a. Ethnicity ![]() |
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b. Culture ![]() |
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c. Race ![]() |
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d. Class ![]() |
a. Psychobiology ![]() |
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b. Anthrobiology ![]() |
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c. Cultural biology ![]() |
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d. Sociobiology ![]() |
a. It is a field of social science that studies the behavior of humans in their societies. ![]() |
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b. It traditionally has dealt with the study of cultures different from one’s own. ![]() |
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c. It tends to look at the “big picture” and overall culture of a group, including art, history, mythology, etc. ![]() |
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d. It looks at social stratification, social class, social mobility, religion, secularization, law, and deviance in human society. ![]() |
a. Automatic ![]() |
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b. Parallel processing ![]() |
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c. Conscious ![]() |
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d. Evolutionary adaptation ![]() |
a. Negatively, psychological disposition ![]() |
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b. Positively, cultural competence ![]() |
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c. Positively, ethno-relativity ![]() |
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d. Negatively, intercultural communication sensitivity ![]() |
a. Cultural-psychological, Cartesian ![]() |
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b. Cultural-historical, Vendata ![]() |
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c. Zone of proximal development, Buddhist ![]() |
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d. Socio-cultural, Tao ![]() |
a. Positive Psychology ![]() |
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b. Perennial Psychology ![]() |
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c. Transpersonal Psychology ![]() |
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d. Universal Psychology ![]() |
a. Judgment of other groups as inferior to our own ![]() |
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b. Judgment of other groups from our own cultural point of view ![]() |
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c. Both A and B ![]() |
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d. None of the above ![]() |
a. Asian-American ![]() |
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b. Native-Americans ![]() |
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c. Multiracial ![]() |
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d. Hispanic ![]() |
a. The ability to keep social relationships intact ![]() |
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b. The creation of new needs and drives ![]() |
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c. The shaping of genetics ![]() |
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d. A and B only ![]() |
a. Perceiver and expecter ![]() |
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b. Classifier and inferencer ![]() |
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c. Selector and interpreter ![]() |
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d. Interpreter and finder ![]() |
a. Safety needs. ![]() |
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b. Personality. ![]() |
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c. The value of objects. ![]() |
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d. Bodily/physiological needs. ![]() |
a. Relaxation. ![]() |
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b. Yogic postures. ![]() |
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c. Dance. ![]() |
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d. Heartbeat control. ![]() |
a. Prayer ![]() |
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b. Contemplation ![]() |
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c. Meditation ![]() |
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d. Mindfulness ![]() |
