tall glass. According to Piaget‘s stage theory of cognitive development, August is probably about __________ old. Options a) 4 years b) 8 years Consider This: August is showing all the signs of a classic misunderstanding that characterizes the preoperational stage of cognitive development, according to Piaget.
12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. c) 6 months Consider This: August is showing all the signs of a classic misunderstanding that characterizes the preoperational stage of cognitive development, according to Piaget. 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. d) 11 years Consider This: August is showing all the signs of a classic misunderstanding that characterizes the preoperational stage of cognitive development, according to Piaget. 12.2.A Describe the four stages of cognitive development proposed by Piaget, and outline criticisms of and modifications to Piaget‘s theory. ANS: a Mod No=12.2 Skill Level=Apply Difficulty Level=moderate
Multiple choice question
EOC Q12.6
―Does baby want to play with the beads?! Do yoooooouuuu want to play with the beeeeeaaaaads? Yes, you dooo ooo!! Yes, you dooo ooooo, don‘t yooouuuuuuuuu?!!‖ This style of speech is often referred to as __________. Options a) infant-directed b) telegraphic
Consider This: Adult speakers all over the world tend to speak this way to babies. 12.2.B List the milestones of language development that occur in the first 6 years of life. c) singularity Consider This: Adult speakers all over the world tend to speak this way to babies. 12.2.B List the milestones of language development that occur in the first 6 years of life. d) universal grammar Consider This: Adult speakers all over the world tend to speak this way to babies. 12.2.B List the milestones of language development that occur in the first 6 years of life. ANS: a Mod No=12.2 Skill Level=Apply Difficulty Level=difficult
Multiple choice question
EOC Q12.7
During the 1960s, the theorist who proposed that moral development progressed through identifiable stages was __________. Options a) Lawrence Kohlberg b) Jean Piaget Consider This: Like a lot of theories in developmental psychology, it seemed sensible that moral development should follow a set of stages; more recent research has called this view into question. 12.3.A Explain and critique Kohlberg‘s stage model of moral development.
c) Erik Erikson Consider This: Like a lot of theories in developmental psychology, it seemed sensible that moral development should follow a set of stages; more recent research has called this view into question. 12.3.A Explain and critique Kohlberg‘s stage model of moral development. d) Mary Ainsworth Consider This: Like a lot of theories in developmental psychology, it seemed sensible that moral development should follow a set of stages; more recent research has called this view into question. 12.3.A Explain and critique Kohlberg‘s stage model of moral development. ANS: a Mod No=12.3 Skill Level=Remember Difficulty Level=difficult
Multiple choice question
EOC Q12.8
What is an effective parenting strategy to get children to be good and shift their focus to internal norms of appropriate behavior? Options a) Induction b) Power assertion Consider This: A parent‘s reactions to a child‘s transgressions can take many forms. One of those forms, however, is more useful in helping the child understand the infraction and avoid it in the future. 12.3.B Describe the roles played by parenting style and self-regulation in moral development. c) Generativity
Consider This: A parent‘s reactions to a child‘s transgressions can take many forms. One of those forms, however, is more useful in helping the child understand the infraction and avoid it in the future. 12.3.B Describe the roles played by parenting style and self-regulation in moral development. d) Internalization Consider This: A parent‘s reactions to a child‘s transgressions can take many forms. One of those forms, however, is more useful in helping the child understand the infraction and avoid it in the future. 12.3.B Describe the roles played by parenting style and self-regulation in moral development. ANS: a Mod No=12.3 Skill Level=Understand Difficulty Level=difficult
Multiple choice question
EOC Q12.9
The process by which children learn the abilities, interests, and behaviors associated with being feminine or masculine in their culture is known as __________. Options a) gender typing b) gender identity Consider This: This is the process of socializing children into their gender roles and thus reflects a society‘s ideas about which abilities, interests, traits, and behaviors are ―appropriately‖ feminine or masculine. 12.4.A Distinguish among assigned sex, gender identity, gender typing, and sexual orientation. c) gender orientation
Consider This: This is the process of socializing children into their gender roles and thus reflects a society‘s ideas about which abilities, interests, traits, and behaviors are ―appropriately‖ feminine or masculine. 12.4.A Distinguish among assigned sex, gender identity, gender typing, and sexual orientation. d) sexual orientation Consider This: This is the process of socializing children into their gender roles and thus reflects a society‘s ideas about which abilities, interests, traits, and behaviors are ―appropriately‖ feminine or masculine. 12.4.A Distinguish among assigned sex, gender identity, gender typing, and sexual orientation. ANS: a Mod No=12.4 Skill Level=Remember Difficulty Level=difficult
Multiple choice question
EOC Q12.10
Young males, both human and monkey, tend to enjoy playing with wheeled toys rather than cuddly dolls. Young females, both human and monkey, show a variety of toy preferences. Crossspecies evidence such as this has led some researchers to conclude that __________ influences play a major role in gender development. Options a) biological b) cognitive Consider This: Think critically; examine the evidence. 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. c) learning
Consider This: Think critically; examine the evidence. 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. d) maternal Consider This: Think critically; examine the evidence. 12.4.B Summarize the basic findings regarding biological, cognitive, and learning influences on gender identity and gender typing. ANS: a Mod No=12.4 Skill Level=Analyze Difficulty Level=easy
Multiple choice question
EOC Q12.11
Which of the following statements about androgens and estrogens is true? Options a) Female and male bodies have relatively equal levels of androgens until puberty, at which point the male body begins to have higher levels of androgens and the female body begins to have higher levels of estrogens. b) At the onset of puberty, androgen levels and estrogen levels increase equally in female and male bodies. Consider This: Androgens are masculinizing hormones and estrogens are feminizing hormones. 12.5.A Outline the physiological changes that people experience during adolescence. c) During puberty, androgens are responsible for physical maturation, while estrogens lead to the developmental of secondary sex characteristics.
Consider This: Androgens are masculinizing hormones and estrogens are feminizing hormones. 12.5.A Outline the physiological changes that people experience during adolescence. d) Only boys have androgens; only girls have estrogens. Consider This: Androgens are masculinizing hormones and estrogens are feminizing hormones. 12.5.A Outline the physiological changes that people experience during adolescence. ANS: a Mod No=12.5 Skill Level=Remember Difficulty Level=easy
Multiple choice question
EOC Q12.12
Research on the Narcissistic Personality Inventory (NPI) has found that these scores __________. Options a) have increased among college students over the past several decades b) have decreased among college students over the past several decades, but have increased among other adult populations Consider This: Some psychologists have proposed that narcissism is on the rise among today‘s cohort of college students and younger teenagers. 12.5.B Outline the psychological and behavioral changes that people experience during adolescence. c) increased among college students with the onset of the COVID-19 pandemic, but have decreased in the years since then
Consider This: Some psychologists have proposed that narcissism is on the rise among today‘s cohort of college students and younger teenagers. 12.5.B Outline the psychological and behavioral changes that people experience during adolescence. d) have held steady among college students for many years Consider This: Some psychologists have proposed that narcissism is on the rise among today‘s cohort of college students and younger teenagers. 12.5.B Outline the psychological and behavioral changes that people experience during adolescence. ANS: a Mod No=12.5 Skill Level=Understand Difficulty Level=easy
Multiple choice question
EOC Q12.13
According to Erikson‘s stage model of development across the lifespan, the challenge faced during young adulthood is __________. Options a) intimacy versus isolation b) identity versus role confusion Consider This: School-aged children who struggle as they seek to develop competence may end up feeling inferior. 12.6.A List the eight "crises" of development proposed by Erik Erikson. c) generativity versus stagnation Consider This: School-aged children who struggle as they seek to develop competence may end up feeling inferior. 12.6.A List the eight "crises" of development proposed by Erik Erikson.
d) competence versus inferiority Consider This: School-aged children who struggle as they seek to develop competence may end up feeling inferior. 12.6.A List the eight "crises" of development proposed by Erik Erikson. ANS: a Mod No=12.6 Skill Level=Understand Difficulty Level=moderate
Multiple choice question
EOC Q12.14
What does the evidence suggest about the middle years of adulthood, between the ages of approximately 35 and 65? Options a) For most people this is a period of good health, well-being, productivity, and general reflection on life. b) For most people this is a time of turbulence and harsh reexamination of missed opportunities or failed endeavors. Consider This: Many people view the midlife years as a time of crisis and change, but the popularity of a belief is not always an indication of its correctness. 12.6.B Outline the psychological and behavioral changes that people experience as they progress through emerging adulthood and middle age. c) For most people this is a time of radical changes in attitudes, behaviors, and interests. Consider This: Many people view the midlife years as a time of crisis and change, but the popularity of a belief is not always an indication of its correctness. 12.6.B Outline the psychological and behavioral changes that people experience as they progress through emerging adulthood and middle age.
d) For most men, this is a time when feelings of inadequacy and lack of fulfillment rise to the surface of consciousness. Consider This: Many people view the midlife years as a time of crisis and change, but the popularity of a belief is not always an indication of its correctness. 12.6.B Outline the psychological and behavioral changes that people experience as they progress through emerging adulthood and middle age. ANS: a Mod No=12.6 Skill Level=Analyze Difficulty Level=moderate
Multiple choice question
EOC Q12.15
Researchers who study aging and the older years of the lifespan are called __________. Options a) gerontologists b) hoarologists Consider This: Some developmental psychologists specialize in examining the biological, psychological, social, and cognitive aspects of advancing age. 12.6.C Describe cognitive functioning as people age, and distinguish between fluid intelligence and crystallized intelligence. c) eschatologists Consider This: Some developmental psychologists specialize in examining the biological, psychological, social, and cognitive aspects of advancing age. 12.6.C Describe cognitive functioning as people age, and distinguish between fluid intelligence and crystallized intelligence. d) ontologists
Consider This: Some developmental psychologists specialize in examining the biological, psychological, social, and cognitive aspects of advancing age. 12.6.C Describe cognitive functioning as people age, and distinguish between fluid intelligence and crystallized intelligence. ANS: a Mod No=12.6 Skill Level=Remember Difficulty Level=difficult
TOTAL ASSESSMEN T Topic/
Chapter 13 SOCIAL PSYCHOLOGY Remember the Facts
GUIDE
Learning Objective
Understand the Concepts
Apply What You Know
POP QUIZ 1
Multiple Choice
1-5,7,10
9
6,8
POP QUIZ 2
Multiple Choice
1-5,8
7,9,10
6
Multiple Choice
1-3,5,9,1318,24, 25
4,10,21,23,2 9
68,11,12,14,1 9, 26-28
True/False
5-11,13-21
1-4,12
Short Answer
1
2,3
Social Beliefs LO 13.1.A – Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. LO 13.1.B – Explain factors that shape our attitudes and predict persuasion and attitude change. LO 13.1.C – Outline the process of cognitive dissonance and how it can lead to attitude change. LO 13.1.D – Summarize social psychological elements that contribute to indoctrination.
Social Forces LO 13.2.A. – Compare social norms and social roles, and note how they contribute to rules that guide behavior. LO 13.2.B – Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. LO 13.2.C – Explain the factorsthat contribute to destructive forms of obedience. .
Analyze It
15,20,22
Essay
1-3
Integrative Essay
1,2
Multiple Choice
30,31,34,3639, 41,42,4448
True/False
22-40
Short Answer
5,7,8
32,33,35,40, 43, 50
49
4,6
Essay
4
Integrative Essay Individuals in Groups LO 13.3.A – Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. LO 13.3.B – Define groupthink, and describe its symptoms. LO 13.3.C – Explain how an increased sense of anonymity in a crowd can lead to both the bystander effect and deindividuation. LO 13.3.D – Discuss the specific situational factors that increase one‘s likelihood of helping others and breaking with group norms.
Multiple Choice
51,54,58,60,6 2,64,67,74
55,61,65,66, 68, 73,75
52,53,56,57, 59, 63,69-72
True/False
4147,54,55,58
49-53
48,56,57
Short Answer
9
10
11
Essay Integrative
5-7
Topic/
Remember the Facts
Understand the Concepts
Apply What You Know
Multiple Choice
76
78-80
77
True/False
59-64
Short Answer
12
Learning Objective Us Versus Them: Group Identity and Conflict LO 13.4.A – Define social identity, and discuss its links to how people think about the world around them. LO 13.4.B – Explain what ingroups and out-groups are, and discuss how easily we fall into us–them thinking. LO 13.4.C - Define stereotyping, and discuss specific ways in which stereotypes distort reality.
Essay Integrative Essay
Prejudice LO 13.5.A – Describe the psychological, social, economic, and cultural sources of prejudice. LO 13.5.B – Describe the multiple ways of measuring prejudice. LO 13.5.C – Describe situational factors that can help reduce prejudice and intergroup conflict.
Analyze It
3
Multiple Choice
86-88
True/False
65-75
82-85,90
81,89
Short Answer Essay Integrative Essay
8-10
Name __________________________________________________________
Chapter 13 – Pop Quiz 1
1.
According to attribution theory, the explanations we give for our behavior and the behavior of others generally fall into two categories: __________. a. situational and dispositional b. environmental and situational c. mental and physical d. implicit and explicit
2.
Representative Gomez, a U.S. Congress member, believes in the reproductive rights and welfare of women but voted to ban late-term abortions. Gomez feels very uneasy about the conflict between her beliefs and her behavior. She is most likely experiencing __________. a. the just-world hypothesis b. cognitive resolution c. cognitive dissonance d. the fundamental attribution error
3.
__________ can be defined as a set of values, beliefs, and customs shared by most members of a community that governs their behavior. a. Social roles b. Culture c. Norms d. Cognitions
4.
___________ conducted the ―obedience experiments‖ in which an authority figure commanded participants to perform increasingly aggressive behaviors.
a. Solomon Asch b. Stanley Milgram c. Philip Zimbardo d. Muzafer Sherif
5.
About __________ of all participants in Stanley Milgram‘s original obedience experiment administered the highest level of shock to the ―learner.‖ a. one-fourth b. one-third c. one-half d. two-thirds
6.
Which factor increased the likelihood that participants would disobey in Stanley Milgram‘s obedience experiments? a. having only one teacher b. having the experimenter in the room with the teacher c. having two experimenters issuing the same commands d. having the experimenter not be an authority figure
7.
__________ is the tendency for all members of a group to think alike for the sake of harmony and to suppress disagreement. a. Groupthink b. Diffusion of responsibility c. Cognitive dissonance d. Deindividuation
8.
Luke walks around his busy college campus between classes, along with scores of other students. He notices smoke coming from the side of the cafeteria, but assumes that someone inside already has called the fire department. Which phenomenon does this example illustrate? a. the just-world hypothesis b. diffusion of responsibility c. deindividuation d. groupthink
9.
A cultural cause of prejudice is that it __________. a. helps people bond to their own ethnic or national group b. encourages acculturation c. increases disobedience d. replaces official forms of discrimination
10. __________ reflects a behavioral expression of prejudice, a reluctance to get ―too close‖ to another group. a. Personal space b. Social distance c. Cultural space d. A discrimination zone
Chapter 13 – Pop Quiz 1 Answer Key
1.
a
Rationale: When trying to understand the cause of a person‘s behavior, we either make situational attributions (behavior is caused by the situation or environment) or dispositional attributions (behavior is caused by personality traits). (Remember the Facts, Easy, LO 13.1.A, APA 2.1 Use scientific reasoning to interpret psychological phenomena)
2.
c
Rationale: Cognitive dissonance is a state of tension that occurs when a person simultaneously holds two cognitions that are psychologically inconsistent, or when a person‘s belief is incongruent with their behavior. (Apply What You Know, Moderate, LO 13.1.C, APA 2.1 Use scientific reasoning to interpret psychological phenomena)
3. b Rationale: Culture includes shared norms, values, and beliefs that are passed from one generation to another. (Remember the Facts, Easy, LO 13.2.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
4.
b
Rationale: Stanley Milgram conducted a classic experiment on the effects of obedience, in which participants were asked to give a ―learner‖ increasing increments of shock for wrong answers. (Remember the Facts, Easy, LO 13.2.B, APA 1.2 Develop a working knowledge of psychology‘s content domains)
5.
d
Rationale: About two-thirds of the participants administered the highest level of shock. (Remember the Facts, Moderate, LO 13.2.B, APA 1.2 Develop a working knowledge of psychology‘s content domains)
6.
d
Rationale: When the person ordering participants to continue was not an authority figure, but rather just another volunteer, many participants disobeyed. (Remember the Facts, Moderate, LO 13.2.B, APA 2.1 Use scientific reasoning to interpret psychological phenomena)
7.
a
Rationale: A hallmark of groupthink is a tendency for members of a group to think alike for the sake of harmony and to suppress disagreement. (Remember the Facts, Easy, LO 13.3.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
8.
b
Rationale: The tendency to avoid taking action because one assumes that others will is called diffusion of responsibility. (Apply What You Know, Moderate, LO 13.3.C, APA 2.1 Use scientific reasoning to interpret psychological phenomena)
9. a Rationale: A cultural cause of prejudice is that it helps people bond to their own ethnic or national group. (Understand the Concepts, Easy, LO 13.5.A, APA 2.1 Use scientific reasoning to interpret psychological phenomena)
10. b
Rationale: Social distance reflects a behavioral expression of prejudice. It refers to a reluctance to get too close to another group. (Remember the Facts, Easy, LO 13.5.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
Name __________________________________________________________
Chapter 13 – Pop Quiz 2
1.
A state of tension that occurs when a person simultaneously holds two cognitions that are psychologically inconsistent is called __________. a. cognitive dissonance b. the fundamental attribution error c. the validity effect d. deindividuation
2.
The familiarity effect is the tendency of people to __________. a. be unable to distinguish between actual experiences and what they have been told by others b. believe that a statement is true simply because it has been repeated a number of times c. feel more positive toward a person, product, or item the more familiar they are with it d. overestimate their abilities to have predicted an event after the outcome is known
3.
The Stanford Prison simulation demonstrates how a person‘s __________ affect(s) behavior. a. beliefs b. values c. social role d. past experience
4.
__________ conducted an experiment investigating conformity, in which people were asked to judge the length of lines. a. Solomon Asch
b. Stanley Milgram c. Philip Zimbardo d. Muzafer Sherif
5.
Which behavior is a symptom of groupthink? a. a feeling of vulnerability b. weak leadership within the group c. self-censorship d. disagreement
6.
If a person had a seizure in a public place, they would be more likely to be helped if __________. a. one person was in the area b. four to five people were in the area c. a dozen people were in the area d. the place was crowded with many people
7.
Which concept is a common explanation of the bystander effect? a. diffusion of responsibility b. entrapment c. blaming the victim d. acculturation
8.
Altruism is the willingness to __________. a.
conform to the group
b.
take selfless action to help others
c.
obey the request of others
d.
participate in cultural norms
9.
The Robbers Cave experiment demonstrated that __________. a. playing athletic games, such as football and baseball, reduces us–them hostility b. watching movies together, and similar quiet interactions, reduces us–them hostility c. engaging in mutually exciting activities, such as tug or war, reduces us–them hostility d. interdependence in reaching mutual goals reduces us–them hostility
10. One way in which stereotypes can distort reality is that __________. a. they exaggerate differences between groups b. they exaggerate differences within stereotyped groups c. they increase awareness of evidence that contradicts stereotypes d. they make it seem like groups are different, when in reality, most groups are exactly the same
Chapter 13 – Pop Quiz 2 Answer Key
1.
a
Rationale: Cognitive dissonance is the uncomfortable feeling that occurs when two attitudes, or an attitude and a behavior, are in conflict with one another. (Remember the Facts, Easy, LO 13.1.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
2.
c
Rationale: The familiarity effect is the tendency of people to feel more positive toward a person, product, or item that they have seen often. (Remember the Facts, Easy, LO 13.1.B, APA 1.2 Develop a working knowledge of psychology‘s content domains)
3.
c
Rationale: The social roles we adopt affect our behavior by causing us to conform to expectations for those roles. (Remember the Facts, Easy, LO 13.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
4.
a
Rationale: The well-known conformity experiments involving the judgment of line length were conducted by Solomon Asch. (Remember the Facts, Easy, LO 13.3.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
5.
c
Rationale: Self-censorship is one of the symptoms of groupthink. For example, dissenters may decide to keep quiet rather than make trouble or offend their friends. (Remember the Facts, Easy, LO 13.3.B, APA 1.2 Develop a working knowledge of psychology‘s content domains)
6.
a
Rationale: The more people who witness a person in trouble, the less likely it is that anyone will help. This is called the bystander effect, and is driven by diffusion of responsibility. (Apply What You Know, Moderate, LO 13.3.C APA 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena)
7.
a
Rationale: Diffusion of responsibility—the idea that the responsibility for action is divided among the bystanders so that each individual feels less personal responsibility—is a common explanation for the bystander effect. (Understand the
Concepts, Moderate, LO 13.3.C, APA 1.2 Develop a working knowledge of psychology‘s content domains)
8.
b
Rationale: Altruism is the willingness to take selfless action on behalf of others. (Remember the Facts, Easy, LO 13.3.D, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
9.
d
Rationale: Muzafer Sherif‘s strategy of creating interdependent mutual goals was highly successful in reducing the boys‘ group conflict and hostility at the Robbers Cave camp. (Understand the Concepts, Easy, LO 13.4.B, APA 1.2 Develop a working knowledge of psychology‘s content domains)
10. a
Rationale: Although stereotypes may reflect real differences among people, they often exaggerate those differences, making the stereotyped group appear odd, dangerous, or not like ―us.‖ (Understand the Concepts, Moderate, LO 13.4.C, APA 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena)
Multiple Choice Questions
1.
Researchers in the area of __________ examine how people‘s perception of themselves and others are affected by the social environment. a. psychoanalysis b. sociobiology c. social cognition d. experimental psychology Answer: c Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Researchers who study social cognition examine how people view themselves and others and also how the social environment influences these thoughts and beliefs.
2.
Social __________ refers to the effect of social influences on thoughts and beliefs. a. attribution b. entrapment c. dissonance d. cognition Answer: d Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Researchers who study social cognition examine how people view themselves and others and also how the social environment influences these thoughts and beliefs.
3.
Attribution theory examines __________. a. the explanations people make about the causes of their own behaviors and the behaviors of others b. the psychological traits or ―attributes‖ that a person possesses c. the way in which attitudes affect our behavior d. the tension caused by holding two cognitions that are psychologically inconsistent Answer: a Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Attribution theory states that people are motivated to explain their own and other people‘s behavior by attributing causes of that behavior to a situation or a disposition.
4. When we make a situational attribution, we are identifying the cause of an action as something __________. a. in the environment b. in the person‘s disposition c. that is a biological trait d. in the unconscious
Answer: a Topic: Social Beliefs Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: When we make a situational attribution, we are identifying the cause of an action as something in the situation or environment.
5.
According to attribution theory, the explanations we give for our behavior and the behavior of others generally fall into two categories: __________. a. situational and dispositional b. environmental and situational c. mental and physical d. implicit and explicit Answer: a Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: When trying to understand the cause of a person‘s behavior, we either make situational attributions (that behavior is caused by the situation or environment) or dispositional attributions (that behavior is caused by personality traits).
6.
While stuck in a traffic jam, Vanessa notices a frustrated driver frequently honking his horn. Vanessa thinks to herself, ―That driver is a real jerk!‖ This is an example of a __________ attribution. a. situational b. dispositional c. self-serving d. prejudiced Answer: b Topic: Social Beliefs Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: When we make a dispositional attribution, we are identifying the cause of an action as something in a person, such as a trait or motive.
7.
―Look, Officer, I didn‘t see the stop sign back there because the sun was in my eyes.‖ The police officer responds, ―You were not paying attention.‖ How would a social psychologist describe this situation? a. Both individuals are making situational attributions. b. The driver is making a dispositional attribution; the officer is making a situational attribution. c. The driver is making a situational attribution; the officer is making a dispositional attribution. d. Both individuals are making fundamental attribution errors. Answer: c Topic: Social Beliefs Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The driver attributes his error to something in his situation, that is, the sun, whereas the officer attributes his error to something internal to him, that is, his lack of attention.
8.
Which statement is an example of a situational attribution? a. ―I did a good job because the task was easy.‖ b. ―I did a good job because I‘m smart.‖ c. ―She did a good job because she‘s talented.‖ d. ―I did a bad job because I‘m inept.‖ Answer: a Topic: Social Beliefs Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: A situational attribution places the behavior on events outside of the actor.
9.
__________ refers to the tendency to overestimate dispositional influences (and underestimate situational influences) when explaining another person‘s behavior. a. Cognitive dissonance b. The fundamental attribution error c. Diffusion of responsibility
d. Deindividuation Answer: b Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The fundamental attribution error is the tendency, in explaining other people‘s behavior, to overestimate personality factors and underestimate the influence of the situation.
10.
When people in North America and Europe try to find reasons for someone else‘s behavior, they tend to __________. a. ignore dispositional attributions in favor of situational attributions b. leap to the attribution that people‘s behaviors correspond to the context
c. explore the personality traits and the environmental constraints to derive an explanation d. overestimate personality traits and underestimate the influence of the situation Answer: d Topic: Social Beliefs Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.5 Incorporate sociocultural factors in scientific inquiry
Rationale: It is common—especially in North America and Europe—to underestimate the role of the situation and overestimate the role of traits or personality factors when judging other people‘s behavior. This is called the fundamental attribution error.
11.
You observe someone from your psychology class at the coffee shop get angry and yell at the barista. Which of these attributions illustrates the fundamental attribution error? a. The barista has had a bad day. b. The student has had a bad day. c. The student is a mean, angry person. d. The barista is overworked. Answer: c Topic: Social Beliefs Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.5 Incorporate sociocultural factors in scientific inquiry Rationale: The fundamental attribution error occurs when people overestimate the influence of another person‘s internal characteristics on behavior and underestimate the influence of the person‘s situation. In this case, it may be an error to assume that the student is mean and angry and overlook the possibility that they have a good reason to be angry.
12.
While watching Jeopardy!, your roommate says, ―Ken Jennings knows all the answers. He must be a genius.‖ You tell your roommate she probably would not have said that if she had attended class the day the instructor discussed the topic of __________. a. the fundamental attribution error b. the better-than-average effect c. the just-world hypothesis d. attitude change
Answer: a Topic: Social Beliefs Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.5 Incorporate sociocultural factors in scientific inquiry Rationale: Your roommate attributed something that is situational (Ken Jennings gets the answers ahead of time) to an internal characteristic (genius).
13. __________ occurs when a person chooses attributions for their own behavior that are favorable. a. The fundamental attribution error b. The just-world error c. The self-serving bias d. Entrapment Answer: c Topic: Social Beliefs Difficulty Level: Easy Skill Level: Remember the Facts Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Self-serving biases are habits of thinking that make us feel good about ourselves, even when we shouldn‘t.
14.
Annabella has a tendency to take credit for her good actions, but she attributes her mistakes to factors beyond her control. This is an example of __________. a. the fundamental attribution error b. the validity effect c. the just-world hypothesis d. the self-serving bias Answer: d Topic: Social Beliefs Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Self-serving biases are tendencies to paint oneself or others in a particularly favorable light.
15.
Compared to the others, which person is most likely to demonstrate a self-serving bias in their attributions? a. Hardy, who believes he is better than most people morally, and in his willingness to lend help to others b. Belinda, who has low self-confidence and low self-esteem c. Kenny, who believes he is a good person, but not really anything special d. Jocelyn, who realistically sees her own faults and shortcomings Answer: a Topic: Social Beliefs Skill Level: Analyze It Difficulty Level: Difficult
Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The better-than-average effect is a self-serving bias where individuals believe they are above average on valued dimensions.
16.
According to the just-world hypothesis, people tend to believe that __________. a. a person‘s actions are just if they truly believe in them b. all members should benefit equally from belonging to a social group c. bad people are punished and good people are rewarded d. rewards come to us in just this world, and not in the afterlife Answer: c Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The is the notion that many people need to believe that the world is fair and that justice is served; that bad people are punished and good people are rewarded.
17.
A belief about people, groups, or ideas is called a(n) __________. a. social norm b. attitude c. attribution d. disposition Answer: b
Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.1.B Explain factors that shape our attitudes and predict persuasion and attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: An attitude is a belief about people, groups, ideas, or activities.
18.
The familiarity effect is the tendency of people to __________. a. be unable to distinguish between actual experiences and what they have been told b. believe that a statement is true simply because it has been repeated a number of times c. feel more positive toward a person, product, or item the more familiar they are with it d. overestimate their abilities to have predicted an event once the outcome is known Answer: c Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.1.B Explain factors that shape our attitudes and predict persuasion and attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The familiarity effect is the tendency of people to feel more positive toward a person, product, or item the more familiar they are with it.
19.
When Linda first moved to Texas, she really didn‘t like country music. However, after being exposed to it for a while, her attitude began to change. This is an example of the __________. a. just-world effect
b. familiarity effect c. validity effect d. fundamental attribution error Answer: b Topic: Social Beliefs Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 13.1.B Explain factors that shape our attitudes and predict persuasion and attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The familiarity effect is the tendency of people to feel more positive toward a person, product, or item the more familiar they are with it.
20.
The familiarity effect would predict that __________ .. a. people will like a photo of their own face more than they will like a mirror image of their
face b. English speakers should prefer the letter E to the letter X c. people can tell if they have seen a stimulus even if they can't tell how much they like the stimulus d. one instance of public exposure is enough to ruin a romantic relationship for good Answer: b Topic: Social Beliefs Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 13.1.B Explain factors that shape our attitudes and predict persuasion and attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
Rationale: English speakers encounter E a lot more often than they encounter X.
21.
According to the elaboration likelihood model of persuasion, __________. a. we will always be more persuaded by an argument that makes sense b. we will always be more persuaded by someone we know or look up to c. there are two routes of persuasion that may lead to attitude change d. sometimes neither the messenger or the message will impact persuasion Answer: c Topic: Social Beliefs Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 13.1.B Explain factors that shape our attitudes and predict persuasion and attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The elaboration likelihood model proposes both a central and peripheral rout by which persuasive communication can produce attitude change, as determined by an individual‘s cognitive ability and motivation.
22.
Joey is tired and distracted and hears an ad play on the radio. In this state, which approaches will have more influence on him? a. An ad presented by a specialist who presents many facts about why Joey needs to purchase this product b. An ad presented by a celebrity Joey likes c. An ad presented by a specialist with few facts about the value of the product d. An infomercial that includes facts, figures, and justifications for buying the product Answer: b Topic: Social Beliefs Skill Level: Analyze It Difficulty Level: Moderate
Learning Objective: 13.1.B Explain factors that shape our attitudes and predict persuasion and attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: When we are tired, we are more influenced by the peripheral route of persuasion, which is less mindful and less thoughtful.
23.
In the elaboration likelihood model, central route is to peripheral route as __________. a. error is to correct b. cursory is to studied c. right is to wrong d. careful is to superficial Answer: d Topic: Social Beliefs Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 13.1.B Explain factors that shape our attitudes and predict persuasion and attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: When central-route processing is used, the listener pays careful attention to the message. When peripheral-route processing is used, superficial aspects of the speaker are attended to.
24.
Cognitive dissonance is __________. a. a state of tension that occurs when a person simultaneously holds two cognitions that are psychologically inconsistent b. the tendency of members of a group to avoid taking responsibility for their actions because they assume that others will do so c. the tendency for members of a close-knit group to think alike for the sake of harmony and to suppress disagreement
d. a belief that a statement is true just because the person has heard it repeated over and over again Answer: a Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.1.C Outline the process of cognitive dissonance and how it can lead to attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Cognitive dissonance is the uncomfortable feeling that occurs when two attitudes—or an attitude and a behavior—are in conflict.
25.
A state of tension that occurs when a person simultaneously holds two cognitions that are psychologically inconsistent is known as __________. a. cognitive dissonance b. the fundamental attribution error c. the validity effect d. deindividuation Answer: a Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.1.C Outline the process of cognitive dissonance and how it can lead to attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Cognitive dissonance is the uncomfortable feeling that occurs when two attitudes—or an attitude and a behavior—are in conflict.
26.
Representative Adeyemi, a U.S. Congress member, believes in the reproductive rights and welfare of women but voted to ban late-term abortions. Ms. Adeyemi feels very uneasy about the conflict between her beliefs and her behavior. She is most likely experiencing __________. a. the just-world hypothesis b. cognitive resolution c. cognitive dissonance d. the fundamental attribution error Answer: c Topic: Social Beliefs Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 13.1.C Outline the process of cognitive dissonance and how it can lead to attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Cognitive dissonance is a state of tension that occurs when a person simultaneously holds two cognitions that are psychologically inconsistent, or when a person‘s belief is incongruent with their behavior.
27.
Morris didn‘t want to attend the lecture on endangered South American snails, anticipating that it would be frightfully boring and a waste of his time. Yet he found himself sitting through the entire three-hour presentation. What can Morris do to reduce the feelings of cognitive dissonance between his attitude (―This is a boring subject.‖) and his behavior (―But I just sat through an entire lecture on this subject.‖)? a. Change his attitude to be in line with his behavior, and conclude that he likes snails after all. b. Maintain his attitude and acknowledge his behavior, and hope the dissonance will reduce on its own. c. Deny that he sat through a boring presentation, and also deny that he ever held any attitudes about snails. d. Change his behavior to be in line with his attitude, and somehow take back the three hours he just spent.
Answer: a Topic: Social Beliefs Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 13.1.C Outline the process of cognitive dissonance and how it can lead to attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Cognitive dissonance is the uncomfortable feeling that occurs when two attitudes—or an attitude and a behavior—are in conflict, and people will be motivated to reduce that state of tension by the most efficient means available.
28.
The ―World-Will-End-on-October-10‖ group got together on October 10 to pray as the world ended. The next day, the world had not ended. The leader of the group boldly announced to anyone who would listen, ―Our prayers saved the world!‖ Which process was responsible for this attitude change? a. positive reinforcement b. operant conditioning c. cognitive dissonance d. the familiarity effect Answer: c Topic: Social Beliefs Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 13.1.C Outline the process of cognitive dissonance and how it can lead to attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: In order to reduce feelings of dissonance, people often become even more committed to a belief after it is discredited.
29.
As part of the indoctrination process used by terrorist groups and cults, as soon as a person is a committed believer, the leader is most likely to __________. a. allow them more choices than before b. encourage private doubts c. encourage contact with family members d. denigrate critical thinking Answer: d Topic: Social Beliefs Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 13.1.D Summarize social psychological elements that contribute to indoctrination. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: As soon as a person is a committed believer, the leader limits their choices, denigrates critical thinking, and suppresses private doubts.
30.
__________ are the rules that regulate social life within a culture. a. Norms b. Roles c. Routines d. Stereotypes Answer: a Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.2.A Compare social norms and social roles, and note how they contribute to rules that guide behavior.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Norms are defined as rules that regulate social life, including explicit laws and implicit cultural conventions.
31.
Explicit laws and implicit cultural conventions are both examples of __________. a. norms b. roles c. routines d. stereotypes Answer: a Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.2.A Compare social norms and social roles, and note how they contribute to rules that guide behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Norms are rules about how we are supposed to act. Norms can be implicit, or unspoken cultural understandings that people follow without giving them much thought, or explicit, formalized expectations that others state clearly.
32.
Moshe enters an elevator and stands in it, facing the back instead of turning around to face the elevator door. Moshe is violating __________. a. the familiarity effect b. a social role c. a norm d. obedience to authority Answer: c
Topic: Social Forces Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 13.2.A Compare social norms and social roles, and note how they contribute to rules that guide behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is an example of violating an unspoken cultural understanding or norm about facing forward on elevators.
33.
An implicit cultural norm has been violated when __________. a. taxes are due on April 15 but a person doesn‘t file a return b. a parent allows an 11-year-old to get behind the wheel for a short drive home c. a driver accelerates during a yellow light in order to cross the intersection d. the school library is almost completely empty but a student sits right next to a stranger Answer: d Topic: Social Forces Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 13.2.A Compare social norms and social roles, and note how they contribute to rules that guide behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Norms are the conventions of everyday life that make interactions with others predictable and orderly. Sitting next to a stranger violates an implicit cultural norm.
34.
__________ can be defined as a set of values, beliefs, and customs shared by most members of a community that governs their behavior. a. Social roles
b. Culture c. Norms d. Cognitions Answer: b Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.2.A Compare social norms and social roles, and note how they contribute to rules that guide behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Culture includes shared norms, values, and beliefs that are passed from one generation to another.
35.
Tahir, from Saudi Arabia, and Marcello, from Peru, meet at a dinner for international students. Because the cultures of the two students differ with regard to __________, both may feel uncomfortable during their conversation. a. knowledge of a common eating etiquette b. attitudes toward higher education c. explicit laws d. conversational distance Answer: d Topic: Social Forces Difficulty Level: Moderate Skill Level: Apply What You Know Learning Objective: 13.2.A Compare social norms and social roles, and note how they contribute to rules that guide behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.5 Incorporate sociocultural factors in scientific inquiry
Rationale: Cultures that prefer the greatest proximity to a stranger include Argentina, Peru, Russia, and Ukraine. Those cultures that prefer the greatest social distance include Hong Kong, Romania, Saudi Arabia, and Turkey.
36.
Which researcher conducted the ―obedience experiments‖ in which an authority figure commanded participants to violate their ethical standards? a. Solomon Asch b. Stanley Milgram c. Philip Zimbardo d. Harold Kelley Answer: b Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Stanley Milgram conducted a classic study on the effects of obedience, in which participants were asked to give a ―learner‖ increasing increments of shock for wrong answers.
37. Which statement best describes an aspect of Stanley Milgram‘s experiments investigating obedience? a. an ominous-looking shock machine, which had voltage markings from 0 to 450 volts, was present b. participants in the study were randomly assigned to be teachers or learners c. participants were electrically shocked when they made errors in reciting word pairs d. a learner and the teacher always sat side by side across from a shock generator Answer: a
Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: In Milgram‘s experiments, the learner was always an actor and the teacher was always the true participant; participants were never shocked; and the learner and teacher were typically in separate rooms. The shock machine was marked in increments up to 450 volts.
38.
Before Stanley Milgram conducted his obedience experiments, he surveyed several psychiatrists, students, and other adults as to how many people they predicted would go all the way to the highest voltage under the instructions of the authority. Milgram‘s survey found that __________. a. psychiatrists accurately predicted that about 45 percent of the participants would inflict what they thought were dangerous amounts of shock b. students and other adults accurately predicted that about 25 percent of the participants would inflict what they thought were dangerous amounts of shock c. psychiatrists predicted that only 1 person in a 1,000 would administer the highest voltage and the laypeople agreed with this prediction d. psychiatrists, students, and other adults accurately predicted that about 15 percent of the participants would inflict what they thought were dangerous amounts of shock Answer: c Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: The psychiatrists predicted that most people would refuse to go beyond 150 volts and that only 1 person in a 1,000 would administer the highest voltage. The laypeople agreed.
39.
About __________ of all participants in Stanley Milgram‘s obedience experiment administered the highest level of shock to the learner. a. one-fourth b. one-third c. one-half d. two-thirds Answer: d Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: About two-thirds of the participants gave the highest level of shock.
40. A social psychologist has been invited to give a community lecture on the importance of Stanley Milgram‘s obedience research. He asks students in an introductory psychology class for suggested titles. Which title might students suggest as the most appropriate? a. ―Do Not Underestimate the Power of the Situation‖ b. ―Training in Ethics Can Overcome the Pull of Obedience‖ c. ―Obedience and Aggression Are Inborn‖‖ d. ―Peripheral Route Processing Predicts Destructive Obedience to Authority‖ Answer: a Topic: Social Forces
Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Personality traits were not predictive of obedience; becoming immersed in the situational context was predictive.
41.
In the Milgram experiment, under which conditions were the participants (teachers) most likely to disobey orders from experimenters? a. when the participant and the learner were in separate rooms b. when two experimenters both encouraged the participant to continue c. when the participant worked with a fellow teacher who refused to go further d. when the person ordering them to continue had a Ph.D. degree and wore a lab coat Answer: c Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: When participants worked with fellow teachers who refused to go further, they often gained the courage to disobey.
42.
Which factor increased the likelihood that participants would disobey in Stanley Milgram‘s obedience experiments? a. having only one teacher b. having the experimenter in the room with the teacher
c. having two experimenters issuing the same commands d. having the experimenter not be an authority figure Answer: d Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: When the person ordering them to continue was not an authority figure, but rather just another volunteer, many participants disobeyed.
43.
Ingo Larsen is a police officer who is instructed by his commanding officer to beat a suspect in order to obtain a confession. According to research investigating obedience, Officer Larsen is more likely to disobey this order if __________. a. the superior officer is in the room with Officer Larsen and the suspect b. another senior officer agrees that Larsen should beat the suspect c. the suspect politely asks Officer Larsen to stop d. Larsen sees another police officer refuse to continue beating the suspect Answer: d Topic: Social Forces Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: In Stanley Milgram‘s famous obedience experiments, when participants worked with fellow teachers who refused to go further, they often gained the courage to disobey.
44.
Stanley Milgram concluded that obedience was a function of the __________. a. religious beliefs of the people asked to follow orders b. personality of the people called upon to obey c. responses made by the person who is the target of destructive obedience d. situation people find themselves in Answer: d Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Milgram concluded that obedience was more a function of the situation than of the personalities of the participants. The only thing that changed the outcome of the experiment was if the basic situation was changed, such as having the experimenter leave the room or having the teacher in the same room as the learner.
45. Stanley Milgram‘s obedience experiments have been criticized on the basis of __________. a. a lack of random assignment b. the inability of any of its findings to be replicated c. the physical pain learners experienced from the electric shock d. the emotional distress and deception experienced by participants Answer: d Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Moderate
Learning Objective: 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Some researchers consider the Milgram experiment unethical because participants were kept in the dark about what was really happening until the session was over, and because many suffered emotional distress during the experiment.
46.
In the Stanford prison simulation, male college students agreed to participate in a twoweek experiment to discover what would happen when they took on the roles of prisoners and guards. The researchers found that __________. a. within a short time the prisoners became distressed and felt helpless, developing emotional symptoms and physical ailments b. about 5 percent of the guards became tyrannical, giving the prisoners electric shocks when they were slow in obeying their orders c. 90 percent of the guards tried to be ―tough but fair‖ and demanded that the tyrannical guards lighten up on the prisoners because it was only a simulation d. the study was conducted in an unused wing of a real prison; therefore, the realistic atmosphere enhanced the role behavior of prisoners and guards Answer: a Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: In the Stanford Prison simulation, the prisoners quickly became distressed and the study had to be ended early, after only six days.
47.
The Stanford prison simulation demonstrates how a person‘s __________ affect(s) behavior. a. beliefs b. values c. role d. past experience Answer: c Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The role we play affects our behavior by causing us to conform to expectations for that role.
48.
Critics of the Stanford prison simulation argue that __________. a. the methodology was flawed, because participants were not randomly assigned to either the prisoner role or the guard role b. by stopping the study after six days, instead of letting it continue for the two-week experimental period, the researchers had not allowed enough time for dramatic change to occur c. a makeshift prison in the basement of a university building was not an effective setting to investigate the factors involved d. briefing the guards at the beginning of the study influenced their behavior, and the study merely showed how willingly people obey orders Answer: d Topic: Social Forces Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Critics have noted that the briefing gave powerful suggestions to the guards about how they would be permitted to behave.
49.
Which conclusion is true regarding obedience? a. Obedience is not always harmful, and is necessary in many cases. b. Most people follow orders because they secretly enjoy being told what to do. c. Most people follow orders despite a strong desire to ―rock the boat.‖ d. Entrapment is a process that helps people disobey. Answer: a Topic: Social Forces Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 13.2.C Explain the factors that contribute to destructive forms of obedience. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Obedience to authority or to the norms of a situation is not always harmful. A certain amount of compliance with rules is necessary in any group, and obedience to authority has benefits.
50.
Which situation is an example of entrapment as it relates to obedience? a. A friend who is moving asks you to bring over a few empty boxes; when you arrive, he asks you to fill the boxes with dishes, and before you realize it, you‘ve packed his entire kitchen. b. A friend convinces you that it would be fun to stand backward in the checkout line of the grocery store, and have other customers gawk at you.
c. A friend invites you to her wedding, but then complains that the gift you brought wasn‘t expensive enough. d. A friend encourages you to participate in a music competition and gives you tips to maintain poise and relax. When the competition commences, he nags you with more suggestions. Answer: a Topic: Social Forces Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 13.2.C Explain the factors that contribute to destructive forms of obedience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: In the correct scenario, you are asked to commit to helping your friend a little more at each stage until you find it hard to refuse. Thus, this is an example of entrapment.
51.
The need to __________ is among the most powerful of all human motivations. a. be creative b. affiliate with others c. participate d. achieve Answer: b Topic: Individuals in Groups Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.3.A Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: The need to affiliate with others is the strongest need listed here.
52.
Solomon Asch set up an experiment in which eight people were shown a 10-inch line, and they had to choose the line (from a group of three) that matched the original line in length. Through this experiment, Asch was studying __________. a. the bystander effect b. social loafing c. groupthink d. conformity Answer: d Topic: Individuals in Groups Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 13.3.A Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Solomon Asch studied conformity in this experiment.
53.
Angelique is a participant in a replication of a very famous psychology experiment. Along with seven other students seated in a room, she is shown a 10-inch test line, and then everyone takes turns identifying another line that matches the test line in length (choosing from a set of three lines). The experimenter is interested in studying __________. a. visual perception b. depth perception c. absolute threshold d. conformity Answer: d Topic: Individuals in Groups Skill Level: Apply What You Know
Difficulty Level: Easy Learning Objective: 13.3.A Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: This describes Solomon Asch‘s original study on conformity.
54.
Who conducted an experiment on conformity in which people were asked to judge the length of lines? a. Solomon Asch b. Jerry Burger c. Philip Zimbardo d. Fritz Heider Answer: a Topic: Individuals in Groups Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.3.A Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The well-known conformity study involving the judgment of line length was conducted by Solomon Asch.
55.
The need ____________ is a basic motive for conformity. a. for familiarity b. for social acceptance c. for safety d. for self-esteem
Answer: b Topic: Individuals in Groups Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 13.3.A Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The motives for conformity include the need for social acceptance and the need for information.
56.
Lonnie was a participant in Solomon Asch‘s line-judging experiment. When later asked why he agreed with the obviously wrong judgments of the group, Lonnie replied, ―Well, I just wanted to fit in. I didn‘t want them to think I was some kind of rebel, rabble-rouser, or renegade. I wanted them to form a good impression of me.‖ Lonnie‘s responses illustrate conformity due to the need __________. a. to be correct b. for social acceptance c. for cognitive consistency d. for self-esteem Answer: b Topic: Individuals in Groups Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 13.3.A Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The motives for conformity include the need for social acceptance and the need for information.
57.
Daphne was a participant in Solomon Asch‘s line-judging experiment. When later asked why she agreed with the obviously wrong judgments of the group, Daphne replied, ―Well, I figured they must know something I didn‘t. I‘ve been tired lately, so I trusted that the rest of the group must be seeing something I wasn‘t seeing.‖ Daphne‘s responses illustrate conformity due to the need __________. a. for information b. for social acceptance c. for safety d. for persuasion Answer: a Topic: Individuals in Groups Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 13.3.A Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The motives for conformity include the need for social acceptance and the need for information.
58.
__________ is the tendency for people on a team or a mission together to agree with each other and suppress dissension among their ranks. a. Groupthink b. Diffusion of responsibility c. Cognitive dissonance d. Deindividuation Answer: a Topic: Individuals in Groups Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 13.3.B Define groupthink, and describe its symptoms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A hallmark of groupthink is a tendency for all members of a group to think alike for the sake of harmony and to suppress disagreement.
59.
Celia Fate is the CEO of a midsized corporation. At the start of an important business meeting, she asks for recommendations for increasing sales over the next three quarters, then immediately proceeds to tell her staff members the convoluted and risky plan she‘s already devised. When she then perfunctorily asks for feedback and other suggestions, all she hears is ―Great!,‖ ―Let‘s go with it!,‖ ―Sounds wonderful,‖ ―Wouldn‘t change a thing,‖ and ―That‘s just what I was thinking, C. F.‖ What‘s going on in Celia Fate‘s boardroom? a. The fundamental attribution error has been demonstrated. b. Cognitive dissonance was reduced. c. Groupthink has occurred. d. The self-serving bias was averted. Answer: c Topic: Individuals in Groups Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 13.3.B Define groupthink, and describe its symptoms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: A hallmark of groupthink is a tendency for all members of a group to think alike for the sake of harmony and to suppress disagreement.
60. When close-knit group members experience groupthink, it means that they tend to __________. a. overestimate the personality factors of others and underestimate the situation b. use problem-solving procedures that have been effective in the group‘s past c. take individual credit for good decisions and blame the group for poor decisions
d. think alike and to suppress disagreement for the sake of harmony Answer: d Topic: Individuals in Groups Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.3.B Define groupthink, and describe its symptoms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Groupthink, a tendency for members of a group to think alike and for disagreement to be suppressed, is more likely in close, friendly groups.
61.
When a group believes that they are totally correct in all of their decisions, it is a sign that __________ may be occurring. a. the self-serving bias b. a fundamental attribution error c. groupthink d. diffusion of responsibility Answer: c Topic: Individuals in Groups Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 13.3.B Define groupthink, and describe its symptoms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Groupthink is a tendency for all members of a group to think alike and for disagreement to be suppressed. An illusion of invulnerability—the belief that the group can do no wrong—is a symptom of groupthink.
62.
Which is a symptom of groupthink?
a. a feeling of vulnerability b. weak leadership within the group c. self-censorship d. disagreement Answer: c Topic: Individuals in Groups Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.3.B Define groupthink, and describe its symptoms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Self-censorship is one of the symptoms of groupthink. For example, dissenters may decide to keep quiet rather than make trouble or offend their friends.
63.
Compared to the others, which statement is most likely to contribute to groupthink? a. ―Let's hear some differing opinions.‖ b. ―I'm sure we all agree on this.‖ c. ―Does this look infected to you?‖ d. ―What do all of you think?‖ Answer: b Topic: Individuals in Groups Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 13.3.B Define groupthink, and describe its symptoms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Groupthink occurs because no one expresses an opinion or dissent.
64.
When President George W. Bush launched an invasion of Iraq, claiming that the country had weapons of mass destruction and was allied with Al-Qaeda, he and his team ignored evidence from intelligence agencies that indicated neither claim was true. Some people in the intelligence agencies attributed this error to a process called __________. a. groupthink b. unanimity c. self-censorship d. conservatism Answer: a Topic: Individuals in Groups Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.3.B Define groupthink, and describe its symptoms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The Bush administration was accused of groupthink by some members of the intelligence community.
65.
Groupthink can be counteracted by creating conditions that __________. a. foster strong, directive leadership b. punish disloyalty c. encourage doubt and dissent d. help members focus on being team players Answer: c Topic: Individuals in Groups Skill Level: Understand the Concepts Difficulty Level: Easy
Learning Objective: 13.3.B Define groupthink, and describe its symptoms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Groupthink can be minimized when a leader rewards the expression of doubt and dissent.
66.
Resistance to groupthink can be fostered by __________. a. fostering strong, directive leadership b. asking group members to generate as many alternative solutions as possible c. discouraging doubt and dissent d. helping members focus on being team players Answer: b Topic: Individuals in Groups Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 13.3.B Define groupthink, and describe its symptoms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Groupthink can be reduced if the leader asks group members to generate as many alternative solutions to a problem as they can think of.
67.
The bystander effect results from __________. a. social loafing b. deindividuation c. diffusion of responsibility d. the familiarity effect Answer: c Topic: Individuals in Groups
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.3.C Explain how an increased sense of anonymity in a crowd can lead to both the bystander effect and deindividuation. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The bystander effect is the finding that the more people are around, the less likely it is that any one of them will help an individual in need of assistance. This can be caused by the diffusion of responsibility, the tendency of group members to avoid taking action because they assume that others will.
68.
Which is a common explanation of the bystander effect? a. diffusion of responsibility b. entrapment c. blaming the victim d. acculturation Answer: a Topic: Individuals in Groups Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 13.3.C Explain how an increased sense of anonymity in a crowd can lead to both the bystander effect and deindividuation. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Diffusion of responsibility—the idea that the responsibility for action is divided among the bystanders so that each individual feels less personal responsibility—is a common explanation for the bystander effect.
69.
A car crash woke Angus from his afternoon nap. When he looked out his apartment window, he saw several people milling around two smashed cars. He decided not to dial 911 because he assumed someone had already called. Angus‘s reaction is an example of __________.
a. obedience to authority b. conformity to social norms c. diffusion of responsibility d. groupthink Answer: c Topic: Individuals in Groups Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 13.3.C Explain how an increased sense of anonymity in a crowd can lead to both the bystander effect and deindividuation. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: In groups, the tendency of members to avoid taking action because they assume that others will is called diffusion of responsibility.
70.
During baseball games and soccer matches, the fans scream and cheer from the stands. Sometimes even the most reserved person who is watching joins in. This situation is an example of __________. a. the validity effect b. deindividuation c. the familiarity effect d. cognitive dissonance Answer: b Topic: Individuals in Groups Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 13.3.C Explain how an increased sense of anonymity in a crowd can lead to both the bystander effect and deindividuation. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena
Rationale: The most extreme instances of the diffusion of responsibility occur in large, anonymous mobs or crowds. The crowds may consist of cheerful sports spectators or angry rioters. Either way, people often lose awareness of their individuality and seem to hand themselves over to the mood and actions of the crowd, a state called deindividuation.
71. Richetta is trick or treating on Halloween night, all decked out in her Despicable Me ―Agnes‖ costume. At each house she politely takes one piece of candy from the bowl, as she knows to do. Later in the evening she puts on her ―Agnes‖ mask and continues to make the rounds in the neighborhood. Now, when faced with a bowl of candy, she sneaks four or five pieces into her bag. What contributed to Richetta‘s change in behavior? a. Groupthink; she found it easier to take more candy from each house than to think of alternatives. b. Deindividuation; by donning the mask, she lost her personal identity and relinquished her individual norms or correct behavior in this situation. c. Her choice of costume; a werewolf or other monster mask would have sparked a norm of cooperation. d. Compliance; she is complying with a childhood norm of ―get all you can while you can get it.‖ Answer: b Topic: Individuals in Groups Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 13.3.C Explain how an increased sense of anonymity in a crowd can lead to both the bystander effect and deindividuation. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Deindividuation is more likely to occur when people wear masks or uniforms that reduce each member‘s distinctive identity. Richetta‘s very behavior has been documented in field experiments on Halloween night.
72.
Eddie is wearing a silly ape suit at a costume party. Although he is normally responsible and respectful, Eddie joins in when the party starts getting wild. After the police break up the gathering, he apologetically tells them that he ―forgot himself.‖ Which phenomenon does this illustrate?
a. the just-world hypothesis b. diffusion of responsibility c. deindividuation d. groupthink Answer: c Topic: Individuals in Groups Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 13.3.C Explain how an increased sense of anonymity in a crowd can lead to both the bystander effect and deindividuation. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Deindividuation is increased when masks or uniforms strip a person of her or his unique identity.
73.
When people are in large crowds and anonymous situations __________. a. they conform to the situation‘s specific norms b. they become mindless and no longer conform to any social norms c. they become uninhibited and their sexual urges are released d. they become combative and their aggressiveness is released Answer: a Topic: Individuals in Groups Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 13.3.C Explain how an increased sense of anonymity in a crowd can lead to both the bystander effect and deindividuation. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
Rationale: When people are in large crowds or anonymous situations, they become disinhibited, which in turn makes them more likely to conform to the norms of the specific situation, which may be either antisocial or prosocial.
74.
Altruism is the willingness to __________. a. conform to the group b. take selfless action to help others c. obey the request of others d. participate in cultural norms Answer: b Topic: Individuals in Groups Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.3.D Discuss the specific situational factors that increase one‘s likelihood of helping others and breaking with group norms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Altruism is the willingness to take selfless action on behalf of others.
75.
Which situational factor is likely to lead someone to behave altruistically? a. The culture you belong to is individualistic rather than collectivistic. b. No one else in your group is willing to also be involved. c. You perceive a clear need for help by another. d. The person in need of help is not part of a group. Answer: c Topic: Individuals in Groups Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 13.3.D Discuss the specific situational factors that increase one‘s likelihood of helping others and breaking with group norms.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Perceiving a need for intervention or help, having cultural norms that encourage you to take action, and having an ally can all encourage you to act boldly and help others.
76.
The part of a person‘s self-concept that is based on their identification with a national, religious, ethnic, occupational, or other social affiliation is called __________. a. ethnic identity b. a stereotype c. ethnocentrism d. social identity Answer: d Topic: Us Versus Them: Group Identity and Conflict Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.4.A Define social identity, and discuss its links to how people think about the world around them. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The part of one‘s self-concept that is based on their identification with a national, religious, ethnic, occupational, or other social affiliation is called one‘s social identity.
77.
The Plain-Bellied Sneeches and the Star-Bellied Sneeches have a history of intergroup conflict. The Plain-Bellied Sneeches claim that plain bellies are the true and perfect form of Sneechdom, whereas the Star-Bellied Sneeches claim the same thing about stars on bellies. The Plain-Bellied Sneeches treat members of their own group preferentially, considering them to be an __________. The Star-Bellied Sneeches treat members of their own group preferentially, considering them to be an __________. a. in-group; in-group b. in-group; outgroup
c. outgroup; in-group d. outgroup; outgroup Answer: a Topic: Us Versus Them: Group Identity Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 13.4.A Define social identity, and discuss its links to how people think about the world around them. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Both groups think their group is the in-group.
78.
The Robbers Cave experiment showed that __________. a. playing athletic games, such as football and baseball, reduces us–them hostility b. watching movies together, and similar quiet interactions, reduces us–them hostility c. engaging in mutually exciting activities, such as tug or war, reduces us–them hostility d. interdependence in reaching mutual goals reduces us–them hostility Answer: d Topic: Us Versus Them: Group Identity and Conflict Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 13.4.B Explain what in-groups and out-groups are, and discuss how easily we fall into us–them thinking. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Sherif‘s strategy of creating interdependent mutual goals was highly successful in reducing the boys‘ group conflict and hostility at the Robbers Cave camp.
79. Which term refers to a set of characteristics believed to be shared by all members of a particular group? a. stereotype b. expectation c. prejudice d. categorization Answer: a Topic: Us Versus Them: Group Identity and Conflict Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 13.4.C Define stereotyping, and discuss specific ways in which stereotypes distort reality. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Although stereotypes reflect real differences among people, they often exaggerate differences, making the stereotyped group appear odd, dangerous, or not like ―us.‖
80.
One way in which stereotypes can distort reality is that they __________. a. exaggerate differences between groups b. exaggerate differences within stereotyped groups c. increase awareness of evidence that contradicts stereotypes d. make it seem like groups are different, when in reality, most groups are exactly the same Answer: a Topic: Us Versus Them: Group Identity and Conflict Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 13.4.C Define stereotyping, and discuss specific ways in which stereotypes distort reality. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Although stereotypes reflect real differences among people, they often exaggerate differences, making the stereotyped group appear odd, dangerous, or not like ―us.‖
81. Castor operates a small nightclub that specializes in soul music and features up-andcoming Black singing groups. He actively discourages White couples from coming in and always gives them the worst seats if they insist on being admitted. Castor‘s behavior is BEST described as an example of __________. a. oppression b. discrimination c. ambiguity d. prejudice Answer: b Topic: Prejudice Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 13.5.A Describe the psychological, social, economic, and cultural sources of prejudice. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Discrimination is unfavorable behavior toward a group of people.
82.
A psychological cause of prejudice is that it __________. a. reduces feelings of entrapment b. increases self-esteem c. increases altruistic behavior d. decreases us–them thinking
Answer: b Topic: Prejudice Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 13.5.A Describe the psychological, social, economic, and cultural sources of prejudice. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Research has confirmed that we puff up our own feelings of low self-worth by disliking groups and viewing them as inferior.
83.
A social cause of prejudice comes from pressure to __________. a. make dispositional attributions b. be altruistic c. conform to social norms d. be individualistic Answer: c Topic: Prejudice Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 13.5.A Describe the psychological, social, economic, and cultural sources of prejudice. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Some prejudices are acquired through pressure to conform to the views of friends, relatives, or associates.
84.
An economic cause of prejudice is that it __________. a. encourages acculturation
b. decreases us–them thinking c. increases altruistic behavior d. makes official forms of discrimination seem legitimate Answer: d Topic: Prejudice Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 13.5.A Describe the psychological, social, economic, and cultural sources of prejudice. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: An economic cause of prejudice is that it makes official forms of discrimination seem legitimate by justifying the majority group‘s dominance, status, or greater wealth.
85.
A cultural cause of prejudice is that it __________. a. helps people bond to their own ethnic group b. encourages acculturation c. increases disobedience d. replaces official forms of discrimination Answer: a Topic: Prejudice Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 13.5.A Describe the psychological, social, economic, and cultural sources of prejudice. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: A cultural cause of prejudice is that it helps people to bond to their own ethnic or national group.
86. __________ reflects a behavioral expression of prejudice because it is a reluctance to get ―too close‖ to another group. a. Personal space b. Social distance c. Cultural space d. Discrimination distance Answer: b Topic: Prejudice Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.5.B Describe the multiple ways of measuring prejudice. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Social distance and ―microaggressions‖ reflect a behavioral expression of prejudice: a reluctance to get too close to another group.
87.
The fact that Black Americans are arrested, convicted, and incarcerated on drug charges at higher percentages in the United States is an example of which implicit form of prejudice? a. measures of social distance b. measures of unequal treatment c. measures of what people do when they are stressed or angry d. measures of brain activity Answer: b Topic: Prejudice Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 13.5.B Describe the multiple ways of measuring prejudice. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Many explicit acts of prejudice are now illegal, but prejudices are still expressed in less blatant ways. Black Americans are disproportionately arrested, convicted, and incarcerated on drug charges in America today.
88.
The __________ is a controversial method for measuring prejudice, which measures the speed of people‘s positive and negative associations with a target group. a. Implicit Association Test (IAT) b. fMRI Test c. Social Distance Procedure d. Mood Awareness Scale Answer: a Topic: Prejudice Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.5.B Describe the multiple ways of measuring prejudice. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This describes the Implicit Association Test (IAT), which is designed to tap people‘s measure nonconscious prejudice.
89.
When Courtney‘s parents told her that they were moving to Alabama, she was horrified because she secretly thought that southerners were mostly poorly educated and racist. After experiencing the foods, traditions, and people in her new state, she was surprised to realize that southerners weren‘t all alike, and that many of her new friends were just like her. This is an example of __________. a. the social distance effect b. the contact hypothesis c. subconscious isolationism
d. stereotype bias Answer: b Topic: Prejudice Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 13.5.C Describe situational factors that can help reduce prejudice and intergroup conflict. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: According to the contact hypothesis, prejudice declines when people have the chance to get used to another group‘s rules, customs, and attitudes, thereby discovering their shared interests and humanity.
90.
Prejudice is reduced when __________. a. groups are asked to pretend that they like each other b. an intellectual argument against prejudice is made c. members of different groups are made to cooperate with one another to achieve a goal d. a moral argument against prejudice is made Answer: c Topic: Prejudice Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 13.5.C Describe situational factors that can help reduce prejudice and intergroup conflict APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: When students from different ethnic groups work together on a task that is broken up like a jigsaw puzzle, they tend to do better, like their classmates better, and become less stereotyped and prejudiced in their thinking than students in traditional classrooms.
True-False Questions
1.
Social cognition is an area of social psychology concerned with social influences on thought, memory, perception, and other cognitive processes. Answer: True Topic: Social Beliefs Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
2.
Attributions can be made to internal or external forces. Answer: True Topic: Social Beliefs Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
3. Most people take the time to weigh the evidence and carefully assess the situation before making an attribution for another person‘s behavior. Answer: False Topic: Social Beliefs Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold.
APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
4. Attribution theory seeks to understand how people assign causality to the behaviors of themselves and others. Answer: True Topic: Social Beliefs Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
5. The fundamental attribution error is especially prevalent in collectivist cultures, such as India or Japan. Answer: False Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.5 Incorporate sociocultural factors in scientific inquiry
6.
The tendency to take credit for one‘s good actions and to let the situation account for one‘s bad actions is called the fundamental attribution error. Answer: False Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Moderate
Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
7. Most people are overly pessimistic about their own abilities, competence, and other good qualities. Answer: False Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
8.
If they would simply try harder, almost everyone could be better than average. Answer: False Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
9.
According to the just-world hypothesis, attributions are affected by the need to believe that the world is fair, that justice prevails, and that good people are rewarded and bad people are punished. Answer: True
Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
10.
The just-world hypothesis leads to a dispositional attribution called victim blaming. Answer: True Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
11.
An attitude is a belief about people, groups, or ideas. Answer: True Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.1.B Explain factors that shape our attitudes and predict persuasion and attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
12.
Simply exposing people repeatedly to a product can make them like that product more.
Answer: True Topic: Social Beliefs Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 13.1.B Explain factors that shape our attitudes and predict persuasion and attitude change. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
13. The tendency of people to believe that a statement is true or valid simply because it has been repeated many times is known as the familiarity effect. Answer: False Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.1.B Explain factors that shape our attitudes and predict persuasion and attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
14.
The elaboration likelihood model proposes three routes to attitude change. Answer: False Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.1.B Explain factors that shape our attitudes and predict persuasion and attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
15. In the elaboration likelihood model, central-route processing involves careful scrutiny of an attitude change message. Answer: True Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.1.B Explain factors that shape our attitudes and predict persuasion and attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
16. The foot-in-the-door technique of persuasion involves asking for a large request first, then asking for a second, smaller request. Answer: False Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 13.1.B Explain factors that shape our attitudes and predict persuasion and attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
17. The foot-in-the-door technique of persuasion works because, after agreeing to an initial, small request, people will be more likely to maintain consistency in their behavior and agree to a second, larger request. Answer: True Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Difficult
Learning Objective: 13.1.B Explain factors that shape our attitudes and predict persuasion and attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
18.
Cognitive dissonance is a state of tension that occurs when a person‘s belief is incongruent with their behavior. Answer: True Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.1.C Outline the process of cognitive dissonance and how it can lead to attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
19.
Cognitive dissonance theory can explain why people become more committed to a course of action after it has been discredited. Answer: True Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 13.1.C Outline the process of cognitive dissonance and how it can lead to attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
20.
Entrapment is a state of tension that occurs when a person‘s belief is incongruent with their behavior. Answer: False
Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.1.C Outline the process of cognitive dissonance and how it can lead to attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
21. Brainwashing is politically motivated violence specifically designed to instill feelings of helplessness in a population. Answer: False Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.1.D Summarize social psychological elements that contribute to indoctrination. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
22.
Norms are always explicit, whereas roles are always implicit. Answer: False Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.2.A Compare social norms and social roles, and note how they contribute to rules that guide behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
23. Norms show remarkable consistency from culture to culture; everyone honors the same set of implicit social rules. Answer: False Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.2.A Compare social norms and social roles, and note how they contribute to rules that guide behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
24. Culture refers to a set of values, beliefs, and customs shared by members of a community that governs their behavior. Answer: True Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.2.A Compare social norms and social roles, and note how they contribute to rules that guide behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
25. When people observe that a social norm has been violated, they are more likely to violate it themselves. Answer: True Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.2.A Compare social norms and social roles, and note how they contribute to rules that guide behavior.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
26.
Rules that regulate social life, including explicit laws and implicit cultural conventions, are called situational attributions. Answer: False Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.2.A Compare social norms and social roles, and note how they contribute to rules that guide behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
27.
A norm is a given social position that is governed by a set of rules for proper behavior. Answer: False Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.2.A Compare social norms and social roles, and note how they contribute to rules that guide behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
28.
The purpose of Stanley Milgram‘s experiments investigating obedience was to find out how many people would obey an authority figure when directly ordered to violate their own ethical standards. Answer: True Topic: Social Forces Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
29.
In Stanley Milgram‘s obedience experiments, the ―learners‖ actually received significant levels of shock. Answer: False Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
30.
Before Stanley Milgram conducted his first obedience experiment, psychiatrists predicted that only 1 person in 1,000 would administer the highest voltage. Answer: True Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
31.
