a. Create statistical control. | ||
b. Aggregate multiple measurements of the same phenomenon. | ||
c. Ensure that your observers are accurate through inter-reliability checks. | ||
d. There is no way to increase reliability. |
a. Levels of analysis | ||
b. Levels of generality | ||
c. Degrees of adaptability of the behavior | ||
d. Level of consistency |
a. Adaptation | ||
b. Interaction | ||
c. Perception | ||
d. Consciousness |
a. They contain two items for each concept. | ||
b. They measure two separate but related concepts. | ||
c. They capture psychopathology instead of normality. | ||
d. They contain both ends to one dimension (e.g., opposites). |
a. Where, when | ||
b. What, how | ||
c. Why, how | ||
d. When, what |
a. Validity | ||
b. Reliability | ||
c. Accuracy | ||
d. Measurement Stability |
a. Cognitive-behavioral, behavioral | ||
b. Psychodynamic, psychoanalytic | ||
c. Behavioral genetics, evolutionary | ||
d. Sociology, evolutionary |
a. Sexual drives | ||
b. Underlying human motivation | ||
c. Big five personality traits | ||
d. Personal action constructs |
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a. Law of closure | ||
b. Law of similarity | ||
c. Law of proximity | ||
d. Law of symmetry |
a. The ability to generalize across time | ||
b. The ability to generalize across observers | ||
c. The ability to generalize across items | ||
d. The ability to generalize across tests |
a. Some people are the same. | ||
b. All people are the same. | ||
c. No people are the same. | ||
d. Everybody is the same. |
a. Difficulty in quantifying traits | ||
b. Difficulty in determining whose perspective on personality is most accurate (e.g., others, self, etc.) | ||
c. Reliability issues | ||
d. External validity issues |
a. Adaptation | ||
b. Interaction | ||
c. Perception | ||
d. Consciousness |
a. Fragmentation corollary | ||
b. Commonality corollary | ||
c. Sociality corollary | ||
d. Individuality corollary |
a. Creativity is best captured by a U-shaped distribution and is impacted mostly by cognitive variables. | ||
b. Creativity is best captured by a J-shaped distribution and is impacted by cognitive ability, non-cognitive variables, and social constraints and opportunities. | ||
c. Creativity is not biologically based. Its expression is dependent on environmental variables (i.e., encouragement of creativity). | ||
d. Creativity is not easily measured quantitatively and instead is best studied qualitatively. |
a. Behavioral Activation System, Behavioral Inhibition System | ||
b. Reward System, Punishment System | ||
c. Action Driving System, Action Inhibiting System | ||
d. Fear Center, Joy Center |
a. Walter Mischel | ||
b. Henry Murray | ||
c. George Kelly | ||
d. Karen Horney |
a. Negative regard | ||
b. Conditions of worth | ||
c. Oedipal complex | ||
d. Frustration of needs |
a. Adolescent | ||
b. Young adult | ||
c. Middle adult | ||
d. Older adult |
a. The conscious domain | ||
b. The preconscious domain | ||
c. The unconscious domain | ||
d. The subconscious domain |
a. Transcendence | ||
b. Principle of Equivalence | ||
c. Anima and Animus | ||
d. Principle of Opposites |
a. The unconscious domain of personality | ||
b. The motivations and strivings which drive us | ||
c. Stages of development each marked by distinct challenges and goals | ||
d. Archetypes and the collective unconscious |
a. The ego | ||
b. The id | ||
c. The superego | ||
d. The unconscious |
a. Oral | ||
b. Anal | ||
c. Phallic | ||
d. Latent |
a. A state of being out of sync with yourself | ||
b. Incongruity | ||
c. A discrepancy between the ideal self and real self | ||
d. All of the above |
a. Projective, psychoanalytic | ||
b. Objective, psychoanalytic | ||
c. Likert-type, behavioral | ||
d. Subjective, humanistic |
a. They are both humanistic in nature. | ||
b. They both view humans as having high potential to achieve growth. | ||
c. They espouse a more positive view of human nature. | ||
d. All of the above |
a. The F scale, also known as the Infrequency scale | ||
b. The L Scale, also known as the Lie scale | ||
c. The K Scale, also known as the Defensive scale | ||
d. The Cannot Say Scale |
a. Conditions of worth | ||
b. Countertransference | ||
c. Transference | ||
d. Free association |
a. Deficit needs are characterized by their ability to produce a sense of need or want within an individual. | ||
