Test Bank for Pioneers of Psychology 5th Edition By Raymond Fancher, Alexandra Rutherford All Chapt

TEST BANK to accompany Test Bank by Raymond E. Fancher, Alexandra Rutherford, Katherine Harper York University & Jacy L. Young University of Surrey

The questions included in this test bank were written to sample the contents of the textbook both fairly and comprehensively. They vary considerably both in difficulty and content, with some questions relating primarily to historical fact and others to substantive issues and concepts from modern psychology. Every effort has been made to avoid ambiguous, trivial, or trick questions—but it is generally a good idea to make sure that examination instructions ask for “the best answer” rather than “the correct answer” to each item.

Introduction: Studying the History of Psychology MULTIPLE CHOICE 1. Which of the following is NOT one of the benefits of studying the history of psychology, as described in the textbook? a. allows us to step outside the discipline and see the mechanisms of psychology b. allows us to understand the reflexive nature of psychology c. allows us to predict future developments in psychology d. allows us to see how ideas that now appear odd or incorrect made sense in their original context ANS: C

DIF: Hard

OBJ: Understand the benefits of studying the history of psychology.

2. Franz Mesmer’s theory of animal magnetism made sense in the late eighteenth century because a. animals were found to have magnetic currents flowing through their bodies. b. a number of other invisible forces in nature were identified at this time. c. it had been conclusively shown that animals could be hypnotized. d. the use of magnets to redirect the body’s natural energy was a popular medical treatment.

ANS: B

DIF: Moderate

OBJ: Understand the benefits of studying the history of psychology.

3. Reflexivity refers to the a. ability to become aware our actions and to reflect upon them. b. fact that humans possess instinctual reflexes.

c. ability to reflect on past events in history. d. fact that nonhuman animals possess instinctual reflexes.

ANS: A

DIF: Moderate

OBJ: Understand the benefits of studying the history of psychology.

4. As part of his efforts to establish the history of psychology as a subfield of psychology Robert I. Watson accomplished all of the following EXCEPT a. helped establish the first graduate training program in the history and theory of psychology. b. wrote the article “History of Psychology: A Neglected Area.” c. founded the Journal of the History of the Behavioral Sciences. d. established the Archives of the History of American Psychology in Akron, Ohio.

ANS: D

DIF: Moderate

OBJ: Identify Watson.

5. Which of the following is NOT an aspect of historiography, as described in your text? a. the theory of writing history b. the critique of writing history c. the methods of writing history d. the history of writing history ANS: B

DIF: Moderate

OBJ: Identify the approach to studying history.

6. When writing history, a focus on the development of ideas in their intellectual and disciplinary context is referred to as __________, while a focus on the influence of social and political factors on the development of ideas is referred to as __________. a. presentism; historicism

b. the interior approach; the exterior approach c. the Great Man approach; the zeitgeist approach d. internalism; externalism ANS: D

DIF: Easy

OBJ: Identify the approach to studying history.

7. In the Great Man approach to history, the focus is on a. external factors that influenced what eminent figures in history achieved. b. individual, eminent people who contributed significantly to the field. c. the role of zeitgeist in an individual’s contributions to the field. d. the individual psychology of people who made significant contributions to the field.

ANS: B

DIF: Easy

OBJ: Identify the approach to studying history.

8. Historians who argue that the “spirit of the times” influenced individuals’ achievements and the way in which they were received are adopting what approach to history? a. the zeitgeist approach b. the Great Man approach c. the externalist approach d. the presentist approach ANS: A

DIF: Moderate

OBJ: Identify the approach to studying history.

9. Historians who adopt sophisticated presentism argue that a. present-day psychologists cannot draw research inspiration from past developments in the field. b. we should avoid being overly critical of individuals or events in history.

c. in its present state, psychology is not necessarily the “correct” or “best” state of the field. d. we should avoid a positive bias toward individuals or events in history.

ANS: C

DIF: Hard

OBJ: Identify the approach to studying history.

10. Surveying the state of the field in the 1980s, historian of psychology Laurel Furumoto observed that histories of psychology were moving beyond mere celebratory accounts of the past. The move to include more diversity in these histories is something she termed __________. a. historicism b. sophisticated presentism c. historiography d. new history of psychology ANS: D

DIF: Moderate

OBJ: Identify the approach to studying history.

11. Laurel Furumoto’s term new history of psychology refers to the move to histories that are more sensitive to context and reflect greater diversity. This new approach is also called a. critical history of psychology. b. sophisticated presentism. c. sophisticated externalism. d. the zeitgeist approach.

ANS: A

DIF: Moderate

OBJ: Identify the approach to studying history.

12. Historical anecdotes and accounts that are oversimplified, misleading, or completely incorrect and that are passed down from one generation of textbooks to another to

impart a sense of tradition is something historian of psychology Franz Samelson called a. historiography. b. progressivism. c. the origin myth process. d. new history of psychology.

ANS: C

DIF: Easy

OBJ: Define the historiographical term.

13. German psychologist __________ observed that psychological ideas, including philosophies of human mind and behavior, have been around since antiquity, but that psychology as an experimentally-based scientific discipline has only been around since the mid-nineteenth century. This observation is summed up in the phrase “Psychology has a long past but only a short history.” a. Hermann Ebbinghaus b. Gordon Allport c. Franz Samelson d. Gustav Fechner ANS: A

DIF: Hard

OBJ: Identify Ebbinghaus.

14. The continuity-discontinuity debate refers to disagreement a. over whether psychological knowledge is universally applicable. b. over whether histories of psychology should focus on external factors. c. over whether psychological concepts have stable meanings over time. d. over whether psychology continuously progresses toward greater truth.

ANS: C

DIF: Moderate

OBJ: Define the historiographical term.

15. Which of the following is NOT true about women in the history of psychology? a. Women were in the minority in psychology until the 1980s. b. Women have always been well represented in history of psychology textbooks. c. Women have received doctoral-level training in psychology since the discipline began. d. Following the First World War, women were funneled into areas of psychology consistent with traditional gender roles.

ANS: B

DIF: Easy

OBJ: Understand the history of women in

psychology.

16. The process whereby local or national contexts influence the development of psychology, including the way in which ideas from other contexts are imported from elsewhere and altered to fit local conditions, is referred to as a. the continuity-discontinuity debate. b. historicism. c. the zeitgeist. d. indigenization.

ANS: D

DIF: Easy

OBJ: Understand the effect of context on the development of psychology.

MATCHING Match the definition with the approach to history. a. focuses on ideas in their intellectual and disciplinary contexts b. focuses on impact of the “spirit of the times” on the significance achieved by a person or idea in a given era

c. focuses on the eminent individuals whose ideas shaped the field d. focuses on the social and political factors that shaped the field 1. externalism 2. internalism 3. the Great Man approach 4. the zeitgeist approach 1. ANS: D

DIF: Moderate

OBJ: Identify the approach to studying history.

2. ANS: A

DIF: Moderate

OBJ: Identify the approach to studying history.

3. ANS: C

DIF: Moderate

OBJ: Identify the approach to studying history.

4. ANS: B

DIF: Moderate

OBJ: Identify the approach to studying history.

Match the definition with the approach to history. a. argues that we cannot overcome the perspective of our present moment, that history should be motivated by a desire to better understand present issues, and that the present state of the field is not necessarily “better” or more “correct” b. efforts to understand the past as it was actually experienced by those at a given point in history c. moves beyond celebratory histories of great men and great ideas to reflect the field’s greater diversity and contextual development d. views and judges historical events from the standpoint of the present 5. historicism 6. new history of psychology 7. presentism 8. sophisticated presentism

5. ANS: B

DIF: Moderate

OBJ: Identify the approach to studying history.

6. ANS: C

DIF: Moderate

OBJ: Identify the approach to studying history.

7. ANS: D

DIF: Moderate

OBJ: Identify the approach to studying history.

8. ANS: A

DIF: Moderate

OBJ: Identify the approach to studying history.

Match the definition with the term. a. efforts to understand the past as it was actually experienced by those at a given point in history b. the assumptions, history, methods, and theory of historical writing c. the human ability to become aware of and to reflect on our actions d. viewing historical events from the standpoint of the present 9. historicism 10. historiography 11. presentism 12. reflexivity 9. ANS: A

DIF: Moderate

OBJ: Define the historiographical term.

10. ANS: B

DIF: Moderate

OBJ: Define the historiographical term.

11. ANS: D

DIF: Moderate

OBJ: Define the historiographical term.

12. ANS: C

DIF: Moderate

OBJ: Define the historiographical term.

Match the definition with the term. a. disagreements over whether psychological terms have stable meanings and continuous development over time b. historical anecdotes and accounts that are oversimplified, misleading, or completely incorrect and that pass from one generation of textbooks to the next to

impart a sense of tradition for the field c. wherein local contexts influence the development of psychology, including how ideas imported from other contexts are altered to suit local conditions 13. continuity-discontinuity debate 14. indigenization 15. origin myth process 13. ANS: A

DIF: Easy

OBJ: Define the historiographical term.

14. ANS: C

DIF: Easy

OBJ: Define the historiographical term.

15. ANS: B

DIF: Easy

OBJ: Define the historiographical term.

Match the publication with its author. a. A History of Experimental Psychology b. Founders of Modern Psychology c. The Great Psychologist 16. Edwin G. Boring 17. G. Stanley Hall 18. Robert I. Watson 16. ANS: A

DIF: Hard

OBJ: Recall the author of the text.

17. ANS: B

DIF: Hard

OBJ: Recall the author of the text.

18. ANS: C

DIF: Hard

OBJ: Recall the author of the text.

SHORT ANSWER 1. Describe two of the benefits of studying the history of psychology.

ANS: History allows us to step outside the discipline and see the mechanisms of

psychology; history allows us to understand the reflexive nature of psychology; history allows us to see how ideas that now appear odd or incorrect made sense in their original context.