Before Stanley Milgram conducted his first obedience experiment, psychiatrists predicted that 1 person in 10 would administer the highest voltage. Answer: False
Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
32. In Milgram‘s obedience study, 15 percent of the subjects refused to administer any shocks to the ―learner.‖ Answer: False Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
33.
In Stanley Milgram‘s obedience experiment, after the ―learner‖ cried out in pain, 85 percent of the participants refused to deliver any more shocks. Answer: False Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
34.
In variations of Stanley Milgram‘s study of obedience, people were more likely to disobey when the experimenter left the room. Answer: True Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
35.
In variations of Stanley Milgram‘s study of obedience, people‘s behaviors were not influenced by whether the person giving orders appeared to be an authority figure or just another volunteer. Answer: False Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
36.
According to Stanley Milgram, willingness to obey an authority is tied more closely to the personality profiles of the participants rather than situational factors. Answer: False Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
37.
The social psychologists who conducted the Stanford Prison simulation found dramatic results within a short period of time. Answer: True Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
38.
In the Stanford Prison simulation, all the guards became tyrannical, using harsh and punitive methods to interact with prisoners. Answer: False Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
39.
Entrapment occurs when someone in authority asks you to do something, and you want to disobey, but instead you agree to do it. Answer: False
Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.2.C Explain the factors that contribute to destructive forms of obedience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
40.
Entrapment is a gradual process in which individuals escalate their commitment to a course of action to justify their investment of time, money, or effort. Answer: True Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.2.C Explain the factors that contribute to destructive forms of obedience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
41.
Social rejection can lead to negative psychological outcomes for an individual. Answer: True Topic: Individuals in Groups Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.3.A Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
42.
Solomon Asch designed his famous conformity experiments in order to see what people would do when a group unanimously contradicted an obvious fact. Answer: True Topic: Individuals in Groups Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.3.A Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
43.
Solomon Asch observed that participants conformed to the group in 37 percent of the trials when an obviously wrong answer was provided. Answer: True Topic: Individuals in Groups Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.3.A Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
44.
People conform for two reasons: the need for social acceptance, and the need to appear smart. Answer: False Topic: Individuals in Groups Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 13.3.A Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
45.
People conform because of the need for information, assuming that sometimes the group knows more than they do. Answer: True Topic: Individuals in Groups Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.3.A Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
46.
People often conform because of the need for social acceptance. Answer: True Topic: Individuals in Groups Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.3.A Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
47.
In close-knit groups, the tendency for all members to think alike and to suppress disagreement for the sake of harmony is called the fundamental attribution error. Answer: False Topic: Individuals in Groups Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.3.B Define groupthink, and describe its symptoms.
APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
48.
Groupthink occurred when NASA officials insulated themselves from the objections of dissenting engineers and made the fatal decision to launch the space shuttle Challenger. Answer: True Topic: Individuals in Groups Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 13.3.B Define groupthink, and describe its symptoms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
49.
Groupthink can be minimized when a leader rewards the expression of doubt and dissent from the group. Answer: True Topic: Individuals in Groups Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 13.3.B Define groupthink, and describe its symptoms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
50.
The bystander effect occurs when it becomes less likely that any particular individual offers assistance to someone in need when more people are around. Answer: True Topic: Individuals in Groups Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 13.3.C Explain how an increased sense of anonymity in a crowd can lead to both the bystander effect and deindividuation. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
51.
Diffusion of responsibility explains the bystander effect. Answer: True Topic: Individuals in Groups Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 13.3.C Explain how an increased sense of anonymity in a crowd can lead to both the bystander effect and deindividuation. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
52.
If you were injured in a public place, you would be more likely to get help if there were several people in the area rather than only one person. Answer: False Topic: Individuals in Groups Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 13.3.C Explain how an increased sense of anonymity in a crowd can lead to both the bystander effect and deindividuation. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
53.
In truly dangerous, unambiguous emergencies, the presence of others can spur bystanders to rush in and help. Answer: True Topic: Individuals in Groups
Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 13.3.C Explain how an increased sense of anonymity in a crowd can lead to both the bystander effect and deindividuation. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
54. Deindividuation occurs when members of a group lose awareness of their own individuality. Answer: True Topic: Individuals in Groups Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.3.C Explain how an increased sense of anonymity in a crowd can lead to both the bystander effect and deindividuation. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
55.
One way in which organizations actively promote the deindividuation of their members is through the use of uniforms. Answer: True Topic: Individuals in Groups Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.3.C Explain how an increased sense of anonymity in a crowd can lead to both the bystander effect and deindividuation. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
56.
A tourist selflessly dives into an icy river to rescue a drowning stranger. This scenario is an example of altruism. Answer: True Topic: Individuals in Groups Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 13.3.D Discuss the specific situational factors that increase one‘s likelihood of helping others and breaking with group norms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
57.
Helping someone you are attracted to with their homework so they will go out with you is an example of altruism. Answer: False Topic: Individuals in Groups Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 13.3.D Discuss the specific situational factors that increase one‘s likelihood of helping others and breaking with group norms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
58.
Altruism is the willingness to take selfless or dangerous action on behalf of others. Answer: True Topic: Individuals in Groups Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.3.D Discuss the specific situational factors that increase one‘s likelihood of helping others and breaking with group norms.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
59.
The part of a person‘s self-concept that is based on their identification with a national, religious, ethnic, gender, or other social affiliation is called social identity. Answer: True Topic: Us Versus Them: Group Identity and Conflict Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 13.4.A Define social identity, and discuss its links to how people think about the world around them. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
60.
Most people have multiple social identities. Answer: True Topic: Us Versus Them: Group Identity and Conflict Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 13.4.A Define social identity, and discuss its links to how people think about the world around them. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
61.
The tendency for people to be more generous with fellow members of their own group than they are with members of other groups is called in-group favoritism. Answer: True Topic: Us Versus Them: Group Identity and Conflict Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 13.4.B Explain what in-groups and out-groups are, and discuss how easily we fall into us–them thinking. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
62.
Muzafer Sherif demonstrated that achieving interdependent mutual goals was a successful means of reducing group conflict and hostility Answer: True Topic: Us Versus Them: Group Identity and Conflict Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.4.B Explain what in-groups and out-groups are, and discuss how easily we fall into us–them thinking. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
63.
Stereotypes can be energy-saving devices that allow us to make efficient decisions. Answer: True Topic: Us Versus Them: Group Identity and Conflict Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 13.4.C Define stereotyping, and discuss specific ways in which stereotypes distort reality. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
64.
Technically, some stereotypes can be positive. Answer: True
Topic: Us Versus Them: Group Identity and Conflict Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.4.C Define stereotyping, and discuss specific ways in which stereotypes distort reality. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
65. A prejudice consists of a negative stereotype and a strong, unreasonable dislike of a group. Answer: True Topic: Prejudice Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.5.A Describe the psychological, social, economic, and cultural sources of prejudice. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
66.
Researchers recognize that sexism can take either a benevolent or hostile form. Answer: True Topic: Prejudice Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.5.A Describe the psychological, social, economic, and cultural sources of prejudice. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
67.
Benevolent sexism is harmless. Answer: False Topic: Prejudice Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.5.A Describe the psychological, social, economic, and cultural sources of prejudice. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
68.
Prejudice can be spurred by psychological, social, economic, and cultural forces. Answer: True Topic: Prejudice Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.5.A Describe the psychological, social, economic, and cultural sources of prejudice. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
69. Systemic racism is present when racial disparities in opportunity and outcome are embedded and perpetuated in the way societal structures operate. Answer: True Topic: Prejudice Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.5.B Describe the multiple ways of measuring prejudice. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
70. Observing what people do when they are stressed or angry can provide evidence of prejudice. Answer: True Topic: Prejudice Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.5.B Describe the multiple ways of measuring prejudice. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
71.
Prejudicial attitudes are always implicit. Answer: False Topic: Prejudice Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.5.B Describe the multiple ways of measuring prejudice. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
72.
Prejudice can be implicit or explicit. Answer: True Topic: Prejudice Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.5.B Describe the multiple ways of measuring prejudice. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
73.
One situation that may reduce prejudice is to have people have opportunities to work and socialize with different groups of people. Answer: True Topic: Prejudice Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.5.C Describe situational factors that can help reduce prejudice and intergroup conflict. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
74.
Prejudice can be reduced through cooperation and working together for a common goal. Answer: True Topic: Prejudice Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.5.C Describe situational factors that can help reduce prejudice and intergroup conflict. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
75.
In order to reduce prejudice, all parties must have equal status, economic opportunities, and power. Answer: True Topic: Prejudice Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 13.5.C Describe situational factors that can help reduce prejudice and intergroup conflict. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
Short Answer Questions
1. What kinds of cultural differences have been found in regard to the likelihood of demonstrating the fundamental attribution error? Answer: A good answer will include the following key points.
The fundamental attribution error refers to overestimating the role of dispositional factors and underestimating the role of situational factors when explaining the cause of other people‘s behavior. The fundamental attribution error is more prevalent in North America and Europe, where people tend to believe that individuals are responsible for their own actions. The fundamental attribution error is less common in many nations in Asia, Africa, and South America, where people are more group-oriented and more likely to be aware of situational constraints on behavior.
Topic: Social Beliefs Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.5 Incorporate sociocultural factors in scientific inquiry
2.
What is an attitude? Give an example of an attitude that would be considered explicit and one that would be considered implicit. Answer: A good answer will include the following key points.
An attitude is a belief about people, groups, or ideas. An explicit attitude is one that we are aware of and that can be measured with selfreport questionnaires, such as our attitude toward gun control. An implicit attitude is one that we are unaware of, may influence our behavior in ways we do not recognize, and is measured in indirect ways, such as a subtle prejudice against a certain group of people.
Topic: Social Beliefs Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 13.1.B Explain factors that shape our attitudes and predict persuasion and attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
3.
What is cognitive dissonance? List one example of this state of psychological tension. Answer: A good answer will include the following key points.
Cognitive dissonance is a state of tension that occurs when a person simultaneously holds two cognitions that are psychologically inconsistent, or when a person‘s belief is incongruent with their behavior. An example is the discomfort that occurs when a person who professes that smoking is bad for your health nevertheless continues to smoke.
Topic: Social Beliefs Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 13.1.C Outline the process of cognitive dissonance and how it can lead to attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
4.
Compare norms, roles, and rules, and discuss how they might vary from culture to culture. Answer: A good answer will include the following key points.
Norms are rules and expectations that regulate social life, including explicit laws and implicit cultural conventions. Implicit norms are unspoken cultural understandings that people follow without giving them much thought. Explicit norms are formalized expectations that others state clearly. In this regard, norms are a type of rules, expectations that people hold and honor, and the violation of which has social consequences. Roles refer to a given social position that is governed by a set of norms for ―proper‖ behavior. Like norms, these can also be implicit or explicit. The cultural context often determines the appropriate roles a person should play, and the norms that should be observed. For example, in one culture it might be expected that people push and shove in the marketplace, ignoring a queue and haggling loudly
for their purchases. In a different culture, the role of ―shopper‖ might be expected to follow the norm of ―Wait in line until it‘s your turn, and speak softly so as not to appear obnoxious to others.‖ Topic: Social Forces Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 13.2.A Compare social norms and social roles, and note how they contribute to rules that guide behavior. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
5.
Before conducting his study of obedience, Stanley Milgram asked a number of psychiatrists, students, and other adults to predict how many people they thought would deliver shocks at the highest levels. What predictions did they make? Answer: A good answer will include the following key points.
The psychiatrists predicted that most people would refuse to give shocks greater than 150 volts. They also predicted that only 1 in a 1,000 people would administer the highest level of shock. The predictions of laypeople were similar to those of the psychiatrists.
Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
6.
Stanley Milgram demonstrated the conditions under which people are likely to obey the commands of an authority figure, but importantly, he also demonstrated some of the factors that make obedience less likely. Summarize those factors that Milgram studied. Answer: A good answer will include the following key points.
―The Milgram experiment‖ was actually a set of 18 variations in which he systematically investigated forces that might increase or lessen obedience to authority. Milgram documented that obedience tended to lessen in the following situations: o o o o
o
When the experimenter left the room; many teachers subverted authority by giving low levels of shock but reporting that they had followed orders. When the victim was right there in the same room, and the teacher had to administer the shock directly to the victim‘s body; many people refused to go on. When two experimenters issued conflicting demands, one telling participants to continue and another saying to stop; participants usually stopped inflicting shock. When the person ordering them to continue was not an authority figure, but rather just another volunteer. When participants worked with fellow teachers who refused to go further, they often gained the
courage to disobey. Topic: Social Forces Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.3 Engage in innovative and integrative thinking and problem-solving
7.
When student volunteers were held as ―prisoners‖ in the Stanford Prison simulation, how did they respond during the first days of the study? Why did the researchers end the study at Day 6, instead of Day 14 as initially planned? Answer: A good answer will include the following key points.
Most of the ―prisoners‖ became distressed and helpless. Some developed emotional symptoms and physical ailments. One panicked and broke down. The ―guards‖ began to enjoy their power and about a third became punitive and harsh. The simulation was ended after six days because of the alarming changes in the students‘ behavior.
Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
8.
Describe the story of entrapment told by the 25 men who had served in the Greek military during the authoritarian regime that ended in 1974. Answer: A good answer will include the following key points.
First, the men were ordered to stand guard outside the interrogation and torture cells. Then they stood guard inside the detention rooms and observed the torture of prisoners. Then they helped beat up prisoners. Finally, they became actively involved in the torture. The steady, incremental escalation of commitment to brutality led to feelings of entrapment, and ultimately, the enactment of behaviors that probably would not have been seen had they been requested at the start.
Topic: Social Forces Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 13.2.C Explain the factors that contribute to destructive forms of obedience. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
9. Describe the research protocol of the conformity experiments conducted by Solomon Asch. Answer: A good answer will include the following key points.
Eight people are seated around a table. All act like participants, but only one is an actual participant; the others are acting in collaboration with the experimenter. The group is shown a standard line and three comparison lines. Their task is to choose the comparison line that matches the standard line in length. The correct answer is obvious. The first seven ―participants‖ give the same incorrect answer. The question is whether the actual participant will give the correct answer or a conforming answer.
Topic: Individuals in Groups Skill Level: Remember the Facts Difficulty Level: Moderate
Learning Objective: 13.3.A Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.4 Interpret, design, and conduct basic psychological research
10.
Define groupthink, and list four common symptoms. Answer: A good answer will include the following key points.
Groupthink is the tendency for members of a group to think alike for the sake of harmony and to suppress disagreement. Common symptoms of groupthink are: o An illusion of invulnerability—the group believes it can do no wrong. o Self-censorship—dissenters decide to keep quiet rather than make trouble or offend their friends. o Pressure on dissenters to conform—the leader teases or humiliates dissenters or otherwise pressures them to go along. o An illusion of unanimity—by discouraging dissent and failing to consider alternative courses of action, leaders and group members create a false sense of consensus.
Topic: Individuals in Groups Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 13.3.B Define groupthink, and describe its symptoms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
11.
Explain the term deindividuation and how it affects people. Is the effect on behavior always the same, or can it vary? Answer: A good answer will include the following key points.
Deindividuation is a loss of awareness of one‘s own individuality whereby people in crowds, feeling anonymous, may do destructive things they would never do on their own. Deindividuated people in crowds ―forget themselves‖ and do not feel accountable for their actions; they are therefore more likely to violate social norms and laws. Deindividuation does not always make people more combative. Sometimes it makes them friendlier.
Topic: Individuals in Groups Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 13.3.C Explain how an increased sense of anonymity in a crowd can lead to both the bystander effect and deindividuation. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
12.
What important positive role do stereotypes play in human thinking? Answer: A good answer will include the following key points.
Stereotypes can be useful tools to help us make efficient decisions. They can help us quickly process new information and retrieve memories. They allow us to use past experience to make sense of differences among individuals and groups as well as predict how people will behave in the future.
Topic: Us Versus Them: Group Identity and Conflict Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 13.4.C Define stereotyping, and discuss specific ways in which stereotypes distort reality. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
Essay Questions
1.
Distinguish between two categories of attributions people use to explain the behavior of themselves and others, and discuss key concepts in attribution theory, such as the fundamental attribution error, the self-serving bias, the better-than-average effect, and the just-world hypothesis. Relate how the just-world hypothesis can be maintained through attributions we make. Answer: A good answer will include the following key points.
People are motivated to determine the causes of their own and others‘ behavior. They attribute causality in one of two ways. Attributions can be either dispositional or situational. A dispositional attribution places the cause of behavior internally, within the person doing the action. An example of a dispositional attribution is ―Giovanni stole the money because he is a born thief.‖ A situational attribution places the cause of behavior in something external to the actor: the circumstances, the situational forces at work, something in the environment, and so on. An example of a situational attribution is ―Giovanni stole the money because his family is starving.‖ Two common biases in attribution are the fundamental attribution error and the selfserving bias. The fundamental attribution error is the tendency, in explaining other people‘s behavior, to overestimate the dispositional causes of behavior and underestimate the influence of the situation. We are biased toward seeing a greater correspondence between a person‘s disposition and that person‘s actions than might actually exist. The self-serving bias involves making favorable attributions for our own actions. If we have done something good, we assign a dispositional attribution; if we have done something wrong, we tend to assign a situational attribution. The better-than-average effect is a bias in which most people believe they are above average on valued dimensions such as virtue, competence, and attractiveness. The just-world hypothesis is the belief that the world is fair and that justice is served, that bad people are punished and good people are rewarded. Unfortunately, one common way of maintaining the belief in a just world is to invoke victim blaming, in which the misfortune of individuals is attributed to their personal (dispositional) failings.
Topic: Social Beliefs Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
2. Explain how the elaboration likelihood model (ELM) accounts for the process of attitude change. Use examples to illustrate the central tenets of the ELM.
There are numerous variables that play a role in the process of attitude change, such as aspects of the communicator (attractiveness, expertise, trustworthiness), aspects of the communication medium (in-person, spoken, written), aspects of the message (onesided versus two-sided, structuring of arguments), aspects of the audience (hostile, receptive, attentive, mixed), and so on. The elaboration likelihood model (ELM) subsumes these variables by proposing two routes to persuasion: the central route and the peripheral route. Central-route processing involves close scrutiny of an attitude-change message. The audience will think about the arguments presented, elaborate on the message, question its premises, etc. As such, when a communicator has strong arguments and good evidence in favor of attitude change, it is advantageous to use the central route to persuasion; the communicator would want the audience to attend to the solid arguments and sound evidence. Unfortunately, not all attitude-change messages are based on sound arguments! Peripheral-route processing, therefore, includes all those elements apart from the arguments at hand, such as the attractiveness of the communicator, their celebrity status, fabulous two-for-one deals, and so on. An automaker that wanted to tout the safety and reliability of their product would benefit from presenting sound arguments using the central route, such as crash test results, five-year reliability statistics, safety innovations, and the like. An automaker that wanted to capitalize on ―flash‖ would benefit from using the peripheral route, highlighting anecdotal testimonials from a few satisfied customers, using a celebrity spokesperson, offering free balloons and hot dogs at the dealership, etc.
Topic: Social Beliefs Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 13.1.B Explain factors that shape our attitudes and predict persuasion and attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
3.
Explain cognitive dissonance and how it occurs. Provide an example that illustrates how cognitive dissonance can lead people to change their attitudes. Make sure to explain the cause of the cognitive dissonance in your example. Answer: A good answer will include the following key points. Examples will vary.
Cognitive dissonance is a state of tension that occurs when a person simultaneously holds two cognitions that are psychologically inconsistent, or when a person‘s belief is incongruent with their behavior. For example, if someone who placed a premium on honesty and moral standards knew that a politician was corrupt and involved in a series of scandals, but voted for that person anyway, they would experience cognitive dissonance. Their behavior (voting for the politician) conflicts with the knowledge that the politician is corrupt. Cognitive dissonance theory predicts that dissonance can be reduced in three ways: by changing the attitude, by changing the behavior, or by adding a third cognition to mediate between the two. Because you cannot ―un-vote‖ for a candidate, the only avenues left to reduce dissonance would be to hold a belief that is not in conflict with the behavior, or to change the existing attitude. In this case, the voter might convince themselves that honesty and morality are not that important after all, thereby changing their existing attitude. This would seem unlikely if that attitude is strongly held. Otherwise, the voter might reason, ―I know this guy‘s corrupt, but I voted for him anyway…but he was the least corrupt of all the corrupt candidates, so I still think he‘ll do a fine job.‖
Topic: Social Beliefs Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 13.1.C Outline the process of cognitive dissonance and how it can lead to attitude change. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
4.
The obedience experiments conducted by Stanley Milgram have become widely publicized. Explain, in detail, the procedures that Milgram used in his research and then evaluate his results. Which conclusions did Milgram reach? How have critics reacted to his research? Answer: A good answer will include the following key points.
Each participant in Milgram‘s experiment was assigned the role of ―teacher‖ and was to administer electric shocks when the ―learner‖ (actually a confederate of the researcher) made an error during a word-association task. Shock levels were increased by 15 volts after each error, up to a maximum of 450 volts. If a participant balked at the task, the experimenter provided calm assertions, such as ―It is absolutely essential that you continue.‖
Every participant administered some shock, and about two-thirds went all the way to 450 volts. Milgram concluded that obedience was a function of the situation rather than of the personalities of the participants. As such, he found that varying aspects of the situation (such as having contradictory experimenters, having a dissenter present, requiring the shock to be administered directly to the body) led people to be more likely to disobey the commands of the experimenter. Students should reflect on or evaluate the results and conclusions of these experiments. They may reflect on potential confounds or discuss whether the conclusions truly reflect the data. Critics consider the experiments unethical because participants were deceived, many subjects experienced emotional distress, and the situation was not realistic.
Topic: Social Forces Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy, 2.4 Interpret, design, and conduct basic psychological research
5.
Solomon Asch, in his experiments investigating conformity, wanted to know what people would do when a group unanimously contradicted an obvious fact. What was found in Asch‘s experiments and in the many replications of his work? Use the information learned from Asch‘s experiments to examine how conformity may influence decisions made by court juries or judges of competitions, as examples. Answer: A good answer will include the following key points.
Solomon Asch found that 75 percent of the individual respondents went along with the wrong answer at least once during the line-judging experiment. Whether they conformed or not, the participants felt uncertain and uncomfortable. Although students may use different examples to explain the potential impact of the findings of Asch‘s experiments, they should address how it is possible that people will conform to something they do not genuinely believe is true. The impact of this for a jury decision could be devastating and certainly it can impact the outcome of many kinds of judged events. Students should include some discussion of the primary motives for conformity: the need for social acceptance (usually called normative social influence) and the need for information (usually called informational social influence). Sometimes we conform because we seek acceptance from the group, but sometimes we conform because we
think the group knows something we do not. Topic: Individuals in Groups Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 13.3.A Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
6.
Groupthink refers to the tendency for all members of a group to think alike for the sake of harmony and to suppress disagreement. There are many symptoms of groupthink, indicators that a group is moving along a path toward these undesirable outcomes. Explain each of these symptoms and discuss ways that groupthink can be avoided. Answer: A good answer will include the following key points.
There are several reliable indicators that groupthink tendencies are fomenting: o o o
o
An illusion of invulnerability. The group believes it can do no wrong. Self-censorship. Dissenters decide to keep quiet rather than make trouble or offend their friends. Pressure on dissenters to conform. The leader teases or humiliates dissenters or otherwise pressures them to go along. An illusion of unanimity. By discouraging dissent and failing to consider alternative
courses of action, leaders and group members create a false sense of consensus, whereby individuals assume that everyone else agrees with the group even when they actually don‘t. Fortunately, groupthink can be minimized when a leader rewards the expression of doubt and dissent, asks group members to generate as many alternative solutions to a problem as they can, and has everyone try to think of the risks and disadvantages of the preferred decision.
Topic: Individuals in Groups Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 13.3.B Define groupthink, and describe its symptoms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
7.
Nonconformity, protest, and altruism are a matter of personal conviction, but situational factors are involved also. Analyze and explain three situational factors that are involved that can help a person overcome bystander apathy and increase their likelihood of helping others. Answer: A good answer will include five key points.
A person perceives the need for intervention or help. Often, the need for help is overshadowed by distractions and a lack of clarity of what is really going on. Someone must truly be able to establish that there is a need for help. Cultural norms encourage taking action. Cultures have varying expectations of helping others. If it is an expectation of the culture that you will stop and help, you are more likely to do so. A person has an ally who is also willing to get involved. An ally reassures a person of the rightness of their choice to help.
Topic: Individuals in Groups Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 13.3.D Discuss the specific situational factors that increase one‘s likelihood of helping others and breaking with group norms. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
8.
Distinguish stereotypes, prejudice, and discrimination, including examples of your choice. At what level of experience do each of these activities take place? Are they unalterably linked to one another, or can they be separated? Answer: A good answer will include five key points.
Stereotypes are summary impressions that members of a group share common characteristics. As such, they represent a cognitive experience; we think that all members of Group X have a certain attribute, or all members of Group Y share the same goals or tendencies. Prejudice refers to a strong, unreasonable dislike of a group and its members, often coinciding with negative stereotypes. As such, it is an experience that exists at an attitudinal level. We believe or hold an attitude that ―Group X does‖ whatever, or ―Group Y are all a bunch of‖ whomevers. Discrimination refers to negative and unjust treatment of a group or its individual members based on their group identity. As such, it is an experience that exists at a behavioral level. Refusing to rent an apartment to members of Group X, or selectively hiring only members of Group Y would be behaviors illustrating discrimination. Although stereotypes, prejudice, and discrimination typically coincide with one another,
they do not necessarily need to. The easiest case would be that forming a particular kind of cognition about a group (a stereotype) fosters a prejudicial attitude toward that group (prejudice) that manifests itself in unfair treatment of that group (discrimination). However, some stereotypes may be useful in the general sense that they speed information processing in a busy social world. Thinking that someone with a crazy, wild-eyed stare might do something unpredictable could be a very useful stereotype to keep oneself safe. Similarly, someone could hold all the horrible, spiteful, ill-informed, terrible prejudicial attitudes they want…but if they‘re never manifested in some kind of behavior—either verbally expressed or acted upon—they wouldn‘t result in discrimination. In short, someone could hold some cruel attitude about Group X, but if they never take preferential action against Group X, then a prejudicial attitude is present without discriminatory behavior also being present.
Topic: Prejudice Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 13.5.A Describe the psychological, social, economic, and cultural sources of prejudice. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
9.
Discuss these causes or origins of prejudice and provide examples to illustrate your points: psychological, social, economic, cultural, and national. Answer: A good answer will include the following key points. Examples will vary.
Psychological: Prejudice serves to ward off feelings of doubt, fear, and low selfesteem; prejudice allows people to use the target group as a scapegoat; prejudice toward a scapegoat may be a way for people to displace feelings of anger and cope with feelings of powerlessness. An example may be someone who is lazy who decides to focus on ―At least I‘m not as lazy as (Group X).‖ By doing this, they elevate their own self-esteem in their comparison. Social: Some prejudices are acquired through a pressure to conform to the views of friends, relatives, or associates. As an example, Constantino grows up in a family that demonstrates prejudice against Group X on a regular basis. To fit in, Constantino makes derogatory statements about Group X to get recognition from family members. Economic: Prejudice makes official forms of discrimination seem legitimate by justifying the majority group‘s dominance, status, or greater wealth. An example might be when a person gets angry and complains about how members of Group X can find jobs more easily in a bad economy because of equal opportunity laws.
Cultural and national: Prejudice bonds people to their own ethnic or national group. An example may include an ―us versus them‖ mentality where the powerlessness of Group X is diminished by banding together.
Topic: Prejudice Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 13.5.A Describe the psychological, social, economic, and cultural sources of prejudice. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
10.
Discuss why it is difficult to measure prejudice by directly asking individuals if they are prejudiced, and distinguish between explicit and implicit prejudice, giving an example of each. Then, explain five options psychologists have for measuring implicit forms of prejudice. Answer: A good answer will include the following key points. Examples will vary.
Most people will not openly admit that they hold any prejudices, which would illustrate a conscious, explicit prejudice. An example of explicit prejudice would be a person yelling derogatory racist remarks to someone who just cut them off in traffic. Implicit prejudice is defined as an unconscious, negative emotional feeling toward a particular group that is manifested in one‘s thoughts and actions in subtle ways. An example might be a teacher who calls on all of the children in class except for the only Hispanic child in class. Possible ways to measure implicit prejudice: o Social distance and ―microaggressions‖: This measure would estimate how reluctant a person is to get close to another group. o Unequal treatment: This would be manifested in signs of discrimination in the ways certain groups are treated. o What people do when they are stressed or angry: Prejudice may appear when people are angry, frustrated, or otherwise not in a typical state. o Brain activity in regions associated with disgust, anger, and anxiety: fMRIs may reveal activity associated with prejudice. o The Implicit Association Test (IAT): This controversial measure of prejudice is based on the reaction time of participants to various pairings of words and faces.
Topic: Prejudice Skill Level: Analyze It
Difficulty Level: Moderate Learning Objective: 13.5.B Describe the multiple ways of measuring prejudice. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
Integrative Essay Questions: Linking the Chapters
1.
In the textbook‘s first chapter, we read about the critical thinking principles ―Examine the Evidence‖ and ―Weigh Conclusions.‖ How do these guidelines relate to social psychology with regard to attribution, especially when encounters occur with people from other cultures? Answer: A good answer will include the following key points.
Defaulting to a dispositional attribution to explain another person‘s behavior may lead to an incorrect explanation of behavior. Considering other interpretations means that we should look at situational and cultural factors that may influence a person‘s behavior before reaching a conclusion as to the cause of the behavior. Behavior often has interacting causes. To make a single attribution, whether dispositional or situational, may be oversimplifying the situation.
Topic: Thinking Critically about Psychology, Social Beliefs Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 1.2.A Explain why critical thinking applies to all scientific pursuits and why it should also guide everyday judgments and decision-making. 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.5 Incorporate sociocultural factors in scientific inquiry
2. In Chapter 2, we learned about descriptive statistics, and especially about the importance of an average when reporting data. Explain how to compute an average, then describe why the ―better-than-average effect‖ is an impossibility. Why do people demonstrate this bias? Do you think instruction in formal statistical analysis would help to lessen this bias? Answer: A good answer will include the following key points.
An average is found by taking all the scores in a distribution, adding them together, and then dividing by the number of scores present. As an example, the average of this set of data would be 5 (10+5+5+5+5+2+3+5+5+5 = 50 / 10 = 5). Although it is not always the case, it is often the case that an average falls in the middle of a distribution of scores, with 50 percent of the values falling above the average and 50 percent of the values falling below the average. This is especially likely to be the case in a normal population distribution.
If we compare ourselves to ―everybody else‖—that is, all other humans—then by definition we‘re talking about an extremely large normal population distribution. As such, it would have to be that 50 percent of that distribution, on whatever variable is under consideration (e.g., attractiveness, intelligence, social skills, virtuousness, competence), would fall above the average, meaning that the other 50 percent of the distribution would have to fall below the average. If a majority of people (let‘s say 70 percent) think that they‘re above average on a dimension (let‘s say social competence), statistically that cannot be true. That‘s what makes it clear that the better-than-average effect is a result of biased attributional thinking rather than a possibility of statistics. So would formal education in statistical reasoning help to lessen this bias? Maybe, but probably not by much. People ignore base rates and probabilities all the time, so explaining to them that everybody can’t be better than average would likely be met with some variation on, ―Oh yeah, I know…I see how that‘s true…but still, you know, I’m better than average!‖
Topic: Evaluating the Findings, Social Beliefs Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 2.5.A Explain how descriptive statistics can be used to compare the performance of two groups of research participants.13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.5 Incorporate sociocultural factors in scientific inquiry
3.
One common form of oversimplification is argument by anecdote. Anecdotes are stories about a personal experience, and they can often be a source of stereotyping as well. Explain how this process might take place. Illustrate your explanation with an example that could show how a stereotype could develop from anecdotal evidence. Answer: A good answer will include the following key points.
Anecdotes are stories about a personal experience. An anecdote can give us information about a member of a particular group—often vivid information, when the anecdote sounds compelling and detailed—and we might then assume that all members of the group behave similarly to that one individual. Example: You might read a story in the newspaper about a group of irresponsible teenagers who vandalize a school, and decide that all teenagers are irresponsible and engage in malicious mischief.
Topic: Thinking Critically about Psychology, Us Versus Them: Group Identity and Conflict
Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 1.2.A Explain why critical thinking applies to all scientific pursuits and why it should also guide everyday judgments and decision-making. 13.4.C Define stereotyping, and discuss specific ways in which stereotypes distort reality. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena
Revel Quizzes
The following questions appear at the end of each module and at the end of the chapter in Revel for Psychology, 14e.
EOM Q13.1.1
The fundamental attribution error occurs when __________. Options a) observers underestimate situational influences and overestimate dispositional influences on another person‘s behavior b) observers overestimate situational influences and underestimate dispositional influences on another person‘s behavior Consider This: There is a pronounced tendency that people fall prey to when trying to explain another person‘s behavior. 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. c) observers fail to make any sort of attribution for someone else‘s behavior Consider This: There is a pronounced tendency that people fall prey to when trying to explain another person‘s behavior. 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. d) we perceive others to be more similar to ourselves than they really are Consider This: There is a pronounced tendency that people fall prey to when trying to explain another person‘s behavior. 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. ANS: a Mod No=13.1 Skill Level=Remember Difficulty Level=easy
EOM Q13.1.2
Blaming the victim is a means of __________. Options a) restoring one‘s belief in a just world b) making a situational attribution for someone‘s misfortune Consider This: Blaming the victim occurs when we conclude that someone must have done something to bring about her or his own misfortune. 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. c) increasing cognitive dissonance Consider This: Blaming the victim occurs when we conclude that someone must have done something to bring about her or his own misfortune. 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. d) producing the false consensus effect Consider This: Blaming the victim occurs when we conclude that someone must have done something to bring about her or his own misfortune. 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. ANS: a Mod No=13.1 Skill Level=Understand Difficulty Level=easy
EOM Q13.1.3
Morris is an intelligent individual who values his health and understands that smoking cigarettes is bad for him. Yet he smokes a pack of cigarettes a day. Cognitive dissonance theory suggests that Morris will __________.
Options a) find the inconsistency between his attitudes and behaviors here to be uncomfortable b) feel even more comfortable smoking the more he reads about the negative health outcomes of smoking Consider This: People tend to find dissonance to be an aversive state that they seek to get rid of somehow. 13.1.C Outline the process of cognitive dissonance and how it can lead to attitude change. c) make a dispositional attribution for his tendency to smoke Consider This: People tend to find dissonance to be an aversive state that they seek to get rid of somehow. 13.1.C Outline the process of cognitive dissonance and how it can lead to attitude change. d) persuade himself to stop smoking through a peripheral route to persuasion Consider This: People tend to find dissonance to be an aversive state that they seek to get rid of somehow. 13.1.C Outline the process of cognitive dissonance and how it can lead to attitude change. ANS: a Mod No=13.1 Skill Level=Apply Difficulty Level=moderate
EOM Q13.1.4
According to the elaboration likelihood model, which of the following would be most consistent with a central route to persuasion? Options a) The motivation to think carefully about an issue b) Being more influenced by a speaker‘s appearance than by her arguments Consider This: The peripheral route to persuasion tends to be associated with heuristic, less mindful processes. 13.1.B Explain factors that shape our attitudes and predict persuasion and attitude change. c) An attitude that is explicit but not implicit
Consider This: The peripheral route to persuasion tends to be associated with heuristic, less mindful processes. 13.1.B Explain factors that shape our attitudes and predict persuasion and attitude change. d) The desire to take cognitive shortcuts Consider This: The peripheral route to persuasion tends to be associated with heuristic, less mindful processes. 13.1.B Explain factors that shape our attitudes and predict persuasion and attitude change. ANS: a Mod No=13.1 Skill Level=Understand Difficulty Level=moderate
EOM Q13.1.5
Which of the following is not an element identified with the process of indoctrination? Options a) A person has a sudden change of mind without being aware of what is happening. b) A person‘s problems are explained by one simple attribution. Consider This: People rarely become indoctrinated all at one time. 13.1.D Summarize social psychological elements that contribute to indoctrination. c) A person‘s access to disconfirming information is severely controlled. Consider This: People rarely become indoctrinated all at one time. 13.1.D Summarize social psychological elements that contribute to indoctrination. d) A person‘s behavior changes gradually, in increments. Consider This: People rarely become indoctrinated all at one time. 13.1.D Summarize social psychological elements that contribute to indoctrination. ANS: a Mod No=13.1 Skill Level=Understand
Difficulty Level=easy
EOM Q13.2.1
Rules that regulate social life, such as explicit laws and implicit cultural conventions, are referred to as __________. Options a) norms b) customs Consider This: Often, people follow these rules without giving them much thought. 13.2.A Compare social norms and social roles, and note how they contribute to rules that guide behavior. c) regulations Consider This: Often, people follow these rules without giving them much thought. 13.2.A Compare social norms and social roles, and note how they contribute to rules that guide behavior. d) roles Consider This: Often, people follow these rules without giving them much thought. 13.2.A Compare social norms and social roles, and note how they contribute to rules that guide behavior. ANS: a Mod No=13.2 Skill Level=Remember Difficulty Level=easy
EOM Q13.2.2
Stanley Milgram‘s research on obedience found that ―teachers‖ tended to deliver less shock to ―learners‖ if __________.
Options a) the experimenter was not physically present b) the experimenter was presented as a legitimate authority figure Consider This: There are several conditions that made disobedience in the Milgram experiments more likely by reducing the social pressure exerted by the situation. 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. c) the study took place in a prestigious setting Consider This: There are several conditions that made disobedience in the Milgram experiments more likely by reducing the social pressure exerted by the situation. 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. d) Milgram himself stood near the teacher and gave the orders Consider This: There are several conditions that made disobedience in the Milgram experiments more likely by reducing the social pressure exerted by the situation. 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. ANS: a Mod No=13.2 Skill Level=Understand Difficulty Level=difficult
EOM Q13.2.3
Which of the following criticisms has been leveled at Milgram‘s obedience study? Options a) Milgram‘s conclusion that personality traits are virtually irrelevant to whether people obey authority is questionable. b) Milgram did not give enough thought to the potential parallels that could be drawn between the study‘s participants and behavior in Nazi Germany. Consider This: Milgram‘s study demonstrates the power of the situation in producing obedience, but it does not rule out the likelihood that other factors also render some
individuals more susceptible to obedience than others. 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. c) Milgram should not have debriefed the participants afterward to indicate that no shocks had actually been administered. Consider This: Milgram‘s study demonstrates the power of the situation in producing obedience, but it does not rule out the likelihood that other factors also render some individuals more susceptible to obedience than others. 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. d) Milgram should not have told participants in advance what the study was designed to measure. Consider This: Milgram‘s study demonstrates the power of the situation in producing obedience, but it does not rule out the likelihood that other factors also render some individuals more susceptible to obedience than others. 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. ANS: a Mod No=13.2 Skill Level=Understand Difficulty Level=difficult
EOM Q13.2.4
Which of the following statements is true of Zimbardo‘s prison study? Options a) The researcher‘s briefing of the ―guards‖ may have predisposed them to treat the ―prisoners‖ brutally. b) The ―prisoners‖ in the study had too much say in how they were treated. Consider This: Some criticisms of the Zimbardo study focus on the instructions given to participants. 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. c) The participants in the study likely had similar personality characteristics to any randomly selected group of people from the population at large.
Consider This: Some criticisms of the Zimbardo study focus on the instructions given to participants. 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. d) The study illustrates that the social situation affects behavior only under highly unusual circumstances. Consider This: Some criticisms of the Zimbardo study focus on the instructions given to participants. 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. ANS: a Mod No=13.2 Skill Level=Understand Difficulty Level=difficult
EOM Q13.2.5
Which of the following statements regarding efforts to replicate the Milgram and Zimbardo studies is most accurate? Options a) Recent studies in multiple countries have used a modified version of Milgram‘s procedure and found relatively similar levels of obedience to the original study. b) Recent replications of Milgram‘s study have included modifications to reduce the distress participants experience, and as a result they have not obtained similar findings to the original study. Consider This: A recent criticism of Zimbardo‘s study is that when replication efforts haven‘t used the same suggestible instructions, they have not obtained the same type of results. 13.2.C Explain the factors that contribute to destructive forms of obedience. c) Zimbardo‘s study has been replicated many times using less suggestible instructions for the guards, and these recent studies have produced the exact same type of pathological behavior produced in the original. Consider This: A recent criticism of Zimbardo‘s study is that when replication efforts haven‘t used the same suggestible instructions, they have not obtained the same type of results. 13.2.C Explain the factors that contribute to destructive forms of obedience.
d) Neither of these studies has been replicated due to ethical concerns regarding their procedures. Consider This: A recent criticism of Zimbardo‘s study is that when replication efforts haven‘t used the same suggestible instructions, they have not obtained the same type of results. 13.2.C Explain the factors that contribute to destructive forms of obedience. ANS: a Mod No=13.2 Skill Level=Understand Difficulty Level=moderate
EOM Q13.3.1
In his famous series of studies of conformity, Solomon Asch set out to discover what people would do when a group unanimously contradicted an obvious fact. Of the individual respondents who participated in the Asch line study, 75% of them __________. Options a) went along with the wrong answer at least once b) gave inaccurate answers when they made line comparisons in private, without anyone else around Consider This: While they were a minority of respondents, some individuals in the Asch study never once conformed to the group‘s wrong answer. 13.3.A Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. c) refused to change a correct answer in order to conform to the group‘s wrong answer Consider This: While they were a minority of respondents, some individuals in the Asch study never once conformed to the group‘s wrong answer. 13.3.A Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. d) truly changed their private beliefs to fall in line with the wrong answer given by the group Consider This: While they were a minority of respondents, some individuals in the Asch study never once conformed to the group‘s wrong answer. 13.3.A Outline the
Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. ANS: a Mod No=13.3 Skill Level=Remember Difficulty Level=moderate
EOM Q13.3.2
Tonia attended a cocktail party at a business conference, and she was not sure if she should tip the bartender or if gratuities were the responsibility of the event organizers. She asked a waiter for advice, who replied, ―It is up to the individual attendees to tip the bartender,‖ so Tonia left a tip. Which aspect of conformity do Tonia‘s actions illustrate? Options a) The need for information b) The need for social acceptance Consider This: Tonia legitimately does not know the protocol in this situation, so she follows the behavior of others. 13.3.A Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. c) The need for equity Consider This: Tonia legitimately does not know the protocol in this situation, so she follows the behavior of others. 13.3.A Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. d) The need for dissonance rebuttal Consider This: Tonia legitimately does not know the protocol in this situation, so she follows the behavior of others. 13.3.A Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. ANS: a Mod No=13.3 Skill Level=Apply
Difficulty Level=moderate
EOM Q13.3.3
Which of the following is not a symptom of groupthink? Options a) An inclusive leader b) An illusion of unanimity Consider This: Anything that places a premium on agreement within the group rather than making the best decision can be evidence of groupthink. 13.3.B Define groupthink, and describe its symptoms. c) An illusion of invulnerability Consider This: Anything that places a premium on agreement within the group rather than making the best decision can be evidence of groupthink. 13.3.B Define groupthink, and describe its symptoms. d) Self-censorship Consider This: Anything that places a premium on agreement within the group rather than making the best decision can be evidence of groupthink. 13.3.B Define groupthink, and describe its symptoms. ANS: a Mod No=13.3 Skill Level=Understand Difficulty Level=moderate
EOM Q13.3.4
The violence instigated during a riot by otherwise respectable citizens may best exemplify __________. Options a) deindividuation felt by the participants b) cross-cultural differences in leadership behavior Consider This: Individuals often behave differently when they are on their own than they do when they are in a group or crowd. 13.3.C Explain how an increased sense of anonymity in a crowd can lead to both the bystander effect and deindividuation. c) the familiarity effect Consider This: Individuals often behave differently when they are on their own than they do when they are in a group or crowd. 13.3.C Explain how an increased sense of anonymity in a crowd can lead to both the bystander effect and deindividuation. d) the effects of social inhibition Consider This: Individuals often behave differently when they are on their own than they do when they are in a group or crowd. 13.3.C Explain how an increased sense of anonymity in a crowd can lead to both the bystander effect and deindividuation. ANS: a Mod No=13.3 Skill Level=Understand Difficulty Level=difficult
EOM Q13.3.5
You see a blind pedestrian starting to veer into a busy street. Although you could just as easily go about your business, you instead offer assistance and guide the person back to the safe and correct path. Why the sudden burst of helpfulness? Options a) Cultural norms encouraged you to take action; in this case, a norm that holds ―we should help those who need our help.‖
b) Diffusion of responsibility took hold; although you felt little responsibility to take action, it was still more than the amount felt by other passersby. Consider This: Although humans many times fail to rise to the occasion and offer help when it is called for, some situational circumstances can increase the likelihood of helping others. 13.3.D Discuss the specific situational factors that increase one‘s likelihood of helping others and breaking with group norms. c) Altruism is largely genetic; your hereditary tendency to help others overruled the situational impulse to look after your own interests first. Consider This: Although humans many times fail to rise to the occasion and offer help when it is called for, some situational circumstances can increase the likelihood of helping others. 13.3.D Discuss the specific situational factors that increase one‘s likelihood of helping others and breaking with group norms. d) The bystander effect was at work; as a bystander, you felt morally obligated to help. Consider This: Although humans many times fail to rise to the occasion and offer help when it is called for, some situational circumstances can increase the likelihood of helping others. 13.3.D Discuss the specific situational factors that increase one‘s likelihood of helping others and breaking with group norms. ANS: a Mod No=13.3 Skill Level=Apply Difficulty Level=moderate
EOM Q13.4.1
Which of the following statements about social identities is true? Options a) Sometimes social identities are the source of pride and resilience, and sometimes they can collide and be in conflict with one another. b) Most people only have one social identity. Consider This: Most of us have multiple social identities, and different aspects of our sense of self are activated at different times under different circumstances. 13.4.A
Define social identity, and discuss its links to how people think about the world around them. c) Having more social identities tends to predict poorer psychological well-being. Consider This: Most of us have multiple social identities, and different aspects of our sense of self are activated at different times under different circumstances. 13.4.A Define social identity, and discuss its links to how people think about the world around them. d) Social identities create strong bonds with the out-group. Consider This: Most of us have multiple social identities, and different aspects of our sense of self are activated at different times under different circumstances. 13.4.A Define social identity, and discuss its links to how people think about the world around them. ANS: a Mod No=13.4 Skill Level=Understand Difficulty Level=difficult
EOM Q13.4.2
Henry conducts a study in which he divides participants into two groups at random. He tells them, though, that the groups have been determined by personality type, with one group being ―Type J‖ and one group being ―Type R.‖ He then asks them to read a series of facts about a variety of hypothetical individuals, some of whom are described as Type Js and some of whom are Type Rs. He then tests them on their memory for the series of facts. Based on previous research, which of the following findings is most likely for Henry‘s study? Options a) Type J participants will be more likely to remember negative acts associated with Type Rs than negative acts associated with other Type Js. b) Type J participants will be more likely to remember positive acts associated with other Type Js than positive acts associated with Type Rs. Consider This: Even group distinctions drawn on minimal criteria can lead to in-group favoritism. 13.4.B Explain what in-groups and out-groups are, and discuss how easily we fall into us–them thinking.
c) These group assignments are based on such minimal and arbitrary criteria that they will not influence individuals‘ perceptions and memory. Consider This: Even group distinctions drawn on minimal criteria can lead to in-group favoritism. 13.4.B Explain what in-groups and out-groups are, and discuss how easily we fall into us–them thinking. d) Type J participants will be more likely to remember anything that another Type J did compared to anything that a Type R did. Consider This: Even group distinctions drawn on minimal criteria can lead to in-group favoritism. 13.4.B Explain what in-groups and out-groups are, and discuss how easily we fall into us–them thinking. ANS: a Mod No=13.4 Skill Level=Apply Difficulty Level=difficult
EOM Q13.4.3
What strategy does the Robbers Cave study suggest for reducing ―us–them‖ thinking and hostility between groups? Options a) Interdependence in reaching mutual goals b) Competition for scarce resources Consider This: Robbers Cave was a naturalistic demonstration of tension between groups and reduction of that tension. 13.4.B Explain what in-groups and out-groups are, and discuss how easily we fall into us–them thinking. c) Dialogue and debate between representatives of each group Consider This: Robbers Cave was a naturalistic demonstration of tension between groups and reduction of that tension. 13.4.B Explain what in-groups and out-groups are, and discuss how easily we fall into us–them thinking. d) ―Time-sharing‖ of power positions
Consider This: Robbers Cave was a naturalistic demonstration of tension between groups and reduction of that tension. 13.4.B Explain what in-groups and out-groups are, and discuss how easily we fall into us–them thinking. ANS: a Mod No=13.4 Skill Level=Remember Difficulty Level=difficult
EOM Q13.4.4
An Albanian family has moved to Barry‘s neighborhood. When Barry and his next-door neighbor are talking over the fence one day, Barry remarks, ―Yeah, all those Albanians are the same—real standoffish‖ (even though Barry does not know any other Albanians, has not interacted with any Albanians, and cannot even find Albania on a map). What is Barry promoting with his viewpoint? Options a) A stereotype b) Acculturation Consider This: Barry has reached a general conclusion based on a small amount of information. 13.4.C Define stereotyping, and discuss specific ways in which stereotypes distort reality. c) An ethnic identity Consider This: Barry has reached a general conclusion based on a small amount of information. 13.4.C Define stereotyping, and discuss specific ways in which stereotypes distort reality. d) Deindividuation Consider This: Barry has reached a general conclusion based on a small amount of information. 13.4.C Define stereotyping, and discuss specific ways in which stereotypes distort reality. ANS: a Mod No=13.4
Skill Level=Apply Difficulty Level=moderate
EOM Q13.4.5
Which of the following conclusions about the nature of stereotypes is most accurate? Options a) They are mental tools that can allow us to process social information efficiently, even as they can also lead to prejudice. b) They are always completely false and unrelated to real tendencies. Consider This: ―Stereotyping‖ has a broader connotation than most people would initially assume. 13.4.C Define stereotyping, and discuss specific ways in which stereotypes distort reality. c) They hold the same meaning across cultures. Consider This: ―Stereotyping‖ has a broader connotation than most people would initially assume. 13.4.C Define stereotyping, and discuss specific ways in which stereotypes distort reality. d) They provide an objective, unbiased view of a group of people. Consider This: ―Stereotyping‖ has a broader connotation than most people would initially assume. 13.4.C Define stereotyping, and discuss specific ways in which stereotypes distort reality. ANS: a Mod No=13.4 Skill Level=Analyze Difficulty Level=difficult
EOM Q13.5.1
Which of the following is a psychological cause of prejudice?
Options a) People increase their own sense of self-worth by seeing other groups as inferior. b) People derive a greater sense of national pride by actively combatting another group. Consider This: A psychological cause of prejudice can be contrasted with more social, economic, and cultural causes. 13.5.A Describe the psychological, social, economic, and cultural sources of prejudice. c) People dislike members of a group because their parents and grandparents have also disliked that same group. Consider This: A psychological cause of prejudice can be contrasted with more social, economic, and cultural causes. 13.5.A Describe the psychological, social, economic, and cultural sources of prejudice. d) People dislike members of a group because those members are seen as unfairly taking limited resources. Consider This: A psychological cause of prejudice can be contrasted with more social, economic, and cultural causes. 13.5.A Describe the psychological, social, economic, and cultural sources of prejudice. ANS: a Mod No=13.5 Skill Level=Understand Difficulty Level=difficult
EOM Q13.5.2
Paul calls women ―babe‖ or ―honey,‖ applauds their efforts to become better homemakers, and generally views them as the delicate sex. Although he might claim to be well intentioned, Paul‘s attitudes have many of the markers of __________ sexism. Options a) benevolent b) hostile Consider This: Paul holds a problematic view of women, even if it seems, on the surface, to be favorable. 13.5.A Describe the psychological, social, economic, and cultural sources of prejudice.
c) ascendant Consider This: Paul holds a problematic view of women, even if it seems, on the surface, to be favorable. 13.5.A Describe the psychological, social, economic, and cultural sources of prejudice. d) national Consider This: Paul holds a problematic view of women, even if it seems, on the surface, to be favorable. 13.5.A Describe the psychological, social, economic, and cultural sources of prejudice. ANS: a Mod No=13.5 Skill Level=Apply Difficulty Level=difficult
EOM Q13.5.3
Arlo walks home from work every day. However, he opts for a longer route to avoid walking through what he describes as ―a rough part of town.‖ Police statistics show that the crime rate in the avoided area is no higher than in neighboring areas, but Arlo sticks to his beliefs. Arlo‘s behavior could be an example of how __________ might be a useful measure of prejudicial attitudes. Options a) social distance b) brain activity Consider This: While there are many ways to measure prejudice, in this instance, the evidence we have of Arlo‘s attitudes seems to be behavioral. 13.5.B Describe the multiple ways of measuring prejudice. c) measures of unequal treatment Consider This: While there are many ways to measure prejudice, in this instance, the evidence we have of Arlo‘s attitudes seems to be behavioral. 13.5.B Describe the multiple ways of measuring prejudice. d) implicit contempt
Consider This: While there are many ways to measure prejudice, in this instance, the evidence we have of Arlo‘s attitudes seems to be behavioral. 13.5.B Describe the multiple ways of measuring prejudice. ANS: a Mod No=13.5 Skill Level=Apply Difficulty Level=difficult
EOM Q13.5.4
According to the contact hypothesis, which of the following conditions must be present in order to reduce prejudice and intergroup hostility between two groups? Options a) There must be an opportunity to get to know rival group members as individuals. b) Laws, mandates, or prohibitions should govern the behavior of all groups. Consider This: The contact hypothesis emphasizes issues surrounding the degree to and circumstances under which individuals from different groups interact with each other. 13.5.C Describe situational factors that can help reduce prejudice and intergroup conflict. c) Laws, mandates, or prohibitions should govern the behavior of one of the groups. Consider This: The contact hypothesis emphasizes issues surrounding the degree to and circumstances under which individuals from different groups interact with each other. 13.5.C Describe situational factors that can help reduce prejudice and intergroup conflict. d) Groups with a history of intergroup hostility should have limited contact with each other. Consider This: The contact hypothesis emphasizes issues surrounding the degree to and circumstances under which individuals from different groups interact with each other. 13.5.C Describe situational factors that can help reduce prejudice and intergroup conflict. ANS: a Mod No=13.5 Skill Level=Understand
Difficulty Level=moderate
EOM Q13.5.5
Which of the following is the name given to a type of classroom created to build cooperation between individuals from diverse backgrounds? Options a) Jigsaw b) Melting pot Consider This: It is a type of classroom in which students from different ethnic groups work together on a task that is broken up. 13.5.C Describe situational factors that can help reduce prejudice and intergroup conflict. c) Belonging Consider This: It is a type of classroom in which students from different ethnic groups work together on a task that is broken up. 13.5.C Describe situational factors that can help reduce prejudice and intergroup conflict. d) Patchwork quilt Consider This: It is a type of classroom in which students from different ethnic groups work together on a task that is broken up. 13.5.C Describe situational factors that can help reduce prejudice and intergroup conflict. ANS: a Mod No=13.5 Skill Level=Remember Difficulty Level=difficult
Chapter 13 Quiz:
EOC Q13.1
The just-world hypothesis holds that __________. Options a) good things happen to good people and bad things happen to bad people b) people will behave in response to the situation and downplay their dispositional tendencies Consider This: The just-world hypothesis focuses on how people explain positive and negative outcomes in life. 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. c) favorable outcomes are due to dispositional causes, whereas unfavorable outcomes are due to the effects of the situation Consider This: The just-world hypothesis focuses on how people explain positive and negative outcomes in life. 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. d) there is just this world, and no afterlife Consider This: The just-world hypothesis focuses on how people explain positive and negative outcomes in life. 13.1.A Contrast situational and dispositional attributions, and explain the fundamental attribution error and other biases that people hold. ANS: a Mod No=13.1 Skill Level=Remember Difficulty Level=difficult
EOC Q13.2
Keisha has announced to her friends that she wants to exercise more this semester. As her friends head off to the school gym, she flips on the television and settles in for a night of relaxed inactivity. Which of the following terms describes how she might feel when she thinks about her exercise goal?
Options a) Cognitive dissonance b) Cognitive consonance Consider This: Keisha is currently holding two attitudes that are at odds with one another: her stated desire to exercise and her knowledge of her current behavior. 13.1.C Outline the process of cognitive dissonance and how it can lead to attitude change. c) Implicit familiarity Consider This: Keisha is currently holding two attitudes that are at odds with one another: her stated desire to exercise and her knowledge of her current behavior. 13.1.C Outline the process of cognitive dissonance and how it can lead to attitude change. d) Cognitive bias Consider This: Keisha is currently holding two attitudes that are at odds with one another: her stated desire to exercise and her knowledge of her current behavior. 13.1.C Outline the process of cognitive dissonance and how it can lead to attitude change. ANS: a Mod No=13.1 Skill Level=Apply Difficulty Level=moderate
EOC Q13.3
Marcie has joined a cult and has been instructed by her Supreme Leader to conduct a political assassination. She is convinced that this is the only means to bring about world peace and install the Supreme Leader in his rightful position of world domination. Marcie knows she will no doubt be shot on sight for her actions, but she looks forward to the eternal salvation and promised heavenly rewards for completing her mission. How likely will Marcie be to follow through on her assignment? Options a) Likely; she shows many characteristics of being indoctrinated. b) Not very likely; she does not seem to believe in her own cause.
Consider This: Marcie appears, by all accounts, to be a ―true believer‖ in the correctness of her actions. 13.1.D Summarize social psychological elements that contribute to indoctrination. c) Likely; she has made a dispositional attribution to the effects of the situation. Consider This: Marcie appears, by all accounts, to be a ―true believer‖ in the correctness of her actions. 13.1.D Summarize social psychological elements that contribute to indoctrination. d) Not very likely; obedience to authority is easily overcome. Consider This: Marcie appears, by all accounts, to be a ―true believer‖ in the correctness of her actions. 13.1.D Summarize social psychological elements that contribute to indoctrination. ANS: a Mod No=13.1 Skill Level=Analyze Difficulty Level=moderate EOC Q13.4
When Abdallah met Emmanuelle for the first time, he was struck by three things: She was pretty, she had a French accent, and she kept backing away from him. Emmanuelle also was struck by three things: Abdallah was handsome, he was tall, and he stood really, really close to her— uncomfortably close, as a matter of fact. What might account for the major difference in their initial impressions? Options a) Appropriate conversational distance is a norm that varies from culture to culture. b) Making and holding eye contact is a social rule that each of them violated. Consider This: Norms help to regulate our social interactions, even though they are often implicit. 13.2.A Compare social norms and social roles, and note how they contribute to rules that guide behavior. c) Each of them adopted a social role that was incorrect for their interaction. Consider This: Norms help to regulate our social interactions, even though they are often implicit. 13.2.A Compare social norms and social roles, and note how they contribute to rules that guide behavior.
d) Cultural rules modified the social roles that each person was required to play. Consider This: Norms help to regulate our social interactions, even though they are often implicit. 13.2.A Compare social norms and social roles, and note how they contribute to rules that guide behavior. ANS: a Mod No=13.2 Skill Level=Apply Difficulty Level=difficult
EOC Q13.5
Tomas is asked to play the role of a guard in a realistic simulation of an actual prison setting. What would Zimbardo and colleagues predict that Tomas‘s behavior will be like in this environment over time? Options a) He will adopt many of the mannerisms, attitudes, and behaviors of actual prison guards. b) He will stay true to his own beliefs and personal values. Consider This: Situational factors, coupled with encouragement from authority figures, can exert a powerful influence on our behavior. 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. c) He will disobey the unreasonable requests of those in power over him. Consider This: Situational factors, coupled with encouragement from authority figures, can exert a powerful influence on our behavior. 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. d) He will start to act more like a prisoner than like a guard. Consider This: Situational factors, coupled with encouragement from authority figures, can exert a powerful influence on our behavior. 13.2.B Outline and critique Milgram‘s obedience research and Zimbardo‘s Stanford Prison Experiment. ANS: a Mod No=13.2 Skill Level=Apply
Difficulty Level=difficult
EOC Q13.6
Which of the following statements about Milgram‘s obedience research is false? Options a) The findings seem to be a uniquely American phenomenon, as the study has never been replicated in another country. b) Obedience rates declined when participants had to place the learner‘s hand directly onto a shock plate. Consider This: While numerous variations were found to change levels of obedience in the study, no significant gender differences were observed among participants. 13.2.D Explain the factors that contribute to destructive forms of obedience. c) Women and men participants exhibited relatively equal levels of obedience in the research. Consider This: While numerous variations were found to change levels of obedience in the study, no significant gender differences were observed among participants. 13.2.D Explain the factors that contribute to destructive forms of obedience. d) Participants in the study believed that they were taking part in research examining the influence of punishment on learning. Consider This: While numerous variations were found to change levels of obedience in the study, no significant gender differences were observed among participants. 13.2.D Explain the factors that contribute to destructive forms of obedience. ANS: a Mod No=13.2 Skill Level=Understand Difficulty Level=difficult
EOC Q13.7
What did Solomon Asch discover in his famous research on judging the lengths of lines?
Options a) Many people conformed to the opinions of a group, despite those opinions being obviously wrong. b) The vast majority of people dissented when the group‘s opinions were at odds with their own. Consider This: As Stanley Milgram also demonstrated, what people think they will do and what they actually do in a given situation are not always the same. 13.3.A Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. c) Only ―weak-willed‖ individuals, defined as such by their friends, conformed to the group‘s opinions. Consider This: As Stanley Milgram also demonstrated, what people think they will do and what they actually do in a given situation are not always the same. 13.3.A Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. d) Many people asserted their informational authority and swayed the group to their own beliefs. Consider This: As Stanley Milgram also demonstrated, what people think they will do and what they actually do in a given situation are not always the same. 13.3.A Outline the Asch line-judging study, and discuss how conformity differs from related concepts such as obedience and persuasion. ANS: a Mod No=13.3 Skill Level=Understand Difficulty Level=moderate
EOC Q13.8
The tendency for group members to strive for consensus and agreement at the expense of realistically considering other viewpoints and relevant information is called __________. Options a) groupthink b) hive mind
Consider This: Many times, groups would rather have the appearance of unanimity than weigh all available options in pursuit of a goal. 13.3.B Define groupthink, and describe its symptoms. c) social loafing Consider This: Many times, groups would rather have the appearance of unanimity than weigh all available options in pursuit of a goal. 13.3.B Define groupthink, and describe its symptoms. d) group polarization Consider This: Many times, groups would rather have the appearance of unanimity than weigh all available options in pursuit of a goal. 13.3.B Define groupthink, and describe its symptoms. ANS: a Mod No=13.3 Skill Level=Remember Difficulty Level=difficult
EOC Q13.9
The more people who are around you in an emergency, the less likely the less likely you are to offer assistance yourself. Which of the following is an explanation for this curious and disturbing finding? Options a) Diffusion of responsibility b) Groupthink Consider This: One of these answer choices has to do with the ways in which the presence of other people can relieve the pressure an individual feels to take action. 13.3.C Explain how an increased sense of anonymity in a crowd can lead to both the bystander effect and deindividuation. c) Obedience Consider This: One of these answer choices has to do with the ways in which the presence of other people can relieve the pressure an individual feels to take action.
13.3.C Explain how an increased sense of anonymity in a crowd can lead to both the bystander effect and deindividuation. d) Just-world hypothesis Consider This: One of these answer choices has to do with the ways in which the presence of other people can relieve the pressure an individual feels to take action. 13.3.C Explain how an increased sense of anonymity in a crowd can lead to both the bystander effect and deindividuation. ANS: a Mod No=13.3 Skill Level=Remember Difficulty Level=difficult
EOC Q13.10
Helping can be increased by __________. Options a) the presence of an ally who is the first one to offer help b) the bystander effect Consider This: Although the prospects for receiving help in an emergency can seem grim, several situational factors make help-giving more likely. 13.3.D Discuss the specific situational factors that increase one‘s likelihood of helping others and breaking with group norms. c) increasing feelings of deindividuation among those present Consider This: Although the prospects for receiving help in an emergency can seem grim, several situational factors make help-giving more likely. 13.3.D Discuss the specific situational factors that increase one‘s likelihood of helping others and breaking with group norms. d) waiting for a leader to emerge from the group of bystanders Consider This: Although the prospects for receiving help in an emergency can seem grim, several situational factors make help-giving more likely. 13.3.D Discuss the
specific situational factors that increase one‘s likelihood of helping others and breaking with group norms. ANS: a Mod No=13.3 Skill Level=Understand Difficulty Level=easy
EOC Q13.11
Which of the following statements about social identity is true? Options a) We often think first about specific social identities that make us stand out in a particular situation. b) Most people have only one social identity. Consider This: Most of us have multiple social identities, and different aspects of our sense of self are activated at different times under different circumstances. 13.4.A Define social identity, and discuss its links to how people think about the world around them. c) Having multiple social identities often makes us less creative. Consider This: Most of us have multiple social identities, and different aspects of our sense of self are activated at different times under different circumstances. 13.4.A Define social identity, and discuss its links to how people think about the world around them. d) Having multiple social identities does not lead to increased psychological well-being. Consider This: Most of us have multiple social identities, and different aspects of our sense of self are activated at different times under different circumstances. 13.4.A Define social identity, and discuss its links to how people think about the world around them. ANS: a Mod No=13.4 Skill Level= Understand
DifficultyLevel=easy
EOC Q13.12
Mary believes that all Asian people excel at mathematics. Although that might be considered a compliment, it is also nonetheless __________. Options a) a stereotype b) prejudicial Consider This: Mary is distorting the reality of differences that might exist between groups. 13.4.C Define stereotyping, and discuss specific ways in which stereotypes distort reality. c) an example of obedience to authority Consider This: Mary is distorting the reality of differences that might exist between groups. 13.4.C Define stereotyping, and discuss specific ways in which stereotypes distort reality. d) acculturative Consider This: Mary is distorting the reality of differences that might exist between groups. 13.4.C Define stereotyping, and discuss specific ways in which stereotypes distort reality. ANS: a Mod No=13.4 Skill Level=Apply Difficulty Level=moderate
EOC Q13.13
One explicit measure of prejudice might be obtained by recording __________. Options a) how people respond to questionnaires asking about their prejudicial attitudes
b) what daily experiences people say they enjoy the most Consider This: People‘s explicit attitudes are those about which they are consciously aware. 13.5.B Describe the multiple ways of measuring prejudice. c) brain-wave activity when people view photos of other racial identities Consider This: People‘s explicit attitudes are those about which they are consciously aware. 13.5.B Describe the multiple ways of measuring prejudice. d) how people respond to the Implicit Association Test Consider This: People‘s explicit attitudes are those about which they are consciously aware. 13.5.B Describe the multiple ways of measuring prejudice. ANS: a Mod No=13.5 Skill Level= Understand DifficultyLevel=moderate
EOC Q13.14
The Plain-Bellied Sneeches and the Star-Bellied Sneeches have a history of hostility and intergroup conflict. Which of the following events would have the greatest chance of reducing their conflicts? Options a) The central Sneechatorium (gym) burns down and the two groups cooperate to rebuild it. b) The local minister asks members of both groups to attend sermons on harmony and togetherness. Consider This: Simply being in the same place at the same time as each other is not typically sufficient to reduce conflict between two groups. 13.5.C Describe situational factors that can help reduce prejudice and intergroup conflict. c) The local neighborhood center sponsors an athletic competition between the two groups.
