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STUDY GUIDE
Psychology 101: Intro to Psychology
Unit I: Biology and Development
Lesson I-1:
Objectives:
Neural Communication (CH.2, pp. 56-65)
a) Identify the parts of a neuron.
b) Explain how an action potential works.
c) Describe the function of neurotransmitters.
d) Give two examples of neurotransmitters.
Key terms:
neuron
dendrite
axon
myelin sheath
action potential
threshold
synapse
neurotransmitter
acetylcholine
endorphins
Lesson I-2:
Objectives:
The Nervous System (CH.2, pp. 65-69)
a) Describe the relationships among the parts of the nervous system shown in
Figure 2.6 (p.65).
b) Explain how a reflex works.
Key terms:
nervous system
nerve
peripheral nervous system
central nervous system
somatic nervous system
autonomic nervous system
sensory neurons
interneurons
motor neurons
sympathetic nervous system
parasympathetic nervous system
reflex
Lesson I-3:
Objectives:
The Brain, part 1 (CH.2, pp. 69-76)
a) Describe four tools used to study the brain.
b) Name the lower-level brain structures and describe what they do.
Key terms:
lesion
1
EEG
CT
PET
MRI
brainstem
medulla
reticular formation
thalamus
cerebellum
limbic system
amygdala
hypothalamus
Lesson I-4:
Objectives:
The Brain, part 2 (CH.2, pp. 76-93)
The Endocrine System (CH.2, pp. 94-97)
a) Describe the structure of the cortex, naming the four lobes.
b) Identify four functions of the cerebral cortex.
c) Describe the function of the two hemispheres of the brain.
d) Describe the function of the endocrine system.
e) Name two glands and explain what they do.
Key terms:
cerebral cortex
glial cells
frontal lobes
parietal lobes
occipital lobes
temporal lobes
motor cortex
sensory cortex
association areas
aphasia
Broca’s area
Wernicke’s area
plasticity
corpus callosum
split-brain
endocrine system
hormones
adrenal gland
pituitary gland
Lesson I-5:
Objectives:
The Nature and Nurture of Behavior (CH.3, pp. 98-133)
a) Summarize the findings of Pederson’s study of separated twins.
b) Identify a conclusion that can be drawn from temperament studies.
c) Give an example of the effect of prenatal environment.
d) Describe the findings of Rosenzweig & Krech.
2
e) Cite evidence that peer influence is stronger than parental influence.
f) Give an example of a cultural norm.
g) Distinguish between sex and gender.
h) Compare social learning theory and gender schema theory.
Key terms:
chromosomes
behavior genetics
identical twins
fraternal twins
temperament
culture
norms
personal space
X chromosome
Y chromosome
role
gender role
gender identity
gender typing
Lesson I-6:
Objectives:
Prenatal Development and the Newborn (CH.4, pp. 134-140)
a) Describe the three stages of prenatal development.
b) Give two examples of survival skills possessed by newborns.
Key terms:
zygote
embryo
fetus
teratogen
fetal alcohol syndrome (FAS)
rooting reflex
PRACTICE TEST I-A
Lesson I-7:
Objectives:
Infancy and Childhood, part 1 (CH.4, pp. 140-150)
a) Identify the ages at which children begin to form conscious memories and
walk.
b) Describe the role of schemas in Piaget’s theory of cognitive development.
c) Explain Piaget’s four stages of cognitive development.
d) Explain how a child’s theory of mind can be tested.
Key terms:
maturation
schema
assimilation
accommodation
cognition
sensorimotor stage
3
object permanence
preoperational stage
conservation
egocentrism
concrete operational stage
formal operational stage
Lesson I-8:
Objectives:
Infancy and Childhood, part 2 (CH.4, pp. 150-159)
a) Name three elements that work to create the parent-infant bond.
b) Identify two effects of attachment or the lack of it.
c) Describe the three parenting styles and indicate which is most effective.
Key terms:
stranger anxiety
attachment
critical period
imprinting
Lesson I-9:
Objectives:
Adolescence (CH.4, pp. 159-171)
a) Give three examples of physical development in adolescence.
b) Describe two kinds of cognitive development that take place during
adolescence.
c) Describe each of Kohlberg's three stages in the development of moral thinking.
d) Distinguish among the three kinds of social development that take place in
adolescence.
Key terms:
adolescence
puberty
primary sex characteristics
secondary sex characteristics
menarche
identity
intimacy
Lesson I-10: Adulthood (CH.4, pp. 172-188)
Reflections on Two Major Developmental Issues (CH.4, pp. 189-190)
Objectives: a) Describe four kinds of physical changes associated with aging.
b) Discuss evidence for and against the decline of cognitive abilities in aging
c) Distinguish between the effects of aging on crystallized and fluid intelligence.
d) Identify the factors that contribute to the success of a marriage.
e) Describe the most significant emotional change associated with aging.
f) Offer evidence for and against the stability of personality across the life span.
Key terms:
menopause
Alzheimer’s disease
cross-sectional study
longitudinal study
crystallized intelligence
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fluid intelligence
social clock
Lesson I-11: Sensing the World (CH.5, pp. 193-199)
Objectives: a) Offer two pieces of evidence that subliminal perception exists.
b) Explain how Weber’s law works.
c) Give two examples of sensory adaptation.
Key terms:
sensation
perception
bottom-up processing
top-down processing
psychophysics
absolute threshold
signal detection theory
subliminal
difference threshold
Weber’s law
sensory adaptation
Lesson I-12: Vision (CH.5, pp. 199-211)
Objectives: a) Identify two characteristics of light energy.
b) Name four parts of the eye and describe their function.
c) Describe what happens to visual information when it reaches the brain.
d) Compare the two major theories of color detection.
Key terms:
transduction
wavelength
hue
intensity
pupil
iris
lens
accommodation
retina
acuity
near-sightedness
far-sightedness
blind spot
fovea
feature detectors
Young-Helmholtz theory
opponent-process theory
color constancy
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PRACTICE TEST I-B
Lesson I-13: Hearing (CH.5, pp. 212-219)
Objectives: a) Identify two characteristics of sound waves.
b) Name three parts of the ear and describe their function.
c) Compare the two major theories of sound detection.
d) Identify two kinds of hearing loss.
