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a. Ethnicity |
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b. Culture |
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c. Race |
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d. Class |
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a. Psychobiology |
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b. Anthrobiology |
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c. Cultural biology |
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d. Sociobiology |
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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. |
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a. Automatic |
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b. Parallel processing |
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c. Conscious |
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d. Evolutionary adaptation |
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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 |
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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 |
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a. Positive Psychology |
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b. Perennial Psychology |
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c. Transpersonal Psychology |
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d. Universal Psychology |
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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 |
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a. Asian-American |
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b. Native-Americans |
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c. Multiracial |
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d. Hispanic |
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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 |
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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 |
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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. |
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a. Relaxation. |
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b. Yogic postures. |
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c. Dance. |
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d. Heartbeat control. |
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a. Prayer |
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b. Contemplation |
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c. Meditation |
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d. Mindfulness |
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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 |
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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. |
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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. |
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a. Expectations |
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b. Cognitions |
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c. Visions |
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d. Deliberations |
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a. Dymaxion. |
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b. Uberman. |
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c. Everyman. |
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d. Genaxion. |
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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 |
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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. |
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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. |
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a. They prefer to complete one task at a time. |
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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. |
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a. Pathological |
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b. Aesthetic |
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c. Orgiastic |
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d. Mystic |
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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 |
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a. Altruism |
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b. Sublimation |
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c. Undoing |
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d. Reaction formation |
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a. Schooling |
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b. Nutrition |
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c. Social interaction |
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d. Family support |
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a. Intellectual expression |
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b. Environmental explanation |
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c. Mathematical estimate |
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d. Cultural discrepancy |
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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 |
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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. |
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a. Drive theory |
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b. Incentive theory |
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c. Arousal theory |
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d. Motivation theory. |
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a. That fluid abilities tend to decline earlier than crystallized abilities |
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b. That crystallized abilities show steeper decrement than fluid abilities once a person reaches the early 50s |
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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 |
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a. Unquestioned obedience |
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b. What’s-in-it-for-me fairness |
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c. Principled conscience |
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d. Interpersonal obligation |
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a. European Americans favored formal reasoning to intuition. |
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b. Koreans and Chinese favored intuition to formal reasoning. |
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c. Asian Americans’ reasoning was identical to European Americans or intermediate. |
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d. All of the above |
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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 |
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a. Anderson |
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b. Galton |
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c. Deary |
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d. Jensen |
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a. Lazurus Theory |
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b. Cannon-Bard Theory |
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c. James-Lange Theory |
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d. Schachter-Singer Theory |
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a. Lazurus Theory |
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b. Cannon-Bard Theory |
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c. James-Lange Theory |
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d. Schachter-Singer Theory |
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a. Behavior |
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b. Thoughts |
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c. Physical/body |
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d. All of the above |
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a. Prepare us for action. |
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b. Facilitate non-verbal communication. |
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c. Regulate social interaction. |
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d. Manifest primarily unconsciously. |
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a. Physical |
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b. Visual |
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c. Vocal |
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d. Universal |
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a. Rationalization |
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b. Reaction formation |
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c. Denial |
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d. Displacement |
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a. Passion |
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b. Frustration |
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c. Anxiety |
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d. Contempt |
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a. Fast route, slow route |
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b. Subcortical route, amygdala route |
