Ch9 Personality and Individual Differences Test Bank Answers - Psychology and Your Life 3rd Edition | Test Bank with Answer Key by Robert S. Feldman. DOCX document preview.
Chapter 09
Test Bank
1. According to Freud's theory, ________ is only a small part of our psychological makeup and experience.
A. unconscious conflict
B. preconscious process
C. conscious experience
D. instinctual drive
Page: 350Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 29.1: Explain Freud's psychoanalytic theory.
Module: 29: Psychodynamic Approaches to Personality
Topic: Psychoanalytic Theory
2. According to Freud, much of our behavior is motivated by:
A. the unconscious.
B. semiconscious processes.
C. conscious experiences.
D. the subconscious mind.
Page: 350–351Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 29.1: Explain Freud's psychoanalytic theory.
Module: 29: Psychodynamic Approaches to Personality
Topic: Psychoanalytic Theory
3. The ________ is the part of the personality that contains the memories, knowledge, beliefs, feelings, urges, drives, and instincts of which the individual is not aware.
A. semiconscious
B. conscious
C. subconscious
D. unconscious
Page: 351Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 29.1: Explain Freud's psychoanalytic theory.
Module: 29: Psychodynamic Approaches to Personality
Topic: Psychoanalytic Theory
4. The ________ contains material that is not threatening and is easily brought to mind, such as the knowledge that 2 + 2 = 4.
A. preconscious
B. semiconscious
C. conscious
D. subconscious
Page: 351Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 29.1: Explain Freud's psychoanalytic theory.
Module: 29: Psychodynamic Approaches to Personality
Topic: Psychoanalytic Theory
5. The ________ provides a "safe haven" for our recollections of threatening events.
A. semi-conscious
B. unconscious
C. conscious
D. subconscious
Page: 351Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 29.1: Explain Freud's psychoanalytic theory.
Module: 29: Psychodynamic Approaches to Personality
Topic: Psychoanalytic Theory
6. The ________ is the raw, unorganized, inborn part of personality whose sole purpose is to reduce tension created by primitive drives related to hunger, sex, aggression, and irrational impulses.
A. ego
B. id
C. superego
D. conscience
Page: 351Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 29.1: Explain Freud's psychoanalytic theory.
Module: 29: Psychodynamic Approaches to Personality
Topic: Personality Development
Topic: Psychoanalytic Theory
7. Which of Freud's personality structures is correctly described?
A. The ego represents the rights and wrongs of society.
B. The id consists of primitive and instinctual urges.
C. The superego is the raw and inborn part of personality.
D. The id balances inner desires with the demands of the outside world.
Page: 351Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 29.1: Explain Freud's psychoanalytic theory.
Module: 29: Psychodynamic Approaches to Personality
Topic: Psychoanalytic Theory
8. In order to protect herself from unconscious anxiety, Susie convinces herself that she hates action movies, whereas on an unconscious level she actually loves them. This illustrates the defense mechanism known as:
A. repression.
B. reaction formation.
C. projection.
D. rationalization.
Page: 355Accessibility: Keyboard Navigation
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 29.1: Explain Freud's psychoanalytic theory.
Module: 29: Psychodynamic Approaches to Personality
Topic: Defense Mechanisms
9. Read the following: (1) Liz has become more responsive to her partner's advances since a really beautiful woman moved in next door; (2) Unable to accept his desire for other young men, 15-year-old Juan immerses himself into his studies; (3) Shauntel tells people that her coworker Mary dislikes her; though if she were honest, Shauntel would realize that it is actually she who dislikes Mary; (4) "Ben's nasty; he's disgusting," says Renee; but Renee secretly finds Ben attractive. Which individual is correctly matched with the defense mechanism he or she is using?
A. Liz—projection
B. Juan—sublimation
C. Shauntel—repression
D. Renee—displacement
Page: 355Accessibility: Keyboard Navigation
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 29.1: Explain Freud's psychoanalytic theory.
Module: 29: Psychodynamic Approaches to Personality
Topic: Defense Mechanisms
10. Which neo-Freudian psychoanalytic theorist is correctly matched with a key concept?
A. Carl Rogers; inferiority complex psychology
B. Alfred Adler; unconditional positive regard
C. Karen Horney; archetype
D. Carl Jung; collective unconscious
Page: 356Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 29.2: Discuss Neo-Freudian psychoanalysts.
Module: 29: Psychodynamic Approaches to Personality
Topic: Neo-Freudian Theories
11. According to Carl Jung, ________ are universal symbolic representations of a particular person, object, or experience (such as good and evil).
A. prototypes
B. archetypes
C. stereotypes
D. subtypes
Page: 357Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 29.2: Discuss Neo-Freudian psychoanalysts.
Module: 29: Psychodynamic Approaches to Personality
Topic: Neo-Freudian Theories
12. The Myers-Briggs Type Indicator is a personality assessment widely used in business, industry, and education. Ultimately, it stems from ________ theories.
A. Sigmund Freud's
B. Carl Jung's
C. Alfred Adler's
D. Erik Erikson's
Page: 357Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 29.2: Discuss Neo-Freudian psychoanalysts.
Module: 29: Psychodynamic Approaches to Personality
Topic: Neo-Freudian TheoriesTopic: Personality Assessment
13. ________ is often considered the first feminist psychologist.
A. Karen Horney
B. Mary Calkins
C. Bertha Pappenheim
D. Anna Freud
Page: 357Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 29.2: Discuss Neo-Freudian psychoanalysts.
Module: 29: Psychodynamic Approaches to Personality
Topic: Neo-Freudian Theories
14. Karen Horney's conceptualizations were developed in the:
A. 1920s.
B. 1930s and 1940s.
C. 1950s.
D. 1960s and 1970s.
Page: 357–358Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 29.2: Discuss Neo-Freudian psychoanalysts.