Key terms:
audition
frequency
pitch
middle ear
inner ear
cochlea
place theory
frequency theory
conduction hearing loss
sensorineural hearing loss
Lesson I-14: The Other Senses (CH.5, pp. 219-229)
Objectives: a) Indicate three ways that the sensation of pain differs from vision.
b) Describe Melzack and Wall’s gate-control theory of pain.
c) Name the four basic sensations of touch and of taste.
d) Briefly explain how the senses of taste and smell work.
Key Terms:
gate-control theory
kinesthesis
vestibular sense
Lesson I-15: Selective Attention (CH.6, pp. 230-233)
Perceptual Illusions (CH.6, pp. 233-236)
Objectives: a) Give two examples of selective attention.
Key terms:
selective attention
visual capture
Lesson I-16: Perceptual Organization (CH.6, pp. 236-248)
Objectives: a) Give two examples of how sensory information is organized into meaningful
perceptions.
b) Describe two binocular cues and eight monocular cues that aid in depth
perception.
Key terms:
gestalt
figure-ground
grouping
depth perception
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visual cliff
binocular cues
monocular cues
retinal disparity
convergence
phi phenomenon
perceptual constancy
Lesson I-17: Perceptual Interpretation (CH.6, pp. 248-257)
Objectives: a) Describe Blakemore & Cooper’s study of sensory restriction in kittens.
b) Give at least two examples of perceptual set.
Key terms:
perceptual adaptation
perceptual set
Lesson I-18: Is There Extrasensory Perception? (CH.6, pp. 257-263)
Objectives: a) Describe the ganzfeld experiment.
Key terms:
extrasensory perception
parapsychology
PRACTICE TEST I-C
Review I-A:
Review I-B:
Objectives
Key terms
TAKE FIRST MIDTERM (40 questions, 1hour)
Unit II: The Human Mind
Lesson II-1: Waking Consciousness (CH.7, pp. 265-268)
Objectives: a) Identify basic characteristics of waking consciousness.
b) Describe Jerome Singer’s findings about daydreaming.
c) Name four adaptive functions of daydreams.
Key terms:
consciousness
Lesson II-2: Sleep and Dreams (CH.7, pp. 269-285)
Objectives: a) Describe the relationship among the five stages of sleep.
b) Explain what happens to the body during REM sleep.
c) Identify some effects of sleep-deprivation.
d) Name four sleep disorders.
e) Identify the possible functions of dreams.
Key terms:
circadian rhythm
REM sleep
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alpha waves
hallucinations
delta waves
insomnia
narcolepsy
sleep apnea
night terrors
manifest content
latent content
Lesson II-3: Hypnosis (CH.7, pp. 285-293)
Objectives: a) Describe how a measure of hypnotic susceptibility works.
b) Discuss the pros and cons of using hypnosis to enhance memory.
c) Identify at least one beneficial use of hypnosis.
d) Distinguish between two commonly-accepted theories of hypnosis.
Key terms:
hypnosis
posthypnotic amnesia
posthypnotic suggestion
dissociation
hidden observer
Lesson II-4: Drugs and Consciousness (CH.7, pp. 294-304)
Objectives: a) Name four effects produced by continued psychoactive drug use.
b) Discuss the properties and give at least three examples of three classes of
psychoactive drugs.
Key terms:
psychoactive drug
tolerance
withdrawal
physical dependence
psychological dependence
depressants
stimulants
hallucinogens
barbiturates
opiates
amphetamines
LSD
THC
Lesson II-5: Classical Conditioning (CH.8, pp. 312-322)
Objectives: a) Discuss Pavlov’s notion of pairing stimuli in order to condition a response.
b) Identify the conditions that are most conducive to acquisition, extinction, and
spontaneous recovery.
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c) Describe the effects of cognitive and biological factors on classical
conditioning.
d) Name two applications of Pavlov's ideas.
Key terms:
classical conditioning
unconditioned stimulus
unconditioned response
conditioned stimulus
conditioned response
acquisition
extinction
spontaneous recovery
generalization
discrimination
Lesson II-6: Operant Conditioning (CH.8, pp. 322-335)
Objectives: a) Distinguish between operant conditioning and classical conditioning.
b) Describe the principles of reinforcement.
c) Identify the drawbacks of physical punishment.
d) Explain how the use of rewards can undermine intrinsic motivation.
e) Name three applications of Skinner's ideas.
Key terms:
operant conditioning
respondent behavior
operant behavior
law of effect
operant chamber
shaping
primary reinforcer
conditioned reinforcer
continuous reinforcement
partial reinforcement
punishment
overjustification effect
intrinsic motivation
extrinsic motivation
PRACTICE TEST II-A
Lesson II-7: Learning by Observation (CH.8, pp. 336-341)
Objectives: a) Describe Bandura's Bobo doll experiment.
b) Identify prosocial and antisocial applications of observational learning.
Key terms:
observational learning
modeling
prosocial behavior
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Lesson II-8: The Phenomenon of Memory (CH.9, pp.343-346)
Encoding (CH.9, pp. 347-353)
Objectives: a) Name three memory processes and three memory systems.
b) Identify the conditions that affect encoding.
c) Describe three kinds of encoding.
d) Discuss the role of imagery and organization in encoding.
Key terms:
encoding
storage
retrieval
long-term memory
short-term memory
rehearsal
spacing effect
serial position effect
visual encoding
acoustic encoding
semantic encoding
mnemonics
chunking
imagery
Lesson II-9: Storage (CH.9, pp. 354-361)
Objectives: a) Compare the three forms of memory storage.
b) Identify two ways that the brain may store memories.
c) Distinguish between implicit and explicit memory.
d) Describe three brain structures where memories are stored.
Key terms:
sensory memory
iconic memory
echoic memory
long-term potentiation
amnesia
implicit memory
explicit memory
hippocampus
Lesson II-10: Retrieval (CH.9, pp. 361-364)
Forgetting (CH.9, pp. 364-371)
Objectives: a) Describe the three kinds of retrieval.
b) Give two examples of retrieval cues.
c) Identify three factors that lead to forgetting.
