Chapter 7: Making the Most of Emotional Experiences: Emotion-Focused Coping, Emotional Intelligence, Socioemotional Selectivity, and Emotional Storytelling

Test Bank

Multiple Choice

1. Research on emotions in the 21st century demonstrates that ______.

A. positive emotions determine how adaptive we are in our daily lives

B. positive emotions determine how adaptive we are, and negative emotions determine our areas for improvement

C. both positive and negative emotions may determine how adaptive we are in our daily lives

D. negative emotions have very little to do with adaptive functioning

Cognitive Domain: Comprehension

Answer Location: Emotion-Focused Coping, Emotional Intelligence, Socioemotional Selectivity, and Emotional Storytelling
Difficulty Level: Medium

2. What view of intense emotions was supported by 20th century research?

A. Intense emotions are dysfunctional and opposed to rationality.

B. Intense emotions are acceptable and expected to be intense.

C. Intense emotions are functional and necessary for survival.

D. Intense emotions are inappropriate and should be suppressed.

Cognitive Domain: Knowledge

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Easy

3. Which of the following phrases has traditionally been used to describe the power of emotions?

A. “the life instinct”

B. “the beast within”

C. “the drive within”

D. “the life power”

Cognitive Domain: Knowledge

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Easy

4. Who described emotion-focused coping as the ability to regulate emotions surrounding a stressful encounter?

A. Daniel Goleman

B. Peter Salovey

C. Laura Carstensen

D. Annette Stanton

Cognitive Domain: Knowledge

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Easy

5. Which of the following is true about the measurement of emotion-focused coping skills?

A. There was a wide disparity in items used to measure emotion-focused coping.

B. Most statements about emotion-focused coping were overly optimistic and self-congratulatory.

C. Emotion-focused coping is generally inferior to problem-focused coping.

D. Scales measuring emotion-focused coping disregarded those emotions marked by distress or psychopathology.

Cognitive Domain: Analysis

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Hard

6. According to Stanton, Danoff-Burg, Cameron, and Ellis, which of the following responses to an item that assesses emotion-focused coping would most likely be positively correlated with a negative view of self?

A. “I feel emotional when I watch romantic movies.”

B. “I often have difficulty expressing my emotions.”

C. “I get upset and let my emotions out.”

D. “I am very comfortable with my emotions most of the time.”

Cognitive Domain: Comprehension

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Medium

7. The active movement toward versus away from a stressful encounter is the definition of what term?

A. affective method

B. emotional approach

C. emotional processing

D. open attitude

Cognitive Domain: Knowledge

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Easy

8. Which of the following is an example of emotional avoidance?

A. engaging in passive–aggressive behaviors when feeling annoyed

B. angrily confronting someone in a situation that does not necessitate the emotion

C. being embarrassed when proven incorrect and not apologizing

D. refusing to answer the phone when a significant other is angry

Cognitive Domain: Application

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Medium

9. Which systems in the body are used to distinguish emotional approach and emotional avoidance?

A. the behavioral activation and behavioral inhibition systems

B. the motor cortex and temporoparietal junction

C. the sympathetic and parasympathetic nervous systems

D. the reticular formation and visual pathway

Cognitive Domain: Comprehension

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Medium

10. According to the results of the Stanton, Kirk, Cameron, and Danoff-Burg (2000) study, what type of sessions improve a student’s ability to cope with stressors?

A. Sessions that do not match their emotional approach tendencies.

B. Sessions that allow them to express their emotions.

C. Sessions that match their emotional approach tendencies.

D. Sessions that give them information about their parent’s illness.

Cognitive Domain: Knowledge

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Easy

11. What are the two related, but distinct processes involved in approach-oriented emotion-focused coping?

A. emotional consumption and emotional regulation

B. emotional processing and emotional expression

C. emotional management and emotional displays

D. emotional identification and emotional development

Cognitive Domain: Knowledge

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Easy

12. The expression “I wear my heart on my sleeve” is an example of which process involved in approach-oriented emotion-focused coping?

