Name: ______________________
Class: _________________
Date: _________
AP Psych Midterm Practice Easy
Multiple Choice
Identify the choice that best completes the statement or answers the question.
____
1. The first psychological laboratory was established by
a. William James.
b. John Watson.
c. Wilhelm Wundt.
d. Sigmund Freud.
e. Jean Piaget.
____
2. The early school of psychology known as functionalism was developed by
a. Wilhelm Wundt.
b. William James.
c. René Descartes.
d. John B. Watson.
e. Sigmund Freud.
____
3. The personality theorist, Sigmund Freud, was an Austrian
a. chemist.
b. physician.
c. theologian.
d. politician.
e. philanthropist.
____
4. Contemporary psychology is best defined as the scientific study of
a. conscious and unconscious mental activity.
b. observable responses to the environment.
c. behavior and mental processes.
d. thoughts, feelings, and perceptions.
e. maladaptive and adaptive behaviors.
____
5. The cognitive perspective in psychology focuses on how
a. feelings are influenced by blood chemistry.
b. people try to understand their own unconscious motives.
c. behavior is influenced by environmental conditions.
d. people encode, process, store, and retrieve information.
e. how behaviors and thinking vary across cultures.
1
ID: A
Name: ______________________
ID: A
____
6. Which perspective most clearly focuses on how we learn observable responses?
a. evolutionary
b. biological
c. behavioral
d. humanistic
e. psychodynamic
____
7. A clinical psychologist who explains behavior in terms of unconscious drives and conflicts is
employing a(n) ________ perspective.
a. evolutionary
b. psychodynamic
c. behavioral
d. social-cultural
e. cognitive
____
8. While reading her AP Psychology textbook, Sara scans the section headings, noticing how the units
are organized, and forms questions to answer while reading. According to the text, her strategy best
reflects
a. how knowledge transforms us.
b. the nature of psychology as a science.
c. how we construct our perceptions.
d. active processing of the material.
e. how psychology affects other disciplines.
____
9. The hindsight bias refers to people's tendency to
a. dismiss the value of replication.
b. reject any ideas that cannot be scientifically tested.
c. exaggerate their ability to have foreseen the outcome of past events.
d. assume that correlation proves causation.
e. overestimate the extent to which others share their opinions.
____ 10. Giving half the members of a group some purported psychological finding and the other half an
opposite result is an easy way to demonstrate the impact of
a. overconfidence.
b. illusory correlation.
c. the hindsight bias.
d. random sampling.
e. the double-blind procedure.
2
Name: ______________________
ID: A
____ 11. The hindsight bias leads people to perceive research findings as
a. invalid.
b. unpredictable.
c. inexplicable.
d. unreplicable.
e. unsurprising.
____ 12. When we see certain outcomes as obvious based on what has occurred, we may be experiencing
a. empiricism.
b. critical thinking.
c. hindsight bias.
d. overconfidence.
e. humility.
____ 13. Critical thinkers can best be described as
a. questioning.
b. cynical.
c. overconfident.
d. pessimistic.
e. impatient.
____ 14. To examine assumptions, discern hidden values, evaluate evidence, and assess conclusions is to
engage in
a. naturalistic observation.
b. critical thinking.
c. generating hypotheses.
d. creating operational definitions.
e. experimentation.
____ 15. A researcher interested in investigating the attitudes or opinions of a large sample of people is most
likely to use which research method?
a. survey
b. correlation
c. experiment
d. case study
e. naturalistic observation
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ID: A
____ 16. A majority of respondents in a national survey agreed that “classroom prayer should not be allowed
in public schools.” Only 33 percent of respondents in a similar survey agreed that “classroom prayer
in public schools should be banned. ” These divergent findings best illustrate the importance of
a. operational definition.
b. the hindsight bias.
c. overconfidence.
d. random assignment.
e. wording effects.
____ 17. Psychologists who carefully watch the behavior of chimpanzee societies in the jungle are using a
research method known as
a. the survey.
b. experimentation.
c. naturalistic observation.
d. the case study.
e. random sampling.
____ 18. To describe the behavior of animals in their native habitats, researchers are most likely to make use of
a. survey research.
b. the double-blind procedure.
c. random assignment.
d. experimental methods.
e. naturalistic observation.
____ 19. To exercise maximum control over the factors they are interested in studying, researchers engage in
a. case studies.
b. correlational research.
c. experimentation.
d. replication.
e. surveys.
____ 20. The relief of pain following the ingestion of an inert substance that is presumed to have medicinal
benefits illustrates
a. random assignment.
b. the hindsight bias.
c. the double-blind effect.
d. the placebo effect.
e. illusory correlation.
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Name: ______________________
ID: A
____ 21. The arithmetic average of a distribution of scores is the
a. mode.
b. median.
c. standard deviation.
d. mean.
e. range.
____ 22. The range is
a. a total population from which samples may be drawn.
b. the difference between the highest and lowest scores in a distribution.
c. the most commonly used measure of variation.
d. the average deviation of scores from the mean.
e. the most frequently occurring score in a distribution of scores.
____ 23. American males shake hands in greeting; Japanese men bow. However, people can communicate with
a smile. What does this tell us about the role of culture in understanding our psychology?
a. Culture shapes our behavior, but certain underlying processes guide people
everywhere.
b. Psychologists cannot generalize theories to different cultures because culture is
such a powerful influence on behavior.
c. Culture is a biological force that does not affect overt social behaviors.
d. Biological differences divide the human family and our behaviors.
e. An awareness of cultural differences is unimportant to the study of behavior and
mental processes.
____ 24. The nineteenth-century theory that bumps on the skull reveal a person's abilities and traits is called
a. evolutionary psychology.
b. behavior genetics.
c. molecular biology.
d. biological psychology.
e. phrenology.
____ 25. An axon is
a. a cell that serves as the basic building block of the nervous system.
b. a layer of fatty tissue that encases the fibers of many neurons.
c. an antagonist molecule that blocks neurotransmitter receptor sites.
d. the extension of a neuron that carries messages away from the cell body.
e. a junction between a sending and receiving neuron.
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Name: ______________________
ID: A
____ 26. The longest part of a motor neuron is likely to be the
a. dendrite.
b. axon.
c. cell body.
d. synapse.
e. neurotransmitter
____ 27. The part of a neuron that transmits neural messages to other neurons or to muscles or glands is called
the
a.
b.
c.
d.
e.
dendrite.
synapse.
association area.
axon.
cell body.
____ 28. Which of the following are located exclusively within the brain and spinal cord?
a. sensory neurons
b. motor neurons
c. myelin sheath
d. interneurons
e. axons
____ 29. As you are reading this question, the cells in your eyes are firing in response to the light coming from
this paper. Which type of neuron is carrying this message to the brain?
a. interneuron
b. sensory
c. presynaptic
d. motor
e. efferent
____ 30. The spatial junctions where impulses are chemically transmitted from one neuron to another are
called
a. neurotransmitters.
b. neural networks.
c. synapses.
d. axons.
e. thresholds.
____ 31. The chemical messengers released into the spatial junctions between neurons are called
a. hormones.
b. neurotransmitters.
c. synapses.
d. sensory neurons.
e. motor neurons.
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ID: A
____ 32. Neurotransmitters are chemical messengers that travel across the
a. cell body.
b. synaptic gap.
c. axon.
d. myelin sheath.
e. threshold.
____ 33. Nerves are neural cables containing many
a. hormones.
b. endorphins.
c. interneurons.
d. axons.
e. lesions.
____ 34. The master gland of the endocrine system is the
a. thyroid gland.
b. adrenal gland.
c. pituitary gland.
d. pancreas.
e. hypothalamus.
____ 35. Which of the following structures in the brainstem helps coordinate movements and lies above the
medulla?
a. reticular formation
b. hippocampus
c. pons
d. thalamus
e. hypothalamus
____ 36. Which brain structure receives information from all the senses except smell?
a. hippocampus
b. amygdala
c. pons
d. thalamus
e. medulla.
____ 37. Which neural center in the limbic system plays a central role in emotions such as aggression and fear?
a. amygdala
b. thalamus
c. cerebellum
d. medulla
e. dendrite
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ID: A
____ 38. Which region of the brain will a fMRI show as active when a person is looking at a photo?
a. temporal lobes
b. parietal lobes
c. occipital lobes
d. frontal lobes
e. association areas
____ 39. The sensory cortex is most critical for our sense of
a. taste.
b. sight.
c. hearing.
d. touch.
e. smell.
____ 40. Physical exercise and exposure to stimulating environments are most likely to promote
a. phrenology.
b. neurogenesis.
c. hemispherectomy.
d. reward deficiency syndrome.
e. plasticity.
____ 41. Split-brain patients have had their ________ surgically cut.
a. hippocampus
b. limbic system
c. corpus callosum
d. sensory cortex
e. reticular formation
____ 42. Consciousness is
a. the ability to solve problems, reason, and remember.
b. the process of organizing and interpreting sensory information.
c. effortless encoding of incidental information into memory.
d. our awareness of ourselves and our environment.
e. brain waves that indicate we are not reacting to a stimulus.
____ 43. What is the interdisciplinary study of how brain activity is linked with our mental processes called?
a. social-cultural perspective
b. psychodynamic perspective
c. cognitive neuroscience
d. industrial-organizational psychology
e. biopsychosocial approach
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Name: ______________________
ID: A
____ 44. The threadlike structures that contain genes are called
a. synapses.
b. hormones.
c. neurons.
d. chromosomes.
e. genomes.