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c. Direct route, indirect route |
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d. Primary route, secondary route |
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a. Joy, sadness, acceptance, disgust, fear, anger, surprise, and anticipation |
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b. Happiness, terror, anxiety, anger, embarrassment, boredom, hunger, and compassion |
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c. Aggression, fear, envy, depression, euphoria, grief, worry, and pride |
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d. Rage, happiness, hysteria, shame, hope, guilt, ambivalence, and sadness |
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a. We experience physiological arousal and emotional arousal all at the same time, but do not pay attention to thoughts or outward behaviors. |
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b. An event causes physiological arousal first and then we interpret that arousal. |
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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. |
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d. A thought must come before any emotion or physiological arousal. |
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a. Shame and guilt, in various research studies, have been shown to have cultural variability. |
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b. Shame and guilt, in various research studies, have been shown to have cultural universality. |
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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. |
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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. |
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a. Vegetarianism to follow the doctrine of noninjury and nonviolence |
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b. Fasting during daylight hours, while eating and drinking before dawn and after sunset |
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c. The use and preparation of foods for the purpose of spiritual health |
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d. The amount of food left uneaten on a plate to indicate that hunger has been satisfied |
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a. More immediacy |
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b. Generally located in cool climates |
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c. A lot of physical contact when communicating |
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d. Friendship and trust are increased by close proximity |
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a. Psychoanalytic defense mechanisms |
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b. Behavioral intervention techniques |
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c. Cognitive-behavioral mental catastrophes |
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d. Existential barriers |
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a. Egyptian |
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b. Chinese |
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c. Japanese |
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d. Tahitian |
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a. Chinese-American |
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b. Native American |
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c. African-American |
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d. Latin-American |
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a. Chinese-American |
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b. Native American |
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c. African-American |
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d. Latin-American |
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a. Proxemics, Edward Hall |
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b. Attachment, Mary Ainsworth |
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c. Cultural communication, Stuart Hall |
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d. Developmental level, Lev Vgotsky |
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a. Id and ego |
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b. Eros and Thanatos |
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c. Primary process and secondary process |
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d. Phallic and latency |
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a. A reminder to take all new journeys together as a union |
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b. Leaping past evil and moving towards purity |
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c. Leaving behind worldly goods |
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d. Sweeping away the old and welcoming a new beginning with a leap of faith |
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a. Blood/Raw meat |
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b. Alcohol |
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c. Pork |
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d. Fowl |
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a. Physiological, safety, love, esteem, self-actualization |
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b. Safety, physiological, esteem, love, self-actualization |
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c. Safety, love, physiological, esteem, self-actualization |
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d. Self-actualization, love, physiological, safety, esteem |
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a. Native-Americans |
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b. African-Americans |
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c. Hispanics and Latinos |
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d. Asian-Americans |
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a. Maslow |
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b. Goldstein |
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c. Rogers |
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d. All of the above |
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a. Nature |
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b. Nurture |
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c. Free will |
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d. None of the Above |
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a. Public space |
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b. Proxemics |
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c. Informal space |
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d. Territory |
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a. Alcohol |
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b. Infection |
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c. X-rays |
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d. All of the above |
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a. The theory was influenced by ethological theory and imprinting research. |
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b. The theory holds that a child should receive continuous care from their attachment figure for approximately the first month of life. |
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c. The theory suggests that children come into the world pre-programmed to form attachment with others to help them survive. |
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d. The theory hypothesizes that both infants and mothers have a biological need to remain in contact with one another. |
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a. Sensorimotor stage |
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b. Formal operational stage |
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c. Pre-operational stage |
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d. Concrete operational stage |
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a. Initiative vs. guilt |
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b. Identity vs. role confusion |
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c. Autonomy vs. shame and doubt |
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d. Industry vs. inferiority |
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a. Embryo, blastocyst |
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b. Zygote, lanugo |
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c. Myiotic, zygote |
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d. Zygote, embryo |
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a. Western |
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b. German |
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c. Japanese |
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d. Israeli |
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a. South African |
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b. Ugandan |
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c. Swahili |
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d. Ethiopian |
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a. Instinctive |
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b. Learned |
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c. Observed |
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d. Innately developed |
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a. Environmental |
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b. Ethological |
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c. Evolutionary |