b. Deficit needs are defined by their ability to create deficits in our performance and happiness in life. | ||
c. Deficit needs are those needs which are not “requirements” but instead represent the ideal of self-actualization. | ||
d. None of the above |
a. Sigmund Freud | ||
b. Carl Rogers | ||
c. Karen Horney | ||
d. Abraham Maslow |
a. Anna Freud | ||
b. Karen Horney | ||
c. Carl Jung | ||
d. Sigmund Freud |
a. It is also referred to as “fallacious reasoning.” | ||
b. It occurs when an individual expresses the opposite of the “feared impulse.” | ||
c. It refers to a reversion to an earlier stage of psychosexual development. | ||
d. It allows individuals to blame someone else for their shortcomings. |
a. A theory is useful when it can effectively generate predictions and propositions. | ||
b. A theory should contain a set of empirical definitions. | ||
c. A theory should be testable, contain predictions, and be descriptive. | ||
d. None of the above |
a. Ignoring the positives | ||
b. Employing the notion of unconditional positive acceptance | ||
c. Exaggerating the negatives | ||
d. Overgeneralizing |
a. The range corollary | ||
b. The modulation corollary | ||
c. The choice corollary | ||
d. The organizing corollary |
a. Unconditional positive regard | ||
b. Organismic valuing process | ||
c. Unconditional self-acceptance | ||
d. Conditions of worth |
a. Teacher | ||
b. Father | ||
c. Blank Slate | ||
d. Nurturer |
a. He had little concern for phenomenology and did not think of “the self” as an internal spiritual entity. | ||
b. He did not view human nature as inherently “neutral” as other humanists did. | ||
c. He was not concerned with the experience of the individual and instead focused on the individual’s impact on others. | ||
d. He did not focus on the notion of perfectionism, as many humanists did. |
a. It will increase the likelihood that the behavior will occur again. | ||
b. It will decrease the likelihood that the behavior will occur again. | ||
c. It will neither increase nor decrease the likelihood that the behavior will occur again. | ||
d. It is impossible to say as research has not studies this phenomenon yet. |
a. Core | ||
b. Superordinate | ||
c. Subordinate | ||
d. Preconscious |
a. Maintain a sense of efficacy and superiority | ||
b. Make meaning and sense of events | ||
c. Create constructs which allow us to maintain strong egos | ||
d. Reduce anxiety through controlling ones subconscious motivations |
a. Activating event – Behavior – Consequence | ||
b. Affect – Behavior – Cognitions | ||
c. Activating event – Belief – Cognitions | ||
d. Activating event – Belief – Consequences |
a. Classical conditioning | ||
b. Aversive stimuli | ||
c. Variable schedules of reinforcement | ||
d. Shaping |
a. To provide unconditional positive regarding for the client | ||
b. To show clients that they maintain irrational beliefs which negatively affect them | ||
c. To explore the client’s past and childhood to make connections to their current problems | ||
d. To change behavioral responses to stimuli |
a. Rational Emotive Behavior Therapy | ||
b. Milieu Therapy | ||
c. Token Economy | ||
d. Negative Reinforcement Therapy |
a. A rat gets a pellet of food every time it presses the lever. | ||
b. A rat gets a pellet of food at random, sometimes after pressing the lever once, twice, three times, etc. | ||
c. A rat gets a pellet of food every third time it presses the lever. | ||
d. Each described schedule of reinforcement does not differ in its ability to be extinguished. |
a. Albert Ellis | ||
b. Aaron Beck | ||
c. George Kelly | ||
d. B.F. Skinner |
a. The central goal of Kelly’s Fixed Role Therapy is to change an individuals’ core constructs. | ||
b. The central goal of Kelly’s Fixed Role Therapy is to facilitate a corrective emotional experience. | ||
c. The central goal of Kelly’s Fixed Role Therapy is to encourage experimentation with an individual’s constructs. | ||
d. The central goal of Kelly’s Fixed Role Therapy is to provide greater insight into how the individual’s cognitions impact their actions. |
a. Kelly believed that individuals are essentially responsible for creating their own reality based on the information they are presented. | ||
b. Kelly believed that individuals are mainly molded by their environment. | ||