Key terms:
recall
recognition
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relearning
priming
deja vu
mood-congruent memory
retroactive interference
proactive interference
repression
Lesson II-11: Memory Construction (CH.9, pp. 372-381)
Improving Memory (CH.9, pp. 381-382)
Objectives: a) Identify two causes of false memory construction.
b) Identify at least five strategies for improving memory.
Key terms:
misinformation effect
source amnesia
Lesson II-12: Thinking (CH.10, pp. 385-400)
Objectives: a) Identify three aspects of thinking.
b) Describe two obstacles to problem-solving.
c) Discuss four causes of poor decisions.
d) Give an example of how beliefs can distort logic.
Key terms:
cognition
concept
prototype
algorithm
heuristic
insight
confirmation bias
fixation
mental set
functional fixedness
representativeness heuristic
availability heuristic
overconfidence
framing
PRACTICE TEST II-B
Lesson II-13: Language (CH.10, pp. 401-408)
Objectives: a) Identify the building blocks of language.
b) Explain how language develops.
Key terms:
language
phoneme
morpheme
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grammar
semantics
syntax
babbling stage
one-word stage
two-word stage
telegraphic speech
Lesson II-14: Thinking and Language (CH.10, pp. 409-412)
Animal Thinking and Language (CH.10, pp. 413-417)
Objectives: a) Describe Whorf's linguistic determinism hypothesis.
b) Discuss the advantages of bilingual education.
c) Give at least two examples of thinking without language.
d) Give two examples of animals who have been taught human languages.
Key terms:
linguistic determinism
Lesson II-15: The Origins of Intelligence Testing (CH.11, pp. 419-422)
Objectives: a) Explain how mental ability scores are determined on IQ tests.
Key terms:
intelligence test
mental age
Stanford-Binet
intelligence quotient (IQ)
Lesson II-16: What is Intelligence? (CH.11, pp. 422-432)
Objectives: a) Explain the statement that "intelligence is not a thing".
b) Identify three theories of intelligence.
c) List five components of creativity other than intelligence.
d) Give two examples of attempts to relate intelligence to the brain.
Key terms:
intelligence
factor analysis
general intelligence
savant syndrome
multiple intelligences
practical intelligence
emotional intelligence
Lesson II-17: Assessing Intelligence (CH.11, pp. 432-437)
Objectives: a) Distinguish between achievement tests and aptitude tests.
b) Describe the basic structure of the Wechsler Adult Intelligence Scale (WAIS).
c) Explain the principles of test construction.
Key terms:
Wechsler Adult Intelligence Scale (WAIS)
standardization
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reliability
validity
content validity
criterion
predictive validity
Lesson II-18: Genetic and Environmental Influences on Intelligence (CH.11, pp. 441-452)
Objectives: a) Give at least two examples of genetic influences on intelligence.
b) Give at least two examples of environmental influences on intelligence.
c) Give two examples of gender differences in aptitude.
d) Discuss evidence for and against test bias.
PRACTICE TEST II-C
Review II-A: Objectives
Review II-B: Key terms
TAKE SECOND MIDTERM (40 questions, 1hour)
Unit III: Personality and Society
Lesson III-1: Motivational Concepts (CH.12, pp. 456-459)
Hunger (CH.12, pp. 459-467)
Objectives: a) Describe drive-reduction theory of motivation.
b) Discuss Maslow’s hierarchy of needs.
c) Describe the role of the hypothalamus in the control of eating.
d) Give two examples of eating disorders.
Key terms:
motivation
instinct
drive-reduction theory
homeostasis
hierarchy of needs
set point
basal metabolic rate
anorexia nervosa
bulimia nervosa
Lesson III-2: Theories of Emotion (CH.13, pp. 500-505)
Objectives: a) Describe three major theories of emotion.
Key terms:
James-Lange theory
Cannon-Bard theory
two-factor theory
13
Lesson III-3: Embodied Emotion (CH.13, pp. 505-507)
Expressed Emotion (CH.13, pp. 510-517)
Objectives: a) Describe changes that happen in the body during autonomic nervous system
arousal.
b) Discuss differences in the way the body responds to different emotions.
c) Identify differences in the ability of men and women to express emotions.
d) Give an example of cross-cultural similarities in facial expression.
e) Name three functions of facial expressions.
Lesson III-4: Experienced Emotion (CH.13, pp. 518-529)
Objectives: a) Describe specific benefits of fear, anger, and happiness.
b) Identify the factors that contribute to emotional well-being.
Key terms:
catharsis
feel-good, do-good
subjective well-being
adaptation-level phenomenon
relative deprivation
Lesson III-5: Personality: The Psychoanalytic Perspective (CH.15, pp. 576-586)
Objectives: a) Discuss the relationship of id, ego, and superego.
b) Identify Freud’s five psychosexual stages.
c) Describe six defense mechanisms.
d) Describe two projective tests of personality.
Key terms:
personality
free association
psychoanalysis
unconscious
id, ego, superego
psychosexual stages
Oedipus complex
defense mechanisms
repression
regression
reaction formation
projection
rationalization
displacement
projective test
Thematic Apperception Test (TAT)
Rorschach inkblot test
Lesson III-6: Personality: The Humanistic Perspective (CH.15, pp. 587-590)
Objectives: a) Name at least three characteristics of self-actualizing people.
b) Identify Rogers’ three conditions for growth.
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c) Describe two ways that the humanistic perspective has influenced popular
culture.
Key terms:
self-actualization
unconditional positive regard
self-concept
PRACTICE TEST III-A
Lesson III-7: Personality: The Trait Perspective (CH.15, pp. 591-600)
Objectives: a) Explain how factor analysis has been used to study traits.
b) Identify the “Big Five” personality factors.
Key terms:
trait
personality inventory
Minnesota Multiphasic Personality Inventory (MMPI)
Lesson III-8: Personality: The Social-Cognitive Perspective (CH.15 pp. 600-606)
Objectives: a) Discuss Bandura’s notion of reciprocal determinism.
b) Distinguish between an internal and external locus of control.
c) Describe the conditions that give rise to learned helplessness.
Key terms:
reciprocal determinism
internal and external locus of control
learned helplessness
Lesson III-9: Perspectives on Psychological Disorders (CH.16, pp. 620-625)
Anxiety Disorders (CH.16, pp. 627-633)
Objectives: a) Describe the four characteristics of psychologically disordered behavior.
b) Distinguish between two commonly-held views of psychological disorders.
c) Discuss the role of the DSM-IV in clinical psychology and psychiatry.
d) Identify the symptoms associated with four types of anxiety disorders.