A. emotional management

B. emotional processing

C. emotional regulation

D. emotional expression

Cognitive Domain: Application

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Medium

13. Stanton and colleagues found the type of sessions improve a student’s ability to cope with stressors have what quality?

A. The session matches their students’ emotional approach tendencies.

B. The session does not match the students’ emotional approach tendencies.

C. The sessions allow the students to express their emotions.

D. The sessions gave them information about their parent’s illness.

Cognitive Domain: Comprehension

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Medium

14. In a study about dealing with the stress of chronic racism, who exhibited greater self-esteem and life satisfaction?

A. People who suppressed their negative emotions in focused on their positive emotions.

B. People who were able to distance themselves from people expressing negative emotions.

C. People who felt that they had ways of coping emotionally with their experiences.

D. People who had more positive emotions toward the dominant group in society.

Cognitive Domain: Comprehension

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Medium

15. What do studies on the use of emotion-focused styles within disadvantaged groups appear to indicate?

A. The groups have continued to have trouble expressing emotions to others that are not a part of the group.

B. Emotion-focused styles can be used beneficially to deal with discrimination or other negative circumstances.

C. This style can hinder communications between members because of the notion that it is not a natural part of their interactions.

D. Emotion-focused styles can be useful, but it varies inconsistently between group members.

Cognitive Domain: Analysis

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Hard

16. How can emotion-focused coping be manifested in people who are facing normal life circumstances?

A. It can help them practice discovering ways to reduce emotional expression in public.

B. They can understand the insignificance of feeling emotional about ups and downs.

C. It can be used to compare stress from more threatening events.

D. The stress from normal life circumstances can provoke emotions that must be approached or avoided.

Cognitive Domain: Application

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Medium

17. What do studies on emotional expression indicate about the differences between Chinese and Western individuals?

A. Chinese individuals commonly use emotional suppression, but do not experience the same negative correlations as Westerners.

B. Chinese individuals commonly use emotional expression and experience the same positive correlations as Westerners.

C. Chinese individuals seldom use emotional suppression, and experience positive correlations with other life factors as a result.

D. Chinese individuals seldom use emotional expression, but do not experience negative or positive correlations with other life factors.

Cognitive Domain: Comprehension

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Medium

18. Which of the following could result from facing stressors directly and repeatedly?

A. An individual could develop multiple physical ailments.

B. An individual could experience a marked decrease in subjective well-being.

C. An individual could become accustomed to certain predictable negative experiences.

D. An individual could develop new and more effective emotional coping strategies.

Cognitive Domain: Knowledge

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Easy

19. According to LeDoux during more stressful times, our thinking and coping are powered by the ______.

A. reticular formation

B. hippocampus

C. prefrontal cortex

D. amygdala

Cognitive Domain: Knowledge

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Easy

20. What did research by Murata and colleagues reveal about cultural differences in neurological reactions to negative pictures?

A. European Americans were able to control their neurological reactions, but Asians were not.

B. Neither European Americans nor Asians were able to control their neurological reactions.

C. Both European Americans and Asians were able to control their neurological reactions.

D. Asians were able to control their neurological reactions, but European Americans were not.

Cognitive Domain: Comprehension

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Medium

21. A person has begun to realize that their angry feelings toward their spouse are valid and important. What process involved in approach-oriented emotion-focused coping is Jim demonstrating?

A. emotional processing

B. emotional expression

C. emotional regulation

D. emotional management

Cognitive Domain: Application

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Medium

22. Who defines emotional intelligence as an array of non-cognitive capabilities, competencies, and skills that help us deal with the demands of the environment?

A. Goleman

B. Salovey

C. Bar-On

D. Carstensen

Cognitive Domain: Knowledge

Answer Location: Emotional Intelligence: Learning the Skills That Make a Difference
Difficulty Level: Easy

23. In 1960, Mowrer addressed the prevailing thoughts about emotions undermining intelligence by suggesting that emotion was ______.