Module: 29: Psychodynamic Approaches to Personality
Topic: Neo-Freudian Theories
15. Neo-Freudian theorist Karen Horney is often termed the "first feminist psychologist."Page: 357APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 29.2: Discuss Neo-Freudian psychoanalysts.
Module: 29: Psychodynamic Approaches to Personality
Topic: Neo-Freudian Theories
16. Which trait theorist is correctly matched with the number of basic personality dimensions proposed in his theory?
A. Gordon Allport; 16
B. Raymond Cattell; 5
C. Hans Eysenck; 3
D. Raymond Cattell; 10
Page: 361Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 30.1: Explain trait approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Factor Analysis
17. Which of the following specific traits is correctly paired with a description in terms of the Big Five dimensions?
A. Kind—high extraversion
B. Impulsive—low conscientiousness
C. Calm—high agreeableness
D. Imaginative—high openness
Page: 362Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 30.1: Explain trait approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Five Factor Model of Personality
18. Garner is imaginative, independent, and prefers variety. Brandy is conventional, down-to-earth, and has limited interests. It is likely that Garner scores high, while Brandy scores low on the Big Five personality dimension of:
A. neuroticism.
B. openness.
C. extraversion.
D. agreeableness.
Page: 362Accessibility: Keyboard Navigation
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 30.1: Explain trait approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Five Factor Model of Personality
19. Pearl is kind, appreciative, and sympathetic. Ruby is outgoing, talkative, fun-loving, and sociable. Pearl probably scores high on the Big Five dimension of ________, whereas Ruby likely scores high on ________.
A. openness; agreeableness
B. eagerness; cheerfulness
C. agreeableness; extraversion
D. extraversion; openness
Page: 362Accessibility: Keyboard Navigation
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 30.1: Explain trait approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Five Factor Model of Personality
20. Which of the following alternatives incorrectly identifies an advantage or disadvantage of the trait approach to personality?
A. Con: Trait approaches are merely descriptions of personality, not explanations.
B. Con: Trait approaches do not facilitate the objective comparison of one person with another.
C. Pro: Trait approaches have led to many useful personality assessment inventories.
D. Pro: Trait approaches provide a clear, straightforward explanation of people's behavioral consistencies.
Page: 363Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 30.1: Explain trait approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Five Factor Model of Personality
21. Dr. Plater believes that personality is simply the sum of learned responses that have been reinforced by various situations. Dr. Plater endorses the ________ approach to personality.
A. trait
B. learning
C. cognitive
D. psychodynamic
Page: 363Accessibility: Keyboard Navigation
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Medium
Learning Objective: 30.2: Explain learning approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Skinner's Behaviorist Approach
22. One of the main proponents of the social cognitive approach to personality is:
A. Gordon Allport.
B. B. F. Skinner.
C. Raymond Cattell.
D. Albert Bandura.
Page: 364Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 30.2: Explain learning approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Social Cognitive Approach
23. Which approach to personality emphasizes the role played by self-efficacy?
A. Bandura's social cognitive approach
B. Skinner's behaviorist approach
C. Gordon Allport's trait theory
D. Rogers's humanistic theory
Page: 364Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 30.2: Explain learning approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Social Cognitive Approach
24. ________ is the belief that we have the personal capabilities to master a situation and produce positive outcomes.
A. Self-efficacy
B. Self-regulation
C. Self-esteem
D. Self-actualization
Page: 364Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 30.2: Explain learning approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Social Cognitive Approach
25. Rhiannon is confident that she can complete a difficult problem set in one of her engineering courses. Rhiannon has high ________.
A. self-esteem
B. self-efficacy
C. self-actualization
D. self-awareness
Page: 364Accessibility: Keyboard Navigation
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Medium
Learning Objective: 30.2: Explain learning approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Social Cognitive Approach
26. Mrs. Linley is a middle school math teacher. She provides constant, consistent feedback on her students' math assignments. She wants her students to have faith in their abilities to produce positive outcomes. Mrs. Linley is trying to develop her students':
A. self-awareness.
B. self-regulation.
C. self-efficacy.
D. self-actualization.
Page: 364Accessibility: Keyboard Navigation
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 30.2: Explain learning approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Social Cognitive Approach
27. ________ is the component of personality that encompasses our positive and negative self-evaluations.
A. Self-regulation
B. Self-esteem
C. Self-actualization
D. Self-awareness
Page: 365Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 30.2: Explain learning approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Self-Esteem
28. ________ approaches to personality are theories that suggest that important components of personality are inherited.
A. Biological and evolutionary
B. Trait and learning
C. Humanistic and trait
D. Learning and evolutionary
Page: 366Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 30.3: Explain biological and evolutionary approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Biological Approach
29. The basic, innate disposition that emerges early in life is known as:
A. outlook.
B. attachment style.
C. trait.
D. temperament.
Page: 366Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 30.3: Explain biological and evolutionary approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Biological Approach
30. Baby Celeste is busy, active, and sleeps fitfully; her sister, by contrast, was calm and placid as a baby. This vignette illustrates differences in:
A. outlook.
B. intelligence.
C. temperament.
D. attachment style.
Page: 366Accessibility: Keyboard Navigation
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 30.3: Explain biological and evolutionary approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Biological Approach
31. ________ approaches to personality emphasize people's inherent goodness and their tendency to move toward higher levels of functioning.
A. Evolutionary
B. Humanistic
C. Learning
D. Biological
Page: 367Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 30.4: Explain humanistic approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Rogers' Approach
32. ________ is a prominent psychologist associated with the humanistic perspective.
