STUDY GUIDEPsychology 101: Intro to Psychology

Unit I: Biology and Development

Lesson I-1: Neural Communication (CH.2, pp. 56-65)Objectives: 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: neurondendriteaxonmyelin sheathaction potentialthresholdsynapseneurotransmitteracetylcholineendorphins

Lesson I-2: The Nervous System (CH.2, pp. 65-69)Objectives: 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 systemnerveperipheral nervous system central nervous systemsomatic nervous systemautonomic nervous system sensory neuronsinterneuronsmotor neuronssympathetic nervous systemparasympathetic nervous systemreflex

Lesson I-3: The Brain, part 1 (CH.2, pp. 69-76)Objectives: a) Describe four tools used to study the brain.

b) Name the lower-level brain structures and describe what they do.

Key terms: lesion

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EEGCTPETMRIbrainstemmedullareticular formationthalamuscerebellumlimbic systemamygdalahypothalamus

Lesson I-4: The Brain, part 2 (CH.2, pp. 76-93)The Endocrine System (CH.2, pp. 94-97)

Objectives: 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 cortexglial cellsfrontal lobesparietal lobesoccipital lobestemporal lobesmotor cortexsensory cortexassociation areasaphasiaBroca’s areaWernicke’s areaplasticitycorpus callosumsplit-brainendocrine systemhormonesadrenal glandpituitary gland

Lesson I-5: The Nature and Nurture of Behavior (CH.3, pp. 98-133)Objectives: 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.

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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: chromosomesbehavior geneticsidentical twinsfraternal twins temperamentculturenormspersonal spaceX chromosomeY chromosomerolegender rolegender identitygender typing

Lesson I-6: Prenatal Development and the Newborn (CH.4, pp. 134-140)Objectives: a) Describe the three stages of prenatal development.

b) Give two examples of survival skills possessed by newborns.

Key terms: zygoteembryofetusteratogenfetal alcohol syndrome (FAS)rooting reflex

PRACTICE TEST I-A

Lesson I-7: Infancy and Childhood, part 1 (CH.4, pp. 140-150)Objectives: 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: maturationschema

assimilationaccommodationcognitionsensorimotor stage

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object permanencepreoperational stageconservationegocentrismconcrete operational stageformal operational stage

Lesson I-8: Infancy and Childhood, part 2 (CH.4, pp. 150-159)Objectives: 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 anxietyattachmentcritical periodimprinting

Lesson I-9: Adolescence (CH.4, pp. 159-171)Objectives: 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: adolescencepubertyprimary sex characteristicssecondary sex characteristics menarcheidentityintimacy

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: menopauseAlzheimer’s diseasecross-sectional studylongitudinal study

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crystallized intelligencefluid intelligencesocial 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: sensationperceptionbottom-up processingtop-down processingpsychophysicsabsolute thresholdsignal detection theorysubliminaldifference thresholdWeber’s lawsensory 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: transductionwavelengthhueintensitypupilirislensaccommodationretinaacuitynear-sightednessfar-sightednessblind spotfoveafeature detectorsYoung-Helmholtz theoryopponent-process theorycolor 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: auditionfrequencypitchmiddle earinner earcochleaplace theoryfrequency theoryconduction hearing losssensorineural 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 theorykinesthesisvestibular 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 attentionvisual 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: gestaltfigure-groundgrouping

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depth perceptionvisual cliffbinocular cuesmonocular cuesretinal disparityconvergencephi phenomenonperceptual 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 adaptationperceptual set

Lesson I-18: Is There Extrasensory Perception? (CH.6, pp. 257-263)Objectives: a) Describe the ganzfeld experiment.