DIF:

Moderate

OBJ:

Understand the benefits of studying the history of

psychology.

2. What is the new history of psychology?

ANS: The new history of psychology seeks to move beyond mere celebratory histories, which present the history of the discipline as a progressive series of important accomplishments. It also aims to better reflect the diversity of psychology and is often more contextual and historicist. It may also be termed critical history of psychology.

DIF:

Moderate

OBJ:

Identify the approach to studying history.

Chapter 1: Foundational Ideas from Antiquity MULTIPLE CHOICE 1. Rather than making the conventional choice to study with __________, Plato opted to study with __________. a. Socrates; the sophists b. the sophists; Socrates c. the sophists; Gorgias d. Socrates; Aristotle ANS: B

DIF:

Easy

OBJ: Discuss Plato and his philosophy.

2. In the course of his dialogues with his students, Socrates emphasized the mind’s inborn properties. This approach to mental philosophy is known as a. rationalism. b. empiricism. c. interactive dualism. d. nativism.

ANS: D

DIF:

Easy

OBJ: Recall Socrates’s philosophy.

3. Aristotle’s emphasis on the importance of systematic observations of the natural world made him one of the first important proponents of a. nativism. b. rationalism. c. idealism. d. empiricism.

ANS: D

DIF:

Easy

OBJ: Understand Aristotle’s philosophy.

4. The ancient Greek word psyche as used by Plato and Aristotle is traditionally and literally translated as __________, but in modern English it is also often translated as __________. a. soul; reason b. “love of wisdom”; mind c. soul; mind d. “love of wisdom”; reason ANS: C

DIF:

Easy

OBJ: Explain classical Greek philosophy.

5. The Achilles and the tortoise paradox, proposed by the philosopher Zeno, is an illustration of what concept? a. Infinity, particularly the idea that any linear distance contains an infinite number of intermediary points between its start and end. b. Geometric ratios, particularly the fact that for any right-angled triangle the square of the hypotenuse is equal to the sum of the squares of the two shorter sides. c. Ambiguity, particularly the often uncertain relationship between stability and change. d. Pragmatics, particularly the pointlessness of speculating about the ultimate nature of the universe and the need to focus on human experience.

ANS: A

DIF:

Difficult

OBJ: Explain classical Greek philosophy.

6. Which of the following is true of the Hippocratic Corpus? a. It is a set of medical texts written by Hippocrates. b. It presents diseases as supernatural phenomena. c. It explains health and illness in terms of humoral theory.

d. It was quickly refuted by the medical community.

ANS: C

DIF:

Difficult

OBJ: Understand the Hippocratics.

7. The humoral theory holds that health and illness result from the balance or imbalance of four substances, or humors, in the human body. These humors are a. blood, yellow bile, black bile, psyche. b. blood, yellow bile, black bile, phlegm. c. spirit, yellow bile, black bile, phlegm. d. spirit, yellow bile, black bile, psyche.

ANS: B

DIF:

Moderate

OBJ: Understand the Hippocratics.

8. Which of the following is NOT a lasting and continuing influence of the Hippocratics? a. Modern physicians take the Hippocratic Oath. b. Most modern diagnoses continue to come from diseases listed in the Hippocratic Corpus. c. Diseases continue to be understood to have naturalistic causes. d. Modern physicians continue to employ observationally based medical practices.

ANS: B

DIF:

Moderate

OBJ: Understand the Hippocratics.

9. Xenophon, one of Socrates’s most famous students, became a great scholar of a. history. b. politics. c. medicine. d. law.

ANS: A

DIF:

Moderate

OBJ: Recall Socrates’s philosophy.

10. The playwright Aristophanes’s comedy The Clouds portrayed which philosopher in a satirical light? a. Aristotle b. Plato c. Zeno d. Socrates ANS: D

DIF:

Moderate

OBJ: Recall Socrates’s philosophy.

11. After a period of self-imposed exile from Athens, Plato returned to the city and established a school known as the a. Garden. b. Lyceum. c. Academy. d. Psyche.

ANS: C

DIF:

Moderate

OBJ: Discuss Plato and his philosophy.

12. Plato’s allegory of the cave was used to illustrate what aspect of his philosophy? a. the Pythagorean theorem b. the appearance-form distinction c. the importance of democracy d. the Socratic method ANS: B

DIF:

Moderate

OBJ: Discuss Plato and his philosophy.

13. According to Plato the three components of the human psyche are a. sensation, courage, and reason. b. appetites, courage, and reason.

c. perception, courage, and reason. d. ideals, courage, and reason.

ANS: B

DIF:

Moderate

OBJ: Discuss Plato and his philosophy.

14. According to Plato, the ideal form of government is a. democracy. b. oligarchy. c. monarchy. d. plutocracy.

ANS: B

DIF:

Easy

OBJ: Discuss Plato and his philosophy.

15. As a child Aristotle witnessed and absorbed his father’s practices as a __________, likely influencing his future emphasis on empirical observation. a. physician b. lawyer c. philosopher d. politician ANS: A

DIF:

Easy

OBJ: Understand Aristotle’s philosophy.

16. As a student Aristotle studied at the a. Lyceum. b. Academy. c. Garden. d. sophists’ School.

ANS: B

DIF:

Moderate

OBJ: Understand Aristotle’s philosophy.

17. Theophrastus, a student and close friend of Aristotle, shared with his mentor an

interest in a. the nature of the psyche. b. Aristotelian logic. c. systematic observations of the natural world. d. the natural of causality.

ANS: C

DIF:

Moderate

OBJ: Understand Aristotle’s philosophy.

18. Which philosopher served as tutor to a teenaged Alexander the Great, instilling in him a lifelong respect for learning and education? a. Plato b. Socrates c. Democritus d. Aristotle ANS: D

DIF:

Easy

OBJ: Understand Aristotle’s philosophy.

19. Aristotle undertook careful and detailed observations of organisms in the natural world and classified these specimens into logically meaningful groups. This was the beginning of the field of a. ecology. b. taxonomy. c. philosophy. d. chemistry.

ANS: B

DIF:

Moderate

OBJ: Understand Aristotle’s philosophy.

20. In On the Psyche Aristotle argued that a. all living organisms possess psyches except plants.

b. only human beings possess psyches. c. all living organisms possess psyches and these psyches are identical no matter an organism’s position on the scale of nature. d. all living organisms possess psyches, but these psyches vary in complexity according to the organism’s position on the scale of nature.

ANS: D

DIF:

Difficult

OBJ: Understand Aristotle’s philosophy.

21. According to Aristotle, the vegetative soul is comprised of the two most fundamental functions of the psyche. These functions are __________ and __________. a. memory; sensation b. nourishment; reproduction c. nourishment; sensation d. locomotion; reproduction ANS: B

DIF:

Moderate

OBJ: Understand Aristotle’s philosophy.

22. Which of the following is NOT one of the four functions of Aristotle’s sensitive soul? a. reason b. sensation c. memory d. imagination ANS: A

DIF:

Easy

OBJ: Understand Aristotle’s philosophy.

23. Select the correct ordering of psyches, from lowest to highest complexity, according to Aristotle’s scale of nature. a. vegetative soul, sensitive soul, rational soul b. sensitive soul, vegetative soul, rational soul

c. vegetative soul, rational soul, sensitive soul d. sensitive soul, rational soul, vegetative soul ANS: A

DIF:

Moderate

OBJ: Understand Aristotle’s philosophy.

24. Which of the following best describes Aristotle’s conception of the contents and capacities of the rational psyche? a. It contains innately within it ideal forms whose essential natures are imperfectly and incompletely hinted at by the appearances of everyday experience. b. It starts out completely empty like a blank slate, and all of its ideas and concepts are the result of empirical experiences impacting it. c. Although originally empty of specific memories, it contains within itself innate categories into which experiences can be classified. d. It contains innately within itself memories from previous incarnations, which may be “remembered” following certain later experiences.

ANS: C

DIF: Moderate

OBJ: Understand Aristotle’s rational soul concept.

25. The notion that there is a limit to the divisibility of material objects is known as __________ and was formulated by __________. a. ideal forms; Plato b. ideal forms; Zeno c. atomic theory; Democritus d. atomic theory; Plato ANS: C

DIF: Moderate

OBJ: Understand Democritus’s philosophy.

26. Democritus’s atomic theory was widely dismissed because a. there was a lack of empirical evidence to support the theory.

b. the contention that the movements of atoms were random was counter to the dominant view that caused events had to have purpose. c. Democritus was an unpleasant figure who alienated all those around him. d. the contention that all caused events had to have a purpose was counter to the dominant understanding of events as random.

ANS: B

DIF: Moderate

OBJ: Understand Democritus’s philosophy.

27. Which is NOT one of Aristotle’s four essential components of caused events? a. final cause b. formal cause c. material cause d. expedient cause ANS: D

DIF:

Moderate

OBJ: Understand Aristotle’s philosophy.

28. Epicurus adopted Democritus’s atomic theory and used it as his basis to argue that a. all caused events have purpose. b. all caused events are accidental. c. individuals need not fear the whims of the gods and are free to pursue socially responsible forms of happiness. d. individuals need not fear the whims of the gods and are free to pursue unbridled hedonism.

ANS: C

DIF: Moderate

OBJ: Explain classical Greek philosophy.

29. The poem De Rerum Natura (On the Nature of Things) by the Roman poet Lucretius is more than 200 pages long and celebrates the work of which philosopher? a. Pythagoras

b. Zeno c. Epicurus d. Aristotle ANS: C

DIF: Moderate

OBJ: Explain classical Greek philosophy.

30. During centuries that followed the fall of the Roman Empire the work of classical Greek scholars was dismissed and even regarded as sacrilegious by early European scholars. This period is often referred to as the a. Dark Age of Western Europe. b. Greek Miracle. c. Islamic Awakening. d. hoi polloi.