A. “unrelated to intelligence”

B. “a high order of intelligence”

C. “an underlying facet of intelligence”

D. “an essential component of intelligence”

Cognitive Domain: Knowledge

Answer Location: Emotional Intelligence: Learning the Skills That Make a Difference
Difficulty Level: Easy

24. What belief serves as the basis for the Salovey and Mayer four-branch model of emotional intelligence?

A. Skills needed to reason about emotions are hierarchical.

B. Skills needed to reason about emotions are dynamic.

C. Skills needed to reason about emotions are innate.

D. Skills needed to reason about emotions are learned.

Cognitive Domain: Comprehension

Answer Location: Emotional Intelligence: Learning the Skills That Make a Difference
Difficulty Level: Medium

25. Picking up on subtle emotional cues that might be expressed in a person’s face or voice highlights the skills acquired in which branch of the Salovey and Mayer’s four-branch model of emotional intelligence?

A. Branch 1

B. Branch 3

C. Branch 4

D. Branch 2

Cognitive Domain: Comprehension

Answer Location: Emotional Intelligence: Learning the Skills That Make a Difference
Difficulty Level: Medium

26. How does Branch 4 differ from Branches 1–3 in Salovey and Mayer’s model of emotional intelligence?

A. Branches 1–3 each include emotional suppression.

B. Branch 4 is composed of understanding emotions.

C. Branch 4 involves the difficult task of mood regulation.

D. Branches 1–3 require less cognition.

Cognitive Domain: Analysis

Answer Location: Emotional Intelligence: Learning the Skills That Make a Difference
Difficulty Level: Hard

27. Who developed the four-branch ability model of emotional intelligence?

A. Mowrer and Seligman

B. Salovey and Mayer

C. Goleman and Lopez

D. Carstensen and Dipaolo

Cognitive Domain: Knowledge

Answer Location: Emotional Intelligence: Learning the Skills That Make a Difference
Difficulty Level: Easy

28. Appreciating the dynamic relationship among emotions and behaviors is a skill obtained in which branch of Salovey and Mayer’s four-branch model of emotional intelligence?

A. Branch 4

B. Branch 1

C. Branch 2

D. Branch 3

Cognitive Domain: Knowledge

Answer Location: Emotional Intelligence: Learning the Skills That Make a Difference
Difficulty Level: Easy

29. Which of the following is the second branch of cell Salovey and Mayer’s ability model of emotional intelligence?

A. using emotions to facilitate thought

B. perceiving emotions

C. understanding emotions

D. managing emotions

Cognitive Domain: Knowledge

Answer Location: Emotional Intelligence: Learning the Skills That Make a Difference
Difficulty Level: Easy

30. What skills are mastered in Branch 4 of Salovey and Mayer’s four-branch model of emotional intelligence?

A. empathetic skills

B. perceptual skills

C. mood regulation skills

D. interpersonal skills

Cognitive Domain: Knowledge

Answer Location: Emotional Intelligence: Learning the Skills That Make a Difference
Difficulty Level: Easy

31. How does the MSCEIT assess the respondents’ ability to use emotions to facilitate thought?

A. Respondents are asked to describe feelings suggested by artistic designs.

B. Respondents are asked to describe feelings using non-feeling words.

C. Respondents are asked to describe feelings arising in other people.

D. Respondents are asked to describe feelings using pictures and drawings.

Cognitive Domain: Comprehension

Answer Location: Emotional Intelligence: Learning the Skills That Make a Difference
Difficulty Level: Medium

32. Practicing some or all the 16 skills associated with the four branches of emotional intelligence is associated with ______.

A. higher self-esteem

B. greater productivity

C. fewer problem behaviors

D. positive interpersonal functioning

Cognitive Domain: Knowledge

Answer Location: Emotional Intelligence: Learning the Skills That Make a Difference
Difficulty Level: Easy

33. What did Lopes, Salovey, and Strauss reveal about the ability to manage emotions and its relationship with social interactions?