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d. Epigenetic |
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a. Mood |
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b. Personality |
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c. Temperament |
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d. Attachment |
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a. Emotional development |
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b. The strange situation |
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c. The avoidant type |
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d. Moral reasoning |
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a. Difficult |
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b. Slow to warm up |
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c. Easy |
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d. Moderate |
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a. Tracking the caregiver during exploration. |
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b. The caregiver functioning as a secure base. |
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c. Approaching the caregiver when anxious or distressed. |
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d. The child resisting their caregiver’s advances. |
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a. Being related to true variance across cultural groups including genetics and environment |
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b. Being related to the different expectations held by parents in different cultures |
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c. Being related to parental ethno theories of child temperament which shape their parenting practices |
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d. All of the above |
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a. Pantheism |
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b. Paganism |
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c. Animism |
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d. Neopaganism |
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a. Delinquency |
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b. Reduced intelligence |
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c. Affectionless psychopathy |
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d. All of the above |
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a. Safe haven |
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b. Secure base |
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c. Proximity maintenance |
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d. Separation distress |
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a. Moral conformity |
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b. Cultural nobility |
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c. Ethical relativism |
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d. Social ethics |
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a. Initiative vs. guilt |
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b. Industry vs. inferiority |
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c. Regeneration vs. isolation |
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d. Generativity vs. stagnation |
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a. Foreclosure |
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b. Moratorium |
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c. Identity diffusion |
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d. Identity achievement |
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a. Fragile X Syndrome |
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b. Prader-Willi Syndrome |
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c. Down Syndrome |
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d. Triple X Syndrome |
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a. Psychodynamic |
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b. Eclectic |
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c. Existential |
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d. Cognitive-Behavioral |
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a. Bilis |
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b. Amok |
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c. Boufée delirante |
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d. Qi-gong psychotic reaction |
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a. Idioms of distress |
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b. Relationship intervention |
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c. Treatment pathway |
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d. Both A and C |
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a. Mal de ojo. |
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b. Nervios. |
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c. Mal de pelea. |
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d. Susto. |
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a. Monochronic, polychromic |
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b. Collectivistic, individualistic |
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c. High context, low context |
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d. Past-oriented, future-oriented |
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a. Social harmony perspective |
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b. Human altruism perspective |
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c. Transpersonal perspective |
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d. Person-making Perspective |
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a. Shamanism |
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b. Curanderismo |
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c. Nathalism |
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d. Ngangaism |
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a. What did you receive from a specific person? |
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b. What did you need from that person? |
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c. What did you do for that person in return? |
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d. What troubles, worries, and difficulties have you caused that person? |
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a. Question-association-search method |
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b. Isolation-constraint-time method |
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c. Unconscious-awareness-deliver method |
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d. Theme-relationship-explore method |
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a. Ghost sickness |
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b. Koro |
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c. Iich’aa |
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d. Windigo |
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a. Panic Disorder |
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b. Intermittent Explosive Disorder |
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c. Ataque De Nervios |
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d. Borderline Personality Disorder |
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a. Chinese |
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b. Japanese |
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c. Sri Lankan |
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d. Korean |
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a. Cultural identity of the individual |
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b. Cultural explanations of the individual’s illness |
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c. Cultural factors related to psychosocial environment and levels of functioning |
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d. All of the above |
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a. V-codes |
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b. Culture-bound syndromes |
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c. Culture-sensitive disorders |
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d. Culture codes |
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a. Flat affect |
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b. Avolition |
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c. Delusions |
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d. Poverty of speech |
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a. Major Depressive Disorder |
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b. Bereavement |
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c. Dysthymic Disorder |
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d. Schizoaffective Disorder |
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a. Autistic Disorder and Mental Retardation are coded on Axis II. |
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b. The GAF scale exclusively focuses on social and psychological functioning. |
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c. Medical Conditions are coded on Axis III. |
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d. Clinical Disorders are the only diagnoses on Axis I. |
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a. Gestalt therapy |
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b. Behavioral therapy |
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c. Cognitive-behavioral therapy |
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d. Psychodynamic therapy |