Consider This: Simply being in the same place at the same time as each other is not typically sufficient to reduce conflict between two groups. 13.5.C Describe situational factors that can help reduce prejudice and intergroup conflict. d) The city builds a park for the Star-Bellied Sneeches. Consider This: Simply being in the same place at the same time as each other is not typically sufficient to reduce conflict between two groups. 13.5.C Describe situational factors that can help reduce prejudice and intergroup conflict. ANS: a Mod No=13.5 Skill Level=Analyze Difficulty Level=moderate
EOC Q13.15
Research on obedience, prejudice, helping others, groupthink, and conformity illustrates that sometimes people can do really bad things when norms, roles, and situations impact them. But the same research also points a way to understanding that __________. Options a) people can also do really good things when norms, roles, and situations dictate b) people can do even more atrocious things when social pressures are lifted Consider This: The banality of evil and the banality of virtue are always lurking in our social background. See: Taking Psychology With You. c) personality differences are a stronger predictor of behavior than are situational factors Consider This: The banality of evil and the banality of virtue are always lurking in our social background. See: Taking Psychology With You. d) humans are born good, and it is society that leads us to behave badly Consider This: The banality of evil and the banality of virtue are always lurking in our social background. See: Taking Psychology With You. ANS: a Mod No=13.5
Skill Level=Understand Difficulty Level=difficult
TOTAL ASSESSMEN T Topic/
Chapter 14 THEORIES OF PERSONALITY Remember Understand Apply What the Facts
GUIDE
the Concepts
Learning Objective POP QUIZ 1
Multiple Choice
1,2,5-7,10
9
POP QUIZ 2
Multiple Choice
1-7
8-10
Multiple Choice
15,8,11,13,1517, 21,2329,39,40, 42,43,45,48,5 0
6,20,49,53
True/False
1-12,15-27
Short Answer
1
Psychodynamic Theories of Personality LO 14.1.A – Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. LO 14.1.B – Explain how the views of Carl Jung differed from Sigmund Freud‘s approach to personality. LO 14.1.C – Summarize the ways in which psychodynamic theories falter under scientific scrutiny.
The Modern Study of Personality LO 14.2.A – Outline some ways in which objective personality inventories differ from popular personality tests used in business, dating, or online. LO 14.2.B – List and describe the characteristics of each of the Big Five personality dimensions.
Analyze It
You Know
3,4
8
7,10,12,14,1 8, 19,22,3138,41, 44,47,51,52, 54
9,30,46
13,14 2,3
Essay
1,2
Integrative Essay
1
Multiple Choice
5557,60,62,63, 66-70,77,78
True/False
28-36
Short Answer
4
64,65,76
58,59,61,71- 79 75
Essay
3-5
Integrative Essay Genetic Influences on Personality LO 14.3.A – Define temperament, and discuss how it relates to personality traits. LO 14.3.B – Explain how twin studies can be used to estimate the heritability of personality traits.
Multiple Choice
80,83,84-86
True/False
37-41
Short Answer Essay
88
81,82,87
5 6
Topic/
Remember the Facts
Understand the Concepts
Apply What You Know
Analyze It
Multiple Choice
93
89,92,94
91,96
95
True/False
44-47,49
42,43,48
Short Answer
6,7
Learning Objective
Environmental Influences on Personality LO 14.4.A – Explain the concept of reciprocal determinism, and discuss how traits and behavior can be shaped by the environment. LO 14.4.B – Summarize the evidence that suggests parental influence over children‘s personality development is limited. LO 14.4.C – Discuss some ways in which peers nfluence the development of personality in children.
Cultural Influences on Personality LO 14.5.A – Compare ndividualist and collectivist cultures, and describe some of the generalized personality differences between them. LO 14.5.B – Evaluate some pros and cons of the cultural approach to understanding personality.
The Inner Experience LO 14.6.A – Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. LO 14.6.B – Discuss how he narrative approach to personality hinges on answering the central question, ―Who am I?‖ LO 14.6.C – Summarize the contributions and shortcomings of the humanist and narrative approaches to personality.
Essay
7,8
Integrative Essay Multiple Choice True/False
98,104,105
Short Answer
50-56
Essay
101103,106,107
97,99,100
8
Integrative Essay Multiple Choice
111,113,114, 118,1121123,125
True/False
57-70
Short Answer Essay Integrative Essay
112,116,120
108,115,117 ,119
109,110,124
9,10 10
Name __________________________________________________________
Chapter 14 – Pop Quiz 1
1. __________ is defined as a distinctive and relatively stable pattern of behaviors, thoughts, motives, and emotions that characterizes an individual. a. A trait b. Personality c. Temperament d. The ego
2.
In psychoanalysis, which component of personality is theorized to be present at birth and is the reservoir of unconscious psychological energies? a. id b. ego c. libido d. superego
3. Marcus is angry when the teacher blames him for misbehaving, when it actually was the student behind him who had been acting up. As he leaves after school, he shoves another boy who gets in his way. Sigmund Freud would say that Marcus is unconsciously using the defense mechanism of __________. a. displacement b. repression c. projection d. denial
4.
Penelope is a folklorist who studies myths and stories from different cultures around the world. She notices that there are some character types that appear frequently, despite the fact that the cultures she studies have had little to no contact with each other. Whose work would Penelope likely cite to explain this observation? a. Karen Horney b. Sigmund Freud c. Melanie Klein d. Carl Jung
5.
For Gordon Allport, our personalities reflect __________. a. 5 to 10 central traits and additional secondary traits b. the ways we cope with the struggle to find meaning in existence c. whether or not a person received unconditional positive regard throughout childhood d. a gradual progression toward self-actualization
6. A statistical method for identifying clusters of measures or scores that are highly correlated and assumed to assess the same underlying trait or ability is known as ___________. a. cluster confirmation b. secondary trait analysis c. analysis of variance d. factor analysis
7. Innate physiological dispositions to respond to the environment in certain ways that are present in infancy are called __________. a. personalities b. aptitudes c. temperaments
d. traits
8.
Which statement regarding childrearing is true? a. Almost all children have lasting emotional damage if their caregivers use abusive methods of parenting. b. Loving parents who are consistent in their childrearing seldom have troubled children. c. Parents have less influence on a child‘s personality than many people assume. d. Parents adopt a preferred method of childrearing and seldom vary it from child to child.
9. Compared to the others, which theory of personality would be most likely to emphasize the freedom of individuals to choose to act in particular ways? a. humanist b. behaviorist c. psychodynamic d. collectivist
10. According to the __________ view of personality, the story we tell about ourselves shapes who we are. a. humanist b. social-cognitive learning c. narrative d. psychoanalytic
Chapter 14 – Pop Quiz 1 Answer Key
1.
b
Rationale: This is the definition of personality. (Remember the Facts, Easy, LO 14.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
2.
a
Rationale: In psychoanalysis, the id is the part of personality driven by unconscious drives, particularly those motivating the pursuit of pleasure. (Remember the Facts, Easy, LO 14.1.A, APA 1.2 Develop a working knowledge of psychology‘s content domains)
3.
a
Rationale: This scenario is an example of displacement. Marcus is directing his anger against someone other than the real object of his anger, the teacher. (Apply What You Know, Moderate, LO 14.1.A, APA 2.1 Use scientific reasoning to interpret psychological phenomena)
4.
d
Rationale: Carl Jung believed that all human beings share a vast collective unconscious, containing universal memories, symbols, images, and themes, which he called archetypes. (Apply What You Know, Moderate, LO 14.1.B, APA 2.1 Use scientific reasoning to interpret psychological phenomena)
5.
a
Rationale: Gordon Allport believed that each person has 5 to 10 central traits that reflect a characteristic way of behaving, dealing with others, and reacting to new situations. (Remember the Facts, Difficult, LO 14.2.B, APA 1.2 Develop a working knowledge of psychology‘s content domains)
6. d Rationale: Factor analysis was an important statistical tool in determining the structure of personality. (Remember the Facts, Moderate, LO 14.2.B, APA 1.2 Develop a working knowledge of psychology‘s content domains)
7.
c Rationale: This is the definition of temperament. (Remember the Facts, Easy, LO 14.3.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
8.
c
Rationale: Starting in preschool, parental influence on children‘s behavior outside the home begins to wane. (Analyze It, Difficult, LO 14.4.B, APA 2.1 Use scientific reasoning to interpret psychological phenomena)
9.
a
Rationale: Psychologists who take a humanist approach to personality emphasize our uniquely human capacity to determine our own actions and futures. (Understand the Concepts, Easy, LO 14.6.A, APA 1.2 Develop a working knowledge of psychology‘s content domains)
10. c
Rationale: In the narrative view, your distinctive personality rests on the story you tell to answer the question ―Who am I?‖ (Remember the Facts, Easy, LO 14.6.B, APA 1.2 Develop a working knowledge of psychology‘s content domains)
Name __________________________________________________________
Chapter 14 – Pop Quiz 2
1. In psychoanalysis, the part of the personality that represents reason, good sense, and rational self-control is called the __________. a. libido b. ego c. superego d. id
2. __________ occurs when people refuse to admit to an event, feeling, or memory that causes them anxiety or distress. a. Projection b. Sublimation c. Displacement d. Denial
3. According to Sigmund Freud, the psychosexual stage that occurs from age 5 until puberty is called the __________. a. latency stage b. oral stage c. anal stage d. phallic stage
4.
What does the empirical evidence show about the Myers-Briggs Type Indicator‘s ability to predict a person‘s behavior on the job or in relationships?
a. The evidence supports its use to predict job performance, but not behaviors in relationships. b. The evidence does not support it. c. The evidence does not support its use to predict job performance, but it does make useful predictions about behavior in relationships. d. The test has been clearly established as valid and reliable for both job performance and relationship predictions.
5.
A(n) __________ is a habitual way of behaving, thinking, and feeling. a. personality b. trait c. archetype d. temperament
6.
Which trait represents one of the Big Five personality dimensions? a. boringness b. openness c. cleanliness d. psychopathy
7. __________ is a statistical estimate of how much of the variability in a given trait can be explained by genetic differences among individuals within a group. a. Reciprocal determinism b. Heritability c. Factor analysis d. Congruence
8.
Someone‘s personality can affect the way they perceive an experience. Conversely, different experiences can change the way a person‘s perceptions take place. This is an example of ________. a. social-cognitive interaction b. nature-nurture theory c. heritability d. reciprocal determinism
9.
Members of individualistic cultures __________. a. give priority to personal goals b. value social obligations and security c. place their responsibilities to the group above personal goals d. tend to explain behaviors through group norms
10. Critics of the humanist approach argue that __________. a. it places too much emphasis on ―nature,‖ and not enough on ―nurture‖ b. although the concepts are intuitively appealing, they are difficult to define operationally c. although rational decision making is acknowledged, the dominant emphasis on the unconscious hinders research d. the approach provides an excellent framework for interpreting personality in collectivist cultures, but is inadequate in individualist cultures
Chapter 14 – Pop Quiz 2 Answer Key
1. b Rationale: According to Sigmund Freud, the ego is both conscious and unconscious, and it represents ―reason and good sense.‖ (Remember the Facts, Easy, LO 14.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
2.
d
Rationale: This sentence is a definition of the defense mechanism of denial. (Remember the Facts, Easy, LO 14.1.A, APA 1.2 Develop a working knowledge of psychology‘s content domains)
3.
a
Rationale: According to Freud, when the Oedipus complex is resolved at age 5 or 6, the personality is essentially formed and the child enters a nonsexual latency period until puberty. (Remember the Facts, Moderate, LO 14.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
4.
b
Rationale: There is little evidence to support the Myers-Briggs Type Indicator‘s key premise that knowledge of a person‘s type reliably predicts behavior on the job or in relationships. (Remember the Facts, Moderate, LO 14.2.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
5.
b
Rationale: A trait is a characteristic of an individual, describing a habitual way of behaving, thinking, or feeling. (Remember the Facts, Moderate, LO 14.2.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
6.
b
Rationale: The Big Five personality factors are openness, conscientiousness, extraversion, agreeableness, and neuroticism. (Remember the Facts, Easy, LO 14.2.B, APA 1.2 Develop a working knowledge of psychology‘s content domains)
7.
b
Rationale: This is the definition of heritability. (Remember the Facts, Easy, LO 14.3.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
8.
d
Rationale: In social-cognitive theories, the two-way interaction between aspects of the environment and aspects of the individual in the shaping of personality traits is called reciprocal determinism. (Understand the Concepts, Moderate, LO 14.4.A, APA 1.2 Develop a working knowledge of psychology‘s content domains)
9.
a
Rationale: In individualistic cultures, the independence of the individual often takes precedence over the needs of the group. (Understand the Concepts, Easy, LO 14.5.A, APA 2.5 Incorporate sociocultural factors in scientific inquiry)
10. b
Rationale: As with psychodynamic theories, the major criticism of humanist psychology is that many of its assumptions are untestable, at least in part because it is difficult to operationally define its concepts. (Understand the Concepts, Moderate, LO 14.6.C, APA 1.2 Develop a working knowledge of psychology‘s content domains)
Multiple Choice Questions
1.
__________ is defined as a distinctive and relatively stable pattern of behaviors, thoughts, motives, and emotions that characterizes an individual. a. A trait b. Personality c. Reciprocal determinism d. Ego Answer: b Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is the definition of personality.
2.
Phrases such as ―displacing one‘s anger,‖ ―being in denial,‖ and ―repressing a memory‖ are all based on ideas related to __________. a. social-cognitive learning theory b. psychodynamic theory c. humanist theory d. trait theory Answer: b Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Commonly used psychological terms, such as displacing, repressing, denying, and regressing, can be traced to the first psychodynamic theory of personality, Sigmund Freud‘s theory of psychoanalysis.
3.
The first psychodynamic theory of personality was developed by __________. a. Sigmund Freud b. Karen Horney c. Abraham Maslow d. Carl Jung Answer: a Topic: Psychodynamic Theories of Personality
Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Sigmund Freud developed the theory of psychoanalysis.
4.
An emphasis shared by all psychodynamic theories is the emphasis on _________. a. unconscious processes within the mind b. your uniquely human capacity to determine your own actions and future c. adult experiences as the cause of ongoing problems d. the heritability of temperaments
Answer: a Topic: Psychodynamic Theories of Personality
Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The two primary emphases of all psychodynamic theories are the role of the unconscious and the importance of childhood experiences.
5.
Sigmund Freud‘s theory is called psychodynamic because it emphasizes the __________. a. dynamic interaction between consequences and the psyche‘s interpretation of those consequences b. importance of family dynamics throughout the lifespan c. movement of psychological energy within the person d. existential conflicts that lead a person to seek the meaning of life Answer: c Topic: Psychodynamic Theories of Personality
Skill Level: Remember the Facts
Difficulty Level: Difficult Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Dynamics is a term from physics that refers to the motion and balance of systems under outside or internal forces.
6.
Theorists within the psychodynamic tradition would agree that __________.
a. humans are rational decision makers b. personality development is smooth and continuous c. psychologists need to rely on objective rather than subjective methods d. adult personalities and ongoing problems are formed primarily by experiences in early childhood Answer: d Topic: Psychodynamic Theories of Personality
Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Childhood experiences produce unconscious thoughts and feelings, which later form characteristic habits, conflicts, and often self-defeating behavior.
7.
During a job interview, Dr. Ferenczi informs the search committee that she is a psychodynamic theorist. Given this information, the committee realizes that Dr. Ferenczi most likely believes that __________. a. humans are rational decision-makers b. personality development is smooth and continuous c. psychologists need to rely on objective rather than subjective methods d. early childhood experiences are critical in shaping a person‘s adult personality Answer: d Topic: Psychodynamic Theories of Personality
Skill Level: Apply What You Know
Difficulty Level: Moderate
Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The two primary emphases of all psychodynamic theories are the role of the unconscious and the importance of childhood experiences.
8.
In psychoanalysis, which component of personality is theorized to be present at birth and is the reservoir of unconscious psychological energies? a. the id b. the ego c. the libido d. the superego Answer: a Topic: Psychodynamic Theories of Personality
Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In psychoanalysis, the id is the part of personality driven by unconscious drives, particularly those motivating the pursuit of pleasure.
9.
―If it feels good, do it‖ best describes which part of the psychodynamic personality? a. the ego b. the id c. the superego d. the preconscious Answer: b
Topic: Psychodynamic Theories of Personality
Skill Level: Analyze It
Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In psychoanalysis, the id is the part of personality driven by unconscious drives, particularly those motivating the pursuit of pleasure.
10.
You are quite hungry but don‘t have any money. If you were described as ―all id and only id,‖ what would you do? a. Steal a hot dog from the vendor on the corner. b. Distract yourself with images of food. c. Volunteer in a soup kitchen in the hope that they might repay you with food. d. Run all the way home to get something to eat as soon as possible. Answer: a Topic: Psychodynamic Theories of Personality
Skill Level: Apply What You Know
Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In psychoanalysis, the id is the part of personality driven by unconscious drives, particularly those motivating the pursuit of pleasure.
11.
In psychoanalysis, which component of personality serves as a referee between what instincts want and what society demands? a. the id
b. the ego c. the libido d. the superego Answer: b Topic: Psychodynamic Theories of Personality
Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The ego, according to Sigmund Freud, bows to the realities of life, putting the brakes on the id‘s desire for sex and aggression until a suitable, socially appropriate outlet for them can be found. 12. Elroy effused, ―Man, I‘m all ego! I do what I want whenever I want to.‖ Ivan intoned, ―Me, I‘m pure id. I know right from wrong, and I always tread the moral path.‖ Sheldon shrieked, ―I am the definition of superego. Straight and steady through the world, trying to be sensible about it all.‖ Despite their best intentions, these three Freudian fellows are a bit mixed up. Can you assign the correct attributes to each person? a. Elroy is id, Ivan is superego, Sheldon is ego. b. Elroy is superego, Ivan is ego, Sheldon is id. c. Elroy is ego, Ivan is id, Sheldon is superego. d. Elroy is ego, Ivan is superego, Sheldon is id. Answer: a Topic: Psychodynamic Theories of Personality
Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Follow the alphabet.
13.
In psychoanalysis, which component of personality represents morality and parental authority? a. the id b. the ego c. the libido d. the superego Answer: d Topic: Psychodynamic Theories of Personality
Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In psychoanalysis, the superego is the part of personality that represents conscience, morality, and social standards.
14.
Winifred is attracted to her best friend‘s boyfriend. Despite her friendship, when her friend isn‘t around, Winifred tries to steal him away. According to Sigmund Freud, which part of the personality would be responsible for this behavior? a. the collective unconscious b. the id c. the ego d. the superego Answer: b Topic: Psychodynamic Theories of Personality
Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: In psychoanalysis, the id is the part of personality containing inherited psychic energy, particularly sexual and aggressive instincts.
15.
In psychoanalysis, the part of the personality that represents reason, good sense, and rational self-control is called __________. a. the libido b. the ego c. the superego d. the id Answer: b Topic: Psychodynamic Theories of Personality
Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: For Freud, the ego is both conscious and unconscious, and it represents ―reason and good sense.‖
16. In psychoanalysis, the psychic energy that fuels sexuality and life instincts is called the __________. a. libido
b. ego c. superego d. id Answer: a Topic: Psychodynamic Theories of Personality
Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This sentence is a definition of libido.
17.
In psychoanalysis, the part of the personality that represents conscience, morality, and social standards is called the __________. a. libido b. ego c. superego d. id Answer: c Topic: Psychodynamic Theories of Personality
Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: This sentence is a description of the superego.
18.
Agnetha becomes furious when her favorite hockey player is intentionally hurt by an opponent. According to Sigmund Freud‘s model of personality, Agnetha‘s id would unconsciously say: ____________ a. ―Thou shalt not kill!‖ b. ―I‘m going to tear this program in half!‖ c. ―What, me angry? I never get angry!‖ d. ―I‘m so angry I could kill that player!‖ Answer: d Topic: Psychodynamic Theories of Personality
Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The id puts no controls on urges and desires.
19.
Latazia sees an iPad sitting on a park bench. According to the psychoanalytic view, if her superego had a voice, it would probably tell her __________. a. to take the iPad because she really wants it and it will bring her pleasure b. that stealing is wrong and she should leave the iPad where it is c. that if she wants the iPad, the logical thing to do is save her money so she can by one d. it‘s OK to take the iPad because the owner clearly didn‘t want it anymore Answer: b Topic: Psychodynamic Theories of Personality
Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.3 Describe applications of psychology Rationale: In psychoanalysis, the superego is the part of personality that represents conscience, morality, and social standards.
20.
In psychoanalytic theory, the inner voice that says you did something morally wrong is called the __________. a. libido b. id c. ego d. superego Answer: d Topic: Psychodynamic Theories of Personality
Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: This sentence is a description of the superego, the voice of the conscience.
21.
According to Sigmund Freud, the aspect of personality that is partly conscious but largely unconscious is the __________. a. id b. ego
c. superego d. libido Answer: c Topic: Psychodynamic Theories of Personality
Skill Level: Remember the Facts
Difficulty Level: Difficult Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: According to Sigmund Freud, the superego is largely unconscious.
22. An angel, a demon, and a human walk into a bar. The angel says, ―I‘d like to buy a round for the house; it‘s the right thing to do.‖ The human says, ―I‘d like to do that too, but realistically, we can‘t afford it.‖ The demon, meanwhile, has already chugged down a fifth of bourbon and sabotaged the jukebox. Although there‘s no punchline to this joke, there are parallels to Freud‘s view of the organization of the mind. Can you correctly identify those parallels? a. The demon operates like the superego, the human operates like the ego, the angel operates like the id. b. The demon operates like the id, the human operates like the ego, the angel operates like the superego. c. The demon operates like the ego, the human operates like the superego, the angel operates like the id. d. The demon operates like the superego, the human operates like the id, the angel operates like the ego. Answer: b Topic: Psychodynamic Theories of Personality
Skill Level: Remember the Facts
Difficulty Level: Difficult
Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Read the set-up again; buy the set-up, buy the punchline. What else would an angel, demon, and human do?!
23. In Sigmund Freud‘s psychodynamic theory, the id is to fun as the superego is to __________. a. pride b. rules c. guilt d. freedom Answer: c Topic: Psychodynamic Theories of Personality
Skill Level: Remember the Facts
Difficulty Level: Difficult Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Freud believed that the superego causes us to feel guilty when we do the wrong thing.
24.
In psychoanalysis, a __________ is a strategy that denies or distorts reality, but protects us from conflict and anxiety. a. libido b. trait c. defense mechanism d. complex
Answer: c Topic: Psychodynamic Theories of Personality
Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: According to Sigmund Freud, defense mechanisms are methods used by the ego to prevent unconscious anxiety or threatening thoughts from entering consciousness.
25. Which defense mechanism involves unconscious expulsion or conscious suppression of disturbing material from awareness? a. repression b. regression c. displacement d. projection Answer: a Topic: Psychodynamic Theories of Personality
Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Repression occurs when a threatening idea, memory, or emotion is blocked from consciousness.
26. __________ occurs when people direct their emotions toward objects, animals, or people that are not the real object of their emotion. a. Projection b. Regression c. Displacement d. Denial Answer: c Topic: Psychodynamic Theories of Personality
Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This sentence is a description of displacement.
27.
__________ occurs when a person‘s own unacceptable or threatening feelings are attributed to someone else. a. Projection b. Sublimation c. Displacement d. Denial Answer: a
Topic: Psychodynamic Theories of Personality
Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This sentence is a description of projection.
28. Which defense mechanism involves reversion to an earlier phase of psychological development? a. repression b. regression c. displacement d. projection Answer: b Topic: Psychodynamic Theories of Personality
Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Regression occurs when a person reverts to a previous phase of psychological development.
29.
__________ occurs when people refuse to admit to an event, feeling, or memory that causes them anxiety or distress.
a. Projection b. Sublimation c. Displacement d. Denial Answer: d Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This sentence is a definition of the defense mechanism of denial.
30.
During a grade school field trip, Rob and his friends were running down a hill when he stepped on a snake. He was unharmed but shaken by the experience. When one of his friends mentioned the incident months later, Rob could not remember running down the hill that day. Sigmund Freud would say that this is an example of __________. a. sublimation b. displacement c. repression d. regression Answer: c Topic: Psychodynamic Theories of Personality
Skill Level: Analyze It
Difficulty Level: Moderate
Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Repression occurs when a threatening idea, memory, or emotion is blocked from consciousness. The memory of the snake was distressing to Ryan, so it was repressed or pushed into the unconscious.
31.
Marcus is angry when the teacher blames him for misbehaving when it actually was the student behind him who had been acting up. As he leaves after school, he shoves another boy who gets in his way. Sigmund Freud would say that Marcus is unconsciously using the defense mechanism of __________. a. displacement b. repression c. projection d. denial Answer: a Topic: Psychodynamic Theories of Personality Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.3 Describe applications of psychology Rationale: This scenario is an example of displacement. Marcus is directing his anger against someone other than the real object of his anger, the teacher.
32.
Vince is angry when the school bus driver blames him for misbehaving, when it actually was the child behind him who had been acting up. As he gets off the bus, he kicks the bus tire. Sigmund Freud would say that Vince is unconsciously using the defense mechanism of __________. a. displacement
b. repression c. projection d. denial Answer: a Topic: Psychodynamic Theories of Personality
Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: This scenario is an example of displacement, where Vito‘s anger is directed toward the bus tire rather than the true object of his anger, the bus driver.
33.
Making a vow of celibacy was difficult for Sululagi when he became a priest, but he remained true to his vow. On his 25th anniversary, the congregation held a reception and displayed several pieces of liturgical art that Sululagi had created over the past two decades. According to Sigmund Freud, Sululagi‘s artistic creations might be the result of __________. a. sublimation b. regression c. denial d. projection Answer: a Topic: Psychodynamic Theories of Personality
Skill Level: Apply What You Know
Difficulty Level: Difficult
Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: When displacement serves a higher cultural or socially useful purpose, as in the creation of art or inventions, it is called sublimation. In this example, sexual energy has been channeled into art.
34.
Devin hears from the doctor that he has a serious disease. Devin‘s response is ―This can‘t be true! There‘s been a mistake. It cannot be me.‖ Which Freudian defense mechanism is Devin using? a. regression b. projection c. displacement d. denial Answer: d Topic: Psychodynamic Theories of Personality
Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Denial occurs when people refuse to admit that something unpleasant is happening, that they have a problem, or that they are feeling a forbidden emotion. Denial protects a person‘s self-image and preserves the illusion of invulnerability.
35. Yulya has had a bad day at school. Even though she spent three days working on it, she forgot to bring her math homework to class. Rushing back to her car to get it, she was late to class, and the teacher embarrassed her. She looked forward to a treat at lunch, but splattered soft serve ice cream all over her new blouse. By the time she got back to her house, Yulya simply curled up in a fetal position and slowly rocked back and forth. Which defense mechanism was Yulya using at the end of her bad day?
a. regression b. projection c. displacement d. denial Answer: a Topic: Psychodynamic Theories of Personality
Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Yulya was acting in a manner more consistent with a younger period of life.
36. Ingo has just had a heated argument with his coworker, and for a split-second feels the urge to punch him in the chest. Instead, Ingo takes an early lunch and works out with his boxing gloves in the gym. Which defense mechanism would Sigmund Freud say is operating in this situation? a. regression b. projection c. displacement d. denial Answer: c Topic: Psychodynamic Theories of Personality
Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development.
APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Ingo is displacing his anger onto another, less-threatening, object.
37. Brucie has a lot of aggressive energy, and sometimes he has troubling thoughts about violently hurting people. He finds that when he plays in his death metal band, Rotting Zebra Eyeballs, his urges go away and the audience praises his music. Sigmund Freud would propose that Brucie is using the defense mechanism of __________ to deal with his unacceptable impulses. a. sublimation b. regression c. denial d. projection Answer: a Topic: Psychodynamic Theories of Personality
Skill Level: Apply What You Know
Difficulty Level: Difficult Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Brucie has found a socially acceptable outlet for his unacceptable desires.
38. Laverne wanted to remember the correct order of Freud‘s psychosexual stages of development, so she challenged herself with a grocery game. She remembered phallic (peaches), anal (apples), oral (oranges), genital (grapes), and latency (lemons). Which fruit-based shopping list has the stages in the correct order? a. oranges, grapes, lemons, peaches, apples b. oranges, apples, peaches, lemons, grapes c. peaches, lemons, grapes, oranges, apples d. lemons, grapes, oranges, apples, peaches Answer: b
Topic: Psychodynamic Theories of Personality
Skill Level: Apply What You Know
Difficulty Level: Difficult Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Oranges, apples, peaches, lemons, grapes would make for a correctly constructed fruit salad.
39.
If the frustration, conflict, and anxiety associated with a particular psychosexual stage are not properly resolved, Freud believed children may __________. a. jump forward to the next stage b. regress back to the previous stage c. remain fixated, or stuck, at that stage d. fail to develop a superego Answer: c Topic: Psychodynamic Theories of Personality
Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Fixation occurs when a person essentially gets stuck in a particular stage because its problems and conflicts were unresolved.
40.
According to Sigmund Freud, __________ is the stage of psychosexual development that is present during the first year of life.
a. the oral stage b. the anal stage c. the phallic stage d. the latency stage Answer: a Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: According to Sigmund Freud, the oral stage occurs during the first year of life, when babies experience the world through their mouths.
41. Waldo is extremely uptight and compulsively neat and orderly. According to Freudian theory, he became fixated at the __________ stage of psychosexual development. a. oral b. anal c. phallic d. genital Answer: b Topic: Psychodynamic Theories of Personality
Skill Level: Apply What You Know
Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Sigmund Freud would consider Waldo to be fixated during the anal stage of psychosexual development.
42. According to Sigmund Freud, which psychosexual stage is most crucial for the formation of personality? a. the oral stage b. the anal stage c. the phallic stage d. the genital stage Answer: c Topic: Psychodynamic Theories of Personality
Skill Level: Remember the Facts
Difficulty Level: Difficult Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: Freud thought the phallic stage with its Oedipal complex was the most crucial stage for the formation of personality.
43.
According to Sigmund Freud, which event occurs during the phallic stage? a. the Oedipus complex b. a period of nonsexuality c. toilet training d. the emergence of the superego Answer: a Topic: Psychodynamic Theories of Personality
Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: In psychoanalysis, the Oedipus complex is a conflict occurring in the phallic stage, in which a child desires the parent of the other sex and views the same-sex parent as a rival.
44. Four-year-old Stephanie squeezes between her Mommy and Daddy as they sit together on the couch. She cuddles her Daddy but refuses to kiss her Mommy. Which Freudian concept does this scenario illustrate? a. the genital stage b. the Oedipus complex c. sublimation d. regression Answer: b Topic: Psychodynamic Theories of Personality
Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: This scenario illustrates the Oedipus complex, where a child wishes to possess the parent of the other sex and get rid of the parent of the same sex.
45. According to Sigmund Freud, the psychosexual stage that occurs during the grade school years until puberty is called the __________. a. latency stage b. oral stage c. anal stage d. phallic stage Answer: a
Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: According to Freud, when the Oedipus complex is resolved at age 5 or 6, the personality is essentially formed and the child enters a nonsexual latency period until puberty.
46
Which statement most closely reflects the current view of Freudian theory? a. Freud‘s works have largely been ignored because they are uninteresting. b. Most psychologists agree that careful scientific study has confirmed most of Freud‘s ideas. c. Although many of Freud‘s ideas have been proven wrong, almost all psychologists agree that he used good scientific methodology. d. Freud‘s basic ideas are accepted by some psychologists, but many reject his theories as unscientific. Answer: d Topic: Psychodynamic Theories of Personality Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Sigmund Freud‘s provocative ideas left a controversial legacy in psychology, with many psychologists criticizing him for being unscientific.
47.
A patient confides his same-sex orientation to his psychoanalyst. If the psychoanalyst shares the opinions of Sigmund Freud, he will view this sexual orientation as __________. a. a sin b. a variation of sexual function c. a perversion d. something shameful Answer: b Topic: Psychodynamic Theories of Personality Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Freud saw same-sex attraction as simply another form of sexuality.
48.
__________ thought that there is a collective unconscious shared by all human beings, containing universal memories and symbols. a. Carl Jung b. Gordon Allport c. Karen Horney d. Raymond Cattell Answer: a Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.1.B Explain how the views of Carl Jung differed from Sigmund Freud‘s approach to personality.
APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Carl Jung, a psychodynamic theorist, proposed the idea of the collective unconscious to explain myths and superstitions.
49.
According to Carl Jung, part of the legacy of human history is a __________. a. womb envy shared by all males, consisting of universal symbols of the ―Earth Mother‖ b. penis envy shared by all females, consisting of universal memories of the ―Powerful Father‖ c. collective unconscious shared by all human beings containing universal memories, symbols, and images d. liturgical unconscious shared by all human beings containing symbols from each of the major world religions Answer: c Topic: Psychodynamic Theories of Personality Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 14.1.B Explain how the views of Carl Jung differed from Sigmund Freud‘s approach to personality. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: In Jungian theory, all human beings share a vast collective unconscious, containing universal memories, stories, and images, which Jung called archetypes.
50.
According to Carl Jung, archetypes are __________. a. beliefs about how your own mind and the minds of other people work b. habitual ways of thinking, feeling, and behaving c. universal, symbolic images that appear in myths, art, and dreams d. strategies to succeed in the world that are not explicitly taught
Answer: c Topic: Psychodynamic Theories of Personality
Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 14.1.B Explain how the views of Carl Jung differed from Sigmund Freud‘s approach to personality. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Archetypes are universal symbolic images that are derived from the collective unconscious.
51.
Penelope is a folklorist who studies myths and stories from different cultures around the world. She notices that there are some character types that appear frequently, despite the fact that the cultures she studies have had little to no contact with each other. Whose work would Penelope likely cite to explain this observation? a. Karen Horney b. Sigmund Freud c. Melanie Klein d. Carl Jung Answer: d Topic: Psychodynamic Theories of Personality
Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 14.1.B Explain how the views of Carl Jung differed from Sigmund Freud‘s approach to personality. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Carl Jung believed that all human beings share a vast collective unconscious, containing universal memories, symbols, images, and themes, which he called archetypes.
52.
Asked about a recently published study showing that little girls do not have penis envy, a psychodynamic theorist immediately says that the little girls are all in denial and do not want to admit to the feelings that they have. This response is an example of __________. a. basing theories on the retrospective accounts of adults b. overgeneralization c. the illusion of causality d. violating the principle of falsifiability Answer: d Topic: Psychodynamic Theories of Personality Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 14.1.C Summarize ways in which psychodynamic theories falter under scientific scrutiny. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: The principle of falsifiability refers to the idea that any theory can be proven wrong in the face of certain evidence. In this example, there is no evidence that would prove the psychoanalyst‘s beliefs wrong because the person automatically discounts that evidence as being improperly obtained.
53.
Some psychologists critique psychodynamic theories because they are largely based on the retrospective accounts of adults. One reason this is a problem is that __________. a. adult memories of childhood experiences may be flawed b. random samples are biased c. childhood experiences can affect adult personalities d. retrospective studies only focus on atypical adults Answer: a Topic: Psychodynamic Theories of Personality Skill Level: Understand the Concepts
Difficulty Level: Difficult Learning Objective: 14.1.C Summarize ways in which psychodynamic theories falter under scientific scrutiny. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Retrospective studies work backward, creating theories based on themes in adults‘ recollections of childhood. One reason this is problematic is that childhood memories are often inaccurate, and may be influenced as much by what is going on in our lives now as by what happened in the past.
54. You are reading an article that critiques Sigmund Freud‘s philosophy. Which title would be most appropriate? a. ―Never Use the Questionable Memories of a Few People as a Basis for a Theory‖ b. ―The Sex Drive Is More Influential Than We Think‖ c. ―The Id Really Does Exist!‖ d. ―The Scientific Support Is Overwhelming‖ Answer: a Topic: Psychodynamic Theories of Personality Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 14.1.C Summarize ways in which psychodynamic theories falter under scientific scrutiny. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Retrospective studies work backward, creating theories based on themes in adults‘ recollections of childhood. One reason this is problematic is that childhood memories are often inaccurate, and may be influenced as much by what is going on in our lives now as by what happened in the past.
55.
Early philosophers suggested that human personality is based on __________. a. the sense of being able to achieve goals b. early relationships with the mother c. the mixes of four basic body fluids d. a person‘s subjective sense of self and free will
Answer: c Topic: The Modern Study of Personality Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.2.A Outline some ways in which objective personality inventories differ from popular personality tests used in business, dating, or online. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Early Greek philosophers thought our personalities fell into four fundamental categories depending on mixes of body fluids.
56.
What does the empirical evidence indicate about the Myers-Briggs Type Indicator‘s ability to predict a person‘s behavior on the job or in relationships? a. The evidence supports its use to predict job performance, but not behaviors in relationships. b. The evidence does not support it. c. The evidence does not support its use to predict job performance, but it does make useful predictions about behavior in relationships. d. The test has been clearly established as strong and reliable for both job performance and relationship predictions. Answer: b Topic: The Modern Study of Personality Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.2.A Outline some ways in which objective personality inventories differ from popular personality tests used in business, dating, or online. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: There is little evidence to support the Myers-Briggs test‘s key premise that knowledge of a person‘s type reliably predicts behavior on the job or in relationships.
57.
A(n) __________ is a habitual way of behaving, thinking, and feeling.
a. personality b. trait c. archetype d. temperament Answer: b Topic: The Modern Study of Personality
Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.2.A Outline some ways in which objective personality inventories differ from popular personality tests used in business, dating, or online. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A trait is a characteristic of an individual, describing a habitual way of behaving, thinking, or feeling.
58.
After 12 years of attending the same schools, Francine and Natasha chose to attend colleges in different states. Francine remembered Natasha as a shy but friendly girl who rarely took risks, and so Francine was surprised when her friend sent an e-mail describing the thrill of skydiving. Francine‘s surprise occurred because Natasha‘s behaviors don‘t match the __________ that Francine had observed in high school. a.
peak experiences
b. personality traits c. archetypes d. defense mechanisms Answer: b Topic: The Modern Study of Personality Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 14.2.A Outline some ways in which objective personality inventories differ from popular personality tests used in business, dating, or online. APA Objective: 1.3 Describe applications of psychology
Rationale: Natasha‘s personality traits—habitual ways of behaving, thinking, and feeling— seemed to have changed when she was away at school.
59.
Minoru‘s psychologist asks him to take a personality test. The test consists of a series of standardized multiple-choice items. The test also includes a section where Minoru is asked to rate himself on a series of scales. It is most likely that this is a(n) __________. a. projective test b. objective test c. Rorschach test d. humanist test
Answer: b
Topic: The Modern Study of Personality
Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 14.2.A Outline some ways in which objective personality inventories differ from popular personality tests used in business, dating, or online. APA Objective: 1.3 Describe applications of psychology Rationale: Objective tests (inventories) are standardized questionnaires requiring written responses; they typically include scales on which people are asked to rate themselves.
60.
For Gordon Allport, our personalities reflect __________. a. 5 to 10 central traits and additional secondary traits b. the ways we cope with the struggle to find meaning in existence c. whether or not a person received unconditional positive regard throughout childhood d. a gradual progression toward self-actualization Answer: a Topic: The Modern Study of Personality
Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Gordon Allport believed that each person has 5 to 10 central traits that reflect a characteristic way of behaving, dealing with others, and reacting to new situations, and in addition, the more changeable aspects of personality, known as the secondary traits.
61.
Professor Weizencroft‘s personality course emphasizes the importance of Gordon Allport‘s contributions to the field of psychology. Professor Weizencroft would be most likely to agree that __________.
a. people fail to understand the power of culture on behavior, and so they attribute another person‘s mysterious actions to the individual‘s personality rather than cultural norms b. repression occurs when a person‘s own unacceptable or threatening feelings are repressed and then attributed to someone else c. the price of free will is often anxiety and despair, which is why many people try to escape from freedom into narrow certainties d. most individuals have 5 to 10 traits that reflect a characteristic way of behaving, dealing with others, and reacting to new situations Answer: d Topic: The Modern Study of Personality Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: Allport was a trait theorist who supported the idea that each individual possesses a small number of central traits that reflect a characteristic way of behaving, dealing with others, and reacting to new situations.
62. According to Gordon Allport, the number of central traits that most individuals have is __________. a. 1 b. 5 to 10 c. 20 to 25 d. 50 to 60 Answer: b Topic: The Modern Study of Personality Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Allport was a trait theorist who supported the idea that each individual possesses a small number, 5 to 10, of central traits.
63. A statistical method for identifying clusters of measures or scores that are highly correlated and assumed to assess the same underlying trait or ability is known as ___________. a. cluster confirmation b. secondary trait analysis c. analysis of variance d. factor analysis Answer: d Topic: The Modern Study of Personality
Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Factor analysis was an important statistical tool in determining the structure of personality.
64.
What are the Big Five personality traits? a. openness, conscientiousness, extraversion, agreeableness, and neuroticism b. conscientiousness, openness, agreeableness, extraversion, dominance c. neuroticism, psychoticism, extraversion, agreeableness, and conscientiousness d. sensation seeking, conscientiousness, openness, agreeableness, dominance Answer: a Topic: The Modern Study of Personality Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The Big Five form the acronym OCEAN.
65.
__________ is a fundamental personality dimension that describes the extent to which people are outgoing or shy. a. Agreeableness versus antagonism b. Extraversion versus introversion c. Neuroticism versus emotional stability d. Openness to experience versus resistance to new experience Answer: b
Topic: The Modern Study of Personality Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Extraversion versus introversion describes the extent to which people are outgoing or shy. It includes such traits as being sociable or reclusive, adventurous or cautious, socially dominant or more passive, eager to be in the limelight or inclined to stay in the shadows.
66.
Which attribute is one of the Big Five personality traits? a. boringness b. openness c. cleanliness d. psychopathy Answer: b Topic: The Modern Study of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The Big Five personality factors are openness, conscientiousness, extraversion, agreeableness, and neuroticism.
67.
__________ is a fundamental personality dimension that describes the extent to which people are anxious and impulsive. a. Agreeableness
b. Extraversion c. Neuroticism d. Openness Answer: c Topic: The Modern Study of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Neuroticism describes the extent to which a person suffers from anxiety and a tendency to feel negative emotions such as anger, guilt, and resentment.
68.
__________ is a fundamental personality dimension that describes whether people are cooperative and forgiving. a. Agreeableness versus antagonism b. Extraversion versus introversion c. Neuroticism versus emotional stability d. Openness to experience versus resistance to new experience Answer: a Topic: The Modern Study of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Agreeableness describes people‘s tendency to be good-natured, cooperative, and forgiving.
69.
__________ is a fundamental personality dimension that describes whether people are responsible and reliable. a. Agreeableness b. Extraversion c. Conscientiousness d. Openness Answer: c Topic: The Modern Study of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This sentence defines conscientiousness, one of the central factors of the Big Five.
70.
__________ is a fundamental personality dimension that describes the extent to which people are curious, imaginative, and creative.
a. Agreeableness b. Extraversion c. Conscientiousness d. Openness Answer: d Topic: The Modern Study of Personality Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: This sentence defines openness, one of the central factors of the Big Five.
71.
Armando is constantly worrying about things, even though he really doesn‘t have anything to worry about. He constantly complains about his coursework and gives up on difficult projects easily. Armando is best described as highly __________. a. antagonistic b. extroverted c. impulsive d. neurotic
Answer: d Topic: The Modern Study of Personality Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Neurotic individuals can be high-strung, even when they have no major problems. 72.
Jamarcus is friendly, talkative, loves to tell jokes at parties, and is perceived by others as trusting and helpful. On which two of the Big Five traits would you expect Jamarcus to obtain high scores?
a. agreeableness and extraversion b. extraversion and conscientiousness c. neuroticism and openness d. openness and conscientiousness Answer: a Topic: The Modern Study of Personality Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena
Rationale: Jamarcus‘s behavior would be consistent with someone who scores high on both agreeableness and extraversion. 73. Candi has been described as creative, imaginative, curious, artistic, and nonconforming. She is likely to obtain elevated score on a questionnaire designed to measure __________.
an
a. extraversion b. agreeableness c. conscientiousness d. openness Answer: d Topic: The Modern Study of Personality Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Openness is typically called openness to experience, and Candi demonstrates that in her behaviors. 74.
―Shy‖ and ―reserved‖ would fall within the _________ factor of the five-factor model.
a. extraversion b. agreeableness c. conscientiousness d. openness Answer: a Topic: The Modern Study of Personality Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: These characteristics would define the low end of the extraversion dimension. 75. Binh went on vacation for a week with her family. Prior to leaving, she asked her neighbor to housesit for her to make sure her home and belongings stayed safe. While she was away, the neighbor had a party at Binh‘s house. By the end of the night, some of Binh‘s belongings were ruined and the police eventually came to break up the get-together. The
behavior of Binh‘s neighbor could be best described by the _________ factor of the
Big Five model.
a. agreeableness b. openness c. conscientiousness d. extraversion Answer: c Topic: The Modern Study of Personality Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Remember, these are dimensions, and in this case the neighbor falls at the low end of the conscientiousness dimension. 76.
Regarding the Big Five, most psychologists would probably agree with the statement that __________. a. an individual‘s core traits change a lot throughout his or her lifetime b. important traits involved in mental disorders are included in the Big Five c. they only apply to people in western cultures, such as the United States and Great Britain d. they lie at the core of key personality variations among individuals throughout the world
Answer: d Topic: The Modern Study of Personality Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: In spite of some cultural variations, the Big Five have been identified as central personality factors in countries as diverse as Australia, Britain, Canada, China, the Czech Republic, Ethiopia, Germany, Iran, Israel, Japan, the Netherlands, the Philippines, Portugal, Russia, South Korea, Spain, and Turkey.
77.
Which trait among the Big Five typically decreases by age 30?
a. extraversion
b. neuroticism c. agreeableness d. openness Answer: b Topic: The Modern Study of Personality Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Neuroticism is highest in young people ages 16 to 21, but usually decreases between ages 30 and 40.
78.
__________, according to many clinical psychologists, is an example of an important trait that is not included among the Big Five. a. Carelessness b. Suspicion c. Self-absorption d. Neuroticism Answer: c Topic: The Modern Study of Personality Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Important traits involved in mental disorders such as psychopathy, selfabsorption, and obsessiveness, are not included in the Big Five.
79.
__________, according to personality researchers, is an example of a significant trait that is not included among the Big Five.
a. Religiosity b. Suspicion c. Carelessness d. Neuroticism Answer: a Topic: The Modern Study of Personality Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Personality researchers note that other significant traits that are not included in the Big Five are things like religiosity, dishonesty, humorousness, independence, perfectionism, and empathy.
80.
Innate physiological dispositions to respond to the environment in certain ways that are present in infancy are called __________. a. personalities b. aptitudes c. temperaments d. traits Answer: c Topic: Genetic Influences on Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.3.A Define temperament, and discuss how it relates to personality traits.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This sentence is the definition of temperament.
81.
At the age of four months, Atticus was excitable and fearful. His dad taped a colorful picture beside the changing table to entertain Atticus during diaper changes. Atticus overreacted to the picture and became agitated and nervous. Atticus would most likely be classified as a(n) __________ child. a. introverted b. extraverted c. reactive d. nonreactive Answer: c Topic: Genetic Influences on Personality Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 14.3.A Define temperament, and discuss how it relates to personality traits. APA Objective: 1.3 Describe applications of psychology Rationale: Reactive children overreact to any little thing and tend to be wary and fearful. They also show greater physiological arousal than nonreactive children.
82.
As an infant, Mel would lie in her crib without fussing and would rarely cry. As a toddler, she was curious about new things. Mel would most likely be classified as a __________ child. a. precocious b. nonreactive c. reactive d. responsive Answer: b
Topic: Genetic Influences on Personality Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 14.3.A Define temperament, and discuss how it relates to personality traits. APA Objective: 1.3 Describe applications of psychology Rationale: Nonreactive infants take things easy. They lie there without fussing, babbling happily. As toddlers, they are outgoing and curious about new toys and events. They are likely to continue to be easygoing throughout childhood.
83.
During a mildly stressful task, reactive children are more likely than nonreactive children to show __________. a. high levels of stress hormones b. decreased brain activity c. no physiological change d. decreased heart rates Answer: a Topic: Genetic Influences on Personality Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 14.3.A Define temperament, and discuss how it relates to personality traits. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: During mildly stressful tasks, reactive children are more likely than nonreactive children to have increased heart rates, heightened brain activity, and high levels of stress hormones.
84.
Estimates of the heritability of personality traits are typically about __________. a. .30
b. .50 c. .65 d. .70 Answer: b Topic: Genetic Influences on Personality Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.3.B Explain how twin studies can be used to estimate the heritability of personality traits. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Estimates of heritability for many personality traits are typically around .50. This means that within a group of people, about 50 percent of the variation in such traits can be explained by genetic differences among individuals within the group.
85.
Behavioral geneticists find that within a group of people, about __________ of the variation in personality traits such as happiness is attributable to genetic differences. a. 10 percent b. 30 percent c. 50 percent d. 70 percent
Answer: c
Topic: Genetic Influences on Personality
Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.3.B Explain how twin studies can be used to estimate the heritability of personality traits. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: Heritability for personality traits ranging from the Big Five to happiness and aggressiveness are typically about .50. This means that within a group of people, about 50 percent of the variation in such traits can be explained by genetic differences among individuals within the group.
86.
__________ is a statistical estimate of how much of the variability in a given trait can be explained by genetic differences among individuals within a group. a. Reciprocal determinism b. Heritability c. Factor analysis d. Congruence
Answer: b
Topic: Genetic Influences on Personality
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.3.B Explain how twin studies can be used to estimate the heritability of personality traits. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This sentence is the definition of heritability.
87.
Hondo stands a solid 6'5". His dad, Horace, is 6'4". His mother, Henrietta, is 6'0", his younger brother, Homer, is 6'2", and his other brother, Fernando, stands 6'3". In this family, which conclusion is accurate? a. The heritability of height is strong. b. Genetics has no effect on height. c. Environmental conditions directly influence height over generations. d. Genetics accounts for 100 percent of variations in height.
Answer: a
Topic: Genetic Influences on Personality
Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 14.3.B Explain how twin studies can be used to estimate the heritability of personality traits. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: There is a high degree of heritability present in this situation.
88.
Which conclusion describes the general relationship between genes and personality? a. A genetic predisposition does not necessarily imply genetic inevitability.
b. Personality problems that have a genetic component will inevitably occur if a person has the particular gene(s). c. In spite of genetic dispositions and temperament, we can transform our personality completely. d. Personality problems that have a genetic component are permanent. Answer: a Topic: Genetic Influences on Personality Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 14.3.B Explain how twin studies can be used to estimate the heritability of personality traits. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Genes are not destiny. A person might have a genetic predisposition toward depression or anxiety, but without certain environmental stresses or circumstances, they will probably not develop an emotional disorder.
89.
A person‘s personality can affect the way they perceive an experience. Conversely, different experiences can change the way a person‘s perceptions take place. This is an example of ___________.
a. social-cognitive interaction b. nature-nurture theory c. heritability d. reciprocal determinism Answer: d Topic: Environmental Influences on Personality Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 14.4.A Explain the concept of reciprocal determinism, and discuss how traits and behavior can be shaped by the environment. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: In social-cognitive theories, the two-way interaction between aspects of the environment and aspects of the individual in the shaping of personality traits is called reciprocal determinism.
90.
The two-way interaction between aspects of the environment and aspects of the individual in the shaping of personality traits is called __________. a. classical conditioning b. congruence c. reciprocal determinism d. displacement
Answer: c
Topic: Environmental Influences on Personality
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.4.A Explain the concept of reciprocal determinism, and discuss how traits and behavior can be shaped by the environment.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This sentence is the definition of reciprocal determinism.
91. Dr. Sardonicus argues that personality results from the dynamic interplay of social norms, environmental cues, and individual beliefs, thoughts, and perceptions. Which approach to personality does Dr. Sardonicus endorse? a. humanistic b. social-cognitive c. psychodynamic d. trait
Answer: b
Topic: Environmental Influences on Personality
Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 14.4.A Explain the concept of reciprocal determinism, and discuss how traits and behavior can be shaped by the environment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: These beliefs form the crux of reciprocal determinism.
92.
In behavioral genetic research, __________ includes personal experiences, such as winning the lead in the school play. a. the individualist culture b. the nonshared environment c. the shared environment d. the collectivist culture
Answer: b
Topic: Environmental Influences on Personality
Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 14.4.A Explain the concept of reciprocal determinism, and discuss how traits and behavior can be shaped by the environment. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Behavioral geneticists refer to the unique and chance experiences that are not shared with other family members as the nonshared environment.
93.
In behavioral genetic research, __________ includes the family background in which you grew up and the experiences you shared with your siblings and parents. a. heritability b. the nonshared environment c. the shared environment d. the peak experience
Answer: c
Topic: Environmental Influences on Personality
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.4.B Summarize the evidence that suggests that parental influence over children‘s personality development is limited. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This sentence is the definition of shared environment.
94.
Developmental psychologists have attempted to identify the effects of many specific childrearing practices on children‘s personality traits. The problem with this line of research is that __________. a. parents who regularly use physical punishment won‘t be honest with researchers
b. psychologists cannot agree on whether to use cross-sectional or longitudinal approaches c. it is difficult to recruit parents to serve as participants in this research
d. parents are inconsistent in their childrearing strategies from day to day and over the years
Answer: d
Topic: Environmental Influences on Personality
Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 14.4.B Summarize the evidence that suggests parental influence over children‘s personality development is limited. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Few parents have a single childrearing style that is consistent over time and that they use with all their children.
95.
Which statement regarding childrearing is true? a. Almost all children have lasting emotional damage if their parents use abusive methods. b. Loving parents who are consistent in their childrearing seldom have troubled children. c. Parents have less influence on a child‘s personality than many people assume.
d. Parents adopt a preferred method of childrearing and seldom vary it from child to child.
Answer: c
Topic: Environmental Influences on Personality
Skill Level: Analyze It Difficulty Level: Difficult
Learning Objective: 14.4.B Summarize the evidence that suggests parental influence over children‘s personality development is limited. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Because of reciprocal determinism, the relationship runs in both directions, with parents and children continually influencing one another. Moreover, as soon as children leave home, starting in preschool, parental influence on children‘s behavior outside the home begins to wane.
96.
Danielle‘s parents place a high value on academic achievement, but her peers do not. In this situation, Danielle is most likely to __________. a. split the difference, and become an average student b. experience strong psychological distress c. be more strongly influenced by the values of her parents d. be more strongly influenced by her peers Answer: d Topic: Environmental Influences on Personality Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 14.4.C Discuss some ways in which peers influence the development of personality in children. APA Objective: 1.3 Describe applications of psychology Rationale: Peer support is more influential in academic achievement than parental values.
97.
A psychologist is studying how a society‘s shared rules, along with the values, beliefs, and attitudes shared by most members of that community, affect the behavior of individuals. This research could be described as investigating the effect of __________ on behavior. a. culture b. the collective unconscious c. shared environment d. reciprocal determinism
Answer: a Topic: Cultural Influences on Personality Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Culture has a profound effect on people‘s behaviors, attitudes, and the traits they value or disdain.
98.
Which observation is true of an individualist culture? a. Group harmony takes precedence over the wishes of the individual. b. The self is defined in the context of relationships. c. The independence of the individual often takes precedence over the needs of the
group. d. The sense of self is viewed as more flexible than it is in collectivist cultures. Answer: c Topic: Cultural Influences on Personality Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Individualist cultures value the individual person over the needs of the group.
99.
In Ranjan‘s culture, group harmony takes precedence over the wishes of the individual. It is most likely that Ranjan defines her ―self‖ __________. a. in occupational terms
b. in regard to her personality traits c. in terms of her life goals d. in the context of her relationships Answer: d Topic: Cultural Influences on Personality Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: In collectivist cultures where group harmony is more important than the wishes of an individual, the self is defined in the context of a person‘s relationships.
100. In Katrina‘s culture, the wishes of the individual take precedence over group harmony. It is most likely that Katrina defines her ―self‖ __________.
a. in the context of her community b. in regard to her personality traits c. in regard to her birth order position d. in the context of her relationships Answer: b Topic: Cultural Influences on Personality Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: In individualist cultures, the self is defined as a collection of personality traits.
101.
__________ cultures are those in which the self is regarded as autonomous, and a person‘s goals are prized above duty to the group.
a. Collectivist b. Honor c. Individualist d. Self-actualizing Answer: c Topic: Cultural Influences on Personality Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In individualistic cultures, the independence of the individual often takes precedence over the needs of the group.
102.
Members of individualist cultures __________. a. give priority to personal goals b. value obligation and security c. place responsibilities to the group above personal goals d. tend to explain behaviors through group norms Answer: a Topic: Cultural Influences on Personality Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.5 Incorporate sociocultural factors in scientific inquiry
Rationale: In individualist cultures, the independence of the individual often takes precedence over the needs of the group.
103.
Members of collectivist cultures __________. a. give priority to personal goals b. value duty, obligation, and security c. explain behavior by looking at the person‘s attitudes and preferences d.
value achievement, leadership, and self-fulfillment
Answer: b Topic: Cultural Influences on Personality Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.5 Incorporate sociocultural factors in scientific inquiry Rationale: Group harmony, cooperation, obligation, and security have high importance in collectivist cultures.
104.
In a study comparing Japanese and American respondents, the Japanese participants reported that their sense of self, in different situations, changes __________. a. 5 to 10 percent b. 20 to 30 percent c. 55 to 59 percent d. 90 to 99 percent
Answer: d
Topic: Cultural Influences on Personality
Skill Level: Remember the Facts
Difficulty Level: Difficult Learning Objective: 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.5 Incorporate sociocultural factors in scientific inquiry Rationale: The Japanese perceive themselves as changing from one situation to another, and so reported that their sense of self changes 90 to 99 percent in different situations.
105.
In a cross-cultural study of children‘s altruism, researchers found that the least altruistic children were from __________. a. Kenya b. the United States c. Mexico d. the Philippines Answer: b Topic: Cultural Influences on Personality
Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.5 Incorporate sociocultural factors in scientific inquiry Rationale: American children were the least altruistic and most egoistic of the children studied. In cultures that value individual achievement and self-advancement, altruism as a personality trait is not cultivated to the same extent as other cultures.
106.
Cross-cultural research revealed that the most altruistic children come from societies in which __________. a.
children‘s work makes a genuine contribution to the well-being of the family
b. parents encourage children toward individual achievement
c. parents want their children to be leaders and to be self-fulfilled d. children are expected to spend their time playing rather than working Answer: a Topic: Cultural Influences on Personality Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.5 Incorporate sociocultural factors in scientific inquiry Rationale: In cultures in which children are assigned a lot of tasks, such as caring for younger children and gathering and preparing food, altruism is more common in children.
107.
A problem that cultural psychologists face is how to __________. a. develop an operational definition for ―culture‖ b. describe cultural influences on personality without oversimplifying or stereotyping c. identify cultural differences that apply to every member d. determine which cultures are collectivist and which are individualist Answer: b Topic: Cultural Influences on Personality Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 14.5.B Evaluate some pros and cons of the cultural approach to understanding personality. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.5 Incorporate sociocultural factors in scientific inquiry Rationale: The study of culture does not rest on the assumption that all members of a culture behave the same way or have the same personality traits.
108.
Professor Matsumoto takes a humanist approach to personality. She would most likely agree that the most influential aspect of human personality is our __________. a. genetic makeup b. past learning c. unconscious conflicts d. capacity to shape our own futures
Answer: d
Topic: The Inner Experience
Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Psychologists who take a humanist approach to personality emphasize our uniquely human capacity to determine our own actions and futures.
109.
Which theory of personality would be most likely to emphasize the freedom of individuals to choose to act in particular ways? a. humanist b. behaviorist c.
psychodynamic
d. collectivist Answer: a Topic: The Inner Experience Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May.
APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Psychologists who take a humanist approach to personality emphasize our uniquely human capacity to determine our own actions and futures.
110.
The __________ perspective is called the ―third force‖ in personality theory. a. psychoanalytic b. behaviorist c. cognitive d. humanistic Answer: d Topic: The Inner Experience Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Psychologists who take a humanist approach object to the emphases of psychodynamic and behaviorist approaches, offering a ―third force‖ in understanding human nature.
111. Compared to the others, which theorist was one of the leaders of the humanist movement in psychology? a. Sigmund Freud b. Carl Jung c. Albert Bandura d. Carl Rogers Answer: d Topic: The Inner Experience Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The chief leaders of the humanist movement in psychology were Abraham Maslow, Carl Rogers, and Rollo May.
112. According to Abraham Maslow, the most important aspects of personality are __________. a. the Big Five personality traits b. the instincts and repressed conflicts of a person c. the qualities of the self-actualized person d. the reinforcers and punishers in a person‘s learning history Answer: c Topic: The Inner Experience
Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Maslow sees personality development as a gradual progression toward selfactualization.
113. The personality theorist who described the importance of having peak experiences was __________. a. Abraham Maslow b. Carl Rogers c. Rollo May d. Edmund Hillary
Answer: a Topic: The Inner Experience
Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Abraham Maslow focused on striving for self-actualization and peak experiences.
114.
For Abraham Maslow, our personalities reflect __________. a. a few central traits and a greater number of secondary traits b. the ways we cope with the struggle to find meaning in existence c. whether or not a person received unconditional positive regard throughout childhood d. a gradual progression toward self-actualization Answer: d Topic: The Inner Experience
Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Maslow viewed personality development as a gradual progression towards selfactualization.
115.
If parents accept Carl Rogers‘s approach to personality development, then they are likely to respond in which ways when their daughter kicks her little brother? a. ―How can you be such a mean child? Now you‘ll go to your room for 30 minutes.‖
b. ―Our rule is that it‘s not OK to hurt one another.‖ c. ―If you don‘t tell brother you are sorry, then Mommy won‘t kiss you goodnight.‖ d. ―You are a horrible kid for kicking your little brother.‖ Answer: b Topic: The Inner Experience Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Rogers felt that parents can correct a child without withdrawing love from the child by drawing attention to rules and pointing out that behavior, not the child, is what is bad.
116.
Carl Rogers would have agreed that __________. a. a parent can correct a child‘s behavior without withdrawing love from the child b. punishment is of major importance in becoming a fully functioning person c. positive regard from a parent is only effective if it is revoked when a child misbehaves d. human nature involves a fear of freedom, loneliness, and the struggle for meaning Answer: a Topic: The Inner Experience
Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: Rogers felt that parents can correct a child without withdrawing love from the child by drawing attention to rules and pointing out that behavior, not the child, is what is bad.
117.
When Casey headed off to college, her father took a moment to remind her of a few facts: ―Remember that I‘ll always love you, no matter what. You‘ll make mistakes and you‘ll need some help along the way, but I‘ll always look out for you. I don‘t care which major you pursue—education, sociology, English literature—I‘ll still care about you and value you for who you are.‖ What is Casey‘s father expressing toward her? a. acknowledgement of her peak experiences b. unconditional positive regard c. his unconscious fears and desires d. conditions of worth Answer: b Topic: The Inner Experience
Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Casey‘s father loves her as much as any one person can love any one other person!
118.
__________ is love and support given to another person with no conditions attached. a. Existentialism b. Self-actualization c. Collective unconscious d. Unconditional positive regard Answer: d
Topic: The Inner Experience Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: To become fully functioning people, Carl Rogers maintained, we all need unconditional positive regard, love and support for the people we are, without strings (conditions) attached.
119.
Alana believes that life is full of such inevitable challenges of existence as the search for the meaning of life, the need to confront death, and the necessity of taking responsibility for our actions. Which approach or tradition is she most likely to agree with? a. social-cognitive learning theory b. psychoanalysis c. existentialism d. narrative Answer: c Topic: The Inner Experience Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Existentialism is a philosophical approach that emphasizes the inevitable dilemmas and challenges of human existence.
120.
Rollo May would have been most likely to agree that __________. a. human beings do not have free will and cannot control their destinies
b. most people have five to ten central traits that reflect characteristic ways of behaving c. adult personalities are formed through experiences that occur in the first five years of life d. our personalities reflect the ways we cope with the inevitable struggle to find meaning in life Answer: d Topic: The Inner Experience
Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: For Rollo May, our personalities reflect the ways we cope with the struggles to find meaning in existence, to use our freedom wisely, and to face suffering and death bravely.
121.
For Rollo May, our personalities reflect __________. a. a few central traits and a greater number of secondary traits b. the ways we cope with the struggle to find meaning in existence c. whether or not a person received unconditional positive regard throughout childhood d. a gradual progression toward self-actualization Answer: b Topic: The Inner Experience
Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: For May, our personalities reflect the ways we cope with the struggles to find meaning in existence, to use our freedom wisely, and to face suffering and death bravely.
122.
According to the __________ view of personality, the story we tell about ourselves shapes who we are. a. humanist b. social-cognitive learning c. narrative d. psychoanalytic Answer: c Topic: The Inner Experience
Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 14.6.B Discuss how the narrative approach to personality hinges on answering the central question, ―Who am I?‖ APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In the narrative view, your distinctive personality rests on the story you tell to answer the question ―Who am I?‖
123.
A major criticism of humanist theories of personality is that __________. a. they are overly pessimistic about human beings b. many of the humanist assumptions are untestable c. their operational definitions cannot be generalized to everyday life d. peak experiences occur too frequently to be indicators of self-actualization Answer: b Topic: The Inner Experience
Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 14.6.C Summarize the contributions and shortcomings of the humanist and narrative approaches to personality. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: As with psychodynamic theories, the major criticism of humanist psychology is that many of its assumptions are untestable.
124.
Which attribute do humanistic and psychoanalytic theories have in common? a. They both rely on stages. b. They are both testable. c. They are both difficult to test empirically. d. They both base much of their theorizing on early stressful events. Answer: c Topic: The Inner Experience
Skill Level: Analyze It
Difficulty Level: Easy Learning Objective: 14.6.C Summarize the contributions and shortcomings of the humanist and narrative approaches to personality. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: There is no empirical basis for testing humanistic or psychoanalytic theories.
125.
Which contemporary specialty follows in the footsteps of humanism by focusing on the qualities that enable people to be optimistic and resilient in times of stress? a. positive psychology b. existentialism c. psychoanalysis d. collectivist psychology
Answer: a Topic: The Inner Experience
Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 14.6.C Summarize the contributions and shortcomings of the humanist and narrative approaches to personality. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains Rationale: This is a description of positive psychology.
True-False Questions
1.
Personality refers to a distinctive and relatively stable pattern of behaviors, thoughts, motives, and emotions that characterizes an individual. Answer: True Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
2. In Sigmund Freud‘s theory of personality, there are five major components that make up a person‘s personality structure. Answer: False Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
3. Sigmund Freud believed that the ego was the first of the personality components to become evident. Answer: False Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
4. Sigmund Freud believed that the id was the first of the personality components to become evident. Answer: True Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
5. In psychodynamic theory, the ego is the source of moral judgments, or a kind of conscience. Answer: False Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
6. In Sigmund Freud‘s view of personality, the aspect that represents reason, good sense, and rational self-control is called the ego.
Answer: True Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
7. Sigmund Freud called the energy that fuels the life or sexual instincts of the id liebestraum. Answer: False Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
8. In psychodynamic theory, the libido represents the energy that fuels the life or sexual instincts of the id. Answer: True Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
9. Sigmund Freud‘s theory of personality is called psychodynamic because it emphasizes the movement of psychological energy within the person. Answer: True Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
10.
In psychoanalysis, the id, ego, and superego make up the structure of personality. Answer: True Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
11.
According to Sigmund Freud, defense mechanisms are used by the ego to prevent threatening thoughts from entering consciousness. Answer: True Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of
personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
12.
Displacement is said to occur when people direct their emotions toward others who are not the real object of their feelings. Answer: True Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
13. The defense mechanism of projection is illustrated by the behavior of a 12-year-old boy who starts having tantrums after his family moves to a different state. Answer: False Topic: Psychodynamic Theories of Personality Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.3 Describe applications of psychology
14. The defense mechanism of regression is illustrated by the behavior of a 12-year-old boy who starts having
tantrums after his family moves to a different state. Answer: True Topic: Psychodynamic Theories of Personality Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.3 Describe applications of psychology
15. As a defense mechanism, denial occurs when people refuse to admit that something unpleasant is happening. Answer: True Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.3 Describe applications of psychology
16. As a defense mechanism, projection occurs when a person‘s own unacceptable or threatening feelings are attributed to someone else. Answer: True Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality psychological defense mechanisms, and stages of psychosexual development.
APA Objective: 1.3 Describe applications of psychology
17.
According to Sigmund Freud, when the Oedipus complex is resolved by about age 5 or 6, the child‘s personality has been formed. Answer: True Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
18.
Sigmund Freud proposed seven psychosexual stages of personality development that all people pass through. Answer: False Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
19.