A. Albert Bandura
B. B. F. Skinner
C. Carl Rogers
D. Sigmund Freud
Page: 367Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 30.4: Explain humanistic approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Rogers' Approach
33. Humanistic psychologists suggest that people are consciously motivated to reach their maximum potential, each in a unique way; that is, people have a fundamental drive toward:
A. self-regulation.
B. self-esteem.
C. self-actualization.
D. self-efficacy.
Page: 367Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 30.4: Explain humanistic approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Rogers' Approach
34. According to Carl Rogers, people experience anxiety when:
A. they feel inferior in the face of a challenging task.
B. they become conscious of unacceptable sexual urges.
C. they can’t satisfy their basic needs.
D. their self-concept is at odds with their experience.
Page: 367Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 30.4: Explain humanistic approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Rogers' Approach
35. Humanistic approaches in psychology have been most influential in:
A. business.
B. academia.
C. therapeutic settings.
D. social service.
Page: 370Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 30.4: Explain humanistic approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Neo-Freudian Theories
36. Which of the following approaches to personality is least likely to emphasize the stability of personality?
A. Learning
B. Psychodynamic
C. Trait
D. Biological/evolutionary
Page: 370Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 30.5: Compare and contrast approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Personality
37. A psychological test is reliable when it:
A. measures what it is supposed to measure.
B. has been normed using a sample representative of those for whom the test has been designed.
C. yields consistent measurements.
D. measures the positives.
Page: 374Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 31.1: Discuss self-report measures of personality.
Module: 31: Assessing Personality
Topic: Personality Assessment
38. Which term indicates the ability of a test to measure what it is actually designed to measure?
A. Reliability
B. Consistency
C. Precision quotient
D. Validity
Page: 374Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 31.1: Discuss self-report measures of personality.
Module: 31: Assessing Personality
Topic: Personality Assessment
39. A researcher develops a questionnaire to assess impulsiveness among adults. In a journal article, she presents evidence that college students tend to get essentially the same score if they take the test twice, two months apart. However, when you look at the sample questionnaire items she included in the article, it seems to you that they relate more to whether a person is sociable, outgoing, and fun than to whether an individual is impulsive. You are specifically questioning the ________ of the researcher's questionnaire.
A. reliability
B. validity
C. norm
D. generalizability
Page: 374Accessibility: Keyboard Navigation
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 31.1: Discuss self-report measures of personality.
Module: 31: Assessing Personality
Topic: Personality Assessment
40. One of the best examples of a self-report measure, and one of the most frequently used personality tests, is the:
A. TAT.
B. NEO-PI-R.
C. MMPI-2.
D. 16 PF.
Page: 374Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 31.1: Discuss self-report measures of personality.
Module: 31: Assessing Personality
Topic: Self-Report
41. The ________ is a widely used self-report test that identifies people with psychological difficulties and is employed to predict some everyday behaviors.
A. TAT
B. NEO-PI-R
C. MMPI-2
D. 16 PF
Page: 374Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 31.1: Discuss self-report measures of personality.
Module: 31: Assessing Personality
Topic: Self-Report
42. Dr. Portillo's research team is using various methods to assess the trait of extraversion. Dr. Portillo is interpreting participants' responses to TAT pictures. Her postdoctoral research fellow is recording the number and length of conversations participants initiate in a laboratory situation. Finally, Dr. Portillo's graduate student is examining her own extraversion scores on a test of the Big Five dimensions. Which research team member is correctly paired with the type of personality assessment he or she is using?
A. Dr. Portillo—self-report measure
B. Postdoctoral research fellow—projective test
C. Graduate student—self-report measure
D. Dr. Portillo—behavioral assessment
Page: 374Accessibility: Keyboard Navigation
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 31.1: Discuss self-report measures of personality.
Module: 31: Assessing Personality
Topic: Self-Report
43. The TAT and the Rorschach are ________ tests of personality.
A. objective
B. reflective
C. projective
D. self-report
Page: 376–377Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 31.2: Define projective methods.
Module: 31: Assessing Personality
Topic: Personality Assessment
44. The best-known projective test of personality is the:
A. MMPI-2.
B. TAT.
C. NEO-PI-R.
D. Rorschach.
Page: 376Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 31.2: Define projective methods.
Module: 31: Assessing Personality
Topic: Neo-Freudian TheoriesTopic: Personality Assessment
45. Minnie is taking the TAT. Tammy is taking the Rorschach. Minnie is looking at ________. Tammy is examining ________.
A. a series of symmetrical stimuli; pictures
B. a series of symmetrical stimuli; a series of symmetrical stimuli, too
C. pictures; pictures, too
D. pictures; a series of symmetrical stimuli
Page: 376–377Accessibility: Keyboard Navigation
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 31.2: Define projective methods.
Module: 31: Assessing Personality
Topic: Neo-Freudian TheoriesTopic: Personality Assessment
46. Behavioral assessment relies most heavily on:
A. the use of ambiguous stimuli.
B. the observation of people in their own settings.
C. the rigorous standardization of personality questionnaires.
D. the interpretive skill of the examiner.
Page: 378Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 31.3: Explain behavioral assessment.
Module: 31: Assessing Personality
Topic: Behavioral Assessment
47. In the introduction to its discussion of intelligence, your text suggests that conceptions of intelligence vary crossculturally. To the Trukese of the South Pacific, for example, intelligence may mean the ability to navigate on the open water without technological assistance; to a Westerner, traveling along the most direct and quickest route by using a sextant and other navigational tools is likely to represent the most "intelligent" kind of behavior. Nevertheless, one element of the understanding of intelligence that is consistent across culture is:
A. the ability to use the resources provided by one's environment.
B. the ability to understand and relate to others.
C. to think rationally; that is, with one's head rather than one's heart.
D. to solve abstract, complex problems.
Page: 381Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 32.1: Summarize the theories of intelligence.
Module: 32: Intelligence
Topic: Intelligence
48. Psychologists define ________ as the capacity to understand the world, think rationally, and use resources effectively when faced with challenges.