a. Substantive content of prayer ![]() |
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b. Social context of prayer ![]() |
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c. Length of prayer ![]() |
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d. Beliefs about prayer ![]() |
a. Zapotec dreamers, male and female, had a higher physical aggression percent than did their American counterparts. ![]() |
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b. There was little or no tendency for the A/C index to decline with age for the Zapotecs. ![]() |
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c. American dreamers showed more aggression in the males, while Zapotecs showed higher aggression in their females. ![]() |
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d. Zapotec dreamers had more dreamer-involved aggressions than the American dreamers. ![]() |
a. Children acquired color terms in the same way across cultures. ![]() |
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b. The pattern of memory errors for learning color terms in each language was very different. ![]() |
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c. It is suggested that cognitive color categories are innate rather than learned. ![]() |
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d. Children acquired color terms in a particular, predictable order. ![]() |
a. Expectations ![]() |
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b. Cognitions ![]() |
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c. Visions ![]() |
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d. Deliberations ![]() |
a. Dymaxion. ![]() |
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b. Uberman. ![]() |
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c. Everyman. ![]() |
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d. Genaxion. ![]() |
a. Perception is culturally-influenced. ![]() |
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b. Perception has racial differences. ![]() |
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c. Perception is based on experience. ![]() |
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d. Both A and C ![]() |
a. Dreams are the brain’s reaction to random biological processes and stimuli during the sleep cycle. ![]() |
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b. Dreams are full of meaningful content that is open to interpretation. ![]() |
||
c. Dreams have a psychological cause and indicate one’s unconscious thoughts and desires that may have been repressed. ![]() |
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d. Dreams are a result of a coherent attempt to make sense of what one has experienced. ![]() |
a. They prefer to complete one task at a time. ![]() |
||
b. They value punctuality, completing tasks, and keeping to schedules. ![]() |
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c. They see time holistically and believe in maintaining relationships and socializing more than accomplishing tasks. ![]() |
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d. They view time as if it were linear. ![]() |
a. Pathological ![]() |
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b. Aesthetic ![]() |
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c. Orgiastic ![]() |
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d. Mystic ![]() |
a. Howard Gardner and Lawrence Kohlberg ![]() |
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b. J. Allan Hobson and Robert McCarley ![]() |
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c. Alfred Adler and Hans Eysenck ![]() |
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d. Julian Rotter and Harry Harlow ![]() |
a. Altruism ![]() |
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b. Sublimation ![]() |
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c. Undoing ![]() |
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d. Reaction formation ![]() |
a. Schooling ![]() |
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b. Nutrition ![]() |
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c. Social interaction ![]() |
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d. Family support ![]() |
a. Intellectual expression ![]() |
||
b. Environmental explanation ![]() |
||
c. Mathematical estimate ![]() |