According to Sigmund Freud, the anal stage of psychosexual development takes place between the ages of 2 and 3 years. Answer: True Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts
Difficulty Level: Difficult Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
20.
Among Sigmund Freud‘s psychosexual stages of development, the latency stage follows the oral stage. Answer: False Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
21.
According to Carl Jung, the collective unconscious is the universal memory and experiences of humankind represented in the symbols, stories, and images that occur across all cultures. Answer: True Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.1.B Explain how the views of Carl Jung differed from Sigmund Freud‘s approach to personality. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
22. According to Carl Jung, an archetype is a universal symbolic image that appears in myths, art, and dreams.
Answer: True Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.1.B Explain how the views of Carl Jung differed from Sigmund Freud‘s approach to personality. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
23.
Carl Jung‘s notion of personality emphasized the methods of scientific empirical psychology in generating personality constructs. Answer: False Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.1.B Explain how the views of Carl Jung differed from Sigmund Freud‘s approach to personality. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
24. Although Carl Jung was fascinated with the darker aspect of human personality, he also had confidence in the positive strength of the ego. Answer: True Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.1.B Explain how the views of Carl Jung differed from Sigmund Freud‘s approach to personality. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
25. Most of the cornerstone assumptions in psychoanalytic theory have not been supported scientifically. Answer: True Topic: Psychodynamic Theories of Personality Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 14.1.C Summarize the ways in which psychodynamic theories falter under scientific scrutiny. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
26. Although modern psychodynamic theorists differ in many ways, they share a general belief that the way to understand personality is by exploring its unconscious dynamics and origins. Answer: True Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.1.C Summarize the ways in which psychodynamic theories falter under scientific scrutiny. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
27. One of the difficulties of retrospective analysis as the foundation for theory development is the fact that it creates an illusion of causality between events. Answer: True Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 14.1.C Summarize the ways in which psychodynamic theories falter under scientific scrutiny. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
28. Objective tests are standardized questionnaires that typically include scales on which people are asked to rate themselves. Answer: True Topic: The Modern Study of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.2.A Outline some ways in which objective personality inventories differ from popular personality tests used in business, dating, or online. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
29.
Central traits are changeable aspects of personality, such as musical preferences, habits, and casual opinions. Answer: False Topic: The Modern Study of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
30. Secondary traits are changeable aspects of personality, such as musical preferences, habits, and casual
opinions. Answer: True Topic: The Modern Study of Personality Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
31. The statistical study of personality was greatly advanced during the 1950s by applying the case study method. Answer: False Topic: The Modern Study of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
32.
The Big Five personality traits are fairly stable throughout a person‘s life. Answer: True Topic: The Modern Study of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
33.
The Big Five personality traits are influenced by maturation and aging. Answer: True Topic: The Modern Study of Personality Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
34.
The Big Five personality traits represent all of the traits that make up personality. Answer: False Topic: The Modern Study of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
35.
Honesty is one of the Big Five personality traits. Answer: False Topic: The Modern Study of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
36.
Agreeableness is one of the Big Five personality traits. Answer: True Topic: The Modern Study of Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
37.
One way the genetic contribution to personality can be explored is by studying the temperaments of human infants and children. Answer: True Topic: Genetic Influences on Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.3.A Define temperament, and discuss how it relates to personality traits. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
38. Temperaments are physiological dispositions to respond to the environment in certain ways. Answer: True Topic: Genetic Influences on Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.3.A Define temperament, and discuss how it relates to personality traits.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
39.
Temperaments fluctuate dramatically over time. Answer: False Topic: Genetic Influences on Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.3.A Define temperament, and discuss how it relates to personality
traits. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
40. Heritability is an interdisciplinary field of study concerned with the genetic bases of behavior and personality. Answer: False Topic: Genetic Influences on Personality Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.3.B Explain how twin studies can be used to estimate the heritability of personality traits. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
41. Heritability is a statistical estimate of how much of the variability in a given trait can be explained by genetic differences among individuals within a group. Answer: True Topic: Genetic Influences on Personality
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.3.B Explain how twin studies can be used to estimate the heritability of personality traits. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
42. Social-cognitive learning theory emphasizes the continual interaction between persons and a given situation. Answer: True Topic: Environmental Influences on Personality Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 14.4.A Explain the concept of reciprocal determinism, and discuss how traits and behavior can be shaped by the environment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
43. The process of reciprocal determinism helps explain the influence of the nonshared environment on personality. Answer: True Topic: Environmental Influences on Personality Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 14.4.A Explain the concept of reciprocal determinism, and discuss how traits and behavior can be shaped by the environment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
44.
The shared environment of the home has relatively little influence on personality. Answer: True Topic: Environmental Influences on Personality Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.4.B Summarize the evidence that suggests parental influence over children‘s personality development is limited. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
45.
The shared environment of the home has a strong influence on a child‘s personality development. Answer: False Topic: Environmental Influences on Personality Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.4.B Summarize the evidence that suggests parental influence over children‘s personality development is limited. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
46.
Few parents have a single childrearing style that is consistent over time. Answer: True Topic: Environmental Influences on Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.4.B Summarize the evidence that suggests parental influence over children‘s personality development is limited. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
47. A behavioral-genetics researcher is likely to state that parents cannot take full responsibility for the way their children turn out. Answer: True Topic: Environmental Influences on Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.4.B Summarize the evidence that suggests parental influence over children‘s personality development is limited. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
48.
Even traits that are highly heritable are not rigidly fixed. Answer: True Topic: Environmental Influences on Personality Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 14.4.B Summarize the evidence that suggests parental influence over children‘s personality development is limited. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
49. When parents value academic achievement but the child‘s peers do not, the child usually follows the parental lead and values academic achievement. Answer: False Topic: Environmental Influences on Personality Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.4.C Discuss some ways in which peers influence the development
of personality in children. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
50.
In collectivist cultures, the self is often defined as a collection of personality traits. Answer: False Topic: Cultural Influences on Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.5 Incorporate sociocultural factors in scientific inquiry
51.
In collectivist cultures, group harmony takes precedence over the wishes of the individual. Answer: True Topic: Cultural Influences on Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.5 Incorporate sociocultural factors in scientific inquiry
52.
In individualist cultures, the self is often defined as a collection of personality traits. Answer: True Topic: Cultural Influences on Personality Skill Level: Remember the Facts Difficulty Level: Difficult
Learning Objective: 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.5 Incorporate sociocultural factors in scientific inquiry
53. In individualist cultures, group harmony takes precedence over the wishes of the individual. Answer: False Topic: Cultural Influences on Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.5 Incorporate sociocultural factors in scientific inquiry
54. People from individualist cultures tend to regard ―personality‖ and the sense of self as being more flexible than do people from collectivist cultures. Answer: False Topic: Cultural Influences on Personality Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.5 Incorporate sociocultural factors in scientific inquiry
55.
Culture can vary within a society. Answer: True Topic: Cultural Influences on Personality
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.5.B Evaluate some pros and cons of the cultural approach to understanding personality. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.5 Incorporate sociocultural factors in scientific inquiry
56.
Cultural psychologists describe cultural influences on personality by relying on generally agreed-upon stereotypes. Answer: False Topic: Cultural Influences on Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.5.B Evaluate some pros and cons of the cultural approach to understanding personality. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains, 2.5 Incorporate sociocultural factors in scientific inquiry
57.
Humanist psychology emphasizes the scientific understanding and assessment of human behavior. Answer: False Topic: The Inner Experience Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
58.
Humanist psychology is sometimes called ―the third force‖ in psychology.
Answer: True Topic: The Inner Experience Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
59. The humanist who described the importance of having peak experiences was Carl Rogers. Answer: False Topic: The Inner Experience Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
60. The humanist who wrote about the importance of having peak experiences was Rollo May. Answer: False Topic: The Inner Experience Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
61. Abraham Maslow suggested that personality theorists should study healthy, strong, creative individuals. Answer: True Topic: The Inner Experience Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
62. Abraham Maslow suggested that the most important personality traits were those that comprised the ―Big Five.‖ Answer: False Topic: The Inner Experience Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
63. Carl Rogers maintained that to become fully functioning, a person needs to receive unconditional positive regard. Answer: True Topic: The Inner Experience Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May.
APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
64. According to Carl Rogers, fully functioning people experience congruence, or harmony, between the image they project to others and their true feelings and wishes. Answer: True Topic: The Inner Experience Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
65.
According to Rollo May, the price of free will is often anxiety and despair. Answer: True Topic: The Inner Experience Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
66. Rollo May introduced European concepts of existentialism to American psychology, especially humanism. Answer: True Topic: The Inner Experience Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham
Maslow, Carl Rogers, and Rollo May. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
67.
The narrative approach suggests that an individual‘s personality is influenced by the stories that one creates to explain their life. Answer: True Topic: The Inner Experience Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.6.B Discuss how the narrative approach to personality hinges on answering the central question, ―Who am I?‖ APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
68.
The main principle of the narrative approach is the assertion that individuals can embrace free will to evolve into the person they would like to become. Answer: False Topic: The Inner Experience Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.6.B Discuss how the narrative approach to personality hinges on answering the central question, ―Who am I?‖ APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
69.
The most significant contribution of humanistic psychology is the balance it brings to the study of personality. Answer: True Topic: The Inner Experience Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 14.6.C Summarize the contributions and shortcomings of the humanist and narrative approaches to personality. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
70.
Narrative approaches to psychology have determined that the stories we tell about ourselves do not play a role in shaping our personality. Answer: False Topic: The Inner Experience Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.6.C Summarize the contributions and shortcomings of the humanist and narrative approaches to personality. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
Short Answer Questions
1.
What are the three systems that comprise personality, according to Sigmund Freud? Briefly describe them. Answer: A good answer will include the following key points.
The id is present at birth. It contains two competing instincts: the life, or sexual, instinct (fueled by psychic energy called the libido) and the death, or aggressive, instinct. It is unconscious. The ego is the second system to emerge. It is a referee between the needs of the id and the demands of society, and represents reason and good sense. It is partly conscious and partly unconscious. The superego is the last system to develop. It represents morality and parental authority and is the voice of conscience. It is partly conscious but largely unconscious.
Topic: Psychodynamic Theories of Personality Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
2.
Describe Carl Jung‘s concept of the collective unconscious. Answer: A good answer will include the following key point.
Jung believed that all human beings share a vast collective unconscious, containing universal memories, stories, and symbols called archetypes.
Topic: Psychodynamic Theories of Personality Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 14.1.B Explain how the views of Carl Jung differed from Sigmund Freud‘s approach to personality.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
3. Critics of psychodynamic theories argue that these theories are guilty of three scientific failings. Name these failings and then share your personal reaction to psychodynamic theory and its critics. Answer: A good answer will include the following key points.
Psychological scientists have shown that psychodynamic theories are guilty of three scientific failings: o Violating the principle of falsifiability. o Drawing universal principles from the experiences of a few atypical patients. o Basing theories of personality development on retrospective accounts of adults. Personal reactions to psychodynamic theory will vary.
Topic: Psychodynamic Theories of Personality Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 14.1.C Summarize the ways in which psychodynamic theories falter under scientific scrutiny. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena
4. Neuroticism is one of the Big Five personality traits. Compare the specific qualities of an individual who scores high in neuroticism with the qualities found in a person who scores low on that dimension. Answer: A good answer will include the following key points.
A person who scores high in neuroticism would demonstrate anxiety, an inability to control impulses, and a tendency to feel negative emotions such as anger, guilt, and resentment. Individuals who score high in neuroticism are worriers, complainers, and defeatists, even when they have no major problems. People who score low on this dimension, conversely, do not have these problems. They are emotionally stable and experience little anxiety.
Topic: The Modern Study of Personality
Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
5.
Define heritability. Is personality considered to have a high heritability or a low heritability? Explain what the heritability estimate means. Answer: A good answer will include the following key points.
Heritability is a statistical estimate of how much of the variability in a given trait can be explained by genetic differences among individuals within a group. An example of a highly heritable trait is personality. Most personality traits have relatively high heritability of .50. A heritability of .50 means that about 50 percent of the variability in traits can be explained by genetic differences among individuals within a particular time and setting. Therefore, although genetics may leave someone predisposed to demonstrate certain traits, the environment and other factors nonetheless contribute to how personality is manifested.
Topic: Genetic Influences on Personality Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 14.3.B Explain how twin studies can be used to estimate the heritability of personality traits. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
6.
In behavioral-genetic research, what is the nonshared environment? Answer: A good answer will include the following key points.
The nonshared environment is defined as unique aspects of a person‘s environment and experience that are not shared with family members. The nonshared environment exists outside the home and includes such forces as peer influence, chance events, and circumstances.
Topic: Environmental Influences on Personality
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.4.A Explain the concept of reciprocal determinism, and discuss how traits and behavior can be shaped by the environment. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
7.
In behavioral-genetic research, what is the shared environment? Answer: A good answer will include the following key point.
The shared environment includes the family a person grew up with and the experiences and background shared with siblings and parents.
Topic: Environmental Influences on Personality Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 14.4.B Summarize the evidence that suggests parental influence over children‘s personality development is limited. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
8.
Evaluate cultural theories of personality and the challenges they face. Answer: A good answer will include the following key points.
Like the trait approach, it‘s tempting to say that a culture is the way it is because that‘s the way it is, just as it‘s tempting to say that a person high in extraversion will always act in an extraverted fashion, or a person low in agreeableness will always be surly. But it‘s clearly not that simple. Cultural theories of personality face the problem of describing broad cultural differences and their influences on personality without promoting stereotypes or overlooking universal human needs. Moreover, culture itself varies within every society. The United States has an individualist culture overall, but the South, with its history of strong regional identity, is more collectivist than the rugged, independent West, for example.
Topic: Cultural Influences on Personality Skill Level: Understand the Concepts Difficulty Level: Moderate
Learning Objective: 14.5.B Evaluate some pros and cons of the cultural approach to understanding personality. APA Objective: 1.2 Develop a working knowledge of psychology‘s content domains
9.
Describe the ways in which humanist psychologists argue they have added balance to the study of personality. Answer: A good answer will include the following key points.
Humanists argue that they present a more complete picture of human potential and personality than psychoanalysis and behaviorism. Psychologists who take a humanist approach to personality emphasize our uniquely human capacity to determine our own actions and futures.
Topic: The Inner Experience Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena
10.
Explain what the narrative approach to personality entails. Answer: A good answer will include the following key points.
A life narrative is the story that each of us develops over time to explain ourselves and make meaning of everything that has happened to us. In the narrative view, someone‘s distinctive personality rests on the story they tell to answer the question, ―Who am I?‖
Topic: The Inner Experience Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 14.6.B Discuss how the narrative approach to personality hinges on answering the central question, ―Who am I?‖ APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena
Essay Questions
1.
Compare and contrast Sigmund Freud‘s main ideas with the main ideas proposed by Carl Jung. Answer: A good answer will include the following key points.
Freudian theory focused on the unconscious drives in a human and how they directed behavior. Most of Freudian theory focused on the darker sides of personality and the neuroses developed by humans. Freud focused on sexual feelings and drives, most directly with his proposal of psychosexual stages and the Oedipus complex. Jung believed that humans were subject to their unconscious drives and motives, but argued that all human beings share a vast collective unconscious that influences behavior as well. According to Jung, archetypes are universal, symbolic images that appear in myths, art, and dreams, and they reflect the collective unconscious. Jung recognized the dark aspects of humans, but also held more confidence in the positive, forward-moving strengths of the ego. Jung believed that people could be motivated by future goals as well as past conflicts.
Topic: Psychodynamic Theories of Personality Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 14.1.B Explain how the views of Carl Jung differed from Sigmund Freud‘s approach to personality. APA Objective: 2.2 Demonstrate psychology information literacy
2.
It was over a century ago that Sigmund Freud published his views on personality. Evaluate how his work has stood the test of time. Evaluate how psychoanalytic theory is regarded by psychologists and other scholars of the 21st century. Answer: A good answer will include the following key points.
Freudian theory provided a framework for entertaining ideas about the unconscious and personality development. Although most scientists discredit the value of psychoanalytic theory, it spurred scientists in adopting sound experimental practices. Both then and now, some people revered Freud as a hero and others viewed him
as completely wrong. His theories are either viewed as brilliant or nonsense. Most psychologists today view psychodynamic ideas as literary metaphors rather than as scientific rationales. Psychological scientists have shown that psychodynamic theories are guilty of three scientific failings: they cannot be falsified, they overgeneralize from atypical patients, and they are frequently based on retrospective accounts. Although some empirical research supports a few psychodynamic processes such as defense mechanisms, much empirical data refutes concepts like repression.
Topic: Psychodynamic Theories of Personality Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 14.1.C Summarize the ways in which psychodynamic theories falter under scientific scrutiny. APA Objective: 2.2 Demonstrate psychology information literacy
3. Explain why popularity is no measure of credibility using the Myers-Briggs Type Indicator (MBTI) (or another test of your choosing) as an example. Which key property should personality tests have, in addition to reliability, norms, and validity? Answer: A good answer will include the following key points.
In many domains of life, being popular is no indicator of being right, good, moral, worthwhile, and so on. There are many popular things that people pay attention to that are just cruel, stupid, misinformed, or silly. In the domain of personality research, the Myers-Briggs Type Indicator provides an example of this observation. The MBTI is extremely popular; it is administered in countless business settings, in many university admissions or career services offices, as a tool for matching people in a romantic context, and so on. However, the basis of the MBTI is Carl Jung‘s spooky musings about different kinds of personality types, which he devised with basically no empirical support. Speaking of empirical support, the MBTI itself has repeatedly demonstrated poor reliability and validity, two hallmarks required of any kind of scientific measuring process. If the results of the measure aren‘t reliable from administration to administration, and the test itself represents a questionably valid view of personality to begin with, why bother? The same reasoning can be applied to projective techniques, such as the Rorschach Inkblot Test, the Thematic Apperception Test, the Draw-A-Person Test, the House-Tree-Person Test, and others. Similarly, most online measures of personality or other psychological concepts should be viewed with a highly critical eye.
A key hallmark of a good measure of personality is objectivity. Questions should be phrased in such a way that a person can honestly rate themselves, and scored apart from any subjective bias on the part of the test administrator.
Topic: The Modern Study of Personality Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 14.2.A Outline some ways in which objective personality inventories differ from popular personality tests used in business, dating, or online. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena
4.
What is the ―Barnum effect‖? Why might it be harmful? Why is it important to understand the Barnum effect when evaluating the validity of personality profiles? Distinguish three ways that a person can avoid being duped by the Barnum effect. Answer: A good answer will include the following key points.
The Barnum effect occurs when people believe that a generic description was written just for them. The Barnum effect can contribute to a feeling of trust or guidance where there really is none. It is false information that, when believed, can lead people to behave as they might not ordinarily. The Barnum effect can make an unscientific personality profile seem valid because people perceive the profiles as being highly accurate. There are three guidelines to follow to avoid being taken in by unscientific personality profiles and horoscopes: o Beware of all-purpose descriptions that could apply to anyone. o Beware of your own selective perceptions. o Resist flattery and emotional reasoning.
Topic: The Modern Study of Personality Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena
5. Identify the Big Five personality traits and discuss the evidence that suggests these five dimensions do indeed capture the personality structure of human beings.
Answer: A good answer will include the following key points.
The Big Five personality traits are openness, conscientiousness, extraversion, agreeableness, and neuroticism. There is ample evidence that these factors describe the personality structure of most humans. Repeated studies over decades have identified this same five-factor model. For example, there is strong cross-cultural agreement about these factors. Despite some minor cultural variations, the factor structure of the Big Five has been replicated across a diversity of cultures. There is also stability of these factors across the life span, with some clarification needed. Some of the factors are changeable over time; neuroticism, for example, is high during most people‘s late-adolescent years, and agreeableness and conscientiousness are low during that same time period. People become more agreeable, more conscientious, and less neurotic in their 30s and 40s. Although these results indicate change, the pattern indicates stability; most people show this pattern of change over the life span.
Topic: The Modern Study of Personality Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena
6.
Researchers measure genetic contributions to personality in three ways: by studying personality traits in other species, by studying the temperaments of human infants and children, and by conducting heritability studies of twins and adopted individuals. Compare and contrast the evidence from each type of approach that indicates personality is, at least in part, biologically determined. Answer: A good answer will include the following key points.
Examinations of other species demonstrate personality differences that point to the importance of both genetics and environment on personality. Animal models help in controlling some potential confounds that are not easily controlled in human studies. Even in the first weeks after birth, human babies differ in activity level, mood, responsiveness, heart rate, and attention span. Extreme shyness and fear of new situations tend to be biologically based, stable aspects of temperament, both in human beings and in monkeys. Findings from adoption and twin studies have provided compelling support for a genetic contribution to personality. Identical twins reared apart often have unnerving similarities in gestures,
mannerisms, and mood. Overall, heritability estimates for many personality traits are about .50.
Topic: Genetic Influences on Personality Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 14.3.A Define temperament, and discuss how it relates to personality traits. Learning Objective: 14.3.B Explain how twin studies can be used to estimate the heritability of personality traits. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena
7. Explain why contemporary psychologists recognize that people can have a core set of stable traits and that their behavior can vary across situations. How does the concept of reciprocal determinism play a role in this conclusion? Answer: A good answer will include the following key points.
There‘s a very simple approach to understanding personality: ―People are the way they are because that‘s the way they are.‖ Tautologies aside, the notion is that personality traits are stable, unchangeable, fundamental, core, and so on, and as such they completely determine the way people will think, feel, and behave across situations. A cursory examination of that approach reveals that it can‘t be true. The most introverted person can be less introverted (perhaps even extraverted!) when the situation calls for it, just as the person who generally approaches life with seething bitterness and anger can be delighted by the smile of a child, the meandering flight of a butterfly, or an unexpected windfall of cash. So is it the case that personality traits are a fiction? Could the opposing view be true, that we are simply buffeted about by the vagaries of the situations and environments we find ourselves in? Well….no. It is true that we adapt to the environments we find ourselves in, but that doesn‘t exclude the role of traits. A cheerful person is still likely to be pretty cheerful across situations, although those situations can modulate the amount and display of cheerfulness. So reciprocal determinism is the key to understanding these forces. Reciprocal determinism describes the two-way interaction between aspects of the environment and aspects of the individual in the shaping of personality traits. In short, the person shapes the environment, just as the environment shapes the person.
Topic: Environmental Influences on Personality Skill Level: Analyze It
Difficulty Level: Difficult Learning Objective: 14.4.A Explain the concept of reciprocal determinism, and discuss how traits and behavior can be shaped by the environment. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena
8.
Three crucial aspects of the environment are parents, peers, and particular situations. Compare and contrast how each of these aspects contribute to personality. Answer: A good answer will include the following key points.
Parents have little direct influence on personality; however, the child‘s personality is shaped in part by the two-way interaction between parent and child. Correlational research indicates that the influence of childrearing practices and family life is very small compared to the influence of genetics. Childrearing practices are inconsistent over time and over different children in the same family. Parents influence children in important ways unrelated to personality. Peers often have a very strong impact on personality development. Though people have a set of central or core traits that are relatively stable, their behavior can vary across situations. Children often adapt to peer groups and their expectations. There is a continual two-way interaction between an individual (including temperament, learned habits, perceptions, and beliefs) and aspects of the situation (such as opportunities for reward or punishment, chance events, etc.). This interaction is called reciprocal determinism. In sum, core personality traits may stem from genetic dispositions, but they are profoundly shaped by learning, peers, situations, experience, and the culture.
Topic: Environmental Influences on Personality Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 14.4.B Summarize the evidence that suggests parental influence over children‘s personality development is limited. Learning Objective: 14.4.C Discuss some ways in which peers influence the development of personality in children. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena
9. Compare and contrast the characteristics of individualist and collectivist cultures with regard to:
definitions of self;
goals; values; explanations of behavior (attributions); group norms; and the cost/benefit ratio in maintaining relationships.
Answer: A good answer will include the following key points.
Individualist cultures define the self as autonomous and independent of groups; collectivist cultures define the self as an interdependent part of groups. Individualist cultures give priority to individual, personal goals; collectivist cultures give priority to the needs and goals of the group. Individualist cultures value independence, leadership, achievement, and selffulfillment; collectivist cultures value group harmony, duty, obligation, and security. Individualist cultures give more weight to an individual‘s attitudes and preferences than to group norms as explanations of behavior; collectivist cultures give more weight to group norms than to individual attitudes. Individualist cultures attend to the benefits and costs of relationships; collectivist cultures attend to the needs of group members.
Topic: Cultural Influences on Personality Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. APA Objective: 2.5 Incorporate sociocultural factors in scientific inquiry
10.
In the 1960s, a group of psychologists argued that it was time for a ―third force‖ in psychology. Examine why the first two were inadequate in explaining human behavior. Distinguish how the alternate perspective, or ―third force,‖ would describe human personality and what significant contribution it has played in the development of psychology. Answer: A good answer will include the following key points.
Psychoanalysis focused on the dark side of humanity and the types of forces that contribute to drives, motivation, and mental illness. Behaviorism perceived everyone as being simply a response system to reinforcement and punishment in the environment. Neither of these perspectives acknowledged the good of humanity or the ability of humans to make choices on their own. The humanist perspective, the ―third force,‖ takes a positive, growth-oriented perspective. It acknowledges the desire of humans to become better and grow through their lifetime. It treats humans as having the unique capacity to determine their own actions and
futures (free will). It has contributed a perspective that has given birth to positive psychology. Topic: The Inner Experience Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena
Integrative Essay Questions: Linking the Chapters
1.
In Chapter 2, we learned that scientists must be willing to make a risky prediction that can be disproved by counterevidence. How does the principle of falsifiability apply to psychodynamic and humanist personality theories? Answer: A good answer will include the following key points.
The principle of falsifiability states that a scientific theory must make predictions that are specific enough to expose the theory to the possibility of disconfirmation; that is, the theory must predict not only what will happen but also what will not happen. Many psychodynamic concepts about unconscious motivations are, in fact, impossible to confirm or disconfirm. As with psychodynamic theories, the major scientific criticism of humanist psychology is that many of its assumptions are untestable. Many humanist concepts are difficult to define operationally. For example, how can we know whether a person is self-fulfilled or self-actualized?
Topic: 2.1 What Makes Psychological Research Scientific? 14.1 Psychodynamic Theories of Personality, 14.6 The Inner Experience Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 2.1.C Explain why falsifiability is a critical component of scientific research. 14.1.C Summarize the ways in which psychodynamic theories falter under scientific scrutiny. 14.6.C Summarize the contributions and shortcomings of the humanist and narrative approaches to personality. APA Objective: 2.1 Use scientific reasoning to interpret psychological phenomena
Revel Quizzes
The following questions appear at the end of each module and at the end of the chapter in Revel for Psychology, 14e.
EOM Q14.1.1
According to Freud‘s theory of psychoanalysis, the part of personality that contains unconscious psychic energies related to sex and aggression is called the __________. Options a) id b) ego Consider This: Freud thought that personality was composed of multiple systems that varied in their degree of conscious access. 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. c) superego Consider This: Freud thought that personality was composed of multiple systems that varied in their degree of conscious access. 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. d) collective unconscious Consider This: Freud thought that personality was composed of multiple systems that varied in their degree of conscious access. 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. ANS: a Mod No=14.1 Skill Level= Remember Difficulty Level= easy
EOM Q14.1.2
A 4-year-old girl wants to snuggle on Daddy‘s lap but refuses to kiss her mother. Which Freudian concept is this consistent with? Options a) Oedipus complex b) Sublimation Consider This: Freud would interpret the girl‘s actions as evidence of a significant part of his psychoanalytic theory. 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. c) Repression Consider This: Freud would interpret the girl‘s actions as evidence of a significant part of his psychoanalytic theory. 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. d) Denial Consider This: Freud would interpret the girl‘s actions as evidence of a significant part of his psychoanalytic theory. 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. ANS: a Mod No=14.1 Skill Level=Apply Difficulty Level=easy
EOM Q14.1.3
Donny, a priest who has taken a vow of celibacy and has never engaged in any form of sexual activity, writes award-winning poetry about sexual passion and erotic encounters. Which Freudian concept is this consistent with?
Options a) Sublimation b) Denial Consider This: Freud would interpret Donny‘s actions as evidence of a specific defense mechanism. 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. c) Projection Consider This: Freud would interpret Donny‘s actions as evidence of a specific defense mechanism. 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. d) Regression Consider This: Freud would interpret Donny‘s actions as evidence of a specific defense mechanism. 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. ANS: a Mod No=14.1 Skill Level=Apply Difficulty Level=moderate
EOM Q14.1.4
Carl Jung thought that all humans shared universal memories, symbols, and images, which he called __________, and that these were stored in the __________. Options a) archetypes; collective unconscious b) prototypes; superego Consider This: Jung offered a mystical explanation for why some symbols or ideas seem to resonate with people from vastly different cultural backgrounds and life
experiences. 14.1.B Explain how the views of Carl Jung differed from Sigmund Freud‘s approach to personality. c) complexes; id Consider This: Jung offered a mystical explanation for why some symbols or ideas seem to resonate with people from vastly different cultural backgrounds and life experiences. 14.1.B Explain how the views of Carl Jung differed from Sigmund Freud‘s approach to personality. d) objects; personal unconscious Consider This: Jung offered a mystical explanation for why some symbols or ideas seem to resonate with people from vastly different cultural backgrounds and life experiences. 14.1.B Explain how the views of Carl Jung differed from Sigmund Freud‘s approach to personality. ANS: a Mod No=14.1 Skill Level =Remember Difficulty Level=moderate
EOM Q14.1.5
Which of the following is not a criticism of psychodynamic theories of personality? Options a) Although influential in psychology, these theories have not received much attention from people in society at large. b) Psychodynamic theories violate the scientific principle of falsifiability. Consider This: It is often difficult to translate psychodynamic theories of personality into testable research questions. 14.1.C Summarize the ways in which psychodynamic theories falter under scientific scrutiny. c) Many psychodynamic theorists reached universal conclusions about general principles based on the experiences of a few atypical patients in therapy.
Consider This: It is often difficult to translate psychodynamic theories of personality into testable research questions. 14.1.C Summarize the ways in which psychodynamic theories falter under scientific scrutiny. d) Psychodynamic explanations for personality development are often based on retrospective accounts offered by adults. Consider This: It is often difficult to translate psychodynamic theories of personality into testable research questions. 14.1.C Summarize the ways in which psychodynamic theories falter under scientific scrutiny. ANS: a Mod No=14.1 Skill Level =Understand Difficulty Level=easy
EOM Q14.2.1
Scientifically valid measures of personality are called __________. Options a) objective tests b) projective techniques Consider This: There is a lot of questionable material masquerading as ―tests‖ that purport to reveal something about personality. How can you separate the good from the bad? 14.2.A Outline some ways in which objective personality inventories differ from popular personality tests used in business, dating, or online. c) interest indicators Consider This: There is a lot of questionable material masquerading as ―tests‖ that purport to reveal something about personality. How can you separate the good from the bad? 14.2.A Outline some ways in which objective personality inventories differ from popular personality tests used in business, dating, or online. d) trait protocols Consider This: There is a lot of questionable material masquerading as ―tests‖ that purport to reveal something about personality. How can you separate the good from the bad? 14.2.A Outline some ways in which objective personality inventories differ from popular personality tests used in business, dating, or online.
ANS: a Mod No=14.2 Skill Level =Remember Difficulty Level=moderate
EOM Q14.2.2
One statistical method that advanced the study of personality in notable ways is __________. Options a) factor analysis b) case-study analysis Consider This: This statistical method identifies clusters of scores that are highly correlated and assumed to assess the same underlying trait. 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. c) scoring the Myers–Briggs Type Indicator Consider This: This statistical method identifies clusters of scores that are highly correlated and assumed to assess the same underlying trait. 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. d) quantifying Jungian concepts Consider This: This statistical method identifies clusters of scores that are highly correlated and assumed to assess the same underlying trait. 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. ANS: a Mod No=14.2 Skill Level=Remember DifficultyLevel=difficult
EOM Q14.2.3
Which of the following is not one of the Big Five personality factors? Options a) Psychoticism b) Extraversion Consider This: The Big Five personality dimensions represent central robust factors. 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. c) Agreeableness Consider This: The Big Five personality dimensions represent central robust factors. 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. d) Openness to experience Consider This: The Big Five personality dimensions represent central robust factors. 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. ANS: a Mod No=14.2 Skill Level=Remember Difficulty Level=difficult
EOM Q14.2.4
Sawyer is taking a personality inventory and strongly agrees with this statement: I usually give other people the benefit of the doubt. Based on this response, you should predict that Sawyer will score relatively high in which of the Big Five factors? Options a) Agreeableness b) Neuroticism
Consider This: The Big Five factors are typically presented as dimensions that have opposing descriptors. 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. c) Openness Consider This: The Big Five factors are typically presented as dimensions that have opposing descriptors. 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. d) Extraversion Consider This: The Big Five factors are typically presented as dimensions that have opposing descriptors. 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. ANS: a Mod No=14.2 Skill Level=Remember Difficulty Level=difficult
EOM Q14.2.5
Which one of the Big Five typically decreases by age 40? Options a) Neuroticism b) Agreeableness Consider This: The Big Five are relatively stable over the lifetime, but like so many psychological dimensions, they can be influenced by maturation and aging. 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. c) Extraversion Consider This: The Big Five are relatively stable over the lifetime, but like so many psychological dimensions, they can be influenced by maturation and aging. 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. d) Openness
Consider This: The Big Five are relatively stable over the lifetime, but like so many psychological dimensions, they can be influenced by maturation and aging. 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. ANS: a Mod No=14.2 Skill Level=Understand Difficulty Level=moderate
EOM Q14.3.1
Temperaments refer to __________. Options a) physiological dispositions to respond to the environment in certain ways b) learned patterns of experience that shape the expression of personality traits Consider This: Temperament forms the basis for the development of personality traits. 14.3.A Define temperament, and discuss how it relates to personality traits. c) attachment styles that are acquired within the first year of life Consider This: Temperament forms the basis for the development of personality traits. 14.3.A Define temperament, and discuss how it relates to personality traits. d) qualities of the environment that interact with traits of an individual in that environment Consider This: Temperament forms the basis for the development of personality traits. 14.3.A Define temperament, and discuss how it relates to personality traits. ANS: a Mod No=14.3 Skill Level =Remember Difficulty Level=moderate
EOM Q14.3.2
Research on personality across animal species indicates that __________. Options a) evidence for personality has been observed in more than 60 different animal species b) among nonhuman animals, only primates exhibit evidence of personality Consider This: While scientists were once reluctant to conclude that nonhuman animals exhibit personality traits, more recent research has found evidence of personality characteristics across species. 14.3.A Define temperament, and discuss how it relates to personality traits. c) only two of the Big Five personality dimensions have been observed among nonhuman animals Consider This: While scientists were once reluctant to conclude that nonhuman animals exhibit personality traits, more recent research has found evidence of personality characteristics across species. 14.3.A Define temperament, and discuss how it relates to personality traits. d) personality is only observed among humans Consider This: While scientists were once reluctant to conclude that nonhuman animals exhibit personality traits, more recent research has found evidence of personality characteristics across species. 14.3.A Define temperament, and discuss how it relates to personality traits. ANS: a Mod No=14.3 Skill Level=Understand Difficulty Level=moderate
EOM Q14.3.3
At 5 months, Julia is excitable, nervous, and fearful. She would be described as having a __________ temperament. Options a) reactive b) provoking Consider This: Evidence of temperaments is available at very young ages and tends to be predictive of later styles of interacting in a social environment. 14.3.A Define temperament, and discuss how it relates to personality traits. c) dispositional Consider This: Evidence of temperaments is available at very young ages and tends to be predictive of later styles of interacting in a social environment. 14.3.A Define temperament, and discuss how it relates to personality traits. d) regressive Consider This: Evidence of temperaments is available at very young ages and tends to be predictive of later styles of interacting in a social environment. 14.3.A Define temperament, and discuss how it relates to personality traits. ANS: a Mod No=14.3 Skill Level=Apply Difficulty Level=moderate
EOM Q14.3.4
The proportion of the total variance in a trait that can be explained by genetic differences within a group is known as __________. Options a) heritability b) linkage
Consider This: When researchers estimate the impact of genetics and the environment in explaining human differences, they often look to this measure of variability. 14.3.B Explain how twin studies can be used to estimate the heritability of personality traits. c) genetic shift Consider This: When researchers estimate the impact of genetics and the environment in explaining human differences, they often look to this measure of variability. 14.3.B Explain how twin studies can be used to estimate the heritability of personality traits. d) genetic constancy Consider This: When researchers estimate the impact of genetics and the environment in explaining human differences, they often look to this measure of variability. 14.3.B Explain how twin studies can be used to estimate the heritability of personality traits. ANS: a Mod No=14.3 Skill Level=Remember Difficulty Level=difficult
EOM Q14.3.5
What does it mean to have a genetic predisposition toward certain behaviors? Options a) Those behaviors may or may not be expressed within a given environment. b) The person with the predisposition will act in ways determined by that predisposition. Consider This: The hint of the century: Biology is not destiny. 14.3.B Explain how twin studies can be used to estimate the heritability of personality traits. c) The environment has little impact on modifying those behaviors. Consider This: The hint of the century: Biology is not destiny. 14.3.B Explain how twin studies can be used to estimate the heritability of personality traits.
d) Eventually those behaviors will be observed, given a long enough lifespan. Consider This: The hint of the century: Biology is not destiny. 14.3.B Explain how twin studies can be used to estimate the heritability of personality traits. ANS: a Mod No=14.3 Skill Level=Understand Difficulty Level=moderate
EOM Q14.4.1
Your behavior, habits, and beliefs influence with whom you interact with and the situations you seek out; furthermore, the people with whom you interact and the situations in which you find yourself in influence your behaviors, habits, and beliefs. This cyclic process is known as __________. Options a) reciprocal determinism b) shared identification Consider This: The process described here is one in which internal and external factors influence each other. 14.4.A Explain the concept of reciprocal determinism, and discuss how traits and behavior can be shaped by the environment. c) expressive integration Consider This: The process described here is one in which internal and external factors influence each other. 14.4.A Explain the concept of reciprocal determinism, and discuss how traits and behavior can be shaped by the environment. d) openness to experience Consider This: The process described here is one in which internal and external factors influence each other. 14.4.A Explain the concept of reciprocal determinism, and discuss how traits and behavior can be shaped by the environment. ANS: a Mod No=14.4
Skill Level=Understand Difficulty Level=difficult
EOM Q14.4.2
Which of the following aspects of the environment contributes most to the variation among siblings in their personality traits? Options a) The unique experiences they have that are not shared with their families b) The family environment that all of them share Consider This: There is a specific term that researchers use to refer to the concept being asked about. 14.4.A Explain the concept of reciprocal determinism, and discuss how traits and behavior can be shaped by the environment. c) The way their parents treat them Consider This: There is a specific term that researchers use to refer to the concept being asked about. 14.4.A Explain the concept of reciprocal determinism, and discuss how traits and behavior can be shaped by the environment. d) The length of time they are raised in the same household Consider This: There is a specific term that researchers use to refer to the concept being asked about. 14.4.A Explain the concept of reciprocal determinism, and discuss how traits and behavior can be shaped by the environment. ANS: a Mod No=14.4 Skill Level=Understand Difficulty Level=difficult
EOM Q14.4.3
How much influence do interactions with parents have on shaping a child‘s personality? Options a) Not as much as people assume b) Absolutely none Consider This: Parents can influence a lot of things in their children‘s lives; how much influence do they have on personality, though? 14.4.B Summarize the evidence that suggests parental influence over children‘s personality development is limited. c) 23% Consider This: Parents can influence a lot of things in their children‘s lives; how much influence do they have on personality, though? 14.4.B Summarize the evidence that suggests parental influence over children‘s personality development is limited. d) More than most people assume Consider This: Parents can influence a lot of things in their children‘s lives; how much influence do they have on personality, though? 14.4.B Summarize the evidence that suggests parental influence over children‘s personality development is limited. ANS: a Mod No=14.4 Skill Level=Understand Difficulty Level=difficult
EOM Q14.4.4
Marie tries her best to treat all of her children the same and enforce her rules and standards equally, but she slips now and then: Sometimes she is a little more lenient toward Catarina, other times she is a little more strict with Isabella, and still other times she lets Luisa get away with a great deal. Marie is concerned about the inconsistency of her parenting and its impact on her children‘s developing personalities, but why should she not worry? Options a) Few parents have a single childrearing style that is maintained consistently over time.
b) Temperament is the sole determinant of personality, so there is little she can do to change that. Consider This: Marie‘s variations in her parenting style are to be expected. 14.4.B Summarize the evidence that suggests parental influence over children‘s personality development is limited. c) Her archetypal ―mother‖ status is acknowledged even when she slips up a little. Consider This: Marie‘s variations in her parenting style are to be expected. 14.4.B Summarize the evidence that suggests parental influence over children‘s personality development is limited. d) Children react more strongly to an underlying parental style than they do to surface behaviors. Consider This: Marie‘s variations in her parenting style are to be expected. 14.4.B Summarize the evidence that suggests parental influence over children‘s personality development is limited. ANS: a Mod No=14.4 Skill Level=Apply Difficulty Level=moderate
EOM Q14.4.5
Fourteen-year-old Javier is quiet and reserved around his parents. When he is with his friends, however, he is boisterous and a bit obnoxious. How common is this pattern of behavior among children and adolescents? Options a) Fairly common; the way we behave in different environments reflects the differential impact of parents and peers in shaping behavior. b) Fairly uncommon; even young children show remarkable consistency in their behaviors across a variety of interaction partners.
Consider This: Think about how much influence parents and peers have on an individual, and the environments in which those influences might exert themselves. 14.4.C Discuss some ways in which peers influence the development of personality in children. c) Fairly common; ―multiple identities theory‖ suggests that core personality traits do little to shape behavior. Consider This: Think about how much influence parents and peers have on an individual, and the environments in which those influences might exert themselves. 14.4.C Discuss some ways in which peers influence the development of personality in children. d) Very uncommon; personality traits and behavioral tendencies are solidified early in life. Consider This: Think about how much influence parents and peers have on an individual, and the environments in which those influences might exert themselves. 14.4.C Discuss some ways in which peers influence the development of personality in children. ANS: a Mod No=14.4 Skill Level=Apply Difficulty Level=difficult
EOM Q14.5.1
Cultures that place a priority on group harmony and group norms are called __________ cultures. Options a) collectivist b) concentric Consider This: Many cultures see the individual as an interdependent part of a larger group. 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. c) communal
Consider This: Many cultures see the individual as an interdependent part of a larger group. 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. d) socialist Consider This: Many cultures see the individual as an interdependent part of a larger group. 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. ANS: a Mod No=14.5 Skill Level=Remember Difficulty Level=difficult
EOM Q14.5.2
Audrey defines herself as a unique individual striving for the things she wants for herself. Her extraversion makes her stand out from the crowd, and she likes it that way. Audrey thinks she has a unique personality that sets her apart from her family and friends. Of the following options, what is Audrey‘s most likely country of origin? Options a) United States b) South Korea Consider This: One of the countries listed here is quite different from all the others, whereas the others are all similar on at least one cultural dimension. 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. c) Costa Rica Consider This: One of the countries listed here is quite different from all the others, whereas the others are all similar on at least one cultural dimension. 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. d) Indonesia
Consider This: One of the countries listed here is quite different from all the others, whereas the others are all similar on at least one cultural dimension. 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. ANS: a Mod No=14.5 Skill Level=Apply Difficulty Level=difficult
EOM Q14.5.3
Himari was born and raised in Japan. If asked to describe herself, which of the following would she be most likely to say? Options a) ―I am my parents‘ daughter and a hard-working team member at my job.‖ b) ―I am ambitious and outgoing, and I like to stand out in a crowd.‖ Consider This: Himari grew up in a collectivist culture. 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. c) ―I am the same type of person no matter where I am or who I‘m with.‖ Consider This: Himari grew up in a collectivist culture. 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. d) ―I am 5'7", I have light brown eyes, and I love horses.‖ Consider This: Himari grew up in a collectivist culture. 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. ANS: a Mod No=14.5 Skill Level=Apply
Difficulty Level=difficult
EOM Q14.5.4
Chrissie, an American, is hanging out with her college friends: Abayomi (who is from Nigeria), Nunzio (who is from Italy), and Felix (who is from Canada). They agree to meet for dinner the next evening at 7:00 p.m. ―Wait,‖ asks Felix. ―Is that a North American 7:00 p.m.? When is everybody actually going to show up?‖ Why would Felix feel the need to ask that question? Options a) There is cultural variability in the value placed on timeliness and tardiness. b) Felix himself is likely to be late, given his Canadian background. Consider This: Some traits show marked cultural differences. 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. c) Cultures differ in terms of how well their members understand directions and instructions. Consider This: Some traits show marked cultural differences. 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. d) Abayomi, Nunzio, and Felix are all likely to show up within 10 minutes of one another, whereas Chrissie will probably be 45 minutes late. Consider This: Some traits show marked cultural differences. 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. ANS: a ModNo=14.5 Skill Level =Apply DifficultyLevel=moderate
EOM Q14.5.5
Why is it difficult to evaluate cultural explanations of personality? Options a) There is a fine balance between describing broad cultural tendencies without stereotyping people and ignoring universal human experiences. b) ―Culture‖ cannot be defined adequately. Consider This: We can often reach general conclusions in an area of study, yet still see the openings for variability and exception. 14.5.B Evaluate some pros and cons of the cultural approach to understanding personality. c) Differences in experiences make it impossible to understand the effects of culture on an individual without having lived in that culture. Consider This: We can often reach general conclusions in an area of study, yet still see the openings for variability and exception. 14.5.B Evaluate some pros and cons of the cultural approach to understanding personality. d) The evidence for cultural differences in personality has been largely anecdotal, rather than based on detailed scientific studies. Consider This: We can often reach general conclusions in an area of study, yet still see the openings for variability and exception. 14.5.B Evaluate some pros and cons of the cultural approach to understanding personality. ANS: a Mod No=14.5 Skill Level=Analyze Difficulty Level=difficult
EOM Q14.6.1
Which of the following is not a theorist usually associated with the humanist movement in psychology? Options a) P. T. Barnum
b) Rollo May Consider This: The movement began in the early 1960s. 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. c) Abraham Maslow Consider This: The movement began in the early 1960s. 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. d) Carl Rogers Consider This: The movement began in the early 1960s. 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. ANS: a Mod No=14.6 Skill Level=Remember Difficulty Level=difficult
EOM Q14.6.2
According to Carl Rogers, __________ individuals experience congruence or harmony between the image they project to others and the way they feel inside. They are warm and open, and they hold realistic beliefs about themselves. Options a) fully functioning b) autonomous Consider This: Rogers had many ideas about how people could grow and develop, and what happens to them when they do not. 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. c) unconditional Consider This: Rogers had many ideas about how people could grow and develop, and what happens to them when they do not. 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. d) self-complete
Consider This: Rogers had many ideas about how people could grow and develop, and what happens to them when they do not. 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. ANS: a Mod No=14.6 Skill Level =Remember DifficultyLevel=difficult
EOM Q14.6.3
There are inevitable dilemmas and challenges associated with living life. We all need to confront the fear of death and explore the meaning of life, and we must take responsibility for our actions as we do so. The way we cope with these struggles helps to shape who we are as individuals. This three-sentence lesson is a good summary of __________. Options a) existentialism b) determinism Consider This: These ideas added a corollary to standard humanist views of life and living. 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. c) collectivism Consider This: These ideas added a corollary to standard humanist views of life and living. 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. d) logical positivism Consider This: These ideas added a corollary to standard humanist views of life and living. 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. ANS: a Mod No=14.6
Skill Level=Understand Difficulty Level=difficult
EOM Q14.6.4
Delia is given a tough assignment in her psychology class: ―Describe who you are.‖ Those four words open up so many possibilities: a physical description, a list of traits, the genetic inheritance her parents contributed, the social and cultural groups that define her as a person. To complete the assignment, Delia decides to simply write the story of her life, noting the highs and lows, triumphs and tragedies she has experienced so far. Which approach to understanding personality has Delia adopted? Options a) Narrative b) Psychodynamic Consider This: Walt Whitman published a lengthy poem in 1855 called ―Song of Myself.‖ 14.6.B Discuss how the narrative approach to personality hinges on answering the central question, ―Who am I?‖ c) Trait Consider This: Walt Whitman published a lengthy poem in 1855 called ―Song of Myself.‖ 14.6.B Discuss how the narrative approach to personality hinges on answering the central question, ―Who am I?‖ d) Hypothetico-deductive Consider This: Walt Whitman published a lengthy poem in 1855 called ―Song of Myself.‖ 14.6.B Discuss how the narrative approach to personality hinges on answering the central question, ―Who am I?‖ ANS: a Mod No=14.6 Skill Level=Apply Difficulty Level=moderate
EOM Q14.6.5
Which of the following is not a criticism of humanist theories of personality? Options a) Although influential in psychology, these theories have not received much attention from laypeople in society at large. b) Humanist theories contain concepts that are difficult to define operationally. Consider This: Many criticisms of humanist theories derive from the concern that they are not scientifically rigorous. 14.6.C Summarize the contributions and shortcomings of the humanist and narrative approaches to personality. c) Humanist theories contain concepts that are vague and open to interpretation. Consider This: Many criticisms of humanist theories derive from the concern that they are not scientifically rigorous. 14.6.C Summarize the contributions and shortcomings of the humanist and narrative approaches to personality. d) Humanist explanations for personality contain assumptions that are untestable. Consider This: Many criticisms of humanist theories derive from the concern that they are not scientifically rigorous. 14.6.C Summarize the contributions and shortcomings of the humanist and narrative approaches to personality. ANS: a Mod No=14.6 Skill Level=Understand Difficulty Level=difficult
Chapter 14 Quiz:
EOC Q14.1
According to Freud‘s psychodynamic theory, what is the correct sequence of psychosexual stages in the development of personality? Options a) Oral, anal, phallic, latency, genital b) Id, ego, superego Consider This: First, recall what psychosexual stages are; then, think about how a child would progress through the stages, in Freud‘s view. 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. c) Oral, anal, latency, genital, phallic Consider This: First, recall what psychosexual stages are; then, think about how a child would progress through the stages, in Freud‘s view. 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. d) Anal, oral, latency, phallic, genital Consider This: First, recall what psychosexual stages are; then, think about how a child would progress through the stages, in Freud‘s view. 14.1.A Describe the psychoanalytic perspective on the structure of personality, psychological defense mechanisms, and stages of psychosexual development. ANS: a Mod No=14.1 Skill Level=Remember Difficulty Level=difficult
EOC Q14.2
An image of a cross (a horizontal line bisected by a vertical line) can be found in cultures, nations, religions, and other groups around the world. Carl Jung would take this as evidence that the cross is a(n) __________. Options a) archetype b) ―token‖
Consider This: Jung offered some ideas about why certain concepts and images seem to resonate with vastly different groups of people. 14.1.B Explain how the views of Carl Jung differed from Sigmund Freud‘s approach to personality. c) object relation Consider This: Jung offered some ideas about why certain concepts and images seem to resonate with vastly different groups of people. 14.1.B Explain how the views of Carl Jung differed from Sigmund Freud‘s approach to personality. d) psychodynamic mandala Consider This: Jung offered some ideas about why certain concepts and images seem to resonate with vastly different groups of people. 14.1.B Explain how the views of Carl Jung differed from Sigmund Freud‘s approach to personality. ANS: a Mod No=14.1 Skill Level=Apply Difficulty Level=moderate
EOC Q14.3
―The reason people cannot remember childhood trauma and infantile sexual urges is because they have been repressed into unconsciousness, where they remain hidden from the conscious mind. When people are adults, we can ask them about their dreams and piece together from there the symbolic dream content that reveals the unconscious truth from experiences that happened 30 years earlier.‖ How much of a basis does this theorizing provide for scientific testing? Options a) Virtually none b) A moderate amount Consider This: Do not spend a lot of time trying to figure out the difference between ―a moderate amount‖ and ―a great deal‖; there is an easier answer to this question. 14.1.C Summarize the ways in which psychodynamic theories falter under scientific scrutiny. c) A great deal, but doing so would be unethical
Consider This: Do not spend a lot of time trying to figure out the difference between ―a moderate amount‖ and ―a great deal‖; there is an easier answer to this question. 14.1.C Summarize the ways in which psychodynamic theories falter under scientific scrutiny. d) A great deal Consider This: Do not spend a lot of time trying to figure out the difference between ―a moderate amount‖ and ―a great deal‖; there is an easier answer to this question. 14.1.C Summarize the ways in which psychodynamic theories falter under scientific scrutiny. ANS: a Mod No=14.1 Skill Level=Understand Difficulty Level=moderate
EOC Q14.4
Mauricio says, ―I took a personality test online, and it told me that I was a high mood regulator with empathic tendencies. I guess I am!‖ Cleo says, ―I took an online personality test, and it showed that I was high in sociality; now I know!‖ Marty says, ―Ever since my online personality test told me I was an intuito-deductive-sympathist, I‘ve understood myself so much better!‖ Cassandra says, ―I took an online personality test, and it was fun. Now I‘m going back to studying scientific perspectives on personality.‖ Who has reached the best conclusions from her or his experience? Options a) Cassandra b) Cleo Consider This: Caveat emptor means ―let the buyer beware‖ in Latin. As far back as when people were still speaking Latin, they knew that you get what you pay for, and in some cases, that is nothing. 14.2.A Outline some ways in which objective personality inventories differ from popular personality tests used in business, dating, or online. c) Mauricio Consider This: Caveat emptor means ―let the buyer beware‖ in Latin. As far back as when people were still speaking Latin, they knew that you get what you pay for, and in some cases, that is nothing. 14.2.A Outline some ways in which objective
personality inventories differ from popular personality tests used in business, dating, or online. d) Marty Consider This: Caveat emptor means ―let the buyer beware‖ in Latin. As far back as when people were still speaking Latin, they knew that you get what you pay for, and in some cases, that is nothing. 14.2.A Outline some ways in which objective personality inventories differ from popular personality tests used in business, dating, or online. ANS: a Mod No=14.2 Skill Level=Apply Difficulty Level=difficult
EOC Q14.5
The Big Five personality dimensions are extraversion, agreeableness, neuroticism, __________, and __________. Options a) openness; conscientiousness b) introversion; emotional stability Consider This: The Big Five model considers some core personality dimensions. Try to recall what the endpoints of those five dimensions are. 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. c) antagonism; resistance Consider This: The Big Five model considers some core personality dimensions. Try to recall what the endpoints of those five dimensions are. 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. d) creativity; rigidity Consider This: The Big Five model considers some core personality dimensions. Try to recall what the endpoints of those five dimensions are. 14.2.B List and describe the characteristics of each of the Big Five personality dimensions. ANS: a
Mod No=14.2 Skill Level=Remember Difficulty Level=moderate
EOC Q14.6
Nona is describing her 4-month-old daughter, Laurel. ―She startles at every little sound. She always seems nervous and fearful, and she overreacts to the littlest inconvenience. At the playground the other day a friendly dog licked her shoulder, and we had to go home because she started crying and screaming so much!‖ How would you describe Laurel‘s temperament? Options a) Highly reactive b) Slow to warm up Consider This: Laurel is showing characteristic tendencies to respond to the environment in certain ways. 14.3.A Define temperament, and discuss how it relates to personality traits. c) Distractible Consider This: Laurel is showing characteristic tendencies to respond to the environment in certain ways. 14.3.A Define temperament, and discuss how it relates to personality traits. d) Flexible Consider This: Laurel is showing characteristic tendencies to respond to the environment in certain ways. 14.3.A Define temperament, and discuss how it relates to personality traits. ANS: a Mod No=14.3 Skill Level=Apply Difficulty Level=difficult
EOC Q14.7
Suppose you learned that a particular trait had a heritability of 0.35. What does this mean? Options a) It means that 35% of the trait in question is due to genetic variation within the group under consideration. b) It means that 35% of your particular personality makeup is due to genetic factors. Consider This: Heritability has a specific, yet often misunderstood, definition. 14.3.B Explain how twin studies can be used to estimate the heritability of personality traits. c) It means that 35% of your particular personality makeup is due to environmental factors. Consider This: Heritability has a specific, yet often misunderstood, definition. 14.3.B Explain how twin studies can be used to estimate the heritability of personality traits. d) It means that 35% of your behaviors regulated by the trait in question is determined by your genetic inheritance. Consider This: Heritability has a specific, yet often misunderstood, definition. 14.3.B Explain how twin studies can be used to estimate the heritability of personality traits. ANS: a Mod No=14.3 Skill Level=Understand Difficulty Level=difficult
EOC Q14.8
Hakeem is a rather shy and retiring type. As such, he seeks out situations that fit his introverted temperament, such as libraries, mountaintops, and movie theaters in the afternoon. Finding himself in these environments reinforces for him that he is a shy and retiring type. Hakeem‘s case is an example of __________. Options a) reciprocal determinism
b) the nonshared environment Consider This: Traits lead us to situations; situations reinforce or extinguish the expression of traits. 14.4.A Explain the concept of reciprocal determinism, and discuss how traits and behavior can be shaped by the environment. c) attributional drift Consider This: Traits lead us to situations; situations reinforce or extinguish the expression of traits. 14.4.A Explain the concept of reciprocal determinism, and discuss how traits and behavior can be shaped by the environment. d) the HEXACO model of personality Consider This: Traits lead us to situations; situations reinforce or extinguish the expression of traits. 14.4.A Explain the concept of reciprocal determinism, and discuss how traits and behavior can be shaped by the environment. ANS: a Mod No=14.4 Skill Level=Apply Difficulty Level=difficult
EOC Q14.9
What is one reason parents have less influence over shaping their children‘s personalities than most people assume? Options a) The shared environment of the home exerts little influence on personality development; the nonshared environment has a stronger impact. b) Parenting styles tend to be consistent across children; as such, one would expect the personalities of siblings raised in the same home to be similar, and they are not. Consider This: Parents can influence many aspects of their children‘s lives, although their impact on shaping personality development is less than most people would imagine. 14.4.B Summarize the evidence that suggests parental influence over children‘s personality development is limited. c) Personality traits are entirely genetic in their basis.
Consider This: Parents can influence many aspects of their children‘s lives, although their impact on shaping personality development is less than most people would imagine. 14.4.B Summarize the evidence that suggests parental influence over children‘s personality development is limited. d) Parents typically spend the majority of their time interacting with one another, rather than with their children; as such, the opportunities for influence are rare. Consider This: Parents can influence many aspects of their children‘s lives, although their impact on shaping personality development is less than most people would imagine. 14.4.B Summarize the evidence that suggests parental influence over children‘s personality development is limited. ANS: a Mod No=14.4 Skill Level=Understand Difficulty Level=difficult
EOC Q14.10
When Molly leaves the house to go to middle school each morning, she is dressed in the conservative style that her mother prefers. As she waits for the bus, however, she unbuttons an extra button on her shirt, pulls her skirt a little higher above her knees, and applies a small amount of eye shadow and lipstick, all to match the style and dress of her friends. How unusual is her behavior? Options a) Not that unusual; adolescents inhabit an environment of parental influence and an environment of peer influence, and those influences are not always the same. b) Fairly unusual; Molly is making a conscious decision to reject the standards of her mother, so she is demonstrating a psychodynamic shift. Consider This: When she returns home at the end of her school day, Molly is likely to look the same as she did when she left the house in the morning. 14.4.C Discuss some ways in which peers influence the development of personality in children. c) Highly unusual; adolescence is typically a time of confusion, especially for young girls, so they tend to follow the rules and examples set by their parents. Consider This: When she returns home at the end of her school day, Molly is likely to look the same as she did when she left the house in the morning. 14.4.C Discuss some ways in which peers influence the development of personality in children.
d) Fairly unusual; Molly‘s cultural standards, reinforced in the home environment, should still be in place throughout her school day. Consider This: When she returns home at the end of her school day, Molly is likely to look the same as she did when she left the house in the morning. 14.4.C Discuss some ways in which peers influence the development of personality in children. ANS: a Mod No=14.4 Skill Level=Apply DifficultyLevel=easy
EOC Q14.11
Sergio values independence, achievement, and self-fulfillment. If push comes to shove, he is not afraid to defy the will of the group and make his own decisions in his own best interests. Sergio‘s cultural background is most likely __________. Options a) individualist b) collectivist Consider This: Sergio shows many classic hallmarks of being raised in a particular cultural context. 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. c) existentialist Consider This: Sergio shows many classic hallmarks of being raised in a particular cultural context. 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. d) humanist Consider This: Sergio shows many classic hallmarks of being raised in a particular cultural context. 14.5.A Compare individualist and collectivist cultures, and describe some of the generalized personality differences between them. ANS: a
Mod No=14.5 Skill Level=Apply Difficulty Level=easy
EOC Q14.12
―It figures,‖ mutters Anika. ―Jeroen won‘t loan me $20. The Dutch are so stubborn! I‘ve got a better chance of getting $20 from Umberto; those Italians are pushovers . . . so emotional. I‘m glad ‗culture is destiny,‘ like I learned in my psychology class.‖ What mistake, of many, is Anika making in her reasoning? Options a) She is assuming that cultural influences are the same as cultural truths. b) She is forgetting that culture exerts an impact on people‘s personalities. Consider This: Jeroen and Umberto have probably had different cultural experiences that shaped their thoughts, behaviors, and tendencies. They have probably also had a lot of experiences that are very similar to one another, and similar to Anika‘s experiences. 14.5.B Evaluate some pros and cons of the cultural approach to understanding personality. c) She is thinking that examining cultural differences can lead to stereotypical thinking. Consider This: Jeroen and Umberto have probably had different cultural experiences that shaped their thoughts, behaviors, and tendencies. They have probably also had a lot of experiences that are very similar to one another, and similar to Anika‘s experiences. 14.5.B Evaluate some pros and cons of the cultural approach to understanding personality. d) She is overlooking that there are cultural differences between groups. Consider This: Jeroen and Umberto have probably had different cultural experiences that shaped their thoughts, behaviors, and tendencies. They have probably also had a lot of experiences that are very similar to one another, and similar to Anika‘s experiences. 14.5.B Evaluate some pros and cons of the cultural approach to understanding personality. ANS: a Mod No=14.5
Skill Level=Apply Difficulty Level=moderate
EOC Q14.13
When Farooq traveled to Nepal last summer, he felt a strange sensation while sitting on a mountaintop. It was kind of an inner peace, and he sort of felt as one with the universe. He could not describe it clearly, but it was like a transcendent awakening of the untapped potential of his inner self. According to Abraham Maslow, Farooq had a(n) __________, and furthermore, he is probably __________. Options a) peak experience; self-actualized b) disconnection; a thetan Consider This: Maslow would probably approve of all the details in this account, right down to their vague and indescribable description. 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. c) existential breakthrough; harmoniously attuned Consider This: Maslow would probably approve of all the details in this account, right down to their vague and indescribable description. 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. d) unconditional moment; fully functioning Consider This: Maslow would probably approve of all the details in this account, right down to their vague and indescribable description. 14.6.A Describe the core humanist ideas advanced by Abraham Maslow, Carl Rogers, and Rollo May. ANS: a Mod No=14.6 Skill Level=Apply Difficulty Level=moderate
EOC Q14.14
An approach to understanding personality that integrates genetic, cultural, environmental, and inner experience perspectives on personality is the __________ approach. Options a) narrative b) psychodynamic Consider This: Describing yourself, in words or in writing, probably invokes the many influences that have shaped who you are as a person. 14.6.B Discuss how the narrative approach to personality hinges on answering the central question, ―Who am I?‖ c) Jungian Consider This: Describing yourself, in words or in writing, probably invokes the many influences that have shaped who you are as a person. 14.6.B Discuss how the narrative approach to personality hinges on answering the central question, ―Who am I?‖ d) collectivist Consider This: Describing yourself, in words or in writing, probably invokes the many influences that have shaped who you are as a person. 14.6.B Discuss how the narrative approach to personality hinges on answering the central question, ―Who am I?‖ ANS: a Mod No=14.6 Skill Level=Understand Difficulty Level=moderate
EOC Q14.15
The primary evidence for having a peak experience seems to be the feeling that you think you have had a peak experience. What conclusion does this faulty reasoning illustrate?
Options a) The basic tenets of humanism are difficult to define, operationalize, or measure. b) Psychodynamic theory is a better predictor of human behavior than humanism. Consider This: People are different and unique, yet we have an entire science of explaining general principles of human behavior; it is called psychology. 14.6.C Summarize the contributions and shortcomings of the humanist and narrative approaches to personality. c) The uniqueness of human experience means we cannot formulate general principles of behavior. Consider This: People are different and unique, yet we have an entire science of explaining general principles of human behavior; it is called psychology. 14.6.C Summarize the contributions and shortcomings of the humanist and narrative approaches to personality. d) People are different, simple as that; there is no use trying to explain what they do. Consider This: People are different and unique, yet we have an entire science of explaining general principles of human behavior; it is called psychology. 14.6.C Summarize the contributions and shortcomings of the humanist and narrative approaches to personality. ANS: a Mod No=14.6 Skill Level=Analyze Difficulty Level=difficult
TOTAL ASSESSMEN T
Chapter 15 PSYCHOLOGICAL DISORDERS
Topic/
GUIDE
Remember the Facts
Understand the Concepts
Apply What You Know
Learning Objective POP QUIZ 1
Multiple Choice
2,3,5,7,8,10
1,9
4,6
POP QUIZ 2
Multiple Choice
1,3,4,6-9
2,10
5
Multiple Choice
4,5,7,8,15,17, 19, 21
13,6,9,10,14, 16,18,20
11,22
True/False
1,3-14
2,15
Diagnosing Mental Disorders LO 15.1.A – Consider why it is difficult to obtain a universally agreed upon definition of mental disorder. LO 15.1.B – Describe the DSM and give examples of the challenges associated with using it to diagnose mental disorders. LO 15.1.C – Describe clinical interviews, self-report questionnaires and projective tests, and identify potential problems associated with these techniques.
Depressive and Bipolar Disorders LO 15.2.A – Outline how major depression differs from normal feelings of sadness. LO 15.2.B – Explain the main features of bipolar disorder. LO 15.2.C – Discuss the factors that contribute to the onset of depression.
Short Answer
3-8
Analyze It
12,13
1,2
Essay
1-4
Integrative Essay
1
Multiple Choice
23,25-28
True/False
16-33
Short Answer
9,11
30-37
24,29
12
Essay
10 6,8
5,7
41-45,49
46
Integrative Essay Anxiety Disorders LO 15.3.A – Differentiate the major symptoms of generalized anxiety disorder and panic disorder. LO 15.3.B – Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling.
Multiple Choice
38,47,48,50
True/False
34-46
Short Answer
39,40
13,15
14
Essay
9
Integrative Essay
3
Topic/
Remember the Facts
Understand the Concepts
Apply What You Know
Multiple Choice
53-55,57
52,56,58
51
True/False
47-60
Short Answer
16
Learning Objective
Trauma and Obsessive– Compulsive Disorders LO 15.4.A – Define posttraumatic stress disorder, and discuss its symptoms and origins.
LO 15.4.B – Distinguish between obsessions and compulsions, and discuss he defining elements of obsessive–compulsive disorder.
Personality Disorders LO 15.5.A – Explain the main features of borderline personality disorder. LO 15.5.B – Distinguish between the terms antisocial personality disorder and psychopathy, and identify he common elements.
LO 15.5.C – List and explain he central features of psychopathy.
Addictive Disorders LO 15.6.A – Discuss how he biological model of addiction would explain drug and alcohol use disorders.
LO 15.6.B – Discuss how he learning model of addiction would explain drug and alcohol use disorders.
Dissociative Identity Disorder
LO 15.7.A – Identify the actors that make dissociative identity disorder a controversial diagnosis.
LO 15.7.B – Evaluate the ikely explanations for dissociative identity disorder.