A. cognition
B. intelligence
C. sensation
D. perception
Page: 381Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 32.1: Summarize the theories of intelligence.
Module: 32: Intelligence
Topic: Intelligence
49. Ashley, a psychology major, remarks that she has become interested in the study of intelligence. In other words, Ashley is interested in:
A. the capacity to understand the world, think rationally, and use resources effectively.
B. how behavior changes as a result of past experience.
C. the factors directing behavior toward a goal.
D. the ability to generate novel solutions to problems.
Page: 381Accessibility: Keyboard Navigation
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Medium
Learning Objective: 32.1: Summarize the theories of intelligence.
Module: 32: Intelligence
Topic: Intelligence
50. The g-factor is:
A. the factor that helps us reason abstractly.
B. a general intelligence factor that was thought to underlie performance in every aspect of intelligence.
C. a score derived from one of several standardized tests that are designed to assess the overall intelligence.
D. the same thing as crystallized intelligence.
Page: 381–382Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 32.1: Summarize the theories of intelligence.
Module: 32: Intelligence
Topic: Theories of Intelligence
51. Laverne's scores on different parts of an IQ test are very different from one another. Laverne's profile of scores on the test:
A. contradicts the view of intelligence offered by early psychologists.
B. supports the view of intelligence offered by early psychologists.
C. contradicts the view of intelligence offered by contemporary psychologists.
D. supports the g-factor theory of mental ability.
Page: 381–382Accessibility: Keyboard Navigation
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Medium
Learning Objective: 32.1: Summarize the theories of intelligence.
Module: 32: Intelligence
Topic: Theories of Intelligence
52. Early psychologists argued that g represented general intelligence. According to these psychologists, individuals good at numerical tests:
A. are generally good on all tests.
B. are generally poor on all other tests.
C. excel at visual but not verbal tasks.
D. excel at verbal tasks but not visual ones.
Page: 381–382Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 32.1: Summarize the theories of intelligence.
Module: 32: Intelligence
Topic: Intelligence
53. In what way do more recent theories of intelligence differ from those offered earlier in psychology's history?
A. More recent theories propose that there may be multiple forms of intelligence, rather than just one.
B. More recent theories propose that there may be a single broad factor underlying every aspect of intelligence.
C. More recent theories tend to dismiss the notion that cultural differences are important to the definition of intelligence.
D. More recent theories claim that people who did poorly on one test tended to do poorly on others as well.
Page: 382Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 32.1: Summarize the theories of intelligence.
Module: 32: Intelligence
Topic: Intelligence
54. Intelligence that reflects the ability to reason abstractly is termed ________ intelligence.
A. fluid
B. reflexive
C. spatial
D. crystallized
Page: 382Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 32.1: Summarize the theories of intelligence.
Module: 32: Intelligence
Topic: Fluid and Crystallized Intelligence
55. According to Sternberg, intelligence related to overall success in living is known as ________ intelligence.
A. practical
B. crystallized
C. emotional
D. creative
Page: 385Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 32.2: Compare and contrast practical and emotional intelligences.
Module: 32: Intelligence
Topic: Practical and Emotional Intelligence
56. The notion of practical intelligence is associated with:
A. Gardner.
B. Sternberg.
C. Wechsler.
D. Spearman.
Page: 385Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 32.2: Compare and contrast practical and emotional intelligences.
Module: 32: Intelligence
Topic: Practical and Emotional Intelligence
57. Traditional tests were designed to relate to ________ success.
A. academic
B. career
C. spiritual
D. familial
Page: 385Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 32.2: Compare and contrast practical and emotional intelligences.
Module: 32: Intelligence
Topic: Practical and Emotional Intelligence
58. People who are high in ________ intelligence are able to learn general norms and principles and apply them appropriately.
A. practical
B. crystallized
C. emotional
D. linguistic
Page: 385Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 32.2: Compare and contrast practical and emotional intelligences.
Module: 32: Intelligence
Topic: Practical and Emotional Intelligence
59. Which of the following is true of academic success and career success?
A. Academic success and career success both rely on the sort of intelligence assessed by traditional intelligence tests.
B. Academic success and career success are based on two different types of intelligence.
C. Traditional tests were designed to relate to career success, while contemporary tests are designed to relate to academic success.
D. Both academic and career success relate to practical intelligence.
Page: 385Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 32.2: Compare and contrast practical and emotional intelligences.
Module: 32: Intelligence
Topic: Practical and Emotional Intelligence
60. ________ intelligence is the set of skills that underlie the accurate assessment, evaluation, expression, and regulation of one's mental state.
A. Emotional
B. Practical
C. Fluid
D. Crystallized
Page: 385Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 32.2: Compare and contrast practical and emotional intelligences.
Module: 32: Intelligence
Topic: Practical and Emotional Intelligence
61. The age for which a given level of performance is average or typical is known as ________ age.
A. mental
B. societal
C. chronological
D. behavioral
Page: 387Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 32.3: Explain approaches to assessing intelligence.
Module: 32: Intelligence
Topic: Binet
62. Imagine that 6-year-olds can complete a particular block design puzzle in five minutes. It takes Bailey almost 8 minutes to complete the same task. In Binet's terms, Bailey's ________ age is ________ than 6.
A. chronological; higher
B. chronological; lower
C. mental; higher
D. mental; lower
Page: 387Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 32.3: Explain approaches to assessing intelligence.
Module: 32: Intelligence
Topic: Binet
63. If MA stands for mental age and CA for chronological age, then the formula for the intelligence quotient score as Binet defined it is:
A. CA/MA x 100.
B. MA/CA x 100.
C. CA/(MA x 100).
D. MA/(CA x 100).
Page: 387Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
APA Outcome: 2.3: Engage in innovative and integrative thinking and problem solving
Bloom's: Remember
Difficulty: Easy
Learning Objective: 32.3: Explain approaches to assessing intelligence.