ANS: A OBJ:

DIF:

Easy

Describe Western Europe’s Dark Age and Reawakening.

31. After the fall of the Roman Empire many classical Greek works were preserved, translated, and extended by scholars living in a. the Islamic Empire. b. Western Europe. c. India. d. Northern Europe.

ANS: A OBJ:

DIF:

Easy

Describe Western Europe’s Dark Age and Reawakening.

32. Which of the following is NOT one of the scholars who elaborated upon and helped preserve the work of the classical Greek scholars who came before him?

a. Al-Kindi b. Avicenna c. Alhazen d. Aristophanes ANS: D OBJ:

DIF:

Easy

Describe Western Europe’s Dark Age and Reawakening.

33. __________ was a leader in the House of Wisdom and was known as “the philosopher of the Arabs” for his commentaries on Aristotle. He also described and advocated the use of a numbering system known as __________. a. Alhazen; Roman numerals b. Al-Kindi; Indo-Arabic numerals c. Avicenna; Indo-Arabic numerals d. Al-Kindi; Roman numerals ANS: B

DIF:

Difficult

OBJ: Understand Al-Kindi’s philosophy.

34. Which of the following is NOT true about Indo-Arabic numerals? a. provided a consistent system for performing arithmetical calculations b. included unique symbols for the numbers one through nine c. included a zero symbol d. is a system invented in classical Greece ANS: D

DIF:

Moderate

OBJ: Understand Al-Kindi’s philosophy.

35. Indo-Arabic numerals encompassed an infinite series of numbers that could be studied in completely abstract terms and arranged into various categories. This study of “pure” numbers and their interrelationships gave rise to a new mathematical field

known as a. geometry. b. ideal forms. c. algebra. d. number theory.

ANS: D

DIF:

Difficult

OBJ: Understand Al-Kindi’s philosophy.

36. The term camera obscura refers to a. the Greek concept of unconscious aspects of the sensitive psyche. b. the Pythagoreans’ concept of optical illusions. c. a pinhole camera and predecessor of modern cameras. d. a metaphor for the soul used by Plato.

ANS: C

DIF:

Easy

OBJ: Identify Alhazen’s philosophy.

37. The seven-volume Book of Optics was based on extensive experiments and observations on optics and visual perception. It was written by a. Alhazen. b. Aristotle. c. Avicenna. d. Plato.

ANS: A

DIF:

Moderate

OBJ: Identify Alhazen’s philosophy.

38. Avicenna’s Canon of Medicine described the most effective treatments for various diseases, including more than 700 herbal and chemical remedies. Avicenna considered this list of treatments to be a. a complete and unchangeable list of all effective remedies for disease.

b. open to revision and extension by him alone. c. open to revision and extension on the basis of systematic tests of new remedies. d. open to revision and extension only if new humors were discovered.

ANS: C

DIF: Difficult

OBJ: Understand Avicenna’s philosophy.

39. Avicenna’s The Book of the Cure (or The Book of Healing) was intended to provide the cure for a. madness. b. epilepsy. c. ignorance. d. all known diseases.

ANS: C

DIF: Moderate

OBJ: Understand Avicenna’s philosophy.

40. In his discussion of the soul Avicenna extended upon Aristotle’s hierarchy of functions, especially in relation to the sensitive soul. In addition to distinguishing between exterior and interior senses, Avicenna argued that the sensitive soul possessed a function that he referred to as a. apperception. b. appetition. c. appearance. d. allegory.

ANS: B

DIF: Difficult

OBJ: Understand Avicenna’s philosophy.

41. Avicenna’s Floating Man thought experiment imagined a man suspended in space who has nonfunctional sense organs and limbs that are unable to move or touch, and he asked whether this man had any conscious awareness of his soul or self.

According to Avicenna the answer to this question was __________, because __________. a. no; self-awareness arises only through empirical experience of the world b. no; self-awareness is an innate part of the rational soul c. yes; self-awareness is an innate part of the vegetative soul d. yes; self-awareness is an innate part of the rational soul ANS: D

DIF: Difficult

OBJ: Understand Avicenna’s philosophy.

42. As a young man, __________ often made trips with his merchant father to North Africa, during which time he learned of Indo-Arabic numerals. Following this discovery he wrote a book in Latin, Liber Abaci (Book of Calculations), describing the uses and importance of this system. a. Leonardo Fibonacci b. René Descartes c. Thomas Aquinas d. Democritus ANS: A OBJ:

DIF:

Difficult

Describe Western Europe’s Dark Age and Reawakening.

43. A series of numbers in which each new number is the sum of the two numbers preceding it is called a. the prime sequence. b. the Pythagorean theorem. c. the Fibonacci sequence. d. Indo-Arabic numerals.

ANS: C OBJ:

DIF:

Moderate

Describe Western Europe’s Dark Age and Reawakening.

44. The reintroduction of classical Greek ideas into Western Europe took place within a. Aristotle’s Lyceum. b. universities that had existed for centuries. c. the Epicurean Garden. d. newly established universities.

ANS: D OBJ:

DIF:

Moderate

Describe Western Europe’s Dark Age and Reawakening.

45. Islamic scholars who preserved and elaborated upon classical Greek philosophy also sought to make these ideas compatible with their monotheistic faith. During Europe’s intellectual reawakening a similar process occurred and scholars interpreted these ideas so that they harmonized with a. Islam. b. democracy. c. Christianity. d. oligarchy.

ANS: C OBJ:

DIF:

Moderate

Describe Western Europe’s Dark Age and Reawakening.

46. Thomas Aquinas equated Aristotle’s idea of the creator of the universe as a purposeful unmoved mover with a. God. b. the Soul.

c. atoms. d. immortality.

ANS: A OBJ:

DIF:

Easy

Describe Western Europe’s Dark Age and Reawakening.

MATCHING Match the definition with the corresponding component of Aristotle’s system of causes. a. the actions or interactions that bring the caused thing into being b. the idea or plan behind a caused thing c. the purpose for which the thing is caused d. the substance out of which something is made 1. efficient cause 2. final cause 3. formal cause 4. material cause 1. ANS:

A

DIF:

Moderate

OBJ: Understand Aristotle’s philosophy.

2. ANS:

C

DIF:

Moderate

OBJ: Understand Aristotle’s philosophy.

3. ANS:

B

DIF:

Moderate

OBJ: Understand Aristotle’s philosophy.

4. ANS:

D

DIF:

Moderate

OBJ: Understand Aristotle’s philosophy.

Match the Islamic scholar with the corresponding accomplishment. a. argued that vision occurred through signals or rays originating in objects that impressed themselves on the eyes b. described and promoted Indo-Arabic numerals

c. described the Floating Man thought experiment 5. Al-Kindi 6. Alhazen 7. Avicenna 5. ANS:

B

DIF:

Moderate

OBJ: Understand the differences among

DIF:

Moderate

OBJ: Understand the differences among

DIF:

Moderate

OBJ: Understand the differences among

philosophers.

6. ANS:

A

philosophers.

7. ANS:

C

philosophers.

Match the philosophical position or theory with the classical Greek philosopher. a. atomic theory b. empiricism c. nativism 8. Aristotle 9. Democritus 10. Plato 8. ANS: B

DIF:

Easy

OBJ: Understand the differences among

philosophers.

9. ANS: A DIF:

Easy

OBJ: Understand the differences among

Easy

OBJ: Understand the differences among

philosophers.

10. ANS: C DIF: philosophers.

Match the definition with the appropriate philosophical term. a. Behind everyday sensory experience lies something more fundamental and ultimate. b. Knowledge comes first and primarily through sensory experiences of the external world. c. Knowledge is the result of reason. d. Knowledge is the result of the innate faculties of the human mind.

11. empiricism 12. idealism 13. nativism 14. rationalism 11. ANS: B DIF:

Easy

OBJ: Explain classical Greek philosophy.

12. ANS: A DIF:

Easy

OBJ: Explain classical Greek philosophy.

13. ANS: D DIF:

Easy

OBJ: Explain classical Greek philosophy.

14. ANS: C DIF:

Easy

OBJ: Explain classical Greek philosophy.

Match the English language definition with its corresponding Greek word. a. “love of wisdom” b. mind c. reason 15. logos 16. philosophia 17. psyche 15. ANS: C DIF:

Easy

OBJ: Explain classical Greek philosophy.

16. ANS: A DIF:

Easy

OBJ: Explain classical Greek philosophy.

17. ANS: B DIF:

Easy

OBJ: Explain classical Greek philosophy.

Match the classical Greek philosopher with the corresponding description of his work. a. argued it was pointless to attempt to understand the ultimate nature of the universe and better to focus on human experience b. discussed the sometimes ambiguous relationship between stability and change c. argued that individuals should pursue socially responsible happiness rather than worry about the whims of the gods d. explored the concept of infinity 18. Epicurus 19. Heraclitus 20. Protagoras 21. Zeno 18. ANS: C DIF:

Moderate

OBJ: Explain classical Greek philosophy.

19. ANS: B DIF:

Moderate

OBJ: Explain classical Greek philosophy.

20. ANS: A DIF:

Moderate

OBJ: Explain classical Greek philosophy.

21. ANS: D DIF:

Moderate

OBJ: Explain classical Greek philosophy.

Match the description with the appropriate Aristotelian term. a. possessed by organisms with the function of reason b. possessed by organisms with the functions of locomotion, sensation, memory, and imagination c. possessed by organisms with the functions of nourishment and reproduction

22. rational soul 23. sensitive soul 24. vegetative soul 22. ANS: A DIF:

Moderate

OBJ: Understand Aristotle’s philosophy.

23. ANS: B DIF:

Moderate

OBJ: Understand Aristotle’s philosophy.