Analyze It
17,18
Essay
10
Integrative Essay
11 2
Multiple Choice
59,60,62,64,6 7
True/False
61-68
Short Answer
19-21
66,69
61,63,65,68
Essay
12
Integrative Essay Multiple Choice
7072,75,77,83
True/False
69-75
Short Answer
73,74,76,80- 78,79 82
22
Essay
13
Integrative Essay Multiple Choice
86
True/False
76-82
85,87
84,88
83
Short Answer Essay Integrative
14
Name __________________________________________________________
Chapter 15 – Pop Quiz 1
1.
A solid working definition of a mental disorder is __________.
a. the inability to distinguish right from wrong
b. behavior that violates cultural standards
c. a disturbance in thinking, emotion, or behavior that causes a person to suffer, is selfdestructive, seriously impairs a person‘s ability to work or get along with others, or makes a person unable to control the impulse to endanger others d. behavior that deviates strongly from the norm and prevents a person from functioning normally
2.
__________ consist of ambiguous pictures, sentences, or stories that the test taker interprets or completes.
a. Objective tests
b. Projective tests
c.
Personality inventories
d. Diagnoses based on the DSM
3.
__________ disorders include conditions that cause persistent sad, empty, or irritable moods.
a. Personality
b. Depressive
c.
Anxiety
d. Dissociative identity
4.
Reah has lost her interest in gardening, which brought her much joy in the past. She‘s lost her appetite and generally thinks that life seems bleak and hopeless. Which disorder would Reah most likely be diagnosed with?
a. generalized anxiety disorder
b. narcissistic disorder
c.
major depression
d. borderline personality disorder
5.
Which symptom commonly accompanies a diagnosis of mania? a. confusion b. dizziness c. impulsive behavior d. angry rumination
6.
Bluma went to the emergency room for the second time in a month, complaining of difficulty breathing and chest pain that had come on suddenly. She said it felt like she was having a heart attack and she was afraid she was dying, but the doctor could not find anything physically wrong. Bluma may be experiencing __________.
a. panic disorder
b. a somatoform disorder
c.
an addictive disorder
d. dissociative identity disorder
7.
__________ refers to a fear of being trapped in a crowded, public place.
a. Claustrophobia
b. Social phobia
c.
Mysophobia
d. Agoraphobia
8.
A(n) __________ is a persistent, unwanted thought.
a. obsession
b. compulsion
c.
delusion
d. hallucination
9.
Alcoholism might be less likely to occur if __________.
a. it were used as a rite of passage into adulthood
b. adults drank moderately at family gatherings
c.
drinking occurred outside of homes, not in them
d. national abstinence were enforced by law
10.
__________ is a controversial disorder marked by the apparent appearance within one person of two or more distinct personalities, each with its own name and traits.
a. Borderline personality disorder
b. Antisocial personality disorder
c.
Dissociative identity disorder
d. Bipolar disorder
Chapter 15 – Pop Quiz 1 Answer Key
1.
c
Rationale: A mental disorder is a disturbance in thinking, emotion, or behavior that causes a person to suffer, is self-destructive, seriously impairs the person‘s ability to work or get along with others, or makes a person unable to control the impulse to endanger others. (Understand the Concepts, Easy, LO 15.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains)
2.
b
Rationale: Projective tests consist of ambiguous pictures, sentences, or stories that the test taker interprets or completes. They are used to infer a person‘s motives, conflicts, and unconscious dynamics on the basis of the person‘s interpretations of ambiguous stimuli. (Remember the Facts, Easy, LO 15.1.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
3.
b
Rationale: In the DSM-5-TR, depressive disorders include conditions that can cause persistent sad, empty, or irritable moods, accompanied by physical and cognitive changes that affect the ability to function. (Remember the Facts, Easy, LO 15.2.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
4.
c
Rationale: Major depression is a disorder involving disturbances in mood (excessive sadness), behavior (loss of interest in one‘s usual activities), cognition (thoughts of hopelessness), and body function (fatigue and loss of appetite or overeating). (Apply What You Know, Easy, LO 15.2.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
5.
c
Rationale: Mania is an abnormally high state of exhilaration. Symptoms of mania include being excessively wired and often irritable when thwarted; the person feels powerful and is full of plans, though the ideas may be based on delusional ideas, and may cause the person to have impulsive behavior, such as extravagant spending sprees or making rash decisions. (Remember the Facts, Easy, LO 15.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
6.
a
Rationale: Bluma was probably experiencing a panic attack. Symptoms of a panic attack include trembling and shaking, dizziness, chest pain or discomfort, rapid heart rate, feelings of unreality, hot and cold flashes, sweating, and a fear of dying, going crazy, or losing control. Panic disorder is an anxiety disorder in which a person experiences recurring panic attacks accompanied by feelings of impending doom or death. (Apply What You Know, Moderate, LO 15.3.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
7.
d
Rationale: Agoraphobia involves a fear of being trapped in a public place where a panic attack might occur and be viewed by others. It is a fear of fear. (Remember the Facts, Easy, LO 15.3.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
8.
a
Rationale: An obsession is a recurrent, persistent, unwanted thought or image. (Remember the Facts, Easy, LO 15.4.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
9.
b
Rationale: Alcoholism is less likely when adults model responsible consumption of alcohol for their children. (Understand the Concepts, Easy, LO 15.6.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
10. c
Rationale: Dissociative identity disorder is a controversial disorder marked by the apparent appearance within one person of two or more distinct personalities, each with its own name and traits. (Remember the Facts, Easy, LO 15.7.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
Name __________________________________________________________
Chapter 15 – Pop Quiz 2
1.
The primary purpose of the DSM-5-TR is to __________. a. help psychologists assess normal, as well as abnormal, behavior b. keep the number of diagnostic categories of mental disorders to a minimum c. provide descriptive criteria for diagnosing mental disorders d. describe the causes of common psychological disorders
2.
The primary purpose of the __________ is to aid in the diagnosis of mental disorders. a. MMPI b. DSM-5-TR c. Rorschach test d. psychiatric degree
3.
The primary aim of the DSM-5-TR is to __________. a. give clinicians codes to charge insurance companies consistently b. provide clear diagnostic categories for clinicians and researchers c. diagnose what is considered abnormal d. provide labels for illnesses that can be kept as part of a lifetime medical record
4.
__________ is the fear of being trapped in enclosed places. a. Claustrophobia b. Brontophobia c. Triskaidekaphobia
d. Agoraphobia
5.
After surviving a commuter train derailment, Justin experienced frequent vivid thoughts and images of the accident for several months. He also had problems sleeping and was irritable and withdrawn. Justin would most likely be diagnosed with __________. a. major depression b. posttraumatic stress disorder c. generalized anxiety disorder d. panic disorder
6.
Obsessive–compulsive disorder may involve brain abnormalities in the __________. a. thalamus b. amygdala c. frontal cortex d. hippocampus
7.
The key symptoms of __________ are rule-breaking, aggressiveness, and irresponsibility. a. schizophrenia b. borderline personality disorder c. antisocial personality disorder d. social phobia
8.
The two dominant approaches to understanding addiction are __________. a. the biological model and the learning model b. the cultural model and the psychodynamic model c. the humanist model and the biological model d. the learning model and the psychodynamic model
9. Compared to the others, alcoholism would statistically be most likely to occur in __________. a. Italy b. Greece c. France d. Ireland
10. The onset of schizophrenia __________. a. results from erratic, cold, rejecting mothers b. varies in severity and duration c. occurs from living in an unpredictable environment d. is seldom associated with biological factors
Chapter 15 – Pop Quiz 2 Answer Key
1.
c
Rationale: The primary aim of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR) is descriptive: to provide clear diagnostic categories so that clinicians and researchers can agree on which disorders they are talking about, researchers can study the disorders, and clinicians can treat them. (Remember the Facts, Easy, LO 15.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
2.
b
Rationale: The DSM-5-TR was designed to provide descriptive, diagnostic categories and to facilitate clinicians and researchers to know what disorders they are talking about and ways to study and treat the disorder. (Understand the Concepts, Easy, LO 15.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
3.
b
Rationale: The aim of the DSM-5-TR is descriptive: to provide clear diagnostic categories so that clinicians and researcher can agree on which disorders they are talking about. (Remember the Facts, Easy, LO 15.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
4.
a
Rationale: Claustrophobia is the fear of being trapped in enclosed places. (Remember the Facts, Easy, LO 15.3.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
5.
b
Rationale: In posttraumatic stress disorder, a person who has experienced a traumatic or life-threatening event has symptoms such as a sense of detachment from others, reliving of the trauma, and increased physiological arousal. (Apply What You Know, Easy, LO 15.4.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
6.
c
Rationale: In many people who have been diagnosed with OCD, abnormalities in an area of the frontal cortex create a kind of cognitive rigidity, an inability to let go of intrusive thoughts, and behavioral rigidity, an inability to alter compulsive behavior after
getting negative feedback. (Remember the Facts, Easy, LO 15.4.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
7.
c
Rationale: The DSM-5-TR has defined antisocial personality disorder (APD) in terms of behavior, describing people who repeatedly break the law and violate the rights of others; are impulsive and seek quick thrills; show reckless disregard for safety; often get into physical fights or assault others; and are irresponsible, failing to hold jobs or meet obligations. (Remember the Facts, Easy, LO 15.5.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
8.
a
Rationale: The two dominant approaches to understanding addiction are the biological model and the learning model. (Remember the Facts, Easy, LO 15.6.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
9.
d
Rationale: Alcoholism is more common in cultures such as Ireland that forbid children to drink, but condone drunkenness in adults. (Remember the Facts, Easy, LO 15.6.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
10. b
Rationale: The DSM-5-TR‘s category is schizophrenia spectrum and other psychotic disorders, which includes conditions that vary in severity and duration. (Understand the Concepts, Easy, LO 15.8.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
Multiple Choice Questions
1.
When people are judged to be insane, this means that __________.
a. psychologists have compared their behaviors to the characteristics of individuals with disorders and found a strong correlation b. a psychiatrist has determined that they meet the criteria for one of the psychological disorders as described in the DSM-5-TR. c. a legal determination has been made that they are unaware of the consequences of their actions and are unable to control their behavior d. a diagnosis of schizophrenia has been made, either by a psychologist or by a psychiatrist specializing in the treatment of the insane Answer: c Topic: Diagnosing Mental Disorders Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 15.1.A Consider why it is difficult to obtain a universally agreed-upon definition of mental disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Insanity is a legal term that addresses awareness of the consequences of our actions and ability to control those actions. A person may have a mental illness and yet be considered ―sane‖ by a court.
2. If a behavior is not troubling to the individual or harmful to society, it is not considered a(n) __________. a. illegal behavior b. evolutionary behavior c. mental disorder d. harmful dysfunction
Answer: c Topic: Diagnosing Mental Disorders Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 15.1.A Consider why it is difficult to obtain a universally agreed-upon definition of mental disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: If a behavior is not troubling to the individual or to society in general, it is not considered a mental disorder.
3.
A solid working definition of a mental disorder is __________. a. the inability to distinguish right from wrong b. behavior that violates cultural standards
c. a disturbance in thinking, emotion, or behavior that causes a person to suffer, is selfdestructive, seriously impairs a person‘s ability to work or get along with others, or makes a person unable to control the impulse to endanger others d. behavior that deviates strongly from the norm and prevents a person from functioning normally Answer: c Topic: Diagnosing Mental Disorders Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 15.1.A Consider why it is difficult to obtain a universally agreed-upon definition of mental disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: A mental disorder is a disturbance in thinking, emotion, or behavior that causes a person to suffer, is self-destructive, seriously impairs the person‘s ability to work or get along with others, or makes a person unable to control the impulse to endanger others.
4.
DSM stands for __________. a. Diagrammatic and Statistical Manual b. Deviance among Society Markers c. Diagnostic and Statistical Manual d. Developmental Sickness Model Answer: c Topic: Diagnosing Mental Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The primary aim of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR) is descriptive: to provide clear diagnostic categories so that clinicians and researchers can agree on which disorders they are talking about, researchers can study the disorders, and clinicians can treat them.
5.
The primary purpose of the DSM-5-TR is to __________. a. help psychologists assess normal, as well as abnormal, behavior b. keep the number of diagnostic categories of mental disorders to a minimum c. provide descriptive criteria for diagnosing mental disorders d. describe the causes of common psychological disorders Answer: c Topic: Diagnosing Mental Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The primary aim of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR) is descriptive: to provide clear diagnostic categories so that clinicians and researchers can agree on which disorders they are talking about, researchers can study the disorders, and clinicians can treat them.
6.
The primary purpose of the __________ is to aid in the diagnosis of mental disorders. a. MMPI b. DSM-5-TR c. Rorschach test d. clinical interview Answer: b Topic: Diagnosing Mental Disorders Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The DSM-5-TR was designed to provide descriptive, diagnostic categories and to facilitate clinicians and researchers in agreeing on what disorders they are talking about and ways to study and treat the disorder.
7.
Which is an accurate statement regarding the DSM? a. The first version of the DSM contained only five primary diagnoses. b. The DSM-5, published in 2013, contains about 400 diagnoses of mental disorders.
c. The primary aim of the DSM-5-TR is to explain the causes of various psychological disorders. d. Because of the growth in number of disorders listed in the DSM-5-TR, it is clear that mental disorders are becoming much more common. Answer: b Topic: Diagnosing Mental Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: The DSM-5-TR is a descriptive manual; it has evolved to contain about 400 disorders in the latest revision.
From the first edition to the most recent edition of the DSM, the number of diagnoses has increased by more than __________ percent. 8.
a. 12 b. 42 c. 83 d. 300 Answer: d Topic: Diagnosing Mental Disorders Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Have the number of diagnosable conditions risen, or has the business of diagnosing disorders simply become more lucrative?
9.
Which observation holds true for diagnostic labels?
a. After a person has been given a diagnosis, other people begin to see that person primarily in terms of the label. b. People are likely to consider many possible explanations for the mental condition of a person. c. People tend to notice positive behavioral changes in a teenager diagnosed with oppositional defiant disorder. d. People do not consider the problems of another person to be inherent. Answer: a Topic: Diagnosing Mental Disorders Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: After a person has been given a diagnosis, other people begin to see that person primarily in terms of the label.
10.
The primary aim of the DSM-5-TR is to __________. a. give clinicians codes to charge insurance companies consistently b. provide clear diagnostic categories for clinicians and researchers c. diagnose what is considered abnormal d. provide labels for illnesses that can be kept as part of a medical record Answer: b Topic: Diagnosing Mental Disorders Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: The likelihood of misdiagnosis is much less likely with the DSM-5-TR than it was prior to the development of such a manual.
11.
A 19th century physician‘s diagnosis of drapetomania, which purported to explain why enslaved persons sought freedom, exemplifies __________. a. the recognition of the intolerable conditions of slavery and the need to escape those conditions b. how notions of mental disorder can serve the interests of those who are in power by putting a veneer of science on a subjective process c. how great tribulation elicits the ―fight-or-flight‖ response, which is a normal human reaction d. the recognition of panic disorder as far back as the early years of the 19th century Answer: b Topic: Diagnosing Mental Disorders Skill Level: Apply What You Know
Difficulty Level: Easy Learning Objective: 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The process of diagnosing a disorder and giving it a name implies an objective, scientific basis to the decision. However, attitudes and prejudices have caused people to be misdiagnosed with disorders such as ―drapetomania‖ and continue to affect diagnoses today.
12.
Critics point out that one of the problems of the DSM-5-TR is that __________.
a. it has strict criteria needed for making a diagnosis and has reduced the number of people who can be labeled with a disorder b. it is too resistant to change and too reluctant to add new diagnostic categories, even though today‘s concerns are far different from those from 1952 c. it relies too much on empirical evidence and research findings rather than focusing on the person who is at the heart of the diagnostic process d. it still contains an element of subjectivity and may reflect prejudice and personal values Answer: d Topic: Diagnosing Mental Disorders Skill Level: Analyze It
Difficulty Level: Difficult Learning Objective: 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Critics argue that some DSM-5-TR diagnoses continue to be affected by prejudices and personal values, as when clinicians try to decide if wanting to have sex ―too often‖ or ―not often enough‖ indicates a mental disorder. Even supporters fully acknowledge that the boundaries between ―normal problems‖ and ―mental disorders‖ are fuzzy and often difficult to determine.
13.
The DSM-5-TR does its best to recognize the influence of culture on mental disorders. Considering cultural influences, a cultural syndrome is __________. a. a culture‘s own way of explaining an illness b. a culture‘s inability to acknowledge mental disorders c. a cluster of symptoms specific to the culture in which they occur d. the way cultural norms can cause a mental disorder in a subset of the population Answer: c Topic: Diagnosing Mental Disorders
Skill Level: Analyze It
Difficulty Level: Difficult Learning Objective: 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: A cultural syndrome is a group of symptoms that occur specific to a culture.
14. The Shona of Zimbabwe have a word, kufungisisa, or ―thinking too much‖ (ruminating on upsetting thoughts and worries), which is an example of a __________. a. cultural syndrome b. cultural explanation of symptoms c. recently added DSM-5-TR category d. cultural idiom of distress Answer: d Topic: Diagnosing Mental Disorders Skill Level: Understand the Concepts
Difficulty Level: Difficult Learning Objective: 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: A cultural idiom of distress is a linguistic term or way of generally talking about suffering without relating to a specific diagnosis.
15.
Approximately ___________ percent of people experience major depression at some point in their lifetime.
a. 7 b. 20 c. 35 d. 58 Answer: b Topic: Depression Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.2.A Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.5 Incorporate sociocultural factors in scientific inquiry Rationale: The group listed at highest risk is Native American men.
16. Which researcher‘s methods and findings regarding admission to (and release from) a mental institution have increasingly been called into question for inconsistencies in data reporting, precision, and other concerns? a. Karen Ruggiero b. Cyril Burt c. David Rosenhan d. Francesca Gino Answer: c Topic: Diagnosing Mental Disorders Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 15.1.C Describe clinical interviews, self-report questionnaires and projective tests, and identify potential problems associated with these techniques.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: David Rosenhan‘s 1973 study of ―being sane in insane places‖ did much to raise awareness of conditions related to mental disorders, but also suffered from serious inadequacies in design, execution, and reporting.
17. Which statement regarding the Minnesota Multiphasic Personality Inventory (MMPI) is true? a. It is the most widely used test for assessing personality and emotional disorders. b. It can help in the diagnosis of mental disorders. c. It is an example of a projective test of personality. d. It is a subjective test of personality. Answer: a Topic: Diagnosing Mental Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.1.C Describe clinical interviews, self-report questionnaires and projective tests, and identify potential problems associated with these techniques. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The MMPI is the most widely used test for personality.
18. Compared to the others, the assessment method that would have the most validity and reliability would be __________. a. the MMPI (Minnesota Multiphasic Personality Inventory) b. the Rorschach inkblot test c. tests using doll play to determine whether a child has been sexually abused d. clinical intuition
Answer: a Topic: Diagnosing Mental Disorders Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 15.1.C Describe clinical interviews, self-report questionnaires and projective tests, and identify potential problems associated with these techniques. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Inventories like the MMPI have good reliability and validity.
19.
__________ consist of ambiguous pictures, sentences, or stories that the test taker interprets or completes. a. Objective tests b. Projective tests c. Personality inventories d. Diagnoses based on the DSM-5-TR Answer: b Topic: Diagnosing Mental Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.1.C Describe clinical interviews, self-report questionnaires and projective tests, and identify potential problems associated with these techniques. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Projective tests consist of ambiguous pictures, sentences, or stories that the test taker interprets or completes. They are used to infer a person‘s motives, conflicts, and unconscious dynamics on the basis of the person‘s interpretations of ambiguous stimuli.
20.
Projective tests are based on __________. a. behavioral assumptions b. psychodynamic assumptions c. humanist assumptions d. social-cognitive learning assumptions Answer: b Topic: Diagnosing Mental Disorders Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: Learning Objective: 15.1.C Describe clinical interviews, self-report questionnaires and projective tests, and identify potential problems associated with these techniques. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The psychodynamic assumption behind projective tests is that the person‘s unconscious feelings will be ―projected‖ onto the test and revealed in the person‘s responses.
21.
Psychological tests used to infer motives, conflicts, and unconscious dynamics on the basis of a person‘s interpretations of ambiguous stimuli are called __________. a. clinical judgment tests b. inventories c. objective tests d. projective tests Answer: d Topic: Diagnosing Mental Disorders Skill Level: Remember the Facts
Difficulty Level: Easy
Learning Objective: 15.1.C Describe clinical interviews, self-report questionnaires and projective tests, and identify potential problems associated with these techniques. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Projective tests use ambiguous stimuli to try to determine a person‘s feelings and motives.
22.
Sturgill is asked to report what he sees in a series of cards presented with symmetrical abstract patterns. It is likely that Sturgill is being given the __________. a. Taylor Manifest Anxiety Scale b. Mood Awareness Scale c. Rorschach inkblot test d. Minnesota Multiphasic Personality Inventory Answer: c Topic: Diagnosing Mental Disorders Skill Level: Apply What You Know
Difficulty Level: Easy Learning Objective: 15.1.C Describe clinical interviews, self-report questionnaires and projective tests, and identify potential problems associated with these techniques. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The Rorschach inkblot test consists of 10 cards with symmetrical abstract patterns. The test taker reports what they see in the inkblots, and the clinician interprets the answers according to the symbolic meanings emphasized by psychodynamic theories.
23.
__________ disorders include conditions that cause persistent sad, empty, or irritable moods. a. Personality b. Depressive
c. Anxiety d. Dissociative identity Answer: b Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.2.A Outline how major depression differs from normal feelings of sadness. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In the DSM, depressive disorders include conditions that can cause persistent sad, empty, or irritable moods, accompanied by physical and cognitive changes that affect the ability to function.
24.
LaChell has lost her interest in gardening, which brought her great joy in the past. She‘s also lost her appetite and life seems hopeless. Compared to the others, which disorder would LaChell be most likely to have? a. generalized anxiety disorder b. narcissistic disorder c. major depression d. borderline personality disorder Answer: c Topic: Depressive and Bipolar Disorders Skill Level: Apply What You Know
Difficulty Level: Easy Learning Objective: 15.2.A Outline how major depression differs from normal feelings of sadness.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Major depression is a disorder involving disturbances in mood (excessive sadness), behavior (loss of interest in one‘s usual activities), cognition (thoughts of hopelessness), and body function (fatigue and loss of appetite).
25.
__________ is a disorder involving disturbances in emotion, loss of interest in one‘s usual activities, thoughts of hopelessness, fatigue, and loss of appetite. a. Generalized anxiety disorder b. Major depression c. Psychopathy d. Borderline personality disorder Answer: b Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.2.A Outline how major depression differs from normal feelings of sadness. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Major depression is a disorder involving disturbances in mood (excessive sadness), behavior (loss of interest in one‘s usual activities), cognition (thoughts of hopelessness), and body function (fatigue and loss of appetite).
26. Rocio‘s mother died in a tragic auto accident last week. She has experienced sadness, tearfulness, and problems sleeping since the accident. She also has no desire to go out with her friends for the time being. Rocio likely __________ a. has major depressive disorder b. will develop a psychotic depression c. is in a delusional state d. is showing a normal reaction to the death of a loved one
Answer: d Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.2.A Outline how major depression differs from normal feelings of sadness. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Feeling depressed when there is ample cause to feel depressed is not disordered.
27.
In __________, episodes of both depression and mania occur. a. borderline personality disorder b. antisocial personality disorder c. psychotic disorder d. bipolar disorder Answer: d Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.2.B Explain the main features of bipolar disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Bipolar disorder is a disorder in which episodes of both depression and mania occur.
28.
Which behavior is a symptom of mania?
a. confusion b. dizziness c. impulsive behavior d. angry rumination Answer: c Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.2.B Explain the main features of bipolar disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Mania is an abnormally high state of exhilaration. Symptoms of mania include being excessively wired and often irritable when thwarted; the person feels powerful and is full of plans, though the ideas may be based on delusional ideas, and may cause the person to have impulsive behavior, such as extravagant spending sprees or making rash decisions.
29. Jo Jo is extremely confident and feels that lately she needs very little sleep. In addition, she reports that her thoughts seem to be going fast—similar to watching three television shows at once. Jo Jo most likely is experiencing a __________. a. loss of mental control b. manic episode c. psychotic break d. dysthymic episode Answer: b Topic: Depressive and Bipolar Disorders Skill Level: Apply What You Know
Difficulty Level: Easy
Learning Objective: 15.2.B Explain the main features of bipolar disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Mania is an abnormally high state of exhilaration.
30.
The vulnerability–stress model describes __________. a. the interpretation of ambiguous pictures by people
b. interactions between upsetting events and individual vulnerability that lead to a disorder c. diagnostic categories of mental disorders d. the behavior of insane people Answer: b Topic: Depressive and Bipolar Disorders Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 15.2.C Discuss the factors that contribute to the onset of depression. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: The vulnerability–stress model emphasizes the interaction of individual vulnerabilities (genetic predispositions, personality traits, cognitive habits) with external stresses or circumstances (such as violence, abuse, death of a love one, or losing a job) to produce a disorder such as major depression.
31.
Which statement regarding the potential genetic contribution to depression is true? a. Although depression is moderately heritable, the search for specific genes has been unsuccessful. b. There is no evidence that depression has a heritable component. c. Genes related to a decrease in dopamine have been shown to play a role in depression.
d. Genes regulating the availability of GABA have been shown to play a role in depression. Answer: a Topic: Depressive and Bipolar Disorders Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 15.2.C Discuss the factors that contribute to the onset of depression. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: It is clear there is a heritability factor to depression but the genes responsible have not been identified yet. It is likely it will be multiple genetic variants working together.
32.
Personality factors have been shown to be related to depression. Compared to the others, which personality traits are most likely to be seen in an individual who has been diagnosed with depression? a. introversion b. disagreeableness c. neuroticism d. hostility Answer: c Topic: Depressive and Bipolar Disorders Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 15.2.C Discuss the factors that contribute to the onset of depression. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Neuroticism, or the tendency to experience negative emotional states, is correlated with depression.
33.
Depressed people tend to believe that __________.
a. the reason for their misery is externa. b. the bleak despair they are feeling is terrible, but it will pass c. their misery is permanent and uncontrollable d. if they just had the energy, they could control the situation Answer: c Topic: Depressive and Bipolar Disorders Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 15.2.C Discuss the factors that contribute to the onset of depression. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Cognitive beliefs that may lead to depression include the belief that a situation is permanent and that it is uncontrollable.
34.
Cognitive theorists would be most likely to agree that the real problem for depressed people is that they __________. a. feel hopeless b. feel manic c. have unsatisfying jobs d. have unsatisfying family lives Answer: a Topic: Depressive and Bipolar Disorders Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 15.2.C Discuss the factors that contribute to the onset of depression. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use
scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Feelings of hopelessness and low self-esteem are typical characteristics of depressed individuals.
35.
Which statement holds true for nondepressed people? a. They tend to ruminate and brood over things. b. They believe that their situation is permanent and uncontrollable. c. They have negative thoughts and perceptions. d. They are usually able to distract themselves, look outward, and seek solutions. Answer: d Topic: Depressive and Bipolar Disorders Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 15.2.C Discuss the factors that contribute to the onset of depression. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Nondepressed people who undergo stressful events are usually able to distract themselves, look outward, and seek solutions.
36. One of the most powerful environmental factors associated with depression is __________. a. exposure to violence and abuse b. being raised by a domineering mother c. being adopted early in life d. a lack of formal education Answer: a
Topic: Depressive and Bipolar Disorders Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 15.2.C Discuss the factors that contribute to the onset of depression. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Repeated experiences with violence are a significant predictor of experiencing depression.
37.
Compared to the others, which factor most contributes to depression? a. loss of important relationships b. recurring family quarrels c. having a stressful day d. high self-esteem Answer: a Topic: Depressive and Bipolar Disorders Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 15.2.C Discuss the factors that contribute to the onset of depression. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: The loss of important relationships could lead to depression in vulnerable individuals. Many people experiencing depression have a history of separations, losses, rejections, and impaired, insecure attachments.
38.
When considering the experience of anxiety, __________. a. panic attacks are called ―the fear of fears‖ because people feel that they are dying
b. in many situations it is sensible to feel anxiety, and in fact, this emotion is often adaptive c. posttraumatic stress disorder occurs within the first two days after a trauma d. it is unusual for a mentally healthy person to experience a panic attack Answer: b Topic: Anxiety Disorders Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: These emotions are adaptive because they energize us to cope with danger.
39.
Research has indicated that __________. a. in order to experience a generalized anxiety disorder, a person must have lived through a specific anxiety-producing event b. it is normal for an individual to feel anxious, be in a general state of apprehension, or experience psychological tension for a period of time c. the majority of people who live through a traumatic experience continue to have posttraumatic stress disorder symptoms for many years d. if loss of interest in familiar activities and a sense of detachment from others persist for two weeks after a trauma, then posttraumatic stress disorder is diagnosed Answer: b Topic: Anxiety Disorders Skill Level: Understand the Concepts
Difficulty Level: Difficult Learning Objective: 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Although stress symptoms immediately following a dangerous or unfamiliar situation are normal, when they become detached from any actual danger, or when the feeling continues even when the danger and uncertainty are past, it can indicate an anxiety disorder exists.
40.
The chief characteristic of generalized anxiety disorder is __________. a. chronic uncontrollable anxiety or worry b. short-lived, but intense, feelings of spontaneous anxiety c. excessive fear of a particular situation d. repeated thoughts used to ward off anxious feelings Answer: a Topic: Anxiety Disorders Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Generalized anxiety disorder involves a continuous state of anxiety marked by feelings of worry and dread, apprehension, difficulties in concentration, and signs of motor tension.
41.
Carol experiences a continuous state of anxiety marked by feelings of worry and dread, apprehension, difficulties in concentration, and signs of motor tension. According to the DSM-5-TR, this disorder is called __________. a. panic attack b. posttraumatic stress disorder c. agoraphobia
d. generalized anxiety disorder Answer: d Topic: Anxiety Disorders Skill Level: Apply What You Know
Difficulty Level: Easy Learning Objective: 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Generalized anxiety disorder is a continuous state of anxiety marked by feelings of worry and dread, apprehension, difficulties in concentration, and signs of motor tension.
42.
Andres experiences a continuous state of uncontrollable worry and tension. Most of the time, he feels jittery and breathless, even though he doesn‘t drink coffee. This disorder is called __________. a. panic attack b. posttraumatic stress disorder c. agoraphobia d. generalized anxiety disorder Answer: d Topic: Anxiety Disorders Skill Level: Apply What You Know
Difficulty Level: Easy Learning Objective: 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Generalized anxiety disorder is a continuous state of anxiety marked by feelings of worry and dread, apprehension, difficulties in concentration, and signs of motor tension.
.
43 Than Trang went to the emergency room for the second time in a month, complaining of difficulty breathing and chest pain that had come on suddenly. She said it felt like she was having a heart attack and she was afraid she was dying, but the doctor could not find anything physically wrong. Than Trang may be experiencing __________. a. panic disorder b. a somatoform disorder c. an addictive disorder
d. dissociative identity disorder Answer: a Topic: Anxiety Disorders Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Panic disorder is an anxiety disorder in which a person experiences recurring panic attacks accompanied by feelings of impending doom or death.
44. Jamal has recurring periods of intense fear during which he thinks that he is having a heart attack. He trembles and has a rapid heart rate. These symptoms indicate __________. a. a panic attack b. posttraumatic stress disorder c. agoraphobia
d. generalized anxiety disorder Answer: a Topic: Anxiety Disorders Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Symptoms of a panic attack include rapid heart rate, chest pain or discomfort, shortness of breath, dizziness, feelings of unreality, hot and cold flashes, sweating, trembling and shaking, and, as a result, a fear of dying, going crazy, or losing control.
45.
Bo is sitting quietly with friends, enjoying a movie night and some popcorn. Out of the blue he feels his chest tighten, his heart begins to race, and an intense feeling of terror. As his friends leave their chairs to help him, they see he is bathed in sweat and taking short, shallow breaths. What is Bo experiencing? a. a panic attack b. posttraumatic stress disorder c. agoraphobia d. generalized anxiety Answer: a Topic: Anxiety Disorders Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Symptoms of a panic attack include rapid heart rate, chest pain or discomfort, shortness of breath, dizziness, feelings of unreality, hot and cold flashes, sweating, trembling and shaking, and, as a result, a fear of dying, going crazy, or losing control.
46.
What is the main difference between generalized anxiety disorder and phobic disorder? a. Generalized anxiety disorder is linked to a specific trigger, while phobic disorder is not linked to a specific trigger. b. Generalized anxiety disorder is more common in adults, while phobic disorder is more common in children. c. Phobic disorder is linked to specific triggers, while generalized anxiety disorder is not linked to a specific trigger. d. Generalized anxiety disorder is more common in women, and phobic disorder is more common in men. Answer: c Topic: Anxiety Disorders Skill Level: Analyze It
Difficulty Level: Difficult Learning Objective: 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: With a phobia, the person knows exactly what they are afraid of, whereas with generalized anxiety disorder, the trigger of the tension and worry is not clear.
47.
__________ refers to the fear of heights. a. Claustrophobia b. Acrophobia c. Triskaidekaphobia d. Agoraphobia
Answer: b Topic: Anxiety Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.3.B Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Acrophobia refers to the fear of heights.
48.
Claustrophobia is the fear of__________ . a. being trapped in enclosed places b. unfamiliar people c. being trapped in a mall during the holiday season d. deep bodies of water Answer: a Topic: Anxiety Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.3.B Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Claustrophobia is the fear of being trapped in enclosed places.
49.
Kellanie is fearful in situations where she must eat in public or write in the presence of others. She is worried that she might say or do something embarrassing. Kellanie is exhibiting the symptoms of __________.
a. a generalized anxiety disorder b. an idiosyncratic phobia c. an obsessive–compulsive disorder d. social anxiety disorder Answer: d Topic: Anxiety Disorders Skill Level: Apply What You Know
Difficulty Level: Easy Learning Objective: 15.3.B Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: People who have a social phobia become extremely anxious in situations in which they will be observed by others, such as eating in a restaurant, speaking in public, or having to perform for an audience. They worry that they will do or say something that will be excruciatingly embarrassing and that other people will laugh at them or reject them.
50.
__________ refers to a fear of being trapped in a crowded, public place. a. Claustrophobia b. Social phobia c. Mysophobia d. Agoraphobia Answer: d Topic: Anxiety Disorders Skill Level: Remember the Facts
Difficulty Level: Easy
Learning Objective: 15.3.B Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Agoraphobia involves a fear of being trapped in a public place where a panic attack might occur and be viewed by others.
51.
After surviving a commuter train derailment, Devadander experienced frequent vivid thoughts and images of the accident for several months. He also had problems sleeping and was irritable and withdrawn. Devadander would most likely be diagnosed with __________. a. major depression b. posttraumatic stress disorder c. generalized anxiety disorder d. panic disorder Answer: b Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Apply What You Know
Difficulty Level: Easy Learning Objective: 15.4.A Define posttraumatic stress disorder, and discuss its symptoms and origins. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: In posttraumatic stress disorder, a person who has experienced a traumatic or life-threatening event has symptoms such as detachment from others, reliving of the trauma, and increased physiological arousal.
52.
In many people who continue to experience posttraumatic stress disorder for years, the __________ is significantly smaller than in those people who recover from the trauma. a. hypothalamus
b. thalamus c. amygdala d. hippocampus Answer: d Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 15.4.A Define posttraumatic stress disorder, and discuss its symptoms and origins. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Research has demonstrated a link between a smaller than normal hippocampus and PTSD. The hippocampus is crucially involved in autobiographical memory. An abnormally small hippocampus may figure in the difficulty of some trauma survivors to react to their memories as events from their past, which may be why they keep reliving them in the present.
53.
__________ is a disorder in which a person feels trapped in repetitive, persistent thoughts and repetitive, ritualized behaviors. a. Obsessive–compulsive disorder b. Generalized anxiety disorder c. Posttraumatic stress disorder d. Borderline personality disorder Answer: a Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Obsessive–compulsive disorder is a disorder in which a person feels trapped in repetitive, persistent thoughts and repetitive, ritualized behaviors or mental acts.
54.
A(n) __________ is a persistent, unwanted thought. a. obsession b. compulsion c. delusion d. hallucination Answer: a Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: An obsession is a recurrent, persistent, unwanted thought or image.
55.
Which pairing is correct? a. agoraphobia—fear of situations in which a person will be observed by others b. social phobia—flashbacks, insomnia, intrusive memories c. obsession—recurrent, persistent, unwanted images and thoughts d. generalized anxiety disorder—fear and avoidance of places where escape or rescue might be difficult if you have a panic attack Answer: c Topic: Trauma and Obsessive–Compulsive Disorders
Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: An obsession is a recurrent, persistent, unwanted thought or mental image.
56.
Obsession is to compulsion as __________. a. behavior is to thought b. response is to stimulus c. thought is to behavior d. repetitive is to constant Answer: c Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: An obsession is a recurrent, persistent, unwanted thought or mental image.
57.
Obsessive–compulsive disorder may involve brain abnormalities in the __________. a. thalamus b. amygdala
c. frontal cortex d. hippocampus Answer: c Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: In many people diagnosed with OCD, abnormalities in an area of the frontal cortex create a kind of cognitive rigidity, an inability to let go of intrusive thoughts, and behavioral rigidity, an inability to alter compulsive behavior after getting negative feedback.
58.
Hoarding disorder is considered a(n) __________. a. personality disorder b. generalized anxiety disorder c. obsessive–compulsive disorder d. depressive disorder Answer: c Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The DSM-5-TR includes hoarding disorder in the category of obsessive– compulsive disorders.
59.
__________ involve impairments in personality that cause great distress to an individual or impair their ability to get along with others. a. Personality disorders b. Depressive disorders c. Anxiety disorders d. Attention-deficit disorders Answer: a Topic: Personality Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.5.A Explain the main features of borderline personality disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: A personality disorder involves impairments in personality that cause great distress to an individual or impair their ability to get along with others.
60.
__________ disorder is characterized by extreme negative emotionality and an inability to regulate emotions. a. Antisocial personality b. Borderline personality c. Bipolar d. Psychopathic Answer: b Topic: Personality Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.5.A Explain the main features of borderline personality disorder.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Borderline personality disorder is characterized by extreme negative emotionality and an inability to regulate emotions; it often results in intense but unstable relationships, impulsiveness, self-mutilating behavior, feelings of emptiness, and a fear of abandonment.
61. Sara is impulsive, has an unstable sense of self, and is intensely fearful of abandonment. She wants to have close relationships, but her emotions are often inappropriate and excessive with a pattern of selfdestructiveness, chronic loneliness, and disruptive anger. Sara would most likely be diagnosed with __________ personality disorder. a. antisocial b. borderline c. bipolar d. psychopathic Answer: b Topic: Personality Disorders Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 15.5.A Explain the main features of borderline personality disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Borderline personality disorder is characterized by extreme negative emotionality and an inability to regulate emotions; it often results in intense but unstable relationships, impulsiveness, self-injurious behavior, feelings of emptiness, and a fear of abandonment.
62.
__________ disorder is characterized by a lifelong pattern of irresponsible, antisocial behavior such as law-breaking, violence, and other impulsive, reckless acts. a. Antisocial personality b. Borderline personality
c. Bipolar d. Psychopathic Answer: a Topic: Personality Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.5.B Distinguish between the terms antisocial personality disorder and psychopathy, and identify the common elements. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Antisocial personality disorder is characterized by a lifelong pattern of irresponsible, antisocial behavior, such as law-breaking, violence, and other impulsive, reckless acts.
63. Compared to the others, which person would be most likely to receive a diagnosis of antisocial personality disorder? a. Lizette, who has a history of multiple suicide attempts b. Jan, who cannot make a decision without first knowing what her boyfriend thinks is best c. Roel, who works as a long-distance truck driver so he doesn‘t have to interact with people any more than necessary d. Arnie, who enjoys stealing cars and going for joy rides around his neighborhood Answer: d Topic: Personality Disorders Skill Level: Apply What You Know
Difficulty Level: Easy Learning Objective: 15.5.B Distinguish between the terms antisocial personality disorder and psychopathy, and identify the common elements. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
Rationale: Antisocial personality disorder is characterized by a lifelong pattern of irresponsible, antisocial behavior, such as law breaking, violence, and other impulsive, reckless acts.
64.
The key symptoms of __________ are rule-breaking, aggressiveness, and irresponsibility. a. schizophrenia b. borderline personality disorder c. antisocial personality disorder d. social phobia Answer: c Topic: Personality Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.5.B Distinguish between the terms antisocial personality disorder and psychopathy, and identify the common elements. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: The DSM-5-TR has defined antisocial personality disorder (APD) in terms of behavior, describing people who repeatedly break the law and violate the rights of others; are impulsive and seek quick thrills; show reckless disregard for safety; often get into physical fights or assault others; and are irresponsible, failing to hold jobs or meet obligations.
65.
Charlie would bite and hit the other children in his preschool class, and by the time he turned 10, he started shoplifting and skipping school. His teenage years showed a pattern of cheating at school, stealing from a part-time job, selling drugs, and stealing cars. Charlie‘s developmental history is an indication of __________. a. schizophrenia b. obsessive–compulsive disorder c. antisocial personality disorder d. dissociative identity disorder
Answer: c Topic: Personality Disorders Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 15.5.B Distinguish between the terms antisocial personality disorder and psychopathy, and identify the common elements. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Antisocial personality disorder is characterized by a lifelong pattern of irresponsible, antisocial behavior such as law breaking, violence, and other impulsive, reckless acts. The developmental history cited in this question is common.
66.
Which conclusion holds true for antisocial personality disorder (APD)? a. Many people with APD have impairments in frontal lobe functioning.
b. Disease, accidents, physical abuse, or genetic predispositions do not contribute to frontal lobe damage. c. Environmental influences do not play a role in antisocial behavior. d. Impairments in the frontal lobe do not affect emotional control. Answer: a Topic: Personality Disorders Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 15.5.B Distinguish between the terms antisocial personality disorder and psychopathy, and identify the common elements. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Many people with APD have relatively less activation and less gray matter in the frontal cortex compared to people without APD. The frontal lobes are responsible for
planning and impulse control, and impairments in this area can lead to an inability to control responses to frustration and provocation, to regulate emotions, and to understand the long-term consequences of indulging in immediate gratifications.
67.
__________ is characterized by fearlessness; lack of empathy, guilt, and remorse; the use of deceit; and cold-heartedness. a. Psychopathy b. Addiction c. Schizophrenia d. Psychosis Answer: a Topic: Personality Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.5.C List and explain the central features of psychopathy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Psychopathy is a set of personality characteristics that can accompany antisocial personality disorder and is marked by fearlessness; lack of empathy, guilt, and remorse; the use of deceit; and cold-heartedness.
68.
Tony is a charming and manipulative man with an ambition to become rich and powerful. He uses his charm and manipulates rich women to marry him. He emotionally exploits them and gets all their assets transferred to his name. Then he kills them in cold blood without any regret. Tony is showing the characteristics of a __________. a. psychopath b. maniac c. schizophrenic person d. psychotic person Answer: a
Topic: Personality Disorders Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 15.5.C List and explain the central features of psychopathy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Psychopaths are incapable not only of remorse but also of fear of punishment and of shame, guilt, and empathy for those they hurt. Some psychopaths are violent and sadistic, able to kill a pet, child, or adult without a twinge of regret. Some psychopaths are charming and manipulative, able to direct their energies into con games or career advancement, abusing other people emotionally or economically rather than physically.
69.
Which statement is characteristic of psychopaths? a. Psychopaths are fearful of being caught and punished for their misdeeds. b. Psychopaths often show empathy toward the people whom they hurt. c. Psychopaths show remorse for their harmful acts.
d. Psychopaths are fearless, unconcerned about being caught and punished for their misdeeds. Answer: d Topic: Personality Disorders Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 15.5.C List and explain the central features of psychopathy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Psychopaths are Psychopaths are incapable not only of remorse but also of fear of punishment and of shame, guilt, and empathy for those they hurt.
70.
The two dominant approaches to understanding addiction are __________. a. the biological model and the learning model b. the cultural model and the psychodynamic model c. the humanist model and the biological model d. the objective model and the psychodynamic model Answer: a Topic: Addictive Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.6.A Discuss how the biological model of addiction would explain drug and alcohol use disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The two dominant approaches to understanding addiction are the biological model and the learning model.
71.
Which statement correctly describes the biological model of addiction? a. People who have a low sensitivity to alcohol are more likely to drink to excess to get
drunk. b. If heredity plays a role in alcoholism, then more than one gene is involved. c. For alcoholics who begin drinking heavily in adulthood, heritable factors are strongly involved. d. Only environmental factors affect how much a person needs to drink before feeling high. Answer: b Topic: Addictive Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.6.A Discuss how the biological model of addiction would explain drug and alcohol use disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: There is a heritable component in alcoholism, but it is a multifactor genetic contribution.
72.
Heritable factors seem to be involved __________. a. when alcoholism begins in adolescence and is linked to antisocial behaviors b. when alcoholism begins in adulthood with frequent episodes of heavy drinking c. for the male children of alcoholics but not for the female children d. for the female children of alcoholics but not for the male children Answer: a Topic: Addictive Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.6.A Discuss how the biological model of addiction would explain drug and alcohol use disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: There is a heritable component in the kind of alcoholism that begins in early adolescence and is linked to impulsivity, antisocial behavior, and criminality.
73.
People with high alcohol sensitivity are __________. a. more likely to drink to excess b. more likely to experience tremendous withdrawal symptoms c. less likely than others to drink to excess
d. less likely to have low activity of an enzyme involved in metabolism of alcohol Answer: c Topic: Addictive Disorders Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 15.6.A Discuss how the biological model of addiction would explain drug and alcohol use disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: People who have a high sensitivity to alcohol are less likely to drink to excess, which may partly account for ethnic differences in alcoholism rates.
74.
A craving for alcohol created by heavy drinking is associated with __________. a. staying intoxicated for only short periods b. drinking for pleasure c. staying intoxicated for longer and longer periods d. an increase in dopamine receptors Answer: c Topic: Addictive Disorders Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 15.6.A Discuss how the biological model of addiction would explain drug and alcohol use disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Heavy drinking reduces the level of painkilling endorphins, produces nerve damage, and shrinks the cerebral cortex. These changes can then create a craving for
more, and the person stays intoxicated for longer and longer times, drinking not for pleasure but simply to appease the craving and to relieve withdrawal symptoms.
75.
Compared to the other countries, alcoholism is most likely to occur in __________. a. Italy b. Greece c. France d. Ireland Answer: d Topic: Addictive Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Alcoholism is more common in cultures such as Ireland, which forbid children to drink but condone drunkenness in adults.
76.
Alcoholism might be less likely to occur __________. a. if it were used as a rite of passage into adulthood b. if adults modeled moderate drinking at family gatherings c. if drinking occurred outside of homes, not in them d. if national abstinence were enforced by law once again Answer: b Topic: Addictive Disorders Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Alcoholism is less likely when adults model responsible consumption of alcohol for their children.
77.
During the Prohibition years (1920–1933) in the United States __________. a. drinking rates decreased overall, but alcoholism increased among those who did drink b. rates of alcoholism remained the same for men, but decreased for women c. rates of alcoholism remained the same for women, but decreased for men d. rates of alcoholism decreased significantly among those who drank Answer: a Topic: Addictive Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Prohibition reduced rates of drinking overall, but it increased rates of alcoholism among those who did drink.
78.
Which statement is true regarding drug addiction? a. The environment in which the drug is being used influences its physiological effects. b. Drug addiction is always a chronic disease. c. All drug addicts require addiction programs to help them quit drugs.
d. All drug addicts show withdrawal symptoms. Answer: a Topic: Addictive Disorders Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: One reason that many people are able to quit abusing drugs is that the environment in which a drug is used, combined with a person‘s expectations, have a powerful influence on the drug‘s physiological effects as well as its psychological ones. The physiological response of human addicts to certain drugs also changes depending on whether the addicts are in a drug-related environment or not. This is the primary reason that addicts need to change environments if they are going to kick their habits.
79.
Roberta is completely exhausted after a long day‘s work. She comes home and makes herself a drink and finds it soothing after a tiring day. Roberta is unlikely to become addicted to alcohol because she is drinking to __________. a. relax herself after a rough day at work b. suppress her anxieties c. drown her worries and sorrows d. abandon inhibitions Answer: a Topic: Addictive Disorders Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The reason for taking a drug influences whether addiction occurs. People who drink simply to be sociable or to relax when they have had a rough day are unlikely to become addicted.
80.
People who drink in order to __________ have significantly more drinking problems than those who drink for other reasons. a. be sociable b. disguise anxiety c. manage severe pain d. relax under stress Answer: b Topic: Addictive Disorders Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Drinking problems are most likely to develop when people drink in order to disguise or suppress anxiety or depression, when they drink alone to drown their sorrows, or when they want an excuse to abandon inhibitions.
81.
The biological and learning models of addiction differ in their explanations of drug abuse and in their proposed solutions. According to the learning model __________. a. addiction is genetic, and alcoholics must learn to abstain b. people who are addicted will always remain addicted c. addiction is a way of coping, and addicts need to find better coping methods
d. after abuse of alcohol has stopped, addicts continue to need group support Answer: c Topic: Addictive Disorders Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: The learning model argues that addiction is a way of coping, and people can learn to make better choices.
82.
The biological and learning models of addiction differ in their explanations of drug abuse and in their proposed solutions. According to the biological model __________. a. people can grow beyond the need for alcohol b. the degree of addiction will vary depending on the situation c. the solution is medical treatment and group support d. most problem drinkers can learn to drink in moderation Answer: c Topic: Addictive Disorders Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
Rationale: The biological model argues that the solution is medical treatment and membership in groups that reinforce one‘s permanent identity as a recovering addict.
83.
__________ is a controversial disorder marked by the apparent appearance within one person of two or more distinct personalities, each with its own name and traits. a. Borderline personality disorder b. Antisocial personality disorder c. Dissociative identity disorder d. Bipolar disorder Answer: c Topic: Dissociative Identity Disorder Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.7.A Identify the factors that make dissociative identity disorder a controversial diagnosis. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Dissociative identity disorder is a controversial disorder marked by the apparent appearance within one person of two or more distinct personalities, each with its own name and traits.
84.
Walt looked around him, and suddenly realized he was in the middle of a grocery store rather than in his apartment. He had no idea how he got there, no recollection of the past several hours, and no real certainty about who he was. Which diagnosis, if substantiated, might apply to Walt‘s circumstances? a. schizophrenia b. dissociative amnesia c. psychopathy d. borderline personality Answer: b Topic: Dissociative Identity Disorder
Skill Level: Apply What You Know
Difficulty Level: Moderate Learning Objective: 15.7.A Identify the factors that make dissociative identity disorder a controversial diagnosis. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Psychological scientists have shown that ―dissociative amnesia,‖ the mechanism that supposedly causes traumatized children to repress their ordeal and develop several identities as a result, lacks empirical support.
85.
Psychological scientists who are skeptical about dissociative identity disorder provide several reasons for their stance. Which observation summarizes one of those reasons?
a. Thorough consideration of the symptoms reveals that MPD is actually psychogenic amnesia. b. Dissociative identity disorder appears to be more consistent with a posttraumatic stress disorder than a personality disorder. c. Clinicians may be creating the disorder through the power of suggestion. d. They believe that dissociative identity disorder is a form of schizophrenia. Answer: c Topic: Dissociative Identity Disorder Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 15.7.A Identify the factors that make dissociative identity disorder a controversial diagnosis. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Skeptics believe that many cases of dissociative identity disorder were actually created by clinicians through using highly suggestive techniques such as hypnosis, drugs, and even outright coercion.
86.
According to psychological scientists, ―dissociative amnesia‖ __________. a. is the mechanism that causes traumatized children to repress their ordeal and develop several identities b. lacks empirical support c. can be uncovered by continuous interviewing d. occurs when a person keeps recalling traumatic experiences Answer: b Topic: Dissociative Identity Disorder Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.7.A Identify the factors that make dissociative identity disorder a controversial diagnosis. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Psychological scientists have shown that ―dissociative amnesia,‖ the mechanism that supposedly causes traumatized children to repress their ordeal and develop several identities as a result, lacks empirical support.
87. According to the sociocognitive explanation of dissociative identity disorder, therapists __________. a. focus too much attention on allowing personalities to reveal themselves and not enough on treatment b. find that most of the patients have distorted perceptions and irrational behavior c. let too many severe cases go unrecognized, undiagnosed, and untreated d. reward patients with attention and praise for revealing more and more personalities Answer: d Topic: Dissociative Identity Disorder
Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 15.7.B Evaluate the likely explanations for dissociative identity disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Therapists who believe in the diagnosis of DID reward such patients with attention and praise for revealing more and more personalities—and a culture-bound syndrome is born.
88. Mercedes seeks treatment to learn how to relax. When her therapist hypnotizes her, her voice deepens and someone claiming his name is ―BAL/åthôn Gur‖ from the 12th century begins to speak. During therapy, 23 separate entities—each with its own name, personal style, bank account, and memories—emerge. Mercedes appears to be experiencing __________ disorder. a. borderline personality disorder b. antisocial personality disorder c. dissociative identity disorder d. bipolar disorder Answer: c Topic: Dissociative Identity Disorder Skill Level: Apply What You Know
Difficulty Level: Easy Learning Objective: 15.7.A Discuss the factors that make dissociative identity disorder a controversial diagnosis. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Dissociative identity disorder is a controversial disorder marked by the apparent appearance within one person of two or more distinct personalities, each with its own name and traits.
89.
According to Swiss psychiatrist Eugen Bleuler, the term schizophrenia describes cases in which __________. a. the personality splits into multiple personalities b. the personality loses its unity c. people escape trauma by putting it out of their minds d. unspeakable torture produces a mental splitting Answer: b Topic: Schizophrenia Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.8.A Describe the five major symptoms of schizophrenia, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Bleuler saw schizophrenia as a disorder where the personality loses its unity. Schizophrenia is a fragmented condition in which words are split from meaning, actions from motives, perceptions from reality.
90.
Which diagnosis describes a psychotic disorder marked by delusions, hallucinations, disorganized and incoherent speech, inappropriate behavior, and cognitive impairments? a. schizophrenia b. psychopathy c. dissociative identity disorder d. antisocial personality disorder Answer: a Topic: Schizophrenia Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.8.A Describe the five major symptoms of schizophrenia, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Schizophrenia is a psychotic disorder marked by delusions, hallucinations, disorganized and incoherent speech, inappropriate behavior, and cognitive impairments.
91.
Cases of schizophrenia __________. a. result from parenting by erratic, cold, rejecting mothers b. vary in severity and duration c. occur from living in an unpredictable environment d. are seldom associated with biological factors Answer: b Topic: Schizophrenia Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 15.8.A Describe the five major symptoms of schizophrenia, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The DSM-5-TR‘s category is schizophrenia spectrum and other psychotic disorders, which includes conditions that vary in severity and duration.
92.
Ricardo has been diagnosed with schizophrenia. He often mixes up words and ends up talking about things that make no sense. Which symptom of schizophrenia is Ricardo exhibiting? a. hallucinations b. disorganized, incoherent speech
c. grossly disorganized and inappropriate behavior d. rumination Answer: b Topic: Schizophrenia Skill Level: Apply What You Know
Difficulty Level: Easy Learning Objective: 15.8.A Describe the five major symptoms of schizophrenia, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: The speech of schizophrenics may be disorganized and incoherent, consisting of an illogical jumble of ideas and symbols. This type of speech is referred to as a word salad.
93.
Which experience is considered to be a symptom of schizophrenia? a. Excess fear of being with others and potentially having a panic attack. b. Flashbacks to the time when a person watched his father die. c. A person‘s report of hearing two voices conversing when no one is present. d. An inability to feel joy. Answer: c Topic: Schizophrenia Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 15.8.A Describe the five major symptoms of schizophrenia, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: People with schizophrenia often experience false sensory occurrences that seem intensely real. By far the most common hallucination is hearing voices.
94.
Some people who have been diagnosed with schizophrenia completely withdraw into a private world, sitting for hours without moving. This condition is called __________. a. disorganized behavior b. a catatonic stupor c. bizarre behavior d. a hallucination Answer: b Topic: Schizophrenia Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 15.8.A Describe the five major symptoms of schizophrenia, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This is a description of a catatonic stupor.
95. Mingo has been diagnosed with schizophrenia. He reports hearing voices that command him to apprehend Betty Crocker. Furthermore, he believes that Betty Crocker has been systematically introducing cyanide into the baking products that only he buys, in an effort to slowly poison Mingo and keep him from attaining his rightful position as leader of Xhgrdax. The voices Mingo hears are __________ and the plots Mingo believes are __________. a. hallucinations; delusions b. delusions; delusions c. delusions; hallucinations d. negative symptoms; positive symptoms Answer: a Topic: Schizophrenia Skill Level: Apply What You Know
Difficulty Level: Easy Learning Objective: 15.8.A Describe the five major symptoms of schizophrenia, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Hallucinations are false sensory experiences that seem intensely real. Delusions are false beliefs that are held with complete conviction.
96.
Research on the prognosis for recovering from schizophrenia suggests that __________. a. the outlook is not as favorable if the symptoms appeared abruptly b. if the onset is gradual, then the prognosis is relatively good c. relapses lead to quicker recovery d. many people learn to control the symptoms and live productive lives Answer: d Topic: Schizophrenia Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.8.A Describe the five major symptoms of schizophrenia, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: More than 40 percent of people with schizophrenia do have one or more periods of recovery and go on to hold jobs and have successful relationships, especially if they have strong family support and community programs.
97. The voice hallucinations experienced by people who have been diagnosed with schizophrenia might be due to __________. a. abnormalities in the thalamus b. abnormalities in the auditory cortex
c. the shrinking of ventricles d. abnormalities in the hippocampus Answer: b Topic: Schizophrenia Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 15.8.B Describe the three main contributing factors to the origin of schizophrenia. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Many people who experience schizophrenia have abnormalities in the auditory cortex and Broca‘s and Wernicke‘s areas, all involved in speech perception and processing; these might explain the nightmare of voice hallucinations.
98. Research on the genetic predisposition toward schizophrenia has indicated that __________. a. the risk of schizophrenia for the unaffected twin, when an identical twin has schizophrenia, is greatly reduced if the twins have been reared apart b. among identical twins, when one twin develops schizophrenia, the other twin has an 80 percent chance of developing schizophrenia c. children with two schizophrenic parents have a 27 to 46 percent lifetime risk of developing schizophrenia, compared to a risk in the general population of about 1 percent d. children with one schizophrenic parent have about the same risk of developing schizophrenia as do people in the general population Answer: c Topic: Schizophrenia Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 15.8.B Describe the three main contributing factors to the origin of schizophrenia. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: The closer the genetic relationship to a person who has been diagnosed with schizophrenia, the higher the risk of developing the disorder.
99.
Which statement is true of schizophrenia with regard to prenatal problems? a. Malnourishment of the mother does not affect the fetus. b. Children with very low birth weight have reduced risks of schizophrenia. c. Damage to the fetus may occur if the pregnant person contracts the flu virus during the first four months of prenatal development. d. Maternal diabetes and emotional stress do not contribute to schizophrenia. Answer: c Topic: Schizophrenia Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 15.8.B Describe the three main contributing factors to the origin of schizophrenia. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Damage to the fetus may occur if the mother gets the flu virus during the first four months of prenatal development, which triples the risk of schizophrenia.
100.
Which statement is true of schizophrenia during adolescence? a. The pruning of the synapses in the brain normally reduces its efficiency.
b. The first full-blown episode of schizophrenia usually occurs during adolescence or early adulthood.
c. Adolescents with schizophrenia do not show any significant tissue loss in the brain. d. Healthy teenagers lose a large portion of the brain‘s gray matter. Answer: b Topic: Schizophrenia Skill Level: Understand the Concepts
Difficulty Level: Moderate Learning Objective: 15.8.B Describe the three main contributing factors to the origin of schizophrenia. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Schizophrenic brains aggressively prune away too many synapses, which may explain why the first full-blown schizophrenic episode typically occurs in adolescence or early adulthood.
True-False Questions
1. Psychologists consider the terms ―unusual behavior‖ and ―mental disorder‖ to be synonyms. Answer: False Topic: Diagnosing Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.1.A Consider why it is difficult to obtain a universally agreed-upon definition of mental disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
2. Insanity is a legal term that is used neither by psychologists nor by psychiatrists in research or diagnosis. Answer: True Topic: Diagnosing Mental Disorders Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 15.1.A Consider why it is difficult to obtain a universally agreed-upon definition of mental disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
3.
The basic guideline for defining mental disorders is to use the viewpoints and opinions of people who are affected by the troubled individual. Answer: False Topic: Diagnosing Mental Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.1.A Consider why it is difficult to obtain a universally agreed-upon definition of mental disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
4.
Mental disorders can lead to self-destructive behavior. Answer: True Topic: Diagnosing Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.1.A Consider why it is difficult to obtain a universally agreed-upon definition of mental disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
5.
Insurance companies require clinicians to assign their clients an appropriate DSM-5-TR code number for the disorder in order to receive compensation for treatment. Answer: True Topic: Diagnosing Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.1.B Describe the DSM and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
6. Since ADHD was added to the DSM-5-TR, the number of ADHD diagnoses in the United States has skyrocketed in the United States. Answer: True
Topic: Diagnosing Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
7.
ADHD is diagnosed at least 10 times as often in Europe as it is in the United States. Answer: False Topic: Diagnosing Mental Disorders Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry
8.
Critics of the DSM-5-TR argue that relatively normal behavior in children, such as being rambunctious, refusing to nap, and not listening to teachers, has been turned into a psychological problem. Answer: True Topic: Diagnosing Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
9.
Critics of the DSM-5-TR argue that when a person has been given a diagnosis, other people begin to see that person primarily in terms of the label. Answer: True Topic: Diagnosing Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
10.
Today‘s psychologists consider ―drapetomania‖ to be a cruel and false diagnosis originating in the prevailing culture of the southern United States in the era of slavery. Answer: True Topic: Diagnosing Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry
11.
Serious questions about the validity of an early study conducted by David Rosenhan, regarding admission to mental hospitals, have arisen. Answer: True Topic: Diagnosing Mental Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
12.
Self-report questionnaires typically include scales on which people are asked to rate themselves. Answer: True Topic: Diagnosing Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.1.C Describe clinical interviews, self-report questionnaires and projective tests, and identify potential problems associated with these techniques. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
13.
One of the advantages of the MMPI over other assessment instruments is that it reflects differences among cultural, ethnic, and socioeconomic groups when organizing disorders. Answer: False Topic: Diagnosing Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.1.C Describe clinical interviews, self-report questionnaires and projective tests, and identify potential problems associated with these techniques. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
14.
Projective tests can help clinicians establish rapport with their clients and can encourage clients to open up about anxieties and conflicts that might be difficult to discuss.
Answer: True Topic: Diagnosing Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.1.C Describe clinical interviews, self-report questionnaires and projective tests, and identify potential problems associated with these techniques. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
15.
When different clinicians are given sample responses from the Rorschach inkblot test, they usually agree with one another regarding what the various responses mean. Answer: False Topic: Diagnosing Mental Disorders Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 15.1.C Describe clinical interviews, self-report questionnaires and projective tests, and identify potential problems associated with these techniques. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
16.
Major depression involves emotional, behavioral, cognitive, and physical changes severe enough to disrupt a person‘s ordinary functioning. Answer: True Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.2.A Outline how major depression differs from normal feelings of sadness. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
17.
Depression masks an abnormally high state of exhilaration. Answer: False Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.2.A Outline how major depression differs from normal feelings of sadness. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
18.
People who experience major depression feel hopeless. Answer: True Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.2.A Outline how major depression differs from normal feelings of sadness. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
19.
Major depression occurs at least twice as often among women as among men. Answer: True Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.2.A Outline how major depression differs from normal feelings of sadness.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
20. Women who are depressed often try to mask their feelings through violent behavior or drug abuse. Answer: False Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.2.A Outline how major depression differs from normal feelings of sadness. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
21. Men who are depressed often try to mask their feelings through violent behavior or drug abuse. Answer: True Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.2.A Outline how major depression differs from normal feelings of sadness. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
22.
Bipolar disorder involves episodes of mania alone. Answer: False Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.2.B Explain the main features of bipolar disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
23.
A manic person feels powerful and full of plans. Answer: True Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.2.B Explain the main features of bipolar disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
24.
Low serotonin levels cause depression. Answer: False Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.2.C Discuss the factors that contribute to the onset of depression. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
25.
When depressed people are put into a sad mood and given a choice between looking at sad faces or happy faces, depressed people choose the happy faces. Answer: False Topic: Depressive and Bipolar Disorders
Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 15.2.C Discuss the factors that contribute to the onset of depression. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
26.
Depressed people tend to believe that their situation is uncontrollable. Answer: True Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.2.C Discuss the factors that contribute to the onset of depression. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
27.
Cognitive psychologists hold that depressed people become depressed because they feel hopeless, believing that nothing good will ever happen to them. Answer: True Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.2.C Discuss the factors that contribute to the onset of depression. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
28.
Beginning in adolescence, men are more likely than women to develop a ruminating, introspective style of cognition, rehearsing the reasons for their unhappiness. Answer: False
Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 15.2.C Discuss the factors that contribute to the onset of depression. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
29. Longitudinal studies indicate that cognitive biases play a causal role in generating depressive episodes. Answer: True Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.2.C Discuss the factors that contribute to the onset of depression. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
30.
Studies of clinical depression show that the strongest predictors of suicide and attempted suicide are repeated experiences of sexual abuse and violence in childhood and adolescence. Answer: True Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.2.C Discuss the factors that contribute to the onset of depression. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
31.
Violence does not significantly contribute to depression.
Answer: False Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.2.C Discuss the factors that contribute to the onset of depression. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
32.
Depressive episodes are frequently set off by problems with a loss of relationships. Answer: True Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.2.C Discuss the factors that contribute to the onset of depression. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
33.
Depressed people tend to believe that their unhappy situation is permanent. Answer: True Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.2.C Discuss the factors that contribute to the onset of depression. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
34.
In many circumstances, such as encountering an aggressive dog, it is sensible to feel a state of apprehension and physical tension.
Answer: True Topic: Anxiety Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
35.
Realistic anxiety becomes abnormal when the fear and anxiety become detached from any actual danger, or when the feelings continue after the danger has passed. Answer: True Topic: Anxiety Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
36.
Generalized anxiety disorder is a state in which a person experiences high arousal, feelings of impending doom, and physiological symptoms, such as rapid breathing and dizziness. Answer: False Topic: Anxiety Disorders Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
37.
Generalized anxiety disorder involves a continuing sense of doom and worry. Answer: True Topic: Anxiety Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
38.
Genes may be implicated in dysfunction in the amygdala, the core structure for the acquisition of fear. Answer: True Topic: Anxiety Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
39.
By definition, panic attacks occur within one week of the actual frightening experience. Answer: False Topic: Anxiety Disorders Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
40.
Although panic attacks seem to occur out of nowhere, they in fact usually occur in the aftermath of stress, prolonged emotion, specific worries, or frightening experiences. Answer: True Topic: Anxiety Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
41.
A phobia is an exaggerated, unrealistic fear of a specific situation, activity, or thing. Answer: True Topic: Anxiety Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.3.B Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
42. Idiosyncratic phobias, such as triskaidekaphobia (the fear of the number 13), may reflect cultural traditions. Answer: True Topic: Anxiety Disorders
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.3.B Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry
43. Social anxiety disorder is the fear of situations in which the person will be observed by others. Answer: True Topic: Anxiety Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.3.B Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
44.
The most disabling fear disorder is the panic attack. Answer: False Topic: Anxiety Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.3.B Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
45.
In ancient Greece, the agora was the area outside of town where the population was sparse and the main occupation was agriculture. Answer: False Topic: Anxiety Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.3.B Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
46.
Agoraphobia is the fear of having a panic attack in a public place that offers no escape. Answer: True Topic: Anxiety Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.3.B Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
47.
The typical symptoms of posttraumatic stress disorder include reliving the trauma in recurrent and intrusive thoughts. Answer: True Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.4.A Define posttraumatic stress disorder, and discuss its symptoms and origins.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
48.
Episodes of posttraumatic stress disorder may recur for months, years, or even decades. Answer: True Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.4.A Define posttraumatic stress disorder, and discuss its symptoms and origins. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
49.