Key terms: extrasensory perceptionparapsychology

PRACTICE TEST I-C

Review I-A: ObjectivesReview I-B: 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

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REM sleepalpha waveshallucinationsdelta waves insomnianarcolepsysleep apneanight terrorsmanifest contentlatent 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: hypnosisposthypnotic amnesiaposthypnotic suggestiondissociationhidden 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 drugtolerancewithdrawalphysical dependencepsychological dependencedepressantsstimulantshallucinogensbarbituratesopiatesamphetaminesLSDTHC

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 conditioningunconditioned stimulusunconditioned responseconditioned stimulusconditioned responseacquisitionextinctionspontaneous recoverygeneralizationdiscrimination

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 conditioningrespondent behavioroperant behaviorlaw of effectoperant chambershapingprimary reinforcerconditioned reinforcercontinuous reinforcementpartial reinforcementpunishmentoverjustification effectintrinsic motivationextrinsic 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 learningmodelingprosocial 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: encodingstorageretrievallong-term memoryshort-term memoryrehearsalspacing effectserial position effectvisual encodingacoustic encodingsemantic encodingmnemonicschunkingimagery

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 memoryiconic memoryechoic memorylong-term potentiationamnesiaimplicit memoryexplicit memoryhippocampus

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: recallrecognition

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relearningprimingdeja vumood-congruent memoryretroactive interferenceproactive interferencerepression

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 effectsource 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: cognitionconceptprototypealgorithmheuristicinsightconfirmation biasfixationmental setfunctional fixednessrepresentativeness heuristicavailability heuristicoverconfidenceframing

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: languagephonememorpheme

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grammarsemanticssyntaxbabbling stageone-word stagetwo-word stagetelegraphic 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 testmental ageStanford-Binetintelligence 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: intelligencefactor analysisgeneral intelligencesavant syndromemultiple intelligencespractical intelligenceemotional 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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reliabilityvaliditycontent validitycriterionpredictive 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: ObjectivesReview 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: motivationinstinctdrive-reduction theoryhomeostasishierarchy of needsset pointbasal metabolic rateanorexia nervosabulimia nervosa

Lesson III-2: Theories of Emotion (CH.13, pp. 500-505)Objectives: a) Describe three major theories of emotion.

Key terms: James-Lange theoryCannon-Bard theorytwo-factor theory

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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: catharsisfeel-good, do-goodsubjective well-beingadaptation-level phenomenonrelative 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: personalityfree association psychoanalysis unconscious id, ego, superegopsychosexual stagesOedipus complexdefense mechanismsrepressionregressionreaction formationprojectionrationalizationdisplacementprojective testThematic 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-actualizationunconditional positive regardself-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: traitpersonality inventoryMinnesota 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 determinisminternal and external locus of controllearned 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 disordermedical modelbio-psycho-social modelDSM-IVneurotic disorderpsychotic disorderanxiety disordersgeneralized anxiety disorderphobiaobsessive-compulsive disorderpanic 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 episodebipolar disorderdissociative disordersdissociative 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: schizophreniadelusionshallucinationspersonality disordersantisocial personality disorder

Lesson III-12: The Psychological Therapies (CH.17, pp. 660-673)Objectives: a) Distinguish among the five schools of psychotherapy.

Key terms: psychoanalysisresistanceinterpretationtransferenceclient-centered therapyactive listeningbehavior therapycounterconditioningsystematic desensitizationaversive conditioningtoken economycognitive therapycognitive behavior therapyfamily 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: psychopharmacologylithiumelectroconvulsive therapypsychosurgerylobotomy

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 psychologyattribution theoryfundamental attribution errorattitudefoot-in-the-door phenomenoncognitive 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: conformitynormative social influenceinformational social influencesocial facilitationsocial loafingdeindividuation

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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: prejudicestereotypeingroup biasscapegoat theoryjust-world phenomenonaggressionfrustration-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: conflictsocial trapmere exposure effectaltruismbystander effectsocial exchange theorysuperordinate goals

PRACTICE TEST III-C

Review III-A: ObjectivesReview III-B: Key terms

TAKE FINAL EXAM (80 questions, 2 hours)

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Practice Test I-A

1. A loss of physical coordination and balance is most likely to result from damage to the:a. hypothalamus.b. cerebellum.c. corpus callosum.d. amygdale.e. somatosensory cortex.

2. The branching extensions of nerve cells that receive incoming signals from sensory receptors or from other neurons are called the ________.a. axonsb. synapsesc. cell bodiesd. dendritese. neurotransmitters

3. The capacity of one brain area to take over the functions of another damaged brain area is known as brain ________.a. assimilationb. conservationc. maturationd. habituatione. plasticity

4. Which regions of the cerebral cortex lie at the back of the head and receive visual information?a. occipital lobesb. parietal lobesc. temporal lobesd. association arease. sensory cortex

5. Information is carried from the tissues of the body to the central nervous system by:a. interneurons.b. sensory neurons.c. motor neurons.d. glial cells.e. efferent neurons.

