ADVANCE PLACEMENT EXAM  OBJECTIVES BY CHAPTER/SUBJECT
I. Methods, Approaches, History  (Chapter 1 and Appendix)
1. Trace the emergence of scientific psychology in 19th century from its
roots in philosophy and physiology--major schools--what studied and methods.
2.  Describe the principal 20th century approaches to psychology: behavioral,
cognitive, humanistic, psychodynamic, medical--how they differ in research
and practice.
3. Identify the major methods used in the scientific investigation of
psychological topics: experiment (sampling and controls), ex post facto
method, naturalistic observation and survey.
4. Understand the use of psychological statistics in interpreting data
including central tendency, variability, correlation, and the difference
between descriptive and inferential stats.
5. Describe the major fields of psychology (personality,
industrial/organizational, experimental, social, etc)  and the concern with
ethics in research and practice.

Sample Exam Essay: Design and describe an experiment to measure the
relationship between rehearsal/repetition of a list of words and later recall
of that same list of words.  In your answer you should formulate a hypothesis
and include a description of each of the following:
a. Population  b. Subject selection c. Independent variable  d. Dependent
variable  e. Experimental group  f. Control Group  g. Potential confounding
variable  h. A method of reducing experimenter bias

1.  Design an experiment to determine whether a new drug that is supposed to
reduce hyperactivity in children actually does.  your essay should include an
identification and description of all of the components of your experimental
design, including sampling, independent and dependent variables, controls,
and the method that you would employ to evaluate the outcome.

2.  Compare and contrast the experimental method and the survey method in
terms of their suitability for investigating the hypothesis that
FRUSTRATION LEADS TO AGGRESSIVE BEHAVIOR.
In comparing and contrasting the two methods, be sure to identify and discuss
each of the following:  a. independent variable  b. dependent variable  c.
control  d. experimenter and response bias   e.  ethical issues.

3.  The ten participants in the study were unaware of its purpose. The first
five who signed up to be tested were assigned to the Alone condition and the
next five were assigned to the With Others condition. The Alone condition was
run in the morning and the With Others condition in the afternoon.
In the Alone condition, each of the five participants was asked to wait alone
in a room. While the participant waited, a female voice in the next room
screamed out, asking for help. In the With Others condition, each one of the
five participants was asked to wait in a room with several confederates of
the researcher. During this waiting period, a male voice in the next room
screamed out, asking for help.

In each condition, the percentage of participants who responded to the cry
for help was recorded.
A.Identify the independent and dependent variables in this study.
B.Identify four flaws in the design of this study and the recommendations you
would make to correct these flaws.
C.Discuss an ethical issue raised by the design of this study.
D.Use your knowledge of research in social psychology to describe the likely
results of this study if correct methodology had been used.

II. Biological Bases of Behavior (Chapter 2)
1. Describe the techniques scientists use to study the brain--ablation,
direct stimulation, and evoked potentials, and recording including CAT scans,
PET scans and MRI.
2. Describe the relationship between the central nervous system and the
autonomic and somatic systems within the peripheral nervous system.
3.  List and describe the functions of the frontal, parietal, temporal and
occipital lobes of the cerebral cortex and the major parts of the mid and
hind brain including the limbic system, hippocampus, hypothalamus, thalamus,
cerebellum, reticular activating system etc.
4.  Explain how the nervous system functions on a cellular level by examining
the structure and function of the neuron in electrochemical transmission of
impulses.
5.  Describe the interrelationship of the nervous system and the endocrine
system and the effects of hormones on behavior.
6.  Analyze the hereditary influence on behavior through genetics that focus
on the inheritance of human traits and the value of twin and adoptive studies
in assessing the contributions of nature and nurture to behavior.

 ESSAY QUESTION
Discuss how social and biological factors have an impact on each of the
following in the individual:     a.  body weight  b. perception   c.
alcoholism   d. extroversion  e.  schizophrenia

III. Sensation and Perception (Chapters 3 & 4)
1.  Discuss the concept of threshold and the measurement of absolute and
difference thresholds and the physical, physiological and psychological
variables affecting those measurements.
2. Describe the function of various sensory receptors that transduce energy
from the visual, auditory, smell, taste, somesthetic, kinesthetic and
vestibular senses in the nervous system.
3. List and describe the functions of the anatomical parts of the eye and
ear, theories of vision and audition, perceptual acuity, sensory adaptation,
and sensory disorders such as deafness and color blindness.
4. Describe the interplay between the characteristics of the perceiver and
those of the environment (organismic variables) in the constructive processes
of attending to and organizing experiential data.
5. Explain how stability is created in the perceptual world via perceptual
constancies, how a three-dimensional world is constructed from a
two=dimensional retinal image, what conditions are required for the
perception of motion, and how familiar and unfamiliar patterns are perceived.
 (Gestalt principles)
6. Explain the role played by experience in perception and ways it can be
learned.

IV. States of Consciousness  (Chapter 5)
1.  Define the term consciousness and list various altered states of it
including both the normal occurrences in day-to-day lives and those that are
markedly different (drug states).
2. Describe the four stages of NREM and how they differ from REM sleep.
3. List several functions and theories of sleep.  Distinguish between
daydreams,  insomnia, sleep apnea, narcolepsy, sleepwalking, nightmares and
night terrors.
4. Discuss the characteristics of the hypnotic state and some of the uses and
controversies surrounding hypnosis.  Explain how this state differs from
meditation.
5.  List and describe some of the effects on consciousness of such drugs as
narcotics, depressants, stimulants and hallucinogens.

V. Learning   (Chapter 6)
1. Analyze the learning process of classical conditioning (Pavlov) including
the phenomena of acquisition, extinction, spontaneous recovery,
generalization, discrimination, blocking, overshadowing, and higher-order
conditioning.
2, Distinguish between instrumental learning of Thorndike and operant
conditioning of Skinner  Study the effects of reward and punishment in
specific learning paradigms: reward and omission training, negative
reinforcement including avoidance and escape.
3. Explain the role of important independent variables such as amount of
practice, schedules and delay of reinforcement, and motivation.
4.  Understand how conditioning can be related to practicalities such as
emotional learning (fears), taste aversions, coping versus helplessness, and
self-control.
5. Discuss the role of insight learning and modeling as additional examples
of how one learns.

ESSAY QUESTION
1. Classical and operant conditioning are different learning methods.  There
differences lie in
     A. the extent to which reinforcement depends upon the behavior of the
learner
     B. the type of behavior to which each method applies.  Their
similarities are that they both produce the following basic phenomena.  A.
Acquisition
B. Extinction  C. Spontaneous recovery  D. Generalization  E. Extinction.
Describe these differences and similarities, giving examples to illustrate
your answer.

2.  Many people are concerned about the effects of the use of physical
punishment to modify the undesirable behavior of children.