____ 45. Fraternal twins originate from the fertilization of
a. a single egg cell by a single sperm cell.
b. two egg cells by a single sperm cell.
c. a single egg cell by two sperm cells.
d. two egg cells by two sperm cells.
e. a divided egg cell and one sperm cell.
____ 46. Twin studies suggest that a strong influence on emotional instability comes from
a. genetic predispositions.
b. the Y chromosome.
c. natural selection.
d. the X chromosome.
e. mutation.
____ 47. Heritability refers to the extent to which
a. unrelated individuals share common genes.
b. genetic mutations can be transmitted to one's offspring.
c. trait differences among individuals are attributable to genetic variations.
d. adult personality is determined by infant personality.
e. nurture controls a trait rather than nature.
____ 48. An adaptation is an inherited physical or behavioral characteristic that
a. increases an organism's chance for survival.
b. is ecologically disruptive.
c. enables an organism to control its environment.
d. may or may not benefit the organism.
e. has no effect on fitness.
____ 49. As the brain receives information about the lines, angles, and edges of objects in the environment,
higher-level cells process and interpret the information to consciously recognize objects. This
process best illustrates
a. sensation.
b. bottom-up processing.
c. perception.
d. selective attention.
e. psychophysics.
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ID: A
____ 50. The detection and encoding of stimulus energies by the nervous system is called
a. signal detection.
b. priming.
c. synaesthesia.
d. accommodation.
e. sensation.
____ 51. The process by which we select, organize, and interpret sensory information in order to recognize
meaningful objects and events is called
a. sensory adaptation.
b. parallel processing.
c. sensation.
d. perception.
e. accommodation.
____ 52. Bottom-up processing involves analysis that begins with the
a. optic nerve.
b. sensory receptors.
c. cerebral cortex.
d. feature detectors.
e. occipital lobe.
____ 53. Researchers found that 40 percent of people focused on repeating a list of challenging words failed to
notice a change in the person speaking. This best illustrates
a. feature detectors.
b. the blind spot.
c. the difference threshold.
d. priming.
e. change deafness.
____ 54. Audiotapes of soothing ocean sounds accompanied by faint and imperceptible verbal messages
designed to increase a desire to lose weight best illustrate
a. synaesthesia.
b. sensory interaction.
c. subliminal stimulation.
d. parallel processing.
e. difference thresholds.
____ 55. Sensory adaptation refers to
a. the process by which stimulus energies are changed into neural impulses.
b. diminishing sensitivity to an unchanging stimulus.
c. the process of organizing and interpreting sensory information.
d. changes in the shape of the lens as it focuses on objects.
e. increasing perception of a constant, annoying stimuli.
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Name: ______________________
ID: A
____ 56. The process by which our sensory systems convert stimulus energies into neural messages is called
a. priming.
b. sensory adaptation.
c. transduction.
d. parallel processing.
e. sensory interaction.
____ 57. Dilation and constriction of the pupil are controlled by the
a. optic nerve.
b. lens.
c. retina.
d. iris.
e. cornea.
____ 58. Objects are brought into focus on the retina by changes in the curvature and thickness of the
a. rods and cones.
b. lens.
c. bipolar cells.
d. optic nerve.
e. cornea.
____ 59. The axons of ganglion cells converge to form
a. the basilar membrane.
b. bipolar cells.
c. the auditory nerve.
d. the optic nerve.
e. the olfactory epithelium.
____ 60. The area of the retina where the optic nerve leaves the eye is called the
a. blind spot.
b. pupil.
c. visual cortex.
d. cornea.
e. lens.
____ 61. The feature detectors identified by Hubel and Weisel respond to specific aspects of ________
stimulation.
a. vestibular
b. visual
c. auditory
d. olfactory
e. kinesthetic
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ID: A
____ 62. Feature detectors
a. are retinal cells that allow you to see in dim light and are located in the periphery
b.
c.
d.
e.
of the eye.
combine to form the optic nerve, which sends visual information to the brain.
are primarily located in the fovea.
are nerve cells in the brain's visual cortex that fire in response to specific edges,
lines, and angles.
cause the lens to change its curvature in response to incoming light waves.
____ 63. Perceiving the color, motion, and form of a bird in flight illustrates
a. serial processing.
b. place theory.
c. trichromatic theory.
d. parallel processing.
e. opponent-process theory.
____ 64. Researchers found that if they temporarily disrupted one region of the visual cortex with magnetic
pulses, people were unable to recognize faces but could still recognize houses. This suggests that
a. visual information is processed by opponent cells in the retina.
b. the fovea is the retina's area of central focus.
c. information presented in the right visual field is processed in the left hemisphere
of the brain.
d. two separate brain regions process information about faces and objects.
e. the physical characteristics of light determine our sensory experience of them.
____ 65. The discovery that high-frequency sounds trigger large vibrations near the beginning of the basilar
membrane supports the ________ theory.
a. gate-control
b. frequency
c. Young-Helmholtz
d. opponent-process
e. place
____ 66. A time lag between left and right auditory stimulation is important for accurately
a. locating sounds.
b. detecting pitch.
c. recognizing rhythms.
d. judging amplitude.
e. determining frequency.
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Name: ______________________
ID: A
____ 67. Phantom limb sensations best illustrate that pain can be experienced in the absence of
a. sensory input.
b. top-down processing.
c. conscious awareness.
d. parallel processing.
e. figure-ground.
____ 68. The sense of smell is known as
a. subliminal stimulation.
b. the vestibular sense.
c. transduction.
d. olfaction.
e. the gustatory sense.
____ 69. The perceptual tendency to group together stimuli that are near each other is called
a. interposition.
b. perceptual set.
c. proximity.
d. closure.
e. disparity.
____ 70. As we move, objects that are fixed in place (a light pole, for example) may appear to move. What is
this monocular cue for depth called?
a. relative motion
b. interposition
c. proximity
d. retinal disparity
e. continuity
____ 71. The Moon illusion can best be explained in terms of the relationship between
a. relative motion and relative height.
b. perceived distance and perceived size.
c. proximity and closure.
d. atmospheric air pressure and diffusion of light waves.
e. place theory and frequency theory.
____ 72. As your teacher dims the lights to show a movie clip, you still perceive your friend's shirt as red.
Which of the following best explains this phenomenon?
a. lightness constancy
b. perceptual adaptation
c. color constancy
d. context effects
e. perceptual set
13
Name: ______________________
ID: A
____ 73. The school of thought in psychology that systematically avoided the study of consciousness during
the first half of the last century was
a. psychoanalysis.
b. behaviorism.
c. functionalism.
d. structuralism.
e. Gestalt psychology.
____ 74. By 1960, the study of consciousness had been revived by psychologists' renewed interest in
a. perception.
b. emotion.
c. socialization.
d. mental processes.
e. mental health.
____ 75. Consciousness is
a. the ability to solve problems, reason, and remember.
b. the sudden and often novel realization of the solution to a problem.
c. the process of organizing and interpreting sensory information.
d. effortless encoding of incidental information into memory.
e. our awareness of ourselves and our environment.
____ 76. After four years of working nights, Raymond now works days. His present difficulty in getting to
sleep at night is most likely due to a disruption of his normal
a. circadian rhythm.
b. hypnagogic sensations.
c. alpha wave pattern.
d. sleep apnea.
e. physical dependence.
____ 77. Alpha waves are associated with
a. REM sleep.
b. Stage 2 sleep.
c. Stage 3 sleep.
d. Stage 4 sleep.
e. relaxed but awake state.
____ 78. The rhythmic bursts of brain activity that occur during Stage 2 sleep are called
a. alpha waves.
b. circadian rhythms.
c. sleep spindles.
d. delta waves.
e. amplitude waves.
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ID: A
____ 79. Fast and jerky movements of the eyes are especially likely to be associated with
a. sleep spindles.
b. dissociation.
c. REM sleep.
d. sleep apnea.
e. NREM sleep.
____ 80. When people are experiencing vivid dreams
a. their bodies often move in accordance with what they dream.
b. their eyes are likely to move under their closed eyelids.
c. they are more likely to sleepwalk than during any other stage of sleep.
d. their slow brain-wave patterns indicate that they are deeply asleep.
e. they intermittently stop breathing.
____ 81. Three hours after going to sleep, Shoshanna's heart rate increases, her breathing becomes more rapid,
and her eyes move rapidly under her closed lids. Research suggests that Shoshanna is
a. dreaming.
b. entering the third stage of sleep.
c. ready to sleepwalk.
d. exhibiting a sleep spindle.
e. experiencing a night terror.
____ 82. Chemical substances that alter perceptions and moods are called ________ drugs.
a. neuroadaptive
b. narcoleptic
c. psychoactive
d. hypnagogic
e. dissociative
____ 83. Alcohol, marijuana, cocaine, and a wide variety of other chemical agents that alter perceptions and
moods are called
a. stimulants.
b. narcotic agents.
c. psychoactive drugs.
d. hallucinogens.
e. physiological dependents.
____ 84. Physical pain and intense cravings indicate
a. age regression.
b. dissociation.
c. physical dependence.
d. REM rebound.
e. sleep apnea.
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Name: ______________________
ID: A
____ 85. Participants in a sexual stimulation study who mistakenly thought they had consumed alcohol were
more likely to report having strong sexual fantasies and feeling guilt-free than those who thought they
had not consumed alcohol. This study best illustrated the impact of
a. drug tolerance.
b. physical dependence.
c. user expectations.
d. neuroadaptation.
e. dissociation.