6. A segment of DNA capable of synthesizing a specific protein is called a(n) ________.a. neuronb. teratogenc. chromosomed. interneurone. 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. endorphinsb. acetylcholinec. curared. epinephrinee. insulin

8. Compared to environmentally impoverished rats, rats raised in an enriched environment show a greater development of ________.a. preoperational intelligenceb. nurturing behaviorc. brain cortexd. the number of neurons in their brainse. motor neurons

9. The amygdala and hypothalamus are part of the ________.a. brain stemb. occipital lobesc. limbic systemd. reticular formatione. motor cortex

10. The chemical messengers released into the spatial junctions between neurons are called:a. neurotransmitters.b. hormones.c. synapses.d. enzymes.e. axons.

11. Newborns have been observed to show the greatest visual interest in a ________.a. rectangular shapeb. circular shapec. bull’s eye patternd. drawing of a human facee. 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 toa. 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. The light-sensitive inner surface of the eye, containing the rods and cones, is the:a. fovea.b. optic nerve.c. cornea.d. retina.e. 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. preconventionalb. preoperationalc. conventionald. postconventionale. postoperational

3. The term “menopause” refers to:a. the cessation of menstruation.b. the loss of male sexual potency.c. irregular timing of menstrual periods.d. the loss of sexual interest in late adulthood.e. the loss of memory in late adulthood.

4. A subliminal message is one that is presenteda. while an individual is under hypnosis.b. below the absolute threshold for awareness.c. in a manner that is unconsciously persuasive.d. with very soft background music.e. repetitiously.

5. Which of the following factors is most important for the development of positive emotional bonds between human infants and their mothers?a. accommodationb. habituationc. breast-feedingd. imprintinge. 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 greatlyb. increasing slightlyc. remaining constantd. declininge. fluctuating daily

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7. At the age of 65, Mrs. Benvenisti is likely to experience ________ with less intensity than when she was a teenager.a. joyb. angerc. feard. jealousye. all of the above

8. Psychologists describe child-rearing in which rules are imposed without explanation as a(n) _________ style.a. authoritativeb. egocentricc. rejecting-neglectingd. authoritariane. paternalistic

9. According to the Young-Helmholtz theory,a. the retina contains three kinds of color receptors.b. color vision depends on pairs of opposing retinal processes.c. the size of the difference threshold is proportional to the intensity of the stimulus.d. certain nerve cells in the brain respond to specific features of a stimulus.e. the amount of light allowed into the eye by the iris determines color perception.

10. According to Erikson, achieving a sense of identity is the special task of the ________.a. adultb. preschoolerc. adolescentd. toddlere. elementary school child

11. Weber’s law is relevant to an understanding of:a. absolute thresholds.b. difference thresholds.c. sensory adaptation.d. sensory interaction.e. all of the above.

12. Which of the following terms refers to a person’s accumulated knowledge and verbal skills?a. fluid intelligenceb. concrete operational intelligencec. formal operational intelligenced. crystallized intelligencee. experiential intelligence

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Practice Test I-C

1. Visual capture refers to the tendency fora. attention to be captured by novel or threatening stimuli in the visual field.b. visual deprivation early in life to limit later ability to perceive visual information.c. visual information to dominate other types of sensory information.d. people to have difficulty adjusting to lenses that displace their visual world.e. 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. The perceptual tendency to group together stimuli that are near each other is called:a. closure.b. interposition.c. perceptual set.d. proximity.e. convergence.

4. Which of the following is a binocular cue for the perception of distance?a. interpositionb. convergencec. closured. linear perspectivee. texture gradient

5. A perceptual set is aa. tendency to fill in gaps so as to perceive a complete, whole object.b. readiness to perceive an object in a distorted fashion.c. tendency to group similar elements.d. combination of information from all five senses into one group.e. 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.

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7. ESP refers toa. perceptions that occur apart from sensory input.b. the ability to move objects without touching them.c. a readiness to perceive an object in a distorted fashion.d. the ability to use all five senses at the same time.e. all of the above.

8. The study of phenomena such as clairvoyance and telepathy is called:a. phenomenological psychology.b. Gestalt psychology.c. parapsychology.d. psychokinesis.e. telepathy.