A.  Basing your answer on psychological knowledge, apply each of the
following in an argument against the use of physical punishment.
  Modeling              Classical conditioning     Displacement

VI. Cognition  (Chapters 7 & 8)
1. Describe the processes involved in transformation, reduction, elaboration,
storage, recovery and use of sensory input in cognitive psychology.
2. Describe the steps of the information model including sensory memory,
short term memory and long term memory and the roles of attention, rehearsal,
chunking, recognition and recall in each of these states.
3. Distinguish between procedural and declarative knowledge, between
purposeful and automatic processing and between serial and parallel
processing.
4. Describe the processes of reconstructive memory, episodic and semantic
memory, forgetting(retro and proactive interference),  and the role of
context in memory.
5. Distinguish between the psycholinguistic models of language and how the
biological, cognitive and cultural-social constraints operate on the
acquisition, development and use of language.
6.  Describe the relationship between language and though, as well as the
theories and evidence of the role of metacognitive skills in thinking.
7.  Distinguish between algorithms and heuristics problem solving techniques
and some of the difficulties such as functional fixedness that people
experience in problem solving.
8.  Describe various theories on and evidence of creativity’s role in problem
solving and thinking.

ESSAY QUESTION
1.Describe fully the distinctive emphasis of the cognitive approach to human
behavior and mental processes. In your essay, be sure to specify how the
cognitive approach differes from the psychological approaches.

Psychodynamic/psychoanalytic          Behavioral              Biological

2.  Give an example of the contribution of cognitive theory to the
understanding of each of the following.
Memory                              Depression
 

VII. Motivation and Emotion  (Chapter 9 & 15)
1. Distinguish between early theories of motivation which focused on internal
instincts (fixed action patterns and ethology), needs and drives (Hull’s
drive reduction theory) and later theories which acknowledge the role of
external incentives (Schacter).
2. Describe the neural and hormonal mechanisms associated with such primary
motives as hunger, thirst, pain and sex.  Explain also the environmental role
played in hunger (Schacter and obesity), sex and aggression.
3.  Describe some of the secondary motives including social or learned
motives of Maslow and others--achievement, affiliation etc.
4. Discuss the interaction between the brain and body with the emotions of
love, hate, fear and jealousy.
5. Identify different theories such as James-Lange, Cannon-Bard,
Schacter-Singer, and opponent-process theory and how they explain the
relationship between physiological changes and emotional experiences.
6. Explain the theories and research surrounding the concept of arousal and
task performance (Yerkes-Dodson).
7.  Describe some of the impact of life changes (Holmes Rahe chart), daily
stress and emergency situations on physiological and psychological
well-being.  Explain the type A and B personality profiles and how they might
relate to cardiovascular disease.
8. Identify various stress theories including Selye’s general adaptation
syndrome and other cognitive views of stress and coping.  List several
strategies for coping with stress including biofeedback, relaxation and  s
tress inoculation training.

ESSAY QUESTION
1.  One of the most useful generalizations in psychology is that "behavior is
adaptive".  Explain this generalization and then identify each of the
following and describe how each could be adaptive.
a. repression   b. conformity   c. imprinting   d.  displaced aggression   e.
loss of information from short-term memory

2  Describe the role of each of the following mechanisms in determining
an individual's eating habits and body weight.
Biological Mechanisms      Learning Mechanisms
Body or brain chemistry     Reinforcement
Brain structure                     Modeling
Genetics                                Cultural factors

B.Select one biological and one learning mechanism and discuss the
implications of each for weight management.

VIII. Developmental Psychology  (Chapters 12 & 13)
1. Describe the dimensions of physical, cognitive, social and moral
development from a life-span perspective and the role that  gender plays with
each dimension.
2. Distinguish between the controversies of continuous or discontinuous
growth and nature vs nurture and the connection of concepts like critical
periods and culture in both of these.
3. List and describe the role of the following research methods in
developmental psychology including self-report, experimental,  naturalistic
observation and the two major designs of longitudinal and cross-sectional
data collection.
4. Be aware of some of the important developmental theories including Piaget
in intellectual growth, Erikson and Levinson in social development and
Kohlberg and Gilligan in moral development.  Describe how change in one
domain of functioning ie. cognition, leads to change in another such as moral
or personality.
5.  Isolate factors of importance at each stage of development--prenatal
influences and growth, infancy including physical and cognitive changes,
childhood, adolescence, adulthood and old age.  Describe various sensory
changes and diseases that occur in the aging process and some of the stages
(Kubler-Ross) of psychologically handling death and dying.

XI. Personality  (Chapter 10)
1. List and describe the major psychological concepts in the Psychoanalytic
and neo-Freudian approach to personality.  Define the id, ego, and super ego
of Freud, distinguish between his psychosexual stages of development and
defense mechanisms.  Explain Jung's collective unconscious and his concepts
like  the anima, animus, complexes, archetypes, shadow and persona.
Distinguish between the role of the inferiority complex of Adler and various
birth orders and the Marxian influence on Fromm and the feminine input of
Karen Horney.
2. Show an understanding of Maslow's hierarchy of needs and
self-actualization in the humanistic perspective.  Describe the contributions
of Rogers in both client-centered therapy and the role of unconditional
positive regard in creating the full functioning individual.
3. Describe the cognitive constructs in Kelly's theory of personality.
4. Distinguish between Allport and Cattell's trait theories of personality.
5. List the major differences in the behaviorist theory of personality
advocated by Skinner and the social learning model presented by Bandura.
6. Describe some of the research methods used in personality including the
case study technique used by Freud, the experiment used by the behaviorist
and self-report and surveys used by the humanist and trait perspectives.
7. Evaluate the strengths and weaknesses of major assessment techniques like
personality inventories (16PF), projective tests(TAT) and behavioral
observations.

ESSAY QUESTION
Although personality is genearlly consistent throughout the lifespan, some
peolpe exhibit major personality changes

How do each of the following help to explain  both continuity and change in
personality?
Biological factors   Learning factors    Situational factors    Cognitive
factors
 

X. Testing and Individual Differences   (Chapter 11)
1. Describe the various tests and how they are constructed including the
process of standardization, establishment of norms and tests for reliability
and validity.
2. Examine some of the theories of intellect including general (Spearman) vs
special factor views(multiple factor-Gardner).
3.  Discuss specific measurements of intelligence (Stanford-Binet, Weschler)
and the concept and range of mental retardation, normal intelligence and
giftedness.
4.  Analyze the debate between the role of heredity and environment in
intelligence and variables of race and cultural bias in IQ tests.  Explain
the conflict over the use of IQ tests in educational placement,
confidentiality and problems of reporting the results of tests to individuals
and the use of test scores for making comparisons among people.