____ 86. Nembutal, Seconal, and Amytal, drugs prescribed to reduce insomnia, are
a. barbiturates.
b. amphetamines.
c. opiates.
d. mild hallucinogens.
e. stimulants.
____ 87. Which drugs are most likely to be prescribed as tranquilizers?
a. amphetamines
b. barbiturates
c. hallucinogens
d. opiates
e. dissociatives
____ 88. Morphine and heroin are
a. amphetamines.
b. opiates.
c. hallucinogens.
d. barbiturates.
e. stimulants.
____ 89. Which of the following is the most widely consumed psychoactive substance?
a. alcohol
b. marijuana
c. nicotine
d. cocaine
e. caffeine
____ 90. LSD is most likely to produce
a. narcolepsy.
b. hallucinations.
c. dissociation.
d. night terrors.
e. age regression.
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Name: ______________________
ID: A
____ 91. Mrs. Roberts, who suffers from AIDS, has been given an ordinarily illegal drug at the university
hospital. Considering her specific medical condition, it is likely that she has received
a. LSD.
b. cocaine.
c. marijuana.
d. heroin.
e. Ecstasy.
____ 92. Learning that certain events occur together is called
a. shaping.
b. latent learning.
c. observational learning.
d. associative learning.
e. conditioned reinforcement.
____ 93. John B. Watson considered himself to be a(n)
a. physiological psychologist.
b. cognitive psychologist.
c. behaviorist.
d. psychoanalyst.
e. operant conditioner.
____ 94. Researchers condition a flatworm to contract its body to a light by repeatedly pairing the light with
electric shock. The stage in which the flatworm's contraction response to light is established and
gradually strengthened is called
a. shaping.
b. acquisition.
c. generalization.
d. spontaneous recovery.
e. latent learning.
____ 95. If a tone that regularly signals food triggers a salivation response, then a light that becomes associated
with that tone may also begin to trigger salivation. This best illustrates
a. latent learning.
b. the law of effect.
c. higher-order conditioning.
d. a variable-ratio schedule.
e. positive reinforcement.
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Name: ______________________
ID: A
____ 96. The reappearance, after a time lapse, of an extinguished CR is called
a. generalization.
b. spontaneous recovery.
c. secondary reinforcement.
d. latent learning.
e. shaping.
____ 97. The tendency for a CR to be evoked by stimuli similar to the CS is called
a. spontaneous recovery.
b. conditioned reinforcement.
c. latent learning.
d. generalization.
e. shaping.
____ 98. Animals most readily learn the specific associations that promote
a. shaping.
b. survival.
c. extrinsic motivation.
d. prosocial behavior.
e. social interaction.
____ 99. A stimulus that acquires reinforcing power by association with a primary reinforcer is called a
________ reinforcer.
a. delayed
b. negative
c. partial
d. conditioned
e. positive
____100. A variable-ratio schedule of reinforcement is one in which a response is reinforced only after
a. a specified time period has elapsed.
b. an unpredictable time period has elapsed.
c. a specified number of responses have been made.
d. an unpredictable number of responses have been made.
e. the desired behavior is performed during a predetermined time interval.
____101. An event that decreases the behavior that precedes it is a
a. negative reinforcer.
b. punishment.
c. conditioned stimulus.
d. delayed reinforcer.
e. secondary reinforcer.
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ID: A
____102. What type of learning sometimes occurs after an extended period of thinking about a problem but
little or no direct, systematic interaction with the environment?
a. operant learning
b. classical conditioning
c. observational learning
d. insight learning
e. latent learning
____103. Professor Kohler observed chimpanzees discover a novel way to reach a banana hung out of their
reach. This scenario is most likely an example of which type of learning?
a. operant learning
b. classical conditioning
c. observational learning
d. insight learning
e. latent learning
____104. The desire to engage in an activity for the sake of its own enjoyment involves
a. secondary reinforcers.
b. spontaneous recovery.
c. intrinsic motivation.
d. latent learning.
e. unconditioned stimuli.
____105. Marcy grows roses for the sheer joy of it; Jennifer grows them to sell at a profit. Marcy's behavior
reflects ________, whereas Jennifer's behavior reflects ________.
a. spontaneous recovery; acquisition
b. a variable-ratio schedule; a fixed-ratio schedule
c. intrinsic motivation; extrinsic motivation
d. operant conditioning; classical conditioning
e. insight learning; latent learning
____106. Researchers discovered that the regions of the frontal lobe activated when a monkey moves peanuts
to its own mouth are also activated when the monkey simply observes other monkeys move peanuts
to their mouths. This discovery pointed to the significance of
a. intrinsic motives.
b. mirror neurons.
c. extrinsic motives.
d. cognitive maps.
e. unconditioned stimuli.
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ID: A
____107. The reduced imitative yawning displayed by people with autism is most directly related to their
reduced levels of
a. mirror neuron activity.
b. spontaneous recovery.
c. respondent behavior.
d. positive reinforcement.
e. associative learning.
____108. Most researchers who have examined the effects of viewing televised aggression conclude that
a. viewing violence takes people's minds off their own problems and thus reduces
b.
c.
d.
e.
their aggressive urges.
viewing violence leads children and teenagers to behave aggressively.
there is no correlation between viewing aggression and behaving aggressively.
although viewing violence is correlated with increased aggression, there is no
evidence that viewing violence actually leads to aggression.
viewing violence is cathartic and lessens aggressive impulses.
____109. The relatively permanent and limitless storehouse of the memory system is called ________
memory.
a. sensory
b. state-dependent
c. long-term
d. flashbulb
e. implicit
____110. To recognize the active information processing that occurs in short-term memory, researchers have
characterized it as ________ memory.
a. iconic
b. working
c. flashbulb
d. implicit
e. repressed
____111. Automatic processing and effortful processing involve two types of
a. encoding.
b. retrieval.
c. interference.
d. storage.
e. repression.
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ID: A
____112. Automatic processing occurs without
a. iconic memory.
b. semantic encoding.
c. conscious awareness.
d. long-term potentiation.
e. sensory memory.
____113. Which pioneering researcher made extensive use of nonsense syllables in the study of human
memory?
a. Pavlov
b. James
c. Loftus
d. Freud
e. Ebbinghaus
____114. Iconic memory refers to
a. the encoded meanings of words and events in short-term memory.
b. photographic, or picture-image, memory that lasts for only a few tenths of a
c.
d.
e.
second.
the effortlessly processed incidental information about the timing and frequency
of events.
the visually encoded images in long-term memory.
important events often encoded through flashbulb memory.
____115. “The magical number seven, plus or minus two” refers to the storage capacity of ________ memory.
a. short-term
b. explicit
c. flashbulb
d. implicit
e. sensory
____116. The human capacity for storing long-term memories is
a. essentially unlimited.
b. roughly equal to seven units of information.
c. typically much greater in young children than in adults.
d. greatly reduced after people reach the age of 65.
e. enhanced through hypnosis.
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ID: A
____117. A baseball strikes Ashley in the head and she is momentarily knocked unconscious. The physical
injury, though not serious, is most likely to interfere with Ashley's ________ memory.
a. flashbulb
b. implicit
c. mood-congruent
d. short-term
e. echoic
____118. In describing what he calls the seven sins of memory, Daniel Schacter suggests that storage decay
contributes to
a. absent-mindedness.
b. repression.
c. transience.
d. implicit memory.
e. source amnesia.
____119. A type of motivated forgetting in which anxiety-arousing memories are blocked from conscious
awareness is known as
a. retroactive interference.
b. proactive interference.
c. the spacing effect.
d. repression.
e. priming.
____120. Philippe has just completed medical school. In reflecting on his years of formal education, he is able
to recall the names of all his instructors except the fifth-grade teacher who flunked him. According to
Freud, his forgetting illustrates
a. repression.
b. proactive interference.
c. retroactive interference.
d. the serial position effect.
e. the spacing effect.
____121. The misinformation effect refers to the
a. tendency to recall experiences that are consistent with one's current good or bad
b.
c.
d.
e.
mood.
disruptive effect of prior learning on the recall of new information.
the eerie sense that “I've been in this exact situation before. ”
incorporation of misleading information into one's memory of an event.
negative effect of incorrect information on recall.
22
Name: ______________________
ID: A
____122. Compared with adults, children are more susceptible to
a. long-term potentiation.
b. automatic processing.
c. the misinformation effect.
d. proactive interference.
e. the self-reference effect.
____123. Studying psychological concepts while riding the bus, walking to lunch, and waiting for class to begin
will improve your memory of the concepts by taking advantage of
a. chunking.
b. the self-reference effect.
c. priming.
d. the serial position effect.
e. the spacing effect.
____124. Forming many associations between new course material and what you already know is an effective
way to build a network of
a. retrieval cues.
b. sensory memories.
c. state-dependent memories.
d. serial position effects.
e. iconic memories.
____125. By dividing broad concepts into increasingly smaller and detailed subgroupings, we create
a. algorithms.
b. category hierarchies.
c. functional fixedness.
d. overconfidence.
e. prototypes.
____126. A prototype is a
a. mental grouping of similar objects, events, or people.
b. step-by-step procedure for solving problems.
c. best example of a particular category.
d. simple thinking strategy for solving problems efficiently.
e. new, novel item fitting an existing mental category.
____127. Simple thinking strategies that allow us to solve problems and make judgments efficiently are called
a. semantics.
b. heuristics.
c. prototypes.
d. algorithms.
e. fixations.