9. According to the frequency theory,a. the rate at which impulses travel up the auditory nerve matches the frequency of the tone

being heard.b. high-frequency sound waves trigger activity near the beginning of the cochlea’s basilar

membrane.c. most sound waves are a complex mixture of many frequencies.d. frequent or prolonged stimulation of a sensory receptor causes that receptor to become

less sensitive.e. the ear is better at hearing low frequencies as opposed to high ones.

10. Decibels measure the ________ of sound waves.a. transductionb. frequencyc. timbred. lengthe. amplitude

11. The sense of touch includes the four basic sensations of:a. pleasure, pain, warmth, and cold.b. pain, pressure, hot, and cold.c. wetness, pain, hot, and cold.d. pressure, pain, warmth, and cold.e. pain, pressure, wetness, and warmth.

12. Which of the following would play a role in quickly alerting you to a gas leak in your home?a. vestibular sacsb. olfactory receptorsc. bipolar cellsd. feature detectorse. basilar membrane

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Practice Test II-A

1. The brain waves associated with REM sleep are most similar to those of:a. Stage 1 sleep.b. Stage 2 sleep.c. Stage 3 sleep.d. Stage 4 sleep.e. Stage 5 sleep.

2. The law of effect refers to the tendency toa. condition a response to a previously unconditioned stimulus.b. learn in the absence of reinforcement.c. learn associations between consecutive stimuli.d. lose intrinsic interest in an over-rewarded activity.e. 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. Consciousness isa. the ability to solve problems, reason, and remember.b. focused awareness of ongoing perceptions, thoughts and feelings.c. the process of organizing and interpreting sensory information.d. effortless encoding of incidental information into memory.e. 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. generalizationb. negative reinforcementc. latent learningd. extinctione. discrimination

6. The negative physical and pyschological symptoms that follow the discontinued use of certain drugs is called:a. intoleranceb. narcolepsyc. withdrawald. retractione. dissociation

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7. The term “dissociation” as used by hypnosis researcher Ernest Hilgard refers to:a. nonconformity to social pressure.b. a state of paradoxical sleep.c. conscious enactment of a hypnotic role.d. a state of divided consciousness.e. the subject’s sense of disconnection from the hypnotist.

8. Consciousness is most important for the correct performance of behaviors thata. depend on information processing.b. require physical coordination skills.c. have been learned through repeated practice.d. involve priming of memory.e. 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. LSD is most likely to produce:a. narcolepsy.b. hallucinations.c. dissociation.d. night terrors.e. age regression.

11. Circadian rhythm refers to:a. the pattern of emotional ups and downs we routinely experience.b. a pattern of biological functioning that occurs on a roughly 24-hour cycle.c. the experience of jet lag following an extensive transoceanic flight.d. the cycle of five stages that we experience during a normal night’s sleep.e. a rhythmic vibration of the eyelids during REM sleep.

12. In Pavlov’s experiments, the dog’s salivation triggered by the taste of food was a(n):a. unconditioned response.b. unconditioned stimulus.c. conditioned response.d. conditioned stimulus.e. positive reinforcer.

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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. recallb. recognitionc. rehearsald. reconstructione. 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. explicit b. short-termc. flashbulbd. implicite. 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 memoryb. mood-congruent memoryc. automatic processingd. memory constructione. the spacing effect

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6. A momentary sensory memory of a visual stimulus is called ________ memory.a. iconicb. echoicc. implicitd. flashbulbe. 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. The three most basic information-processing steps involved in memory are:a. attention, rehearsal, and organization.b. recognition, recall, and relearning.c. reading, reciting, and reviewing.d. encoding, storage, and retrieval.e. 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-termb. explicitc. flashbulbd. long-terme. implicit

10. A mnemonic device is a :a. mental picture.b. a test or measure of memory.c. technique for encoding language sounds.d. memory aid.e. 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.

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12. The disruptive effect of prior learning on the recall of new information is called:a. state-dependent memory.b. retroactive interference.c. the serial position effect.d. the spacing effect.e. proactive interference.

Practice Test II-C

1. Factor analysis is a statistical procedure used toa. derive IQ scores by comparing mental age with chronological age.b. evaluate how accurately test items predict a criterion behavior.c. extract test norms from a standardization sample.d. identify clusters of closely related test items.e. provide a quantitative estimate of heritability.