XI. Abnormal Psychology and Treatment  (Chapters 16 & 17)
1. Define and distinguish between the various anxiety, dissociative and
somatoform disorders.
2.   List the diagnostic criteria of major depression and how this differs
from manic-depression.
3.   Match the characteristic differences between disorganized (hebephrenic)
catatonic, paranoid and undifferentiated (simple) forms of schizophrenia.
4. Identify some of the traits of various personality disorders, psychosexual
disorders and substance abuse disorders.
5. Describe how dream interpretation and free association play a role in
psychoanalysis.
6. Explain how a behavioral therapist would seek to modify maladaptive
behavior through the application of behavior modification techniques such as
systematic desensitization or aversion therapy.
7.  Distinguish between the antipsychotic, antianxiety and antidepressant
drugs that a psychiatrist following the biomedical model might use to treat
psychological disorders.
8. Understand the various modes that therapy might take--one-on-one in
clinical psychoanalysis, group as in support groups and family/marital
therapy and the treatment centers--out-patient from a community mental health
or counseling center or within a hospital or institutional setting.
8.  Describe the research that has been done to assess the effectiveness of
different therapeutic techniques.  On the community level, identify the
services such as educational programs, crisis intervention, telephone hot
lines and counseling available.

ESSAY QUESTION
1. Briefly discuss the cause(s) and treatment(s) of depression from the
perspective of each of the following psychological approaches:
a.  psychodynamic/psychoanalytical  b. biological/medical   c. cognitive

2.  Describe the therapeutic procedure called systematic desensitization.
Select a specific disorder for which this therapy is effective and explain
how the basic phenomena listed below play a part in successful treatment.
a. anxiety hierarchy   b. relaxation    c. generalization    d.  extinction

XIII. Social Psychology  (Chapter 14)
1.  Describe how the structure and function of a given group may affect the
behavior of the group (polarization) or the behavior of the individual
(deindividuation).
2. Describe attribution theory and the roles of situational and dispositional
factors.
3.  Discuss the theories of attitude formation including the influence of
stereotypes in prejudice and discrimination.
4. Identify classical studies dealing with
conformity(Asch),compliance(Sherif),obedience
(Milgram) and diffusion of responsibility(Latane and Darley).
5. Explain the etiology and expression of aggressive/antisocial behavior and
its impact on both the aggressor and the targets of aggression. (Adorno &
Authoritarian personality)
6. Describe the key concepts and theoretical perspectives of
industrial-organizational (I/O) psychology.

ESSAY QUESTION
1.  Define each of the following concepts and explain how each contributes to
the phenomenon of prejudice.  a. stereotyping   b. self-fulfilling prophecy
c. fundamental attribution error d.  projection  e.  schema

2.  In a study, researchers use a photograph taken in a public park to
examine how people perceive, learn, and remember information. In the
photograph, a woman is standing near a man who is seated on a park bench. The
woman appears to be shouting at the man.

Participants in the study are exposed to the photograph for ten seconds and
then are shown, each for ten seconds, several other photographs of people
interacting. When all the photographs have been shown, the participants are
asked about what they saw in the "public park" photograph. A significant
number of participants describe the man as being the aggressor in an apparent
disagreement with the woman.

Describe how each of the following concepts helps explain the perception of
these participants. Be sure to begin by defining each concept in
psychological terms.
schema        retroactive interference        representativeness heuristic
confirmation bias           framing

Psych Review
Chapter One  Introduction
Key Ideas:
definition; History; 5 Approaches; sub-fields; Scientific Method & Research;
 APA Ethics (human/animals)

Key People
Wundt--introspection, Father of Psychology
Titchner--Structuralism James--Functionalism        Kohler, et al--Gestalt
Freud--Psychoanalysis   Watson--Behaviorism     Maslow--Humanism

Chapter Two  Biological Bases of Behavior
Key Ideas:
neurons--parts, transmission, neural impulse (resting potential, action potential refractory)
neurotransmitters:  acetylcholine (Alzheimers) Norepinephrine (depression)
dopamine (Parkinsons/cocaine/Schizophrenia)  serotonin (depression)  GABA (anxiety)
substance P (pain)  endorphins (relief of pain)
Central (brain & spinal cord) Peripheral Nerv Sys:  somatic & autonomic (symp &para symp)

Brain Images:
P(ositon) E(mission) T(omography)  radioactive glucose   activity in brain regions
CT/C(omputerized A(xial) T(omography)  x-ray construct computer image of brain structures
fM(agnetic) R(esonance) I(maging)   magnetic fields/radio frequency  structure & activity
E(lectro)E(ncephalo)G(ram)  amplified tracing of brain's electrical activity

Key Parts of Brain
hindbrain:  medulla, pons, RAS, cerebellum    midbrain:  substantia nigra; corpus callosum
forebrain:  thalamus, hypothalamus, amygdala, hippocampus, limbic system,
cerebral cortex:  frontal (motor)  parietal (somatosensory) occipital (sight) temporal (hearing)
also Pituitary and Endocrine System   hormones   fight or flight    sex

Parkinsons, Huntingtons, Aphasia, Korsakoff, Down Syndrome, Kleinfelters, Turners

Key People
Paul Broca- area  left frontal      expressive speech       articulate  aphasia
Carl Wernicke  area  left temporal      receptive speech        understand
Roger Sperry--split brain research on epileptic patients   right/left brain research

Chapter Three  Sensation
Key Ideas:
vision, sound, taste, smell, tactile, kinesthetic, vestibular senses
Ear:  pinna, tympanic membrane, cochlea, basilar membrane   conductive and nerve deafness
      amplitude-loudness  frequency--pitch   timbre--color
Place, Volley and Frequency Theories
Eye: cornea, pupil, iris, lens, retina, rods & cones; bipolar/ganglion cells; summation, fovea
    blind spot;   hue/saturation/brightness   Young Helmholtz and Opponent Process Theories
   color blindness--most common red/green  pathway:  optic nerve--optic chiasm--occipital lobe

Key People:
Bekesy (hearing)  Hubel & Weisel( feature detectors) Young and Helmholtz (color vision)

Chapter Four   Perception
Key Ideas:
psycho-physics:  absolute thresholds; signal detection theory; Weber's Law;
Gestalt principles of Organization:closure, similarity etc. figure-ground;
monocular and binocular depth cues; visual cliff;
Mulley-Lyer, moon and Ames Room illusions;  constancy;bottom-up and top-down
processing; schemas; selective and divided  attention; accomodation and habituation.
phi phenomenon, stroboscopic, autokinetic effect

Key People:
S.S. Steves-Power law; Broadbent (filter theory) ; Gibson (feature analysis
theory)    Biederman (components)

Chapter Five   States of Consciousness
Key Ideas:
REM/NREM sleep:  stages 1-4 (restorative) NREM and 1REM (paradoxical sleep--dream)
  90 minute cycle  stage 2 ~50%    stage 4 ~25% (first 4 hrs)    stage 1REM
~25%  (last 4 hrs)
Disorders:  narcolepsy, insomnia, SIDS, night terrors, somnambulism, sleep talk, eneuresis
functions of sleep and dreams:  adaptive nonresponding theory; restorative;
manifest/latent content of dreams;
    memory consolidation; lucid dreams;
hypnosis:  suggestibility; age regression, posthypnotic suggestion/amnesia; Hidden Observer
        pain relief, repression release, forensic research, cigarette/habit cessation
drugs:  psychological dependence, substance abuse, physical dependence,
     addiction, withdrawal, tolerance
depressants:  alcohol, barbiturates       stimulants:  amphetamines, cocaine,
nicotine, caffeine
opiates:  heroin and morphine  psychedelics:  LSD and marijuana