A. It is positively associated with the quality of social interactions.

B. It is unrelated to the quality of their social interactions.

C. It has a negative association with the quality of social interactions.

D. It has varying relationships depending on the type of social interaction.

Cognitive Domain: Comprehension

Answer Location: Emotional Intelligence: Learning the Skills That Make a Difference
Difficulty Level: Medium

34. What implication comes from the studies on the relationship between emotional regulation and interpersonal interactions?

A. Emotional intelligence leads to positive interactions if there was no prior relationship between people.

B. Emotional intelligence is the most influential component in establishing positive interactions.

C. Emotional intelligence helps provide an alternative explanation for how people function socially.

D. Emotional intelligence provides less value to interactions if the interactions are infrequent.

Cognitive Domain: Analysis

Answer Location: Emotional Intelligence: Learning the Skills That Make a Difference
Difficulty Level: Hard

35. Which of the following is a positive trait that can be manifested using emotional intelligence?

A. wisdom

B. mindfulness

C. conscientiousness

D. candidness

Cognitive Domain: Application

Answer Location: Emotional Intelligence: Learning the Skills That Make a Difference
Difficulty Level: Medium

36. Which of the following would a high EI (emotionally intelligent) individual avoid?

A. social media usage

B. owning many possessions

C. working from home

D. smoking

Cognitive Domain: Application

Answer Location: A Description of the High EI Individual

Difficulty Level: Medium

37. What kind of occupations appeal to emotional intelligent individuals?

A. Occupations involving social interactions such as teaching and counseling.

B. Occupations involving clerical or administrative tasks.

C. Occupations involving hands on work such as carpentry and cabinet-making.

D. Occupations involving creative or problem-solving tasks.

Cognitive Domain: Knowledge

Answer Location: A Description of the High EI Individual
Difficulty Level: Easy

38. People who are high in emotional intelligence are likely to ______.

A. use their abilities to exploit others

B. avoid involving themselves in situations where there is conflict

C. directly involve themselves in situations to assist other people

D. score lower on traditional assessments of intelligence

Cognitive Domain: Comprehension

Answer Location: Nonetheless, EI Is Important
Difficulty Level: Medium

39. As described by Jack Mayer, what is most important when understanding emotional intelligence?

A. knowing one’s own level of emotional intelligence and how to improve it

B. understanding that emotional information exists and that others use it

C. knowing other people’s level of emotional intelligence and how to learn from them

D. having a balance between emotional intelligence and practical intelligence

Cognitive Domain: Comprehension

Answer Location: Nonetheless, EI Is Important
Difficulty Level: Medium

40. According to the author, good teachers can ______.

A. assess the emotional intelligence of their students

B. examine whether their students have positive or negative emotions

C. understand which emotions to ignore and which emotions to reinforce

D. make sense of the emotional content in the room

Cognitive Domain: Knowledge

Answer Location: The Case of Maria
Difficulty Level: Easy

41. What is important about the case of Maria, the teacher who demonstrated the use of emotional intelligence in her classroom?

A. It showed that modeling her ability to manage her own emotions is an effective utilization of emotional intelligence.

B. It can help others see that the concept of emotional intelligence has not been perfected in its practical use.

C. It reveals that children are more adept with the use of emotional intelligence than previously thought.

D. It helps researchers understand the importance of the connection between traditional and emotional intelligences.

Cognitive Domain: Analysis

Answer Location: The Case of Maria
Difficulty Level: Hard

42. What is the name of Carstensen’s theory which says that older adults focus less on negative emotions, engage more deeply with emotional content, and savor the positive in life?

A. the emotional intelligence theory

B. the emotional process-approach theory

C. the socioemotional selectivity theory

D. the life-space emotional theory

Cognitive Domain: Knowledge

Answer Location: Socioemotional Selectivity: Focusing in Later Life on Positive Emotions and Emotion-Related Goals
Difficulty Level: Easy

43. Which of the following plays a role in determining the extent to which we can make the most of our emotional experiences?