24. ANS: C DIF:

Moderate

OBJ: Understand Aristotle’s philosophy.

Match the description with the corresponding institution. a. Center for teaching and learning established by Plato b. School in Athens directed by Aristotle c. School in Athens founded by Epicurus 25. Lyceum 26. Academy 27. The Garden 25. ANS: B DIF:

Moderate

OBJ: Explain classical Greek philosophy.

26. ANS: A DIF:

Moderate

OBJ: Explain classical Greek philosophy.

27. ANS: C DIF:

Moderate

OBJ: Explain classical Greek philosophy.

Match the text with the philosopher who wrote the work. a. De Rerum Natura (or On the Nature of Things) b. On the Psyche c. The Republic 28. Aristotle 29. Lucretius 30. Plato

28. ANS: A DIF:

Difficult

OBJ: Explain classical Greek philosophy.

29. ANS: B DIF:

Difficult

OBJ: Explain classical Greek philosophy.

30. ANS: C DIF:

Difficult

OBJ: Explain classical Greek philosophy.

Match the conception of the rational psyche with the philosopher who proposed it. a. It contains innate ideal forms that are only approximated by empirical experience. b. It contains an innate capacity for self-awareness and is actively conscious even in the absence of external stimulation. c. It contains innately a set of categories into which its concrete experiences can be classified. d. It is nothing more than a collection of material particles reacting to the impacts upon it of other material particles.

31. Aristotle 32. Avicenna 33. Epicurus 34. Plato 31. ANS: C DIF:

moderate

OBJ: Understand concept of rational psyche.

32. ANS: B DIF:

moderate

OBJ: Understand concept of rational psyche.

33. ANS: D DIF:

moderate

OBJ: Understand concept of rational psyche.

34. ANS: A DIF:

moderate

OBJ: Understand concept of rational psyche.

SHORT ANSWER 1. What were Socrates’s dialogues and how do they relate to nativism?

ANS: Socrates’s dialogues were his approach to teaching. These were conversations in

which he encouraged students to discover their own innate capacities for finding truth rather than passing on to them predetermined ideas or lessons. By encouraging students to arrive at truth through their own innate rational capacities, these dialogues were foundational to the approach to mental philosophy known as nativism (the idea that true knowledge results from the mind’s innate faculties).

DIF:

Moderate

OBJ: Recall Socrates’s philosophy.

2. Describe Aristotle’s understanding of causality.

ANS: Aristotle, like most classical Greek thinkers, held that all caused events are purposeful.

He also held that all caused events have four essential components or causes: a material cause (the stuff out of which something is made); a formal cause (the idea or plan behind the caused thing); an efficient cause (the actions or interactions that bring the caused thing into being); and a final cause (the purpose for which the thing is caused).

DIF:

Difficult

OBJ: Understand Aristotle’s philosophy.

3. Describe nativism and empiricism in classical Greek philosophy and name the main proponents of each position.

ANS: Socrates and Plato advocated nativism, a position that emphasized innate mental properties, rational faculties and “ideal forms” as the major sources of the highest knowledge; Aristotle more strongly promoted empiricism, a position emphasizing the importance of experience and observation of the external world as providing the foundations for knowledge.

DIF:

Moderate

OBJ: Explain classical Greek philosophy.

4. What was atomic theory and why was it controversial?

ANS: Proposed by Democritus, atomic theory held that there is a limit to the divisibility of all material objects and that these objects are ultimately composed of tiny, solid, unbreakable particles called atoms. The theory was widely attacked because Democritus held that atoms moved randomly and that all physical events were accidental. This directly contradicted the predominant view of Greek scholars who held that all caused events have a purpose.

DIF:

Moderate

OBJ: Understand Democritus’s philosophy.

5. Describe the importance of the Islamic Empire for Europe’s intellectual reawakening.

ANS: Classical Greek ideas were seen as paganism and dismissed by Western European scholars during the so-called Dark Ages. They would have been almost completely lost forever if not for the fact that Islamic scholars translated, preserved, and further developed these ideas. It was only through their work that classical Greek ideas were reintroduced into Western Europe. Islamic scholars also made classical Greek ideas compatible with monotheistic faith, paving the way for European scholars to incorporate these works into Christian doctrine.

DIF:

Easy

OBJ: Describe Western Europe’s Dark Age and Reawakening.

Chapter 2: Pioneering Philosophers of Mind: Descartes, Locke, and Leibniz MULTIPLE CHOICE 1. The ideas that young Descartes had at Ulm, which transformed his life and really started him on his vocation as a philosopher and scientist, were primarily about a. the reflex. b. the mind-body dichotomy. c. a method for obtaining knowledge. d. the passions.

ANS: C

DIF:

Moderate OBJ: Understand Descartes’s philosophy.

2. The hydraulically operated mechanical statues at St. Germain were important to Descartes because a. the mythological scenes they represented directed his attention toward important psychological problems. b. they suggested the idea that animal bodies could be understood mechanistically as automata. c. they inspired him to construct some experimental hydraulic models of his own. d. they suggested the idea that blood constantly circulates through the body.

ANS: B OBJ:

DIF:

Easy

Describe the influences on Descartes’s philosophy.

3. Descartes’s mathematical invention, which integrated algebra and geometry, is called a. analytic geometry. b. Cartesian analysis. c. differential calculus.

d. dioptric.

ANS: A

DIF:

Easy

OBJ: Understand Descartes’s philosophy.

4. The first rule of Descartes’s method, providing the equivalent of the geometric axioms, was to a. doubt everything. b. keep precise records of all observations. c. systematically manipulate one variable at a time. d. proceed deductively by syllogistic reasoning.

ANS: A

DIF:

Easy

OBJ: Understand Descartes’s philosophy.

5. The only “simple natures” Descartes discerned when he applied his method to the analysis of the physical world were the concepts of a. subjects and objects. b. sensations and perceptions. c. minds and bodies. d. extension and motion.

ANS: D

DIF:

Moderate OBJ: Understand Descartes’s philosophy.

6. According to Descartes’s physics, the entire physical universe is made up of a. fire, air, water, and earth. b. invisible particles of “fire,” invisible particles of “air,” and visible particles of material “earth.” c. material particles separated by void. d. several kinds of elementary atoms that could combine to form an almost infinite variety of different compounds.

ANS: B

DIF: Moderate

OBJ:

Understand Descartes’s philosophy.

7. In the Treatise of Man, Descartes provided mechanistic explanations for all the following functions EXCEPT a. reason. b. memory. c. sensation. d. imagination.

ANS: A

DIF: Easy

OBJ:

Understand Descartes’s philosophy.

8. In Descartes’s theory of the reflex mechanism, stimuli are transmitted to the brain by means of __________, and responses are initiated by __________. a. columns of “light” particles; the dispersion of heat to the proper muscle b. hydraulic pressure in a sensory nerve; hydraulic pressure in a motor nerve c. tugs and pulls on filaments through nerves; the flow of animal spirits through the nerves and into the muscles d. hydraulic pressure in the fluid within the nerve; tugs on the filaments within the nerves, connected to the muscles ANS: C

DIF: Difficult

OBJ:

Understand Descartes’s philosophy.

9. Descartes accounted mechanistically for emotional influences on behavior by postulating a. currents and “commotions” in the reservoir of animal spirits. b. learned reactions to external stimuli. c. variations in the intensity with which stimuli strike the senses. d. an “emotional” soul.

ANS: A

DIF: Easy

OBJ:

Understand Descartes’s philosophy.

10. Descartes hypothesized that the state of __________ occurs when the brain is relatively emptied of animal spirits, so that its nerve fibers are slack and only infrequently capable of transmitting stimulation. a. depression b. passion c. reflection and memory d. sleep and dreaming ANS: D

DIF: Easy

OBJ:

Understand Descartes’s philosophy.

11. When Descartes found he could doubt everything except the reality of his doubting itself, he gained immediate reassurance of the a. trustworthiness of his senses. b. immortality of his soul. c. reality of his rational mind. d. existence of the material world.

ANS: C

DIF: Moderate

OBJ:

Understand Descartes’s philosophy.

12. Descartes believed that concepts such as “unity,” “infinity,” or “perfection,” which cannot be represented by single sensory impressions, were which of the following? a. abstractions created out of many different sensory experiences b. innate ideas of the rational soul c. illusions having no basis in reality d. reverberations in nerves continuing after the cessation of sensory impressions ANS: B

DIF: Difficult

OBJ:

Understand Descartes’s philosophy.

13. Descartes believed that the a. body usually dominates the mind. b. mind usually dominates the body. c. body really is the mind. d. body and mind interact and mutually influence each other, with neither always dominating.

ANS: D

DIF: Moderate

OBJ:

Understand Descartes’s philosophy.

14. Descartes believed that animals were a. identical to humans in most essential qualities. b. mechanical automata, lacking consciousness. c. psychologically similar to human beings, except less complicated. d. so different from human begins as to be worthless as scientific subjects.

ANS: B

DIF: Moderate

OBJ:

Understand Descartes’s philosophy.

15. Where did Descartes localize the most important interactions between the body and the soul? a. throughout the brain b. throughout the body c. in the pineal gland d. nowhere, because they cannot interact in space ANS: C

DIF: Moderate

OBJ:

Understand Descartes’s philosophy.

16. According to Descartes’s theory of visual perception, the a. mind’s conscious perception bears no necessary relationship to the real observed object.

b. mind’s conscious perception is a nearly perfect replica of the real observed object. c. relationship between perception and object is inconsequential, so long as mechanical action is initiated. d. conscious perception is an inverted, double copy of the observed object.

ANS: B

DIF: Difficult

OBJ:

Understand Descartes’s philosophy.

17. Descartes hypothesized that when the pineal gland is moved by eddies and currents in the cerebrospinal fluid that surrounds it, a. it causes all the nerves in the brain to be more open to the passage of animal spirits. b. the soul becomes conscious of a passion. c. the soul becomes conscious of an innate idea. d. the body is immediately set into motion.