23
Name: ______________________
ID: A
____128. The confirmation bias refers to the tendency to
a. search for information that supports our preconceptions.
b. judge the likelihood of events on the basis of how easily we can remember
c.
d.
e.
examples of them.
overestimate the accuracy of our beliefs and judgments.
overestimate the degree to which other people share our beliefs.
use heuristics instead of algorithms to solve problems.
____129. Our tendency to judge the likelihood of an event on the basis of how readily we can remember
instances of its occurrence is called the
a. framing effect.
b. belief perseverance phenomenon.
c. confirmation bias.
d. representativeness heuristic.
e. availability heuristic.
____130. Many people perceive carjackings as more serious threats to their lives than failing to use seatbelts
because carjackings are so much more memorable. This best illustrates the importance of
a. belief perseverance.
b. the representativeness heuristic.
c. confirmation bias.
d. the availability heuristic.
e. functional fixedness.
____131. We fear too little those events that will claim lives
a. accidentally.
b. undramatically.
c. in the near future.
d. one person at a time.
e. in old age.
____132. When Larina entered high school she was certain that she would never eat any of the junk food sold
in the vending machines. By the end of tenth grade, however, Larina was munching on at least one
bag of chips a day. Larina's experience best illustrates
a. the availability heuristic.
b. confirmation bias.
c. overconfidence.
d. the framing effect.
e. the belief perseverance phenomenon.
24
Name: ______________________
ID: A
____133. After taking two years of college economics courses, Lionel thinks he knows enough about business
to become a millionaire. Lionel should become more aware of
a. the representativeness heuristic.
b. functional fixedness.
c. the belief perseverance phenomenon.
d. overconfidence.
e. the framing effect.
____134. People told that a chemical in the air is projected to kill 10 out of every 10 million people feel more
frightened than if told the fatality risk is .000001. This best illustrates the importance of
a. belief perseverance.
b. functional fixedness.
c. the representativeness heuristic.
d. confirmation bias.
e. framing.
____135. The smallest speech units that carry meaning are called
a. phonemes.
b. morphemes.
c. prototypes.
d. concepts.
e. heuristics.
____136. Morphemes are
a. the smallest speech units that carry meaning.
b. the best examples of particular categories of objects.
c. the smallest distinctive sound units of a language.
d. rules for combining words into grammatically correct sentences.
e. genetic road maps that lead to insight.
____137. Telegraphic speech is most closely associated with the ________ stage of language development.
a. one-word
b. babbling
c. two-word
d. semantic
e. phonetic
____138. Research suggests that humans can most easily master the grammar of a second language during
a. childhood.
b. early adolescence.
c. late adolescence.
d. early adulthood.
e. late adulthood.
25
Name: ______________________
ID: A
____139. When English-speaking Canadian children were taught only in French during their early school years,
researchers found that they experienced a(n)
a. confused sense of cultural identity.
b. improvement in intellectual aptitude.
c. slight loss of verbal fluency in English.
d. smaller-than-average improvement in mathematical ability.
e. delayed onset of telegraphic speech.
____140. Which theory would be most helpful for explaining why people are motivated to watch horror
movies?
a. instinct theory
b. drive-reduction theory
c. hierarchy of needs theory
d. arousal theory
e. homeostasis
____141. In addition to producing orexin, the ________ monitors levels of the body's other appetite hormones.
a. hippocampus
b. amygdala
c. cerebellum
d. hypothalamus
e. medulla
____142. The set point is
a. the stage of the sexual response cycle that occurs just before orgasm.
b. the body temperature of a healthy organism, for example, 98.6 degrees Fahrenheit
c.
d.
e.
in humans.
the point at which energy expenditures from exercise and from metabolism are
equal.
the specific body weight maintained automatically by most adults over long
periods of time.
the current stage achieved on the hierarchy of needs.
____143. The specific body weight maintained automatically by most adults over long periods of time is
known as the
a. set point.
b. refractory period.
c. hypothalamic plateau.
d. basal metabolic rate.
e. homeostatic weight.
26
Name: ______________________
ID: A
____144. Secretion of the female hormones, the estrogens, peaks during
a. the refractory period.
b. the set point.
c. menstruation.
d. ovulation.
e. the sexual response cycle.
____145. Rates of adolescent sexual intercourse are
a. higher in Arab and Asian countries than in Western Europe.
b. higher in Latin American countries than in Western Europe.
c. similar in Western Europe and Latin America.
d. similar in North America than in Arab countries.
e. higher in North Americans of Asian descent.
____146. A deep sense of well-being results when our need for relatedness is satisfied in balance with our
psychological need for
a. autonomy.
b. homeostasis.
c. refractory periods.
d. incentives.
e. conditioning.
____147. Which of the following is most clearly a form of ostracism?
a. drive reduction
b. self-transcendence
c. cluster migration
d. solitary confinement
e. homeostasis attainment
____148. As her professor distributed the mathematics test to the class, Blair's heart started to pound and her
palms began to sweat. These physiological reactions were activated by her ________ nervous
system.
a. sympathetic
b. central
c. somatic
d. parasympathetic
e. endocrine
27
Name: ______________________
ID: A
____149. Although newspapers reported that a murder victim had been stabbed with a knife, two police
investigators knew that the actual murder weapon was a letter opener. While carefully monitoring the
changes in the heart rate and perspiration level of a prime suspect, the investigators asked him if he
typically used a letter opener on his mail. The investigators were making use of the
a. two-factor theory.
b. adaptation-level phenomenon.
c. relative deprivation principle.
d. guilty knowledge test.
e. catharsis hypothesis.
____150. In one experiment, college men were injected with epinephrine before spending time with either a
joyful or an irritated person. The results of this experiment support the idea that
a. some emotions can be experienced apart from cognition.
b. there are subtle but distinct physiological differences among the emotions.
c. our experience of emotion depends on how we interpret the body's arousal.
d. happiness is largely a function of experience.
e. activation of the sympathetic nervous system alone does not influence emotion.
____151. The low-road pathway from the thalamus to the amygdala most directly contributes to emotional
________ responses.
a. conscious
b. automatic
c. self-controlled
d. slowly developed
e. cathartic
____152. Chiana and her husband both want to feel and express greater warmth and affection for each other.
They would be advised to spend time looking intently at one another's
a. eyes.
b. lips.
c. hand gestures.
d. body postures.
e. nonverbal actions.
____153. As a member of the diplomatic corps, Alex was given special training in the customs, language, and
religions of the undeveloped country where he would be living. However, Alex probably needed little
training to correctly interpret his hosts' expressions of emotion as revealed by their
a. body postures.
b. facial expressions.
c. hand gestures.
d. tones of voice.
e. verbal expressions.
28
Name: ______________________
ID: A
____154. When Laura acts happy, she experiences increased feelings of cheerfulness. This best illustrates
a. the adaptation-level phenomenon.
b. the diminishing returns phenomenon.
c. feel-good, do-good phenomenon.
d. the behavior feedback phenomenon.
e. the two-factor phenomenon.
____155. The emotion of sadness is characterized by negative valence and ________ arousal.
a. high
b. positive
c. low
d. negative
e. inverse
____156. The primary difference between “sad” and “relaxed” is one of ________, while the primary
difference between “sad” and “angry” is one of ________.
a. physiology; psychology
b. emotion; stress
c. valence; arousal
d. anxiety; passion
e. nurture; nature
____157. If intense fears of specific objects disrupt people's ability to cope, they are said to experience
a. catharsis.
b. relative deprivation.
c. the spillover effect.
d. phobias.
e. guilty knowledge.
____158. Enjoying your second piece of pie less than your first illustrates
a. the spillover effect.
b. relative deprivation.
c. the general adaptation syndrome.
d. the diminishing returns phenomenon.
e. the James-Lange theory.
____159. Relative deprivation refers to the tendency for our personal happiness to be heavily influenced by
a. genetics.
b. previous experiences.
c. physiological arousal.
d. others' attainments.
e. stressors.
29
Name: ______________________
ID: A
____160. One way for people to improve their own satisfaction with life is to
a. focus more attention on themselves.
b. participate in regular aerobic exercise.
c. overestimate how much they can accomplish.
d. ask their boss for a raise.
e. underestimate their eventual accomplishments.
____161. The subfield of psychology that provides psychology's contribution to the prevention and treatment
of illness is known as
a. medical psychology.
b. health psychology.
c. behavioral psychology.
d. psychobiology.
e. clinical psychology.
____162. The interdisciplinary field that integrates and applies behavioral and medical knowledge to health and
disease is
a. medical psychology.
b. psychopharmacology.
c. psychobiology.
d. behavioral medicine.
e. psychophysics.
____163. While taking a difficult test, Cindy's muscles tense and her heart pounds. These physiological
responses are
a. stressors.
b. stress reactions.
c. stress appraisal.
d. adaptation levels.
e. cathartic reactions.
____164. In response to stress, the adrenal glands release
a. epinephrine.
b. lymphocytes.
c. carcinogens.
d. serotonin.
e. dopamine.
____165. One option for dealing with stress, which is more common among women than men, is
a. withdrawal.
b. the fight-or-flight reaction.
c. the tend-and-befriend response.
d. the general adaptation syndrome.
e. facial feedback.
30
Name: ______________________
ID: A
____166. The general adaptation syndrome describes phases in the
a. production of endorphins.
b. body's response to aerobic exercise.
c. body's response to prolonged stress.
d. process of biofeedback.
e. feel-good, do-good phenomenon.