c. Kelly believed that individuals are essentially driven by motivating forces which center around a drive for confidence and proficiency. | ||
d. None of the above |
a. The underlying belief that one has no control over their destructive emotions | ||
b. The underlying belief that human misery is externally caused | ||
c. The underlying belief that it is a dire necessity to be loved by everyone for everything one does | ||
d. All of the above |
a. High academic motivations, low social motivations | ||
b. High introversion, low extraversion | ||
c. High power, low affiliation | ||
d. High achievement, low affiliation |
a. The development of the Big Five was theoretical, stemming from a comprehensive theory of personality. | ||
b. The development of the Big Five was decided on by a committee of well-known personality researchers. | ||
c. The development of the Big Five was empirically driven, derived from the natural-language terms people use to describe themselves and others. | ||
d. None of the above |
a. Causality/mechanisms of personality cannot be determined, and this research is a relatively fruitless endeavor. | ||
b. Research regarding causality or the mechanisms of personality is not within the purview of personality psychology. | ||
c. Big Five theorists should be primarily concerned with the language of personality as language encodes the characteristics that are essential, for whatever reason, to human life and experience. | ||
d. None of the above |
a. Long-term married couples with highly similar personalities, especially in terms of conscientiousness and extraversion, may face greater conflicts/marital strain when there are a large degree of responsibilities outside of marriage. | ||
b. Long-term married couples with highly similar personalities, especially in terms of openness to experience and neuroticism, may face greater conflicts/marital strain when there are a large degree of responsibilities outside of marriage. | ||
c. Long-term married couples with highly similar personalities, especially in terms of conscientiousness and extraversion, may face greater conflicts/marital strain across the trajectory of their marriage. | ||
d. Long-term married couples with highly similar personalities, especially in terms of conscientiousness and extraversion, have the greatest likelihood for success. |
a. This study addressed how similarities in personality traits affected marital outcomes. | ||
b. This study looked at how each partners’ level of neuroticism uniquely contributed to marital satisfaction and other marital outcomes. | ||
c. This study looked at how similarities in personality traits affected the marital outcomes/trajectories of both middle aged couples and older couples. | ||
d. This study used dyad-level predictors of marital outcomes. |
a. Sanguine | ||
b. Choleric | ||
c. Melancholy | ||
d. Phlegmatic |
a. Objective data | ||
b. Peer report | ||
c. Factor analysis | ||
d. Thematic apperception test |
a. Cultures are more alike than we might have expected as evidence suggest that the five factor structure generally holds up across culture. | ||
b. There has been considerable evidence supporting the Language-Relativism Hypothesis. | ||
c. Factor analytic studies reveal significantly different factor structures of personality across languages. | ||
d. The five factor structure generally holds up in Western nations but not in eastern nations. |
a. Transformational leadership is the most preferred type of leadership across individuals with varying personality traits. | ||
b. Although transformational leadership is the most widely preferred, there are exceptions do this rule depending on the personality of the followers. | ||
c. Transactional leadership is never preferred and should generally be avoided. | ||
d. The higher the congruence between the personality traits of the leader and follower, the better the work outcomes. |
a. Individuals who were higher on extraversion and conscientiousness scored lower on preferences towards transformational leadership. | ||
b. There was a positive relationship between openness to experience and transactional leadership. | ||
c. Extraversion and conscientiousness were positively related to attitudes towards transformational leadership. | ||
d. As there are many other individual factors that can contribute to attitudes towards leadership, the study revealed no relationships between personality and preferences for leadership style. |