ANS: B

DIF: Difficult

OBJ:

Understand Descartes’s philosophy.

18. Since Descartes’s time, research has shown that a. his theory of the body’s mechanism was prophetically right in most respects. b. his mechanistic theories were almost completely nonsense. c. his theory of bodily mechanism was wrong in details but highly productive in its general implications. d. the body and mind do interact in the middle of the brain.

ANS: C

DIF: Moderate

OBJ:

Understand Descartes’s philosophy.

19. According to Galileo, the characteristics of material particles—shape, quantity, and motion—were called a. primary qualities.

b. secondary qualities. c. innate qualities. d. rational qualities.

ANS: A

DIF:

Easy

OBJ: Recall Galileo’s philosophy.

20. Galileo defined secondary qualities as a. qualities that do not reside inherently in matter but arise only after the primary qualities impinge on the human senses. b. qualities that reside inherently in matter, such as shape, quantity, and motion. c. the only two properties of physical phenomena that could not be further analyzed or doubted. d. qualities that are inherently innate.

ANS: A

DIF:

Moderate

OBJ: Recall Galileo’s philosophy.

21. Legend has it that Descartes did much of his best thinking a. in the library. b. during long walks on the moors. c. in bed. d. while debating others.

ANS: C OBJ:

DIF: Easy

Describe the influences on Descartes’s philosophy.

22. Princess Elizabeth of Bohemia had an important intellectual friendship with Descartes and, while she was highly impressed by Descartes’s writings, she disagreed with him on a. how the immaterial mind and the material body interacted.

b. his theory of doubt. c. the importance of the reflex in his theory of mind. d. his theory of emotion.

ANS: A OBJ:

DIF:

Moderate

Identify the similarities and differences between philosophers.

23. Descartes’s Treatise on the Passions of the Soul (1649) was highly influenced by his correspondence with a. Marin Mersenne. b. Princess Elizabeth of Bohemia. c. Galileo. d. William Harvey.

ANS: B OBJ:

DIF: Moderate

Describe the influences on Descartes’s philosophy.

24. Descartes believed that the passions were the a. conscious experiences of the body’s emotions. b. unconscious experience of the body’s emotions. c. consciousness of a separation between the mind and body. d. body’s unconscious reaction to emotions before they became conscious.

ANS: A

DIF: Easy

OBJ: Understand Descartes’s philosophy.

25. When Gottfried Leibniz first read John Locke’s Essay Concerning Human Understanding, what was his reaction? a. He was impressed but felt that Locke’s empiricism went too far. b. He was impressed but felt that Locke’s rationalism went too far.

c. He was disdainful and felt that Locke’s reputation was greatly overrated. d. He saw Locke as a natural ally and began a fruitful correspondence with him.

ANS: A OBJ:

DIF:

Difficult

Identify the similarities and differences between philosophers.

26. Locke’s and Leibniz’s careers were alike in that both of them were a. trained as lawyers. b. trained as physicians. c. dependent on wealthy patrons. d. independently wealthy.

ANS: C OBJ:

DIF:

Easy

Identify the similarities and differences between philosophers.

27. Who was an early scientist who initiated the practice of bringing together groups of investigators for scientific discussions? a. John Locke b. William Molyneux c. Anthony Ashley Cooper d. Robert Boyle ANS: D

DIF:

Moderate

OBJ: Describe the influences on Locke’s

philosophy.

28. Locke’s initial purpose in writing his Essay Concerning Human Understanding was to discover a. how to evaluate differing religious doctrines. b. what kind of correct knowledge the human mind was and was not capable of

acquiring. c. what kind of governmental system would produce the greatest general welfare. d. what philosophical system was best supported by the new scientific research.

ANS: B

DIF:

Moderate

OBJ: Understand Locke’s philosophy.

29. Locke withheld publication of Two Treatises of Government and Essay Concerning Human Understanding for many years primarily because a. he was unable prove his hypotheses. b. he felt it would be politically dangerous to publish them. c. the Whig party did not support his ideas. d. his employer Shaftesbury did not agree with them.

ANS: B

DIF:

Moderate

OBJ: Describe the influences on Locke’s

philosophy.

30. Locke’s Essay Concerning Human Understanding asserted that the mind is a. furnished with all of its ideas from experience. b. like a veined slab of marble. c. constantly active. d. full of innate ideas.

ANS: A

DIF:

Moderate

OBJ: Understand Locke’s philosophy.

31. Locke’s Simple Ideas were defined as a. ideas based on stupid or misleading associations. b. ideas based on numerous combinations of thought. c. ideas based exclusively on primary qualities. d. one’s earliest ideas based on elementary sensations such as redness or coldness.

ANS: D

DIF:

Moderate

OBJ: Understand Locke’s philosophy.

32. Locke’s Complex Ideas were defined as a. ideas produced when simple ideas are combined by the mind in varying combinations. b. the resulting thoughts when simple ideas are broken down into their minute details. c. impressions such as redness, loudness, coldness, or saltiness. d. specific results of critical thinking and problem solving.

ANS: A

DIF:

Moderate

OBJ: Understand Locke’s philosophy.

33. When we recognize the difference (disagreement) between things, for example differentiating something black from something white, Locke would say we are using what type of knowledge? a. intuitive knowledge b. simple knowledge c. complex knowledge d. demonstrative knowledge ANS: A

DIF:

Moderate

OBJ: Understand Locke’s philosophy.

34. Locke suggested a __________ as a metaphor for the human mind at birth. a. tabula rasa or blank slate b. mechanical statue c. veined slab of marble d. mechanical calculating machine ANS: A

DIF:

Easy

OBJ: Understand Locke’s philosophy.

35. For Locke, the largest amount of human knowledge was of which type? a. intuitive b. demonstrative c. sensitive d. practical ANS: C

DIF:

Moderate

OBJ: Understand Locke’s philosophy.

36. For Locke, the primary qualities of objects a. truly exist within the objects themselves. b. are imposed on objects by our senses. c. are contrary to Descartes’s “simple natures.” d. are the foundation of complex ideas.

ANS: A

DIF:

Moderate

OBJ: Understand Locke’s philosophy.

37. In Locke’s terminology, sensory impressions such as sounds, colors, temperatures, tastes, and odors are called a. primary qualities. b. secondary qualities. c. sensitive qualities. d. simple natures.

ANS: B

DIF:

Moderate

OBJ: Understand Locke’s philosophy.

38. Locke’s version of the Social Contract Theory differed from that of his predecessor Hobbes in which way? a. Hobbes saw the contract as a formal written document, whereas for Locke it was a more informal agreement between the government and the governed.

b. Locke saw the contract as a formal written document, whereas for Hobbes it was a more informal agreement between the government and the governed. c. Locke’s version assumed the contract was a more rational choice by the governed, who could break the contract under conditions of severe governmental abuse. d. Locke’s version assumed that the authority granted to the government by the governed was absolute and had to be obeyed under all circumstances.

ANS: C OBJ:

DIF:

Difficult

Identify the similarities and differences between philosophers.

39. All of the following are considered members of the “British associationist” tradition of mental philosophy EXCEPT a. George Berkeley. b. Richard Busby. c. David Hume. d. David Hartley.

ANS: B

DIF:

Easy

OBJ: Understand Locke’s philosophy.

40. The hypothetical question of whether a man who was blind from birth but suddenly granted the gift of sight would immediately be able to distinguish a sphere from a cube without touching them was posed to Locke by__________, whose answer was __________. a. Thomas Willis; no he could not b. Gottfried Leibniz; yes he could c. Gottfried Leibniz; no he could not

d. William Molyneux; no he could not ANS: D

DIF:

Difficult

OBJ: Understand Locke’s philosophy.

41. Which two important mathematical discoveries were made by Leibniz as a young man in Paris? a. binary arithmetic and the infinitesimal calculus b. analytic geometry and the infinitesimal calculus c. symbolic logic and functional trigonometry d. binary arithmetic and analytic geometry ANS: A

DIF:

Moderate

OBJ: Identify Leibniz’s contributions.

42. Leibniz met and was impressed by the philosopher__________, whose pantheism held that__________. a. Hume; God is an independent being that controls the universe b. Spinoza; God is the entire universe c. Hume; there is no God d. Spinoza; there are many Gods ANS: B

DIF:

Difficult

OBJ:

Describe the influences on Leibniz’s

philosophy.

43. Which of the following is least consistent with Leibniz’s conception of the universe? a. It is composed of material particles in motion and their interaction with each other. b. It is a hierarchically organized organic entity. c. Its major features include continuity and change. d. It was partly inspired by a view through a microscope.

ANS: A

DIF:

Difficult OBJ:

Understand Leibniz’s physical theory.

44. Which of the following is NOT part of Leibniz’s definition of monads? a. They are units that contain within themselves directed energies or forces. b. They are units that have capacities to perceive and register impressions of the rest of the world. c. They are the ultimate units making up the universe. d. They are infinitely divisible into ever smaller parts.

ANS: D

DIF:

Moderate OBJ:

Understand Leibniz’s physical theory.

45. Leibniz’s sentient monads are presumably dominant in __________, while rational monads reside in __________. a. plants; higher animals b. animals; human beings c. everything in the universe; human beings d. all plants and animals; God ANS: B

DIF:

Moderate

OBJ: Identify Leibniz’s philosophy.

46. Leibniz defined apperception as the a. process by which perceptions are accompanied by self-awareness and interpreted in terms of underlying laws and principles. b. process by which sensations in consciousness are responded to in light of prior learning and experience. c. experiencing of two or more ideas, either simultaneously or in rapid succession. d. combination or association of two simpler ideas into a more complex one.

ANS: A

DIF:

Moderate

OBJ: Identify Leibniz’s philosophy.

