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 ![]() |
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. ![]() |
||
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 ![]() |