a. Openness to experience is linked to negative marital outcomes. | ||
b. Neuroticism is linked to negative marital outcomes. | ||
c. Extraversion is linked to positive marital outcomes. | ||
d. Conscientiousness is linked to negative marital outcomes. |
a. Cross-sectional | ||
b. Observational | ||
c. Factor analytic | ||
d. Longitudinal |
a. The Circumplex Model of Personality | ||
b. The Five-Factor Model of Personality | ||
c. Henry Murray’s 27 Psychogenic Needs | ||
d. None of the above |
a. Functionally autonomous refers to the eventual point in development in which traits become so much a part of the person that they no longer require whatever it was that caused it to develop. | ||
b. Functionally autonomous refers to the eventual point in development in which traits become less contingent on parental influences than on peer influences. | ||
c. Functionally autonomous refers to the eventual point in development in which traits become less contingent on parental influences than on peer influences. | ||
d. Functionally autonomous refers to the eventual point in development in which traits become so much a part of the person that they no longer require whatever it was that caused it to develop. |
a. The five factor structure implies that personality can be reduced to five traits. | ||
b. The five factor structure represents personality at a very broad albeit useful level of abstraction. | ||
c. The five factor structure explains all individual differences in human behavior. | ||
d. The five factor structure is the only model of personality that has been used in the field. |
a. The Big Five measures generally have poor reliability. | ||
b. The Big Five measures are long and unable to be shortened. | ||
c. The Big Five theory does not hold up across cultures. | ||
d. The Big Five theory is too broad to capture all of the variations in human personality. |
a. Trait theorists are concerned with predicting a person’s behaviors in a given situation. | ||
b. Trait theorists typically talk very little of development. | ||
c. Trait theories are mainly interested in placing and comparing people in terms of categories, not in terms of degrees. | ||
d. Trait theories provide a medium for personality change. |
a. Less, extraversion | ||
b. Increased, conscientiousness | ||
c. Less, conscientiousness | ||
d. Increased, extraversion |
a. Hyperactivity, aggression | ||
b. Creativity, criminality | ||
c. Openness to experience, antisocial personality disorder | ||
d. Novelty seeking, antisocial personality disorder |
a. A camera | ||
b. A prism | ||
c. A computer | ||
d. A beehive |
a. Evolutionary tools | ||
b. Psychological mechanisms | ||
c. Darwinian devices | ||
d. Biological methods |
a. Multiple Intelligences | ||
b. ADHD | ||
c. Varied Neuroticism | ||
d. Openness to Experiences |
a. Introversion | ||
b. Extroversion | ||
c. Openness to experience | ||
d. Neuroticism |
a. Nature is more important in determining personality and behavior. | ||
b. Nurture is more important in determining personality and behavior. | ||
c. Nature and nurture both contribute to personality and behavior. | ||
d. Nature only impacts personality and behavior so much as the trait of interest is interpersonal in nature. |
a. 10% | ||
b. 25% | ||
c. 50% | ||
d. 70% |
a. The finding that particular environmental factors correlate to ADHD diagnoses. | ||
b. The finding that ADHD diagnoses have skyrocketed (increased rapidly) in recent years. | ||
c. The finding that dopamine is linked to ADHD. | ||
d. The finding that ADHD correlates to impulsivity and criminality. |
a. An environment-trait match is important. | ||
b. An individual’s traits are molded by his or her environment. | ||
c. Certain traits are inherently negative or positive. | ||
d. Genetics have an important impact on development. |
a. Evolutionary psychology is interested in the common “architecture” shared by all human beings which drives our behavior, while behavioral genetics is concerned more with individual differences. | ||
b. Behavioral genetics is concerned more the common “architecture” shared by all human beings, while evolutionary psychology is more interested in individual differences . | ||
c. Evolutionary psychology does not involve the study of genes, while behavioral genetics involves the study of genes. | ||
