Download Q2 Assessment (2015

Padua Academy
Advanced Placement Psychology
Quarter 2 Assessment
2015-2016
Please place all answers on the Scantron. You may NOT write on this test.
Multiple Choice
Identify the choice that best completes the statement or answers the question.
1. During a hearing test, many sounds were
presented at such a low level of intensity that
Mr. Antall could hardly detect them. These
sounds were below Mr. Antall's
a. subliminal threshold.
b. absolute threshold.
c. adaptation threshold.
d. difference threshold.
e. auditory threshold.
2. A subliminal message is one that is presented
a. while an individual is under hypnosis.
b. below one's absolute threshold for
awareness.
c. in a manner that is unconsciously
persuasive.
d. with very soft background music.
e. repetitiously.
3. Parapsychology refers to the
a. study of phenomena such as ESP and
b.
c.
d.
e.
psychokinesis.
study of perceptual illusions.
study of the phi phenomenon.
direct transmission of thoughts from one
mind to another.
direct transduction of energy into neural
impulses.
4. The study of phenomena such as clairvoyance
and telepathy is called
a. parapsychology.
b. Gestalt psychology.
c. human factors psychology.
d. ESP.
e. perceptual adaptation.
5. Damage to the fovea would have the greatest
effect on
a. night vision.
b. peripheral vision.
c. visual acuity.
d. sensory adaptation.
e. kinesthesis.
6. Which of the following types of cells are
located in the brain's occipital lobe?
a. rods and cones
b. bipolar cells
c. hair cells
d. feature detectors
e. cochlea cells
7. When most people stare at a red square and
then shift their eyes to a white surface, the
afterimage of the square is
a. yellow.
b. red.
c. green.
d. blue.
e. white.
8. A gestalt is best described as a(n)
a. binocular cue.
b. illusion.
c. perceptual adaptation.
d. organized whole.
e. perceptual set.
9. Renny knew the red tulip was closer to her
than the yellow tulip because the red one cast
a larger retinal image than the yellow one.
This illustrates the importance of the distance
cue known as
a. relative size.
b. interposition.
c. proximity.
d. relative height.
e. continuity.
10. Brightness is to light as ________ is to sound.
a. pitch
b. loudness
c. frequency
d. amplitude
e. wavelength
11. The 130-decibel sound of a rock band is
________ times louder than the 100-decibel
sound of a nearby subway train.
a. 2
b. 10
c. 30
d. 100
e. 1000
12. After a small section of his basilar membrane
was damaged, Jason experienced a noticeable
loss of hearing for high-pitched sounds only.
Jason's hearing loss is best explained by the
________ theory.
a. gate-control
b. frequency
c. Young-Helmholtz
d. opponent-process
e. place
13. The simultaneous stimulation of adjacent cold
and warmth spots on the skin produces the
sensation of
a. hot.
b. cold.
c. pressure.
d. wetness.
e. pain.
14. We tend to perceive more pain when others
around us also report feeling pain. This
research finding indicates that pain perception
is affected by both biological and what other
influences?
a. genetic
b. neural
c. hormonal
d. humanistic
e. social-cultural
15. Twenty-eight-year-old Theodore has an
irrational fear of dogs. His therapist
hypnotizes him and asks him to mentally
relive his earliest childhood experience with a
dog. The therapist is making use of
a. hypnagogic sensations.
b. age regression.
c. REM rebound.
d. temporal dissociation.
e. paradoxical sleep.
16. When subjected to a painful medical
procedure without the benefit of an anesthetic,
a hypnotized person is most likely to
a. show physiological activation of the
sensory cortex.
b. exhibit a brain-wave pattern similar to that
of Stage 4 sleep.
c. have no sensory experience of the painproducing procedure.
d. be unable to remember anything that
occurred during the procedure.
e. demonstrate behaviors that indicate an
NREM state.
17. Our inability to fall asleep early as we had
planned is most likely a reflection of
a. dissociation.
b. narcolepsy.
c. circadian rhythm.
d. night terrors.
e. sleep apnea.
18. Fast and jerky movements of the eyes are
especially likely to be associated with
a. sleep spindles.
b. dissociation.
c. REM sleep.
d. sleep apnea.
e. NREM-3 sleep.