Key terms:
psychological disorder
medical model
bio-psycho-social model
DSM-IV
neurotic disorder
psychotic disorder
anxiety disorders
generalized anxiety disorder
phobia
obsessive-compulsive disorder
panic disorder
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Lesson III-10: Mood Disorders (CH.16, pp. 633-643)
Dissociation and Multiple Personalities (CH.16, pp. 644-645)
Objectives: a) Identify the symptoms associated with the two forms of mood disorders.
b) Compare the biological and social-cognitive perspectives of mood disorders.
Key terms:
mood disorders
major depressive disorder
manic episode
bipolar disorder
dissociative disorders
dissociative identity disorder
Lesson III-11: Schizophrenia (CH.16, pp. 646-653)
Personality Disorders (CH.16, pp. 653-655)
Objectives: a) Identify the symptoms of schizophrenia and of the three clusters of personality
disorders.
b) Name three brain abnormalities associated with schizophrenia.
Key terms:
schizophrenia
delusions
hallucinations
personality disorders
antisocial personality disorder
Lesson III-12: The Psychological Therapies (CH.17, pp. 660-673)
Objectives: a) Distinguish among the five schools of psychotherapy.
Key terms:
psychoanalysis
resistance
interpretation
transference
client-centered therapy
active listening
behavior therapy
counterconditioning
systematic desensitization
aversive conditioning
token economy
cognitive therapy
cognitive behavior therapy
family therapy
PRACTICE TEST III-B
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Lesson III-13: Evaluating Therapies (CH.17, pp. 674-685)
Objectives: a) Consider evidence for and against the effectiveness of psychotherapy.
b) Describe three types of alternative therapies.
c) Identify three similarities among the different forms of psychotherapy.
Key terms:
meta-analysis
Lesson III-14: The Biomedical Therapies (CH.17, pp. 685-691)
Objectives: a) Describe the effects of three major classes of psychotherapeutic drugs.
Key terms:
psychopharmacology
lithium
electroconvulsive therapy
psychosurgery
lobotomy
Lesson III-15: Social Thinking (CH.18, pp. 695-702)
Objectives: a) Summarize the basic tenets of Heider’s attribution theory.
b) Describe the relationship between attitudes and actions.
Key terms:
social psychology
attribution theory
fundamental attribution error
attitude
foot-in-the-door phenomenon
cognitive dissonance theory
Lesson III-16: Social Influences (CH.18, pp. 702-713)
Objectives: a) Describe Asch’s conformity experiment.
b) Identify two factors that give rise to conformity.
c) Describe Milgram’s obedience experiment.
d) Give three examples of how a group can affect an individual’s behavior.
e) Describe two effects of group interaction.
Key terms:
conformity
normative social influence
informational social influence
social facilitation
social loafing
deindividuation
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Lesson III-17: Social Relations, part 1 (CH.18, pp. 714-726)
Objectives: a) Identify three social roots and three cognitive roots of prejudice.
b) Name at least six possible biological or psychological causes of aggression.
Key terms:
prejudice
stereotype
ingroup bias
scapegoat theory
just-world phenomenon
aggression
frustration-aggression principle
Lesson III-18: Social Relations, part 2 (CH.18, pp. 726-741)
Objectives: a) Discuss the social trap game matrix in Figure 18.14 (p. 727).
b) Identify three factors that contribute to attraction.
c) Name the three conditions that are needed for bystander intervention to occur.
d) Describe Sherif’s study of cooperation.
Key terms:
conflict
social trap
mere exposure effect
altruism
bystander effect
social exchange theory
superordinate goals
PRACTICE TEST III-C
Review III-A: Objectives
Review III-B: Key terms
TAKE FINAL EXAM (80 questions, 2 hours)
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Practice Test I-A
1.
a.
b.
c.
d.
e.
A loss of physical coordination and balance is most likely to result from damage to the:
hypothalamus.
cerebellum.
corpus callosum.
amygdale.
somatosensory cortex.
2.
The branching extensions of nerve cells that receive incoming signals from sensory
receptors or from other neurons are called the ________.
a.
axons
b.
synapses
c.
cell bodies
d.
dendrites
e.
neurotransmitters
3.
The capacity of one brain area to take over the functions of another damaged brain area is
known as brain ________.
a.
assimilation
b.
conservation
c.
maturation
d.
habituation
e.
plasticity
4.
Which regions of the cerebral cortex lie at the back of the head and receive visual
information?
a.
occipital lobes
b.
parietal lobes
c.
temporal lobes
d.
association areas
e.
sensory cortex
5.
a.
b.
c.
d.
e.
Information is carried from the tissues of the body to the central nervous system by:
interneurons.
sensory neurons.
motor neurons.
glial cells.
efferent neurons.
6.
a.
b.
c.
d.
e.
A segment of DNA capable of synthesizing a specific protein is called a(n) ________.
neuron
teratogen
chromosome
interneuron
gene
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7.
If a professor accused you of cheating on a test, your adrenal glands would probably
release _________ into your bloodstream.
a.
endorphins
b.
acetylcholine
c.
curare
d.
epinephrine
e.
insulin
8.
Compared to environmentally impoverished rats, rats raised in an enriched environment
show a greater development of ________.
a.
preoperational intelligence
b.
nurturing behavior
c.
brain cortex
d.
the number of neurons in their brains
e.
motor neurons
9.
a.
b.
c.
d.
e.
The amygdala and hypothalamus are part of the ________.
brain stem
occipital lobes
limbic system
reticular formation
motor cortex
10.
a.
b.
c.
d.
e.
The chemical messengers released into the spatial junctions between neurons are called:
neurotransmitters.
hormones.
synapses.
enzymes.
axons.
11.
a.
b.
c.
d.
e.
Newborns have been observed to show the greatest visual interest in a ________.
rectangular shape
circular shape
bull’s eye pattern
drawing of a human face
triangular shape
12.
If a picture of a comb is briefly flashed in the left visual field of a split-brain patient, she
should be able to
a.
use her left hand to draw a picture of the comb.
b.
use her right hand to draw a picture of the comb.
c.
orally report what she saw.
d.
use her right hand to write the word “comb.”
e.
use her left hand to write the word “comb.”