____167. Hypertension rates are high among
a. frequent church attendees.
b. students living in dormitories.
c. children in day-care centers.
d. residents in impoverished areas.
e. parents of young children.
____168. Which of the following is considered the most significant source of stress for most people?
a. large-scale catastrophes
b. significant life changes
c. personality characteristics
d. psychosomatic symptoms
e. daily hassles
____169. In their classic nine-year study, Friedman and Rosenman found that Type A men are especially
susceptible to
a. stomach ulcers.
b. cancer.
c. heart attacks.
d. lupus.
e. depression.
____170. The white blood cells that fight bacterial infections and attack cancer cells and viruses are called
a. lymphocytes.
b. telomeres.
c. carcinogens.
d. glucocorticoids.
e. neurotransmitters.
____171. AIDS is a disorder of the
a. circulatory system.
b. immune system.
c. reproductive system.
d. endocrine system.
e. respiratory system.
31
Name: ______________________
ID: A
____172. The greatest number of deaths in Africa today result from
a. strokes.
b. cancer.
c. AIDS.
d. malaria.
e. stress.
____173. One of the three major concerns of developmental psychology centers around the issue of
a. identity or intimacy.
b. continuity or stages.
c. imprinting or object permanence.
d. conservation or egocentrism.
e. longitudinal or cross-sectional.
____174. Which of the following refers to the debate about the relative contribution of genetic inheritance and
experiences to our development?
a. nature-nurture
b. continuity-stages
c. stability-change
d. attachment-imprinting
e. assimilation-accommodation
____175. Humanlike features start to develop around 9 weeks after conception. What is the developing human
called at this point in development?
a. zygote
b. fetus
c. embryo
d. teratogen
e. Y chromosome
____176. Jean Piaget studied how children develop their abilities to think, know, and remember. Together,
these abilities are called
a. maturation.
b. temperament.
c. cognition.
d. identity.
e. attachment.
____177. Which psychologist was most influential in shaping our understanding of cognitive development?
a. B. F. Skinner
b. Konrad Lorenz
c. Jean Piaget
d. Sigmund Freud
e. Erik Erikson
32
Name: ______________________
ID: A
____178. Olivia understands her world primarily by grasping and sucking easily available objects. Olivia is
clearly in Piaget's ________ stage.
a. preoperational
b. concrete operational
c. sensorimotor
d. formal operational
e. postconventional
____179. Which of the following represents the correct order of Piaget's stages of cognitive development?
a. preoperational, concrete operational, formal operational, sensorimotor
b. sensorimotor, preoperational, formal operational, concrete operational
c. sensorimotor, preoperational, concrete operational, formal operational
d. preoperational, sensorimotor, concrete operational, formal operational
e. concrete operational, sensorimotor, preoperational, formal operational
____180. Children's ability to infer other people's intentions and feelings is indicative of their emerging
a. theory of mind.
b. conservation.
c. conventional morality.
d. object permanence.
e. social identity.
____181. Autism is a disorder characterized by deficient social interaction and an impaired
a. capacity for stranger anxiety.
b. sense of object permanence.
c. theory of mind.
d. concept of conservation.
e. attachment.
____182. At about 8 months, children become increasingly likely to react to newcomers with tears and
distress. This best illustrates
a. role confusion.
b. insecure attachment.
c. egocentrism.
d. stranger anxiety.
e. postconventional behavior.
____183. Infants develop a fear of strangers at about 8 months of age because they can't assimilate unfamiliar
faces into their
a. schemas.
b. attachments.
c. theory of mind.
d. self-concept.
e. critical period.
33
Name: ______________________
ID: A
____184. Unlike ducklings, children do not imprint. Their fondness for certain people, however, is fostered by
a. conservation.
b. egocentrism.
c. mere exposure.
d. infantile amnesia.
e. a critical period.
____185. One-year-old Eunice is not overly fearful of strangers but she clearly prefers being held by her
mother than by anyone else. Her behavior best illustrates
a. habituation.
b. the rooting reflex.
c. secure attachment.
d. conservation.
e. egocentrism.
____186. A mother who is slow in responding to her infant's cries of distress is most likely to encourage
a. habituation.
b. conservation.
c. insecure attachment.
d. object permanence.
e. egocentrism.
____187. A mother who consistently responds supportively to her infant's cries for care and protection is
most likely to encourage
a. egocentrism.
b. habituation.
c. stranger anxiety.
d. secure attachment.
e. conservation.
____188. Heredity most clearly predisposes individual differences in
a. schemas.
b. gender typing.
c. temperament.
d. egocentrism.
e. basic trust.
____189. Parents who make few demands on their children and use little punishment are
a. authoritarian.
b. authoritative.
c. egocentric.
d. permissive.
e. conventional.
34
Name: ______________________
ID: A
____190. Gender differences in physical aggression are greatest in cultures characterized by
a. individualism.
b. the pruning process.
c. gender inequality.
d. extraversion.
e. egocentrism.
____191. Women are more likely than men to
a. criticize and insult their marital partner.
b. stare at people who make them angry.
c. interrupt others while they are talking.
d. misperceive simple friendliness as a sexual come-on.
e. tend and befriend.
____192. Female children are most likely to act like tomboys if they were exposed to excess ________ during
their prenatal development.
a. DNA
b. testosterone
c. endorphins
d. estrogen
e. chromosomes
____193. In agricultural societies, children typically socialize into more distinct gender roles than do children in
nomadic societies. This best illustrates that gender-role differences between social groups result from
a. cultural influence.
b. a pruning process.
c. imprinting.
d. individualism.
e. maturation.
____194. Kids choose peers who share their own attitudes and interests as their friends. This best illustrates
a. gender-typing.
b. a selection effect.
c. personal space.
d. temperament.
e. intelligence.
____195. Which of the following phases of development extends from the beginning of sexual maturity to
independent adulthood?
a. puberty
b. adolescence
c. menopause
d. menarche
e. formal operational stage
35
Name: ______________________
ID: A
____196. People experience rapid physical growth and sexual maturation during
a. late adolescence.
b. puberty.
c. the preoperational stage.
d. late childhood.
e. the formal operational stage.
____197. Aerobic exercise programs during late adulthood stimulate improvement in
a. object permanence.
b. basic trust.
c. menarche.
d. memory.
e. temperament.
____198. The deterioration of memory and thinking caused by ailments such as Alzheimer's disease or a series
of small strokes is called
a. crystallized intelligence.
b. role confusion.
c. dementia.
d. menarche.
e. a critical period.
____199. Alzheimer's disease involves a deterioration of neurons that produce
a. dopamine.
b. telomeres.
c. acetylcholine.
d. epinephrine.
e. teratogens.
____200. The best predictor of a couple's marital satisfaction is the
a. frequency of their sexual intimacy.
b. intensity of their passionate feelings.
c. ratio of their positive to negative interactions with each other.
d. experience or nonexperience of a prior marriage.
e. high level of attachment between the partners.