Module: 32: Intelligence
Topic: Binet
64. Laura is 8 years old; her performance on a series of tasks is equivalent to that of the average 10-year-old. Her intelligence quotient is:
A. 125.
B. 80.
C. 110.
D. 150.
Page: 387Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
APA Outcome: 1.3: Describe applications of psychology.
APA Outcome: 2.3: Engage in innovative and integrative thinking and problem solving
Bloom's: Apply
Difficulty: Hard
Learning Objective: 32.3: Explain approaches to assessing intelligence.
Module: 32: Intelligence
Topic: Binet
65. Which of the following statements best describes the fate of Binet's intelligence test within psychology?
A. It really has had little lasting influence on contemporary intelligence testing.
B. It is still used, and it is in virtually the same form as Binet's original test.
C. It was used for a number of decades but was then abandoned.
D. It is still used, but in a heavily revised form.
Page: 388Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 32.3: Explain approaches to assessing intelligence.
Module: 32: Intelligence
Topic: Binet
66. Intelligence quotient (IQ) is a measure of intelligence that takes into account an individual's:
A. mental age alone.
B. physical age alone.
C. physical and developmental ages.
D. mental and chronological ages.
Page: 387Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 32.3: Explain approaches to assessing intelligence.
Module: 32: Intelligence
Topic: IQ Tests
67. In approximately ________ of the cases of mental retardation, there is an identifiable cause related to biological or environmental factors; the most common of these is ________.
A. one-third; fetal alcohol syndrome
B. one-third; Down syndrome
C. one-quarter; fetal alcohol syndrome
D. one-quarter; Down syndrome
Page: 391Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 32.4: Identify variations in intellectual ability.
Module: 32: Intelligence
Topic: Intellectual Disability
68. Which of the following alternatives offers the most accurate assessment of the origin of familial retardation in nature on the one hand or nurture on the other?
A. Familial retardation is almost always genetic in origin, thereby reflecting nature.
B. About 1/3 of the cases of familial retardation have a known basis in biology, or nature.
C. Familial retardation is most often environmental in origin, such as extreme continuous poverty leading to malnutrition.
D. Whether familial retardation is caused by environmental factors or some genetic factor is usually impossible to determine.
Page: 392Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 32.4: Identify variations in intellectual ability.
Module: 32: Intelligence
Topic: Intellectual Disability
69. Intellectual disability in which no apparent biological defect exists but there is a history of it in the family is known as ________ retardation.
A. syndromic
B. cultural
C. familial
D. non-syndromic
Page: 392Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 32.4: Identify variations in intellectual ability.
Module: 32: Intelligence
Topic: Intellectual Disability
70. People whose IQ scores range from 40 to 54 are most probably:
A. mildly retarded.
B. moderately retarded.
C. severely retarded.
D. profoundly retarded.
Page: 391Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 32.4: Identify variations in intellectual ability.
Module: 32: Intelligence
Topic: Intellectual Disability
71. People who are ________ retarded have deficits in their language and motor skills. Although these individuals can hold simple jobs, they need to have a certain degree of supervision throughout their lives.
A. mildly
B. moderately
C. severely
D. profoundly
Page: 391Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 32.4: Identify variations in intellectual ability.
Module: 32: Intelligence
Topic: Intellectual Disability
72. Davina can’t bear to be late for anything. She is particular about how people have to do things "just right" for her to be satisfied. A psychodynamic theorist might suggest that Davina is fixated at the anal stage of development.Page: 353APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 29.1: Explain Freud's psychoanalytic theory.
Module: 29: Psychodynamic Approaches to Personality
Topic: Psychosexual Stages
73. Adler proposed that the primary human motivation is a striving for superiority.Page: 358APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 29.2: Discuss Neo-Freudian psychoanalysts.
Module: 29: Psychodynamic Approaches to Personality
Topic: Neo-Freudian Theories
74. Factor analysis is a statistical method of identifying patterns among a large number of variables.Page: 361APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 30.1: Explain trait approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Factor Analysis
75. Albert Bandura is one of the leading proponents of the social cognitive approach to personality.Page: 364APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 30.2: Explain learning approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Social Cognitive Approach
76. Annie is an extremely active baby; her activity level is a component of her temperament.Page: 366APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 30.3: Explain biological and evolutionary approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Biological Approach
77. According to Carl Rogers, people's self-concepts contain the set of beliefs they hold about what they are like as individuals.Page: 367APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 30.4: Explain humanistic approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Rogers' Approach
78. John's therapist strives to provide an atmosphere of acceptance and respect, no matter what comes up during the sessions. In the context of humanistic approaches to personality, John's therapist is providing unconditional positive regard.Page: 369APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Medium
Learning Objective: 30.4: Explain humanistic approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Rogers' Approach
79. "Every time I take it, it comes up with something different!" remarks Rita, turning away from the online personality quiz she just completed. Rita is complaining about the test's reliability.Page: 373APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 31.1: Discuss self-report measures of personality.
Module: 31: Assessing Personality
Topic: Personality Assessment
80. The Minnesota Multiphasic Personality Inventory-2, or MMPI-2, is the most widely used self-report measure of personality.Page: 374APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 31.1: Discuss self-report measures of personality.
Module: 31: Assessing Personality
Topic: Self-Report
81. Barry is trying to come up with an interpretation of an abstract collage of colors, lines, and shapes he is looking at. Barry is most probably taking some sort of projective personality test.Page: 447APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 31.2: Define projective methods.
Module: 31: Assessing Personality
Topic: Projective Methods
82. Direct measures of an individual's behavior designed to describe characteristics indicative of personality are known as behavioral assessments.Page: 378APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 31.3: Explain behavioral assessment.