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Practice Test I-B
1.
a.
b.
c.
d.
e.
The light-sensitive inner surface of the eye, containing the rods and cones, is the:
fovea.
optic nerve.
cornea.
retina.
iris.
2.
A student who does not cheat on tests because she fears what her friends will think of her
if she gets caught is in Kohlberg’s __________ stage.
a.
preconventional
b.
preoperational
c.
conventional
d.
postconventional
e.
postoperational
3.
a.
b.
c.
d.
e.
The term “menopause” refers to:
the cessation of menstruation.
the loss of male sexual potency.
irregular timing of menstrual periods.
the loss of sexual interest in late adulthood.
the loss of memory in late adulthood.
4.
a.
b.
c.
d.
e.
A subliminal message is one that is presented
while an individual is under hypnosis.
below the absolute threshold for awareness.
in a manner that is unconsciously persuasive.
with very soft background music.
repetitiously.
5.
Which of the following factors is most important for the development of positive
emotional bonds between human infants and their mothers?
a.
accommodation
b.
habituation
c.
breast-feeding
d.
imprinting
e.
familiarity
6.
Cecil and Astrud have a 4-year-old son and a 7-year-old daughter. If their experience is
typical, their satisfaction with their marriage is ________.
a.
increasing greatly
b.
increasing slightly
c.
remaining constant
d.
declining
e.
fluctuating daily
21
7.
At the age of 65, Mrs. Benvenisti is likely to experience ________ with less intensity
than when she was a teenager.
a.
joy
b.
anger
c.
fear
d.
jealousy
e.
all of the above
8.
Psychologists describe child-rearing in which rules are imposed without explanation as
a(n) _________ style.
a.
authoritative
b.
egocentric
c.
rejecting-neglecting
d.
authoritarian
e.
paternalistic
9.
a.
b.
c.
d.
e.
According to the Young-Helmholtz theory,
the retina contains three kinds of color receptors.
color vision depends on pairs of opposing retinal processes.
the size of the difference threshold is proportional to the intensity of the stimulus.
certain nerve cells in the brain respond to specific features of a stimulus.
the amount of light allowed into the eye by the iris determines color perception.
10.
a.
b.
c.
d.
e.
According to Erikson, achieving a sense of identity is the special task of the ________.
adult
preschooler
adolescent
toddler
elementary school child
11.
a.
b.
c.
d.
e.
Weber’s law is relevant to an understanding of:
absolute thresholds.
difference thresholds.
sensory adaptation.
sensory interaction.
all of the above.
12.
skills?
a.
b.
c.
d.
e.
Which of the following terms refers to a person’s accumulated knowledge and verbal
fluid intelligence
concrete operational intelligence
formal operational intelligence
crystallized intelligence
experiential intelligence
22
Practice Test I-C
1.
a.
b.
c.
d.
e.
Visual capture refers to the tendency for
attention to be captured by novel or threatening stimuli in the visual field.
visual deprivation early in life to limit later ability to perceive visual information.
visual information to dominate other types of sensory information.
people to have difficulty adjusting to lenses that displace their visual world.
the ability to capture people’s attention by staring at them.
2.
While reading a novel, Raoul isn’t easily distracted by the sounds of the TV or even by
his brothers’ loud arguments. This best illustrates:
a.
selective attention.
b.
perceptual adaptation.
c.
visual capture.
d.
perceptual set.
e.
the cocktail party effect.
3.
a.
b.
c.
d.
e.
The perceptual tendency to group together stimuli that are near each other is called:
closure.
interposition.
perceptual set.
proximity.
convergence.
4.
a.
b.
c.
d.
e.
Which of the following is a binocular cue for the perception of distance?
interposition
convergence
closure
linear perspective
texture gradient
5.
a.
b.
c.
d.
e.
A perceptual set is a
tendency to fill in gaps so as to perceive a complete, whole object.
readiness to perceive an object in a distorted fashion.
tendency to group similar elements.
combination of information from all five senses into one group.
mental predisposition that influences what we perceive.
6.
Although he was wearing a pair of glasses that shifted the apparent location of objects 20
degrees to his right, Roger was still able to play tennis very effectively. This best illustrates the
value of:
a.
retinal disparity.
b.
perceptual set.
c.
shape constancy.
d.
perceptual adaptation.
e.
visual capture.
23
7.
a.
b.
c.
d.
e.
ESP refers to
perceptions that occur apart from sensory input.
the ability to move objects without touching them.
a readiness to perceive an object in a distorted fashion.
the ability to use all five senses at the same time.
all of the above.
8.
a.
b.
c.
d.
e.
The study of phenomena such as clairvoyance and telepathy is called:
phenomenological psychology.
Gestalt psychology.
parapsychology.
psychokinesis.
telepathy.
9.
a.
e.
According to the frequency theory,
the rate at which impulses travel up the auditory nerve matches the frequency of the tone
being heard.
high-frequency sound waves trigger activity near the beginning of the cochlea’s basilar
membrane.
most sound waves are a complex mixture of many frequencies.
frequent or prolonged stimulation of a sensory receptor causes that receptor to become
less sensitive.
the ear is better at hearing low frequencies as opposed to high ones.
10.
a.
b.
c.
d.
e.
Decibels measure the ________ of sound waves.
transduction
frequency
timbre
length
amplitude
11.
a.
b.
c.
d.
e.
The sense of touch includes the four basic sensations of:
pleasure, pain, warmth, and cold.
pain, pressure, hot, and cold.
wetness, pain, hot, and cold.
pressure, pain, warmth, and cold.
pain, pressure, wetness, and warmth.
12.
home?
a.
b.
c.
d.
e.
Which of the following would play a role in quickly alerting you to a gas leak in your
b.
c.
d.
vestibular sacs
olfactory receptors
bipolar cells
feature detectors
basilar membrane
24
Practice Test II-A
1.
a.
b.
c.
d.
e.
The brain waves associated with REM sleep are most similar to those of:
Stage 1 sleep.
Stage 2 sleep.
Stage 3 sleep.
Stage 4 sleep.
Stage 5 sleep.
2.
a.
b.
c.
d.
e.