2. The French government commissioned Binet to develop an intelligence test that woulda. demonstrate the innate intellectual superiority of western European races.b. effectively distinguish between practical and creative intelligence.c. provide an objective measure of teaching effectiveness in the public school system.d. show definitively that French students were more intelligent than Germans.e. reduce the need to rely on teachers’ subjectively biased judgments of students’ learning

potential.

3. Tests designed to predict ability to learn new skills are called ________ tests.a. achievementb. interestc. aptituded. reliabilitye. 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 distributionb. heritabilityc. predictive validityd. reliabilitye. factor analysis

5. Benjamin Whorf’s linguistic relativity hypothesis suggests that oura. language is determined in infancy and childhood.b. thoughts shape our language.c. linguistic proficiency influences our social status.d. language shapes our thoughts.e. our social status influences linguistic proficiency.

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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. phonemesb. prototypesc. morphemesd. semanticse. phenotypes

7. Savant syndrome most directly suggests that intelligence isa. culturally defined.b. largely unpredictable and unmeasurable.c. a diverse set of abilities.d. dependent upon the speed of cognitive processing.e. 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. 75b. 85c. 115d. 125e. 133

9. If a test yields consistent results every time it is used, it has a high degree of ________.a. standardizationb. predictive validityc. reliabilityd. content validitye. 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. standardizedb. validc. factor-analyzedd. normally distributede. reliable

11. The fact that we can think without language is best illustrated in research on:a. mental imagery.b. functional fixedness.b. the framing effect.d. algorithms.e. the representativeness heuristic.

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12. To combine words into grammatically correct sentences, one needs to adhere to proper rules of ________.a. semanticsb. syntaxc. nomenclatured. phonicse. etiology

Practice Test III-A

1. The term “catharsis” refers to emotional ________.a. disturbanceb. inhibitionc. released. adaptatione. regression

2. Who suggested that “we feel sorry because we cry...afraid because we tremble”?a. Stanley Schachterb. William Jamesc. Walter Cannond. Richard Solomone. William Shakespeare

3. The concept of relative deprivation refers to the perception thata. yesterday’s luxuries are today’s necessities.b. things are never quite as bad as they could be.c. one is worse off than those with whom one compares oneself.d. happiness is simply a state of mind.e. happiness can’t last forever.

4. According to the Cannon-Bard theory, the experience of emotiona. depends on the intensity of body arousal.b. can occur only after body arousal.c. must occur before body arousal.d. causes body arousal.e. occurs simultaneously with body arousal.

5. Which division of the nervous system arouses the body and mobilizes its energy in emotionally stressful situations?a. sympatheticb. parasympatheticc. centrald. skeletale. peripheral

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6. According to Freud, our repressed impulses express themselves in ________.a. dreamsb. daily habitsc. our workd. troubling symptomse. all of the above

7. The emotions of anger and fear involve similara. subjective thoughts and experiences.b. patterns of autonomic arousal.c. hormone secretions.d. patterns of brain activity.e. facial expressions.

8. Psychoanalytic theory suggests that the ego disguises threatening impulses and reduces anxiety by means of ________.a. free associationb. self-actualizationc. defense mechanismsd. unconditioned positive regarde. learned helplessness

9. For a thirsty person, drinking water serves to reduce ________.a. homeostasisb. a drivec. an instinctd. extrinsic motivatione. metabolic rate

10. The specific body weight maintained automatically by most adults over long periods of time is known as the ________.a. set pointb. homeostatic constantc. hypothalamic plateaud. metabolic ratee. weight constant

11. According to Maslow, the psychological need that arises after all other needs have been met is the need for ________.a. safetyb. self-actualizationc. personal controld. self-esteeme. unconditional positive regard

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12. Which perspective most clearly emphasizes the interactive effects of internal personality dynamics and external environmental occurrences on human behavior?a. trait perspectiveb. psychoanalytic perspectivec. social-cognitive perspectived. psychobiological perspectivee. humanistic perspective

13. Carl Rogers suggested that the ________ is a central feature of personality.a. collective unconsciousb. Oedipus complexc. personad. self-concepte. inferiority complex