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d. Cultural discrepancy ![]() |
a. Spearman, g factor ![]() |
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b. Haier, t ability ![]() |
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c. Sternberg, c ratio ![]() |
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d. Kaufman, z effect ![]() |
a. Drive is essential in order for responses to occur. ![]() |
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b. Conditioning only occurs if the reinforcement satisfied a wish. ![]() |
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c. Stimuli and responses must be detected by the organism in order for conditioning to occur. ![]() |
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d. Response must be made in order for conditioning to occur. ![]() |
a. Drive theory ![]() |
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b. Incentive theory ![]() |
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c. Arousal theory ![]() |
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d. Motivation theory. ![]() |
a. That fluid abilities tend to decline earlier than crystallized abilities ![]() |
||
b. That crystallized abilities show steeper decrement than fluid abilities once a person reaches the early 50s ![]() |
||
c. That men decline first on the active abilities and women decline earlier on passive abilities ![]() |
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d. All of the above ![]() |
a. Unquestioned obedience ![]() |
||
b. What’s-in-it-for-me fairness ![]() |
||
c. Principled conscience ![]() |
||
d. Interpersonal obligation ![]() |
a. European Americans favored formal reasoning to intuition. ![]() |
||
b. Koreans and Chinese favored intuition to formal reasoning. ![]() |
||
c. Asian Americans’ reasoning was identical to European Americans or intermediate. ![]() |
||
d. All of the above ![]() |
a. Wechsler Adult Intelligence Scale ![]() |
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b. Stanford-Binet Intelligence Test ![]() |
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c. Wechsler Intelligence Scale for Children ![]() |
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d. Developmental Neuropsychological Assessment ![]() |
a. Anderson ![]() |
||
b. Galton ![]() |
||
c. Deary ![]() |
||
d. Jensen ![]() |
a. Lazurus Theory ![]() |
||
b. Cannon-Bard Theory ![]() |
||
c. James-Lange Theory ![]() |
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d. Schachter-Singer Theory ![]() |
a. Lazurus Theory ![]() |
||
b. Cannon-Bard Theory ![]() |
||
c. James-Lange Theory ![]() |
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d. Schachter-Singer Theory ![]() |
a. Behavior ![]() |
||
b. Thoughts ![]() |
||
c. Physical/body ![]() |
||
d. All of the above ![]() |
a. Prepare us for action. ![]() |
||
b. Facilitate non-verbal communication. ![]() |
||
c. Regulate social interaction. ![]() |
||
d. Manifest primarily unconsciously. ![]() |
a. Physical ![]() |
||
b. Visual ![]() |
||
c. Vocal ![]() |
||
d. Universal ![]() |
a. Rationalization ![]() |
||
b. Reaction formation ![]() |
||
c. Denial ![]() |
||
d. Displacement ![]() |
a. Passion ![]() |
||
b. Frustration ![]() |
||
c. Anxiety ![]() |
||
d. Contempt ![]() |
a. Fast route, slow route ![]() |
||
b. Subcortical route, amygdala route ![]() |
||
c. Direct route, indirect route ![]() |
||
d. Primary route, secondary route ![]() |
a. Joy, sadness, acceptance, disgust, fear, anger, surprise, and anticipation ![]() |
||
b. Happiness, terror, anxiety, anger, embarrassment, boredom, hunger, and compassion ![]() |
||
c. Aggression, fear, envy, depression, euphoria, grief, worry, and pride ![]() |
||
d. Rage, happiness, hysteria, shame, hope, guilt, ambivalence, and sadness ![]() |
a. We experience physiological arousal and emotional arousal all at the same time, but do not pay attention to thoughts or outward behaviors. ![]() |
||
b. An event causes physiological arousal first and then we interpret that arousal. ![]() |
||
c. An event causes physiological arousal first, and then we identify a reason for the arousal so that we can experience and label the emotion. ![]() |
||
d. A thought must come before any emotion or physiological arousal. ![]() |
a. Shame and guilt, in various research studies, have been shown to have cultural variability. ![]() |