36
ID: A
AP Psych Midterm Practice Easy
Answer Section
MULTIPLE CHOICE
1. ANS:
REF:
OBJ:
2. ANS:
REF:
OBJ:
MSC:
3. ANS:
REF:
OBJ:
4. ANS:
REF:
OBJ:
5. ANS:
REF:
OBJ:
MSC:
6. ANS:
REF:
OBJ:
MSC:
7. ANS:
REF:
OBJ:
MSC:
8. ANS:
REF:
OBJ:
9. ANS:
REF:
OBJ:
10. ANS:
REF:
OBJ:
11. ANS:
REF:
OBJ:
12. ANS:
REF:
OBJ:
C
PTS: 1
DIF: Easy
Page 4 | Section- Psychology's History and Approaches
1
TOP: Psychological science is born
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 5 | Section- Psychology's History and Approaches
1
TOP: Thinking about the mind's functions
Factual | Definitional
B
PTS: 1
DIF: Easy
Page 6 | Section- Psychology's History and Approaches
1
TOP: Psychological science develops
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 7 | Section- Psychology's History and Approaches
2
TOP: Psychological science develops
MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
Page 10 | Page 11 | Section- Psychology's History and Approaches
4
TOP: Psychology's three main levels of analysis (text and Table 1.1)
Factual | Definitional
C
PTS: 1
DIF: Easy
Page 10 | Page 11 | Section- Psychology's History and Approaches
4
TOP: Psychology's three main levels of analysis (text and Table 1.1)
Factual | Definitional
B
PTS: 1
DIF: Easy
Page 10 | Page 11 | Section- Psychology's History and Approaches
4
TOP: Psychology's three main levels of analysis (text and Table 1.1)
Factual | Definitional
D
PTS: 1
DIF: Easy
Page 14 | Section- Psychology's History and Approaches
6
TOP: Tips for studying psychology
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 20 | Section- Research Methods: Thinking Critically With Psychological Science
1
TOP: Hindsight bias
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 20 | Section- Research Methods: Thinking Critically With Psychological Science
1
TOP: Hindsight bias
MSC: Factual | Definitional
E
PTS: 1
DIF: Easy
Page 20 | Section- Research Methods: Thinking Critically With Psychological Science
1
TOP: Hindsight bias
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 20 | Section- Research Methods: Thinking Critically With Psychological Science
1
TOP: Hindsight bias
MSC: Factual | Definitional
1
ID: A
13. ANS:
REF:
OBJ:
14. ANS:
REF:
OBJ:
15. ANS:
REF:
OBJ:
16. ANS:
REF:
OBJ:
17. ANS:
REF:
OBJ:
18. ANS:
REF:
OBJ:
19. ANS:
REF:
OBJ:
20. ANS:
REF:
OBJ:
21. ANS:
REF:
OBJ:
22. ANS:
REF:
OBJ:
23. ANS:
REF:
OBJ:
MSC:
24. ANS:
A
PTS: 1
DIF: Easy
Page 24 | Section- Research Methods: Thinking Critically With Psychological Science
2
TOP: Critical thinking
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 24 | Section- Research Methods: Thinking Critically With Psychological Science
2
TOP: Critical thinking
MSC: Factual | Definitional
A
PTS: 1
DIF: Easy
Page 27 | Section- Research Methods: Thinking Critically With Psychological Science
4
TOP: The survey MSC: Factual | Definitional
E
PTS: 1
DIF: Easy
Page 27 | Section- Research Methods: Thinking Critically With Psychological Science
4
TOP: The survey MSC: Conceptual | Application
C
PTS: 1
DIF: Easy
Page 28 | Section- Research Methods: Thinking Critically With Psychological Science
4
TOP: Naturalistic observation
MSC: Factual | Definitional
E
PTS: 1
DIF: Easy
Page 28 | Section- Research Methods: Thinking Critically With Psychological Science
4
TOP: Naturalistic observation
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 34 | Section- Research Methods: Thinking Critically With Psychological Science
7
TOP: Experimentation
MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
Page 35 | Section- Research Methods: Thinking Critically With Psychological Science
7
TOP: Random assignment
MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
Page 38 | Section- Research Methods: Thinking Critically With Psychological Science
9
TOP: Measures of central tendency
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 39 | Section- Research Methods: Thinking Critically With Psychological Science
10
TOP: Measures of variation
MSC: Factual | Definitional
A
PTS: 1
DIF: Easy
Page 43 | Section- Research Methods: Thinking Critically With Psychological Science
14
TOP: Psychology applied/culture and gender
Conceptual | Application
E
DIFF: Easy
PTS:
REF:
OBJ:
25. ANS:
REF:
OBJ:
26. ANS:
REF:
OBJ:
1
DIF: Easy
Page 51 | Section- Biological Bases of Behavior: 3A—Neural Processing and the Endocrine System
1
TOP: Biological bases of behavior
MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
Page 53 | Section- Biological Bases of Behavior: 3A—Neural Processing and the Endocrine System
2
TOP: Neurons
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 53 | Section- Biological Bases of Behavior: 3A—Neural Processing and the Endocrine System
2
TOP: Neurons
MSC: Factual | Definitional
2
ID: A
27. ANS:
REF:
OBJ:
28. ANS:
REF:
OBJ:
29. ANS:
REF:
OBJ:
30. ANS:
REF:
OBJ:
31. ANS:
REF:
OBJ:
32. ANS:
REF:
OBJ:
33. ANS:
REF:
OBJ:
34. ANS:
REF:
OBJ:
35. ANS:
REF:
OBJ:
36. ANS:
REF:
OBJ:
37. ANS:
REF:
OBJ:
38. ANS:
REF:
OBJ:
39. ANS:
REF:
OBJ:
40. ANS:
REF:
OBJ:
41. ANS:
REF:
OBJ:
42. ANS:
REF:
OBJ:
D
Page
2
D
Page
2
B
Page
2
C
Page
3
B
Page
3
B
Page
3
D
Page
5
C
Page
6
C
Page
2
D
Page
2
A
Page
3
C
Page
4
D
Page
5
B
Page
7
C
Page
8
D
Page
10
53 |
53 |
53 |
55 |
55 |
55 |
59 |
63 |
69 |
70 |
71 |
74 |
77 |
83 |
84 |
89 |
PTS: 1
DIF: Easy
Section- Biological Bases of Behavior: 3A—Neural Processing and the Endocrine
TOP: Neurons
MSC: Factual | Definitional
PTS: 1
DIF: Easy
Section- Biological Bases of Behavior: 3A—Neural Processing and the Endocrine
TOP: Neurons
MSC: Factual | Definitional
PTS: 1
DIF: Easy
Section- Biological Bases of Behavior: 3A—Neural Processing and the Endocrine
TOP: Neurons
MSC: Conceptual | Application
PTS: 1
DIF: Easy
Section- Biological Bases of Behavior: 3A—Neural Processing and the Endocrine
TOP: How neurons communicate
MSC: Factual | Definitional
PTS: 1
DIF: Easy
Section- Biological Bases of Behavior: 3A—Neural Processing and the Endocrine
TOP: How neurons communicate
MSC: Factual | Definitional
PTS: 1
DIF: Easy
Section- Biological Bases of Behavior: 3A—Neural Processing and the Endocrine
TOP: How neurons communicate
MSC: Factual | Definitional
PTS: 1
DIF: Easy
Section- Biological Bases of Behavior: 3A—Neural Processing and the Endocrine
TOP: The nervous system
MSC: Factual | Definitional
PTS: 1
DIF: Easy
Section- Biological Bases of Behavior: 3A—Neural Processing and the Endocrine
TOP: The endocrine system
MSC: Factual | Definitional
PTS: 1
DIF: Easy
Section- Biological Bases of Behavior: 3B—The Brain
TOP: The brainstem
MSC: Factual | Definitional
PTS: 1
DIF: Easy
Section- Biological Bases of Behavior: 3B—The Brain
TOP: The thalamus
MSC: Factual | Definitional
PTS: 1
DIF: Easy
Section- Biological Bases of Behavior: 3B—The Brain
TOP: The amygdala
MSC: Factual | Definitional
PTS: 1
DIF: Easy
Section- Biological Bases of Behavior: 3B—The Brain
TOP: Structure of the cortex
MSC: Factual | Definitional
PTS: 1
DIF: Easy
Section- Biological Bases of Behavior: 3B—The Brain
TOP: Functions of the cortex
MSC: Factual | Definitional
PTS: 1
DIF: Easy
Section- Biological Bases of Behavior: 3B—The Brain
TOP: The brain's plasticity
MSC: Factual | Definitional
PTS: 1
DIF: Easy
Section- Biological Bases of Behavior: 3B—The Brain
TOP: Splitting the brain
MSC: Factual | Definitional
PTS: 1
DIF: Easy
Section- Biological Bases of Behavior: 3B—The Brain
TOP: The brain and consciousness
MSC: Factual | Definitional
3
System
System
System
System
System
System
System
System
ID: A
43. ANS: C
PTS: 1
DIF: Easy
REF: Page 89 | Section- Biological Bases of Behavior: 3B—The Brain
OBJ: 10
TOP: The brain and consciousness
MSC: Factual | Definitional
44. ANS: D
PTS: 1
DIF: Easy
REF: Page 95 | Section- Biological Bases of Behavior: 3C—Genetics-Evolutionary Psychology-and
Behavior
OBJ: 1
TOP: Genes: Our codes for life
MSC: Factual | Definitional
45. ANS: D
PTS: 1
DIF: Easy
REF: Page 97 | Section- Biological Bases of Behavior: 3C—Genetics-Evolutionary Psychology-and
Behavior
OBJ: 2
TOP: Identical versus fraternal twins
MSC: Factual | Definitional
46. ANS: A
PTS: 1
DIF: Easy
REF: Page 98 | Section- Biological Bases of Behavior: 3C—Genetics-Evolutionary Psychology-and
Behavior
OBJ: 2
TOP: Twin and adoption studies
MSC: Factual | Definitional
47. ANS: C
PTS: 1
DIF: Easy
REF: Page 100 | Section- Biological Bases of Behavior: 3C—Genetics-Evolutionary Psychology-and
Behavior
OBJ: 3
TOP: Heritability MSC: Factual | Definitional
48. ANS: A
PTS: 1
DIF: Easy
REF: Page 104 | Section- Biological Bases of Behavior: 3C—Genetics-Evolutionary Psychology-and
Behavior
OBJ: 5
TOP: Natural selection and adaptation
MSC: Factual | Definitional
49. ANS: C
PTS: 1
DIF: Easy
REF: Page 116 | Section- Sensation and Perception
OBJ: 1
TOP: Sensation and perception
MSC: Factual | Definitional
50. ANS: E
PTS: 1
DIF: Easy
REF: Page 116 | Section- Sensation and Perception
OBJ: 1
TOP: Sensing the world: some basic principles
MSC: Factual | Definitional
51. ANS: D
PTS: 1
DIF: Easy
REF: Page 116 | Section- Sensation and Perception
OBJ: 1
TOP: Sensing the world: some basic principles
MSC: Factual | Definitional
52. ANS: B
PTS: 1
DIF: Easy
REF: Page 116 | Section- Sensation and Perception
OBJ: 1
TOP: Sensing the world: some basic principles
MSC: Factual | Definitional
53. ANS: E
PTS: 1
DIF: Easy
REF: Page 119 | Section- Sensation and Perception
OBJ: 2
TOP: Selective attention
MSC: Factual | Definitional
54. ANS: C
PTS: 1
DIF: Easy
REF: Page 121 | Section- Sensation and Perception
OBJ: 3
TOP: Subliminal stimulation
MSC: Factual | Definitional
55. ANS: B
PTS: 1
DIF: Easy
REF: Page 123 | Section- Sensation and Perception
OBJ: 3
TOP: Sensory adaptation
MSC: Factual | Definitional
56. ANS: C
PTS: 1
DIF: Easy
REF: Page 124 | Section- Sensation and Perception
OBJ: 4
TOP: Vision
MSC: Factual | Definitional
4
ID: A
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PTS: 1
DIF: Easy
Page 126 | Section- Sensation and Perception
OBJ: 4
The eye
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 126 | Section- Sensation and Perception
OBJ: 4
The eye
MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
Page 126 | Section- Sensation and Perception
OBJ: 4
The retina