47. Leibniz referred to the rules of arithmetic, the geometrical axioms, and the rules of logic as examples of what he called a. necessary truths. b. rational monads. c. primary qualities. d. innate ideas.

ANS: A

DIF:

Easy

OBJ: Identify Leibniz’s philosophy.

48. In Leibniz’s New Essays on Human Understanding he likened his own position to that of __________ and Locke’s position to that of __________. a. Plato; Socrates b. Aristotle; Socrates c. Aristotle; Plato d. Plato; Aristotle ANS: D

DIF:

Moderate

OBJ: Comparison of Locke and Leibniz.

49. Leibniz agreed with Locke that “There is nothing in the intellect that was not first in the senses,” with the exception of what? a. the emotions b. the mind itself c. the bare monads d. imagination ANS: B OBJ:

DIF:

Easy

Identify the similarities and differences between philosophers.

50. Leibniz proposed all of the following features of “minute perceptions” EXCEPT

a. they are characteristic of bare monads. b. they can be responsible for unconscious motivational effects. c. they are experienced only by animals and humans. d. when aggregated in large numbers, they can become conscious.

ANS: C

DIF:

Moderate

OBJ: Identify Leibniz’s philosophy.

51. Which of the following was one of Leibniz’s favorite metaphors for the human mind at birth? a. an unwound clock b. a blank slate c. an architect’s plan d. a veined slab of marble ANS: D

DIF:

Easy

OBJ: Identify Leibniz’s philosophy.

MATCHING Match the description with the appropriate element of Descartes’s philosophy. a. clear yellowish fluid that fills the brain cavities b. conscious awareness of one’s emotions c. ideas that derive from the nature of the thinking soul itself d. properties of physical phenomena that could not be analyzed or doubted 1. simple natures 2. animal spirits 3. innate ideas 4. passions 1. ANS:

D

DIF:

Moderate

OBJ: Understand Descartes’s philosophy.

2. ANS:

A

DIF:

Moderate

OBJ: Understand Descartes’s philosophy.

3. ANS:

C

DIF:

Moderate

OBJ: Understand Descartes’s philosophy.

4. ANS:

B

DIF:

Moderate

OBJ: Understand Descartes’s philosophy.

Match the publication with its author. a. An Essay Concerning Human Understanding b. New Essays on Human Understanding c. Discourse on Method 5. Descartes 6. Leibniz 7. Locke 5.

6.

7.

ANS:

C

DIF:

OBJ:

Identify the similarities and differences among philosophers.

ANS:

B

OBJ:

Identify the similarities and differences among philosophers.

ANS:

A

OBJ:

Identify the similarities and differences among philosophers.

DIF:

DIF:

Moderate

Moderate

Moderate

Match the description with the appropriate element of Locke’s philosophy. a. knowledge obtained through deductive reasoning b. knowledge obtained through patterns of sensory experiences c. knowledge obtained through perceptions that are immediately obvious and true 8. demonstrative knowledge 9. intuitive knowledge 10. sensitive knowledge

8.

ANS:

A

DIF:

Easy

OBJ: Understand Locke’s philosophy.

9.

ANS:

C

DIF:

Easy

OBJ: Understand Locke’s philosophy.

10. ANS:

B

DIF:

Easy

OBJ: Understand Locke’s philosophy.

Match the description with the appropriate element of Locke’s philosophy. a. experiences of objects in the external world b. experiences of the mind’s own operations c. ideas that come from basic sensations or reflections d. the linking together of similar or contiguously experienced ideas 11. association of ideas 12. reflections 13. sensations 14. simple ideas 11. ANS:

D

DIF:

Moderate

OBJ: Understand Locke’s philosophy.

12. ANS:

B

DIF:

Moderate

OBJ: Understand Locke’s philosophy.

13. ANS:

A

DIF:

Moderate

OBJ: Understand Locke’s philosophy.

14. ANS:

E

DIF:

Moderate

OBJ: Understand Locke’s philosophy.

Match the achievement with the philosopher. a. developed analytic geometry b. developed infinitesimal calculus c. served as physician to Sir Anthony Ashley Cooper 15. Descartes 16. Leibniz 17. Locke

15. ANS:

A

DIF:

Easy

OBJ: Describe the influences on the philosophies of Descartes, Leibniz, and Locke.

16. ANS:

B

DIF:

Easy

OBJ: Describe the influences on the philosophies of Descartes, Leibniz, and Locke.

17. ANS:

C

DIF:

Easy

OBJ: Describe the influences on the philosophies of Descartes, Leibniz, and Locke.

Match the description with the appropriate element of Leibniz’s theory of monads. a. form material objects when clustered together b. controls and contains the entirety of the universe c. possess capacity for simple perception d. the soul or mind of human beings 18. bare monads 19. rational monads 20. sentient monads 21. supreme monad 18. ANS:

A

DIF:

Moderate

OBJ: Describe the influences on the philosophies of Descartes, Leibniz, and Locke.

19. ANS:

D

DIF:

Moderate

OBJ: Describe the influences on the philosophies of Descartes, Leibniz, and Locke.

20. ANS:

C

DIF:

Moderate

OBJ: Describe the influences on the philosophies of Descartes, Leibniz, and Locke.

21. ANS:

B

DIF:

Moderate

OBJ: Describe the influences on the philosophies of Descartes, Leibniz, and Locke.

Match the female correspondent with the philosopher. a. Lady Damaris Cudworth Masham b. Princess Elizabeth of Bohemia c. Sophie the Countess Palatine and Sophie Charlotte 22. Descartes 23. Leibniz 24. Locke 22. ANS:

B

DIF:

Difficult

OBJ: Describe the influences on the philosophies of Descartes, Leibniz, and Locke.

23. ANS:

C

DIF:

Difficult

OBJ: Describe the influences on the philosophies of Descartes, Leibniz, and Locke.

24. ANS:

A

DIF:

Difficult

OBJ: Describe the influences on the philosophies of Descartes, Leibniz, and Locke.

Match the philosopher with the term with which he is associated. a. Benedict Spinoza b. George Berkeley c. René Descartes d. Thomas Hobbes 25. British associationism 26. interactive dualism 27. pantheism 28. social contract 25. ANS:

B

DIF:

Moderate

OBJ: Describe the influences on the philosophies of Descartes, Leibniz, and Locke.

26. ANS:

C

DIF:

Moderate

OBJ: Describe the influences on the philosophies of Descartes, Leibniz, and Locke.

27. ANS:

A

DIF:

Moderate

OBJ: Describe the influences on the philosophies of Descartes, Leibniz, and Locke.

28. ANS:

D

DIF:

Moderate

OBJ: Describe the influences on the philosophies of Descartes, Leibniz, and Locke.

Match the definition with the philosophical term. a. basic units of the universe conceived as energetic and purposeful entities with capacity for awareness b. ideas consciously experienced and rationally analyzed in terms of underlying principals and laws c. innate principles for analyzing experiences logically and mathematically d. extended particles and motion, conceived as the most elementary properties of physical phenomena 29. apperception 30. monads 31. necessary truths 32. simple natures 29. ANS: OBJ: 30. ANS: OBJ:

B

DIF:

Moderate

Understand Descartes’s philosophy; Identify Leibniz’s philosophy.

A

DIF:

Moderate

Understand Descartes’s philosophy; Identify Leibniz’s philosophy.

31. ANS: OBJ: 32. ANS: OBJ:

C

DIF:

Moderate

Understand Descartes’s philosophy; Identify Leibniz’s philosophy.

D

DIF:

Moderate

Understand Descartes’s philosophy; Identify Leibniz’s philosophy.

Match the analogy, model, or metaphor with the philosopher. a. mind as block of veined marble b. the inexperienced mind as “white paper void of all characters” c. “the soul of beasts is nothing but their blood” 33. Descartes 34. Leibniz 35. Locke 33. ANS: OBJ: 34. ANS: OBJ: 35. ANS: OBJ:

C

DIF:

Easy

Identify the similarities and differences between philosophers.

A

DIF:

Easy

Identify the similarities and differences between philosophers.

B

DIF:

Easy

Identify the similarities and differences between philosophers.

SHORT ANSWER 1. According to Descartes, in what sense are nonhuman animals and human beings similar and different?

ANS: All animal bodies, including human bodies, could be explained mechanistically in terms similar to but more complicated than mechanical statues. All nonhuman animals

could be fully understood in these mechanistic terms. In the case of human beings, only the body could be explained in mechanical terms, the human soul or mind could not. Descartes understood the human mind and body as separate but interacting entities, a position known as interactive dualism.

DIF:

Moderate

OBJ: Understand Descartes’s philosophy.

2. Describe the different kinds of knowledge outlined by Locke.

ANS: Intuitive knowledge: perceptions that are immediate and certain, such as that black is different from white. demonstrative knowledge: derived from logical deductive reasoning starting with intuitively obvious axioms and leading to conclusions that were not originally obvious; exemplified by geometric proofs. sensitive knowledge: derived from the association of ideas based on sensations from the external empirical world; it is less certainly true than the other kinds because it may be based accidental or misleading associations.

DIF:

Easy

OBJ: Understand Locke’s philosophy.

3. Describe Leibniz’s theory of monads and its components.

ANS: Monads: energetic and purposeful units with some conscious awareness that form the most fundamental component parts of the universe; bare monads: the most numerous kind of monads, which have a faint capacity for awareness and when assembled in large numbers make up physical objects; sentient monads: have the capacity for conscious sensation and perception of material objects and for memory, and form the

soul of animals; rational monads: the soul or mind of human beings with consciousness capable of apperception; supreme monad: the equivalent of God, contains and controls the entirety of the universe.

DIF:

Difficult

OBJ: Identify Leibniz’s philosophy.