Key People:
Aserinsky & Kleitman (REM)  Dement (sleep research, narcolepsy)  Barber (hypnosis)
Hilgard (hypnosis)  Freud (manifest & latent content of dreams)

Chapter Six   Learning
Key Ideas:
definition;  classical conditioning:  us, ur, ns, cs, cr    US=reflexive    CS=learned
        contiguity (Pavlov) vs contingency (Rescorla)  delayed conditioning best cs->us
        phobias, taste aversions, habits  systematic desensitization, Anabuse
        acquisition, generalization, discrimination, extinction, spontaneous recovery
operant conditioning:  positive reinforcement, punishment, time out, negative reinforcement
continuous reinforcement:  fastest learning and fastest extinction
fixed ratio (salesman on comission) fixed interval (paycheck)
            variable ratio (slot machine)    variable interval (busy signal, pop quiz)
aversive conditioning:  punishment, escape and avoidance training
learned helplessness  (depressionA)
primary and secondary reinforcers:  token economy or behavior modification
shaping, chaining, Premack Principle,
Cognitive Learning: cognitive maps/latent learning

Key People:
Pavlov, Rescorla, Watson (baby albert) Wolpe (behavior treatment) Skinner,
Seligman (Learned Helplessness--dogs and depression)  Tolman (cognitive maps)

Garcia (coyote experiment) Thorndike (Instrumental conditioning)

Chapter Seven  Memory
Key Ideas:
encoding,storage(capacity & duration), retrieval  in  sensory, short term& long term memory
implicit vs explicit; shallow vs deep processing; maintenance vs elaborative rehearsal;
chunking, recall and recognition, mnemonics: peg, loci, visualization, acronym
serial positioning effect:  law of recency and primacy  Von Rohsteroff effect
episodic, semantic and procedural memory     confabulation in reconstructive memory
eyewitness testimony research/repressed memory   state dependent memory  savings,
tip-of-tongue phenomenon; flashbulb memory, permastore,   acoustic vs iconic memory
consolidation:  role of thalamus (print) hippocampus (retrieval)  cerebellum (procedural)
interference:  retroactive and proactive  amnesia: anterograde/retrograde;
decay theory

Key People:
Bower (state dependent) Loftus (eyewitness, repressed)
H.M. (short term memory only)
Ebbinghaus (nonsense syllables and savings) Brown-Peterson paradigm; Thompson
(cerebellum)  Hebb-(cell assembly)  Lashley (localization)  Sperling (partial report)

Chapter Eight   Thought and Language
Key Ideas:
metacognition/metamemory; artificial and natural categories/concepts; mental chronometry
algorithms, heuristics, mental sets, functional fixedness;  convergent and divergent thinking
steps in problem solving; AI vs PPD
language:  phoneme vs morpheme  syntax v grammer, semantics; surface v deep structure
stages of speech development:  babbling, holophrastic speech; language
acquisition device (innate); bilingualism, ape language, Whorfs linguistic hypothesis

Key People:
Noam Chomsky, Benjamin Whorf; Skinner (nurture) Tversky & Kahneman
(availability heuristic)

Chapter Nine  Motivation and Emotions
instinct theory, ethology, sociobiology, sign stimuli, fixed action pattern
Drive Reduction Theory, homeostasis; Arousal Theory--Yerkes-Dodson (easy vs difficult task)
sensation seeking (TAS, etc)  Incentive Theory (intrinsic vs extrinsic, overjustification)
hunger/satiety: lateral (on) ventromedial (off) hypothalamus; glucose level in blood
set point, anorexia, bulimia, obesity;  sex motivation: pheromones, hormones, drive
achievement motivation:  TAT and    fear of success  fear of failure
hierarchy of needs:  biological, safety, belonging, esteem and self actualization
conflict:  approach-approach; approach-avoidance; avoidance-avoidance;
multiple app-avoid

universalists vs specificity models; facial expressions; Duchenne smile;  display rules
James-Lange theory   Cannon thalmic theory    Schacter cognitive theory
limbic system  amygdala   thalamus  frontal lobe
aggression: hostile/instrumental
Love:romantic vs mature/intimacy, passion, commitment

Key People:
Lorenz(imprinting/aggression) Festinger (cognitive dissonance) Maslow
(hierarchy), Murray (needs), McClelland(TAT-achievement) Matina Horner (fear
of success), Sandra Bem (androgyny) , Darwin, Clark Hull, Tinbergen

Chapter Ten  Personality
Key Ideas:
Big Five or five factor model;  nomothetic vs ideographic tests
Freud:  id, ego, super ego structure; Eros/Thanatos; libido & fixation;
pleasure, reality and morality principles; defense mechanisms; oral, anal,
phallic, latency and genital; Oedipal & Electra complex/castration and penis
envy; dream content/symbols; psychoanalysis

Jung:  personal & collective unconscious; archetypes; extraversion and introversion
Adler: striving for superiority; inferiority complex, birth order; fictional finalism
Horney:  womb envy--basic anxiety   trait vs type theories;
Sheldon: endo, meso, ectomorphs and somatotyping;
Allports central and secondary traits;
Cattell's factor analysis (16PF); source and surface traits
Skinner-functional analysis, behaviorism;
Bandura-modeling; social learning theory, bobo doll experiment;
Rotter: internal/external locus of control;
Roger's self theory; self-concept;conditions of worth; unconditional positive regard;
Maslow's heirarchy and humanistic theory--growth vs deficiency need

Assessment:
MMPI; TAT; Rorschach; Myers-Briggs; Type A/Bpersonality; projective tests;
self-reports;NEO;

Chapter Eleven  Individual Differences
Key Ideas:
Stanford-Binet IQ test; Weschler Scales: WISC, WAIS;
Reliability types; Validity Types; fairness of IQ tests; nature/nurture
debate on intelligence
Spearman's G; Sternberg's Triarchic; Gardner's Multiple Intelligence;
Guilford cube;
Thurstone-primary mental abilities; Raven's progressive matrices; mental retardation;
fluid vs crystallized intelligence; power vs speed tests; achievement v aptitude test

Key People:
beyond above:  Binet, Galton, Terman(longitudinal study on genius)

Chapter Twelve  Physical and Cognitive Development
Chapter Thirteen  Social Development
Key ideas:
nature/nurture; continuity vs discontinuity; cross sectional, longitudinal, cohort sequential
maturation process; prenatal: zygote, embryo, fetus; teratogens:  fetal
alcohol syndrome; critical period hypothesis;  newborn: sucking, grasping and rooting;
Piaget-cognitive: schema, assimilation & accomodation;
sensorimotor--object permanence; pre-operational--animism and artificialism;
concrete operational--conservation, class inclusion; reversibility; formal
operational period  imaginary audience, personal fable
Vygotsky vs Piaget on speech; developmental stages; nature(p)/nurture(v);