MSC: Factual | Definitional
A
PTS: 1
DIF: Easy
Page 126 | Section- Sensation and Perception
OBJ: 4
The retina
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 129 | Section- Sensation and Perception
OBJ: 5
Feature detection
MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
Page 129 | Section- Sensation and Perception
OBJ: 5
Feature detection
MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
Page 130 | Section- Sensation and Perception
OBJ: 6
Parallel processing (text and Figure 4.15)
MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
Page 130 | Section- Sensation and Perception
OBJ: 6
Parallel processing
MSC: Factual | Definitional
E
PTS: 1
DIF: Easy
Page 137 | Section- Sensation and Perception
OBJ: 9
Perceiving pitch
MSC: Factual | Definitional
A
PTS: 1
DIF: Easy
Page 138 | Section- Sensation and Perception
OBJ: 10
Locating sounds
MSC: Factual | Definitional
A
PTS: 1
DIF: Easy
Page 144 | Section- Sensation and Perception
OBJ: 13
Pain
MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
Page 148 | Section- Sensation and Perception
OBJ: 14
Smell
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 152 | Section- Sensation and Perception
OBJ: 15
Grouping
MSC: Factual | Definitional
A
PTS: 1
DIF: Easy
Page 155 | Section- Sensation and Perception
OBJ: 16
Depth perception: monocular cues (Figure 4.38)
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 157 | Section- Sensation and Perception
OBJ: 18
Shape and size constancies
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 158 | Section- Sensation and Perception
OBJ: 18
Color constancy
MSC: Conceptual | Application
5
ID: A
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PTS: 1
DIF: Easy
Page 175 | Section- States of Consciousness
OBJ: 1
States of consciousness
MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
Page 175 | Section- States of Consciousness
OBJ: 1
States of consciousness
MSC: Factual | Definitional
E
PTS: 1
DIF: Easy
Page 176 | Section- States of Consciousness
OBJ: 1
States of consciousness
MSC: Factual | Definitional
A
PTS: 1
DIF: Easy
Page 178 | Section- States of Consciousness
OBJ: 2
Circadian rhythm
MSC: Conceptual | Application
E
PTS: 1
DIF: Easy
Page 178 | Section- States of Consciousness
OBJ: 3
Sleep stages MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 179 | Section- States of Consciousness
OBJ: 3
Sleep stages MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 180 | Section- States of Consciousness
OBJ: 3
REM sleep MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 181 | Section- States of Consciousness
OBJ: 3
REM sleep MSC: Factual | Definitional
A
PTS: 1
DIF: Easy
Page 181 | Section- States of Consciousness
OBJ: 3
REM sleep MSC: Conceptual | Application
C
PTS: 1
DIF: Easy
Page 197 | Section- States of Consciousness
OBJ: 9
Drugs and consciousness
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 197 | Section- States of Consciousness
OBJ: 9
Drugs and consciousness
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 197 | Section- States of Consciousness
OBJ: 9
Dependence and addiction
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 200 | Section- States of Consciousness
OBJ: 10
Depressants MSC: Factual | Definitional
A
PTS: 1
DIF: Easy
Page 200 | Section- States of Consciousness
OBJ: 10
Depressants MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 200 | Section- States of Consciousness
OBJ: 10
Depressants MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 201 | Section- States of Consciousness
OBJ: 10
Depressants MSC: Factual | Definitional
6
ID: A
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PTS: 1
DIF: Easy
Page 202 | Section- States of Consciousness
OBJ: 11
Stimulants
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 205 | Section- States of Consciousness
OBJ: 12
Hallucinogens
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 207 | Section- States of Consciousness
OBJ: 12
Hallucinogens
MSC: Conceptual | Application
D
PTS: 1
DIF: Easy
REF: Page 216 | Section- Learning
1
TOP: How do we learn?
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
REF: Page 218 | Section- Learning
2
TOP: Classical conditioning
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
REF: Page 220 | Section- Learning
3
TOP: Classical conditioning: acquisition MSC: Conceptual | Application
C
PTS: 1
DIF: Easy
REF: Page 220 | Section- Learning
3
TOP: Classical conditioning: acquisition MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
REF: Page 221 | Section- Learning
3
TOP: Classical conditioning: extinction and spontaneous recovery
Factual | Definitional
D
PTS: 1
DIF: Easy
REF: Page 222 | Section- Learning
3
TOP: Classical conditioning: generalization
Factual | Definitional
B
PTS: 1
DIF: Easy
REF: Page 223 | Section- Learning
4
TOP: Extending Pavlov's understanding: biological predispositions
Factual | Definitional
D
PTS: 1
DIF: Easy
REF: Page 231 | Section- Learning
8
TOP: Primary and conditioned reinforcers
Factual | Definitional
D
PTS: 1
DIF: Easy
REF: Page 233 | Section- Learning
8
TOP: Reinforcement schedules
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
REF: Page 234 | Section- Learning
9
TOP: Punishment MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
REF: Page 236 | Section- Learning
10
TOP: Extending Skinner's understanding: cognition
Factual | Definitional
D
PTS: 1
DIF: Easy
REF: Page 236 | Section- Learning
10
TOP: Extending Skinner's understanding: cognition
Conceptual | Application
C
PTS: 1
DIF: Easy
REF: Page 237 | Section- Learning
10
TOP: Extending Skinner's understanding: cognition
Factual | Definitional
C
PTS: 1
DIF: Easy
REF: Page 237 | Section- Learning
10
TOP: Extending Skinner's understanding: cognition
Conceptual
B
PTS: 1
DIF: Easy
REF: Page 243 | Section- Learning
13
TOP: Mirrors in the brain
MSC: Factual | Definitional
7
ID: A
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PTS: 1
DIF: Easy
REF: Page 243 | Section- Learning
13
TOP: Mirrors in the brain
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
REF: Page 247 | Section- Learning
14
TOP: Antisocial effects
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 257 | Section- Cognition: 7A—Memory
OBJ: 1
Information processing
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 258 | Section- Cognition: 7A—Memory
OBJ: 1
Information processing
MSC: Factual | Definitional
A
PTS: 1
DIF: Easy
Page 258 | Section- Cognition: 7A—Memory
OBJ: 2
Encoding: getting information in MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 258 | Section- Cognition: 7A—Memory
OBJ: 2
Automatic processing
MSC: Factual | Definitional
E
PTS: 1
DIF: Easy
Page 259 | Section- Cognition: 7A—Memory
OBJ: 2
Effortful processing
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 266 | Section- Cognition: 7A—Memory
OBJ: 4
Sensory memory
MSC: Factual | Definitional
A
PTS: 1
DIF: Easy
Page 266 | Section- Cognition: 7A—Memory
OBJ: 4
Working/short-term memory
MSC: Factual | Definitional
A
PTS: 1
DIF: Easy
Page 267 | Section- Cognition: 7A—Memory
OBJ: 5
Long-term memory
MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
Page 270 | Section- Cognition: 7A—Memory
OBJ: 5
Storing memories in the brain: synaptic changes
MSC: Conceptual | Application
C
PTS: 1
DIF: Easy
Page 279 | Section- Cognition: 7A—Memory
OBJ: 9
Forgetting
MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
Page 284 | Section- Cognition: 7A—Memory
OBJ: 10
Motivated forgetting
MSC: Factual | Definitional
A
PTS: 1
DIF: Easy
Page 284 | Section- Cognition: 7A—Memory
OBJ: 10
Motivated forgetting
MSC: Conceptual | Application
D
PTS: 1
DIF: Easy
Page 286 | Section- Cognition: 7A—Memory
OBJ: 11
Misinformation and imagination effects
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 289 | Section- Cognition: 7A—Memory
OBJ: 12
Children's eyewitness recall
MSC: Factual | Definitional
8
ID: A
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PTS: 1
DIF: Easy
Page 293 | Section- Cognition: 7A—Memory
OBJ: 13
Improving memory
MSC: Application
A
PTS: 1
DIF: Easy
Page 294 | Section- Cognition: 7A—Memory
OBJ: 13
Improving memory
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 299 | Section- Cognition: 7B—Thinking-Problem Solving-Creativity-and Language
1
TOP: Concepts
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 299 | Section- Cognition: 7B—Thinking-Problem Solving-Creativity-and Language
1
TOP: Concepts
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 300 | Section- Cognition: 7B—Thinking-Problem Solving-Creativity-and Language
2
TOP: Solving problems
MSC: Factual | Definitional
A
PTS: 1
DIF: Easy
Page 302 | Section- Cognition: 7B—Thinking-Problem Solving-Creativity-and Language
3
TOP: Confirmation bias
MSC: Factual | Definitional
E
PTS: 1
DIF: Easy
Page 305 | Section- Cognition: 7B—Thinking-Problem Solving-Creativity-and Language
4
TOP: The availability heuristic
MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
Page 308 | Section- Cognition: 7B—Thinking-Problem Solving-Creativity-and Language
4
TOP: The fear factor: Do we fear the right things? (Box)
Conceptual | Application
B
PTS: 1
DIF: Easy
Page 309 | Section- Cognition: 7B—Thinking-Problem Solving-Creativity-and Language
4
TOP: The fear factor: Do we fear the right things? (Box)
Factual | Definitional
C
PTS: 1
DIF: Easy
Page 307 | Section- Cognition: 7B—Thinking-Problem Solving-Creativity-and Language
4
TOP: Overconfidence
MSC: Conceptual | Application
D
PTS: 1
DIF: Easy
Page 307 | Section- Cognition: 7B—Thinking-Problem Solving-Creativity-and Language
4
TOP: Overconfidence
MSC: Conceptual | Application
E
PTS: 1
DIF: Easy
Page 311 | Section- Cognition: 7B—Thinking-Problem Solving-Creativity-and Language
5
TOP: The effects of framing
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 314 | Section- Cognition: 7B—Thinking-Problem Solving-Creativity-and Language
6
TOP: Language structure
MSC: Factual | Definitional
A
PTS: 1
DIF: Easy
Page 314 | Section- Cognition: 7B—Thinking-Problem Solving-Creativity-and Language
6
TOP: Language structure
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 316 | Section- Cognition: 7B—Thinking-Problem Solving-Creativity-and Language
7
TOP: When do we learn language?