4. Describe how the theories of mind of Locke and Leibniz are similar and different.

ANS: According to Locke, the mind is a blank slate (tabula rasa) at birth and human beings gain knowledge through empirical experiences of the world. Leibniz accepted that some knowledge occurs as Locke described but likened the mind at birth not to a blank slate but to a veined block of marble predisposed to respond to a sculptor’s chiseling by breaking along certain inherent fault lines. While Locke held that there is nothing in the mind that was not first in the senses, Leibniz added to this: except the mind itself.

Locke saw the mind as not constantly active, while Leibniz argued that the mind is constantly active.

DIF: Moderate OBJ: Identify the similarities and differences between philosophers.

5. William Molyneux described a hypothetical case of man blind from birth who had learned to distinguish a ball from a cube by the sense of touch. He then posed the question: If suddenly granted vision, would the man be able to tell these two objects apart without touching them? Describe Locke’s response to this question and his rationale for his answer.

ANS: Locke responded no, the man would not be able to distinguish the ball from the cube.

According to Locke, the ideas created by new visual sensations could not be part of the

man’s complex ideas of a ball and a cube until these new ideas became associated with the older ideas that were based on touch.

DIF:

Moderate

OBJ:

Understand Locke’s philosophy.

Chapter 3: Physiologists of Mind: Brain Scientists from Gall to Penfield MULTIPLE CHOICE 1. Which of the following physicians published the first accurate description of the brain’s complex physical shape and emphasized the substance of the brain’s various structures rather than the spaces and fluids of the brain? He also observed that brain tissue was of different forms—gray matter and white matter—and described the blood vessels of the brain. a. Franz Gall b. Thomas Willis c. Pierre Flourens d. David Ferrier ANS: B OBJ:

DIF:

Moderate

Understand the origins of the study of the brain’s anatomy.

2. Which of the following is NOT one of the contributions made by Franz Gall? a. He made a good case that the brain is the organ of the mind. b. He made several fundamental anatomical discoveries about the brain. c. He founded the movement that came to be known as phrenology. d. He observed that the brain responded to direct electrical stimulation.

ANS: D

DIF:

Moderate OBJ: Identify Gall and his theories.

3. __________ is the doctrine that holds that particular psychological faculties are localized in specific parts of the brain, while __________ refers to the belief that facial characteristics are associated with specific psychological qualities. a. Aphasia; ablation

b. Ablation; aphasia c. Phrenology; physiognomy d. Physiognomy; phrenology ANS: C

DIF:

Easy

OBJ: Identify Gall and his theories.

4. Which of the following assumptions was an error of Gall’s in his phrenological theory? a. Specific psychological functions may be localized in specific brain parts. b. The shape of the skull accurately reflects the shape of the brain lying beneath. c. The language function is localized near the front of the cortex. d. The cerebellum is the center for a specific function.

ANS: B

DIF:

Moderate OBJ: Identify Gall and his theories.

5. Which of the following was the major technique used by Pierre Flourens in his attempts to refute phrenological theory? a. experimental ablations from the brains of animals b. careful observation of brain-injured human patients c. observation of human patients recovering from brain surgery d. electrical stimulation of different parts of animals’ brains ANS: A

DIF:

Moderate OBJ: Describe Flourens’s findings.

6. Pierre Flourens showed that the brain center for the coordination of movement was the a. cortex, which phrenologists thought was the center for “will.” b. cortex, which phrenologists thought was the center for all higher faculties. c. cerebellum, which phrenologists thought was the center for “amativeness.”

d. cerebellum, which phrenologists thought was the center for “verbal memory.”

ANS: C

DIF:

Hard

OBJ: Describe Flourens’s findings.

7. Flourens’s conception of the brain emphasized all of the following EXCEPT a. specific actions propres in large subdivisions of the brain. b. cooperative action commune among the different brain parts. c. the brain as the site of an integrated and harmonious soul. d. the localization of several different sensory functions in specific parts of the brain.

ANS: D

DIF:

Hard

OBJ: Describe Flourens’s findings.

8. A patient who can make vocal sounds and exclamations, can understand spoken speech, but cannot utter ordinary declarative sentences is said to suffer from a. motor aphasia. b. sensory aphasia. c. conduction aphasia. d. paraphasia.

ANS: A

DIF:

Moderate

OBJ: Recall Broca’s work.

9. In the famous case of Tan, the lesion responsible for his aphasia apparently began in the a. right temporal lobe, near Gall’s organ of acquisitiveness. b. right occipital (rear) lobe, near Gall’s organ of language. c. left frontal lobe, near Gall’s organ of verbal memory. d. cerebellum, Gall’s organ of amativeness.

ANS: C

DIF:

Hard

OBJ: Recall Broca’s work.

10. Which of the following is NOT true of Paul Broca? a. He founded the Paris Anthropological Society in 1859. b. He autopsied Tan’s brain and found damage to the left frontal hemisphere. c. He promoted the idea that brain size correlates positively with intelligence. d. He discovered the sensory strip running down the side of the cortex.

ANS: D

DIF:

Moderate

OBJ: Recall Broca’s work.

11. Paul Broca effectively challenged Flourens’s idea of a unified cerebral cortex, providing evidence for the localization of function in the brain. The individuals who studied localization of function in the years following Broca’s work were sometimes referred to as a. new phrenologists. b. Broca’s group. c. new physiognomists. d. localizationists.

ANS: A

DIF:

Moderate

OBJ: Recall Broca’s work.

12. Fritsch and Hitzig inaugurated the new era in brain research when they electrically stimulated the cortex of a dog in 1870. The functional area they discovered when they did so was the a. auditory area. b. visual area. c. motor strip. d. sensory strip.

ANS: C

DIF:

Moderate OBJ: Identify the different areas of the brain.

13. The technique used by Fritsch and Hitzig in their discovery of an area of the brain known as the motor strip was a. experimental ablations from the brains of animals. b. careful observation of brain-injured human patients. c. observation of human patients recovering from brain surgery. d. electrical stimulation of different parts of animals’ brains.

ANS: D

DIF:

Moderate OBJ: Identify the different areas of the brain.

14. David Ferrier discovered he could produce fast movements in the eyes of monkeys, as if they were looking at something, when he stimulated the a. sensory strip, immediately behind the motor strip. b. visual area, in the occipital (rear) lobe of the cortex. c. visual area, in the frontal lobe of the cortex. d. sensory strip, immediately in front of the motor strip.

ANS: B

DIF:

Hard

OBJ: Identify the different areas of the brain.

15. Ablation of the __________ strip results in a loss of sensitivity in specific parts of the body, while ablation of the __________ strip results in paralysis. a. motor; sensory b. sensory; motor c. visual; motor d. motor; visual ANS: B

DIF:

Moderate OBJ: Identify the different areas of the brain.

16. The discovery of several different sensory and motor regions of the brain in the 1870s proved that

a. there was more localization of function than Flourens had believed, but it was of a different kind from that hypothesized by phrenologists. b. the brain acts as a unit, as postulated by Flourens’s theory of action commune. c. many phrenological localizations had been surprisingly accurate. d. it was futile to expect to learn anything from ablation studies.

ANS: A

DIF:

Moderate OBJ: Identify the different areas of the brain.

17. Damage to Wernicke’s area produces a. inability to understand the spoken words of others or oneself and mispronunciation in one’s own speech. b. inability to understand the spoken words of others or oneself and inability to utter declarative sentences. c. inability to repeat aloud things that are said to oneself and mispronunciation in one’s own speech. d. inability to repeat aloud things that are said to oneself and inability to utter declarative sentences.

ANS: A

DIF:

Hard

OBJ: Understand Wernicke’s theory of aphasia.

18. Sensory aphasia is also known as __________, while motor aphasia is also known as __________. a. Wernicke’s aphasia; conduction aphasia b. Wernicke’s aphasia; Broca’s aphasia c. Broca’s aphasia; Wernicke’s aphasia d. Conduction aphasia; Broca’s aphasia ANS: B

DIF:

Easy

OBJ: Understand Wernicke’s theory of aphasia.

19. A rare condition in which patients’ only linguistic symptoms are frequent mispronunciations and an inability to repeat back what has been said to them is called a. Broca’s aphasia. b. sensory aphasia. c. conduction aphasia. d. oral aphasia.

ANS: C

DIF:

Moderate OBJ: Understand Wernicke’s theory of aphasia.

20. Wernicke called errors of speech that include numerous peculiar words and mispronunciations a. ablations. b. paraphasias. c. oral aphasias. d. amativeness.

ANS: B

DIF:

Easy

OBJ: Understand Wernicke’s theory of aphasia.

21. If the brain’s language areas are damaged in early infancy, a. language functions may develop normally, nonetheless. b. language functions are unlikely to ever develop. c. there may be partial recovery but less than for similar injuries in adults. d. specialized deficits such as stuttering may result.

ANS: A OBJ:

DIF:

Moderate

Recall the important discoveries on brain plasticity and memory.

22. In general, which kinds of memories are most affected by head injuries? a. visual memories

b. early memories c. recent memories d. memories of the type corresponding to the area of the brain that is injured ANS: C OBJ:

DIF:

Moderate

Recall the important discoveries on brain plasticity and memory.

23. __________ was an earlier proponent of the plasticity and equipotentiality of the brain who directly influenced Karl Lashley’s research on the subject. a. John B. Watson b. Shepherd Ivory Franz c. Wilder Penfield d. Donald Hebb ANS: B OBJ:

DIF:

Easy

Recall the important discoveries on brain plasticity and memory.

24. Which of the following was a new feature of Shepherd Ivory Franz’s studies on the localization of memory? a. They combined ablation with animal training. b. They used nonhuman primates as subjects. c. They involved brain surgery performed on conscious human subjects. d. They applied electrical stimulation to the brain for the first time.

ANS: A OBJ:

DIF:

Moderate

Recall the important discoveries on brain plasticity and memory.