19. After Carlos had been asleep for about an hour
and a half, his heart began to beat faster, his
breathing became fast and irregular, and his
closed eyes began to dart back and forth.
Carlos was most likely experiencing
a. NREM-3 sleep.
b. sleep apnea.
c. narcolepsy.
d. REM sleep.
e. a hallucination.
20. According to Freud, the personally threatening
and censored meaning of a dream is its
a. manifest content.
b. dissociated content.
c. latent content.
d. hallucinatory content.
e. social influence.
21. Research indicates that the percentage of total
sleep spent in REM sleep is higher in
________ than in ________.
a. artists; scientists
b. infants; adults
c. females; males
d. older adults; adolescents
e. higher economic classes; lower economic
classes
22. Soon after taking a psychoactive drug,
Zachary experienced a diminished appetite, an
increased pulse rate, dilated pupils, and
feelings of self-confidence and euphoria.
Zachary most likely experienced the effects of
a. heroin.
b. cocaine.
c. LSD.
d. marijuana.
e. THC.
23. Pets who learn that the sound of an electric
can opener signals the arrival of their food
illustrate
a. shaping.
b. extrinsic motivation.
c. classical conditioning.
d. observational learning.
e. negative reinforcement.
24. In Pavlov's experiments, the dog's salivation
triggered by the sound of the tone was a(n)
a. conditioned response.
b. unconditioned stimulus.
c. unconditioned response.
d. conditioned stimulus.
e. neutral stimulus.
25. After recovering from a serious motorcycle
accident, Gina was afraid to ride a motorcycle
but not a bicycle. Gina's pattern of fear best
illustrates
a. shaping.
b. conditioned reinforcement.
c. spontaneous recovery.
d. discrimination.
e. negative reinforcement.
26. Pavlov's research on classical conditioning
was important because
a. it highlighted the role of cognitive
processes in learning.
b. so many different species of animals,
including humans, can be classically
conditioned.
c. it demonstrated an essential difference
between animal and human learning.
d. all learning depends on reinforcement.
e. it demonstrated that rewards were more
effective than punishment.
27. Which of the following terms best describes a
respondent behavior?
a. purposeful
b. conscious
c. reflexive
d. voluntary
e. unlearned
28. B. F. Skinner's work elaborated what E. L.
Thorndike had called
a. shaping.
b. behaviorism.
c. observational learning.
d. the law of effect.
e. latent learning.
29. A trainer wants to train a chicken to peck a
key to obtain food. If she wants the chicken to
learn this trick quickly and the behavior to be
resistant to extinction, she should use
________ reinforcement until the response is
mastered and then follow with a period of
________ reinforcement.
a. positive; negative
b. negative; positive
c. primary; secondary
d. partial; continuous
e. continuous; partial
30. Electronically recording, amplifying, and
displaying information regarding subtle
physiological responses is called
a. acupuncture.
b. biofeedback.
c. relaxation training.
d. psychoneuroimmunology.
e. psychometrics.
31. Wolves that were tempted into eating sheep
carcasses laced with poison develop an
aversion to sheep meat. Which of the
following provided the initial evidence leading
to this practice?
a. Robert Rescorla's research on the
importance of cognition in classical
conditioning
b. B. F. Skinner's studies on intermittent
schedules of reinforcement
c. Martin Seligman's research on learned
helplessness
d. John Garcia's studies on the importance of
biological predispositions in conditioning
e. Edward L. Thorndike's research on the law
of effect
32. Paula expects that diligent study will enable
her to earn good grades on her tests. Paula's
belief best illustrates
a. self-serving bias.
b. the spotlight effect.
c. an Electra complex.
d. unconditional positive regard.
e. an internal locus of control.
33. Compared with those who perceive an
external locus of control, people who perceive
an internal locus of control are
a. likely to experience low self-esteem.
b. extremely introverted personalities.
c. likely to be academically successful.
d. not easily able to delay gratification of
their personal desires.
e. likely to experience depression.
34. The perception that one's fate is determined by
luck reflects
a. reciprocal determinism.
b. self-serving bias.
c. an external locus of control.
d. the pleasure principle.
e. the spotlight effect.