Module: 31: Assessing Personality
Topic: Behavioral Assessment
83. Janet has a knack for figuring things out. When faced with puzzles and problems she has never seen before, Janet always manages to find a solution. Janet has a high ________ intelligence.
A. spatial
B. flexible
C. fluid
D. crystallizedPage: 382APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 32.1: Summarize the theories of intelligence.
Module: 32: Intelligence
Topic: Fluid and Crystallized Intelligence
84. Mavis has advanced rapidly in the corporate world, despite her middling scores on such tests as the WAIS-IV, the SAT, and the GRE. Sternberg would suspect Mavis of high practical intelligence.Page: 272APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 32.2: Compare and contrast practical and emotional intelligences.
Module: 32: Intelligence
Topic: Practical and Emotional Intelligence
85. Emotional intelligence is the set of skills that underlie the accurate assessment, evaluation, expression, and regulation of feelings.Page: 385APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 32.2: Compare and contrast practical and emotional intelligences.
Module: 32: Intelligence
Topic: Practical and Emotional Intelligence
86. Using Binet's formula, the IQ of a 6-year-old child with a mental age of 8 is 133.Page: 387APA Outcome: 2.2: Demonstrate psychology information literacy
Bloom's: Apply
Difficulty: Hard
Learning Objective: 32.3: Explain approaches to assessing intelligence.
Module: 32: Intelligence
Topic: Binet
87. A plot of the IQ scores of the entire population would yield a(n) normal/bell-shaped distribution.Page: 388APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 32.3: Explain approaches to assessing intelligence.
Module: 32: Intelligence
Topic: IQ Tests
88. Mental retardation was a more traditionally used term for intellectual disability.Page: 391APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 32.4: Identify variations in intellectual ability.
Module: 32: Intelligence
Topic: Intellectual Disability
89. Individuals who have IQ scores ranging from 55 to 69 are classified as having mild retardation.Page: 391APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 32.4: Identify variations in intellectual ability.
Module: 32: Intelligence
Topic: Intellectual Disability
90. Describe in detail the id, ego, and superego in Freud's theory of personality. Be sure to mention the guiding principles of the id and the ego, the extent to which each of the three processes is conscious, and the point at which each of the three develops during infancy or childhood.
The response should include the following points:
Id—The id is innate. It attempts to satisfy primitive drives related to hunger, sex, and aggression. The id operates on the pleasure principle, in which the goal is the immediate reduction of tension and maximization of satisfaction. The id is wholly unconscious.
Ego—The ego begins to develop soon after birth. It attempts to balance the desires of the id with the constraints of the outside world. The ego operates on the reality principle, in which the goal is to maintain the individual's safety and aid their integration into society. The ego is partly unconscious and partly conscious.
Superego—The superego develops in early childhood. It represents the rules of society as modeled by parents, teachers, and other significant figures. In includes the conscience. The superego's goal is to ensure that we conform to the dictates of society. The superego is partly unconscious, but largely conscious.Page: 351–352APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 29.1: Explain Freud's psychoanalytic theory.
Module: 29: Psychodynamic Approaches to Personality
Topic: Psychosexual Stages
91. Identify and describe the first three stages of Freud's theory of psychosexual development and be sure to identify the key developmental task associated with each stage and the potential effects on adult personality of fixation at each stage.
The following stages should be described in detail:
Oral stage (birth to 12 to 18 months): The mouth is an infant's main source of pleasure and exploration. Weaning is the key developmental task to be accomplished during this phase.
If an infant is overindulged or frustrated in its search for oral gratification, oral fixation might occur, producing an adult who is either hostile and sarcastic or dependent and gullible.
Anal stage (12 to 18 months to 3 years): The anus is the toddler's source of pleasure: children gain pleasure from both the retention and expulsion of feces. Toilet training is the main task to be accomplished in this stage. If toilet training is too rigid or too lax, anal fixation may develop—producing an adult who is either overly controlled and rigid, or extremely sloppy and disorganized.
Phallic stage (age 3 to age 5 or 6): The focus in this stage is on the genitals and the pleasure derived from fondling them. The key task in this phase is handling the Oedipal conflict.
As children focus on their genitals, the difference between male and female anatomy becomes apparent. A young boy becomes attracted to his mother; he sees the father as a rival and wishes to kill him. The boy fears, that because the father is larger and more powerful, he may castrate the boy; the boy thus represses his desire for the mother and begins to identify with his father so that he may possess a woman like his mother.
A young girl blames her mother for her "missing" penis; ultimately, though, she begins to identify with the mother so that she can one day incorporate the penis of a man like her father.Page: 352–353APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 29.1: Explain Freud's psychoanalytic theory.
Module: 29: Psychodynamic Approaches to Personality
Topic: Psychosexual Stages
92. How do the theories of the neo-Freudian psychodynamic theorists differ from Freud's pioneering views? Identify two neo-Freudians and describe some of their major contributions to psychological theory.
The neo-Freudian theorists placed less emphasis on the id and on sex than did Freud; instead, they emphasized the ego and the sociocultural environment to a greater extent than did Freud.
Two of the following neo-Freudian theorists should be described briefly, with some of the following points mentioned, in the students' answers.
Carl Jung: He provided a positive interpretation of unconscious urges, suggesting that they represented a positive life force, an urge toward creativity. Carl Jung posited a universal collective unconscious, a common set of ideas, images, and feelings that we have inherited from our ancestors. The collective unconscious is revealed in universal experiences and behaviors. The collective unconscious contains archetypes, universal symbols of broadly shared experiences. One example is the "mother" archetype. Carl Jung's personality theory, finally, forms the basis of the Myer-Briggs Type Indicator, a personality assessment still widely used in applied settings today.