Temperament--Kagan--inhibited kids--genetic and cultural contributions
Attachment Theory:  Ainsworth--Strange Situation  Harlow--monkeys & terry cloth mom
secure; avoidant, ambivalent or disorganized attachment styles
Erik Erikson--trust vs mistrust ... ego integrity vs despair
parenting styles:  authoritarian, authoritative and permissive or negligent
Kohlberg:  Moral Development  preconvential (punishment vs reward)
conventional (conformity vs law & order)  post conventional (social contract
and Golden rule)-Gilligan
SandraBem and androgyny (changing sex roles)
Kubler Ross--death & dying  (thanatology)    d-a-b-d-a
Hetherington  divorce studies--winner, losers and  survivors

Chapter 14  Social Psychology
Social Cognition:  self concept/self-esttem; social comparison w/reference groups
self schema:  actual self, ideal self, ought self; first
impressions--impression formation
self-fulfilling prophecy (bloomers) internal and external (situational )attribution
 consensus, consistency and distinctiveness in attribution   fundamental
attribution error
self serving bias   self handicapping  learned optimism and  pessimism  just
world bias

Attitude Formation:  mere exposure effect, food in the door technique
communication:  elaboration likelihood model   central vs peripheral route
Cognitive Dissonance--$1 or $20 Festinger
self perception theory:  stereotypes, prejudice, discrimination
Reduce Prejudice:
Authoritarian personality  in group & out group homogeneity  (motivation)
Illusory Correlation w/ dividing people into social categories  Jane Elliot
brown eye/blue eye
Reduce--> contact theory (Sherif boys camp)    jigsaw classroom technique (Aronson)
learn through modeling and observational learning; parental influence

friendship: proximity,(mere exposure effect) similarity,physical attractiveness; romantic love
love--passionate vs companionate love   Sternberg:  triangular theory of love:  passion intimacy or commitment  romantic vs companionate love v
consummate love
Norms:  descriptive and injuctive (reciprocity)  Zimbardo  deindividuation
(prison study)
social facilitation and social impairment
Solomon Asch:  why people conform (line test)  group of confederates
Milgram:  obedience to authority; Why? obedience:  prestige, presence of
others who disobey, personality characteristics   ethical ?sss        Sherif
boys camp--cooperation vs competition; common goal to reunite groups hostile
to other group based on competition
Latane:  diffusion of responsibility v pluralistic ignorance  bystander
effect based on the Kitty Genovese case
Irving Janis  Group Think--necessary to have a devils advocate to ensure all
options discussed before making a decision (Cuban Bay of Pigs disaster)
Sheila Lee's Six Loves Styles

Chapter 15  Health, Stress and Coping
health psychology--stress and eustress; catastrophic events, life changes and
chronic stress of daily hassles--Holmes Rahe  Social Readjustment Rating Scale
SELYE  dean of stress research  General Adaption Syndrome--Alarm, Resistance,
Exhaustion
cognitive appraisal--primary and secondary  LAZARUS
Type A and B personality and coronary heart disease--type A only correlation
is hostility & cynicism.
Seligman learned optimism and 3 P's--permanence, pervasiveness, personalization
coping techniques!!!

Chapters 16 and 17   Mental Disorders and Therapy
abnormal:  statistical infrequency, personal suffering, norm violation
DSM V  and axis I-->V symptoms for classification purpose

Anxiety Disorders:  panic disorder, generalized anxiety disorder, PTSD,
obsessive-compulsive and phobia:  specific, agoraphobia, social)
Treat:  Anti-anxiety drugs (Xanax) visualization  systematic desensitization and
possibly RET or other cognitive therapy for OCD

Somatoform: conversion disorder, hypochondriasis
Treat:  placebo, relax tension, hypnosis

Dissociative disorders:  fugue, mansia, dissociative identity disorder
Treat:  PsychoAnalysis

Mood Affective Disorders:  Clinical Depression/dysthymia;
Bipolar/cyclothymia; seasonal affective disorder, mania, suicide
research--anti-depressants/ cause through learned helplessnes or
attributional style  or chronic stress.
Treat:  antidepressants like Prozac, Wellbutrin; Lithium w/Bipolar  ECT last resort

Schizophrenia:
disordered thoughts... neologisms, clange, word salad, loose associations
delusions... ideas of reference, thought roadcasting/ thought  blocking/withdrawal, insertion
hallucianations in all sensses...hearing voicesâ€�  classic
types...paranoid, disorganized, catatonic, undifferentiated.
Anti-psychotic drugs:  Thorazine, Haldol, Phenothiazines
Causes:     genetic predisposition, dopamine hypothesis, neurodevelopmental abnormalities

Personality disorders:  avoiant, dependent, narcissistic, antisocial, borderline, passive-aggressive
Developmental disorders:  autism, academic skills disorder  ADD, ADHD

VOCABULARY FROM ANOTHER TEXT

ACT Therapy: a network model of LTM (both semantic and episodic) that
suggests that we store meaningful and important propositions that can  be
judged as true or false.

acquisition: the process in classical conditioning in which the strength of
the CR increases with repeated pairings of the CS and USC.

actor-observer bias: the overuse of internal attributions to explain the
behaviors of others and external attributions to explain out own behavior.

adolescent egocentrism: self-centered conditions plus the belief that one is
the
center of the attentions of others.

affect: feelings or mood that accompany and emotional reaction.

ageism: discrimination based solely on age.

androgens: male sex hormones produced by the testes.

aphrodisiac: a substance that when drunk or eaten increases sexual arousal.

applied behavioral analysis: an approach, based on operant conditioning that
attempts to find solutions to problems in the environment, human involvement
in such.

aqueous humor: watery fluid found in the space between the cornea and the
lens that nourishes the front of the eye.

association areas: areas in the frontal, parietal and temporal lobes in which
higher mental processing occurs.

atonia: muscular immobility, associated with total relaxation that occurs in
REM sleep.

audience inhibition: reluctance to offer assistance/intervene in front of
others.

availability heuristic: the rule of thumb that suggests that whatever is more
available in our memory is also more common or probable.

axon terminals: the series of branching and points and points of an axon
where one neuron connects with another.

baseline design: a method in which subjects performance with an
experimentaltreatment is compared with performance without the treatment.

behavior therapy: psychotherapy techniques founded on principles of learning
and established in the psychological laboratory.

