a. Ethnicity | ||
b. Culture | ||
c. Race | ||
d. Class |
a. Psychobiology | ||
b. Anthrobiology | ||
c. Cultural biology | ||
d. Sociobiology |
a. It is a field of social science that studies the behavior of humans in their societies. | ||
b. It traditionally has dealt with the study of cultures different from one's own. | ||
c. It tends to look at the "big picture" and overall culture of a group, including art, history, mythology, etc. | ||
d. It looks at social stratification, social class, social mobility, religion, secularization, law, and deviance in human society. |
a. Automatic | ||
b. Parallel processing | ||
c. Conscious | ||
d. Evolutionary adaptation |
a. Negatively, psychological disposition | ||
b. Positively, cultural competence | ||
c. Positively, ethno-relativity | ||
d. Negatively, intercultural communication sensitivity |
a. Cultural-psychological, Cartesian | ||
b. Cultural-historical, Vendata | ||
c. Zone of proximal development, Buddhist | ||
d. Socio-cultural, Tao |
a. Positive Psychology | ||
b. Perennial Psychology | ||
c. Transpersonal Psychology | ||
d. Universal Psychology |
a. Judgment of other groups as inferior to our own | ||
b. Judgment of other groups from our own cultural point of view | ||
c. Both A and B | ||
d. None of the above |
a. Asian-American | ||
b. Native-Americans | ||
c. Multiracial | ||
d. Hispanic |
a. The ability to keep social relationships intact | ||
b. The creation of new needs and drives | ||
c. The shaping of genetics | ||
d. A and B only |
a. Perceiver and expecter | ||
b. Classifier and inferencer | ||
c. Selector and interpreter | ||
d. Interpreter and finder |
a. Safety needs. | ||
b. Personality. | ||
c. The value of objects. | ||
d. Bodily/physiological needs. |
a. Relaxation. | ||
b. Yogic postures. | ||
c. Dance. | ||
d. Heartbeat control. |
a. Prayer | ||
b. Contemplation | ||
c. Meditation | ||
d. Mindfulness |
a. Substantive content of prayer | ||
b. Social context of prayer | ||
c. Length of prayer | ||
d. Beliefs about prayer |
a. Zapotec dreamers, male and female, had a higher physical aggression percent than did their American counterparts. | ||
b. There was little or no tendency for the A/C index to decline with age for the Zapotecs. | ||
c. American dreamers showed more aggression in the males, while Zapotecs showed higher aggression in their females. | ||
d. Zapotec dreamers had more dreamer-involved aggressions than the American dreamers. |
a. Children acquired color terms in the same way across cultures. | ||
b. The pattern of memory errors for learning color terms in each language was very different. | ||
c. It is suggested that cognitive color categories are innate rather than learned. | ||
d. Children acquired color terms in a particular, predictable order. |
a. Expectations | ||
b. Cognitions | ||
c. Visions | ||
d. Deliberations |
a. Dymaxion. | ||
b. Uberman. | ||
c. Everyman. | ||
d. Genaxion. |
a. Perception is culturally-influenced. | ||
b. Perception has racial differences. | ||
c. Perception is based on experience. | ||
d. Both A and C |
a. Dreams are the brain's reaction to random biological processes and stimuli during the sleep cycle. | ||
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. | ||
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. | ||
c. They see time holistically and believe in maintaining relationships and socializing more than accomplishing tasks. | ||
d. They view time as if it were linear. |
a. Pathological | ||
b. Aesthetic | ||
c. Orgiastic | ||
d. Mystic |
a. Howard Gardner and Lawrence Kohlberg | ||
b. J. Allan Hobson and Robert McCarley | ||
c. Alfred Adler and Hans Eysenck | ||
d. Julian Rotter and Harry Harlow |
a. Altruism | ||
b. Sublimation | ||
c. Undoing | ||
d. Reaction formation |
a. Schooling | ||
b. Nutrition | ||
c. Social interaction | ||
d. Family support |
a. Intellectual expression | ||
b. Environmental explanation | ||
c. Mathematical estimate | ||
d. Cultural discrepancy |
a. Spearman, g factor | ||
b. Haier, t ability | ||
c. Sternberg, c ratio | ||
d. Kaufman, z effect |
a. Drive is essential in order for responses to occur. | ||
b. Conditioning only occurs if the reinforcement satisfied a wish. | ||
c. Stimuli and responses must be detected by the organism in order for conditioning to occur. | ||
d. Response must be made in order for conditioning to occur. |
a. Drive theory | ||
b. Incentive theory | ||
c. Arousal theory | ||
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 | ||
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 | ||
b. Stanford-Binet Intelligence Test | ||
c. Wechsler Intelligence Scale for Children | ||
d. Developmental Neuropsychological Assessment |
a. Anderson | ||
b. Galton | ||
c. Deary | ||
d. Jensen |
a. Lazurus Theory | ||
b. Cannon-Bard Theory | ||
c. James-Lange Theory | ||
d. Schachter-Singer Theory |
a. Lazurus Theory | ||
b. Cannon-Bard Theory | ||
c. James-Lange Theory | ||
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 |