A. family size

B. cultural norms

C. socioeconomic status

D. birth order

Cognitive Domain: Comprehension

Answer Location: Socioemotional Selectivity: Focusing in Later Life on Positive Emotions and Emotion-Related Goals
Difficulty Level: Medium

44. Which of the following scenarios best describes how an older individual in the study done by Carstensen, Pasupathi, Mayr, and Nesselroade would handle a positive or negative life experience?

A. They would continue to be angry about owing a larger than expected bill.

B. They would ignore news about being promoted at their job.

C. They would be fearful upon learning that they have a case of the flu.

D. They would remain feeling happy to have paid off a loan.

Cognitive Domain: Application

Answer Location: Socioemotional Selectivity: Focusing in Later Life on Positive Emotions and Emotion-Related Goals
Difficulty Level: Medium

45. Unlike young people, older individuals seem to orient to what type of goals?

A. here-and-now goals

B. emotion-related goals

C. future-oriented goals

D. long-term goals

Cognitive Domain: Knowledge

Answer Location: Socioemotional Selectivity: Focusing in Later Life on Positive Emotions and Emotion-Related Goals
Difficulty Level: Easy

46. What role can positive messaging play in promoting positive behaviors for older adults?

A. It helps older adults feel greater self-worth and self-confidence.

B. It allows them to feel superior to younger adults who do not understand the message.

C. It can encourage them to engage in positive behaviors.

D. It would diminish the existing effects of negative messages.

Cognitive Domain: Analysis

Answer Location: Socioemotional Selectivity: Focusing in Later Life on Positive Emotions and Emotion-Related Goals
Difficulty Level: Hard

47. What was identified as a factor that underlies the differences between older American and Chinese adults when studying the number of positive and negative images that they remember?

A. the number of images used in the study for each group

B. the more negative view on aging that is held by older adults in the United States

C. the number of older adults that described themselves as being in good health

D. the social and political atmosphere that was prevalent in each country

Cognitive Domain: Comprehension

Answer Location: Socioemotional Selectivity: Focusing in Later Life on Positive Emotions and Emotion-Related Goals
Difficulty Level: Medium

48. What is the likelihood that when we experience an overwhelming emotional event we will share the experience with a friend or family member within the same day of occurrence?

A. 60% probability

B. 15% probability

C. 75% probability

D. 95% probability

Cognitive Domain: Knowledge

Answer Location: Emotional Storytelling: The Pennebaker Paradigm as a Means of Processing Intense Negative Emotions
Difficulty Level: Easy

49. What was one long-term benefit for participants in Dr. Pennebaker’s emotional storytelling group?

A. fewer physician visits

B. more time spent with family

C. increased emotional well-being

D. fewer days off work

Cognitive Domain: Comprehension

Answer Location: Emotional Storytelling: The Pennebaker Paradigm as a Means of Processing Intense Negative Emotions

Difficulty Level: Medium

50. Which of the following best describes the findings of Dr. Pennebaker’s study on processing intense emotions?

A. Speaking to a significant other about emotional topics was beneficial in the short term but proved to be distressing in the long term.

B. Talking to friends about emotional topics proved to be beneficial in the short term, and was neither beneficial nor distressful in the long term.

C. Writing about emotional topics proved to be distressing for the experimental group initially, but more beneficial in the long term.

D. Creating art related to emotional topics proved to be distressful for both the experimental group and the control group.

Cognitive Domain: Comprehension

Answer Location: Emotional Storytelling: The Pennebaker Paradigm as a Means of Processing Intense Negative Emotions
Difficulty Level: Medium

51. How can emotionally expressive writing assist individuals who face prejudice?

A. It allows them to share their writings with oppressors in hopes of gaining sympathy.

B. It helps them build resilience through the processing emotions that stem from facing prejudice.

C. They can explain their transgressions to others from their community.

D. They can describe their experience and can create a dialogue with other groups.

Cognitive Domain: Analysis

Answer Location: Emotional Storytelling: The Pennebaker Paradigm as a Means of Processing Intense Negative Emotions
Difficulty Level: Hard

52. What do positive psychologists call the act of written disclosure about emotional upheaval?

A. narrative therapy

B. emotional disclosure

C. expressive storytelling

D. the Pennebaker paradigm

Cognitive Domain: Knowledge

Answer Location: Emotional Storytelling: The Pennebaker Paradigm as a Means of Processing Intense Negative Emotions
Difficulty Level: Easy

53. What did Austenfeld and Stanton find when comparing people who preferred emotionally expressive coping with those who preferred more goal-oriented writing?