The law of effect refers to the tendency to
condition a response to a previously unconditioned stimulus.
learn in the absence of reinforcement.
learn associations between consecutive stimuli.
lose intrinsic interest in an over-rewarded activity.
repeat behaviors that are rewarded.
3.
While Bev was hypnotized, her therapist suggested that during the next several days she
would have a strong desire to eat well-balanced meals. The therapist was making use of:
a.
age regression.
b.
posthypnotic amnesia.
c.
a hidden observer.
d.
posthypnotic suggestion.
e.
paradoxical sleep.
4.
a.
b.
c.
d.
e.
Consciousness is
the ability to solve problems, reason, and remember.
focused awareness of ongoing perceptions, thoughts and feelings.
the process of organizing and interpreting sensory information.
effortless encoding of incidental information into memory.
the sudden and often novel realization of the solution to a problem.
5.
After Pavlov had conditioned a dog to salivate to a tone, he repeatedly sounded the tone
without presenting the food. As a result, ________ occurred.
a.
generalization
b.
negative reinforcement
c.
latent learning
d.
extinction
e.
discrimination
6.
The negative physical and pyschological symptoms that follow the discontinued use of
certain drugs is called:
a.
intolerance
b.
narcolepsy
c.
withdrawal
d.
retraction
e.
dissociation
25
7.
a.
b.
c.
d.
e.
The term “dissociation” as used by hypnosis researcher Ernest Hilgard refers to:
nonconformity to social pressure.
a state of paradoxical sleep.
conscious enactment of a hypnotic role.
a state of divided consciousness.
the subject’s sense of disconnection from the hypnotist.
8.
a.
b.
c.
d.
e.
Consciousness is most important for the correct performance of behaviors that
depend on information processing.
require physical coordination skills.
have been learned through repeated practice.
involve priming of memory.
are novel and challenging.
9.
To teach an animal to perform a complex sequence of behaviors, animal trainers are most
likely to use a procedure known as:
a.
classical conditioning.
b.
delayed reinforcement.
c.
shaping.
d.
latent learning.
e.
generalization.
10.
a.
b.
c.
d.
e.
LSD is most likely to produce:
narcolepsy.
hallucinations.
dissociation.
night terrors.
age regression.
11.
a.
b.
c.
d.
e.
Circadian rhythm refers to:
the pattern of emotional ups and downs we routinely experience.
a pattern of biological functioning that occurs on a roughly 24-hour cycle.
the experience of jet lag following an extensive transoceanic flight.
the cycle of five stages that we experience during a normal night’s sleep.
a rhythmic vibration of the eyelids during REM sleep.
12.
a.
b.
c.
d.
e.
In Pavlov’s experiments, the dog’s salivation triggered by the taste of food was a(n):
unconditioned response.
unconditioned stimulus.
conditioned response.
conditioned stimulus.
positive reinforcer.
26
Practice Test II-B
1.
When an eyewitness to an auto accident is asked to describe what happened, which test of
memory is being used?
a.
recall
b.
recognition
c.
rehearsal
d.
reconstruction
e.
relearning
2.
Mr. Schneider frequently tells his children that it is important to wash their hands before
meals, but he rarely does so himself. Experiments suggest that his children will learn to:
a.
practice and preach the virtues of cleanliness.
b.
practice cleanliness but not preach its virtues.
c.
preach the virtues of cleanliness but not practice it.
d.
neither practice nor preach the virtues of cleanliness.
e.
disrespect their father’s opinions about cleanliness.
3.
When we use the word “automobile” to refer to a category of transport vehicles, we are
using this word as a(n):
a.
prototype.
b.
heuristic.
c.
mental set.
d.
algorithm.
e.
concept.
4.
“The magical number seven, plus or minus two” refers to the storage capacity of
________ memory.
a.
b.
c.
d.
e.
explicit
short-term
flashbulb
implicit
sensory
5.
When recalling a pleasant experience, we may picture ourselves in the scene. At the time
of the experience, we were not looking at ourselves, so our recollection illustrates ________.
a.
iconic memory
b.
mood-congruent memory
c.
automatic processing
d.
memory construction
e.
the spacing effect
27
6.
a.
b.
c.
d.
e.
A momentary sensory memory of a visual stimulus is called ________ memory.
iconic
echoic
implicit
flashbulb
lucent
7.
Some people are unable to arrange six matches to form four equilateral triangles because
they fail to consider a three-dimensional arrangement. This best illustrates the hazards of:
a.
heuristics.
b.
fixations.
c.
algorithms.
d.
framing.
e.
overconfidence.
8.
a.
b.
c.
d.
e.
The three most basic information-processing steps involved in memory are:
attention, rehearsal, and organization.
recognition, recall, and relearning.
reading, reciting, and reviewing.
encoding, storage, and retrieval.
short-term, mid-term, long-term.
9.
Remembering how to solve a jigsaw puzzle without any conscious recollection that one
can do so best illustrates ________ memory.
a.
short-term
b.
explicit
c.
flashbulb
d.
long-term
e.
implicit
10.
a.
b.
c.
d.
e.
A mnemonic device is a :
mental picture.
a test or measure of memory.
technique for encoding language sounds.
memory aid.
word, event, or place that triggers a memory of the past.
11.
Despite overwhelming and highly publicized evidence that Senator McEwan was guilty
of serious political corruption and misconduct, many who had supported her in past elections
remained convinced of her political integrity. Their reaction best illustrates:
a.
functional fixedness.
b.
the representativeness heuristic.
c.
the belief perseverence phenomenon.
d.
confirmation bias.
e.
the framing effect.
28
12.
a.
b.
c.
d.
e.
The disruptive effect of prior learning on the recall of new information is called:
state-dependent memory.
retroactive interference.
the serial position effect.
the spacing effect.
proactive interference.
Practice Test II-C
1.
a.
b.
c.
d.
e.
Factor analysis is a statistical procedure used to
derive IQ scores by comparing mental age with chronological age.
evaluate how accurately test items predict a criterion behavior.
extract test norms from a standardization sample.
identify clusters of closely related test items.
provide a quantitative estimate of heritability.
2.
a.
b.
c.
d.
e.