British empiricists: philosophers (ex. Locke) who claimed that the contents
of the mind come from experience.

case history: an intensive, retrospective, and detailed study of one or a few
individuals.  (psychoanalytic research method)

category clustering: at recall, grouping words into categories if they are
presented in a random order.

cell body: the largest mass of a neuron, containing the cell's nucleus. (soma)

ciliary muscles: small muscles attached to the lens that control its shape
and
focusing capability.

cognitions: mental processes of knowing, perceiving, thinking, remembering,
and the like.

cognitive reappraisal: rethinking of a stressful situation to picture it in a
more positive light.  (RET-(Ellis) & Seligman learned optimism)

cognitive restructuring therapy: a form of cognitive therapy, associated with
Beck, in which patients are lead to overcome negative self-images and
pessimistic world views.

common fate: the Gestalt principle of organization claiming that we group
together into the same figure elements that move together in the same
direction at the same speed.

conflict: a stressor in which some goals can be satisfied only at the expense
of
others.  approach-avoidance, approach-approach etc.

contingency contracting: establishing a token economy of secondary
reinforcers.

contingency management: bringing about changes in one's behavior by
(behavior therapy)controlling rewards and punishments.

cross laterality: process of nerve fibers crossing over at the brain stem so
that the left side of he body sends impulses to the right side of the
brain and vice versa.

crystallized intelligence: those cognitive skills dependent on knowledge,
accumulated experience, and general information.

decibel scale: a scale of our experience of loudness in which 0 represents
the     absolute threshold and 140 is sensed as pain.

dependence: a state in which a drug use is either necessary or is believed to
be
necessary to maintain functioning at some desired level.

difference threshold: the minimal difference in some stimulus attribute that
can (Weber's Law)     be detected 50% of the time.

drive: a state of tension resulting from a need that arouses and directs and
(Clark Hull-drive reduction theory of motivation)   organisms behavior.

drug abuse: a lack of control, a disruption of interpersonal relationships of
difficulties at work and a history of maladaptive use for at least one month.
 

eardrum: the outermost membrane of the ear; is set in motion by the
vibrations of sound; transmits these vibrations to the oscicles.

egocentric: to be characterized by self; "me", "mine", "my" points of view.(2
yr old)

elaborative rehearsal: mechanism for processing information into LTM that
involves in the meaningful manipulation of the information to be remembered.

empathetic: able to understand and share the essence of another's feelings.
encoding specificity principle: the hypothesis that we can only retrieve what
we have stored and that retrieval is enhanced to the extent to which
retrieval cues match encoding cues.

epigenetic model: an interactionist view of development that claims that
development emerges based on one's genetic programming and individual
experiences.

erogenous zones: areas of the body that lead to sexual arousal when stroked.

etiology: the cause or predisposing factors of a disturbance or disorder.

external attribution: the explanation of behavior in terms of something
outside the person.

extraneous variables: those factors in an experiment that need to be
minimized or eliminated so as not to affect that dependent variable.

fluid intelligence: those cognitive skills dependent on speed,
adaptation,flexibility and abstract reasoning.

formal concepts: concepts with relatively few well-defined attribute values
and clearly defined rules to regulate them.

frustration: a stressor; the blocking or thwarting of goal directed behavior.

frustration-aggression hypothesis: the view that all aggression stems from
frustration.

gender roles: attitudes or expectations about how a person should act, think,
solely on the basis of sex.

generalization: the phenomenon in classical conditioning in which a CR is
elicited  by    stimuli different from but similar to the CS.

generalization: the phenomenon in operant conditioning in which a response
that was reinforced in the presence of one stimulus appears in response to a
similar one.
groupthink:  a style of thinking of  cohesive groups concerned with
maintaining agreement to the extent that independent ideas are discouraged.
hertz (Hz): the standard measure of sound wave frequency that is the number
wave cycles per second.

idealistic principle: the force that governs the superego. seeks adherence to
standards of ethics and morality.

 identity crisis: the struggle to define and integrate one's sense of self
with what one's     ideas should be.  (Erik Erikson--crisis of adolescence)

illusion: a perception that is at odds with, different from what we know as
the physical reality.

impression management function: the selective presentation or
misrepresentation of one's attitudes in an attempt to present oneself in a
particular way.

incentives: external stimuli that an organism may be motivated to approach or
avoid.

inferiority complex:the Adlerian notion that as children, in dealing with our
environment, we develop a sense of inferiority that needs to be overcome to
reach maturity.

insanity: a legal term for diminished capacity and inability to tell right
from wrong

interactive dualism: Descartes' position that a separate body and a mind
influence each other and are thus known.

internal attribution: an explanation of behavior in terms of something inside
the person.

interview: a personality assessment involving a conversational interchange
between the interviewer and the subject to gain information about the subject.

just world hypothesis: the belief that the world is just and people get what
they deserve.

linguistic intuitions: judgments or decisions about the syntactic
acceptability of utterances without the ability to specify why.

lobotomy: a psychosurgical technique in which the frontal lobes of the
cerebral cortex are severed  from the lower brain centers.

maintenance rehearsal: a process of rote repetition to keep information in
STM.

malleus, incus, stapes: (ossicles) three small bones that transmit and
intensify sound vibrations, from the eardrum to the oval window.

matching phenomenon: tendency to select partners whose level of physical
attractiveness matches your own.

memory: the cognitive ability to encode, store and retrieve information.

mentally gifted: demonstrating outstanding ability or aptitude in a number of
areas; usually a general intelligence where the IQ is 130 is a standard
criterion.

mental processes: internal activities of conscience, including cognitions and
affect.

meta-analysis: a statistical procedure of combining the results of several
studies to see more clearly any relationship that may exist among the
observations.

metamemory: in LTM, our stored knowledge of how our memory systems work

narrative chaining: the mnemonic device of relating words together in a
story, meaningful organization.

need: a lack or shortage of some biological essential resulting from
deprivation. (Hull)

need for affiliation: the need to be with others and to form relationships.
(Schacter)

need for competence: the need to meet the challenges, large and small,
presented by ones environment.  (Murray)

need for power: learned need to be in control of events of persons.

need to achieve: learned need to meet or exceed some standard of
excellence.(McClelland)

neo-Freudians: personality theorists, (including Adler, Jung, Frommand
Horney) who kept many basic psychoanalytic principles, but differed from the
straight Freudian view, adding their  own new concepts.

neural impulse: a sudden and reversible change in the electric charges within
and outside the membrane of a neuron,which travels from the dendrite to the
axon end of theneuron.

neurotoxins: chemicals (poisons) that affect psychological processes through
the nervous system.

normal curve: a commonly found, symmetrical, bell-shaped frequency
distribution.

operational definition: a definition of a concept given in terms of the
methods used  to    measure that concept.

organic mental disorders: disorders characterized by any of the organic
mental syndromes and a known organic cause for the syndrome. (Alzheimers)

orienting reflex: the simple, unlearned responses of orienting towards a new
stimulus.

overlearning: the rehearsal of material over and above what is needed to
learn it.

overregularization: excessive application of an acquired language rule in
inappropriate situations.

personal space: the mobile "bubble" of space around you into which people may
enter only by invitation.  (Hall)

persuasion: the process of intentionally attempting to change an attitude.
phenomenology: study of events as they are experienced by the individual.
(Existential)

phenylketonuria (PKU): a genetic disorder that causes mental retardation, now
detectable and preventable.

photoreceptors: light sensitive cells of the retina that convert light energy
into neural energy  (rods and cones).