Practice Test III-B

1. One of the Big Five trait dimensions is ________.a. agilityb. consistencyc. locus of controld. distinctivenesse. agreeableness

2. Personality inventories typically gather information by means of ________.a. projectionb. factor analysisc. sublimationd. self-reportse. random selection

3. The perception that one’s fate is determined by luck reflects ________.a. reciprocal determinismb. self-serving biasc. an external locus of controld. the pleasure principlee. the Barnum effect

4. Which of the following techniques is derived from classical conditioning?a. the token economyb. free associationc. electroconvulsive therapyd. transferencee. systematic desensitization

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5. Disruptions in conscious awareness and sense of identity are most characteristic of ________ disorders.a. bipolarb. obsessive-compulsivec. personalityd. somatoforme. dissociative

6. Schizophrenia disorders are most likely to be characterized by _________.a. suicidal thoughtsb. a lack of guilt feelingsc. disorganized and fragmented thinkingd. alternations between extreme hopelessness and unrealistic optimisme. 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. hypochondriasisb. anorexia nervosac. schizophreniad. a mood disordere. an antisocial personality disorder

8. Psychological disorders characterized by inflexible, enduring, and socially maladaptive behavior patterns are called ________ disorders.a. psychoticb. personalityc. schizophreniad. dissociativee. 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 othersb. difficult for her to discontinuec. not caused by a biological impairmentd. the product of unconscious motivese. all of the above

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10. In which of the following disorders is a person continually tense, apprehensive, and in a state of autonomic arousal?a. antisocial personality disorderb. generalized anxiety disorderc. conversion disorderd. dissociative identity disordere. 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 thata. 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. Psychopharmacology involves the study of howa. diseases influence psychological well-being.b. exercise alleviates depression.c. drugs affect mental functioning and behavior.d. physical relaxation reduces anxiety.e. psychosurgery and ECT influence emotions.

3. According to the text, aggression always involves ________.a. physical damageb. the intent to hurtc. anger and hostilityd. a reaction to frustratione. 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. antipsychoticb. antianxietyc. antimanicd. antibiotice. antidepressant

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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 effectb. foot-in-the-door phenomenonc. fundamental attribution errord. frustration-aggression principlee. 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 womanb. help the woman by calling an ambulancec. fail to notice the elderly woman on the floord. experience a sense of empathy for the elderly womane. look for someone more knowledgeable to lend assistance

7. Which theory suggests that altruistic behavior is governed by calculations of rewards and costs?a. attribution theoryb. social exchange theoryc. cognitive dissonance theoryd. the two-factor theory of emotione. psychoanalytic theory

8. Social loafing refers to the tendency for people toa. exert less effort when they are pooling their efforts toward a common goal.b. perform a complex task more poorly when others are present.c. exert less effort when they are paid by the hour.d. become more distracted from their tasks when working with friends than when working

with strangerse. stop working once they have reached their goal.

9. Which theory assumes that we adopt certain attitudes in order to justify our past actions?a. social exchange theoryb. social facilitation theoryc. attribution theoryd. cognitive dissonance theorye. equity theory

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10. Solomon Asch reported that individuals conformed to a group’s judgment of the lengths of linesa. 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 normb. social facilitationc. informational social influenced. normative social influencee. deindividuation

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Answer KeyPractice Test I-A1. b2. d3. e4. a5. b6. e7. d8. c9. c10. a11. d12. a

Practice Test I-B1. d 2. c3. a4. b5. e6. d7. e8. d9. a10. c11. b12. d

Practice Test I-C1. c2. a3. d4. b5. e6. d7. a8. c9. a10. e11. d12. b

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Practice Test II-A1. a2. e3. d4. b5. d6. c7. d8. e9. c10. b11. b12. a

Practice Test II-B1. a2. c3. e4. b5. d6. a7. b8. d9. e10. d11. c12. e

Practice Test II-C1. d2. e3. c4. b5. d6. a7. c8. a9. c10. b11. a12. b

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Practice Test III-A1. c2. b3. c4. e5. a6. e7. b8. c9. b10. a11. b12. c13. d

Practice Test III-B1. e2. d3. c4. e5. e6. c7. d8. b9. a10. b

Practice Test III-C1. a2. c3. b4. e5. d6. c7. b8. a9. d10. c11. e12. d

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