|
a. Create statistical control. |
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|
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 |
OXXXXXXXXXX XOXXXXXXXXX XXOXXXXXXXX
|
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. |
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|
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 |