| 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 |