A. The emotion-oriented people reported fewer visits to a health-care provider than the other group after writing about emotions and emotional experiences

B. Both groups made more visits to a health-care provider after writing about emotions and emotional experiences

C. Both groups made fewer visits to a health-care provider after writing about emotions and emotional experiences

D. The goal-oriented people reported fewer visits to a health-care provider than the other group after writing about emotions and emotional experiences

Cognitive Domain: Comprehension

Answer Location: Emotional Storytelling: The Pennebaker Paradigm as a Means of Processing Intense Negative Emotions
Difficulty Level: Medium

54. Which of the following descriptions is fitting of someone with the trait of alexithymia?

A. An individual who has trouble writing about emotionally traumatic events.

B. An individual who has trouble expressing emotions.

C. An individual who has trouble identifying and making sense of emotions.

D. An individual who has trouble making emotional connections with others.

Cognitive Domain: Application

Answer Location: Emotional Storytelling: The Pennebaker Paradigm as a Means of Processing Intense Negative Emotions
Difficulty Level: Medium

55. What did the story about a traumatic diving incident demonstrate the use of emotional storytelling?

A. It upsets the diver and continued to upset her.

B. It had a distressing effect initially, but later had positive effects.

C. It had a positive effect initially, but later caused the diver distress.

D. It had a positive effect, both immediately and long term.

Cognitive Domain: Analysis

Answer Location: Emotional Storytelling After a Traumatic Event
Difficulty Level: Hard

56. When parents allow their own emotional responses to characters in a story to be seen, children may benefit through which process?

A. catharsis

B. reinforcement

C. empathy

D. modeling

Cognitive Domain: Knowledge

Answer Location: Emotional Storytelling After a Traumatic Event
Difficulty Level: Easy

57. What does research indicate about the display of intense emotions cultures?

A. Asians tend to refrain from displaying intense emotions.

B. Germans typically act stoically even in situations where intense expression is permissible.

C. Caucasian Americans consider saving face before public displays of intense emotions.

D. Latinos are more dialectical in their emotional experience and display less intense emotions.

Cognitive Domain: Comprehension

Answer Location: Emotions and Context
Difficulty Level: Medium

58. What will researchers need to consider when studying culture’s influence on emotions?

A. How each form of media plays a role in provoking emotions in each culture.

B. Whether each culture’s expression of emotion can eventually be similar.

C. Emotional experiences and expressions are dependent on context for everyone.

D. The changing demographics that will undoubtedly affect each culture.

Cognitive Domain: Application

Answer Location: Emotions and Context
Difficulty Level: Medium

59. Dealing with negative emotions in a manner that result in rumination might be described as what?

A. regressive

B. maladaptive

C. avoidant

D. dysfunctional

Cognitive Domain: Knowledge

Answer Location: An Emotional Balancing Act
Difficulty Level: Easy

60. What can be the result of unbalanced attempts at processing feelings?

A. poor physical health

B. cognitive dissonance

C. indecisiveness

D. poor decision-making

Cognitive Domain: Knowledge

Answer Location: An Emotional Balancing Act
Difficulty Level: Easy

True/False

1. Annette Stanton investigated the problems with measuring emotion-focused coping, which helped change the prevailing views of emotional experiences.

Cognitive Domain: Knowledge

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Easy

2. Emotional processing involves the free and intentional displays of emotions.

Cognitive Domain: Knowledge

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Easy

3. For members of minority groups, such as African Americans and Latinos, emotion-focused coping is used when they feel they have faced discrimination.