The size of a person‘s hippocampus may play a role in posttraumatic stress disorder. Answer: True Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.4.A Define posttraumatic stress disorder, and discuss its symptoms and origins. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
50.
Most people diagnosed with obsessive–compulsive disorder (OCD) enjoy their rituals and cannot understand why people want them to change. Answer: False Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
51.
Individuals who experience obsessive–compulsive disorder enjoy rituals, such as checking the oven and the locks three times, before sleeping. Answer: False Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
52.
Individuals who experience obsessive–compulsive disorder have recurrent and persistent thoughts or images that are often dreamlike and appealing. Answer: False Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
53.
Individuals who experience obsessive–compulsive disorder feel a deep sense of relief if they can talk themselves into forgoing a ritual. Answer: False
Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
54. Compulsion involves recurrent, persistent, unwanted images and thoughts designed to reduce anxiety. Answer: False Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
55. Compulsion involves repetitive, ritualized behaviors that a person feels must be carried out to avoid disaster. Answer: True Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
56. Obsession involves recurrent, persistent, unwanted images and thoughts that reflect impaired reasoning and information processing. Answer: True Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
57. Obsession involves repetitive, ritualized behaviors that a person feels must be carried out to avoid disaster. Answer: False Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
58. In many cases of obsessive–compulsive disorder, abnormalities in the frontal cortex lead to cognitive rigidity. Answer: True Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
59.
Individuals who have been diagnosed with obsessive–compulsive disorder may have brain abnormalities that prevent their ―alarm signal‖ from turning off when danger is past. Answer: True Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
60.
Hoarding disorder is considered an obsessive–compulsive disorder. Answer: True Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
61.
Personality disorders involve impairments in personality that cause great distress to an individual or impair the ability to get along with others. Answer: True
Topic: Personality Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.5.A Explain the main features of borderline personality disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
62.
Depressive disorders involve impairments in personality that cause great distress to an individual or impair the ability to get along with others. Answer: False Topic: Personality Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.5.A Explain the main features of borderline personality disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
63. Borderline personality disorder is characterized by fearlessness and a lack of empathy, guilt, and remorse. Answer: False Topic: Personality Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.5.A Explain the main features of borderline personality disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
64.
Antisocial personality disorder is characterized by extreme negative emotionality and an inability to regulate emotions. This disorder often results in intense but unstable relationships. Answer: False Topic: Personality Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.5.A Explain the main features of borderline personality disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
65. People who have been diagnosed with antisocial personality disorder tend to have abnormalities in the hippocampus. Answer: False Topic: Personality Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.5.B Distinguish between the terms antisocial personality disorder and psychopathy, and identify the common elements. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
66.
Psychopaths are believed to exist in all cultures and throughout history, although they are more prevalent in collectivist societies. Answer: False Topic: Personality Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.5.C List and explain the central features of psychopathy.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
67. Psychopaths are slow to develop classically conditioned responses to anticipated danger, pain, or shock. Answer: True Topic: Personality Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.5.C List and explain the central features of psychopathy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
68.
Psychopaths show an excessively strong change in the electrical conductance of the skin when they anticipate punishment or danger. Answer: False Topic: Personality Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.5.C List and explain the central features of psychopathy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
69.
People who exhibit addictive disorders use drugs and other substances in a way that is self-destructive, or results in their inability to function normally. Answer: True Topic: Addictive Disorders Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 15.6.A Discuss how the biological model of addiction would explain drug and alcohol use disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
70.
The biological model of drug/alcohol addiction emphasizes a person‘s neurology and genetic predisposition. Answer: True Topic: Addictive Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.6.A Discuss how the biological model of addiction would explain drug and alcohol use disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
71.
People who have a high sensitivity to alcohol are less likely to drink to excess. Answer: True Topic: Addictive Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.6.A Discuss how the biological model of addiction would explain drug and alcohol use disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
72.
Repeated jolts of pleasure-producing dopamine disrupt cognitive functions such as working memory, self-control, and decision-making. Answer: True Topic: Addictive Disorders
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.6.A Discuss how the biological model of addiction would explain drug and alcohol use disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
73.
Substance abuse and addiction problems are not evident when people move from their culture of origin into another culture that has different drinking rules. Answer: False Topic: Addictive Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry
74.
Policies of total abstinence from alcohol tend to decrease rates of addiction. Answer: False Topic: Addictive Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
75.
Public health professionals who subscribe to the biological model or the learning model of addiction agree that former alcoholics cannot learn to drink moderately without becoming dependent on alcohol again. Answer: False Topic: Addictive Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
76.
Dissociative identity disorder is marked by the apparent appearance within one person of two or more distinct personalities, each with its own name and traits. Answer: True Topic: Dissociative Identity Disorder Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.7.A Identify the factors that make dissociative identity disorder a controversial diagnosis. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
77.
Dissociative identity disorder (DID) is sometimes referred to as multiple people disease (MPD). Answer: False Topic: Dissociative Identity Disorder Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 15.7.A Identify the factors that make dissociative identity disorder a controversial diagnosis. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
78.
Almost all clinical psychologists believe that the symptoms of dissociative identity disorder don‘t present themselves until late adulthood. Answer: False Topic: Dissociative Identity Disorder Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.7.A Identify the factors that make dissociative identity disorder a controversial diagnosis. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
79.
Some psychiatrists and clinical psychologists believe that dissociative identity disorder originates in childhood as a means of coping with sexual abuse or other traumatic experiences. Answer: True Topic: Dissociative Identity Disorder Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.7.A Identify the factors that make dissociative identity disorder a controversial diagnosis. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
80.
Psychological scientists have shown that dissociative amnesia possesses foundational, historical and empirical support. Answer: False
Topic: Dissociative Identity Disorder Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.7.A Identify the factors that make dissociative identity disorder a controversial diagnosis. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
81.
Psychological scientists have shown that dissociative amnesia lacks empirical support. Answer: True Topic: Dissociative Identity Disorder Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.7.A Identify the factors that make dissociative identity disorder a controversial diagnosis. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
82. In the sociocognitive view, dissociative identity disorder results from pressure and suggestion by clinicians, interacting with patients‘ need for a plausible explanation for their problems. Answer: True Topic: Dissociative Identity Disorder Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.7.B Evaluate the likely explanations for dissociative identity disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy
83.
It has been suggested that dissociative identity disorder is a homegrown culture-bound syndrome. Answer: True Topic: Dissociative Identity Disorder Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 15.7.B Evaluate the likely explanations for dissociative identity disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
84. Psychoses are extreme mental disturbances involving distorted perceptions of reality and severely impaired functioning. Answer: True Topic: Schizophrenia Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.8.A Describe the five major symptoms of schizophrenia, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
85. The disorganized, incoherent speech patterns of a person who has been diagnosed with schizophrenia are called word salads. Answer: True Topic: Schizophrenia Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 15.8.A Describe the five major symptoms of schizophrenia, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
86. People who have been diagnosed with schizophrenia are more likely than healthy individuals to have abnormalities in the thalamus. Answer: True Topic: Schizophrenia Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.8.B Describe the three main contributing factors to the origin of schizophrenia. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
87.
Studies have shown that schizophrenia has a heritable component. Answer: True Topic: Schizophrenia Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.8.B Describe the three main contributing factors to the origin of schizophrenia. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
88.
Damage to the fetal brain does not contribute to schizophrenia. Answer: False
Topic: Schizophrenia Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.8.B Describe the three main contributing factors to the origin of schizophrenia. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
89. Babies conceived during times of famine are more likely to develop schizophrenia than babies whose mothers were not malnourished during pregnancy. Answer: True Topic: Schizophrenia Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.8.B Describe the three main contributing factors to the origin of schizophrenia. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
90.
During adolescence, when the brain undergoes a natural pruning of synapses, the brain of a person who is vulnerable to schizophrenia appears to aggressively prune away too many synapses. Answer: True Topic: Schizophrenia Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.8.B Describe the three main contributing factors to the origin of schizophrenia. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
Short Answer Questions
1.
People all over the world paint their bodies, but what defines whether a particular type of body art is normal or abnormal in a particular culture? If residents of the United States have visible tattoos over half of their bodies, is that normal? Is it abnormal? Explain your reasoning. Answer: A good answer will include the following key points.
What is normal or abnormal depends in part on cultural expectations and standards. Many young people have tattoos over half their bodies, so that may be normal in that particular group of people. On the other hand, the nature of the body art might be considered abnormal in an Amazonian village where some other type of body art is prevalent.
Topic: Diagnosing Mental Disorders Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 15.1.A Consider why it is difficult to obtain a universally agreed-upon definition of mental disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry, 4.1 Demonstrate effective writing for different purposes
2.
Differentiate unusual behavior, mental disorder, and insanity. Answer: A good answer will include the following key points.
Many people confuse unusual behavior with a mental disorder. A person may behave in ways that are statistically rare but not have any mental illness. A mental disorder is any behavior or emotional state that causes an individual great suffering, is self-destructive, seriously impairs the person‘s ability to work or get along with others, or makes a person unable to control the impulse to endanger others. Insanity is only a legal term, not a psychological one, used by courts to determine if a person is able to stand trial.
Topic: Diagnosing Mental Disorders Skill Level: Analyze It Difficulty Level: Moderate
Learning Objective: 15.1.A Consider why it is difficult to obtain a universally agreed-upon definition of mental disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
3.
Explain the role of the DSM-5-TR in helping clinicians diagnose mental disorders. Answer: A good answer will include the following key points.
The DSM-5-TR provides diagnostic categories that include many different mental disorders and general problems in living. The goal of the DSM-5-TR is to improve the ability of researchers and clinicians to agree on the problems people have. Most psychiatric and clinical psychology textbooks base their discussions on the DSM5-TR.
Topic: Diagnosing Mental Disorders Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
4. Describe four serious problems associated with the effort to diagnose and label mental disorders. Answer: A good answer will include the following key points.
After a diagnosis (label) exists for a problem, it can easily be overdiagnosed. After a person has been given a diagnosis, other people tend to look at that person only in terms of the label, and overlook other explanations for their behavior. In the absence of objective tests to identify mental disorders, the DSM-5-TR may be merely an attempt to put a scientific veneer onto an inherently subjective process. Most medical conditions are defined by their root causes, not their symptoms. In contrast, psychological disorders are defined by their symptoms, not their root causes, because the exact causes of psychological disorders are not yet known. Although research findings have informed the choices that the authors of the DSM-5TR have made, and the DSM-5-TR offers a great amount of detail regarding the
diagnoses it describes, there remains no strong evidence that it defines the disorders entirely accurately, reflecting their causes or how they actually appear ―in nature‖ without arbitrary definitions forced on them. Topic: Diagnosing Mental Disorders Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
5.
Some psychologists argue that the entire enterprise of the DSM-5-TR is an inherently subjective process, because clinicians vote on which diagnoses should be included or rejected. For example, new disorders have been voted in that reflect today‘s prejudices and values. Describe one of these changes in the DSM-5-TR that reflects contemporary values. Answer: A good answer will include one the following key points.
The lack of vaginal orgasm, childhood masturbation, and homosexuality are no longer considered disorders, although each of them previously was. Critics argue that some DSM-5-TR diagnoses continue to be affected by prejudices and personal values, as when clinicians try to decide if wanting to have sex ―too often‖ or ―not often enough‖ indicates a mental disorder. Behavior problems supposedly associated with menstruation remain in the DSM–5-TR, but behavioral problems associated with testosterone have never even been considered for inclusion.
Topic: Diagnosing Mental Disorders Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
6. Although the Minnesota Multiphasic Personality Inventory (MMPI) is an objective test with fairly good reliability and validity, which problems have been noted with regard to its use? Answer: A good answer will include the following key points.
Some questions on the MMPI fail to take into account differences among cultural, regional, and socioeconomic groups. The MMPI sometimes labels a person‘s responses as evidence of mental disorder when they really result from understandable stresses and conflicts.
Topic: Diagnosing Mental Disorders Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 15.1.C Describe clinical interviews, self-report questionnaires and projective tests, and identify potential problems associated with these techniques. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
7.
What is the primary assumption underlying projective tests? Answer: A good answer will include the following key point.
The psychodynamic assumption behind all projective tests is that the person‘s unconscious thoughts and feelings will be ―projected‖ onto the test and revealed in the person‘s responses.
Topic: Diagnosing Mental Disorders Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 15.1.C Describe clinical interviews, self-report questionnaires and projective tests, and identify potential problems associated with these techniques. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
8. There are several reasons for the low validity of projective tests. List some of the reasons for their low validity.
Answer: A good answer will include the following key points.
They fail to measure what they are supposed to measure. Responses are significantly affected by sleepiness, hunger, medication, worry, verbal ability, the clinician‘s instructions, and the clinician‘s own personality.
Topic: Diagnosing Mental Disorders Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 15.1.C Describe clinical interviews, self-report questionnaires and projective tests, and identify potential problems associated with these techniques. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
9.
What are some behavioral changes seen in a depressed person? Answer: A good answer will include the following key points.
The depressed person may overeat or stop eating. The person may have difficulty falling asleep or sleeping through the night. The person may have trouble concentrating and feel tired all the time. The person may lose interest in activities that usually give them satisfaction and pleasure.
Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.2.A Outline how major depression differs from normal feelings of sadness. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 4.1 Demonstrate effective writing for different purposes
10. Explain why one depression researcher wrote that ―Women think and men drink.‖ How does this offhand summary apply to the research findings regarding the prevalence of and responses to episodes of depression? Answer: A good answer will include the following key points.
Women are twice as likely as men to be diagnosed with major depressive disorder. Women are more likely than men to talk about feelings and are more likely to seek help. Men are more likely to ignore or deny negative feelings, so their depression is more likely to be underdiagnosed. Men are more likely to mask their feelings by withdrawing, abusing alcohol or other drugs, or behaving violently.
Topic: Depressive and Bipolar Disorders Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 15.2.A Outline how major depression differs from normal feelings of sadness. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
11.
Identify the symptoms of bipolar disorder. Answer: A good answer will include the following key points.
In bipolar disorder, depression alternates with mania. Persons with bipolar disorder who are in a state of mania feel powerful and are full of plans, but these plans are usually based on delusional ideas. People in a manic phase have an abnormally high state of exhilaration, and may be irritable when thwarted. They often get into trouble by going on extravagant spending sprees or making rash decisions.
Topic: Depressive and Bipolar Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.2.B Explain the main features of bipolar disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 4.1 Demonstrate effective writing for different purposes
12.
A line of investigation in the study of depressive disorders emphasizes the life experiences and social circumstances that could lead to stress and depression. How do these researchers explain the gender differences in depression?
Answer: A good answer will include the following key points.
Depressed women are more likely to enter into abusive relationships. Involvement in a violent relationship increases women‘s rates of depression and anxiety, but not men‘s. Domestic violence takes an emotional as well as physical toll on women.
Topic: Depressive and Bipolar Disorders Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 15.2.C Discuss the factors that contribute to the onset of depression. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
13.
Describe two conditions in which anxiety would be an expected and adaptive response rather than a disorder. Answer: A good answer will include the following key points.
Anyone who is waiting for important news or living in an unpredictable situation would experience anxiety. Anyone who is in a dangerous and unfamiliar situation would also feel anxious.
Topic: Anxiety Disorders Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
14.
Although panic attacks seem to come out of nowhere, they usually occur in the aftermath of stress, prolonged emotion, exercise, specific worries, or frightening experiences. Delayed attacks after life-threatening scares are common. What is the essential difference
between people who have panic attacks and develop panic disorder and those that do not? Answer: A good answer will include the following key points.
The essential difference between people who develop panic disorder and those who do not lies in how they interpret their bodily reactions. Healthy people who have an occasional panic attack see it as a reaction to a temporary crisis. People who develop panic disorder see it as a sign of illness or impending death, and they begin to live their lives in restrictive ways, trying to avoid future attacks.
Topic: Anxiety Disorders Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
15.
Everyone experiences occasional shyness and social anxiety, but the person who has been diagnosed with a social phobia has intense reactions of fear. What are some of the common social phobias? Answer: A good answer will include the following key points.
Fear of eating in a restaurant. Fear of speaking in front of a group or crowd. Fear of having to perform for an audience.
Topic: Anxiety Disorders Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 15.3.B Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
16.
What are typical symptoms of posttraumatic stress disorder? Answer: A good answer will include the following key points.
Reliving the trauma in intrusive memories, flashbacks, or nightmares. Avoiding reminders of or talking about the trauma. A sense of detachment from others. A loss of interest in familiar activities. Hypervigilance toward potential threat. Increased physiological arousal reflected in insomnia, irritability, and impaired concentration.
Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.4.A Define posttraumatic stress disorder, and discuss its symptoms and origins. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 4.1 Demonstrate effective writing for different purposes
17.
How might hippocampal volume be related to posttraumatic stress disorder? Answer: A good answer will include the following key points.
A smaller than average hippocampus has been found in many people who have been diagnosed with PTSD. The hippocampus is crucially involved in autobiographical memory, and an abnormally small one may be the reason why some trauma survivors have difficulty reacting to memories from their past. This may explain why this group of people keeps reliving their memories in the present.
Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 15.4.A Define posttraumatic stress disorder, and discuss its symptoms and origins. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 4.1 Demonstrate effective writing for different purposes
18. When individuals are diagnosed with obsessive–compulsive disorder (OCD), are the obsessive thoughts usually positive or negative? Illustrate your answer with an example of an obsessive thought. Answer: A good answer will include the following key points.
The obsessive thoughts are often frightening or repugnant. Examples are thoughts of killing a child, of becoming contaminated by a handshake, or of having unknowingly hurt someone in a traffic accident.
Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
19.
Briefly describe the hallmarks of borderline personality disorder. Answer: A good answer will include the following key points.
People with borderline PD exhibit extreme negative emotionality and are unable to regulate their emotions. They have a history of intense but unstable relationships in which they alternate between idealizing and then devaluing the partner. They may try to avoid real or imagined abandonment by others, even if the ―abandonment‖ is only a friend‘s brief vacation. They are self-destructive and impulsive, experience chronic feelings of emptiness, and often threaten to commit suicide. They are emotionally volatile, careening from anger to euphoria to anxiety. Abnormalities in the frontal lobes and brain areas involved in emotion could lead to this disorder.
Topic: Personality Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.5.A Explain the main features of borderline personality disorder.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 4.1 Demonstrate effective writing for different purposes
20.
Describe the ways in which antisocial personality disorder might take different forms over time, from childhood to adulthood. Answer: A good answer will include the following key points, chronologically.
Antisocial personality disorder describes people who repeatedly break the law and violate the rights of others. Usually rule breaking and irresponsibility start in childhood and take different forms as the individual ages. Some of the rule-breaking behaviors include: o Biting and hitting others o Shoplifting and truancy o Selling drugs and stealing cars o Robbery and rape o Fraud and child abuse
Topic: Personality Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.5.B Distinguish between the terms antisocial personality disorder and psychopathy, and identify the common elements. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
21.
What are the common traits of a psychopath? Answer: A good answer will include the following key points.
They are incapable of remorse. They do not have a fear of punishment. They have no sense of shame and guilt. They emotionally abuse people. Some can be violent and sadistic and others can be charming and manipulative.
Topic: Personality Disorders Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 15.5.C List and explain the central features of psychopathy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 4.1 Demonstrate effective writing for different purposes
22.
Explain the ways in which addiction patterns vary according to cultural practices and the social environment. Answer: A good answer will include the following key points.
Alcoholism is more likely to occur in societies that forbid children to drink but condone adult drunkenness (e.g., Ireland). Alcoholism is less likely in societies that teach children how to drink responsibly but condemn adult drunkenness (e.g., Italy, Greece, and France). Addiction rates can rise or fall rapidly in response to cultural changes. Substance abuse and addiction may increase when people move from their culture of origin to another that has different drinking rules.
Topic: Addictive Disorders Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry, 4.1 Demonstrate effective writing for different purposes
23. Describe typical hallucinations experienced by people who have been diagnosed with schizophrenia. Answer: A good answer will include the following key points.
The most common hallucination experienced by people who have been diagnosed with schizophrenia is hearing voices. Those people who have been diagnosed with schizophrenia may be so tormented by these voices that they commit suicide to escape them.
Topic: Schizophrenia Skill Level: Remember the Facts Difficulty Level: Easy
Learning Objective: 15.8.A Describe the five major symptoms of schizophrenia, and give an example of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 4.1 Demonstrate effective writing for different purposes
24. Discuss the biological events of adolescence that may lead to the onset of schizophrenia in vulnerable individuals. Answer: A good answer will include the following key points.
The brain undergoes a natural pruning away of synapses. The brain of a person who is likely to develop schizophrenia aggressively prunes away too many synapses. Healthy teenagers lose about 1 percent of the brain‘s gray matter between ages 13 and 18. Adolescents who have been diagnosed with schizophrenia show much more extensive and rapid tissue loss, primarily in the sensory and motor regions.
Topic: Schizophrenia Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 15.8.B Describe the three main contributing factors to the origin of schizophrenia. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
Essay Questions
1.
We encounter dilemmas when we try to define mental disorders. There are three principal viewpoints when attempting to formulate this definition. What definition of mental disorder can be agreed on from the intersection of these considerations? Critically evaluate this definition and identify if there is anything missing, or if it is too restrictive. Answer: A good answer will include the following general definition.
A mental disorder is defined as any behavior or emotional state that causes an individual great suffering, is self-destructive, seriously impairs the person‘s ability to work or get along with others, or makes a person unable to control the impulse to endanger others. Some early definitions incorporated an evolutionary perspective. Some students may present a need to consider the function of the behavior in a definition for mental disorder. Students may present ideas about daily function (related to ―ability to work‖). Students may consider the cost of a mental illness (cost to social relationships, financial, care for self or home, etc.). They may just provide additional details describing the distress one may have with a mental illness when they begin to lose some of their relationships, jobs, home, etc. Other answers may be appropriate in their critical evaluation.
Topic: Diagnosing Mental Disorders Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 15.1.A Consider why it is difficult to obtain a universally agreed-upon definition of mental disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
2.
Disorders such as brain tumors and appendicitis are the same throughout the world, irrespective of the type of culture and society in which they occur. Analyze why it may be difficult to get psychologists to agree on specific diagnoses given the considerations of cultural consistency and cultural variability. Answer: A good answer will include the following key points.
The boundaries between ―normality‖ and ―mental disorder‖ are fuzzy and often difficult to determine.
Symptoms may fall along a continuum from mild to severe. Some disorders are universal, but they may take different forms. Symptoms may vary with a person‘s culture or socioeconomic standing. There also are individual differences in expression of symptomology. Some mental disorders require self-report, which can create errors in reporting. It‘s easier to diagnose physical illness that is often accompanied by an image of the illness or disease.
Topic: Diagnosing Mental Disorders Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
3.
Because of the DSM-5-TR‘s powerful influence, it is important to be aware of its limitations. Analyze four limitations associated with this diagnostic guide:
the danger of overdiagnosis the power of diagnostic labels the illusion of objectivity inaccurate diagnoses
Answer: A good answer will include the following key points.
The danger of overdiagnosis: o Sometimes a particular diagnosis is overused when it doesn‘t really apply. For example, diagnoses of ADHD have skyrocketed after it was included in the DSM. The power of diagnostic labels: o After a person is given a label, it is difficult to change it or get rid of it. o Others tend to view the person primarily in terms of the label and overlook other explanations. o Nevertheless, a diagnosis can also provide reassurance to those who are seeking an explanation for their emotional symptoms. The illusion of objectivity: o Diagnostic categories may be influenced by the biases and prejudices of society rather than objective evidence. Inaccurate diagnoses: o The DSM-5-TR defines psychological disorders based on their symptoms and observable signs. o Some disorders have overlapping symptoms.
Topic: Diagnosing Mental Disorders Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
4.
In some ways, projective tests are useful for clinicians, but they also have drawbacks. Distinguish between the benefits and drawbacks of using projective tests for the diagnosis of mental disorders. Discuss whether you believe projective tests should be used to diagnose mental illness. Answer: A good answer will include the following key points. Benefits:
Projective tests can be useful for establishing rapport with clients. They can also help clients to open up about anxieties and conflicts they might otherwise not talk about.
Drawbacks:
Projective tests lack reliability and validity. The reliability of projective tests varies because different clinicians interpret the same responses differently. Projective tests have low validity because the person‘s responses are affected by many things (e.g., sleepiness, hunger, medication, etc.) in addition to true feelings. As a result of these limitations, projective tests solely should not be used in diagnosing mental illness, though they can be used for other purposes.
Topic: Diagnosing Mental Disorders Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 15.1.C Describe clinical interviews, self-report questionnaires and projective tests, and identify potential problems associated with these techniques. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
5. Explain why the DSM-5-TR considers bipolar disorders as a ―bridge‖ between depressive disorders and schizophrenia. Note the central features of all three categories of disorders in your explanation. Answer: A good answer will include the following key points.
Bipolar disorder is a mood disorder in which episodes of both depression and mania (excessive euphoria) occur. Because it involves episodes of depression, one side of the bipolar ―bridge‖ is anchored in that disorder, which is characterized by disturbances in emotion (excessive sadness), behavior (loss of interest or pleasure in one‘s usual activities), cognition (thoughts of hopelessness), and body function (fatigue and loss of appetite). The symptoms of bipolar disorder also overlap with those of schizophrenia, which is a psychotic disorder involving delusions, hallucinations, disorganized speech, inappropriate behavior, negative symptoms such as loss of motivation to take care of oneself, and emotional flatness.
Topic: Diagnosing Mental Disorders Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 15.2.B Explain the main features of bipolar disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
6.
Describe the vulnerability–stress model of depression. Provide examples of upsetting events that could trigger depression. Answer: A good answer will include the following key points.
The vulnerability–stress model of depression emphasizes the interaction between a person‘s vulnerabilities and stressful events in a person‘s life that may produce depression. A person‘s vulnerabilities include genetic predispositions, personality traits, or habits of thinking. Stressful events include violence, abuse, death of a loved one, or losing a job.
Topic: Depressive and Bipolar Disorders Skill Level: Apply What You Know Difficulty Level: Moderate
Learning Objective: 15.2.C Discuss the factors that contribute to the onset of depression. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
7.
Describe and explain the meaning of research findings that emphasize the role of genetics and brain chemistry in the development of depression. Answer: A good answer will include the following key points.
Major depression is a moderately heritable disorder, so genes must be involved for some individuals, but so far the search for specific genes has been unsuccessful. Research has replicated the finding that people who have the short variant of the serotonin transporter gene 5-HTT are more likely to become depressed after stressful events compared to people with the long variant of the same transporter gene. Studies of twins support the notion that major depression is a moderately heritable disorder. It is unlikely that a single gene is involved in this disorder. It is likely that a genetic predisposition interacts with stressful events to prompt the disorder. The relative influence of genetic and environmental factors varies over the life span. Years of research have failed to support the notion that depression results from a simple neurotransmitter deficiency.
Topic: Depressive and Bipolar Disorder Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 15.2.C Discuss the factors that contribute to the onset of depression. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
8.
Cognitive explanations hold that depression results from specific, negative ways of thinking about one‘s situation. Your friend Jescoe has been demonstrating characteristics of a person who has been diagnosed with depression and you want to help him. Explain how beliefs and messages may impact Jescoe‘s behavior and mood, and therefore impact the incidence of his depression. Answer: A good answer will include the following key points.
Depressed people believe that their situation is permanent and uncontrollable. That keeps them from trying to change their circumstances. They expect that nothing is going to get better, so they do nothing to improve their lives and remain unhappy. Their assumption is that nothing good will come from trying. They tend to ruminate or brood about everything that is wrong in their lives. This leads to people avoiding them, poorer performance on their job that could lead to losing their job, and so on. These stressful events then contribute to the long-term depression they experience.
Topic: Depressive and Bipolar Disorders Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 15.2.C Discuss the factors that contribute to the onset of depression. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
9.
Explain in detail how the fear of agoraphobia can begin and become worse over time. Examine how conditioning may play a role in the development of this disorder. Answer: A good answer will include the following key points.
Agoraphobia is a fear of places where escape or rescue might be difficult in the event of a panic attack or other incapacitating symptoms. Agoraphobia often begins with a panic attack that seems to have no cause. The attack is so unexpected and scary that the person begins to avoid situations that may provoke another attack. When those situations are avoided, the person is flooded with a feeling of peace, which reinforces staying away from exposure to situations where a panic attack may occur. Eventually, the avoidance is reinforced so much that it can become so severe that the person is housebound or leaves home only if accompanied by a trusted friend or partner.
Topic: Anxiety Disorders Skill Level: Analyze It Difficulty Level: Easy Learning Objective: 15.3.B Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2
Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
10.
Tito has demonstrated symptoms of posttraumatic stress disorder for many years. He has come to see you to have you help him understand what may be contributing to his ongoing disorder. Explain the role of the hippocampus and why it may be involved in the persistence of Tito‘s disorder. Answer: A good answer will include the following key points.
Many people who have been diagnosed with PTSD are more likely to have smaller than typical hippocampi. MRI studies have been used to demonstrate that the hippocampal damage precedes PTSD rather than being a result of PTSD. The hippocampus is involved in autobiographical memory and may be the reason why some trauma survivors have difficulty in reacting to their memories as events from their past, which may be why they keep reliving them in the present.
Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 15.4.A Define posttraumatic stress disorder, and discuss its symptoms and origins. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
11.
Describe the symptoms of obsessive–compulsive disorder (OCD), being sure to distinguish between an obsession and a compulsion. Provide an example of a likely behavior associated with OCD. Identify evidence of a brain abnormality that has been found to explain some cases of OCD. Answer: A good answer will include the following key points.
The most common compulsions are hand washing, counting, touching, and checking. Obsessive thoughts take many forms, but they are alike in reflecting impaired ways of reasoning and processing information. People who have been diagnosed with OCD usually realize that their behavior is senseless, and they are often tormented by their rituals. In many people who have been diagnosed with OCD, abnormalities in an area of the frontal cortex may result in cognitive rigidity, an inability to let go of intrusive thoughts, and behavioral rigidity (an inability to alter compulsive behavior after receiving negative
feedback). In people who have been diagnosed with OCD, the brain‘s alarm signal fails to shut off the alarm when danger is past; the person feels in a constant state of danger.
Topic: Trauma and Obsessive–Compulsive Disorders Skill Level: Analyze It Difficulty Level: Easy Learning Objective: 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
12.
Throughout history, societies have recognized and feared the few members in their midst who lack all human connection to anyone else. Which diagnostic category is used to refer to these types of individuals? Describe some of the physiological contributions to this disorder. Answer: A good answer will include the following key points.
People with psychopathy are incapable not only of remorse, but also of shame, guilt, empathy for others‘ distress, and anxiety and fear in the face of punishment. They often behave irresponsibly and treat animals and other people with great cruelty. They exploit, deceive, and manipulate others without flinching, and are callous and coldhearted. Possible biological factors include abnormalities in the central nervous system and peripheral nervous system. When threatened, they do not have a normal sympathetic nervous system response that would lead to sweating, breathing rapidly, or other expected responses. Lack of empathy also seems to have a physiological basis; without the activation of the sympathetic nervous system, the brain regions responsible for empathy are not activated either. Psychopaths also have difficulty identifying expressions of fear and lack amygdala activity in response to expressions of fear.
Topic: Personality Disorders Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 15.5.C List and explain the central features of psychopathy.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
13.
Learning theorists propose that the development of alcoholism depends on learning and culture. Which four arguments support this view? Analyze each argument. Answer: A good answer will include the following key points.
Addiction patterns vary according to cultural practices and the social environment. o Alcoholism is much more likely to occur in societies that forbid children to drink but condone adult drunkenness, than in societies that teach children how to drink responsibly and moderately but condemn adult drunkenness. Policies of total abstinence tend to increase rates of addiction rather than reduce them. o During prohibition, overall rates of drinking decreased, but rates of alcoholism among those who did drink increased. Not all addicts have withdrawal symptoms when they stop taking a drug. o Soldiers who were addicted to heroin in Vietnam often quit with no withdrawal symptoms when they returned home. Addiction does not depend on properties of the drug alone, but also on the reasons for taking it. o People who drink simply to be social or to relax after a rough day are less likely to become addicted. Problem drinking occurs when people regularly drink to disguise or suppress their anxiety or depression, when they drink alone to drown their sorrows, or when they want an excuse to abandon inhibitions.
Topic: Addictive Disorders Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry, 4.1 Demonstrate effective writing for different purposes
14.
Summarize and compare the two leading explanations for the origin of dissociative identity disorder (DID). Why is DID considered to be a homegrown culture-bound syndrome? Answer: A good answer will include the following key points.
Only a handful of cases of DID had ever been diagnosed anywhere in the world before 1980; yet by the mid-1990s, tens of thousands of cases had been reported, mostly in the United States and Canada. As malpractice cases (involving the misdiagnosis of the disorder) soared during the 1990s, many courts ruled that the DID explosion was being generated by clinicians who believed in it. These considerations point to DID being a homegrown culture-bound syndrome, rather than one that somehow had a much greater incidence that had escaped attention for decades prior to the explosion of attention. Some psychiatrists and clinical psychologists think that DID originates in childhood as a means of coping with abuse or other traumatic experiences. In this view, the trauma produces a mental ―splitting‖ (dissociation): one personality emerges to handle everyday experiences and another personality (called an ―alter‖) to cope with the bad ones. The sociocognitive explanation of DID holds that this phenomenon is simply an extreme form of the ability we all have to present different aspects of our personalities to others. This explanation argues that DID results from pressure and suggestion by clinicians, interacting with acceptance by vulnerable patients who find the idea of separate personalities a plausible explanation for their problems. In turn, therapists who believe in the diagnosis reward such patients with attention and praise for revealing more and more personalities, and a culture-bound syndrome is created.
Topic: Dissociative Identity Disorder Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 15.7.B Evaluate the likely explanations for dissociative identity disorder. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry, 4.1 Demonstrate effective writing for different purposes
15.
Why do most researchers consider schizophrenia to be a brain disorder? Examine the genetic predispositions, prenatal problems, and aspects of adolescent biology that influence schizophrenia. Answer: A good answer will include the following key points.
Most individuals who have been diagnosed with schizophrenia have abnormalities in the brain. This includes a decrease in the volume of gray matter in the prefrontal cortex and temporal lobes, abnormalities in the hippocampus and thalamus, abnormalities in neurotransmitters and neural activity, and enlargement of the ventricles.
Many people who have been diagnosed with schizophrenia also have abnormalities in the auditory cortex and Broca‘s and Wernicke‘s areas. Evidence from twin studies suggests that there is a genetic predisposition for the development of schizophrenia, but the genes apparently involved are also linked to other disorders (e.g., autism, attention deficit/hyperactivity disorder, bipolar disorder, and even dyslexia). Prenatal problems or birth complications increase the likelihood of schizophrenia developing at some point, i.e., if the pregnant person experiences malnutrition during pregnancy; if the pregnant person contracts the flu virus during the first four months of a pregnancy; and if there are complications during birth that injure the baby‘s brain or deprive it of oxygen. Adolescent abnormalities in brain development (notably, an excess pruning of synapses) may explain why the first full-blown schizophrenic episode typically occurs in adolescence or early adulthood.
Topic: Schizophrenia Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 15.8.B Describe the three main contributing factors to the origin of schizophrenia. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
Integrative Essay Questions: Linking the Chapters
1.
In Chapter 2, some challenges of test construction were explained, including issues pertinent to the concepts of validity and reliability. Define each of these concepts and then analyze projective and objective tests in view of the challenges of test construction. Answer: A good answer will include the following key points.
Reliability refers to the consistency of a measurement process over time, from one administration to another, or from one scorer to another. Validity refers to the ability of a test to measure what it is supposed to measure. Clinicians can interpret the same scores of projective tests differently, so projective tests are not reliable. Scores derived from projective tests are significantly affected by sleepiness, hunger, medication, worry, verbal ability, instructions given, and other factors. Thus, the scores do not necessarily represent personality variables and are not valid. Many well-known objective tests are both valid and reliable. However, some objective tests such as the MMPI fail to consider differences among cultural, regional, and socioeconomic groups.
Topic: 2.2 Descriptive Studies: Establishing The Facts, 15.1 Diagnosing Mental Disorders Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 2.2.D Explain why norms, reliability, and validity are the hallmarks of any standardized psychological test. 15.1.C Describe clinical interviews, self-report questionnaires, and projective tests, and identify potential problems associated with these techniques. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.4 Interpret, design, and conduct basic psychological research, 4.1 Demonstrate effective writing for different purposes
2.
Describe the function of the hippocampus (Chapter 4: The Brain and the Nervous System). What role does the hippocampus play in posttraumatic stress disorder (PTSD)? Answer: A good answer will include the following key points.
The hippocampus is a key brain structure involved in the formation of new memories. The hippocampus is also involved in the retrieval of information during recall. PTSD seems more likely to develop if a person has a smaller-than-average hippocampus and experiences a highly traumatic event.
An abnormally small hippocampus may play a role in the difficulty of some trauma survivors to react to their memories as events from their past, which may be why they keep reliving them in the present.
Topic: 4.4 A Tour Through The Brain, 15.4 Trauma and Obsessive–Compulsive Disorders Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 4.4.E Describe the location and function of the hippocampus. 15.4.A Define posttraumatic stress disorder, and discuss its symptoms and origins. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 4.1 Demonstrate effective writing for different purposes
3.
Some phobias are common, whereas others are idiosyncratic. What are some of the common fears that may have evolved because the fear was adaptive for the human species? Incorporate your knowledge of Chapter 5 (Learning) with the development of common and idiosyncratic phobias. How did John B. Watson and Rosalie Rayner demonstrate the acquisition of a phobia with ―Little Albert‖? Answer: A good answer will include the following key points.
Fear of heights (acrophobia), fear of snakes and insects, or being trapped in enclosed spaces (claustrophobia) may have been adaptive to our prehistoric ancestors by helping them to avoid real danger. Thus, these mechanisms of fear may have evolved to be easily acquired by humans. Other, less common fears are more likely learned. These fears may have developed as a result of classical conditioning. John B. Watson and Rosalie Rayner used classical conditioning to instill a phobia of white furry objects in Little Albert. A stimulus that naturally produces fear (sudden loud noise) was repeatedly paired with a neutral stimulus (white rat). Albert soon learned to fear the white rat. This fear generalized to other white, furry objects. It is adaptive for us to be able to learn fears of specific objects or events that may be unique to our particular situation.
Topic: 7.2 Classical Conditioning in Real Life, 15.3 Anxiety Disorders Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. 15.3.B
Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
Revel Quizzes
The following questions appear at the end of each module and at the end of the chapter in Revel for Psychology, 14e.
EOM Q15.1.1
According to this chapter, a person with a mental disorder must have behavior and/or an emotional state that __________. Options a) causes harm according to cultural and community perspectives b) deviates from the norm Consider This: Not all disturbances in thinking, emotion, and behavior reflect mental disorders. 15.1.A Consider why it is difficult to obtain a universally agreed-upon definition of mental disorder. c) represents a permanent change from previous functioning Consider This: Not all disturbances in thinking, emotion, and behavior reflect mental disorders. 15.1.A Consider why it is difficult to obtain a universally agreed-upon definition of mental disorder. d) prevents the ability to distinguish right from wrong Consider This: Not all disturbances in thinking, emotion, and behavior reflect mental disorders. 15.1.A Consider why it is difficult to obtain a universally agreed-upon definition of mental disorder. ANS: a Mod No=15.1 Skill Level=Understand Difficulty Level=easy
EOM Q15.1.2
The primary purpose of the DSM is to __________. Options a) provide descriptive criteria for diagnosing mental disorders b) help psychologists determine the best way to cure a disorder Consider This: The name of the Diagnostic and Statistical Manual of Mental Disorders provides you with the information you need to answer this question. 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. c) describe the causes of common disorders Consider This: The name of the Diagnostic and Statistical Manual of Mental Disorders provides you with the information you need to answer this question. 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. d) keep the number of diagnostic categories of mental disorders to a minimum Consider This: The name of the Diagnostic and Statistical Manual of Mental Disorders provides you with the information you need to answer this question. 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. ANS: a Mod No=15.1 Skill Level=Understand Difficulty Level=easy
EOM Q15.1.3
Which of the following is a potential limitation associated with using the DSM? Options a) The accuracy of DSM criteria is difficult to determine.
b) The DSM lacks general acceptance within the field of psychology. Consider This: Although the DSM offers a great amount of detail regarding the diagnoses it describes, the question of whether a given diagnosis exists in nature exactly as described by the DSM remains difficult to verify. 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. c) There is a danger of underdiagnosing the prevalence of mental disorders. Consider This: Although the DSM offers a great amount of detail regarding the diagnoses it describes, the question of whether a given diagnosis exists in nature exactly as described by the DSM remains difficult to verify. 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. d) The DSM lacks descriptive information for identifying disorders. Consider This: Although the DSM offers a great amount of detail regarding the diagnoses it describes, the question of whether a given diagnosis exists in nature exactly as described by the DSM remains difficult to verify. 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. ANS: a Mod No=15.1 Skill Level=Understand Difficulty Level=moderate
EOM Q15.1.4
Emily was diagnosed with schizophrenia. Which of the following would be the most appropriate way to describe her condition, being mindful of the pitfalls and promises of the DSM? Options a) Emily is a person whose symptoms meet diagnostic criteria for schizophrenia. b) Emily is a schizophrenic.
Consider This: Sometimes people inappropriately apply diagnostic labels to a person rather than to their condition. 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. c) Emily is insane. Consider This: Sometimes people inappropriately apply diagnostic labels to a person rather than to their condition. 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. d) Emily is a mental patient. Consider This: Sometimes people inappropriately apply diagnostic labels to a person rather than to their condition. 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. ANS: a Mod No=15.1 Skill Level=Apply Difficulty Level=moderate
EOM Q15.1.5
Which statement is false regarding psychological tests? Options a) Projective tests are more valid but less reliable than self-report questionnaires. b) Some self-report questionnaires include validity scales that may help detect lying or evasiveness. Consider This: One type of psychological test has less empirical support than others. 15.1.C Describe clinical interviews, self-report questionnaires, and projective tests, and identify potential problems associated with these techniques. c) The Rorschach test is a projective test in which the participant reports what they see in a series of inkblots. Consider This: One type of psychological test has less empirical support than others. 15.1.C Describe clinical interviews, self-report questionnaires, and projective tests, and identify potential problems associated with these techniques.
d) A person‘s responses on a self-report questionnaire could partly reflect their cultural or socioeconomic background. Consider This: One type of psychological test has less empirical support than others. 15.1.C Describe clinical interviews, self-report questionnaires, and projective tests, and identify potential problems associated with these techniques. ANS: a Mod No=15.1 Skill Level= Analyze DifficultyLevel=easy
EOM Q15.2.1
Major depression is much more likely to be diagnosed among __________. Options a) women versus men b) men versus women Consider This: There does seem to be a reliable gender difference in the diagnosis of depression. 15.2.A Outline how major depression differs from normal feelings of sadness. c) Black women versus White women Consider This: There does seem to be a reliable gender difference in the diagnosis of depression. 15.2.A Outline how major depression differs from normal feelings of sadness. d) children versus adults Consider This: There does seem to be a reliable gender difference in the diagnosis of depression. 15.2.A Outline how major depression differs from normal feelings of sadness. ANS: a Mod No=15.2
Skill Level=Remember Difficulty Level=moderate
EOM Q15.2.2
Episodes of __________ and __________ characterize bipolar disorder. Options a) mania; depression b) depression; anxiety Consider This: What are the ―poles‖ or extremes in bipolar disorder? 15.2.B Explain the main features of bipolar disorder. c) obsession; compulsion Consider This: What are the ―poles‖ or extremes in bipolar disorder? 15.2.B Explain the main features of bipolar disorder. d) anger; sadness Consider This: What are the ―poles‖ or extremes in bipolar disorder? 15.2.B Explain the main features of bipolar disorder. ANS: a Mod No=15.2 Skill Level=Remember Difficulty Level=easy
EOM Q15.2.3
Which of the following factors is not a common contributor to depression? Options a) Psychological weakness
b) Losses of important relationships Consider This: Contributing factors for depression include how people think as well as the life circumstances they encounter. 15.2.C Discuss the factors that contribute to the onset of depression. c) Cognitive habits Consider This: Contributing factors for depression include how people think as well as the life circumstances they encounter. 15.2.C Discuss the factors that contribute to the onset of depression. d) Genetic predispositions Consider This: Contributing factors for depression include how people think as well as the life circumstances they encounter. 15.2.C Discuss the factors that contribute to the onset of depression. ANS: a Mod No=15.2 Skill Level=Understand Difficulty Level=difficult
EOM Q15.2.4
Which of the following is true concerning the role of genes in depression? Options a) Variants of specific genes may interact with stressful life events to lead to depression. b) A single major gene has been identified as the cause of depression. Consider This: While genetic factors contribute to depression, there is no single gene that inevitably leads to the disorder. 15.2.C Discuss the factors that contribute to the onset of depression. c) The long 5-HTT gene variant leads to depression in all carriers. Consider This: While genetic factors contribute to depression, there is no single gene that inevitably leads to the disorder. 15.2.C Discuss the factors that contribute to the onset of depression.
d) Depression is caused primarily by childhood abuse and genes play no role. Consider This: While genetic factors contribute to depression, there is no single gene that inevitably leads to the disorder. 15.2.C Discuss the factors that contribute to the onset of depression. ANS: a Mod No=15.2 Skill Level=Understand Difficulty Level=difficult
EOM Q15.2.5
People with depression tend to believe that the reasons for their unhappiness are __________. Options a) permanent b) caused by the situation Consider This: Viewing negative life outcomes as permanent and uncontrollable is a cognitive mindset associated with depression. 15.2.C Discuss the factors that contribute to the onset of depression. c) temporary Consider This: Viewing negative life outcomes as permanent and uncontrollable is a cognitive mindset associated with depression. 15.2.C Discuss the factors that contribute to the onset of depression. d) controllable Consider This: Viewing negative life outcomes as permanent and uncontrollable is a cognitive mindset associated with depression. 15.2.C Discuss the factors that contribute to the onset of depression. ANS: a Mod No=15.2 Skill Level=Understand
Difficulty Level=moderate
EOM Q15.3.1
A continuous state of worry, apprehension, muscle tension, and difficulty concentrating is characteristic of __________. Options a) generalized anxiety disorder b) panic attacks Consider This: Keep in mind that panic attacks tend to be intense but short-lived. 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. c) panic disorder Consider This: Keep in mind that panic attacks tend to be intense but short-lived. 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. d) major depression Consider This: Keep in mind that panic attacks tend to be intense but short-lived. 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. ANS: a Mod No=15.3 Skill Level=Remember Difficulty Level=moderate
EOM Q15.3.2
David was relaxing with friends one night when he suddenly felt sweaty, clammy, and as though his heart was going to beat right out of his chest. He thought he was too young to be having a
heart attack, and his friends immediately called 911. The paramedics conducted a thorough battery of tests and assured him his heart was in perfect shape. What diagnosis might they offer instead? Options a) Panic attack b) Narcissistic personality disorder Consider This: Symptoms include rapid heart rate, chest pain or discomfort, shortness of breath, dizziness, feelings of unreality, hot and cold flashes, sweating, trembling, and—as a result of all these scary physical reactions—a fear of dying, going crazy, or losing control. 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. c) Seizure disorder Consider This: Symptoms include rapid heart rate, chest pain or discomfort, shortness of breath, dizziness, feelings of unreality, hot and cold flashes, sweating, trembling, and—as a result of all these scary physical reactions—a fear of dying, going crazy, or losing control. 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. d) Generalized anxiety disorder Consider This: Symptoms include rapid heart rate, chest pain or discomfort, shortness of breath, dizziness, feelings of unreality, hot and cold flashes, sweating, trembling, and—as a result of all these scary physical reactions—a fear of dying, going crazy, or losing control. 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. ANS: a Mod No=15.3 Skill Level=Analyze Difficulty Level=moderate
EOM Q15.3.3
Which of the following is a key factor in the development of panic disorder? Options
a) How people interpret their bodily reactions associated with stress and anxiety b) Cultural differences in the value placed on regular mental health checks Consider This: Riding a roller coaster, falling in love, and dancing ecstatically can all make your heart beat really fast. Most of the time those experiences are not lethal. 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. c) Identifying as a man Consider This: Riding a roller coaster, falling in love, and dancing ecstatically can all make your heart beat really fast. Most of the time those experiences are not lethal. 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. d) Whether the individual experienced significant childhood trauma Consider This: Riding a roller coaster, falling in love, and dancing ecstatically can all make your heart beat really fast. Most of the time those experiences are not lethal. 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. ANS: a Mod No=15.3 Skill Level=Understand Difficulty Level=moderate
EOM Q15.3.4
Maria has an intense fear of birds. She has never had a bad experience with a bird, yet she is really afraid of seeing them, even in pictures, and hearing them chirp or flap their wings. Maria seems to have __________. Options a) a phobia b) generalized anxiety disorder Consider This: It is frightening and often incapacitating to its sufferer. 15.3.B Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling. c) panic attacks
Consider This: It is frightening and often incapacitating to its sufferer. 15.3.B Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling. d) panic disorder Consider This: It is frightening and often incapacitating to its sufferer. 15.3.B Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling. ANS: a Mod No=15.3 Skill Level=Apply Difficulty Level=difficult
EOM Q15.3.5
What is the main difference between a phobia and a fear? Options a) A phobia is impairing, and a fear is not. b) A fear is more distressing than a phobia. Consider This: A mental disorder is a disturbance in thinking, emotion, or behavior that causes harm. 15.3.B Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling. c) A phobia must involve anxiety about more than one object or situation. Consider This: A mental disorder is a disturbance in thinking, emotion, or behavior that causes harm. 15.3.B Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling. d) Phobias are more common than fears. Consider This: A mental disorder is a disturbance in thinking, emotion, or behavior that causes harm. 15.3.B Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling. ANS: a
Mod No=15.3 Skill Level=Understand Difficulty Level=moderate
EOM Q15.4.1
Typical symptoms of PTSD include all of the following except __________. Options a) hallucinations b) nightmares Consider This: The flashbacks associated with PTSD are related to aspects of a traumatic episode that actually occurred. 15.4.A Define posttraumatic stress disorder, and discuss its symptoms and origins. c) increased physiological arousal Consider This: The flashbacks associated with PTSD are related to aspects of a traumatic episode that actually occurred. 15.4.A Define posttraumatic stress disorder, and discuss its symptoms and origins. d) intrusive memories Consider This: The flashbacks associated with PTSD are related to aspects of a traumatic episode that actually occurred. 15.4.A Define posttraumatic stress disorder, and discuss its symptoms and origins. ANS: a Mod No=15.4 Skill Level=Understand Difficulty Level=moderate
EOM Q15.4.2
What anatomical difference do many people with PTSD have compared with those without PTSD? Options a) A smaller hippocampus b) A larger occipital lobe Consider This: To answer this question, consider which region of the brain is associated with memory. 15.4.A Define posttraumatic stress disorder, and discuss its symptoms and origins. c) A larger hippocampus Consider This: To answer this question, consider which region of the brain is associated with memory. 15.4.A Define posttraumatic stress disorder, and discuss its symptoms and origins. d) A thinner occipital lobe Consider This: To answer this question, consider which region of the brain is associated with memory. 15.4.A Define posttraumatic stress disorder, and discuss its symptoms and origins. ANS: a Mod No=15.4 Skill Level=Remember Difficulty Level=difficult
EOM Q15.4.3
Punk musician Joey Ramone was well known to have many superstitions and rituals throughout his life: having to walk up and down a flight of stairs multiple times before continuing to his destination; touching each doorknob three times before opening a door; having to walk in and out of doorways repeatedly upon entering a room. These behaviors are most consistent with __________. Options a) obsessive–compulsive disorder
b) posttraumatic stress disorder Consider This: The disorder is characterized by recurrent, persistent, unwanted thoughts or images and by repetitive, ritualized behaviors or mental acts that the person feels must be carried out to avoid disaster. 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive– compulsive disorder. c) borderline personality disorder Consider This: The disorder is characterized by recurrent, persistent, unwanted thoughts or images and by repetitive, ritualized behaviors or mental acts that the person feels must be carried out to avoid disaster. 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive– compulsive disorder. d) generalized anxiety disorder Consider This: The disorder is characterized by recurrent, persistent, unwanted thoughts or images and by repetitive, ritualized behaviors or mental acts that the person feels must be carried out to avoid disaster. 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive– compulsive disorder. ANS: a Mod No=15.4 Skill Level=Apply Difficulty Level=difficult
EOM Q15.4.4
José cannot stop washing his hands; he does it 23 times a day. Emma cannot stop thinking about when and how she is going to die; these thoughts plague her 18 times every hour. Based on this description alone, it appears that José may have a(n) __________, whereas Emma may have a(n) __________. Options a) compulsion; obsession b) obsession; compulsion
Consider This: The disorder from which José and Emma suffer is characterized by recurrent thoughts as well as behaviors. 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. c) mood disorder; personality disorder Consider This: The disorder from which José and Emma suffer is characterized by recurrent thoughts as well as behaviors. 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. d) personality disorder; mood disorder Consider This: The disorder from which José and Emma suffer is characterized by recurrent thoughts as well as behaviors. 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. ANS: a Mod No=15.4 Skill Level=Apply Difficulty Level=moderate
EOM Q15.4.5
Hoarding disorder is recognized in the DSM-5-TR as a subcategory of __________. Options a) obsessive–compulsive disorders b) mood disorders Consider This: Hoarders feel the need to hang onto and fill their living spaces with all kinds of material items. 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. c) personality disorders Consider This: Hoarders feel the need to hang onto and fill their living spaces with all kinds of material items. 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. d) dissociative disorders
Consider This: Hoarders feel the need to hang onto and fill their living spaces with all kinds of material items. 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. ANS: a Mod No=15.4 Skill Level=Remember Difficulty Level=difficult
EOM Q15.5.1
Madison is emotionally dependent on others and panics or becomes angry when she thinks her friends have left her, even for vacation. She cuts herself and frequently threatens to harm herself further if she does not get what she wants. What diagnosis would you make regarding Madison? Options a) Borderline personality disorder b) Psychopathy Consider This: A person with this diagnosis has extremely negative emotionality and is unable to regulate her or his emotions. 15.5.A Explain the main features of borderline personality disorder. c) Antisocial personality disorder Consider This: A person with this diagnosis has extremely negative emotionality and is unable to regulate her or his emotions. 15.5.A Explain the main features of borderline personality disorder. d) Bipolar disorder Consider This: A person with this diagnosis has extremely negative emotionality and is unable to regulate her or his emotions. 15.5.A Explain the main features of borderline personality disorder. ANS: a Mod No=15.5 Skill Level=Apply
Difficulty Level=difficult
EOM Q15.5.2
Charles has a lifelong pattern of irresponsible behavior, including acts of violence, law-breaking, impulsivity, and reckless actions. A clinician interviewing him in his prison cell concluded that Charles could be diagnosed with __________ . Options a) antisocial personality disorder b) obsessive–compulsive disorder Consider This: This disorder is defined in terms of behavior, describing people who repeatedly break the law and violate the rights of others; are impulsive and seek quick thrills; show reckless disregard for safety; often get into physical fights or assault others; and are irresponsible, failing to hold jobs or meet obligations. 15.5.B Distinguish between the terms antisocial personality disorder and psychopathy, and identify the common elements. c) posttraumatic stress disorder Consider This: This disorder is defined in terms of behavior, describing people who repeatedly break the law and violate the rights of others; are impulsive and seek quick thrills; show reckless disregard for safety; often get into physical fights or assault others; and are irresponsible, failing to hold jobs or meet obligations. 15.5.B Distinguish between the terms antisocial personality disorder and psychopathy, and identify the common elements. d) dissociative identity disorder Consider This: This disorder is defined in terms of behavior, describing people who repeatedly break the law and violate the rights of others; are impulsive and seek quick thrills; show reckless disregard for safety; often get into physical fights or assault others; and are irresponsible, failing to hold jobs or meet obligations. 15.5.B Distinguish between the terms antisocial personality disorder and psychopathy, and identify the common elements. ANS: a Mod No=15.5 Skill Level=Apply
Difficulty Level=difficult
EOM Q15.5.3
Many people diagnosed with antisocial personality disorder have anomalies associated with the __________. Options a) frontal lobe b) occipital lobe Consider This: One of these brain regions is associated with planning and impulse control. 15.5.B Distinguish between the terms antisocial personality disorder and psychopathy, and identify the common elements. c) substantia nigra Consider This: One of these brain regions is associated with planning and impulse control. 15.5.B Distinguish between the terms antisocial personality disorder and psychopathy, and identify the common elements. d) basal ganglia Consider This: One of these brain regions is associated with planning and impulse control. 15.5.B Distinguish between the terms antisocial personality disorder and psychopathy, and identify the common elements. ANS: a Mod No=15.5 Skill Level=Remember Difficulty Level=difficult
EOM Q15.5.4
When Jeffrey was a child, he liked to torture and kill small animals, such as the neighbors‘ pets, rabbits he trapped in the woods, really any living thing that was helpless and defenseless. Rather than feeling especially good or bad about his actions, Jeffrey tended not to feel anything in particular, certainly not guilt or regret. Jeffrey manifested signs associated with __________. Options a) psychopathy b) borderline personality disorder Consider This: Chillingly, Jeffrey also may have shown a tendency to graduate from killing animals to harming other living beings. 15.5.C List and explain the central features of psychopathy. c) major depression Consider This: Chillingly, Jeffrey also may have shown a tendency to graduate from killing animals to harming other living beings. 15.5.C List and explain the central features of psychopathy. d) schizotypal personality disorder Consider This: Chillingly, Jeffrey also may have shown a tendency to graduate from killing animals to harming other living beings. 15.5.C List and explain the central features of psychopathy. ANS: a Mod No=15.5 Skill Level=Apply DifficultyLevel=moderate
EOM Q15.5.5
―Psychopathy‖ is psychology‘s formal name for describing someone who has __________. Options a) a cluster of enduring personality attributes including lack of empathy, remorse, and fear
b) auditory hallucinations Consider This: Psychopathy is not typically associated with detachment from reality. 15.5.C List and explain the central features of psychopathy. c) delusional beliefs Consider This: Psychopathy is not typically associated with detachment from reality. 15.5.C List and explain the central features of psychopathy. d) conduct disorder Consider This: Psychopathy is not typically associated with detachment from reality. 15.5.C List and explain the central features of psychopathy. ANS: a Mod No=15.5 Skill Level=Understand Difficulty Level=difficult
EOM Q15.6.1
A heritable component seems to play a role in alcoholism that __________. Options a) begins in early adolescence and is linked to impulsivity and antisocial behavior b) affects Asian and Black men but not Latinx men Consider This: The evidence of heritability of alcoholism is not limited to any one group of people and can be seen even before adulthood. 15.6.A Discuss how the biological model of addiction would explain drug and alcohol use disorders. c) affects only women Consider This: The evidence of heritability of alcoholism is not limited to any one group of people and can be seen even before adulthood. 15.6.A Discuss how the biological model of addiction would explain drug and alcohol use disorders. d) develops later in life during adulthood
Consider This: The evidence of heritability of alcoholism is not limited to any one group of people and can be seen even before adulthood. 15.6.A Discuss how the biological model of addiction would explain drug and alcohol use disorders. ANS: a Mod No=15.6 Skill Level=Understand Difficulty Level=difficult
EOM Q15.6.2
What is the most reasonable conclusion about the role of genes in alcoholism? Options a) Genes may increase a person‘s vulnerability to some kinds of alcoholism. b) The presence of a key gene will almost always cause a person to become an alcoholic. Consider This: Like so many areas of our lives, genetics and an environmental context interact to produce behavior. 15.6.A Discuss how the biological model of addiction would explain drug and alcohol use disorders. c) Without a key gene, a person cannot become an alcoholic. Consider This: Like so many areas of our lives, genetics and an environmental context interact to produce behavior. 15.6.A Discuss how the biological model of addiction would explain drug and alcohol use disorders. d) Genes do not play a role in alcoholism. Consider This: Like so many areas of our lives, genetics and an environmental context interact to produce behavior. 15.6.A Discuss how the biological model of addiction would explain drug and alcohol use disorders. ANS: a Mod No=15.6 Skill Level=Understand Difficulty Level=difficult
EOM Q15.6.3
Which cultural practice is associated with low rates of alcoholism? Options a) A gradual introduction to drinking in family settings b) Infrequent binge drinking Consider This: Cultural differences can affect attitudes toward alcohol consumption, just as they can affect so many aspects of our lives. 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. c) Drinking as a rite of passage into adulthood Consider This: Cultural differences can affect attitudes toward alcohol consumption, just as they can affect so many aspects of our lives. 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. d) Policies of prohibition Consider This: Cultural differences can affect attitudes toward alcohol consumption, just as they can affect so many aspects of our lives. 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. ANS: a Mod No=15.6 Skill Level=Understand Difficulty Level=difficult
EOM Q15.6.4
Which of the following is not an argument that would support the learning model of addiction? Options a) Chemically manipulating brain regions causes the onset of addiction in laboratory animals.
b) Abstinence policies tend to increase rates of addiction rather than reduce them. Consider This: A learning perspective on addiction would not focus exclusively on biological explanations. 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. c) Not all people with addiction have withdrawal symptoms when they stop taking a drug. Consider This: A learning perspective on addiction would not focus exclusively on biological explanations. 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. d) Addiction patterns vary according to cultural practices. Consider This: A learning perspective on addiction would not focus exclusively on biological explanations. 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. ANS: a Mod No=15.6 Skill Level=Understand Difficulty Level=moderate
EOM Q15.6.5
Policies of total abstinence, in which people are not permitted to drink alcohol at all, have been found to __________. Options a) decrease rates of drinking overall, but increase rates of alcoholism among those who do drink b) decrease rates of drinking as well as rates of alcoholism Consider This: Keep in mind that when a substance is forbidden, it becomes more attractive to some people. 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. c) backfire completely and lead to increases in drinking and in alcoholism
Consider This: Keep in mind that when a substance is forbidden, it becomes more attractive to some people. 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. d) have no effect on either drinking or alcoholism rates Consider This: Keep in mind that when a substance is forbidden, it becomes more attractive to some people. 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. ANS: a Mod No=15.6 Skill Level=Analyze Difficulty Level=difficult
EOM Q15.7.1
The ―dissociative‖ part of dissociative identity disorder refers to a(n) __________. Options a) ―splitting‖ of consciousness and identity b) separation from reality Consider This: Most categories of mental disorders are called what they are called for a reason. 15.7.A Identify the factors that make dissociative identity disorder a controversial diagnosis. c) amnesiac response to a single traumatic incident Consider This: Most categories of mental disorders are called what they are called for a reason. 15.7.A Identify the factors that make dissociative identity disorder a controversial diagnosis. d) genetic precursor of schizophrenia Consider This: Most categories of mental disorders are called what they are called for a reason. 15.7.A Identify the factors that make dissociative identity disorder a controversial diagnosis. ANS: a
Mod No=15.7 Skill Level=Remember Difficulty Level=difficult
EOM Q15.7.2
In a person diagnosed with dissociative identity disorder (DID), one main ―personality‖ interacts with the world on a regular basis, but other personalities called __________ are lurking in the recesses of consciousness. Options a) alters b) others Consider This: Clinicians who support the existence of DID as a diagnosis have developed a nomenclature for describing the experiences of dissociative clients. 15.7.A Identify the factors that make dissociative identity disorder a controversial diagnosis. c) lessers Consider This: Clinicians who support the existence of DID as a diagnosis have developed a nomenclature for describing the experiences of dissociative clients. 15.7.A Identify the factors that make dissociative identity disorder a controversial diagnosis. d) pairs Consider This: Clinicians who support the existence of DID as a diagnosis have developed a nomenclature for describing the experiences of dissociative clients. 15.7.A Identify the factors that make dissociative identity disorder a controversial diagnosis. ANS: a Mod No=15.7 Skill Level=Remember Difficulty Level=difficult
EOM Q15.7.3
Priyanka experienced a prolonged series of traumatic events throughout her childhood. What prediction is most likely to be true as she progresses through adulthood? Options a) She will have difficulty forgetting those traumatic events. b) She will develop dissociative identity disorder as a means of coping with those memories. Consider This: Events that are especially painful, traumatic, or emotionally charged usually make the amygdala work overtime, which bears an intimate relationship with the memory system. 15.7.A Identify the factors that make dissociative identity disorder a controversial diagnosis. c) She will have difficulty remembering those traumatic events without age-regression therapy. Consider This: Events that are especially painful, traumatic, or emotionally charged usually make the amygdala work overtime, which bears an intimate relationship with the memory system. 15.7.A Identify the factors that make dissociative identity disorder a controversial diagnosis. d) She will have difficulty remembering those traumatic events without the aid of hypnosis. Consider This: Events that are especially painful, traumatic, or emotionally charged usually make the amygdala work overtime, which bears an intimate relationship with the memory system. 15.7.A Identify the factors that make dissociative identity disorder a controversial diagnosis. ANS: a Mod No=15.7 Skill Level=Apply Difficulty Level=difficult
EOM Q15.7.4
What evidence suggests that dissociative identity disorder is a culture-bound syndrome? Options a) Only a small number of dissociative identity disorder cases had been diagnosed worldwide, yet tens of thousands of cases in the United States and Canada were reported after the diagnosis became lucrative. b) A suspected genetic marker of dissociative identity disorder has received increased research attention within the past decade. Consider This: Culture-bound syndromes, as you will recall, are those that tend to arise within a particular cultural setting. 15.7.B Evaluate the likely explanations for dissociative identity disorder. c) A person‘s alters often speak with accents or in a foreign language. Consider This: Culture-bound syndromes, as you will recall, are those that tend to arise within a particular cultural setting. 15.7.B Evaluate the likely explanations for dissociative identity disorder. d) Cases of true dissociative identity disorder have only been identified in Gabon, Equatorial Guinea, and Cameroon. Consider This: Culture-bound syndromes, as you will recall, are those that tend to arise within a particular cultural setting. 15.7.B Evaluate the likely explanations for dissociative identity disorder. ANS: a Mod No=15.7 Skill Level=Understand Difficulty Level=moderate
EOM Q15.7.5
One promising explanation for the characteristics seen in dissociative identity disorder (DID) is the __________. Options
a) sociocognitive explanation b) alternative hypothesis Consider This: The correct answer here refers to the proposal that DID is simply an extreme form of the ability we all have to present different aspects of our personalities to others. 15.7.B Evaluate the likely explanations for dissociative identity disorder. c) dissociocognitive explanation Consider This: The correct answer here refers to the proposal that DID is simply an extreme form of the ability we all have to present different aspects of our personalities to others. 15.7.B Evaluate the likely explanations for dissociative identity disorder. d) Omega hypothesis Consider This: The correct answer here refers to the proposal that DID is simply an extreme form of the ability we all have to present different aspects of our personalities to others. 15.7.B Evaluate the likely explanations for dissociative identity disorder. ANS: a Mod No=15.7 Skill Level=Understand Difficulty Level=difficult
EOM Q15.8.1
Which of the following is not a symptom of schizophrenia? Options a) Split personality b) Hallucinations Consider This: There are some identifiable symptoms associated with schizophrenia, and some that are mistakenly associated with that disorder. 15.8.A Describe the five major symptoms of schizophrenia, and give an example of each. c) Delusional thinking
Consider This: There are some identifiable symptoms associated with schizophrenia, and some that are mistakenly associated with that disorder. 15.8.A Describe the five major symptoms of schizophrenia, and give an example of each. d) Disorganized speech Consider This: There are some identifiable symptoms associated with schizophrenia, and some that are mistakenly associated with that disorder. 15.8.A Describe the five major symptoms of schizophrenia, and give an example of each. ANS: a Mod No=15.8 Skill Level=Remember DifficultyLevel=difficult
EOM Q15.8.2
Jasmine has distorted perceptions of reality. She thinks her cat is controlling her thoughts and shows a general inability to function in most aspects of her life; she cannot hold a job, she lives in isolation, and she rarely bathes. Jasmine is showing classic signs of __________. Options a) psychosis b) neurosis Consider This: The mental condition involves distorted perceptions of reality, irrational behavior, and an inability to function in most aspects of life. 15.8.A Describe the five major symptoms of schizophrenia, and give an example of each. c) depression Consider This: The mental condition involves distorted perceptions of reality, irrational behavior, and an inability to function in most aspects of life. 15.8.A Describe the five major symptoms of schizophrenia, and give an example of each. d) dissociation Consider This: The mental condition involves distorted perceptions of reality, irrational behavior, and an inability to function in most aspects of life. 15.8.A Describe the five major symptoms of schizophrenia, and give an example of each.