The French government commissioned Binet to develop an intelligence test that would
demonstrate the innate intellectual superiority of western European races.
effectively distinguish between practical and creative intelligence.
provide an objective measure of teaching effectiveness in the public school system.
show definitively that French students were more intelligent than Germans.
reduce the need to rely on teachers’ subjectively biased judgments of students’ learning
potential.
3.
a.
b.
c.
d.
e.
Tests designed to predict ability to learn new skills are called ________ tests.
achievement
interest
aptitude
reliability
standardized
4.
The extent to which differences in intelligence among a group of people is attributable to
genetic factors is known as ________.
a.
the normal distribution
b.
heritability
c.
predictive validity
d.
reliability
e.
factor analysis
5.
a.
b.
c.
d.
e.
Benjamin Whorf’s linguistic relativity hypothesis suggests that our
language is determined in infancy and childhood.
thoughts shape our language.
linguistic proficiency influences our social status.
language shapes our thoughts.
our social status influences linguistic proficiency.
29
6.
The various vowel sounds that can be laced between a “t” and an “n” produce words such
as tan, ten, tin, and ton. These various vowel sounds represent different ________.
a.
phonemes
b.
prototypes
c.
morphemes
d.
semantics
e.
phenotypes
7.
a.
b.
c.
d.
e.
Savant syndrome most directly suggests that intelligence is
culturally defined.
largely unpredictable and unmeasurable.
a diverse set of abilities.
dependent upon the speed of cognitive processing.
a single generalized property of the mind.
8.
A 12-year-old who responded to the original Stanford-Binet with the proficiency typical
of an average 9-year-old was said to have an IQ of ________.
a.
75
b.
85
c.
115
d.
125
e.
133
9.
a.
b.
c.
d.
e.
If a test yields consistent results every time it is used, it has a high degree of ________.
standardization
predictive validity
reliability
content validity
heritability
10.
An electronics school administrator is trying to construct an admissions test that will
accurately predict how well applicants will perform in his school. The administrator is most
obviously concerned that the test be ________.
a.
standardized
b.
valid
c.
factor-analyzed
d.
normally distributed
e.
reliable
11.
a.
b.
b.
d.
e.
The fact that we can think without language is best illustrated in research on:
mental imagery.
functional fixedness.
the framing effect.
algorithms.
the representativeness heuristic.
30
12.
To combine words into grammatically correct sentences, one needs to adhere to proper
rules of ________.
a.
semantics
b.
syntax
c.
nomenclature
d.
phonics
e.
etiology
Practice Test III-A
1.
a.
b.
c.
d.
e.
The term “catharsis” refers to emotional ________.
disturbance
inhibition
release
adaptation
regression
2.
a.
b.
c.
d.
e.
Who suggested that “we feel sorry because we cry...afraid because we tremble”?
Stanley Schachter
William James
Walter Cannon
Richard Solomon
William Shakespeare
3.
a.
b.
c.
d.
e.
The concept of relative deprivation refers to the perception that
yesterday’s luxuries are today’s necessities.
things are never quite as bad as they could be.
one is worse off than those with whom one compares oneself.
happiness is simply a state of mind.
happiness can’t last forever.
4.
a.
b.
c.
d.
e.
According to the Cannon-Bard theory, the experience of emotion
depends on the intensity of body arousal.
can occur only after body arousal.
must occur before body arousal.
causes body arousal.
occurs simultaneously with body arousal.
5.
Which division of the nervous system arouses the body and mobilizes its energy in
emotionally stressful situations?
a.
sympathetic
b.
parasympathetic
c.
central
d.
skeletal
e.
peripheral
31
6.
a.
b.
c.
d.
e.
According to Freud, our repressed impulses express themselves in ________.
dreams
daily habits
our work
troubling symptoms
all of the above
7.
a.
b.
c.
d.
e.
The emotions of anger and fear involve similar
subjective thoughts and experiences.
patterns of autonomic arousal.
hormone secretions.
patterns of brain activity.
facial expressions.
8.
Psychoanalytic theory suggests that the ego disguises threatening impulses and reduces
anxiety by means of ________.
a.
free association
b.
self-actualization
c.
defense mechanisms
d.
unconditioned positive regard
e.
learned helplessness
9.
a.
b.
c.
d.
e.
For a thirsty person, drinking water serves to reduce ________.
homeostasis
a drive
an instinct
extrinsic motivation
metabolic rate
10.
The specific body weight maintained automatically by most adults over long periods of
time is known as the ________.
a.
set point
b.
homeostatic constant
c.
hypothalamic plateau
d.
metabolic rate
e.
weight constant
11.
According to Maslow, the psychological need that arises after all other needs have been
met is the need for ________.
a.
safety
b.
self-actualization
c.
personal control
d.
self-esteem
e.
unconditional positive regard
32
12.
Which perspective most clearly emphasizes the interactive effects of internal personality
dynamics and external environmental occurrences on human behavior?
a.
trait perspective
b.
psychoanalytic perspective
c.
social-cognitive perspective
d.
psychobiological perspective
e.
humanistic perspective
13.
a.
b.
c.
d.
e.
Carl Rogers suggested that the ________ is a central feature of personality.
collective unconscious
Oedipus complex
persona
self-concept
inferiority complex
Practice Test III-B
1.
a.
b.
c.
d.
e.
One of the Big Five trait dimensions is ________.
agility
consistency
locus of control
distinctiveness
agreeableness
2.
a.
b.
c.
d.
e.
Personality inventories typically gather information by means of ________.
projection
factor analysis
sublimation
self-reports
random selection
3.
a.
b.
c.
d.
e.
The perception that one’s fate is determined by luck reflects ________.
reciprocal determinism
self-serving bias
an external locus of control
the pleasure principle
the Barnum effect
4.
a.
b.
c.
d.
e.
Which of the following techniques is derived from classical conditioning?
the token economy
free association
electroconvulsive therapy
transference
systematic desensitization
33
5.
Disruptions in conscious awareness and sense of identity are most characteristic of
________ disorders.
a.
bipolar
b.
obsessive-compulsive
c.
personality
d.
somatoform
e.
dissociative
6.
a.
b.
c.
d.
e.
Schizophrenia disorders are most likely to be characterized by _________.
suicidal thoughts
a lack of guilt feelings
disorganized and fragmented thinking
alternations between extreme hopelessness and unrealistic optimism
periodic intervals of uncontrollable violence
7.