||
b. Shame and guilt, in various research studies, have been shown to have cultural universality. ![]() |
||
c. Shame and guilt, in various research studies, have been shown to have cultural universality, with the exception of the Japanese culture, which had divergent results. ![]() |
||
d. Shame and guilt, in various research studies, have been shown to have cultural variability, with the exception of the Indian culture, which had divergent results. ![]() |
a. Vegetarianism to follow the doctrine of noninjury and nonviolence ![]() |
||
b. Fasting during daylight hours, while eating and drinking before dawn and after sunset ![]() |
||
c. The use and preparation of foods for the purpose of spiritual health ![]() |
||
d. The amount of food left uneaten on a plate to indicate that hunger has been satisfied ![]() |
a. More immediacy ![]() |
||
b. Generally located in cool climates ![]() |
||
c. A lot of physical contact when communicating ![]() |
||
d. Friendship and trust are increased by close proximity ![]() |
a. Psychoanalytic defense mechanisms ![]() |
||
b. Behavioral intervention techniques ![]() |
||
c. Cognitive-behavioral mental catastrophes ![]() |
||
d. Existential barriers ![]() |
a. Egyptian ![]() |
||
b. Chinese ![]() |
||
c. Japanese ![]() |
||
d. Tahitian ![]() |
a. Chinese-American ![]() |
||
b. Native American ![]() |
||
c. African-American ![]() |
||
d. Latin-American ![]() |
a. Chinese-American ![]() |
||
b. Native American ![]() |
||
c. African-American ![]() |
||
d. Latin-American ![]() |
a. Proxemics, Edward Hall ![]() |
||
b. Attachment, Mary Ainsworth ![]() |
||
c. Cultural communication, Stuart Hall ![]() |
||
d. Developmental level, Lev Vgotsky ![]() |
a. Id and ego ![]() |
||
b. Eros and Thanatos ![]() |
||
c. Primary process and secondary process ![]() |
||
d. Phallic and latency ![]() |
a. A reminder to take all new journeys together as a union ![]() |
||
b. Leaping past evil and moving towards purity ![]() |
||
c. Leaving behind worldly goods ![]() |
||
d. Sweeping away the old and welcoming a new beginning with a leap of faith ![]() |
a. Blood/Raw meat ![]() |
||
b. Alcohol ![]() |
||
c. Pork ![]() |
||
d. Fowl ![]() |
a. Physiological, safety, love, esteem, self-actualization ![]() |
||
b. Safety, physiological, esteem, love, self-actualization ![]() |
||
c. Safety, love, physiological, esteem, self-actualization ![]() |
||
d. Self-actualization, love, physiological, safety, esteem ![]() |
a. Native-Americans ![]() |
||
b. African-Americans ![]() |
||
c. Hispanics and Latinos ![]() |
||
d. Asian-Americans ![]() |
a. Maslow ![]() |
||
b. Goldstein ![]() |
||
c. Rogers ![]() |
||
d. All of the above ![]() |
a. Nature ![]() |
||
b. Nurture ![]() |
||
c. Free will ![]() |
||
d. None of the Above ![]() |
a. Public space ![]() |
||
b. Proxemics ![]() |
||
c. Informal space ![]() |
||
d. Territory ![]() |
a. Alcohol ![]() |
||
b. Infection ![]() |
||
c. X-rays ![]() |
||
d. All of the above ![]() |
a. The theory was influenced by ethological theory and imprinting research. ![]() |
||
b. The theory holds that a child should receive continuous care from their attachment figure for approximately the first month of life. ![]() |
||
c. The theory suggests that children come into the world pre-programmed to form attachment with others to help them survive. ![]() |
||
d. The theory hypothesizes that both infants and mothers have a biological need to remain in contact with one another. ![]() |
a. Sensorimotor stage ![]() |
||
b. Formal operational stage ![]() |
||
c. Pre-operational stage ![]() |
||
d. Concrete operational stage ![]() |
a. Initiative vs. guilt ![]() |
||
b. Identity vs. role confusion ![]() |
||
c. Autonomy vs. shame and doubt ![]() |
||
d. Industry vs. inferiority ![]() |
a. Embryo, blastocyst ![]() |
||
b. Zygote, lanugo ![]() |
||
c. Myiotic, zygote ![]() |
||
d. Zygote, embryo ![]() |
a. Western ![]() |
||
b. German ![]() |
||
c. Japanese ![]() |
||
d. Israeli ![]() |
a. South African ![]() |
||
b. Ugandan ![]() |
||
c. Swahili ![]() |
||
d. Ethiopian ![]() |
a. Instinctive ![]() |
||
b. Learned ![]() |
||
c. Observed ![]() |
||
d. Innately developed ![]() |
a. Environmental ![]() |
||
b. Ethological ![]() |
||
c. Evolutionary ![]() |
||
d. Epigenetic ![]() |
a. Mood ![]() |
||
b. Personality ![]() |
||
c. Temperament ![]() |