ANS: a Mod No=15.5 Skill Level=Apply Difficulty Level=moderate
EOM Q15.8.3
Jacob says he hears voices that criticize him and comment on his daily activities. Yet objectively there is no one around and no one who is speaking. Jacob is suffering from __________. Options a) hallucinations b) delusions Consider This: Jacob is having sensory experiences without actual sensations taking place. 15.8.A Describe the five major symptoms of schizophrenia, and give an example of each. c) paranoiac disorder Consider This: Jacob is having sensory experiences without actual sensations taking place. 15.8.A Describe the five major symptoms of schizophrenia, and give an example of each. d) dissociative personality disorder Consider This: Jacob is having sensory experiences without actual sensations taking place. 15.8.A Describe the five major symptoms of schizophrenia, and give an example of each. ANS: a Mod No=15.8 Skill Level=Apply Difficulty Level=moderate
EOM Q15.8.4
Which of the following people is most likely to show a genetic vulnerability to developing schizophrenia? Options a) An identical twin of a person with schizophrenia b) The child of one parent with schizophrenia Consider This: Although a genetic predisposition does not mean a behavioral and psychological certainty, there is strong evidence to indicate degrees of vulnerability based on biological relatedness. 15.8.B Describe the three main contributing factors to the origin of schizophrenia. c) A fraternal twin of a person with schizophrenia Consider This: Although a genetic predisposition does not mean a behavioral and psychological certainty, there is strong evidence to indicate degrees of vulnerability based on biological relatedness. 15.8.B Describe the three main contributing factors to the origin of schizophrenia. d) A sibling of a person with schizophrenia Consider This: Although a genetic predisposition does not mean a behavioral and psychological certainty, there is strong evidence to indicate degrees of vulnerability based on biological relatedness. 15.8.B Describe the three main contributing factors to the origin of schizophrenia. ANS: a Mod No=15.8 Skill Level=Understand Difficulty Level=difficult
EOM Q15.8.5
A person‘s first full-blown episode of schizophrenia tends to occur in __________.
Options a) adolescence or early adulthood b) middle age Consider This: The timing of schizophrenic onset suggests a strong role of biology in the development and expression of the disorder. 15.8.B Describe the three main contributing factors to the origin of schizophrenia. c) private Consider This: The timing of schizophrenic onset suggests a strong role of biology in the development and expression of the disorder. 15.8.B Describe the three main contributing factors to the origin of schizophrenia. d) the preoperational stage of cognitive development Consider This: The timing of schizophrenic onset suggests a strong role of biology in the development and expression of the disorder. 15.8.B Describe the three main contributing factors to the origin of schizophrenia. ANS: a Mod No=15.8 Skill Level=Understand Difficulty Level=moderate
Chapter 15 Quiz: Psychological Disorders
EOC Q15.1
Ji-hoon experiences troubling thoughts and actions that cause him a great deal of distress. According to the definition of mental disorder used in this chapter, what additional question would you want answered before concluding that Ji-hoon suffers from a psychological disorder? Options a) ―Do the thoughts and actions cause impairment?‖
b) ―Is the behavior abnormal?‖ Consider This: Mental disorder is a disturbance in thinking, emotion, or behavior that causes a person to suffer, is self-destructive, seriously impairs a person‘s ability to work or get along with others, or makes a person unable to control the impulse to endanger others. 15.1.A Consider why it is difficult to obtain a universally agreedupon definition of mental disorder. c) ―Does the behavior meet the definition of insanity?‖ Consider This: Mental disorder is a disturbance in thinking, emotion, or behavior that causes a person to suffer, is self-destructive, seriously impairs a person‘s ability to work or get along with others, or makes a person unable to control the impulse to endanger others. 15.1.A Consider why it is difficult to obtain a universally agreedupon definition of mental disorder. d) ―Is the condition treatable?‖ Consider This: Mental disorder is a disturbance in thinking, emotion, or behavior that causes a person to suffer, is self-destructive, seriously impairs a person‘s ability to work or get along with others, or makes a person unable to control the impulse to endanger others. 15.1.A Consider why it is difficult to obtain a universally agreedupon definition of mental disorder. ANS: a Mod No =15.1 Skill Level=Apply Difficulty Level=difficult
EOC Q15.2
The main reference book used to aid in the diagnosis of mental illness is called the __________. Options a) DSM b) IPV Consider This: Clinicians and other mental health professionals are guided by the criteria and standards that appear in this reference book. 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders.
c) ICBM Consider This: Clinicians and other mental health professionals are guided by the criteria and standards that appear in this reference book. 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. d) DMSO Consider This: Clinicians and other mental health professionals are guided by the criteria and standards that appear in this reference book. 15.1.B Describe the DSM, and give examples of the challenges associated with using it to diagnose mental disorders. ANS: a Mod No =15.1 Skill Level=Remember Difficulty Level=moderate
EOC Q15.3
Which of the following is not a concern associated with using projective tests as a primary means of diagnosing mental disorders? Options a) They were developed relatively recently, so their utility is not yet known. b) They are unreliable, often leading to different interpretations of client responses. Consider This: One potential limitation of projective tests is that different clinicians can interpret the same person‘s scores differently. 15.1.C Describe clinical interviews, self-report questionnaires, and projective tests, and identify potential problems associated with these techniques. c) They are invalid, being based on untestable psychodynamic theories. Consider This: One potential limitation of projective tests is that different clinicians can interpret the same person‘s scores differently. 15.1.C Describe clinical interviews,
self-report questionnaires, and projective tests, and identify potential problems associated with these techniques. d) Support comes primarily from anecdotal endorsements rather than experimental tests. Consider This: One potential limitation of projective tests is that different clinicians can interpret the same person‘s scores differently. 15.1.C Describe clinical interviews, self-report questionnaires, and projective tests, and identify potential problems associated with these techniques. ANS: a Mod No =15.1 Skill Level=Understand Difficulty Level=moderate
EOC Q15.4
Shishir increasingly feels listless, worthless, hopeless, and very, very sad. Activities that used to give him pleasure hold no interest for him now, and he has to force himself to eat from time to time. Shishir would most likely be diagnosed with __________. Options a) major depression b) generalized anxiety disorder Consider This: Shishir also feels fatigued a lot of the time. 15.2.A Outline how major depression differs from normal feelings of sadness. c) mania Consider This: Shishir also feels fatigued a lot of the time. 15.2.A Outline how major depression differs from normal feelings of sadness. d) bipolar disorder Consider This: Shishir also feels fatigued a lot of the time. 15.2.A Outline how major depression differs from normal feelings of sadness. ANS: a
Mod No =15.2 Skill Level=Apply Difficulty Level=difficult
EOC Q15.5
Aleia has been living with her college roommate, Eugenia, for a little over 2 months. They are becoming good friends, yet Aleia is growing increasingly disturbed by Eugenia‘s behavior. For 3 days at a time Eugenia will lie in bed with the lights off, uncommunicative and uninterested in her friends and classes. However, one day Aleia returns home to find Eugenia piling all the furniture in the middle of the room, comparing herself to Michelangelo, talking excitedly about painting the ceiling with a toothbrush, and breathlessly describing how she has worked out a new plan to triple-major in art, biochemistry, and political science. Aleia escorts Eugenia to the campus health center, where Eugenia is likely to receive an initial diagnosis of __________. Options a) bipolar disorder b) obsessive–compulsive disorder Consider This: Major depression often entails feelings of worthlessness and despair and loss of interest in formerly pleasurable activities. 15.2.B Explain the main features of bipolar disorder. c) borderline personality disorder Consider This: Major depression often entails feelings of worthlessness and despair and loss of interest in formerly pleasurable activities. 15.2.B Explain the main features of bipolar disorder. d) major depression Consider This: Major depression often entails feelings of worthlessness and despair and loss of interest in formerly pleasurable activities. 15.2.B Explain the main features of bipolar disorder. ANS: a Mod No =15.2 Skill Level=Apply
DifficultyLevel=moderate
EOC Q15.6
People with depression typically have the cognitive habit of believing their situation is __________ and __________. Options a) permanent; uncontrollable b) exogenous; endogenous Consider This: Specific patterns of thinking are both correlates and causes of depression in many depressed people. 15.2.C Discuss the factors that contribute to the onset of depression. c) undiagnosed; treatable Consider This: Specific patterns of thinking are both correlates and causes of depression in many depressed people. 15.2.C Discuss the factors that contribute to the onset of depression. d) dire; transitory Consider This: Specific patterns of thinking are both correlates and causes of depression in many depressed people. 15.2.C Discuss the factors that contribute to the onset of depression. ANS: a Mod No =15.2 Skill Level=Remember Difficulty Level=difficult
EOC Q15.7
Barlow feels nervous and worried pretty much all the time, despite the lack of any obvious external circumstances that would justify his feelings. He has difficulty concentrating, and the tension in his jaw and muscles is noticeable, even to a casual observer. When asked how he
feels, his typical response is ―Dreadful,‖ which is literally and figuratively true. Which diagnosis fits Barlow‘s condition the best? Options a) Generalized anxiety disorder b) Panic disorder Consider This: This condition is marked by long-lasting feelings of apprehension and worry. 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. c) Panic disorder with catatonic ideology Consider This: This condition is marked by long-lasting feelings of apprehension and worry. 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. d) Triskaidekaphobia Consider This: This condition is marked by long-lasting feelings of apprehension and worry. 15.3.A Differentiate the major symptoms of generalized anxiety disorder and panic disorder. ANS: a Mod No =15.3 Skill Level=Apply Difficulty Level=moderate
EOC Q15.8
Sophia once found herself in a busy restaurant when she had a panic attack, brought on by stress she felt over recent health problems and deaths of her friends and loved ones. A few weeks later she experienced another attack, this time in a grocery store. Over time Sophia gradually reduced her contact with the outside world, fearful that an attack might strike at any moment and worried that she might find herself helpless, stricken, and embarrassed in a public place. Sophia‘s initial troubles have developed into __________. Options a) agoraphobia
b) acrophobia Consider This: Sophia‘s current condition is controlled by fear and anxiety, although the anxiety initially associated with her panic disorder has led to the development of a different dilemma. 15.3.B Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling. c) a personality disorder Consider This: Sophia‘s current condition is controlled by fear and anxiety, although the anxiety initially associated with her panic disorder has led to the development of a different dilemma. 15.3.B Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling. d) claustrophobia Consider This: Sophia‘s current condition is controlled by fear and anxiety, although the anxiety initially associated with her panic disorder has led to the development of a different dilemma. 15.3.B Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling. ANS: a Mod No =15.3 Skill Level=Apply Difficulty Level=moderate
EOC Q15.9
Which of the following statements best characterizes what we know about the origins and development of posttraumatic stress disorder (PTSD)? Options a) PTSD seems to be the result of impaired neurological and/or cognitive functioning that was likely present prior to the traumatic event, which triggers the appearance of symptoms. b) The majority of combat veterans who experienced the horrors of war develop PTSD. Consider This: Most people who experience traumatic events will not develop symptoms of PTSD. 15.4.A Define posttraumatic stress disorder, and discuss its symptoms and origins.
c) Childhood trauma accounts for the majority of cases (about 70%) of PTSD. Consider This: Most people who experience traumatic events will not develop symptoms of PTSD. 15.4.A Define posttraumatic stress disorder, and discuss its symptoms and origins. d) PTSD is caused by a single genetic variant that makes the peripheral nervous system hyperactive. Consider This: Most people who experience traumatic events will not develop symptoms of PTSD. 15.4.A Define posttraumatic stress disorder, and discuss its symptoms and origins. ANS: a Mod No =15.4 Skill Level=Understand Difficulty Level=difficult
EOC Q15.10
Micah washes his feet multiple times a day. He scrubs them with prescription-strength disinfectant using a stiff-bristled brush; rinses them in scalding hot water; then applies a sequence of mechanic‘s grease remover, bodywash, and harsh lye soap. He repeats this ritual every 4 hours throughout a 12-hour period. Micah is showing classic signs of __________. Options a) a compulsion b) an obsession Consider This: Micah feels he has no choice in the matter; he must wash his feet, and he must wash them this way. 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. c) insanity Consider This: Micah feels he has no choice in the matter; he must wash his feet, and he must wash them this way. 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. d) a personality disorder
Consider This: Micah feels he has no choice in the matter; he must wash his feet, and he must wash them this way. 15.4.B Distinguish between obsessions and compulsions, and discuss the defining elements of obsessive–compulsive disorder. ANS: a Mod No =15.4 Skill Level=Apply Difficulty Level=moderate
EOC Q15.11
Which of the following is not a primary characteristic involved in the diagnosis of borderline personality disorder? Options a) Lack of remorse b) Unstable relationships Consider This: Many of the characteristics of borderline personality disorder revolve around issues related to emotions. 15.5.A Explain the main features of borderline personality disorder. c) Extreme negative emotionality Consider This: Many of the characteristics of borderline personality disorder revolve around issues related to emotions. 15.5.A Explain the main features of borderline personality disorder. d) Inability to regulate emotions Consider This: Many of the characteristics of borderline personality disorder revolve around issues related to emotions. 15.5.A Explain the main features of borderline personality disorder. ANS: a Mod No =15.5 Skill Level=Remember
Difficulty Level=difficult
EOC Q15.12
Antisocial personality disorder can be distinguished from psychopathy on the basis of __________. This characteristic is present in psychopathy but not necessarily in antisocial personality disorder. Options a) lack of remorse b) irresponsible behavior Consider This: It is not the behavior itself per se that distinguishes these two diagnoses. 15.5.B Distinguish between the terms antisocial personality disorder and psychopathy, and identify the common elements. c) impulsive actions Consider This: It is not the behavior itself per se that distinguishes these two diagnoses. 15.5.B Distinguish between the terms antisocial personality disorder and psychopathy, and identify the common elements. d) law-breaking Consider This: It is not the behavior itself per se that distinguishes these two diagnoses. 15.5.B Distinguish between the terms antisocial personality disorder and psychopathy, and identify the common elements. ANS: a Mod No =15.5 Skill Level==Remember Difficulty Level=moderate
EOC Q15.13
Two central features of psychopathy are __________ and __________.
Options a) fearlessness; lack of empathy b) unstable relationships; social discomfort Consider This: Psychopathy involves a cluster of characteristics, but two characteristics form a core. 15.5.C List and explain the central features of psychopathy. c) attention-seeking; need for admiration Consider This: Psychopathy involves a cluster of characteristics, but two characteristics form a core. 15.5.C List and explain the central features of psychopathy. d) high IQ; careful planning Consider This: Psychopathy involves a cluster of characteristics, but two characteristics form a core. 15.5.C List and explain the central features of psychopathy. ANS: a Mod No =15.5 Skill Level=Remember Difficulty Level=moderate
EOC Q15.14
―People who have alcoholism cannot change who they are; once an alcoholic, always an alcoholic.‖ This sentiment would be consistent with the __________ model of addiction. Options a) biological b) associative Consider This: Think about the underlying assumptions that would lead to the conclusions in the statement. 15.6.A Discuss how the biological model of addiction would explain drug and alcohol use disorders.
c) learning Consider This: Think about the underlying assumptions that would lead to the conclusions in the statement. 15.6.A Discuss how the biological model of addiction would explain drug and alcohol use disorders. d) detachment Consider This: Think about the underlying assumptions that would lead to the conclusions in the statement. 15.6.A Discuss how the biological model of addiction would explain drug and alcohol use disorders. ANS: a Mod No =15.6 Skill Level=Understand Difficulty Level=difficult
EOC Q15.15
―The degree to which a person is addicted to a substance depends on the situation they‘re in; solutions to addiction should emphasize modifying environments and teaching better life skills.‖ This sentiment would be consistent with the __________ model of addiction. Options a) learning b) attachment Consider This: Think about the underlying assumptions that would lead to the conclusions in the statement. 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. c) biological Consider This: Think about the underlying assumptions that would lead to the conclusions in the statement. 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. d) rapprochement Consider This: Think about the underlying assumptions that would lead to the conclusions in the statement. 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders.
ANS: a Mod No =15.6 Skill Level=Understand Difficulty Level=moderate
EOC Q15.16
Abstinence programs would tend to be encouraged by those who adopt a(n) __________ model of addiction, whereas moderated intake programs would tend to be encouraged by those who adopt a(n) __________ model of addiction. Options a) biological; learning b) learning; biological Consider This: A person‘s explanations for a behavior often influence a person‘s expectations for the course and development of that behavior. 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. c) attachment; detachment Consider This: A person‘s explanations for a behavior often influence a person‘s expectations for the course and development of that behavior. 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. d) detachment; attachment Consider This: A person‘s explanations for a behavior often influence a person‘s expectations for the course and development of that behavior. 15.6.B Discuss how the learning model of addiction would explain drug and alcohol use disorders. ANS: a Mod No =15.6 Skill Level=Analyze Difficulty Level=difficult
EOC Q15.17
Which of the following statements is damaging evidence against the traditional clinical view of dissociative identity disorder (DID)? Options a) The autobiographical memories of DID patients can be transferred between their identities. b) Different ―alters‖ may adopt different mannerisms and speech patterns from one another. Consider This: Traditional clinical conceptions of dissociative personality disorder would insist that certain hallmarks of thought and behavior are present in DID patients. 15.7.A Identify the factors that make dissociative identity disorder a controversial diagnosis. c) The separate personalities within a DID patient typically remain hidden from one another. Consider This: Traditional clinical conceptions of dissociative personality disorder would insist that certain hallmarks of thought and behavior are present in DID patients. 15.7.A Identify the factors that make dissociative identity disorder a controversial diagnosis. d) DID patients may have more than one other ―alter‖ or identifiable personality. Consider This: Traditional clinical conceptions of dissociative personality disorder would insist that certain hallmarks of thought and behavior are present in DID patients. 15.7.A Identify the factors that make dissociative identity disorder a controversial diagnosis. ANS: a Mod No =15.7 Skill Level=Understand Difficulty Level=moderate
EOC Q15.18
Based on scientific, empirical research, which of the following seems to be the best explanation for the explosion in diagnoses of dissociative identity disorder (DID) a few decades ago? Options a) Therapeutic suggestions and influence may be creating the appearance of identities where none exist. b) Better tests and refined diagnostic categories have made the diagnosis of DID more accurate. Consider This: As you answer this question, keep in mind that as psychiatrists became more wary of the existence of DID, the number of cases dropped sharply almost immediately. 15.7.B Evaluate the likely explanations for dissociative identity disorder. c) The stigma associated with DID has been lifted, and patients have been more willing to seek treatment than in the past. Consider This: As you answer this question, keep in mind that as psychiatrists became more wary of the existence of DID, the number of cases dropped sharply almost immediately. 15.7.B Evaluate the likely explanations for dissociative identity disorder. d) Improvements in clinical training have allowed practitioners to identify cases of DID in their client populations. Consider This: As you answer this question, keep in mind that as psychiatrists became more wary of the existence of DID, the number of cases dropped sharply almost immediately. 15.7.B Evaluate the likely explanations for dissociative identity disorder. ANS: a Mod No =15.7 Skill Level=Understand Difficulty Level=moderate
EOC Q15.19
Which of the following is not an example of a negative symptom in schizophrenia? Options a) Delusions
b) Lack of personal care Consider This: Negative symptoms are so called because they share in common the absence of normal behaviors or emotions. 15.8.A Describe the five major symptoms of schizophrenia, and give an example of each. c) Decreased social interaction Consider This: Negative symptoms are so called because they share in common the absence of normal behaviors or emotions. 15.8.A Describe the five major symptoms of schizophrenia, and give an example of each. d) Emotional flatness Consider This: Negative symptoms are so called because they share in common the absence of normal behaviors or emotions. 15.8.A Describe the five major symptoms of schizophrenia, and give an example of each. ANS: a Mod No =15.8 Skill Level=Understand Difficulty Level=difficult
EOC Q15.20
Which of the following brain structures is enlarged among people with schizophrenia? Options a) Ventricles b) Prefrontal cortex gray matter Consider This: Schizophrenia tends to be associated with reduced volumes of gray matter. 15.8.B Describe the three main contributing factors to the origin of schizophrenia. c) Temporal lobe gray matter Consider This: Schizophrenia tends to be associated with reduced volumes of gray matter. 15.8.B Describe the three main contributing factors to the origin of schizophrenia. d) Cerebellum
Consider This: Schizophrenia tends to be associated with reduced volumes of gray matter. 15.8.B Describe the three main contributing factors to the origin of schizophrenia. ANS: a Mod No =15.8 Skill Level=Remember Difficulty Level=moderate
TOTAL
Chapter 16
ASSESSMEN Name __________________________________________________________ T APPROACHES TO TREATMENT AND THERAPY Section/
GUIDE
Learning Objective POP QUIZ1. 1
Remember Understand Apply What Chapter 16 – Pop Quiz 1 the Facts the You Know Concepts
Analyze It
Which medication drug? 9 Multiple is a first-generation 1-3,5-8,10 neuroleptic 4 Choice a. clozapine
POP QUIZ 2
Multiple b. risperadone Choice c. dopamine Biological Treatments for Mental Disorders Multiple LO 16.1.A – Describe d. the chlorpromazine Choice main categories of
1,3,5,6,9
7,8,10
2,4
1,2,814,17,20, 22,24,26,30,3 3-36
19,25,28,29
5,6,16,18,21 ,23,27,31,32
3,4,7,15
medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions Antipsychotic medications offer little relief from which symptom of schizophrenia? associated2. with drug treatment. True/False 1-30 LO 16.1.B – Identify the a. emotional flatness forms of direct brain intervention used in treating Short Answer 1,3 2,4,5 mental disorders, and b. agitation discuss the limitations of each.
Essay c. delusions
1-3
d. hallucinations Integrative Essay Major Schools of Psychotherapy 3. In additionMultiple to depression, antidepressant 37,41,43,46,5 medications 40,42,44,50,are38,39,45,47also used in the 98,99 treatment of LO 16.2.A – Summarize the __________. Choice 1,52,60,61,65 56, 49, 53main elements of psychodynamic therapy. ,71,72,74,75, 57,59,62,66, 55,58,63, LO 16.2.B – Describe a. bipolar disorder 81,82,87,90,9 67, 64, methods of behavior therapy and cognitive therapy. 1,95 70,73,76,80, 68,69,77LO 16.2.C – Summarize the b. anxiety 84-86,96,97 79,83, similarities and differences between client-centered 88,89,92-94 c. delusions therapy and existential therapy.
True/False LO 16.2.D– List the d. schizophrenia hallmarks of the familysystems perspective, and describe how they apply to Short Answer family and couples therapy. 4.
31-51 6,7
8
9
Many people respond positively to a new medication just because of the enthusiasm Essay 5 will make them 4,6,7 feel better. surrounding it and their own expectations that the medication This phenomenon is called the __________. Integrative 1 Essay
Evaluating Psychotherapy LO 16.3.A – Define the scientist–practitioner gap, and identify some of the problems associated with assessing the effectiveness of therapy. LO 16.3.B – Provide examples of areas in which cognitive and behavior therapies have been particularly effective.
Multiple Choice
102-109,113
100,112,115
True/False
52,55,69,70
53,54,56-68
Short Answer
10
101,110,111 ,114
a. placebo effect b. novelty bias c. therapeutic window d. anticipation bias
5.
Which process is an element of psychodynamic therapy? a. transference b. counterconditioning c. unconditional positive regard d. flooding
6.
Systematic desensitization for the treatment of phobias is a type of __________ therapy. a. psychodynamic b. behavior c. cognitive d. humanist
7.
___________ was a therapist who advocated the humanist approach. a. Carl Rogers b. Aaron Beck c. Albert Ellis d. Fritz Perls
8. The primary goal of __________ therapy is to find meaning in life and accept inevitable losses. a. cognitive b. humanist
c. existential d. behavior
9.
Dr. Sardonicus believes that her clients have the capacity to determine their own destinies, and that her job as a therapist is to help them learn to cope with the inescapable realities of life and death. Dr. Sardonicus would be best described as a(n) __________ therapist. a. psychodynamic b. humanist c. existential d. cognitive
10. Cognitive therapy‘s greatest success has been in the treatment of __________. a. schizophrenia b. antisocial personality disorder c. dissociative identity disorder d. depression
Chapter 16 – Pop Quiz 1 Answer Key
1.
d
Rationale: Chlorpromazine is a first-generation antipsychotic medication. (Remember the Facts, Difficult, LO 16.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
2.
a
Rationale: Antipsychotic medications do not generally reduce the apathy, emotional flatness, or inability to act with others often seen in schizophrenia. (Remember the Facts, Moderate, LO 16.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
3.
b
Rationale: Antidepressant medications are used primarily in the treatment of depression, anxiety, phobias, and obsessive–compulsive disorder. (Remember the Facts, Easy, LO 16.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology)
4.
a
Rationale: The placebo effect is the apparent success of a medication or treatment due to the patient‘s expectations or hopes rather than to the medication or treatment itself. (Understand the Concepts, Moderate, LO 16.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
5.
a
Rationale: In psychodynamic therapies, transference is a critical process in which the client transfers unconscious emotions or reactions, such as emotional feelings about their parents, onto the therapist. (Remember the Facts, Moderate, LO 16.2.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains)
6.
b
Rationale: Systematic desensitization is a form of behavior therapy based on the classical conditioning technique of counterconditioning. (Remember the Facts, Easy, LO 16.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy)
7.
a
Rationale: Carl Rogers was a leading humanist therapist. (Remember the Facts, Moderate, LO 16.2.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains)
8.
c
Rationale: The primary goal of existential therapy is finding meaning in life and accepting inevitable losses. (Remember the Facts, Easy, LO 16.2.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
9.
c
Rationale: Existential therapists help clients explore the meaning of existence and face the great questions of life. Like humanist therapists, they believe that our lives are not inevitably determined by our pasts or our circumstances; we have the power and free will to choose our own destinies. (Apply What You Know, Easy, LO 16.2.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
10. d
Rationale: Cognitive therapy is helpful for many problems and most emotional disorders, but its greatest success has been in the treatment of mood disorders, especially depression. (Remember the Facts, Moderate, LO 16.3.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy)
Name __________________________________________________________
Chapter 16 – Pop Quiz 2
1.
First-generation antipsychotic medications are also known as __________. a. tricyclics b. monoamine oxidase inhibitors (MAOIs) c. neuroleptics d. serotonin selective reuptake inhibitors (SSRIs)
2. Compared to the others, which person would likely benefit the most from taking lithium carbonate? a. Johnny, who engages in antisocial behavior. b. Tommy, who swings from mania to thoughts of suicide. c. Dee, who has hallucinations and delusions. d. Joey, who experiences excessive worry and anxiety.
3.
Which class of medications is primarily used to manage heart irregularities and hypertension but is also sometimes used to relieve acute anxiety? a. tricyclics b. beta blockers c. MAOIs d. neuroleptics
4.
After a long period of controlled trials, the Food and Drug Administration (FDA) approves a medication for the treatment of school-aged boys who have been diagnosed with attention deficit/hyperactivity disorder (ADHD). After it is approved, physicians are permitted to prescribe it __________.
a. only to school-aged boys who have received a diagnosis of ADHD b. for anyone diagnosed with ADHD c. for other conditions, but only to school-aged boys d. for other conditions and to populations other than school-aged boys
5. Electroconvulsive therapy (ECT) and transcranial magnetic stimulation (TMS) are primarily used to treat __________. a. anxiety b. psychosis c. severe depression d. obsessive–compulsive disorder
6.
Which therapist developed rational emotive behavior therapy? a. Carl Rogers b. Aaron Beck c. Albert Ellis d. Irvin Yalom
7.
__________ involves providing a nonjudgmental setting in which to discuss issues while providing the client with unconditional positive regard. a. Existential therapy b. Client-centered therapy c. Rational emotive behavior therapy d. Modern psychodynamic therapy
8.
A family therapist would be most likely to agree that __________. a. family members need to be taught to provide one another with unconditional positive regard b. efforts to isolate and treat one member of the family without the other family members are futile c. behavioral records and skills training are necessary tools to effectively treat a family d. problems in a family can usually be traced to a single, troubled member of that family
9.
Which statement would most likely be said by a humanistic therapist? a. ―I‘m not here to fix you, but I‘ll gladly help you learn how to fix yourself.‖ b. ―I don‘t think there‘s any hope for you.‖ c. ―Let me tell you the ways that you can be happy.‖ d. ―I will identify your psychological problems and tell you how to address them.‖
10. In many ways, the scientist–practitioner gap centers around which question? a. Can the effectiveness of psychotherapy be studied scientifically? b. Should therapists be allowed to enroll their patients in scientific experiments? c. Should psychology researchers all be required to be trained as therapists? d. Should therapists be required to use a control group when treating patients?
Chapter 16 – Pop Quiz 2 Answer Key
1.
c
Rationale: First-generation antipsychotic medications are also called neuroleptics. (Remember the Facts, Moderate, LO 16.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
2.
b
Rationale: Lithium is often prescribed for people diagnosed with bipolar disorder, which is characterized by periods of depression and mania. (Apply What You Know, Moderate, LO 16.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
3.
b
Rationale: Beta blockers, a class of medications primarily used to manage heart irregularities and hypertension, are sometimes prescribed to relieve acute anxiety. (Remember the Facts, Moderate, LO 16.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
4.
d
Rationale: After the FDA approves a medication, doctors are permitted to prescribe it for other conditions and to populations other than those on which it was originally tested. (Apply What You Know, Moderate, LO 16.1.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
5.
c
Rationale: Electroconvulsive therapy and transcranial magnetic stimulation are primarily used to treat severe depression. (Remember the Facts, Easy, LO 16.1.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
6.
c
Rationale: Albert Ellis developed rational emotive behavior therapy. (Remember the Facts, Difficult, LO 16.2.B, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains)
7.
b
Rationale: The humanist therapy referred to as client-centered therapy, developed by Carl Rogers, places emphasis on unconditional positive regard and a nonjudgmental attitude from the therapist. (Understand the Concepts, Moderate, LO 16.2.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains)
8.
b
Rationale: Family therapists view efforts to treat one family member alone, without the rest of the family, as likely to be unproductive. (Understand the Concepts, Moderate, LO 16.2.D, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy)
9.
a
Rationale: Humanists practice a nondirective form of therapy. (Remember the Facts, Difficult, LO 16.2.C, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy)
10. a
Rationale: Many psychotherapists believe that trying to evaluate psychotherapy using standard empirical methods is an exercise in futility, whereas psychological scientists argue that therapy can be scientifically investigated, just like any other complex psychological process (such as the development of language or personality). (Understand the Concepts, Moderate, LO 16.3.A, APA 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.4 Interpret, design, and conduct basic psychological research)
Multiple Choice Questions
1.
Currently, __________ explanations and treatments for mental disorders are dominant. a. humanist b. biological c. behavioral d. psychodynamic Answer: b Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Today, biological explanations and treatments are dominant, partly because of evidence that some disorders have a genetic component or involve a biochemical or neurological abnormality, and partly because physicians and pharmaceutical companies have been aggressively promoting biomedical solutions.
2.
First-generation antipsychotic medications are also known as __________. a. tricyclics b. monoamine oxidase inhibitors (MAOIs) c. neuroleptics d. serotonin selective reuptake inhibitors (SSRIs) Answer: c Topic: Biological Treatments for Mental Disorders
Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: First-generation antipsychotic medications are also called neuroleptics.
3.
Which medication is a first-generation antipsychotic drug? a. clozapine b. risperadone c. dopamine d. chlorpromazine Answer: d Topic: Biological Treatments for Mental Disorders Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Chlorpromazine is a first-generation antipsychotic medication.
4.
Which medication is a second-generation antipsychotic drug? a. chlorpromazine b. clozapine c. dopamine
d. haloperidol Answer: b Topic: Biological Treatments for Mental Disorders Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Clozapine is a second-generation antipsychotic medication.
5.
In his first year of college, Rondell began to behave irrationally and hear voices that were not really there. A psychiatrist diagnosed him as having schizophrenia and prescribed a medication to reduce the psychosis Rondell was experiencing. The intended effect of the medication is likely to __________. a. elevate the levels of norepinephrine and serotonin in the brain b. block or reduce the sensitivity of dopamine receptors c. increase dopamine activity in the brain d. block the reuptake of norepinephrine by neurons Answer: b Topic: Biological Treatments for Mental Disorders Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy
Rationale: Most antipsychotic medications are designed to block or reduce the sensitivity of brain receptors that respond to dopamine; some also block serotonin.
6.
Dorcas reports hearing voices that command her to commit evil acts, and believes that she is an avenging angel sent to Earth to right mighty wrongs. Which medication would be appropriate for treating Dorcas‘s symptoms? a. mood-stabilizing medications b. tranquilizers c. antipsychotic medications d. lithium Answer: c Topic: Biological Treatments for Mental Disorders Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Antipsychotic medications reduce agitation, delusions, and hallucinations and shorten schizophrenic episodes.
7.
Which medication would likely be the most useful in reducing a patient‘s agitation, delusions, and hallucinations? a. an antipsychotic medication b. a tranquilizer c. lithium carbonate d. an antidepressant Answer: a
Topic: Biological Treatments for Mental Disorders Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Antipsychotic medications reduce agitation, delusions, and hallucinations and shorten schizophrenic episodes.
8.
Antipsychotic medications offer little relief from which symptom of schizophrenia? a. emotional flatness b. agitation c. delusions d. hallucinations Answer: a Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Antipsychotic medications do not generally reduce the apathy, emotional flatness, or inability to act with others often seen in schizophrenia.
9.
Antipsychotic medications offer little relief from which symptom of schizophrenia?
a. apathy b. agitation c. delusions d. hallucinations Answer: a Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Antipsychotic medications do not generally reduce the apathy, emotional flatness, or inability to act with others often seen in schizophrenia.
10. One potential side effect of antipsychotic medications is __________. a. sudden dementia b. the development of posttraumatic stress disorder c. extreme weight gain d. aggressiveness Answer: c Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Extreme weight gain can be a side effect of taking antipsychotic medications.
11. One of the troubling side effects associated with some antipsychotic medications is __________. a. numbness in the extremities b. tinnitus c. blurred vision d. involuntary muscle movements Answer: d Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Antipsychotic medications often cause troubling side effects, especially muscle rigidity, hand tremors, and other involuntary muscle movements, which can develop into a neurological disorder called tardive dyskinesia.
12. Dimitri has been taking first-generation antipsychotic drugs to control the symptoms of schizophrenia. After taking the drug for some time, he begins exhibiting repetitive, involuntary jerks and movements of his face, lips, and legs. Dimitri is showing signs of __________. a. neurolepsis b. tardive dyskinesia c. clozapine sensitivity d. hallucinations
Answer: b Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Antipsychotic medications often cause troubling side effects, especially muscle rigidity, hand tremors, and other involuntary muscle movements, which can develop into a neurological disorder called tardive dyskinesia.
13. Antipsychotics have been shown to be only modestly effective for the treatment of __________. a. hallucinations b. agitation c. impulsive aggressiveness d. delusions Answer: c Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Antipsychotic medications are not effective in the treatment of impulsive aggressiveness.
14. In addition to depression, antidepressant medications are also used in the treatment of __________. a. bipolar disorder b. anxiety c. delusions d. schizophrenia Answer: b Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Antidepressant medications are used primarily in the treatment of depression, anxiety, phobias, and obsessive–compulsive disorder.
15. A medication that elevates the levels of norepinephrine and serotonin in the brain by blocking or inhibiting an enzyme that deactivates these neurotransmitters would most likely be used to treat __________. a. psychosis b. dissociative identity disorder c. bipolar disorder d. depression Answer: d Topic: Biological Treatments for Mental Disorders Skill Level: Analyze It Difficulty Level: Difficult
Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This is a description of a class of medications called monoamine oxidase inhibitors, which are used in the treatment of depression.
16. Forsythe has experienced depression for years, and his physician has recently prescribed a new type of medication for his symptoms. The medication is effective and has immediate antidepressant benefits, in addition to reducing Forsythe‘s thoughts about suicide. Each dose provides benefits that last for a few days. This medication is called __________. a. tetracycline b. aspartame c. lithium d. ketamine Answer: d Topic: Biological Treatments for Mental Disorders Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Although it looks promising, unfortunately, long-term use of ketamine has not been adequately studied yet.
17. __________, such as diazepam, alprazolam, and lorazepam, increase the activity of the neurotransmitter gamma-aminobutyric acid (GABA). a. Antipsychotic medications
b. Tranquilizers c. Lithium carbonate drugs d. Antidepressants Answer: b Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Diazepam, alprazolam, and lorazepam are anti-anxiety drugs (tranquilizers) used to treat anxiety.
18. Ever since she was mugged a month ago, Lisa experiences acute anxiety when she leaves her house. Her doctor writes a prescription for a medication to temporarily reduce her anxiety, but he tells Lisa that she may need to see a therapist because taking this type of medication over a long period is not the treatment of choice. What type of medication was most likely prescribed by Lisa‘s doctor? a. an antipsychotic b. lithium carbonate c. a tranquilizer d. an antidepressant Answer: c Topic: Biological Treatments for Mental Disorders Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Tranquilizers may temporarily help individuals who are having an acute anxiety attack, but they are not considered the treatment of choice over time.
19. A new drug is developed that increases the activity of the neurotransmitter gammaaminobutyric acid (GABA) in the brain. This drug is most likely to __________. a. be calming and reduce anxiety b. reduce psychotic episodes c. reduce feelings of sadness and improve mood d. reduce manic behaviors Answer: a Topic: Biological Treatments for Mental Disorders Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: This is how most tranquilizers have their calming effect.
20. Which class of medications is primarily used to manage heart irregularities and hypertension but is also sometimes used to relieve acute anxiety? a. tricyclics b. beta blockers c. MAOIs d. neuroleptics
Answer: b Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Beta blockers, a class of medications primarily used to manage heart irregularities and hypertension, are sometimes prescribed to relieve acute anxiety.
21. Which pairing of symptoms and medication is correct? a.
Bertha has been feeling sad and withdrawn for months; a mental health professional prescribed an SSRI. b. Edna has been hearing voices that don‘t actually exist; a mental health professional prescribed benzodiazepines. c. Juano has been depressed for a few days; a mental health professional prescribed chlorpromazine. d. Hamish has been hearing voices that don‘t actually exist; a mental health professional prescribed barbiturates. Answer: a Topic: Biological Treatments for Mental Disorders Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: An SSRI would be appropriate for treating Bertha‘s symptoms.
22. People who have been diagnosed with bipolar disorder often are helped by taking __________, but they must be very careful with the dose they take, because too much can be toxic. a. an antipsychotic drug b. a tranquilizer c. lithium carbonate d. an antidepressant Answer: c Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Lithium carbonate is helpful in the treatment of bipolar disorder, but it must be given in exactly the right dose, and bloodstream levels of the medication must be carefully monitored, because too little will not help and too much is toxic.
23. Compared to the others, which person would likely benefit the most from taking lithium carbonate? a. Johnny, who engages in antisocial behavior. b. Tommy, who swings from mania to thoughts of suicide. c. Dee Dee, who has hallucinations and delusions. d. Joey, who experiences excessive worry and anxiety. Answer: b Topic: Biological Treatments for Mental Disorders Skill Level: Apply What You Know Difficulty Level: Moderate
Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Lithium is often prescribed for people diagnosed with bipolar disorder, which is characterized by periods of depression and mania.
24. The tendency for journals to publish studies that have positive findings, rather than negative or ambiguous results, is called __________. a. confirmation bias b. overreaching bias c. publication bias d. enterprise bias Answer: c Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.4 Interpret, design, and conduct basic psychological research Rationale: Publication bias is the tendency to publish studies that have positive findings rather than negative or ambiguous results.
25. Many people respond positively to a new medication just because of the enthusiasm surrounding it and their own expectations that the medication will make them feel better. This phenomenon is an example of the __________. a. placebo effect
b. novelty bias c. therapeutic window d. tricyclic effect Answer: a Topic: Biological Treatments for Mental Disorders Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: The placebo effect is the apparent success of a medication or treatment due to the patient‘s expectations or hopes rather than to the drug or treatment itself.
26. A person may have short-term success with antipsychotic or antidepressant medications, but at least half of patients stop taking them, often because of the __________ of the medication. a. foul taste b. unpleasant side effects c. unproven effectiveness d. social stigma Answer: b Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: One-half to two-thirds of people stop taking antipsychotic and antidepressant medications because of their unpleasant side effects.
27. After a long period of controlled trials, the Food and Drug Administration (FDA) approves a medication for the treatment of school-aged boys who have been diagnosed with attention deficit/hyperactivity disorder (ADHD). After it is approved, physicians are permitted to prescribe it __________. a. only to school-aged boys who have received a diagnosis of ADHD b. for anyone diagnosed with ADHD c. for other conditions, but only to school-aged boys d. for other conditions and to populations other than school-aged boys Answer: d Topic: Biological Treatments for Mental Disorders Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: After the FDA approves a medication, doctors are permitted to prescribe it for other conditions and to populations other than those on which it was originally tested.
28. Compared to the others, which treatment is LEAST likely to be used today? a. drug therapy b. prefrontal lobotomy c. electroconvulsive therapy (ECT) d. behavior therapy
Answer: b Topic: Biological Treatments for Mental Disorders Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Lobotomies—which, incredibly, were never assessed or validated scientifically— were performed on more than 40,000 people in the United States. Tragically, lobotomies left many patients apathetic, withdrawn, and unable to care for themselves.
29. Which medical procedure disconnects the frontal lobe from the rest of the brain by crushing the connective nerve fibers? a. cingulotomy b. deep brain stimulation c. prefrontal lobotomy d. electroconvulsive therapy Answer: c Topic: Biological Treatments for Mental Disorders Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: I‘d rather have a bottle in front of me than a frontal lobotomy.
30. Which procedures requires surgery to implant electrodes into the brain and an embedded box under the collarbone?
a. deep brain stimulation b. electroconvulsive therapy c. prefrontal lobotomy d. transcranial magnetic stimulation Answer: a Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: This procedure is called deep brain stimulation.
31. In the 1940s, Rosemary underwent a procedure in which the surgeon used an instrument to crush the nerve fibers connecting her prefrontal cortex to the rest of the brain. This procedure, called __________, left her withdrawn and unable to care for herself. a. ECT b. deep brain surgery c. a lobotomy d. transcranial stimulation Answer: c Topic: Biological Treatments for Mental Disorders Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: This operation, called a prefrontal lobotomy, was supposed to reduce the patient‘s emotional symptoms without impairing intellectual ability, but tragically, lobotomies left many patients apathetic, withdrawn, and unable to care for themselves.
32. Randle is being treated through a procedure in which electrodes are placed on both sides of his head and a brief current is turned on. The current triggers a seizure that lasts about a minute, causing his body to convulse. This type of treatment is known as __________. a. SSRI b. MAO c. ECT d. PET Answer: c Topic: Biological Treatments for Mental Disorders Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: ECT, which stands for ―electroconvulsive therapy,‖ is typically used to treat severe depression.
33. __________ is a procedure used in cases of severe depression, in which a brief brain seizure is induced. a. Electroencephalography b. Magnetic resonance therapy c. Electroconvulsive therapy d. Positron emission tomography Answer: c Topic: Biological Treatments for Mental Disorders
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Electroconvulsive therapy is typically used to treat severe depression.
34. Electroconvulsive therapy has been used successfully to treat __________, but its effects are short lived. a. severe anxiety b. severe depression c. schizophrenia d. obsessive–compulsive disorder Answer: b Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Electroconvulsive therapy is typically used to treat severe depression. However, the mood-improving effect of ECT is usually short-lived, and the depression almost always returns within a few weeks or months.
35. Electroconvulsive therapy and transcranial magnetic stimulation are primarily used to treat __________. a. anxiety b. psychosis
c. severe depression d. obsessive–compulsive disorder Answer: c Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Electroconvulsive therapy and transcranial magnetic stimulation are primarily used to treat severe depression.
36. Researchers are looking for new ways to stimulate the brains of severely depressed individuals. One method, called __________, involves the use of a coil that generates a magnetic field. a. psychosurgery b. deep brain stimulation c. electroconvulsive therapy d. transcranial magnetic stimulation Answer: d Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Transcranial magnetic stimulation involves placing a coil that generates a magnetic field over a person‘s prefrontal cortex.
37. The originator of the famous ―talking cure‖ in psychology was __________. a. Sigmund Freud b. Carl Rogers c. Irving Yalom d. Albert Ellis Answer: a Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.A Summarize the main elements of psychodynamic therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Sigmund Freud was the originator of the ―talking cure,‖ as one of his patients called it.
38. A therapist is interested in interpreting the symbolic content of dreams and in having clients relate stories about their childhoods. This person is most likely to be a __________ therapist. a. client-centered b. psychodynamic c. cognitive d. behavior Answer: b Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 16.2.A Summarize the main elements of psychodynamic therapy.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: This describes the traditional psychodynamic approach to therapy.
39. Fabrizio is a bright student, but he procrastinates. He postpones writing term papers and gets incomplete grades from his teachers that eventually become Fs. After exploring his early childhood memories with a therapist for almost a year, Fabrizio comes to the insight that he procrastinates as a way of expressing anger toward his parents. The treatment method used to help Fabrizio deal with his problem is most likely __________ therapy. a. psychodynamic b. behavior c. cognitive d. humanist Answer: a Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.2.A Summarize the main elements of psychodynamic therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Psychodynamic therapy tries to give patients insight into the unconscious reasons for their symptoms and unhappiness.
40. Edweena is interviewing a therapist to determine if he has the training and orientation suited to addressing her problems. When asked which type of therapy he practices, the therapist replies, ―I require my patients to meet with me several times a week, usually for a period of several years. It‘s the only method that can root out the underlying unconscious conflicts that are the cause of mental disorders.‖ Which kind of therapy does the therapist practice? a. Freudian psychoanalysis b. behavioral therapy
c. cognitive therapy d. existential therapy Answer: a Topic: Major Schools of Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.2.A Summarize the main elements of psychodynamic therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Proponents of psychodynamic therapies often refer to them as ―depth‖ therapies because the purpose is to delve into the deep, unconscious processes believed to be the source of the patient‘s problems rather than to concentrate on more ―superficial‖ symptoms and conscious beliefs.
41. The __________ school of therapy‘s primary goal is to help the client achieve insight into unconscious motives and feelings and a change in their symptoms. a. humanist b. behavioral c. psychodynamic d. cognitive Answer: c Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.A Summarize the main elements of psychodynamic therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The primary goal of psychodynamic therapy is insight into the unconscious motives and
feelings of a client.
42. A therapist‘s goal is to delve into the unconscious processes of his patients. He is most likely to consider himself a practitioner of __________. a. client-centered therapy b. rational emotive therapy c. psychodynamic therapy d. existential therapy Answer: c Topic: Major Schools of Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 16.2.A Summarize the main elements of psychodynamic therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Psychodynamic therapy tries to give patients insight into the unconscious reasons for their symptoms and unhappiness.
43. The proponents of __________ therapies also refer to their methods as ―depth‖ therapies. a. humanist b. psychodynamic c. behavior d. cognitive Answer: b Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Moderate
Learning Objective: 16.2.A Summarize the main elements of psychodynamic therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Psychodynamic therapy, sometimes called depth therapy, tries to give patients insight into the unconscious reasons for their symptoms and unhappiness.
44. __________ is the process in which the client transfers unconscious emotions or reactions, such as emotional feelings about their parents, onto the therapist. a. Flooding b. Counterconditioning c. Transference d. Repression Answer: c Topic: Major Schools of Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 16.2.A Summarize the main elements of psychodynamic therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Transference occurs when clients displace their emotions toward a parent or other significant person onto their therapists.
45. Maury is in therapy because he is very frightened of his father and feels tongue-tied around him. After a few months, he begins to feel frightened of his therapist also. According to the psychodynamic approach, this would be an example of __________. a. object relations b. counterconditioning c. transference d. an existential crisis
Answer: c Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 16.2.A Summarize the main elements of psychodynamic therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: A major element of most psychodynamic therapies is transference, the client‘s transfer (displacement) of the emotional elements of their inner life—usually feelings about the client‘s parents—outward onto the analyst.
46. Which event is an element of psychodynamic therapy? a. transference b. counterconditioning c. unconditional positive regard d. flooding Answer: a Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.2.A Summarize the main elements of psychodynamic therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: In psychodynamic therapies, transference is a critical process in which the client transfers unconscious emotions or reactions, such as emotional feelings about their parents, onto the therapist.
47. Dorie had been working with her therapist for several months, plumbing the unconscious origins of her sexual dysfunctions. After a particularly successful session marked by
increasing insight, Dorie said, ―This has been so helpful. I can‘t thank you enough Daddy, er, I mean Doctor.‖ What would a therapist practicing psychodynamic therapy call this? a. flooding b. sensitization c. transference d. regression Answer: c Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.2.A Summarize the main elements of psychodynamic therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: In psychodynamic therapies, transference is a critical process in which the client transfers unconscious emotions or reactions, such as emotional feelings about their parents, onto the therapist.
48. As Rosita progressed through her psychodynamic therapy, she began to resent her therapist‘s efforts to make suggestions or offer guidelines for issues to explore. ―Thanks Mom, that‘s really helpful!‖ Rosita snapped at her therapist during one session. What would a psychodynamic therapist call this? a. transference b. latency c. freezing d. sensitization Answer: a Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.2.A Summarize the main elements of psychodynamic therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: In psychodynamic therapies, transference is a critical process in which the client transfers unconscious emotions or reactions, such as emotional feelings about their parents, onto the therapist.
49. Which situation correctly describes the process of transference in psychodynamic therapy? a. Winnie is usually quite organized and conscientious in her daily affairs, but she has forgotten to keep her last three appointments with her psychoanalyst. b. Corrado talks freely to his therapist about many matters in his current life and childhood, but he refuses to discuss anything that happened during his time at Tommy‘s Holiday Camp for Boys. c. Amber‘s mother was very domineering during her childhood. During therapy Amber is afraid to bring up some subjects so her therapist won‘t tell her what to do and try to correct her behavior. d. After many months of psychodynamic therapy, Trista realized that the recurrence of images of flowers, tunnels, and pomegranates in her dreams were symbolic, and held a deeper meaning. Answer: c Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.2.A Summarize the main elements of psychodynamic therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: In psychodynamic therapies, transference is a critical process in which the client transfers unconscious emotions or reactions, such as emotional feelings about their parents, onto the therapist.
50. Clinicians who practice behavioral therapy focus on the client‘s __________. a. unconscious anxieties b. relationships with their parents c. methods of coping with inescapable realities of life d. current behavior and attitudes Answer: d
Topic: Major Schools of Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Behavior therapists focus on current behaviors and the reinforcers that maintain them.
51. A form of therapy that applies principles of classical and operant conditioning to help people change self-defeating or problematic behaviors is called __________ therapy. a. psychodynamic b. humanist c. existential d. behavior Answer: d Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Behavior therapy is based on the principles of classical conditioning and operant conditioning.
52. Which behavioral therapy technique requires clients to keep careful data on the frequency and the consequences of the behavior to be changed? a. behavioral self-monitoring b. counterconditioning
c. skills training d. graduated exposure Answer: a Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Behavioral self-monitoring requires clients to keep a record of the frequency and the consequences of the behavior to be changed, so that unwanted behavior can be identified along with the reinforces that maintain it; then, a treatment program is designed.
53. Terrence‘s therapist has directed him to document on a daily basis the times, places, and conditions under which he goes to smoke a cigarette. Terrence discovers that he often ends up smoking outside his office building with his boss and enjoys the chance to chat with her. The therapist explains to Terrence that these conversations are __________. a. a kind of counterconditioning b. a form of transference c. unconditional positive regard d. acting as a reinforcer Answer: d Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
Rationale: Behavioral self-monitoring requires clients to keep a record of the frequency and the consequences of the behavior to be changed. One goal of behavioral self-monitoring is to identify reinforcers that help to maintain unwanted behaviors.
54. Lucinda frequently finds herself getting upset and yelling at her husband, coworkers, and friends. Which therapeutic technique would start with having Lucinda keep a record of when, where, and with whom she loses her temper? a. behavioral self-monitoring b. counterconditioning c. skills training d. flooding Answer: a Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena. 2.2 Demonstrate psychology information literacy Rationale: Behavioral self-monitoring requires clients to keep a record of the frequency and the consequences of the behavior to be changed so unwanted behavior can be identified along with the reinforces that maintain it; then, a treatment program is designed.
55. Casey had a fear of roller coasters. She decided to address that fear by riding the baby coasters at the local carnival, then moved up to the single-loops at the theme park, then she gradually moved all the way up to riding the MegaTwisting NeckBreaker. Now when she visits an amusement park, she‘s always first in line at the roller coasters. Which type of behavioral therapy did Casey unwittingly use to address her fear? a. exposure therapy b. behavioral activation c. aversive conditioning d. contingency management Answer: a
Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: When people are afraid of some situation, object, or upsetting memory, they usually do everything they can to avoid confronting or thinking of it. Exposure treatments are aimed at reversing the person‘s fears, by exposure to the source of the fear.
56. What is the goal of the technique known as graduated exposure? a. to uncover unconscious conflicts pertaining to a feared object b. to understand the family dynamic that contributed to the development of a fear c. to reverse the tendency to avoid fearful situations, objects, or upsetting memories d. to identify irrational ways of thinking that contribute to perpetuating the fear Answer: c Topic: Major Schools of Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: When people are afraid of some situation, object, or upsetting memory, they usually do everything they can to avoid confronting or thinking of it. Exposure treatments are aimed at reversing the person‘s fears, by exposure to the source of the fear.
57. Which method of treating a client with a phobia of spiders would be the most intense, if not terrifying, for the client? a. flooding
b. graduated exposure c. systematic desensitization d. counterconditioning Answer: a Topic: Major Schools of Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: With flooding, the client is taken directly into a feared situation until their panic subsides. Other exposure techniques use a slower process, where the situation is gradually made more intense.
58. Hiram is afraid of snakes. In an effort to help him overcome his fear, his therapist has him enter a room where there are dozens of nonpoisonous snakes writhing on the floor, and has him hold a few of them. Hiram is not permitted to leave the room until the therapy session is completed. Hiram‘s therapist is using ______. a. flooding b. graduated exposure c. systematic desensitization d. counterconditioning Answer: a Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
Rationale: With flooding, the client is taken directly into a feared situation until their panic subsides. Other exposure techniques use a slower process, where the situation is gradually made more intense.
59. A technique that assumes it is impossible to be relaxed and anxious at the same time is __________. a. systematic desensitization b. skills training c. transference d. flooding Answer: a Topic: Major Schools of Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Systematic desensitization is based on counterconditioning, in which a stimulus that elicits fear or anxiety is paired with some other stimulus or situation that elicits a response incompatible with the undesirable one, such as relaxation.
60. Systematic desensitization is based on __________. a. counterconditioning b. operant conditioning c. stimulus generalization d. spontaneous recovery Answer: a Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Systematic desensitization is based on the classical conditioning procedure of counterconditioning. It uses relaxation as a response incompatible with fear or anxiety to eliminate unwanted responses.
61. Systematic desensitization for the treatment of phobias is a type of __________. a. psychodynamic therapy b. behavior therapy c. cognitive therapy d. humanist therapy Answer: b Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Systematic desensitization is a form of behavior therapy based on the classical conditioning technique of counterconditioning.
62. Josiah is transferred to an office located on the tenth floor of a building. The problem is that he fears heights so much that he never goes above the third floor in any building. His therapist teaches him to relax deeply while imagining himself looking out over a balcony. As therapy progresses, Josiah imagines himself on higher and higher floors. This technique is called __________. a. systematic desensitization b. rational emotive behavioral therapy
c. flooding d. transference Answer: a Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: This is an example of the procedure used in systematic desensitization.
63. D‘Shonda has an intense fear of snakes. Which element would be lowest on D‘Shonda‘s fear hierarchy? a. handling a rubber snake from a novelty shop b. looking at a photograph of a snake c. observing a snake in a zoo enclosure d. holding a garter snake in her hands Answer: b Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Systematic desensitization utilizes a hierarchy of the feared stimulus. Handling a snake would be high on the hierarchy, but looking at a photograph of a snake would be low on the hierarchy.
64. William has always had a terrible fear of dogs, and it causes problems in his life. He tells you that his therapist is having him look at pictures of dogs while trying to remain relaxed. His next step will be to begin interacting with actual dogs and learning to remain relaxed. You might want to reassure him that __________ is often quite successful. a. skills training b. flooding therapy c. cognitive therapy d. systematic desensitization Answer: d Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Systematic desensitization is a step-by-step process of slowly getting used to a feared object or experience.
65. Virtual reality devices permit behavior therapists to conduct __________ in their offices. a. rational emotive behavior therapy b. transference c. exposure therapy d. existential therapy Answer: c Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: In a growing specialty called cybertherapy, some behavior therapists have developed virtual reality (VR) programs to conduct exposure therapy and systematic desensitization.
66. How does virtual reality exposure differ from traditional systematic desensitization? a. Virtual reality exposure does not involve relaxation. b. Virtual reality exposure only uses flooding exposure to a feared stimulus. c. Virtual reality relies on graduated exposure rather than imagined exposure to a feared stimulus. d. Computer simulations are used to provide exposure to the anxiety-producing stimulus. Answer: d Topic: Major Schools of Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: In a growing specialty called cybertherapy, some behavior therapists have developed virtual reality (VR) programs to conduct exposure therapy and systematic desensitization.
67. With which of the behavioral therapy techniques are the concepts of modeling and roleplaying most likely to be associated? a. behavioral self-monitoring b. counterconditioning c. skills training d. flooding Answer: c
Topic: Major Schools of Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena Rationale: Some behavior therapists use operant conditioning techniques, modeling, and role-playing as part of a process called skills training.
68. Most of Donnie‘s therapy sessions involve his therapist demonstrating desired behaviors and having him play out various roles found in situations related to his disorder. This type of therapy is called __________ therapy. a. rational emotive behavior b. exposure c. skills training d. client-centered Answer: c Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Some behavior therapists use operant conditioning techniques, modeling, and role-playing as part of a process called skills training.
69. Marisol is a bright student, but she procrastinates. She puts off writing term papers and gets incomplete grades from her teachers that eventually become Fs. Marisol‘s therapist has her write down her thoughts about school, read the thoughts as if someone else had said them,
and then write a rational response to each one. The treatment method used to help Marisol deal with her problem is __________. a. psychodynamic therapy b. behavior therapy c. cognitive therapy d. humanist therapy Answer: c Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Cognitive therapy is designed to identify and change irrational and unproductive ways of thinking.
70. Cognitive models of therapy tend to focus on __________. a. identifying unconscious motives and feelings b. changing unproductive ways of thinking c. modifying behaviors through conditioning d. helping clients fulfill their potential Answer: b Topic: Major Schools of Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Cognitive therapists work directly with clients to change their irrational and unproductive thoughts and beliefs and to teach them critical thinking.
71. The __________ school of therapy has as one of its primary goals the modification of irrational or unvalidated beliefs. a. humanist b. behavioral c. cognitive d. psychoanalytic Answer: c Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The primary goal of cognitive therapy is the modification of irrational and unvalidated beliefs.
72. Compared to the others, which therapist is most associated with cognitive therapy? a. Salvador Minuchin b. Carl Rogers c. Sigmund Freud d. Aaron Beck Answer: d Topic: Major Schools of Psychotherapy
Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Aaron Beck pioneered the application of cognitive therapy for depression.
73. Compared to the others, __________ would be most likely to encourage a client to test her beliefs against the evidence, because depression is often caused by misinformation and unproductive beliefs. a. Aaron Beck b. B. F. Skinner c. Carl Rogers d. Sigmund Freud Answer: a Topic: Major Schools of Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Aaron Beck‘s form of cognitive therapy involves having a client test their own beliefs against the evidence.
74. The therapeutic approach developed by Albert Ellis, known as __________, is a form of cognitive therapy. a. transference b. rational emotive behavior therapy
c. psychoanalysis d. unconditional positive analysis Answer: b Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Rational emotive behavior therapy (REBT) is a form of cognitive therapy devised by Albert Ellis, designed to challenge the client‘s unrealistic thoughts.
75. Which therapist developed rational emotive behavior therapy (REBT)? a. B. F. Skinner b. Aaron Beck c. Albert Ellis d. Irvin Yalom Answer: c Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Albert Ellis developed rational emotive behavior therapy.
76. Compared to the others, __________ would be most likely to challenge the client‘s thoughts directly, showing him why certain thoughts are irrational and misguided.
a. B. F. Skinner b. Albert Ellis c. Carl Rogers d. Sigmund Freud Answer: b Topic: Major Schools of Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Albert Ellis is well known for developing rational emotive behavior therapy, in which a client‘s thoughts are directly challenged, showing the client why they are irrational and misguided.
77. ―If I don‘t get into a good college, I‘ll never be able to get a good job!‖ wailed Morty to his therapist. ―Think about that,‖ challenged his therapist. ―Is that really what will happen, or are you just catastrophizing?‖ ―But…but…if I don‘t get into a good college, my parents will hate me and my girlfriend will dump me!‖ protested Morty. ―Not getting into a good college doesn‘t rob you of all the fine qualities you have that make people love you,‖ snapped his therapist. ―Not getting into a good college means you didn‘t get into a good college; it‘s not the end of the world, and it doesn‘t mean the sky will fall down on you. C‘mon, shake yourself out of it and start thinking clearly, man!‖ Which kind of therapy does Morty‘s therapist seem to be practicing? a. psychodynamic therapy b. rational emotive behavior therapy c. humanistic therapy d. systematic desensitization Answer: b Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Albert Ellis is well known for developing rational emotive behavior therapy, in which a client‘s thoughts are directly challenged, showing the client why they are irrational and misguided.
78. Sigmund Freud arrives for a therapy session with Albert Ellis. Freud‘s main complaint is depression; it seems that Freud‘s writings have not received the kind of response he had hoped for and expected. Which remark is Ellis most likely to say during the therapy session? a. ―I want to do some tests to find the neurological cause of your distress.‖ b. ―You are upset about the reaction that your work has been receiving.‖ c. ―Why do you expect all your work to be well received, and what difference does it make if some people don‘t like your ideas?‖ d. ―Let‘s explore your dreams in search of the real reason for your depression.‖ Answer: c Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Albert Ellis is well known for developing rational emotive behavior therapy, in which a client‘s thoughts are directly challenged, showing the client why they are irrational and misguided.
79. Dr. Drupa is a cognitive-behavioral therapist whose approach to helping clients has been greatly influenced by Buddhism. It is likely that his therapeutic approach is based on the concepts of __________. a. metamorphosis and rebirth b. mindfulness and acceptance c. immortality and reincarnation d. hope and change
Answer: b Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: A form of CBT based on ―mindfulness‖ and ―acceptance,‖ as opposed to changing clients, was inspired by Eastern philosophies such as Buddhism.
80. Which therapy focuses on a person‘s free will to change and to self-actualize, rather than focusing on past conflicts? a. behavior b. cognitive c. humanist d. family Answer: c Topic: Major Schools of Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 16.2.C Summarize the similarities and differences between clientcentered therapy and existential therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The humanist approach is positive and forward-looking, emphasizing free will and achieving full potential.
81. Client-centered therapy was developed by __________.
a. Albert Ellis b. Carl Rogers c. Sigmund Freud d. Aaron Beck Answer: b Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 16.2.C Summarize the similarities and differences between clientcentered therapy and existential therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Carl Rogers is credited with the development of client-centered therapy.
82. ___________ was a therapist who advocated the humanist approach.
a. Carl Rogers b. Aaron Beck c. Albert Ellis d. Ivar Lovaas Answer: a Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.2.C Summarize the similarities and differences between clientcentered therapy and existential therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: Carl Rogers was a leading humanist therapist.
83. Julian is a bright student, but he procrastinates. He puts off writing term papers and gets incomplete grades that eventually become Fs. Julian‘s __________ therapist assumes that Julian‘s procrastination masks his low self-regard, and that he is out of touch with his real feelings. a. psychodynamic b. behavior c. cognitive d. humanist Answer: d Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.2.C Summarize the similarities and differences between clientcentered therapy and existential therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Humanist therapists are interested in how the client is feeling right now. A goal is to build the client‘s self-esteem and sense of acceptance.
84. In general, humanist therapists believe that __________ is useful in treating psychological disorders. a. transference b. dream analysis c. flooding d. unconditional positive regard Answer: d
Topic: Major Schools of Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 16.2.C Summarize the similarities and differences between clientcentered therapy and existential therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Carl Rogers and other humanist therapists believe in the importance of unconditional positive regard so the client can increase their feelings of self-worth.
85. __________ involves providing a nonjudgmental setting in which to discuss issues while providing the client with unconditional positive regard. a. Existential therapy b. Client-centered therapy c. Rational emotive behavior therapy d. Modern psychodynamic therapy Answer: b Topic: Major Schools of Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.2.C Summarize the similarities and differences between clientcentered therapy and existential therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: The humanist therapy referred to as client-centered therapy, developed by Carl Rogers, places emphasis on unconditional positive regard and a nonjudgmental attitude from the therapist.
86. In client-centered therapy, the therapist‘s role is to __________.
a. listen to the client‘s needs in an accepting, nonjudgmental way and offer unconditional positive regard b. help clients keep records of when their unwanted habits occur and what positive consequences keep these habits continuing c. use rational arguments to directly challenge a client‘s unrealistic beliefs or expectations d. listen attentively as clients cope with the inescapable realities of life and death, and struggle to live a meaningful life Answer: a Topic: Major Schools of Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.2.C Summarize the similarities and differences between clientcentered therapy and existential therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Humanist therapy emphasizes the importance of the therapist‘s warmth and empathy in offering unconditional positive regard to the client.
87. The __________ school of therapy has, as one of its primary goals, self-acceptance and self-fulfillment for a client. a. humanist b. behavioral c. cognitive d. psychoanalytic Answer: a Topic: Major Schools of Psychotherapy
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.C Summarize the similarities and differences between clientcentered therapy and existential therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The primary goals of humanist therapy are insight, self-acceptance, and selffulfillment and the development of new, optimistic perceptions of the self and the world.
88. ―If I don‘t get an A in Chemistry, I‘ll never finish college!‖ Monty whined to his therapist. ―That can really be upsetting; most people would be upset by that experience, and that‘s a natural feeling to have,‖ replied his therapist. ―If I don‘t finish college, my girlfriend will dump me and I‘ll never get a job!‖ continued Monty. ―It would be disappointing to miss a significant goal in your life; I can understand how that must make you feel,‖ Monty‘s therapist said soothingly. Which component of client-centered therapy is Monty‘s therapist conveying? a. empathy b. unconditional positive regard c. transference d. flooding Answer: a Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.2.C Summarize the similarities and differences between clientcentered therapy and existential therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: The therapist is validating Monty‘s feelings and empathizing with them.
89. Imagine that Sigmund Freud goes to Carl Rogers for therapy. Freud‘s major complaint is depression due to distress over the lack of positive response to his theories. Which response is Rogers most likely to say during their session?
a. ―Let‘s focus on your relationship with your father.‖ b. ―Do I tell you my problems?‖ c. ―You seem troubled by the reaction to your work.‖ d. ―Why do you feel that everyone must appreciate your work?‖ Answer: c Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.2.C Summarize the similarities and differences between clientcentered therapy and existential therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: In restating Freud‘s complaint rather than interpreting the statement, Rogers uses a technique that demonstrates he is listening and prompts greater exploration of the issue.
90. The primary goal of __________ is to find meaning in life and accept inevitable losses. a. cognitive therapy b. humanist therapy c. existential therapy d. behavior therapy Answer: c Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.C Summarize the similarities and differences between clientcentered therapy and existential therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: The primary goal of existential therapy is finding meaning in life and accepting inevitable losses.