plasticity:a demonstration of flexibility or capacity to be molded or shaped.
(brain pre-10)

positive test strategy: the heuristic of  sticking with an acceptable
solution even though a better one may exist.

pragmatics: the study of how social practice effects the meaning of
linguistic events.

problem: a situation in which there is a discrepancy between one's current
state and one's goal state, with no clear way of getting from one to the
other.

process schizophrenia: a type of schizophrenia in which the onset of symptoms
in slow.

progesterone: the most important of the female estrogens.

psychogenic amnesia: a psychologically induced inability to recall certain
personal information.  (dissociative amnesia--event)

psychophysics: the study of the relationship between the physical attribute's
of a stimuli and the psychological experiences they produce. (Weber's Law)

pychosocial law: the view that each person who joins a social situation adds
less influence than did the previous person.

publicly verifiable: the agreement of observers that an event did/did not
take place.

reactive schizophrenia: schizophrenia in which the onset of the symptoms is
relatively sudden.  (if acute, better prognosis)
relearning: measure of memory in which one notes the improvement of
performance when learning material for the second time. (savings theory--exam
time)

representativeness heuristic: the rule of thumb that suggests that judgments
made about a prototypic member of a category will hold for all of its members.

reticular activating system (RAS): a network of nerve fibers extending from
the brain stem to the cerebrum that is involved in maintaining levels of
arousal.

retinal disparity: the phenomenon in which each retina receives a different
view of the same three-dimensional object.

Rorschach inkblot test: a subjective technique in which the subject is asked
to state what he/she sees in a series of inkblots. (psychoanalytical measure
unc)

schema: a system of organized general knowledge, stored in LTM that guides
the encoding and retrieval of information.  (Piagetian term, social psych)

scientific law: a statement about one's subject matter thought to be true due
to evidence.

sensory adaptation: the process in which our sensory experience tends to
diminish with continued exposure to a stimulus.

s-factors: in Spearman's model, those specific cognitive abilities that
combine with g to constitute intelligence.

social identification function: the observation that attitudes communicate
socially useful information.

social interference: impaired performance due to presence of others. (social
facilitation)

social loafing: the tendency of a person to work less hard when part of a
group where everyone's efforts are pooled.

sport psychology: the application of psychological principles to sport and
all levels of physical activity.

 embryo: pre-natal developmental period from 2 to 8 wks.

 fetus: pre-natal developmental period from week 8 to birth.

 zygote:  pre-natal developmental period from conception to the age of two
weeks.

statistically significant differences: differences between descriptive
statistics not likely to have occurred by chance if the statistics were
describing the same group.

stressors: real or perceived threats to one's sense of well-being.
Hans Selye--eustress (positive-graduation) disstress (negative-fight)

subjective contours: the perception of a contour that is not there but is
suggested by other aspects of the scene.

sympathetic division (of ANS): those neurons evolved in emotional
states--active in stress.

territoriality: setting off and marking a piece of territory s one's own.
(ethology)

timbre: wave purity by which we differentiate sharpness, clearness or quality
of tone.

traits: distinguishable, relatively enduring ways in which individuals may
differ.

tremors: involuntary trembling or jerky movements. (Parkinsonian)

vesicles: the small containers, concentrated in axon terminals, that hold
neurotransmitter molecules.

viability: ability to survive without interference or intervention.

vicarious reinforcement: increasing the rate of responses by observing
another's behavior.
vitreous humor: thick fluid behind the lens of the eye that helps keep the
eyeball spherical.

wave amplitude: the height of the wave.

wavelength: the distance between a point on the wave and the corresponding
point on the next cycle of the wave.

white noise: a sound composed from a random assortment of all wave
frequencies from    the audible spectrum.

zygote: the one cell product of the union of the sperm and ovum at conception.

2. You have just completed a psychological experiment, and the results are "statistically significant".  What does this mean?
a. the results are probably due to chance factors
b. the results have some theoretical significance
c. the results have some practical significance
*d. the results would be likely to occur again if the experiment were repeated

3. Which of the following is NOT a descriptive/observational study?
  *a. a survey of attitudes toward crime
  b. a study in which people are subjected to different levels of stress, and their
reactions are videotaped
  c. a videotaped study of mother-infant interactions
  d. a videotaped study of people's facial expressions during a political speech

4. Which of the following cannot be studied in a true experiment?
A. Spatial ability in males, compared to females
b. Which of two educational methods produces faster learning
*c. How anxiety affects test performance
d. How different doses of cocaine affect activity in rats

5. A true experiment must
a. Measure a behavior as the dependent variable
b. Randomly assign subjects to treatment groups
c. Have two groups
*d. All of the above

6. The part of the neuron that generally carries messages away from the cell
body is the:
a. Dendrite
b. Myelin sheath
*c. Synapse
d. Axon

7. Which of the following is NOT necessary for an action potential to occur
in a neuron?
A. A membrane that keeps some ions within the neuron, and others outside
b. Inward sodium ion movement when channels are opened
c. Outward potassium ion movement when channels are opened
d. Myelin

8. Between neurons, messages are carried primarily by
a. Action potentials
b. Chemical transmitters
c. Electric currents
d. None of the above

9. Which of the following is NOT a correct match of a transmitter with a behavior?
A. Dopamine: Parkinsonism
b. Acetylcholine:muscle control
c. Serotonin: feelings of pleasure
d. Endorphins: regulation of pain perception

10.   ________  would be very difficult for a person with significant damage to the hippocampus.
  a. performing coordinated motor acts like clapping your hands while speaking
  b. remembering yesterday's news events
  c. understanding spoken words
  d. recognizing differences between two objects

11. If a person becomes more violent because of a brain disorder, it is most likely that the problem is in the
a. Thalamus
b. Occipital lobe
c.  Limbic system
d. Cerebellum
 

12. Riding a bicycle [assume that you already know how to ride it] most uses
which of the following brain areas?
a. Broca's area
b. Wernicke's area
c. frontal lobe
d. cerebellum

13. To get information into the right hemisphere (only), you could
a. Show it only to the right eye
b. Show is only to the left eye
c. Show it in the right half of the visual field
d. Show it in the left half of the visual field

14. Which of the following is usually controlled by the right hemisphere?
A. Language
b. Learned voluntary movements
c. Arithmetic reasoning
d. Spatial, perceptual tasks

15. The visual cortex is located in the
a. Occipital lobe
b. Temporal lobe
c. Frontal lobe
d. Parietal lobe

16. Damage to ________ will usually cause a person to lose ability to comprehend language
a. The angular gyrus
b. Broca*s area
c. Wernicke*s area
d. Waldo*s area

17. Which of the following generally produces the GREATEST harm to a
developing fetus?
a. maternal heroin use
b. maternal alcohol use
c. maternal use of crack cocaine
d. maternal use of marijuana

18, As it influences development, *environmental enrichment* refers to
a. High level of family income
b. The number of children in the family unit
c. A stimulating environment with many things to learn about
d. None of the above