Cognitive Domain: Comprehension

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Medium

4. Neurobiological research indicates that emotional processing takes place through the fornix.

Cognitive Domain: Comprehension

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Medium

5. Daniel Goleman popularized the concept of emotional intelligence.

Cognitive Domain: Knowledge

Answer Location: Emotional Intelligence: Learning the Skills That Make a Difference
Difficulty Level: Easy

6. Branch 1 of Salovey and Mayer’s four-branch model of emotional intelligence includes the ability to pick up on subtle emotional cues.

Cognitive Domain: Comprehension

Answer Location: Emotional Intelligence: Learning the Skills That Make a Difference
Difficulty Level: Medium

7. Research has been unsuccessful in demonstrating a relationship between emotional intelligence and positive social functioning.

Cognitive Domain: Comprehension

Answer Location: Emotional Intelligence: Learning the Skills That Make a Difference
Difficulty Level: Medium

8. Studies have linked positive traits such as mindfulness and resilience to emotional intelligence.

Cognitive Domain: Knowledge

Answer Location: Emotional Intelligence: Learning the Skills That Make a Difference
Difficulty Level: Easy

9. Solving emotional problems takes more cognitive power for high EI individuals.

Cognitive Domain: Comprehension

Answer Location: A Description of the High EI Individual
Difficulty Level: Medium

10. Emotional information is one of the primary forms of information that people can process.

Cognitive Domain: Knowledge

Answer Location: Nonetheless, EI Is Important
Difficulty Level: Easy

11. Socioemotional selectivity theory proposes that people are become reactive to more extreme emotions as they age.

Cognitive Domain: Comprehension

Answer Location: Socioemotional Selectivity: Focusing in Later Life on Positive Emotions and Emotion-Related Goals
Difficulty Level: Medium

12. Using positive messaging has been shown to be effective in spurring healthy behaviors in older adults.

Cognitive Domain: Knowledge

Answer Location: Socioemotional Selectivity: Focusing in Later Life on Positive Emotions and Emotion-Related Goals
Difficulty Level: Easy

13. Writing about emotional experiences is useful for those who use an emotional approach style of coping.

Cognitive Domain: Knowledge

Answer Location: Emotional Storytelling: The Pennebaker Paradigm as a Means of Processing Intense Negative Emotions
Difficulty Level: Easy

14. Research reveals that emotional experiences are similar universally.

Cognitive Domain: Knowledge

Answer Location: Emotions and Context
Difficulty Level: Easy

15. Compared to Westerners, there is a negative correlation for positive and negative emotions in Asian individuals.

Cognitive Domain: Comprehension

Answer Location: Emotions and Context
Difficulty Level: Medium

Essay

1. Explain how emotion-focused coping can serve as a mediator for individuals belonging to racial and ethnic minority groups in the United States.

Cognitive Domain: Analysis

Answer Location: Emotion-Focused Coping: Discovering the Adaptive Potential of Emotional Approach
Difficulty Level: Hard

2. Explain how each branch of Salovey and Mayer’s four-branch model play a role in emotional intelligence?

Cognitive Domain: Analysis

Answer Location: Emotional Intelligence: Learning the Skills That Make a Difference
Difficulty Level: Hard

3. Describe three ways in which high emotional intelligence can manifest itself.

Cognitive Domain: Application

Answer Location: Emotional Intelligence: Learning the Skills That Make a Difference
Difficulty Level: Medium

4. How do older adults establish socioemotional selectivity?

Cognitive Domain: Application

Answer Location: Socioemotional Selectivity: Focusing in Later Life on Positive Emotions and Emotion-Related Goals
Difficulty Level: Medium

5. Describe three benefits of using emotional storytelling.

Cognitive Domain: Application

Answer Location: Emotional Storytelling: The Pennebaker Paradigm as a Means of Processing Intense Negative Emotions
Difficulty Level: Medium