MSC: Factual | Definitional
9
ID: A
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DIF: Easy
Page 318 | Section- Cognition: 7B—Thinking-Problem Solving-Creativity-and Language
8
TOP: Explaining language development MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 321 | Section- Cognition: 7B—Thinking-Problem Solving-Creativity-and Language
9
TOP: Language influences thinking
MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
Page 329 | Section- Motivation and Emotion: 8A—Motivation
1
TOP: Optimum arousal
MSC: Conceptual | Application
D
PTS: 1
DIF: Easy
Page 334 | Section- Motivation and Emotion: 8A—Motivation
3
TOP: The physiology of hunger: body chemistry and the brain
Factual | Definitional
D
PTS: 1
DIF: Easy
Page 335 | Section- Motivation and Emotion: 8A—Motivation
3
TOP: The physiology of hunger: body chemistry and the brain
Factual | Definitional
A
PTS: 1
DIF: Easy
Page 335 | Section- Motivation and Emotion: 8A—Motivation
3
TOP: The physiology of hunger: body chemistry and the brain
Factual | Definitional
D
PTS: 1
DIF: Easy
Page 350 | Section- Motivation and Emotion: 8A—Motivation
7
TOP: Hormones and sexual behavior
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 352 | Section- Motivation and Emotion: 8A—Motivation
9
TOP: Adolescent sexuality
MSC: Factual | Definitional
A
PTS: 1
DIF: Easy
Page 360 | Section- Motivation and Emotion: 8A—Motivation
11
TOP: The need to belong
MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
Page 361 | Section- Motivation and Emotion: 8A—Motivation
11
TOP: The need to belong
MSC: Factual | Definitional
A
PTS: 1
DIF: Easy
Page 369 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
2
TOP: Emotions and the autonomic nervous system
Conceptual | Application
D
PTS: 1
DIF: Easy
Page 372 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
3
TOP: Thinking critically about lie detection (Box)
Conceptual | Application
C
PTS: 1
DIF: Easy
Page 373 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
4
TOP: Cognition can define emotion
MSC: Conceptual | Application
B
PTS: 1
DIF: Easy
Page 375 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
4
TOP: Cognition does not always precede emotion
Factual | Definitional
10
ID: A
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Page 377 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
5
TOP: Detecting emotion
MSC: Conceptual | Application
B
PTS: 1
DIF: Easy
Page 381 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
6
TOP: Culture and emotional expression MSC: Conceptual | Application
D
PTS: 1
DIF: Easy
Page 383 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
6
TOP: The effects of facial expressions MSC: Conceptual | Application
C
PTS: 1
DIF: Easy
Page 385 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
7
TOP: Experienced emotion (FigureB 8.16)
Factual | Definitional
C
PTS: 1
DIF: Easy
Page 385 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
7
TOP: Experienced emotion (FigureB 8.16)
Conceptual | Application
D
PTS: 1
DIF: Easy
Page 386 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
8
TOP: The biology of fear
MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
Page 392 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
10
TOP: Wealth and well-being
MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
Page 394 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
10
TOP: Happiness and others' attainments
Factual | Definitional
B
PTS: 1
DIF: Easy
Page 395 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
10
TOP: How to be happier (Close-Up)
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 397 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
11
TOP: Stress and health
MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
Page 397 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
11
TOP: Stress and health
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 397 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
11
TOP: Stress and illness
MSC: Conceptual | Application
A
PTS: 1
DIF: Easy
Page 398 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
12
TOP: The stress response system
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 399 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
12
TOP: The stress response system
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 399 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
12
TOP: The stress response system
MSC: Factual | Definitional
11
ID: A
167. ANS:
REF:
OBJ:
168. ANS:
REF:
OBJ:
169. ANS:
REF:
OBJ:
170. ANS:
REF:
OBJ:
171. ANS:
REF:
OBJ:
172. ANS:
REF:
OBJ:
173. ANS:
REF:
TOP:
174. ANS:
REF:
TOP:
175. ANS:
REF:
TOP:
176. ANS:
REF:
TOP:
177. ANS:
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TOP:
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TOP:
179. ANS:
REF:
TOP:
180. ANS:
REF:
TOP:
181. ANS:
REF:
TOP:
182. ANS:
REF:
TOP:
D
PTS: 1
DIF: Easy
Page 401 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
13
TOP: Stressful life events
MSC: Factual | Definitional
E
PTS: 1
DIF: Easy
Page 401 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
13
TOP: Stressful life events
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 402 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
14
TOP: Stress and the heart
MSC: Factual | Definitional
A
PTS: 1
DIF: Easy
Page 403 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
15
TOP: Psychoneuroimmunology
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 405 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
15
TOP: Stress and AIDS
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 405 | Section- Motivation and Emotion: 8B—Emotions-Stress-and Health
15
TOP: Stress and AIDS
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 411 | Section- Developmental Psychology
OBJ: 1
Developmental psychology
MSC: Factual | Definitional
A
PTS: 1
DIF: Easy
Page 411 | Section- Developmental Psychology
OBJ: 1
Developmental psychology
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 412 | Section- Developmental Psychology
OBJ: 2
Prenatal development
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 417 | Section- Developmental Psychology
OBJ: 4
Cognitive development
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 418 | Section- Developmental Psychology
OBJ: 4
Cognitive development
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 419 | Section- Developmental Psychology
OBJ: 4
Piaget's theory and current thinking
MSC: Conceptual | Application
C
PTS: 1
DIF: Easy
Page 420 | Section- Developmental Psychology
OBJ: 4
Piaget's theory and current thinking (Table 9.1)
MSC: Factual | Definitional
A
PTS: 1
DIF: Easy
Page 422 | Section- Developmental Psychology
OBJ: 4
Piaget's theory and current thinking
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 424 | Section- Developmental Psychology
OBJ: 4
Autism and “mind-blindness” (Close-Up)
MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
Page 426 | Section- Developmental Psychology
OBJ: 5
Social development
MSC: Factual | Definitional
12
ID: A
183. ANS:
REF:
TOP:
184. ANS:
REF:
TOP:
185. ANS:
REF:
TOP:
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TOP:
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TOP:
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TOP:
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TOP:
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TOP:
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TOP:
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TOP:
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REF:
TOP:
196. ANS:
REF:
TOP:
197. ANS:
REF:
TOP:
198. ANS:
REF:
TOP:
A
PTS: 1
DIF: Easy
Page 426 | Section- Developmental Psychology
OBJ: 5
Social development
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 427 | Section- Developmental Psychology
OBJ: 5
Origins of attachment: familiarity
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 428 | Section- Developmental Psychology
OBJ: 6
Attachment differences: temperament and parenting
MSC: Conceptual | Application
C
PTS: 1
DIF: Easy
Page 428 | Section- Developmental Psychology
OBJ: 6
Attachment differences: temperament and parenting
MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
Page 428 | Section- Developmental Psychology
OBJ: 6
Attachment differences: temperament and parenting
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 428 | Section- Developmental Psychology
OBJ: 6
Attachment differences: temperament and parenting
MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
Page 433 | Section- Developmental Psychology
OBJ: 9
Parenting styles
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 436 | Section- Developmental Psychology
OBJ: 11
Gender and aggression
MSC: Factual | Definitional
E
PTS: 1
DIF: Easy
Page 437 | Section- Developmental Psychology
OBJ: 11
Gender and social connectedness MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 438 | Section- Developmental Psychology
OBJ: 12
The nature of gender
MSC: Factual | Definitional
A
PTS: 1
DIF: Easy
Page 439 | Section- Developmental Psychology
OBJ: 13
Gender roles MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 444 | Section- Developmental Psychology
OBJ: 15
Peer influence
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 445 | Section- Developmental Psychology
OBJ: 16
Adolescence MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
Page 445 | Section- Developmental Psychology
OBJ: 16
Adolescent physical development MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
Page 459 | Section- Developmental Psychology
OBJ: 20
Physical changes in later life
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 460 | Section- Developmental Psychology
OBJ: 21
Dementia and Alzheimer's disease MSC: Factual | Definitional
13
ID: A
199. ANS:
REF:
TOP:
200. ANS:
REF:
TOP:
C
PTS: 1
DIF: Easy
Page 460 | Section- Developmental Psychology
OBJ: 21
Dementia and Alzheimer's disease MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
Page 467 | Section- Developmental Psychology
OBJ: 22
Adulthood's commitments
MSC: Factual | Definitional
14