Karen Horney: Often called the first feminist psychologist, Karen Horney suggested that personality develops in familial and social contexts. She disagreed with the Freudian notion of penis envy, suggesting instead that what women envy is the freedom and autonomy that men enjoy. She suggested that society's rigid gender roles cause women to feel ambivalent about success.
Alfred Adler: He believed that our primary motive is the striving for superiority, namely, the desire to improve and perfect ourselves. Inferiority complexes may develop when we are unable to overcome the powerlessness we first experienced as children.Page: 356–358APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 29.2: Discuss Neo-Freudian psychoanalysts.
Module: 29: Psychodynamic Approaches to Personality
Topic: Psychodynamic Theory
93. Describe trait approaches to personality. Briefly describe one of Raymond Cattell's, or Hans Eysenck's trait theories of personality. Identify the Big Five personality dimensions central to contemporary trait approaches. Outline several ways in which the validity of the Big Five theory is supported.
Students' answers may vary.
The answer should define the trait approach to personality. Trait approaches seek to find the basic dimensions underlying the consistency in an individual's behavior across situations.
One of the following trait theories should be described in the students' answers.
Raymond Cattell's theory: He used a statistical procedure called factor analysis to isolate the basic dimensions of personality, which he called source traits. Raymond Cattell suggested there were 16 pairs of source traits.
Hans Eysenck's theory: He used factor analysis to isolate the basic dimensions of personality. Hans Eysenck suggested that only three major dimensions were necessary to describe personality: extraversion (sociability), neuroticism (emotional stability), and psychoticism (reality distortion).
The Big Five dimensions are openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism. The Big Five appear general across age groups, languages, and cultures; moreover, brain-imaging studies now relate the dimensions to the way people process information.Page: 361–362APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 30.1: Explain trait approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Trait Theories
94. Distinguish between self-efficacy and self-esteem. How do these concepts reflect their origins in social learning theory? Suggest how self-esteem may vary across cultures.
The student's answer should contain the following points:
Self-efficacy refers to one's belief in one's capability to complete a specific task. Self-esteem refers to our overall positive and negative evaluations of the self. These concepts stem from the idea that we observe others receiving reinforcement for completing tasks and that we can form expectations regarding our own ability to receive reinforcement from the environment for our behavior. In this way, the concepts of self-efficacy and self-esteem reflect the influence of social learning theory.Page: 364–365APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 30.2: Explain learning approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Self-EsteemTopic: Social Cognitive Approach
95. Evaluate the learning approaches to personality.
Because they ignore the internal processes that are uniquely human, traditional learning theorists such as Skinner have been accused of oversimplifying personality to such an extent that the concept becomes meaningless. Their critics think that reducing behavior to a series of stimuli and responses and excluding thoughts and feelings from the realm of personality leaves behaviorists practicing an unrealistic and inadequate form of science.
Nonetheless, learning approaches have had a major impact on the study of personality. For one thing, they have helped make personality psychology an objective, scientific venture by focusing on observable behavior and the effects of their environments.
In addition, they have produced important, successful means of treating a variety of psychological disorders. The degree of success of these treatments is a testimony to the merits of learning theory approaches to personality.Page: 365APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 30.2: Explain learning approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Skinner's Behaviorist ApproachTopic: Social Cognitive Approach
96. Define self-actualization. How is unconditional positive regard critical in supporting an individual's self-actualization?
The answer should include the following:
Self-actualization is a state of self-fulfillment in which an individual has reached his or her highest potential. The humanistic theorists believed that we have an innate, fundamental drive toward self-actualization.
Unconditional positive regard is an attitude of acceptance and respect toward another individual, no matter what the individual says or does. This acceptance ensures that the individual's experiences are not at variance with his or her self-concept and provides an atmosphere in which the individual can grow and evolve without shame or anxiety.Page: 367–369APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 30.4: Explain humanistic approaches to personality.
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality
Topic: Rogers' Approach
97. Suppose you develop a new self-report measure of the broad personality trait of extraversion. Distinguish between reliability and validity. Describe how you would establish the reliability and validity of your new test. Outline how you would establish norms for the test.
The students’ answers should outline the following points:
Reliability vs. validity—Reliability refers to the consistency with which a test measures a construct such as intelligence. Validity refers to the degree that a test actually measures what it intends to measure.
One way to establish reliability might be to give a sample the test twice, weeks or months apart. If the test is reliable, an individual's two scores should be very nearly identical.
One could establish a new test's validity by showing that scores on the test correlate at least moderately with scores on measures of personality traits related to extraversion, such as sociability, impulsivity, sensation seeking, and so on. The validity of a new test might also be established by showing that scores on the new test correlate well with scores on more well-established tests of extraversion.
Norming—The test should be normed using a sample representative of the intended respondents. If the test is intended to assess the extraversion of adults generally, a sample representative of the American population should be used. The average score of the sample should be determined, as should some notion of the typical variability of the scores around the mean.Page: 374APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 31.1: Discuss self-report measures of personality.
Module: 31: Assessing Personality
Topic: Personality Assessment
98. Distinguish between self-report, projective, and behavioral assessment measures of personality. Provide an example of each measure. What are some criticisms of "projective" tests such as the Rorschach?
Students' examples may vary. The answer should include the following points:
Self-report measures: These are objective, "paper-and-pencil" measures of personality. They usually include a large number of simple items asking about a relatively limited sample of their behavior. One example is the Minnesota Multiphasic Personality Inventory-2 (MMPI-2).
Projective measures: These tests tend to contain a small number of relatively ambiguous stimuli, such as inkblots. The respondent is asked to interpret, describe, or tell a story about the stimuli. These measures require substantial care and skill in their interpretation. They are most common in clinical than in academic settings. Examples of projective tests include the Rorschach test and the Thematic Apperception Test (TAT).