||
d. Attachment ![]() |
a. Emotional development ![]() |
||
b. The strange situation ![]() |
||
c. The avoidant type ![]() |
||
d. Moral reasoning ![]() |
a. Difficult ![]() |
||
b. Slow to warm up ![]() |
||
c. Easy ![]() |
||
d. Moderate ![]() |
a. Tracking the caregiver during exploration. ![]() |
||
b. The caregiver functioning as a secure base. ![]() |
||
c. Approaching the caregiver when anxious or distressed. ![]() |
||
d. The child resisting their caregiver’s advances. ![]() |
a. Being related to true variance across cultural groups including genetics and environment ![]() |
||
b. Being related to the different expectations held by parents in different cultures ![]() |
||
c. Being related to parental ethno theories of child temperament which shape their parenting practices ![]() |
||
d. All of the above ![]() |
a. Pantheism ![]() |
||
b. Paganism ![]() |
||
c. Animism ![]() |
||
d. Neopaganism ![]() |
a. Delinquency ![]() |
||
b. Reduced intelligence ![]() |
||
c. Affectionless psychopathy ![]() |
||
d. All of the above ![]() |
a. Safe haven ![]() |
||
b. Secure base ![]() |
||
c. Proximity maintenance ![]() |
||
d. Separation distress ![]() |
a. Moral conformity ![]() |
||
b. Cultural nobility ![]() |
||
c. Ethical relativism ![]() |
||
d. Social ethics ![]() |
a. Initiative vs. guilt ![]() |
||
b. Industry vs. inferiority ![]() |
||
c. Regeneration vs. isolation ![]() |
||
d. Generativity vs. stagnation ![]() |
a. Foreclosure ![]() |
||
b. Moratorium ![]() |
||
c. Identity diffusion ![]() |
||
d. Identity achievement ![]() |
a. Fragile X Syndrome ![]() |
||
b. Prader-Willi Syndrome ![]() |
||
c. Down Syndrome ![]() |
||
d. Triple X Syndrome ![]() |
a. Psychodynamic ![]() |
||
b. Eclectic ![]() |
||
c. Existential ![]() |
||
d. Cognitive-Behavioral ![]() |
a. Bilis ![]() |
||
b. Amok ![]() |
||
c. Boufée delirante ![]() |
||
d. Qi-gong psychotic reaction ![]() |
a. Idioms of distress ![]() |
||
b. Relationship intervention ![]() |
||
c. Treatment pathway ![]() |
||
d. Both A and C ![]() |
a. Mal de ojo. ![]() |
||
b. Nervios. ![]() |
||
c. Mal de pelea. ![]() |
||
d. Susto. ![]() |
a. Monochronic, polychromic ![]() |
||
b. Collectivistic, individualistic ![]() |
||
c. High context, low context ![]() |
||
d. Past-oriented, future-oriented ![]() |
a. Social harmony perspective ![]() |
||
b. Human altruism perspective ![]() |
||
c. Transpersonal perspective ![]() |
||
d. Person-making Perspective ![]() |
a. Shamanism ![]() |
||
b. Curanderismo ![]() |
||
c. Nathalism ![]() |
||
d. Ngangaism ![]() |
a. What did you receive from a specific person? ![]() |
||
b. What did you need from that person? ![]() |
||
c. What did you do for that person in return? ![]() |
||
d. What troubles, worries, and difficulties have you caused that person? ![]() |
a. Question-association-search method ![]() |
||
b. Isolation-constraint-time method ![]() |
||
c. Unconscious-awareness-deliver method ![]() |
||
d. Theme-relationship-explore method ![]() |
a. Ghost sickness ![]() |
||
b. Koro ![]() |
||
c. Iich’aa ![]() |
||
d. Windigo ![]() |
a. Panic Disorder ![]() |
||
b. Intermittent Explosive Disorder ![]() |
||
c. Ataque De Nervios ![]() |
||
d. Borderline Personality Disorder ![]() |
a. Chinese ![]() |
||
b. Japanese ![]() |
||
c. Sri Lankan ![]() |
||
d. Korean ![]() |
a. Cultural identity of the individual ![]() |
||
b. Cultural explanations of the individual’s illness ![]() |
||
c. Cultural factors related to psychosocial environment and levels of functioning ![]() |
||
d. All of the above ![]() |
a. V-codes ![]() |
||
b. Culture-bound syndromes ![]() |
||
c. Culture-sensitive disorders ![]() |
||
d. Culture codes ![]() |
a. Flat affect ![]() |
||
b. Avolition ![]() |
||
c. Delusions ![]() |
||
d. Poverty of speech ![]() |
a. Major Depressive Disorder ![]() |
||
b. Bereavement ![]() |
||
c. Dysthymic Disorder ![]() |
||
d. Schizoaffective Disorder ![]() |
a. Autistic Disorder and Mental Retardation are coded on Axis II. ![]() |
||
b. The GAF scale exclusively focuses on social and psychological functioning. ![]() |
||
c. Medical Conditions are coded on Axis III. ![]() |
||
d. Clinical Disorders are the only diagnoses on Axis I. ![]() |
a. Gestalt therapy ![]() |
||
b. Behavioral therapy ![]() |
||
c. Cognitive-behavioral therapy ![]() |
||
d. Psychodynamic therapy ![]() |