35. Laura fails to recognize any connection
between her unsafe sexual practices and the
likelihood of contracting a sexually
transmitted infection. Laura's lack of
perceptiveness best illustrates the dangers of
a. free association.
b. the self-reference phenomenon.
c. the spotlight effect.
d. an external locus of control.
e. unconditional positive regard.
36. Like European Christians who risked their
lives to rescue Jews from the Nazis, civil
rights activists of the 1960s had parents who
a. consistently used reinforcement in
combination with punishment to shape
their children's moral behavior.
b. modeled a strong moral or humanitarian
concern.
c. consistently used psychological
punishment rather than physical
punishment in shaping their children's
behavior.
d. consistently used permissive rather than
authoritarian child-rearing practices.
e. consistently explained to their children the
harsh consequences of immoral behavior.
37. We can encode many sensory experiences
simultaneously, some automatically, because
of which property of the brain?
a. serial position effect
b. parallel processing
c. explicit memory
d. long-term potentiation
e. priming
38. Students often remember more information
from a course that spans an entire semester
than from a course that is completed in an
intensive three-week learning period. This
best illustrates the importance of
a. long-term potentiation.
b. the serial position effect.
c. automatic processing.
d. implicit memory.
e. the spacing effect.
39. Most Americans still have accurate flashbulb
memories of the 9/11 terrorist attacks in 2001.
This best illustrates that memory formation is
facilitated by
a. retrieval cues.
b. the serial position effect.
c. source amnesia.
d. the body's release of stress hormones.
e. long-term potentiation.
40. When learning occurs through classical
conditioning, the sea slug, Aplysia, releases
more ________ at certain synapses.
a. serotonin
b. epinephrine
c. insulin
d. LTP
e. acetylcholine
41. The inability to remember how Lincoln's head
appears on a penny is most likely due to a
failure in
a. encoding.
b. storage.
c. retrieval.
d. implicit memory.
e. iconic memory.
42. You took Spanish during your sophomore
year, and French during your junior year.
Happily, you found that knowing Spanish
helped you learn French. This phenomenon is
best explained by
a. proactive interference.
b. memory construction.
c. source amnesia.
d. the spacing effect.
e. positive transfer.
43. Being asked to explain why a previously
observed stranger was feeling angry has been
found to influence people's perceptual
memories of that person's facial expression.
This best illustrates the dynamics of
a. proactive interference.
b. memory construction.
c. iconic memory.
d. automatic processing.
e. the serial position effect.
44. After identifying a picture of a face as Asian
rather than as Caucasian, Belgian students
recalled the face as more closely resembling
their ________ of an Asian face.
a. algorithm
b. heuristic
c. prototype
d. fixation
e. morpheme.
45. As he attempted to spell the word “receive,”
Tim reminded himself “i before e except after
c.” Tim's self-reminder best illustrates the use
of
a. trial and error.
b. insight.
c. an algorithm.
d. a heuristic.
e. prototypes.
46. Jacquelyn suffered symptoms so similar to
those associated with appendicitis that she
erroneously concluded that she needed to have
her appendix removed. Jacquelyn's conclusion
best illustrates the influence of
a. confirmation bias.
b. the availability heuristic.
c. the representativeness heuristic.
d. fixation.
e. the framing effect.
47. Rochelle is extremely thin but is convinced
that she is too fat. Rochelle's certainty is best
explained by which of the following concepts?
a. framing
b. availability heuristic
c. belief perseverance
d. overconfidence
e. representativeness heuristic
48. When Fred pronounced the words “this” and
“that,” he noticed that they share a common
a. prototype.
b. phenotype.
c. morpheme.
d. algorithm.
e. phoneme.
49. Chomksy suggested that diverse human
languages share a
a. universal grammar.
b. fixation.
c. outcome simulation.
d. category hierarchy.
e. confirmation bias.
