| 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 |