d. Evolutionary psychology is another term for behavioral genetics and vice versa. |
a. Phylogentic approach | ||
b. Adaptionist approach | ||
c. Neural circuitry approach | ||
d. Homologous approach |
a. Human minds are functionally specialized to adapt to various environments. | ||
b. Human minds are often defective in their reasoning powers as evidenced by errors in judgment and reasoning. | ||
c. Human minds are essentially rigid, as they often do not adapt well to changing information from the environment. | ||
d. Human minds have not evolved quickly enough to the changing demands of the world. |
a. Individual differences are best captured by categorical types. | ||
b. Individual differences are best captured by continuous dimensions. | ||
c. There is a divergence of views but a consensus that more evidence is needed to shed light on whether individual differences are best captured by categorical types or continuous dimensions. | ||
d. This is a fruitless argument, as continuous dimensions are often broken down into categories for explanatory purposes. |
a. Human minds are often defective as we often commit errors in reasoning. | ||
b. Psychosexual stages arose from evolution, as is suggested by research. | ||
c. Evolution only accounts for a small part of our behavior. | ||
d. Our modern sculls have a stone-aged mind as it takes millions of years to evolve. |
a. Behavioral, Psychodynamic | ||
b. Evolutionary, Psychodynamic | ||
c. Evolutionary, Behavioral | ||
d. None of the above |
a. The biological approach is at odds with the social or environmental approach to personality. | ||
b. The biological approach to the study of personality is set of theoretical approaches and not a unified singular theory. | ||
c. The biological approach is the study of how chemistry interacts with the environment. | ||
d. None of the above |
a. Eliciting happiness | ||
b. Behavioral suppression | ||
c. Detached reappraisal | ||
d. Positive reappraisal |
a. Improve | ||
b. Worsen | ||
c. Remain the same | ||
d. Improve drastically and then worsen |
a. Limbic | ||
b. Sympathetic | ||
c. Parasympathetic | ||
d. Nervous |
a. Cognitive, self-efficacy | ||
b. Social-Cognitive, self-efficacy | ||
c. Behavior, performance | ||
d. Cognitive, confidence |
a. Amygdala | ||
b. Hippocampus | ||
c. Dopamine | ||
d. Cerebellum |
a. George Kelly, B.F. Skinner | ||
b. B.F. Skinner, Carl Rogers | ||
c. Sigmund Freud, Walter Mischel | ||
d. Sigmund Freud, Albert Bandura |
a. Better health functioning | ||
b. Increased risk of disease | ||
c. Difficulties in interpersonal functioning | ||
d. Decreased sense of life satisfaction |
a. Socioemotional Selectivity Theory | ||
b. Social Learning Theory | ||
c. Happiness Set-point Theory | ||
d. Five-factor Model of Personality |
a. Men were better at suppression than women. | ||
b. Individuals reported a different subjective emotional experience in the suppression condition as compared to the non-suppression condition. | ||
c. Suppression reduced expressive behavior and produced a mixed physiological state. | ||
d. Suppression actually increased expressive behavior and produced more anxiety. |
a. Assimilation | ||
b. Automaticity | ||
c. Varied response sets | ||
d. Uniqueness |
a. Love | ||
b. Anxiety | ||
c. Sadness | ||
d. Embarrassment |
a. Emotions are transient, feelings are longer lasting states. | ||
b. Emotions and feelings occur in different parts of the brain. | ||
c. Emotions cause a change in physiology; feelings are a cognitive interpretation of these changes. | ||
d. Emotions are readily identifiable and changing, feelings are more stable and harder to identify. |
a. The set-point can be modified downward in the case of chronic disturbances like depression. | ||
b. The set-point means that each individual has a different “ceiling” on the level of happiness they can experience at any given moment. | ||
c. The set-point of happiness hypothesis points to the fact that genetics may play a factor in happiness. | ||
d. The fact that happiness is be a fluctuating state with a set-point suggests that there may be a homeostatic mechanism which regulates happiness. |
a. Self-regulatory beliefs | ||
b. Self-efficacy beliefs | ||
c. Attitudes | ||
d. Identity beliefs |
a. Positive reinforcement | ||
b. Aversive learning | ||
c. Modeling | ||
d. Self-efficacy |