91. __________ emphasized the importance of the therapist‘s warmth and empathy, an idea now endorsed by many therapists. a. Sigmund Freud b. Carl Rogers c. Albert Ellis d. Aaron Beck Answer: b Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.C Summarize the similarities and differences between clientcentered therapy and existential therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Warmth and empathy are key elements in Carl Rogers‘s client-centered therapy.
92. Payton is a bright student, but he procrastinates. He puts off writing term papers and gets incomplete grades, which eventually become F‘s. Payton‘s ________ therapist helps him realize that he has the power to choose his own destiny and must assume responsibility for his life predicaments. The therapist helps him think about his procrastination and his life goals. a. psychodynamic b. behavior c. cognitive d. existential Answer: d Topic: Major Schools of Psychotherapy
Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.2.C Summarize the similarities and differences between clientcentered therapy and existential therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Existential therapists help clients explore the meaning of existence and face the great questions of life. Like humanist therapists, they believe that our lives are not inevitably determined by our pasts or our circumstances; we have the power and free will to choose our own destinies.
93. Dr. Schwartzenberger believes that her clients have the innate capacity to determine their own destinies, and that her job as a therapist is to help them learn to cope with the inescapable realities of life and death. Dr. Schwartzenberger would be best described as a(n) __________ therapist. a. psychodynamic b. humanist c. existential d. cognitive Answer: c Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 16.2.C Summarize the similarities and differences between clientcentered therapy and existential therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Existential therapists help clients explore the meaning of existence and face the great questions of life. Like humanist therapists, they believe that our lives are not inevitably determined by our pasts or our circumstances; we have the power and free will to choose our own destinies.
94. Samantha has been feeling depressed because she feels like her life is meaningless. She wants to find a therapist who will help her explore the meaning of life and help her cope with the inescapable realities of life. Samantha should do a search for someone who practices __________ therapy. a. existential b. humanist c. psychodynamic d. cognitive Answer: a Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Easy Learning Objective: 16.2.C Summarize the similarities and differences between clientcentered therapy and existential therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Existential therapists help clients explore the meaning of existence and face the great questions of life, such as death, freedom, alienation, and loneliness.
95. Which therapist is associated with family therapy? a. Salvador Minuchin b. Albert Ellis c. Irvin Yalom d. Aaron Beck Answer: a Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Difficult
Learning Objective: 16.2.D List the hallmarks of the family-systems perspective, and describe how they apply to family and couples therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Salvador Minuchin was one of the earliest family therapists, who compared the family to a kaleidoscope, a changing pattern of mosaics in which the pattern is larger than any one piece.
96. __________ maintains that a client‘s problems develop in the context of family, are sustained by family interactions, and that any change made by the client will affect all the family members. a. Salvador Minuchin b. Carl Rogers c. Albert Ellis d. Sigmund Freud Answer: a Topic: Major Schools of Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 16.2.D List the hallmarks of the family-systems perspective, and describe how they apply to family and couples therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Minuchin compared the family to a kaleidoscope, a changing pattern of mosaics in which the pattern is larger than any one piece.
97. A family therapist would be most likely to agree that __________. a. family members need to be taught to provide one another with unconditional positive regard b. efforts to isolate and treat one member of the family without the others are doomed
c. behavioral records and skills training are necessary tools to heal the wounded member of a family d. problems in a family can usually be traced to a single, troubled individual Answer: b Topic: Major Schools of Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.2.D List the hallmarks of the family-systems perspective, and describe how they apply to family and couples therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Family therapists view efforts to treat one family member alone, without the rest of the family, as likely to be unproductive.
98. Which view is consistent with the family-systems perspective? a. A person‘s behavior in a family is tied to the behavior of all the other family members. b. Therapy cannot be attempted unless it is possible to treat everyone in the family. c. Dysfunctional families are usually caused by a single family member. d. Families will always support a family member who makes a change to improve themselves. Answer: a Topic: Major Schools of Psychotherapy Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 16.2.D List the hallmarks of the family-systems perspective, and describe how they apply to family and couples therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: The family-systems perspective recognizes that people‘s behavior in a family is as interconnected as that of two dance partners. Even when it is not possible to treat everyone in a family, this approach can be used to identify how each member forms part of a larger system.
99. Which common element is shared by all successful therapies, regardless of the approach? a. They all use some form of transference to identify underlying problems. b. They are able to replace a client‘s self-defeating, pessimistic life story with one that is more hopeful or attainable. c. The therapists are scientific psychologists who rely on empirical research to determine the most effective technique for each client. d. The therapists remain neutral and detached so the clients can project their own issues into the therapy session. Answer: b Topic: Major Schools of Psychotherapy Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 16.2.D List the hallmarks of the family-systems perspective, and describe how they apply to family and couples therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: All successful therapies share two key elements: They are able to motivate the client into wanting to change, and they replace a client‘s pessimistic or unrealistic narrative with one that is more hopeful and attainable.
100. The scientist–practitioner gap centers around which question? a. Can the effectiveness of psychotherapy be studied scientifically? b. Should therapists be allowed to use their patients in scientific experiments? c. Should psychology researchers all be required to be trained as therapists?
d. Should therapists be required to use a control group when treating patients? Answer: a Topic: Evaluating Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.3.A Define the scientist–practitioner gap, and identify some of the problems associated with assessing the effectiveness of therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: Many psychotherapists believe that trying to evaluate psychotherapy using standard empirical methods is an exercise in futility, whereas psychological scientists argue that therapy can be scientifically investigated, just like any other complex psychological process, such as the development of language or personality.
101. Chaim has spent the last five years receiving traditional psychoanalysis. How is the time he has spent in therapy likely to affect his response when his friend asks Chaim whether he would recommend this type of therapy? a. It will make Chaim less likely to recommend it. b. It will make Chaim more likely to recommend it. c. It will have no effect on Chaim because he has been seeing the therapist for so long. d. It will make Chaim recommend psychoanalysis, but with a different therapist. Answer: b Topic: Evaluating Psychotherapy Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 16.3.A Define the scientist–practitioner gap, and identify some of the problems associated with assessing the effectiveness of therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy Rationale: People who have put time, money, and effort into something will tell you it was worth it, in order to justify their investment.
102. Which statement related to critical incident stress debriefing (CISD) techniques is correct? a. Without intervention, a traumatic experience almost always causes long-term psychological damage. b. Venting negative emotions is cathartic and beneficial. c. CISD reduces recovery time for almost all individuals. d. Stress debriefing often increases a person‘s anxiety following a trauma. Answer: d Topic: Evaluating Psychotherapy Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.3.A Define the scientist–practitioner gap, and identify some of the problems associated with assessing the effectiveness of therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: In a study, those who had a highly emotional reaction to a car accident and who received CISD had higher stress symptoms than all others in the study even after three years.
103. Cognitive therapy‘s greatest success has been in the treatment of __________. a. schizophrenia b. antisocial personality disorder c. dissociative identity disorder d. depression Answer: d Topic: Evaluating Psychotherapy Skill Level: Remember the Facts Difficulty Level: Moderate
Learning Objective: 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Cognitive therapy is helpful for many problems and most emotional disorders, but its greatest success has been in the treatment of mood disorders, especially depression.
104. __________ is more effective than any other treatment for agoraphobia. a. Exposure therapy b. Cognitive therapy c. Existential therapy d. Family intervention therapy Answer: a Topic: Evaluating Psychotherapy Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Rationale: Exposure techniques are more effective than any other treatment for posttraumatic stress disorder, agoraphobia, and specific phobias.
105. __________ is usually the most effective treatment for phobias, such as fear of dogs or of public speaking. a. Exposure therapy b. Cognitive therapy c. Psychoanalysis d. Family intervention therapy
Answer: a Topic: Evaluating Psychotherapy Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Exposure techniques are more effective than any other treatment for posttraumatic stress disorder, agoraphobia, and specific phobias.
106. __________ is more effective than any other treatment for posttraumatic stress disorder. a. Psychoanalysis b. Cognitive therapy c. Exposure therapy d. Family intervention therapy Answer: c Topic: Evaluating Psychotherapy Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Exposure techniques are more effective than any other treatment for posttraumatic stress disorder, agoraphobia, and specific phobias.
107. __________ is often more effective than medication in the treatment of panic disorder, generalized anxiety disorder, and obsessive–compulsive disorder.
a. Cognitive-behavior therapy b. Psychodynamic therapy c. Family intervention therapy d. Humanist therapy Answer: a Topic: Evaluating Psychotherapy Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Cognitive-behavior therapy is often more effective than medication in treating panic disorder, generalized anxiety disorder, and obsessive–compulsive disorder.
108. __________ are highly successful in helping people cope with pain, chronic fatigue syndrome, headaches, or irritable bowel syndrome. a. Systematic desensitization and exposure techniques b. Cognitive and behavior therapies c. Psychodynamic and humanist therapies d. Family intervention therapy and behavioral skills training Answer: b Topic: Evaluating Psychotherapy Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
Rationale: Cognitive and behavior therapies are highly successful in helping people cope with many health problems, including pain, chronic fatigue syndrome, headaches, and irritable bowel syndrome.
109. __________ are highly successful in helping people quit smoking or overcome other addictions. a. Systematic desensitization and exposure techniques b. Cognitive therapy and behavior therapy c. Psychodynamic therapy and humanist therapy d. Family intervention therapy and behavioral skills training Answer: b Topic: Evaluating Psychotherapy Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Cognitive and behavior therapies are highly successful in helping people quit smoking and overcome other addictions.
110. Gale‘s treatment for bulimia and binge eating has been highly successful. It is most likely that her treatment involved a combination of __________. a. cognitive therapy and behavior therapy b. psychodynamic therapy and humanist therapy c. family intervention therapy and behavioral skills training d. systematic desensitization and exposure techniques Answer: a Topic: Evaluating Psychotherapy
Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains Rationale: Cognitive and behavior therapies are highly successful in treating people with eating disorders.
111. Melanie‘s parents were surprised to learn that __________ is the therapy most likely to be effective in the treatment of their daughter Emily, who has been diagnosed with autism spectrum disorder. a. psychodynamic therapy b. family intervention therapy c. cognitive therapy d. behavior therapy Answer: d Topic: Evaluating Psychotherapy Skill Level: Apply What You Know Difficulty Level: Difficult Learning Objective: 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy Rationale: Behavior therapy is the most effective treatment for behavior problems that range from bed-wetting to impulsive anger and autism spectrum disorder.
112. What does the case of 10-year-old Candace Newmaker, who underwent ―rebirthing therapy,‖ illustrate? a. the surprising success of rebirthing and other attachment therapies
b. the silliness of some therapeutic techniques c. the potential for coercive therapists to create new symptoms d. that the use of empirically unsupported, potentially dangerous techniques can be deadly Answer: d Topic: Evaluating Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 16.3.C Discuss and give examples of the ways in which interventions have the potential to harm clients. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy Rationale: Candace Newmaker was killed during the rebirthing process, a technique with no scientific support.
113. Therapeutic influence, and sometimes coercion, is believed to be responsible for the huge number of people diagnosed in the 1980s and 1990s with __________. a. depression b. schizophrenia c. dissociative identity disorder d. antisocial personality disorder Answer: c Topic: Evaluating Psychotherapy Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.3.C Discuss and give examples of the ways in which interventions have the potential to harm clients. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
Rationale: Undue therapeutic influence is the likely reason for the huge numbers of people diagnosed with multiple personality disorder in the 1980s and 1990s and for the epidemic of recovered memories of sexual abuse during this period.
114. Pierre is seeing a therapist. During one session, the therapist asks Pierre if he could pay for the next three sessions in advance, as she is a little short on money. Pierre says he doesn‘t have enough money on him to pay for sessions in advance, but offers to loan the therapist $50. Which conclusion can you draw about the therapy based on this information? a. Pierre and his therapist have developed a strong, trusting relationship. b. Pierre is willing to make a loan, so there is no ethical dilemma. c. Pierre‘s therapist has violated professional boundaries by asking for a loan. d. The therapist has the right to request payment in advance. Answer: c Topic: Evaluating Psychotherapy Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.3.C Discuss and give examples of the ways in which interventions have the potential to harm clients. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry Rationale: A therapist must avoid putting their personal interests above a client‘s needs
115. A cultural mismatch between client and therapist can sometimes be a problem because __________. a. transference cannot take place if the client and therapist are from different cultural backgrounds b. the use of a language translator violates client–patient confidentiality c. it may lead to misunderstandings based on cultural differences d. studies show that most psychological problems are culture-bound syndromes
Answer: c Topic: Evaluating Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.3.D Discuss the ways in which culture can affect the experience of psychotherapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.5 Incorporate sociocultural factors in scientific inquiry Rationale: Sometimes cultural differences can cause misunderstandings resulting from ignorance or prejudice.
True-False Questions
1.
Antidepressant medications are also known as neuroleptics. Answer: False Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
2. Antipsychotic medications are no longer being prescribed ―off label‖ for people with nonpsychotic disorders. Answer: False Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
3.
Antipsychotic medications have their primary effect by increasing the activity of the neurotransmitter gamma-aminobutyric acid (GABA). Answer: False Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
4.
Antipsychotic medications offer people experiencing the symptoms of schizophrenia relief from apathy, emotional flatness, and the inability to interact with others. Answer: False Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
5.
If a person has been diagnosed with schizophrenia, then an antipsychotic medication would be an appropriate approach to use in treatment. Answer: True Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
6. Monoamine oxidase inhibitors (MAOIs) are used primarily in the treatment of schizophrenia. Answer: False Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
7.
Antidepressant medications are sometimes prescribed for people who have been diagnosed with obsessive–compulsive disorder. Answer: True Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
8.
Beta blockers are approved for use in the treatment of anxiety disorders. Answer: False Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Difficult
Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
9.
A significant number of people who take tranquilizers overuse the drugs and develop problems with withdrawal and tolerance. Answer: True Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
10.
Lithium carbonate often helps people who have been diagnosed with bipolar disorder. Answer: True Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
11.
If a person is experiencing mild anxiety, then a tranquilizer would be an appropriate drug to use in treatment, at least on a temporary basis.
Answer: True Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
12.
If a person is prescribed lithium carbonate, it is most likely that the person has been diagnosed with obsessive–compulsive disorder. Answer: False Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena
13.
The use of ketamine in a therapeutic context would be as an antidepressant medication. Answer: True Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
14.
Examples of antipsychotic medications include diazepam, lithium, and alprazolam. Answer: False Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
15.
Imipramine is a tricyclic medication. Answer: True Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
16.
Lithium is classified as an SSRI. Answer: False Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts
Difficulty Level: Moderate Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
17.
Much of the effectiveness of antidepressants appears to be due to the placebo effect. Answer: True Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
18.
The placebo effect occurs when the success of a treatment is due to the patient‘s expectations rather than to the chemical properties of the treatment itself. Answer: True Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
19.
About one-half to two-thirds of the patients stop taking antipsychotic or antidepressant drugs, often due to the unpleasant side effects. Answer: True Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
20. The effects of taking antidepressants indefinitely are still unknown, especially for vulnerable groups such as children and older adults. Answer: True Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
21. After the Food and Drug Administration (FDA) approves a medication, doctors are permitted to prescribe it for other conditions and to populations other than those on which it was originally tested. Answer: True Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Moderate
Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
22.
Sigmund Freud won a Nobel Prize for inventing the prefrontal lobotomy operation. Answer: False Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
23. Prefrontal lobotomy procedures were performed extensively in Europe but were not frequent procedures in the United States. Answer: False Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
24.
The anterior cingulotomy involves creating a lesion in the brain and helps treat schizophrenia. Answer: False
Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
25.
Deep brain stimulation (DBS) requires surgery to implant electrodes in the brain. Answer: True Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
26.
Critics of electroconvulsive therapy (ECT) believe that it is inhumane because ECT is ineffective unless the patient is conscious and alert. Answer: False Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
27.
Electroconvulsive therapy (ECT) involves placing a coil that generates a magnetic field over a person‘s occipital cortex. Answer: False Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
28.
Transcranial magnetic stimulation (TMS) is used to treat depression. Answer: True Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
29. Intermittent theta burst stimulation (iTBS) is a new variant of transcranial magnetic stimulation (TMS). Answer: True Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
30. Transcranial direct current stimulation (tDCS) involves applying a very small electric current to the outer surface of the brain via electrodes placed on the scalp. Answer: True Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
31.
Sigmund Freud believed that with insight and emotional release, his patients‘ symptoms would disappear. Answer: True Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.A Summarize the main elements of psychodynamic therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
32.
A psychodynamic therapist would likely consider it part of the therapeutic process if a client reported that he had fallen in love with her. Answer: True Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 16.2.A Summarize the main elements of psychodynamic therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
33.
Transference is an element of behavioral therapy. Answer: False Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.A Summarize the main elements of psychodynamic therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
34.
Behavior therapists emphasize the unconscious influence of people‘s earliest mental representations of their parents and how these affect reactions to separations and losses throughout life. Answer: False Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Difficult Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
35. Behavioral self-monitoring is a method of keeping careful data on the frequency and consequences of the behavior to be changed. Answer: True Topic: Major Schools of Psychotherapy
Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
36.
Exposure treatments require clients who have been diagnosed with specific anxieties to confront the feared situation or memory directly. Answer: True Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology
37.
Systematic desensitization is based on the principles of classical conditioning. Answer: True Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
38. Behavioral self-monitoring and skills training are techniques used primarily in cognitive therapy. Answer: False
Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
39.
Cognitive therapy is designed to identify and change irrational, unproductive ways of thinking and, hence, to reduce negative emotions. Answer: True Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
40.
Graduated exposure, systematic desensitization, behavioral records, and skills training are methods associated with cognitive therapy. Answer: False Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
41.
Rational emotive therapists challenge unrealistic beliefs and the tendency for people to overgeneralize when emotionally upset.
Answer: True Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
42. Rational emotive behavior therapy (REBT) emphasizes the client‘s unconscious resistance to change. Answer: False Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
43. Overgeneralization and catastrophizing are unproductive behaviors addressed in rational emotive therapy (REBT). Answer: True Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
44. In client-centered therapy, the therapist provides empathy and unconditional positive regard to the client. Answer: True Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.C Summarize the similarities and differences between clientcentered therapy and existential therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
45. In client-centered therapy, the therapist‘s role is to listen to the client‘s needs in an accepting, nonjudgmental way. Answer: True Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.C Summarize the similarities and differences between clientcentered therapy and existential therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
46.
Nondirective therapy is another term for psychodynamic therapy. Answer: False Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.C Summarize the similarities and differences between clientcentered therapy and existential therapy.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
47.
Existential therapists believe that our lives are determined by our pasts and our current circumstances. Answer: False Topic: Major Schools of Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.2.C Summarize the similarities and differences between clientcentered therapy and existential therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
48.
Family therapists work to identify tensions and imbalances in power and communication within a family. Answer: True Topic: Major Schools of Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.2.D List the hallmarks of the family-systems perspective, and describe how they apply to family and couples therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
49.
The family-systems perspective recognizes that individuals in a family must grow on their own without regard to how it impacts the rest of the family. Answer: False Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts
Difficulty Level: Easy Learning Objective: 16.2.D List the hallmarks of the family-systems perspective, and describe how they apply to family and couples therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
50.
The ―demand-withdraw‖ pattern in relationships involves arguments over balancing finances. Answer: False Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.D List the hallmarks of the family-systems perspective, and describe how they apply to family and couples therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
51.
An integrative approach to therapy involves drawing on methods and ideas from different schools of thought. Answer: True Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.2.D List the hallmarks of the family-systems perspective, and describe how they apply to family and couples therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains
52.
The scientist–practitioner gap has narrowed over time. Answer: False
Topic: Evaluating Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.3.A Define the scientist–practitioner gap, and identify some of the problems associated with assessing the effectiveness of therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
53.
One of the problems with assessing therapy is that the group that is measured may not include those who previously dropped out of the therapy because it was not working. Answer: True Topic: Evaluating Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.3.A Define the scientist–practitioner gap, and identify some of the problems associated with assessing the effectiveness of therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
54.
Randomized controlled trials occur when a participant is randomly selected to participate. Answer: False Topic: Evaluating Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.3.A Define the scientist–practitioner gap, and identify some of the problems associated with assessing the effectiveness of therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
55.
Cognitive therapy‘s greatest success has been in the treatment of mood disorders, especially depression. Answer: True Topic: Evaluating Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
56. Exposure techniques are more effective than any other treatment for obsessive– compulsive disorder. Answer: False Topic: Evaluating Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
57.
Compared to the other approaches, behavior therapy works best for treating anger and impulsive violence. Answer: False Topic: Evaluating Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
58.
Compared to the others approaches, behavior therapy is the most effective treatment for behavior problems. Answer: True Topic: Evaluating Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
59.
Schizophrenia is best helped with a combination of medications and family intervention therapy. Answer: True Topic: Evaluating Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
60.
No single type of therapy can help everyone. Answer: True Topic: Evaluating Psychotherapy Skill Level: Understand the Concepts
Difficulty Level: Easy Learning Objective: 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
61.
There is no simple rule for how long therapy needs to last. Answer: True Topic: Evaluating Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
62.
Rehabilitation psychologists are concerned with providing recreational interventions for people with mental disorders. Answer: False Topic: Evaluating Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
63.
Community psychologists coordinate outpatient services at community clinics with support from family and friends. Answer: True
Topic: Evaluating Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
64.
Multisystemic therapy is highly successful for individuals who have been diagnosed with more than one diagnostic condition. Answer: False Topic: Evaluating Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
65.
Biological measures, such as activation in particular brain circuits, can help predict a person‘s response to cognitive behavioral therapy or medication. Answer: True Topic: Evaluating Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Difficult Learning Objective: 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
66.
Professional organizations, such as the American Psychological Association (APA), endorse the use of rebirthing as an effective technique for treating schizophrenia. Answer: False Topic: Evaluating Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Easy Learning Objective: 16.3.C Discuss and give examples of the ways in which interventions have the potential to harm clients. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
67.
Boot-camp interventions can lead to a worsening of aggression and conduct problems. Answer: True Topic: Evaluating Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.3.C Discuss and give examples of the ways in which interventions have the potential to harm clients. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
68.
Critical incident stress debriefing can cause harm by inducing multiple personalities in the client. Answer: False Topic: Evaluating Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.3.C Discuss and give examples of the ways in which interventions have the potential to harm clients.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
69. A therapist may inadvertently create new disorders in the client through undue influence or suggestion. Answer: True Topic: Evaluating Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.3.C Discuss and give examples of the ways in which interventions have the potential to harm clients. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy
70.
To serve clients well, psychotherapists need to become sensitized to the issues that cultural differences can create when working with clients. Answer: True Topic: Evaluating Psychotherapy Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 16.3.D Discuss the ways in which culture can affect the experience of psychotherapy.
Short Answer Questions
1.
Which symptoms of schizophrenia are reduced by antipsychotic medications? Which symptoms are resistant to antipsychotic medications? Answer: A good answer will include the following key points.
Antipsychotic medications can reduce agitation, delusions, and hallucinations, and they can shorten the duration of schizophrenic episodes. However, they offer little relief from apathy, emotional flatness, or inability to interact with others.
Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 4.1 Demonstrate effective writing for different purposes
2.
Anti-anxiety medications (tranquilizers) are often prescribed by physicians for patients who complain of panic and anxiety; however, they are not considered the treatment of choice for extended periods. Which problems are associated with the use of tranquilizers to treat anxiety-related disorders? Answer: A good answer will include the following key points.
Symptoms often return if the medication is stopped. A significant percentage of people who take tranquilizers overuse them and develop problems with withdrawal and tolerance (i.e., they need larger and larger doses to get the same effect).
Topic: Biological Treatments for Mental Disorders Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
3. What is the placebo effect, and what role does it play in determining the effectiveness of antidepressants? Answer: A good answer will include the following key points.
The placebo effect is the apparent success of a medication or treatment due to the patient‘s expectations or hopes rather than to the treatment itself. Considerable evidence shows that much of the effectiveness of antidepressants, especially for people who are only mildly depressed, is due to the placebo effect. Overall, only about half of all depressed patients respond positively to any given antidepressant medication, and of those, fewer than half are actually responding to the specific biological effects of the drug. A meta-analysis of more than 5,000 patients in 47 clinical trials revealed that the placebo effect was ―exceptionally large,‖ accounting for more than 80 percent of the alleviation of symptoms. The medications were most effective for those with severe depression. The psychological expectation of improvement by taking a placebo actually produces some of the same brain changes that medication does.
Topic: Biological Treatments for Mental Disorders Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
4. The Food and Drug Administration (FDA) requires controlled trials that last for a few weeks or, at most, a few months, to test the effects of drugs used in the treatment of psychological disorders. What concerns are raised by the limited time period for these trials? Answer: A good answer will include the following key points.
The effects of taking drugs for psychological disorders indefinitely remain unknown. This is especially true for vulnerable groups such as children and older adults.
Topic: Biological Treatments for Mental Disorders Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.4 Interpret, design, and conduct basic psychological research, 4.1 Demonstrate effective writing for different purposes
5.
Explain what scientists know about how and why electroconvulsive therapy (ECT) works. Answer: A good answer will include the following key points.
There are many theories about ECT‘s ―mechanism of action.‖ The problem is that ECT is associated with so many biological changes that it‘s difficult to pin down which change or group of changes is responsible for the clinical improvement. One hypothesis, which has been supported by laboratory studies of rodents, is that ECT appears to increase neuroplasticity, or the growth of synapses and hence connections between neurons. However, this is not definitive evidence, and other mechanisms may contribute to the antidepressant effect of ECT.
Topic: Biological Treatments for Mental Disorders Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 2.4 Interpret, design, and conduct basic psychological research, 4.1 Demonstrate effective writing for different purposes
6. Define transference in the psychodynamic process, and explain why it is expected during this form of therapy. Answer: A good answer will include the following key points.
Transference refers to the client‘s displacement of emotional elements of their inner life (usually feelings about the client‘s caregivers) outward onto the analyst. Transference is expected during the therapeutic process, primarily because through an analysis of transference, psychodynamic therapists believe that clients can see their emotional conflicts in action and work through them.
Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.2.A Summarize the main elements of psychodynamic therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
7.
How does systematic desensitization make use of the principles of classical conditioning to help people with phobias? Answer: A good answer will include the following key points.
Systematic desensitization is based on the classical conditioning procedure of counterconditioning, in which a stimulus (such as a spider) that provokes an unwanted response (such as fear) is paired with some other stimulus or situation that elicits a response incompatible with the undesirable one, usually relaxation. The client learns to relax deeply while imagining or looking at a sequence of feared stimuli, arranged in a hierarchy from the least frightening to the most frightening. Eventually, the fear responses are extinguished.
Topic: Major Schools of Psychotherapy Skill Level: Remember the Facts Difficulty Level: Moderate Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
8.
Describe the central premise underlying the practice of cognitive therapy. Answer: A good answer will include the following key points.
Gloomy thoughts can generate an array of negative emotions and self-defeating behaviors. The underlying premise of cognitive therapy is that constructive thinking can do the opposite, reducing or dispelling anger, fear, and depression. Cognitive therapists help clients identify the beliefs and expectations that might be unnecessarily prolonging their unhappiness, conflicts, and other problems.
Topic: Major Schools of Psychotherapy Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
9.
Explain why humanistic therapy is more than just ―talking out loud with someone present.‖ Answer: A good answer will include the following key points.
It can certainly seem as though humanistic therapy is little more than talking out loud. After all, the therapist‘s main responses are ―I see,‖ ―Uh huh,‖ and ―tell me more.‖ However, this non-directive approach is intended to allow a client to reach some kind of insight into their situation, to develop effective strategies on their own, and to express their genuine feelings. Moreover, the therapist‘s actions – being largely in the background, yet supporting the client – can hopefully convey a sense of empathy and positive regard.
Topic: Major Schools of Psychotherapy Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 2.2
Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
10.
Describe the factors that have caused the scientist–practitioner gap over the years. Answer: A good answer will include the following key points.
There has been an increase in the number of professional schools which are not directly connected to academic psychology departments that specialize primarily in therapy training. More cases of unvalidated therapy techniques have also arisen.
Topic: Evaluating Psychology Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 16.3.A Define the scientist–practitioner gap, and identify some of the problems associated with assessing the effectiveness of therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
Essay Questions
1.
Distinguish between the four main classes of medications used in the treatment of mental and emotional disorders, including the benefits and drawbacks of each. For which disorders would each class be prescribed? Answer: A good answer will include the following key points.
Antipsychotic medications are prescribed for the treatment of schizophrenia and other psychoses. o Benefits—reduction of agitation, delusions, and hallucinations; shorten schizophrenic episodes o Drawbacks—little relief from other symptoms; may cause side effects such as tardive dyskinesia and other motor side effects; other effects might include weight gain. Antidepressant medications are prescribed for the treatment of depression, anxiety, phobias, and obsessive–compulsive disorder. o Benefits—relatively effective in relieving depression and anxiety o Drawbacks—unpleasant physical reactions including dry mouth, headaches, constipation, nausea, restlessness, gastrointestinal problems, weight gain, and decreased sexual desire and blocked or delayed orgasm; MAOIs may interact with certain foods and produce dangerously high blood pressure; Antidepressants may increase suicide risk, although they can also alleviate that impulse. Anti-anxiety medications (tranquilizers) are prescribed to treat mild anxiety. o Benefits—reduce anxiety; also help people with panic disorder and acute anxiety attacks in the short term o Drawbacks—symptoms often return when medication is stopped; problems with tolerance, addiction, and withdrawal Lithium carbonate is prescribed for the treatment of bipolar disorder. o Benefits—successful in many cases o Drawback—can be highly toxic if dosage is too high; produces short-term side effects and long-term problems such as kidney failure
Topic: Biological Treatments for Mental Disorders Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2
Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
2.
The benefits of prescribing medications to treat mental disorders are proclaimed in magazines and on television commercials, but there are also disadvantages. Discuss, in detail, five limitations of using medications as a form of therapy. Answer: A good answer will include the following key points.
The placebo effect: The effectiveness of some medications may be due to the placebo effect (expectations for improvement) rather than the treatment itself. Side effects and drug discontinuation: Many people quit taking medications because of unpleasant side effects. Appropriate dosage may vary with sex, age, ethnicity, body fat, and other factors. Disregard for effective, possibly better nonmedical treatments: Nonmedical treatments may work just as well or even better than medications, but they cannot compete with insurance and pharmaceutical pressure. Unknown risks over time and interactions: Many medications have only been tested on relatively small numbers of people for a relatively short time. Long-term effects and possible interactions are often unknown. Untested off-label uses: Doctors often prescribe medications for conditions and to populations other than those on which it was originally tested.
Topic: Biological Treatments for Mental Disorders Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
3. Discuss how and when direct brain intervention is used as a therapeutic technique currently, and contrast its use with older methods. Answer: A good answer will include the following key points.
Direct brain intervention, or psychosurgery, involves creating changes within the brain itself, and the use of prefrontal lobotomy (crushing nerve fibers running from the prefrontal lobes to other areas of the brain) was the primary method in days of yore. Typically, direct brain intervention is used when other treatment methods have proven
ineffective. Currently, techniques such as anterior cingulotomy or deep brain stimulation are used, rather than lobotomies. Anterior cingulotomy involves inserting an electrode through a hole in the skull and into the dorsal anterior cingulate cortex, a brain region that is thought to play an important role in anxiety and mood disorders. The tip of the electrode is then heated, creating a small lesion. Deep brain stimulation is used to treat a variety of mental disorders such as obsessive–compulsive disorder and depression. It requires surgery to implant electrodes into the brain and to embed a small box, similar to a pacemaker, under the collarbone.
Topic: Biological Treatments for Mental Disorders Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 16.1.A Describe the main categories of medication commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
4.
One of Sigmund Freud‘s patients labeled his therapy ―the talking cure.‖ Why? Describe the characteristics of psychodynamic therapy that make it different from other therapies, and how it has evolved over time. Answer: A good answer will include the following key points.
Psychoanalysis, as Freud used it, was called ―the talking cure‖ because clients were encouraged to come for treatment several days a week, often for years, and talk about their dreams and their memories of childhood. The goal of psychodynamic therapy is to explore the unconscious dynamics of personality. Because of this, it focused on defenses, conflicts, and behaviors such as transference that demonstrate underlying unconscious processes. Freud believed that intensive analysis of dreams and memories would give patients insight into the unconscious reasons for their symptoms. With insight and emotional release, he believed, the person‘s symptoms would disappear. What has set psychodynamic therapy apart from other therapies is the focus on the unconscious, the frequency and length of therapy, the use of dreams to explain underlying unconscious processes, and the recognition of processes such as transference being born out of the unconscious. As psychodynamic therapy has evolved, it has begun to borrow methods from other
forms of therapy. Topic: Major Schools of Psychotherapy Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 16.2.A Summarize the main elements of psychodynamic therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 4.1 Demonstrate effective writing for different purposes
5.
Luisa is trying to avoid thinking about the near-fatal car accident that she was in last year. She hasn‘t been able to drive to that part of the city since the accident. Her therapist has recommended that Luisa participate in exposure treatments, specifically ―flooding.‖ Describe what this experience will entail, based on your knowledge of behavior therapies. Answer: A good answer will include the following key points.
Flooding is a type of exposure therapy in which the therapist takes the client directly into the feared situation and remains there until the client‘s fear and distress decline. For Luisa, the therapist would probably drive her (or have her drive) to the site of the accident and drive around the area until her anxiety disappeared.
Topic: Major Schools of Psychotherapy Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
6.
Analyze in detail behavioral techniques that psychotherapists use to help clients change unwanted behaviors. Include key terms and definitions. Answer: A good answer will include these key points.
Behavioral self-monitoring is used to identify the reinforcers that are supporting unwanted behavior. A treatment program is then designed to change the unwanted behavior.
Exposure is used for treating fears and panic. It can involve graduated exposure—a method in which a person who has been diagnosed with a phobia or panic attacks is gradually taken into the feared situation until the anxiety subsides—or flooding, a method in which the client is taken directly into a feared situation until the anxiety subsides. Systematic desensitization is based on counterconditioning and is used to treat fear or anxiety about an object or situation by teaching clients to relax deeply and then gradually exposing them to a sequence of increasingly feared stimuli. Skills training is used to teach a person new skills that they might be lacking, especially skills in handling emotions and in interpersonal relationships, as well as new constructive behaviors to replace self-defeating ones.
Topic: Major Schools of Psychotherapy Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
7.
What basic assumptions underlie humanist therapies? Describe the goals of humanist therapy, and evaluate how the client-centered (nondirective) approach suggests therapists can help clients reach these goals. Answer: A good answer will include the following key points.
Humanist therapy starts from the assumption that human nature is basically good, and that people behave badly or develop problems when they have been warped by selfimposed limits. Therapists with this orientation see humans as resilient and having a capacity for joy, with hopes and aspirations. The primary goal of humanist therapies is to help the client gain insight into how they subjectively see their situations and the world around them, and to focus on the client‘s ability to change rather than being destined to repeat past conflicts. The therapy focuses on the here and now and the potential for creativity and growth. In client-centered (nondirective) therapy, developed by Carl Rogers, the main method used by therapists is to listen to the client‘s needs in an accepting, nonjudgmental way, and to offer what Rogers called unconditional positive regard. For Rogerians, empathy, the therapist‘s ability to understand what the client says and identify with the client‘s feelings, is the crucial ingredient of successful therapy. This support will eventually be internalized by the client and they will become more self-accepting.
Topic: Major Schools of Psychotherapy Skill Level: Analyze It
Difficulty Level: Moderate Learning Objective: 16.2.C Summarize the similarities and differences between clientcentered therapy and existential therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 4.1 Demonstrate effective writing for different purposes
8. Explain why randomized controlled trials are necessary for evaluating the effectiveness of psychotherapy. Why is it an insufficient approach to simply ask clients how they feel? Answer: A good answer will include the following key points.
No matter what kind of therapy is involved, clients are motivated to report that it worked. Every kind of therapy ever devised produces enthusiastic testimonials from people who feel it helped them or even saved their lives.
The first problem with testimonials is that none of us can be our own control group; we can‘t know whether significant change would have occurred had we not undergone treatment. The second problem with testimonials is the placebo effect; the anticipation of therapy helping may lead to the perception of therapy having helped, rather than therapy actually helping…and yes, this sentence does make sense. The third major problem with ―just asking people‖ is that testimonials from the people who dropped out, who weren‘t helped, or who actually got worse are usually never reported. For these reasons, randomized controlled trials need to be conducted, in which people with a specific problem or disorder are randomly assigned to a treatment group or to a control group. Like any good experimental design, there needs to be an experimental group (that receives some form of treatment) and a control group (which does not).
Topic: Evaluating Psychotherapy Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 16.3.A Define the scientist–practitioner gap, and identify some of the problems associated with assessing the effectiveness of therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 4.1 Demonstrate effective writing for different purposes
9. If you had to pick a single therapeutic approach and apply it to a wide variety of psychological disorders, expecting it to be effective, which technique would you choose? Answer: A good answer will include the following key points.
Although there is no lack of therapeutic approaches to choose from, if a single approach needed to be selected for its effectiveness, the smart money would be on cognitive and cognitive-behavioral therapy. Although that sounds like two approaches—and therefore hedging our bets!—it‘s often the ―cognitive‖ part that seems to be driving the effectiveness.
Cognitive therapy has shown demonstrated success in treating depression, suicide attempts, anxiety, anger and impulsive violence, and health problems, and also reducing the rate of relapse. Of course, no single type of therapy can help everyone, and cognitive approaches are unlikely to be successful in treating serious psychoses or deeply ingrained personality disorders.
Topic: Evaluating Psychotherapy Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 4.1 Demonstrate effective writing for different purposes
10. Describe the hallmarks and defining features of therapeutic techniques that are likely to increase risks to clients if used. Answer: A good answer will include the following key points.
The risks to clients increase with any of the following therapeutic approaches: o The use of potentially dangerous techniques that are not empirically supported, such as rebirthing, Scared Straight interventions, recovered memory techniques, or boot-camp interventions. o Inappropriate or coercive influence, which can create new problems for the client. o Prejudice or ignorance on the part of the therapist, as may occur when there is a decided lack of sensitivity to a client‘s cultural heritage or current values. o Sexual intimacies or other unethical behavior on the part of the therapist are never a good idea.
Topic: Evaluating Psychotherapy Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective.
APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 1.2 Develop a working knowledge of psychology‘s content domains, 4.1 Demonstrate effective writing for different purposes
Integrative Essay Questions: Linking the Chapters
1.
What is a phobia? What type of phobia did 3-year-old Peter have before John Watson and Mary Cover Jones was able to eliminate it (see Chapter 7)? Describe counterconditioning and then explain how a variation of this procedure, systematic desensitization, is used for treating phobias in adults. Answer: A good answer will include the following key points.
A phobia is an exaggerated fear of a specific situation, activity, or thing. Watson and Jones used counterconditioning to help Peter get over his fear of rabbits. Counterconditioning involves pairing the conditioned stimulus with a stimulus that elicits a response incompatible with the unwanted response. In this case, a snack of crackers and milk was paired with presentation of the rabbit (CS). The snack produced pleasant feelings incompatible with fear (US). To prevent fear of the rabbit from generalizing to the snack, the rabbit was initially kept at a distance and only gradually moved closer to Peter. Systematic desensitization is a variation of this procedure, and is sometimes used for treating phobias in adults. Systematic desensitization uses relaxation as a response incompatible with anxiety and fear. A person imagines or looks at a sequence of feared stimuli arranged in a hierarchy from least frightening to most frightening while, at the same time, maintaining a relaxed state.
Topic: 7.2 Classical Conditioning in Real Life, 15.3 Anxiety Disorders, 16.2 Major Schools of Psychotherapy Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 7.2.B Provide an example of how classical conditioning can create learned fears, and describe how the process of counterconditioning takes place. 15.3.B Describe the characteristics of a phobia, and explain why agoraphobia can be so disabling. 16.2.B Describe methods of behavior therapy and cognitive therapy. APA Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology, 2.1 Use scientific reasoning to interpret psychological phenomena, 2.2 Demonstrate psychology information literacy, 4.1 Demonstrate effective writing for different purposes
Revel Quizzes
The following questions appear at the end of each module and at the end of the chapter in Revel for Psychology, 14e.
EOM Q16.1.1
Karl suffers from hallucinations, delusions, and general agitation associated with schizophrenia. What medication would likely be prescribed to offer some relief? Options a) Antipsychotics b) Antidepressants Consider This: What are the central features of Karl‘s condition? 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. c) Anti-anxiety drugs Consider This: What are the central features of Karl‘s condition? 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. d) Lithium carbonate Consider This: What are the central features of Karl‘s condition? 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. ANS: a ModNo=16.1 Skill Level=Understand Difficulty Leve =Apply
EOM Q16.1.2
Antidepressant medications generally known as __________ have been around longer than __________; the first group can cause serious side effects if foods high in tyramine are eaten during treatment. Options a) MAOIs; SSRIs b) omega 7s; OCDs Consider This: The history of drug therapies has produced many variants, developments, and often improvements over the years. 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. c) TMSs; DBSs Consider This: The history of drug therapies has produced many variants, developments, and often improvements over the years. 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. d) OBEs; MBEs Consider This: The history of drug therapies has produced many variants, developments, and often improvements over the years. 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. ANS: a Mod No=16.1 Skill Level =Understand Difficulty Level=easy
EOM Q16.1.3
How does lithium carbonate work to treat bipolar disorder? Options a) Its mechanism of action is not clear.
b) It alters the composition of the ASPM gene. Consider This: Lithium carbonate has been used as a psychotropic drug since the early 1950s; it has a long history of effectiveness under certain conditions. 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. c) It lowers the production of anhydrase type 6 in the callosum. Consider This: Lithium carbonate has been used as a psychotropic drug since the early 1950s; it has a long history of effectiveness under certain conditions. 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. d) It raises the levels of DHO-3 in serotonin receptors. Consider This: Lithium carbonate has been used as a psychotropic drug since the early 1950s; it has a long history of effectiveness under certain conditions. 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. ANS: a Mod No=16.1 Skill Level =Understand Difficulty Level=moderate
EOM Q16.1.4
After a medication has been approved by the Food and Drug Administration (FDA), how can it be prescribed by competent medical professionals? Options a) In any way the medical professional sees fit b) Only for the intended use developed by the medication manufacturer Consider This: The FDA approves medications as acceptable for use in humans. 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment.
c) Not at all because the drug also needs approval by the American Medical Association Consider This: The FDA approves medications as acceptable for use in humans. 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. d) For groups older than, but not younger than, the intended population Consider This: The FDA approves medications as acceptable for use in humans. 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. ANS: a Mod No=16.1 Skill Level=Understand Difficulty Level=moderate
EOM Q16.1.5
When should electroconvulsive therapy (ECT) be used? Options a) ECT should be considered when a patient is actively suicidal and/or when all other viable treatments have failed. b) ECT should be the first treatment attempted. Consider This: The invasiveness of a treatment helps clinicians determine whether and when it is selected for patients. 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. c) ECT should be used after medication but before behavior therapy. Consider This: The invasiveness of a treatment helps clinicians determine whether and when it is selected for patients. 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. d) ECT is no longer considered an effective treatment for mental disorders such as depression.
Consider This: The invasiveness of a treatment helps clinicians determine whether and when it is selected for patients. 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. ANS: a Mod No=16.1 Skill Level=Analyze Difficulty Level=easy
EOM Q16.2.1
Consuela has been in psychodynamic therapy for 4 months. She feels like she really connects with her therapist and that he really understands her true ―inner self‖ in a way no one has before. Consuela tells her friends about how helpful, compassionate, and caring her therapist is, and how she looks forward to their sessions together. When her therapist asked her during one session, ―Are you ready to do some hard work today?‖ Consuela replied, ―Yes, Dad.‖ Consuela is showing many signs of __________ during the psychodynamic process. Options a) transference b) reaction formation Consider This: Psychoanalysts would say that Consuela‘s feelings and reactions are predictable, given the nature of the psychodynamic therapy she is engaged in. 16.2.A Summarize the main elements of psychodynamic therapy. c) destabilization Consider This: Psychoanalysts would say that Consuela‘s feelings and reactions are predictable, given the nature of the psychodynamic therapy she is engaged in. 16.2.A Summarize the main elements of psychodynamic therapy. d) id dilation Consider This: Psychoanalysts would say that Consuela‘s feelings and reactions are predictable, given the nature of the psychodynamic therapy she is engaged in. 16.2.A Summarize the main elements of psychodynamic therapy. ANS: a
Mod No=16.2 Skill Level= Apply DifficultyLevel=moderate
EOM Q16.2.2
Many a parent over the decades has believed that the way to teach a child to swim is to row the child to the middle of a lake and toss the child overboard. This ―sink-or-swim‖ philosophy is based on the notion that the child will quickly learn the desired behavior (swimming) to avoid the undesired behavior (drowning). In a way, this approach mirrors the behavior therapy technique of __________. Options a) flooding b) behavioral self-monitoring Consider This: The parent‘s approach is to place the child directly in the feared situation until the desired outcome is attained. 16.2.B Describe methods of behavior therapy and cognitive therapy. c) graduated exposure Consider This: The parent‘s approach is to place the child directly in the feared situation until the desired outcome is attained. 16.2.B Describe methods of behavior therapy and cognitive therapy. d) systematic desensitization Consider This: The parent‘s approach is to place the child directly in the feared situation until the desired outcome is attained. 16.2.B Describe methods of behavior therapy and cognitive therapy. ANS: a Mod No=16.2 Skill Level=Understand DifficultyLevel=difficult
EOM Q16.2.3
―I just can‘t lose weight!‖ moans a frustrated Emma. ―I know I‘m eating more fruits and vegetables every day, and I‘m cutting back on sweets and snacks. But the pounds won‘t come off!‖ ―Have you considered keeping a record of your food intake?‖ asks her sympathetic friend Ritika. ―That way you could objectively see what you‘re eating and use that to shape your behavioral goals.‖ Ritika is intuitively recommending __________ as an initial step in weight-loss therapy for Emma. Options a) behavioral self-monitoring b) desensitization Consider This: Emma may earnestly believe in her perceptions of food intake, but there is a simpler way to find out what she has been eating. 16.2.B Describe methods of behavior therapy and cognitive therapy. c) skills training Consider This: Emma may earnestly believe in her perceptions of food intake, but there is a simpler way to find out what she has been eating. 16.2.B Describe methods of behavior therapy and cognitive therapy. d) flooding Consider This: Emma may earnestly believe in her perceptions of food intake, but there is a simpler way to find out what she has been eating. 16.2.B Describe methods of behavior therapy and cognitive therapy. ANS: a ModNo=16.2 Skill Level=Apply Difficulty Level=difficult
EOM Q16.2.4
―I just feel so frustrated with my life,‖ Rohan complains. ―Life can seem meaningless and empty,‖ Dr. Molay replies. ―Does God have some kind of plan for me?‖ Rohan asks, expectantly. ―It‘s a cold and random universe . . .‖ Dr. Molay answers. ―I know that someday I‘m going to die, and then I‘ll be forgotten, and in the meantime, I‘ll wade through a sea of loneliness,‖ Rohan whispers. ―Yes. Yes, that‘s likely to be true,‖ replies Dr. Molay. ―So what‘s the point of it all?!‖ demands Rohan. ―Your grim reality must fuel your desires for self-fulfillment and personal responsibility in shaping your world, your way,‖ proclaims Dr. Molay. What kind of therapy does Dr. Molay appear to subscribe to? Options a) Existential therapy b) Exposure therapy Consider This: Dr. Molay seems to be motivated by helping Rohan see the essential meaninglessness in a random world and using that as a guide to personal responsibility and self-making. 16.2.C Summarize the similarities and differences between client-centered therapy and existential therapy. c) Cognitive therapy Consider This: Dr. Molay seems to be motivated by helping Rohan see the essential meaninglessness in a random world and using that as a guide to personal responsibility and self-making. 16.2.C Summarize the similarities and differences between client-centered therapy and existential therapy. d) Cognitive behavioral therapy Consider This: Dr. Molay seems to be motivated by helping Rohan see the essential meaninglessness in a random world and using that as a guide to personal responsibility and self-making. 16.2.C Summarize the similarities and differences between client-centered therapy and existential therapy. ANS: a Mod No=16.2 Skill Level=Apply DifficultyLevel=difficult
EOM Q16.2.5
Dr. DeDomenico is explaining her approach to her job: ―The unit is made up of several individual, interacting parts. If the unit is failing, there‘s likely to be trouble with the constituent elements. But fixing the individual parts doesn‘t necessarily mean the unit will work effectively. Both the
individual elements and the unit as a whole need to be tinkered with to make the entire system work efficiently again.‖ What specialization does Dr. DeDomenico endorse? Options a) Family-systems therapy b) Rational emotive behavior therapy Consider This: Dr. DeDomenico seems to believe that each member of a family forms part of a larger interacting system. 16.2.D List the hallmarks of the family-systems perspective, and describe how they apply to family and couples therapy. c) Psychodynamic mending Consider This: Dr. DeDomenico seems to believe that each member of a family forms part of a larger interacting system. 16.2.D List the hallmarks of the family-systems perspective, and describe how they apply to family and couples therapy. d) Biomedical treatment Consider This: Dr. DeDomenico seems to believe that each member of a family forms part of a larger interacting system. 16.2.D List the hallmarks of the family-systems perspective, and describe how they apply to family and couples therapy. ANS: a Mod No=16.2 Skill Level=Apply Difficulty Level=moderate
EOM Q16.3.1
Carl insists that he has all the ―evidence‖ he needs to do his job effectively. ―I‘ve been a therapist for 40 years,‖ he crows. ―I know what works for my clients and what doesn‘t. I can tell my methods are effective because my clients are quick to tell me how much better they feel, every time I ask them at the end of each session.‖ What do Carl‘s attitudes illustrate? Options a) The scientist–practitioner gap b) The psychodynamic allegiance
Consider This: Carl‘s definition of ―evidence‖ may not be shared by all parties concerned with understanding the effectiveness of therapy. 16.3.A Define the scientist–practitioner gap, and identify some of the problems associated with assessing the effectiveness of therapy. c) The humanist federation Consider This: Carl‘s definition of ―evidence‖ may not be shared by all parties concerned with understanding the effectiveness of therapy. 16.3.A Define the scientist–practitioner gap, and identify some of the problems associated with assessing the effectiveness of therapy. d) The therapeutic alliance Consider This: Carl‘s definition of ―evidence‖ may not be shared by all parties concerned with understanding the effectiveness of therapy. 16.3.A Define the scientist–practitioner gap, and identify some of the problems associated with assessing the effectiveness of therapy. ANS: a Mod No=16.3 Skill Level=Apply DifficultyLevel=moderate
EOM Q16.3.2
Lakisha wants to pursue therapy to help with her feelings of depression. Based on what you know about the effectiveness of different types of treatments, what type of therapy would you recommend to her? Options a) Cognitive behavioral therapy b) Psychodynamic therapy Consider This: Some type of therapy is usually better than no type of therapy, but some types are more successful than others for certain disorders. 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. c) Psychoanalysis
Consider This: Some type of therapy is usually better than no type of therapy, but some types are more successful than others for certain disorders. 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. d) Humanist therapy Consider This: Some type of therapy is usually better than no type of therapy, but some types are more successful than others for certain disorders. 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. ANS: a Mod No=16.3 Skill Level=Apply DifficultyLevel=moderate
EOM Q16.3.3
__________ psychologists assess and treat people who are physically disabled. Options a) Rehabilitation b) Restorative Consider This: Some psychologists specialize in working with particular populations. 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. c) Recusative Consider This: Some psychologists specialize in working with particular populations. 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. d) Reparative Consider This: Some psychologists specialize in working with particular populations. 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. ANS: a
Mod No=16.3 Skill Level=Remember DifficultyLevel=moderate
EOM Q16.3.3
Which of the following statements about the effect of cognitive behavioral therapy (CBT) on the brain is most accurate? Options a) CBT can change brain function, and that change is correlated with improved symptoms. b) CBT has no effect on brain function. Consider This: Some studies have shown that CBT can actually lead to changes in neural activity. 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. c) CBT can change brain function but only in the temporal lobe. Consider This: Some studies have shown that CBT can actually lead to changes in neural activity. 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. d) CBT can change brain structure but not brain function. Consider This: Some studies have shown that CBT can actually lead to changes in neural activity. 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. ANS: a Mod No=16.3 Skill Level=Understand DifficultyLevel=difficult
EOM Q16.3.4
Which of the following was not identified in the chapter as a potential risk to avoid in psychotherapy? Options a) A therapist‘s awareness of cultural differences b) A therapist‘s prejudice or ignorance Consider This: Appearances can be deceiving, yet sometimes things are exactly as they seem. 16.3.C Discuss and give examples of the ways in which interventions have the potential to harm clients. c) A therapist‘s inappropriate or coercive influence Consider This: Appearances can be deceiving, yet sometimes things are exactly as they seem. 16.3.C Discuss and give examples of the ways in which interventions have the potential to harm clients. d) A therapist‘s use of techniques that have not been supported by empirical study Consider This: Appearances can be deceiving, yet sometimes things are exactly as they seem. 16.3.C Discuss and give examples of the ways in which interventions have the potential to harm clients. ANS: a Mod No=16 Skill Level=Apply DifficultyLevel=moderate
EOM Q16.3.5
Which of the following statements best captures the relationship between culture and the experience of psychotherapy? Options
a) Clients experience better outcomes with therapy when they view their therapists as multiculturally competent. b) Only therapists and clients who come from similar backgrounds are able to establish successful working relationships. Consider This: It is important for therapists to understand the norms and unique experiences associated with different cultures and to recognize their own biases. 16.3.D Discuss the ways in which culture can affect the experience of psychotherapy. c) Effective psychological treatments are culturally universal (i.e., they can be conducted in the exact same way in the exact same language for all clients). Consider This: It is important for therapists to understand the norms and unique experiences associated with different cultures and to recognize their own biases. 16.3.D Discuss the ways in which culture can affect the experience of psychotherapy. d) The American Psychological Association does not consider multicultural competence to be a critical standard in clinical psychology. Consider This: It is important for therapists to understand the norms and unique experiences associated with different cultures and to recognize their own biases. 16.3.D Discuss the ways in which culture can affect the experience of psychotherapy. ANS: a Mod No=16.3 Skill Level=Understand DifficultyLevel=moderate
Chapter 16 Quiz: EOC Q16.1
Medications commonly used to treat mental disorders fall into the classes of __________, tranquilizers, __________, and antidepressant drugs. Options
a) antipsychotics; mood stabilizers b) leptokurtics; platykurtics Consider This: There are many individual medications and even more specific brand names, but what are the main classes of medications used in this context? 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. c) anticonvulsives; antitrophics Consider This: There are many individual medications and even more specific brand names, but what are the main classes of medications used in this context? 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. d) MAOIs; SSRIs Consider This: There are many individual medications and even more specific brand names, but what are the main classes of medications used in this context? 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. ANS: a Mod No=16.1 Skill Level=Remember DifficultyLevel=difficult
EOC Q16.2
People who suffer from bipolar disorder are most likely to be prescribed __________. Options a) lithium carbonate b) tranquilizers Consider This: One of the medications listed here is commonly prescribed in the treatment of bipolar disorder. 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment.
c) anti-anxiety medications Consider This: One of the medications listed here is commonly prescribed in the treatment of bipolar disorder. 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. d) beta blockers Consider This: One of the medications listed here is commonly prescribed in the treatment of bipolar disorder. 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. ANS: a Mod No=16.1 Skill Level =Understand DifficultyLevel=moderate
EOC Q16.3
Anti-anxiety medications work by increasing the activity of __________. Options a) GABA b) lithium Consider This: The neurochemical action of tranquilizers is well understood. 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. c) glutamate Consider This: The neurochemical action of tranquilizers is well understood. 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. d) the sympathetic nervous system
Consider This: The neurochemical action of tranquilizers is well understood. 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. ANS: a Mod No=16.1 Skill Level=Understand DifficultyLevel=moderate
EOC Q16.4
In an act of questionable ethics, Dr. Nichopoulos prescribes a sugar pill to treat Aaron‘s depression, yet he tells Aaron that the medication is a powerful new antidepressant drug. After a month of taking the medication, Aaron reports that his symptoms have lessened, his outlook has brightened, and his mood has improved. What‘s going on here? Options a) The placebo effect is at work. b) A new psychotropic use for sugar has been discovered. Consider This: Aaron might indeed be feeling better, although probably not for the reasons he thinks. 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. c) Glutamate receptors have been activated in Aaron‘s central nervous system. Consider This: Aaron might indeed be feeling better, although probably not for the reasons he thinks. 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. d) Aaron has been coerced. Consider This: Aaron might indeed be feeling better, although probably not for the reasons he thinks. 16.1.A Describe the main categories of medications commonly prescribed for the treatment of mental disorders, and discuss the major cautions associated with drug treatment. ANS: a
Mod No=16.1 Skill Level=Apply DifficultyLevel=difficult
EOC Q16.5
A procedure that involves severing or otherwise destroying the connections between the prefrontal cortex and the rest of the brain is called __________. Options a) lobotomy b) electroconvulsive therapy Consider This: The procedure, in its original conceptualization, is no longer practiced. 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. c) deep brain stimulation Consider This: The procedure, in its original conceptualization, is no longer practiced. 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. d) transcranial magnetic stimulation Consider This: The procedure, in its original conceptualization, is no longer practiced. 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. ANS: a Mod No=16.1 Skill Level=Remember DifficultyLevel=moderate
EOC Q16.6
Both ECT and TMS tend to be used primarily in the treatment of __________. Options a) depression b) phobias Consider This: These techniques, which share some conceptual features in common, also share in common a principal application. 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. c) eating disorders Consider This: These techniques, which share some conceptual features in common, also share in common a principal application. 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. d) panic disorder Consider This: These techniques, which share some conceptual features in common, also share in common a principal application. 16.1.B Identify the forms of direct brain intervention used in treating mental disorders, and discuss the limitations of each. ANS: a Mod No=16.1 Skill Level=Understand DifficultyLevel=difficult
EOC Q16.7
Sigmund Freud‘s method of psychotherapy is called __________. Options a) psychoanalysis b) rehabilitation
Consider This: Freud‘s view of personality was intimately tied to his views on therapy. 16.2.A Summarize the main elements of psychodynamic therapy. c) counterconditioning Consider This: Freud‘s view of personality was intimately tied to his views on therapy. 16.2.A Summarize the main elements of psychodynamic therapy. d) cognitive behavioral therapy Consider This: Freud‘s view of personality was intimately tied to his views on therapy. 16.2.A Summarize the main elements of psychodynamic therapy. ANS: a Mod No=16.2 Skill Level=Remember DifficultyLevel=difficult
EOC Q16.8
Rico is afraid of snakes. His therapist suggests a technique in which Rico first learns some relaxation exercises. After Rico has mastered ways of calming himself, his therapist shows him a photo of a snake taken from a far distance, while Rico practices relaxing. After this step has been mastered, Rico experiences, in sequence, close-up photos of snakes and a trip to the zoo to see them and handle one in person. What therapeutic technique is Rico‘s therapist using? Options a) Systematic desensitization b) Flooding Consider This: Rico‘s relaxed state is incompatible with the fearful, anxious state he experiences when thinking about or seeing snakes. 16.2.B Describe methods of behavior therapy and cognitive therapy. c) Behavioral self-monitoring Consider This: Rico‘s relaxed state is incompatible with the fearful, anxious state he experiences when thinking about or seeing snakes. 16.2.B Describe methods of behavior therapy and cognitive therapy.
d) Rational promotive assistance Consider This: Rico‘s relaxed state is incompatible with the fearful, anxious state he experiences when thinking about or seeing snakes. 16.2.B Describe methods of behavior therapy and cognitive therapy. ANS: a Mod No=16.2 Skill Level=Apply DifficultyLevel=difficult
EOC Q16.9
Francesca wishes she were more patient with other people and more relaxed in work settings. She is smart enough to know that wishing will not make it so! A therapist helps her by teaching techniques that foster patience and cooperation, such as counting to 3 silently before responding to a question, setting a timer to establish 10-minute break periods every 2 hours, and an exercise to learn all her coworkers‘ names and hobbies. The therapist is providing Francesca with __________. Options a) skills training b) behavioral self-monitoring Consider This: Francesca has the desire to change; her therapist is providing a mechanism to make that happen. 16.2.B Describe methods of behavior therapy and cognitive therapy. c) transference Consider This: Francesca has the desire to change; her therapist is providing a mechanism to make that happen. 16.2.B Describe methods of behavior therapy and cognitive therapy. d) graduated exposure Consider This: Francesca has the desire to change; her therapist is providing a mechanism to make that happen. 16.2.B Describe methods of behavior therapy and cognitive therapy.
ANS: a Mod No=16.2 Skill Level=Apply DifficultyLevel=easy
EOC Q16.10
―If I don‘t get into a good college, I‘ll never be able to get a good job!‖ wails Eugenio to his therapist. ―Think about that,‖ challenges his therapist. ―Is that really what will happen, or are you just catastrophizing?‖ ―But . . . but . . . if I don‘t get into a good college, my parents will hate me, and my girlfriend will dump me!‖ protests Eugenio. ―Not getting into a good college doesn‘t rob you of all the fine qualities you have that make people love you,‖ responds his therapist. ―Not getting into a good college means you didn‘t get into a good college; it‘s not the end of the world and it doesn‘t mean the sky will fall down on you.‖ What kind of therapy does Eugenio‘s therapist seem to be practicing? Options a) Rational emotive behavior therapy b) Psychodynamic therapy Consider This: Eugenio would like to believe that each small misstep in his life will trigger monumental and far-reaching disastrous outcomes for him. The world does not really work that way. 16.2.B Describe methods of behavior therapy and cognitive therapy. c) Psychoanalytic therapy Consider This: Eugenio would like to believe that each small misstep in his life will trigger monumental and far-reaching disastrous outcomes for him. The world does not really work that way. 16.2.B Describe methods of behavior therapy and cognitive therapy. d) Behavioral control therapy Consider This: Eugenio would like to believe that each small misstep in his life will trigger monumental and far-reaching disastrous outcomes for him. The world does not really work that way. 16.2.B Describe methods of behavior therapy and cognitive therapy. ANS: a
Mod No=16.2 Skill Level=Apply DifficultyLevel=difficult
EOC Q16.11
―If I don‘t get into a good college, I‘ll never be able to get a good job!‖ wails Eugenio to his therapist. ―That can really be upsetting; most people would be upset by that experience, and that‘s a natural feeling to have,‖ replies his therapist. ―Can you tell me more about how that makes you feel?‖ ―If I don‘t get into a good college, my parents will hate me, and my girlfriend will dump me!‖ continues Eugenio. ―It sure would be disappointing to miss a significant goal in your life, but people who truly love you will continue to love you for who you are,‖ Eugenio‘s therapist says soothingly. ―This is just my opinion, but I think it‘s important to remember that you‘re a person of worth, and that you can aspire to and achieve many things in your life.‖ What kind of therapy does Eugenio‘s therapist seem to be practicing? Options a) Humanist therapy b) Multisystemic therapy Consider This: Eugenio‘s therapist seems to have his well-being at heart and appears to be doing quite a bit to communicate positive regard to Eugenio. 16.2.C Summarize the similarities and differences between client-centered therapy and existential therapy. c) Cybertherapy Consider This: Eugenio‘s therapist seems to have his well-being at heart and appears to be doing quite a bit to communicate positive regard to Eugenio. 16.2.C Summarize the similarities and differences between client-centered therapy and existential therapy. d) Cognitive behavioral therapy Consider This: Eugenio‘s therapist seems to have his well-being at heart and appears to be doing quite a bit to communicate positive regard to Eugenio. 16.2.C Summarize the similarities and differences between client-centered therapy and existential therapy. ANS: a
Mod No=16.2 Skill Level=Apply DifficultyLevel=easy
EOC Q16.12
Carole and Allison are having trouble in their relationship. They seem to squabble about money (Carole likes to spend, and Allison does not), and their communication patterns on this issue are not very good. In most other ways their relationship is quite solid, and they definitely love and respect one another. What therapeutic approach might be good for them? Options a) Couples therapy b) Behavioral therapy for Allison Consider This: Half-measures often fail where full measures succeed. 16.2.D List the hallmarks of the family-systems perspective, and describe how they apply to family and couples therapy. c) Behavioral therapy for Carole Consider This: Half-measures often fail where full measures succeed. 16.2.D List the hallmarks of the family-systems perspective, and describe how they apply to family and couples therapy. d) Cybertherapy Consider This: Half-measures often fail where full measures succeed. 16.2.D List the hallmarks of the family-systems perspective, and describe how they apply to family and couples therapy. ANS: a Mod No=16.2 Skill Level=Apply DifficultyLevel=moderate
EOC Q16.13
How does a randomized controlled trial work in assessing the effectiveness of therapy? Options a) People with a given disorder are randomly assigned to a treatment group or to a control group. b) Best clinical practices are codified in a kind of ―handbook,‖ and clinicians who adopt that therapeutic perspective are encouraged to follow that guide. Consider This: Gauging the effectiveness of therapy can sometimes be a tricky affair, with competing viewpoints on how or if it should be accomplished. 16.3.A Define the scientist–practitioner gap, and identify some of the problems associated with assessing the effectiveness of therapy. c) Psychological scientists review a random selection of case notes on an anonymous client, where the parameters of a disorder have been carefully controlled ahead of time. Consider This: Gauging the effectiveness of therapy can sometimes be a tricky affair, with competing viewpoints on how or if it should be accomplished. 16.3.A Define the scientist–practitioner gap, and identify some of the problems associated with assessing the effectiveness of therapy. d) Clinicians‘ case notes, representing different perspectives on a single case, are reviewed by a panel of qualified mental health professionals to judge the best outcomes. Consider This: Gauging the effectiveness of therapy can sometimes be a tricky affair, with competing viewpoints on how or if it should be accomplished. 16.3.A Define the scientist–practitioner gap, and identify some of the problems associated with assessing the effectiveness of therapy. ANS: a Mod No=16.3 Skill Level=Understand DifficultyLevel=moderate
EOC Q16.14
Inigo wants help to quit smoking. What kind of therapy should he pursue? Options a) Cognitive behavioral therapy, to learn techniques to modify his behavior and extinguish his undesirable behaviors b) Psychodynamic therapy, to explore his oral fixation and address the unconscious sexual significance cigarettes have in his life Consider This: The right therapeutic approach can probably get Inigo to quit smoking in a very short amount of time. 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. c) Humanist therapy, so he can feel good about the choices he has already made in his life and accept the fact that he is a smoker—a good smoker Consider This: The right therapeutic approach can probably get Inigo to quit smoking in a very short amount of time. 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. d) Existential therapy, so he can realize that smoking is symbolic of the end we all must face, and that cancer represents the pain of survival Consider This: The right therapeutic approach can probably get Inigo to quit smoking in a very short amount of time. 16.3.B Provide examples of areas in which cognitive and behavior therapies have been particularly effective. ANS: a Mod No=16.3 Skill Level=Apply DifficultyLevel=moderate
EOC Q16.15
Which of the following is not a risk to clients undergoing therapy? Options a) Side effects of insomnia, increased appetite, and sexual dysfunction
b) Devaluation of a client‘s customs or cultural clues by a therapist Consider This: Sometimes problems do not get better, and some problems might take a lot of work to address. But having a clinician who exacerbates those problems or introduces new ones is a bad situation to be in. 16.3.C Discuss and give examples of the ways in which interventions have the potential to harm clients. c) Empirically unsupported therapeutic techniques Consider This: Sometimes problems do not get better, and some problems might take a lot of work to address. But having a clinician who exacerbates those problems or introduces new ones is a bad situation to be in. 16.3.C Discuss and give examples of the ways in which interventions have the potential to harm clients. d) Coercive influence exerted by the therapist over the client Consider This: Sometimes problems do not get better, and some problems might take a lot of work to address. But having a clinician who exacerbates those problems or introduces new ones is a bad situation to be in. 16.3.C Discuss and give examples of the ways in which interventions have the potential to harm clients. ANS: a Mod No=16.3 Skill Level=Understand DifficultyLevel=difficult