For the last month, Mary has felt lethargic and has been unable to get out of bed in the
morning. She has withdrawn from friends and family because she feels worthless and unlovable.
Mary is most likely suffering from ________.
a.
hypochondriasis
b.
anorexia nervosa
c.
schizophrenia
d.
a mood disorder
e.
an antisocial personality disorder
8.
Psychological disorders characterized by inflexible, enduring, and socially maladaptive
behavior patterns are called ________ disorders.
a.
psychotic
b.
personality
c.
schizophrenia
d.
dissociative
e.
somatoform
9.
Mildred often appears nervous and agitated; she frequently talks loudly and laughs almost
uncontrollably. Her behavior is most likely to be diagnosed as psychologically disordered if it is:
a.
socially unacceptable and disturbing to others
b.
difficult for her to discontinue
c.
not caused by a biological impairment
d.
the product of unconscious motives
e.
all of the above
34
10.
In which of the following disorders is a person continually tense, apprehensive, and in a
state of autonomic arousal?
a.
antisocial personality disorder
b.
generalized anxiety disorder
c.
conversion disorder
d.
dissociative identity disorder
e.
bipolar disorder
Practice Test III-C
1.
After performing a meta-analysis of some 475 psychotherapy outcome studies, Smith and
her colleagues reported in 1980 that
a.
evidence overwhelmingly supports the efficacy of psychotherapy.
b.
psychotherapy is no more effective than talking to a friend.
c.
psychotherapy harms just as many people as it helps.
d.
it is impossible to measure the effectiveness of psychotherapy.
e.
drug therapy is more effective than psychotherapy.
2.
a.
b.
c.
d.
e.
Psychopharmacology involves the study of how
diseases influence psychological well-being.
exercise alleviates depression.
drugs affect mental functioning and behavior.
physical relaxation reduces anxiety.
psychosurgery and ECT influence emotions.
3.
a.
b.
c.
d.
e.
According to the text, aggression always involves ________.
physical damage
the intent to hurt
anger and hostility
a reaction to frustration
all of the above
4.
An increase in the availability of neurotransmitters, such as norepinephrine and serotonin,
is most likely to result from the administration of ________ drugs.
a.
antipsychotic
b.
antianxiety
c.
antimanic
d.
antibiotic
e.
antidepressant
35
5.
After Jerry’s father refused to let him use the family car on Friday night, Jerry let the air
out of the tires. His action is best explained in terms of the ________.
a.
mere exposure effect
b.
foot-in-the-door phenomenon
c.
fundamental attribution error
d.
frustration-aggression principle
e.
bystander effect
6.
As Arlette walks throng a shopping mall, she happens to come near an elderly woman
who is lying on the floor, clutching her arm, and moaning in pain. The presence of many other
shoppers in the mall will most likely increase the probability that Arlette will:
a.
experience contempt for the woman
b.
help the woman by calling an ambulance
c.
fail to notice the elderly woman on the floor
d.
experience a sense of empathy for the elderly woman
e.
look for someone more knowledgeable to lend assistance
7.
costs?
a.
b.
c.
d.
e.
Which theory suggests that altruistic behavior is governed by calculations of rewards and
8.
a.
b.
c.
d.
e.
Social loafing refers to the tendency for people to
exert less effort when they are pooling their efforts toward a common goal.
perform a complex task more poorly when others are present.
exert less effort when they are paid by the hour.
become more distracted from their tasks when working with friends than when working
with strangers
stop working once they have reached their goal.
9.
a.
b.
c.
d.
e.
Which theory assumes that we adopt certain attitudes in order to justify our past actions?
social exchange theory
social facilitation theory
attribution theory
cognitive dissonance theory
equity theory
attribution theory
social exchange theory
cognitive dissonance theory
the two-factor theory of emotion
psychoanalytic theory
36
10.
Solomon Asch reported that individuals conformed to a group’s judgment of the lengths
of lines
a.
only when the group was composed of at least six members.
b.
even when the group seemed uncertain and repeatedly altered its judgment.
c.
even when the group judgment was clearly incorrect.
d.
only when members of the group were of high status.
e.
only when the group judgment was clearly correct.
11.
The tendency for observers to underestimate the impact of the situation and to
overestimate the impact of personal dispositions upon another’s behavior is called:
a.
the bystander effect.
b.
deindividuation.
c.
cognitive dissonance.
d.
the mere exposure effect.
e.
the fundamental attribution error.
12.
Conformity resulting from a person’s desire to gain approval or avoid disapproval is said
to be a response to ________.
a.
the reciprocity norm
b.
social facilitation
c.
informational social influence
d.
normative social influence
e.
deindividuation
37
Answer Key
Practice Test I-A
1.
b
2.
d
3.
e
4.
a
5.
b
6.
e
7.
d
8.
c
9.
c
10.
a
11.
d
12.
a
Practice Test I-B
1.
d
2.
c
3.
a
4.
b
5.
e
6.
d
7.
e
8.
d
9.
a
10.
c
11.
b
12.
d
Practice Test I-C
1.
c
2.
a
3.
d
4.
b
5.
e
6.
d
7.
a
8.
c
9.
a
10.
e
11.
d
12.
b
38
Practice Test II-A
1.
a
2.
e
3.
d
4.
b
5.
d
6.
c
7.
d
8.
e
9.
c
10.
b
11.
b
12.
a
Practice Test II-B
1.
a
2.
c
3.
e
4.
b
5.
d
6.
a
7.
b
8.
d
9.
e
10.
d
11.
c
12.
e
Practice Test II-C
1.
d
2.
e
3.
c
4.
b
5.
d
6.
a
7.
c
8.
a
9.
c
10.
b
11.
a
12.
b
39
Practice Test III-A
1.
c
2.
b
3.
c
4.
e
5.
a
6.
e
7.
b
8.
c
9.
b
10.
a
11.
b
12.
c
13.
d
Practice Test III-B
1.
e
2.
d
3.
c
4.
e
5.
e
6.
c
7.
d
8.
b
9.
a
10.
b
Practice Test III-C
1.
a
2.
c
3.
b
4.
e
5.
d
6.
c
7.
b
8.
a
9.
d
10.
c
11.
e
12.
d
40