19. *Environmental enrichment* in young animals produces
a. Larger brain size
b. Improved learning
c.  Thicker cortex
d. All of the above

20. As long as he can see his favorite rattle, Tony will play with nothing
else.  As soon as it is hidden, however, he immediately loses all apparent
interest in it.  Tony is
a. Six months old
b. Three years old
c. Five years old
d. Twelve years old

21. Which of the following first appears in the Piagetian stage of formal
operational thought?
A. Object permanence
b. Abstract thought
c. Conservation
d. Egocentrism

22. In preconventional morality:
a. One obeys out of a sense of social duty
b. One conforms to gain social approval
c. One obeys to avoid punishment or to gain concrete rewards
d. One follows the dictates of one*s conscience

23. Harlow*s studies of attachment in monkeys showed that:
a. Provision of nourishment was the single most important factor motivating attachment
b. A cloth mother produced the greatest attachment response
c. Whether a cloth or wire mother was present mattered less than the presence
or absence of other infants
d. Attachment in monkeys is based on imprinting

24. Several studies of long-separated identical twins have found that these twins
a. Have little in common, due to the different environments in which  they
were raised.
B. Have many similarities in everything from medical histories to personality
c. Have similar personalities, but very different likes, dislike, and life-styles.
D. Are no more similar than are fraternal twins reared apart.

25. Hilda is four years old and has just poured cooking oil all over her dog.
 Which of the following statements is MOST LIKELY to make Hilda refrain from
doing this in the future?
A. *Look - other children don*t do that to their dogs.*
B. *You need to understand that humans have ethical obligations to care for
their pets.*
C. *If you do that again, I will spank you HARD.*
D. *Mammals should all look out for each other.*

26. Norville is in Piaget*s formal operational stage of development.  Which of the following
types of math is the highest level he should be able to handle?
A. Counting
B. Addition/subtraction
C. Multiplication/division
D. Algebra

27. In which of the following ways do parents influence the behavior of their
children?
A. Children imitate parents* behavior.
B. Parents reward or punish particular behaviors
C.  Parents encourage behaviors by paying attention to their children
D. All of the above

28. Which parenting style usually produces children with the greatest
confidence and self-esteem?
A. Permissive
b. Authoritarian
c. Authoritative
d. Rejecting-neglecting

29. "Identification" refers to a process in development that includes
   a. the adolescent formation of personal identity
   b. the infant's recognition of the face of a parent
   c. increasing alignment with a large group of friends during the
transition to adolescence
   d. imitation of the behavior of a significant other (parent, sibling, etc)

30. Parents of relatively immature four-year-olds spend a great deal of time
in which of the following types of interaction with their children?
A. Controlling the child*s behavior
b. Cuing the child to control his/her own behavior
c. Listening to the child
d. Providing support when the child cries
 

31. Which of the following is NOT a correct statement about adolescence?
a. Adolescence is the period when a clear sense of self-identity usually forms
  b. Most adolescents are capable of formal operational thought
  c. Most adolescents make moral judgements based on preconventional reasoning
  d. Changes in social interactions are uncomfortable for some adolescents

32. Adolescents whose behavior varies dramatically from one year to the next
(very religious, followed by joining a motorcycle gang, for example), are
probably experiencing difficulty with
a. Puberty
b. Identity formation
c. Intimacy vs. Isolation
d. Generativity vs. Self-absorption

33. Which of the following is the most common problem of aging?
   a. dramatic declines in intelligence
   b. depression
   c. Alzheimer's disease.
   D. None of the above is common

34. How does intelligence vary with age?
A. It declines gradually after age 50
b. Speed of processing increases with age, but knowledge does not
c. Intelligence is fairly stable until a few months or years before death
d. Intelligence increases gradually with age 50.

35. Elderly people with severe memory problems most likely
a. are normal
b. have Alzheimer's disease
c. are just lonely
d. none of the above is correct

36. Of the following, which is the MOST important during any stage of life,
in terms of promoting optimal development?
  a. Actively doing interesting things
  b. Having a defined set of rules to live by
  c. A passive temperament that accepts things as they happen
  d. None of the above has very much influence on any aspect of development

37. The part of the eye that change light into action potentials is the
a. Cornea
b. Lens
c. Retina
d. Optic disk

38. The part of the ear that changes sound vibrations into action potentials
is the
a. Tympanic membrane
b. Malleus
c. Cochlea
d. Stapes

39. To see a dim star at night, it is best to try to focus its image
a. Just to the side of your fovea
b. On your fovea
c.  Through one eye only
d.  On your cone cells

40. Understanding the afterimage of the flag (shown in class and in your
text) requires two concepts: adaptation to prolonged stimulation by one
color, and ________
a. The trichromatic theory of color
b. Opponent color process
c.  Idiopathic illusions
d. Color constancy

41. The place theory of pitch perception simply states that we detect pitch by
a. The place within the cochlea that is maximally stimulated
b. Which ear is maximally stimulated
c. The place a sound comes from
d. Moving the head to locate sound

42. *Shape constancy* means that
a. Objects are always the same shape
b. Objects always appear the same shape, even when viewed from different
angles responds to the same color
c. Simple cells in the visual cortex always respond to a single shape
d. All of the above are definitions of shape constancy

43. Gestalt rules of grouping in visual perception include each of the
following, EXCEPT
a. Completeness
b. Proximity
c. Similarity
d. Continuity

44. Which of the following is a BINOCULAR cue for depth perception?
A. Relative size
b. Relative height
c. Texture gradient
d. Convergence

45. "Colorblindness" is usually due to
a. a genetic problem resulting in lack of red cone cells
b. lack of color in the early visual environment
c. being male
d. being an identical twin

46. PERCEPTUAL SET refers to
a. The tendency to perceive a scene in a particular way
b. A set of rules for organizing groups of objects
c. Resistance to changing perception
d. The symbols used in reading

47. At any given time, many things are going on around us, but we only
perceive some of those.  The process of focussing on only some of what is
happening is called
a. Selective attention
b. Perceptual focussing
c. Visual narrowing
d. Incremental perception

49. Kittens reared seeing only horizontal lines:
a. Later had difficulty perceiving both horizontal and vertical lines
b. Later had difficulty perceiving vertical lines, but eventually regained
normal sensitivity
c. Later had difficulty perceiving vertical lines, and never regained normal sensitivity.
D. Showed no impairment in perception, indicating that neural feature
detectors develop even in the absence of normal sensory experiences.

49. Which of the following is NOT a correct statement regarding perception?
  a. Early experience influences perception
  b. Expectancies and attention influence perceptions
  c. Perceptions are often different from sensations
  d. All of the above are true

50. At virtually the exact moment of Frank's death, his daughter (over a
hundred miles away) became very faint.  When she later found out about the
death, she attributed her faintness to extrasensory perception.  A
psychologist would more likely attribute it to
a. selective memory
b. coincidence
c. subliminal perception
d. none of the above could explain this
 
 

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