50. Those who learn sign language as teens never
become as fluent as children exposed to sign
language from birth. This best illustrates the
importance of ________ for mastering
language.
a. heuristics
b. telegraphic speech
c. a critical period
d. reinforcement
e. syntax
U4-Q2
Answer Section
MULTIPLE CHOICE
1. ANS:
TOP:
2. ANS:
TOP:
3. ANS:
TOP:
4. ANS:
TOP:
5. ANS:
TOP:
6. ANS:
TOP:
7. ANS:
TOP:
8. ANS:
TOP:
9. ANS:
TOP:
10. ANS:
TOP:
11. ANS:
TOP:
12. ANS:
TOP:
13. ANS:
TOP:
14. ANS:
TOP:
B
PTS: 1
DIF:
Absolute thresholds
SKL:
B
PTS: 1
DIF:
Absolute thresholds
SKL:
A
PTS: 1
DIF:
ESP - Perception without sensation
A
PTS: 1
DIF:
ESP - Perception without sensation
C
PTS: 1
DIF:
The eye
SKL: Conceptual
D
PTS: 1
DIF:
Feature detection
SKL:
C
PTS: 1
DIF:
Color vision SKL: Conceptual
D
PTS: 1
DIF:
Visual organization
SKL:
A
PTS: 1
DIF:
Depth perception
SKL:
B
PTS: 1
DIF:
The stimulus input: sound waves
SKL:
E
PTS: 1
DIF:
The stimulus input: sound waves
SKL:
E
PTS: 1
DIF:
Perceiving pitch
SKL:
A
PTS: 1
DIF:
Touch
SKL: Factual/Definitional
E
PTS: 1
DIF:
Pain
SKL: Conceptual
Easy
OBJ: Unit IV | 16-4
Conceptual/Application
Medium
OBJ: Unit IV | 16-4
Factual/Definitional
Easy
OBJ: Unit IV | 17-2
SKL: Factual/Definitional
Medium
OBJ: Unit IV | 17-2
SKL: Factual/Definitional
Medium
OBJ: Unit IV | 18-1
Medium
OBJ: Unit IV | 18-2
Factual/Definitional
Medium
OBJ: Unit IV | 18-3
Easy
OBJ: Unit IV | 19-1
Factual/Definitional
Easy
OBJ: Unit IV | 19-2
Conceptual/Application
Medium
OBJ: Unit IV | 20-1
Conceptual
Difficult
OBJ: Unit IV | 20-1
Conceptual/Application
Medium
OBJ: Unit IV | 20-2
Conceptual/Application
Easy
OBJ: Unit IV | 21-1
Medium
OBJ: Unit IV | 21-2
U5, Q2
15. ANS:
TOP:
16. ANS:
TOP:
17. ANS:
TOP:
18. ANS:
TOP:
19. ANS:
TOP:
20. ANS:
TOP:
21. ANS:
TOP:
B
PTS: 1
DIF: Medium
OBJ:
Hypnosis
SKL: Conceptual/Application
A
PTS: 1
DIF: Difficult
OBJ:
Explaining the hypnotized state
SKL: Conceptual
C
PTS: 1
DIF: Medium
OBJ:
Circadian rhythm
SKL: Conceptual
C
PTS: 1
DIF: Easy
OBJ:
REM sleep
SKL: Factual/Definitional
D
PTS: 1
DIF: Easy
OBJ:
REM sleep
SKL: Conceptual/Application
C
PTS: 1
DIF: Easy
OBJ:
Why we dream
SKL: Factual/Definitional
B
PTS: 1
DIF: Medium
OBJ:
Why we dream
SKL: Factual/Definitional
Unit V | 22-2
Unit V | 22-3
Unit V | 23-1
Unit V | 23-2
Unit V | 23-2
Unit V | 24-3
Unit V | 24-3
22. ANS: B
TOP: Stimulants
PTS: 1
SKL: Conceptual
DIF: Difficult
OBJ: Unit V | 25-3
U6, Q2
23. ANS:
TOP:
24. ANS:
TOP:
25. ANS:
TOP:
26. ANS:
TOP:
27. ANS:
TOP:
28. ANS:
TOP:
29. ANS:
TOP:
30. ANS:
TOP:
31. ANS:
TOP:
32. ANS:
TOP:
33. ANS:
TOP:
34. ANS:
TOP:
35. ANS:
TOP:
36. ANS:
TOP:
C
PTS: 1
DIF: Medium
OBJ: Unit VI | 26-1
How do we learn?