Criticisms of projective measures: Critics contend that projective tests require too much inference on the part of the examiner, that they resist standardization, and that they lack reliability and validity.
Behavioral assessment measures: These are direct measures of an individual's behavior designed to describe characteristics indicative of personality. Such measures may be obtained in naturalistic or in highly controlled laboratory settings. Ideally, behavioral assessment measures are highly objective and quantifiable. They are especially useful in observing and remedying specific behavioral difficulties, such as shyness in children.Page: 374–379APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 31.1: Discuss self-report measures of personality.
Learning Objective: 31.2: Define projective methods.
Learning Objective: 31.3: Explain behavioral assessment.
Module: 31: Assessing Personality
Topic: Behavioral AssessmentTopic: Self-Report
99. Define (a) practical and (b) emotional intelligence. To what extent are these types of intelligence related to the sort of intelligence that is traditionally assessed by standardized tests?
Practical intelligence—According to psychologist Sternberg, practical intelligence is intelligence related to overall success in living. Sternberg argues that career success requires a very different type of intelligence from that required for academic success. Whereas academic success is based on knowledge of a specific information base obtained from reading and listening, practical intelligence is learned mainly through observation of others' behavior. People who are high in practical intelligence are able to learn general norms and principles and apply them appropriately.
Emotional intelligence—Emotional intelligence comprises a set of skills underlying the accurate assessment, evaluation, expression, and regulation of emotions. It is the basis of empathy for others, self-awareness, and social skills. It encompasses the ability to get along well with others. Like practical intelligence, emotional intelligence may be more strongly related than traditional academic intelligence to life success. It explains why people with only modest scores on traditional intelligence tests can be quite successful: the basis of their success may be a high emotional intelligence, which allows them to respond appropriately and quickly to others' feelings.
Practical and emotional intelligence are only weakly related to traditional academic intelligence, if at all.
Page: 385–387APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 32.2: Compare and contrast practical and emotional intelligences.
Module: 32: Intelligence
Topic: Practical and Emotional Intelligence
100. Outline Sternberg's theory of intelligence.
According to psychologist Sternberg, practical intelligence is intelligence related to overall success in living. Sternberg argues that career success requires a very different type of intelligence from that required for academic success. Whereas academic success is based on knowledge of a specific information base obtained from reading and listening, practical intelligence is learned mainly through observation of others' behavior. People who are high in practical intelligence are able to learn general norms and principles and apply them appropriately. In addition to practical intelligence, Sternberg argues there are two other basic, interrelated types of intelligence related to life success: analytical and creative. Analytical intelligence focuses on abstract but traditional types of problems measured on IQ tests, while creative intelligence involves the generation of novel ideas and products.Page: 385APA Outcome: 1.2: Develop a working knowledge of psychologys content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 32.2: Compare and contrast practical and emotional intelligences.
Module: 32: Intelligence
Topic: Practical and Emotional Intelligence
Category # of Questions
Accessibility: Keyboard Navigation 70
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology. 22
APA Outcome: 1.2: Develop a working knowledge of psychologys content domains. 61
APA Outcome: 1.3: Describe applications of psychology. 20
APA Outcome: 2.2: Demonstrate psychology information literacy 1
APA Outcome: 2.3: Engage in innovative and integrative thinking and problem solving 2
Bloom's: Apply 22
Bloom's: Remember 56
Bloom's: Understand 22
Difficulty: Easy 56
Difficulty: Hard 17
Difficulty: Medium 27
Learning Objective: 29.1: Explain Freud's psychoanalytic theory. 12
Learning Objective: 29.2: Discuss Neo-Freudian psychoanalysts. 8
Learning Objective: 30.1: Explain trait approaches to personality. 7
Learning Objective: 30.2: Explain learning approaches to personality. 10
Learning Objective: 30.3: Explain biological and evolutionary approaches to personality. 4
Learning Objective: 30.4: Explain humanistic approaches to personality. 8
Learning Objective: 30.5: Compare and contrast approaches to personality. 1
Learning Objective: 31.1: Discuss self-report measures of personality. 10
Learning Objective: 31.2: Define projective methods. 5
Learning Objective: 31.3: Explain behavioral assessment. 3
Learning Objective: 32.1: Summarize the theories of intelligence. 9
Learning Objective: 32.2: Compare and contrast practical and emotional intelligences. 10
Learning Objective: 32.3: Explain approaches to assessing intelligence. 8
Learning Objective: 32.4: Identify variations in intellectual ability. 7
Module: 29: Psychodynamic Approaches to Personality 20
Module: 30: Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality 30
Module: 31: Assessing Personality 16
Module: 32: Intelligence 34
Topic: Behavioral Assessment 3
Topic: Binet 6
Topic: Biological Approach 4
Topic: Defense Mechanisms 2
Topic: Factor Analysis 2
Topic: Five Factor Model of Personality 4
Topic: Fluid and Crystallized Intelligence 2
Topic: Intellectual Disability 7
Topic: Intelligence 5
Topic: IQ Tests 2
Topic: Neo-Freudian Theories 10
Topic: Personality 1
Topic: Personality Assessment 9
Topic: Personality Development 1
Topic: Practical and Emotional Intelligence 10
Topic: Projective Methods 1
Topic: Psychoanalytic Theory 7
Topic: Psychodynamic Theory 1
Topic: Psychosexual Stages 3
Topic: Rogers' Approach 7
Topic: Self-Esteem 2
Topic: Self-Report 5
Topic: Skinner's Behaviorist Approach 2
Topic: Social Cognitive Approach 8
Topic: Theories of Intelligence 2
Topic: Trait Theories 1
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Psychology and Your Life 3rd Edition | Test Bank with Answer Key
By Robert S. Feldman