SKL: Conceptual/Application
A
PTS: 1
DIF: Easy
OBJ: Unit VI | 26-2
Pavlov's experiments SKL:
Factual/Definitional
D
PTS: 1
DIF: Medium
OBJ: Unit VI | 26-3
Discrimination
SKL:
Conceptual/Application
B
PTS: 1
DIF: Medium
OBJ: Unit VI | 26-4
Pavlov's legacy
SKL: Factual/Definitional
C
PTS: 1
DIF: Difficult
OBJ: Unit VI | 27-1
Operant conditioning SKL:
Application
D
PTS: 1
DIF: Difficult
OBJ: Unit VI | 27-1
Skinner's experiments SKL:
Factual/Definitional
E
PTS: 1
DIF: Medium
OBJ: Unit VI | 27-3
Reinforcement schedules
SKL: Conceptual/Application
B
PTS: 1
DIF: Easy
OBJ: Unit VI | 28-1
Biofeedback (Close-Up)
SKL: Factual/Definitional
D
PTS: 1
DIF: Difficult
OBJ: Unit VI | 29-1
Biological constraints on conditioning
SKL: Factual/Definitional
E
PTS: 1
DIF: Medium
OBJ: Unit VI | 29-4
Internal versus external locus of control
SKL: Conceptual/Application
C
PTS: 1
DIF: Medium
OBJ: Unit VI | 29-4
Internal versus external locus of control
SKL: Factual/Definitional
C
PTS: 1
DIF: Easy
OBJ: Unit VI | 29-4
Learned helplessness
SKL: Factual/Definitional
D
PTS: 1
DIF: Difficult
OBJ: Unit VI | 29-4
Learned helplessness
SKL: Conceptual/Application
B
PTS: 1
DIF: Medium
OBJ: Unit VI | 30-2
Applications of observational learning
SKL: Factual/Definitional
U7, Q2
37. ANS:
TOP:
38. ANS:
TOP:
39. ANS:
TOP:
40. ANS:
TOP:
41. ANS:
TOP:
42. ANS:
TOP:
43. ANS:
B
PTS: 1
DIF: Medium
OBJ: Unit VII | 31-4
Automatic processing and Implicit Memories
SKL: Factual/Definitional
E
PTS: 1
DIF: Medium
OBJ: Unit VII | 31-7
Effortful processing strategies
SKL: Conceptual/Application
D
PTS: 1
DIF: Medium
OBJ: Unit VII | 32-4
The amygdala, emotions, and memory
SKL: Factual/Definitional
A
PTS: 1
DIF: Medium
OBJ: Unit VII | 32-5
Synaptic changes
SKL: Factual/Definitional
A
PTS: 1
DIF: Easy
OBJ: Unit VII | 33-1
Encoding failure
SKL: Factual/Definitional
E
PTS: 1
DIF: Easy
OBJ: Unit VII | 33-1
Interference SKL: Factual/Definitional
B
PTS: 1
DIF: Medium
OBJ: Unit VII | 33-2
TOP:
44. ANS:
TOP:
45. ANS:
TOP:
46. ANS:
TOP:
47. ANS:
TOP:
48. ANS:
TOP:
49. ANS:
TOP:
50. ANS:
TOP:
Discerning true and false memories
C
PTS: 1
DIF:
Thinking and concepts
SKL:
D
PTS: 1
DIF:
Problem solving: Strategies and Obstacles
C
PTS: 1
DIF:
The representativeness heuristic
SKL:
C
PTS: 1
DIF:
Belief perseverance
SKL:
E
PTS: 1
DIF:
Language structure
SKL:
A
PTS: 1
DIF:
Explaining language development SKL:
C
PTS: 1
DIF:
Explaining language development SKL:
SKL: Factual/Definitional
Medium
OBJ: Unit VII | 34-1
Factual/Definitional
Medium
OBJ: Unit VII | 35-1
SKL: Conceptual/Application
Difficult
OBJ: Unit VII | 35-2
Conceptual/Application
Medium
OBJ: Unit VII | 35-2
Conceptual/Application
Medium
OBJ: Unit VII | 36-1
Conceptual/Application
Medium
OBJ: Unit VII | 36-3
Factual/Definitional
Medium
OBJ: Unit VII | 36-3
Factual/Def