25. Karl Lashley tried to test the localization of memory hypothesis by observing the effects of ablations on

a. the natural behavior of birds. b. human beings suffering from incurable diseases. c. rats who had previously learned to run mazes. d. H. M., who underwent an experimental brain operation to relieve him of his debilitating seizures.

ANS: C OBJ:

DIF:

Easy

Recall the important discoveries on brain plasticity and memory.

26. In Lashley’s experiments, the two most important determinants of learning loss were the a. amount of brain tissue destroyed and the difficulty of the previously learned tasks. b. location of the destroyed tissue and the age at which the learning had occurred. c. amount of brain tissue destroyed and the location of the lesion. d. difficulty of the task and the age at which it was first learned.

ANS: A OBJ:

DIF:

Hard

Recall the important discoveries on brain plasticity and memory.

27. Lashley’s principle that “the efficiency of performance of an entire complex function may be reduced in proportion to the extent of the brain injury” is known as a. the principle of constancy. b. the principle of equipotentiality. c. Lashley’s law. d. the law of mass action.

ANS: D

DIF:

Moderate

OBJ:

Recall the important discoveries on brain plasticity and memory.

28. What is a term used to describe the brain’s neural plasticity, in which healthy areas have the ability to take over the functions of damaged areas? a. experientiality b. equipotentiality c. physiognomy d. ablation ANS: B OBJ:

DIF:

Easy

Recall the important discoveries on brain plasticity and memory.

29. The notion that a single memory may be “stored” in several different specific locations scattered throughout the brain is known as a. Pribram’s hologram theory. b. the redundancy hypothesis. c. the cerebellar theory. d. the multiple-memory theory.

ANS: B OBJ:

DIF:

Easy

Recall the important discoveries on brain plasticity and memory.

30. Which of the following is NOT true of Bartholow’s 1874 study of electrical stimulation of a conscious human brain? a. It was performed on a mentally disabled patient who did not understand what was happening to her. b. It produced painful sensations and convulsions in the patient. c. It was terminated sooner than planned because of the death of the patient.

d. It was performed only after Bartholow first conducted the same experiment with monkeys.

ANS: D

DIF:

Moderate OBJ: Understand the effects of brain stimulation.

31. Wilder Penfield showed that the nature of an epileptic patient’s aura is a function of the a. location of the diseased focus at which the seizure begins. b. mental state of the patient when the seizure begins. c. personality of the patient. d. extent of the brain injury causing the epilepsy.

ANS: A

DIF:

Moderate OBJ: Understand the effects of brain stimulation.

32. Penfield showed that auditory hallucinations such as Beethoven symphonies or complete conversations could be produced by stimulating the a. interpretive cortex. b. sensory strip. c. primary auditory area. d. secondary auditory area.

ANS: D

DIF:

Moderate OBJ: Understand the effects of brain stimulation.

33. Penfield referred to responses such as a sense of déjà vu, unfamiliarity, guilt, or euphoria as __________ responses and found that they could be produced by stimulation in the __________. a. experimental; secondary visual area b. interpretive; temporal lobe c. emotional; experiential cortex

d. conditioned; cerebellum ANS: B

DIF:

Hard

OBJ: Understand the effects of brain stimulation.

34. Which of the following is NOT one of the reasons one should be cautious in interpreting Penfield’s “experiential responses” as evidence for the specific localization of individual memories? a. Experiential responses are more vivid and lifelike than ordinary memories. b. The effect of electrical stimulation is most likely to inhibit rather than to excite the normal functioning of cortical neurons. c. Experiential responses are much more like moving pictures than still images. d. The electrical stimulation was not applied to precisely identifiable locations on the cortex.

ANS: D

DIF:

Hard

OBJ: Understand the effects of brain stimulation.

35. Why was Donald O. Hebb’s seminal work, entitled The Organization of Behavior (1949), important? a. It related learning and other behavior to the hypothetical functioning of “neurological networks.” b. It confirmed many of the localization theories previously put forth by Broca and Wernicke. c. It confirmed Penfield’s epilepsy theories. d. It created renewed interest in Gall’s phrenology.

ANS: A

DIF:

Easy

OBJ: Understand Hebb’s work.

36. In his later life Wilder Penfield came to believe that a. mental functions would soon be completely explained in terms of brain

mechanisms. b. the most important mental functions were largely confined to the temporal lobe of the brain. c. mental functions were localized evenly and randomly throughout the brain’s cortex. d. “mind” and “brain” were probably two independent although interacting entities.

ANS: D

DIF:

Moderate OBJ: Understand Penfield’s change in opinion.

37. In their work together Brenda Milner and Wilder Penfield became particularly interested in the functioning of which area of the brain? a. cortex b. cerebellum c. hippocampus d. motor strip ANS: C

DIF:

Moderate OBJ: Recall Milner and her work with H.M.

38. Milner’s work with H. M. led her to contribute which major new idea to memory research? a. There were multiple but integrated memory systems. b. Short-term memory lasted longer than previously thought. c. Working memory and long-term memory were really the same thing. d. Information cannot be transferred from long-term to short-term memory.

ANS: A

DIF:

Easy

OBJ: Recall Milner and her work with H.M.

39. The major deficit of Milner’s patient H.M. was that he a. could understand language but could not speak coherently.

b. could not transfer information from working memory to long-term storage. c. could not access his procedural memory. d. could access his declarative memory much faster than normal people.

ANS: B

DIF:

Easy

OBJ: Recall Milner and her work with H.M.

40. Which of the following was NOT true about Milner’s patient H.M.? a. His declarative memory remained relatively intact. b. His procedural memory remained relatively intact. c. He could remember events from his distant past but not those from ten minutes previously. d. His memory deficits did not allow him to transfer information to long-term memory.

ANS: A

DIF:

Hard

OBJ: Recall Milner and her work with H.M.

41. Following his death H.M.’s death his brain was a. lost for several decades. b. put on display in a museum. c. preserved for future study. d. cremated with the rest of his body.

ANS: C

DIF:

Easy

OBJ: Recall Milner and her work with H.M.

42. Milner’s discoveries about differing memory systems represented part of the development of which emerging field of psychology? a. clinical psychology b. cognitive psychology c. developmental psychology

d. evolutionary psychology ANS: B

DIF:

Easy

OBJ: Recall Milner and her work with H.M.

43. Today efforts to study the brain often involve using various kinds of penetrating waves to take a series of images of the brain in sections or slices. These kinds of techniques are referred to as a. tomography. b. equipotentiality. c. cognitive neuroscience. d. cell assemblies.

ANS: A OBJ:

DIF:

Moderate

Understand modern practices for studying the brain.

44. The interdisciplinary field in which investigators use neuroimaging techniques to see what is going on in the brain when various cognitive activities are performed is called a. social neuroscience. b. neuroscience. c. mental biology. d. cognitive neuroscience.

ANS: D OBJ:

DIF:

Easy

Understand modern practices for studying the brain.

45. Researchers who use brain imaging to investigate how the brain processes social information work in the field known as a. social information processing. b. social neuroscience.

c. cognitive neuroscience. d. social psychology.

ANS: B OBJ:

DIF:

Easy

Understand modern practices for studying the brain.

MATCHING Match the book with its author. a. Brain Mechanisms and Intelligence b. Permanent Present Tense c. The Organization of Behavior 1. Donald O. Hebb 2. Karl Lashley 3. Suzanne Corkin 1. ANS:

C

DIF:

Moderate

OBJ: Identify the authors of books.

2. ANS:

A

DIF:

Moderate

OBJ: Identify the authors of books.

3. ANS:

B

DIF:

Moderate

OBJ: Identify the authors of books.

Match the individual with the term he coined. a. Carl Wernicke b. Donald O. Hebb c. Karl Lashley d. Wilder Penfield 4. cell assemblies 5. equipotentiality 6. interpretive cortex

7. paraphasias 4. ANS:

B

DIF:

Moderate

OBJ: Identify the originators of terms.

5. ANS:

C

DIF:

Moderate

OBJ: Identify the originators of terms.

6. ANS:

D

DIF:

Moderate

OBJ: Identify the originators of terms.

7. ANS:

A

DIF:

Moderate

OBJ: Identify the originators of terms.

Match the research subject with the investigator. a. a developmentally disabled young woman with a cancerous lesion of the scalp and skull b. H.M. (Henry Gustav Molaison) c. “Tan” (Louis Victor Leborgne) 8. Brenda Milner 9. Paul Broca 10. Roberts Bartholow 8. ANS: BDIF:

Easy

OBJ: Identify investigators and their research subjects.

9. ANS:

C

DIF:

Easy

OBJ: Identify investigators and their research

A

DIF:

Easy

OBJ: Identify investigators and their research

subjects.

10. ANS: subjects.

Match the definition with the term. a. Speech includes numerous peculiar words and mispronunciations because of loss of self-monitoring. Comprehension and general fluency are unimpaired. b. Speech includes numerous peculiar words and mispronunciations. c. Speech is fluent, with correct grammar, but includes peculiar words and

mispronunciations. Understanding of spoken language is severely impaired. d. Speech is severely impaired, but comprehension of spoken language is unimpaired.

11. conduction aphasia 12. motor aphasia 13. paraphasias 14. sensory aphasia 11. ANS:

A

DIF:

Hard

OBJ: Define different aphasias.

12. ANS:

D

DIF:

Hard

OBJ: Define different aphasias.

13. ANS:

B

DIF:

Hard

OBJ: Define different aphasias.

14. ANS:

C

DIF:

Hard

OBJ: Define different aphasias.

Match the definition with the term. a. fibrous substance of many regions of the brain b. nerve cells composing the brain and spinal cord, each with an active cell body, or nucleus c. pulpy substance forming the outer surface of the brain, inner part of the spinal cord, and several other centers in the brain d. stalks of nerve tissue that connect the two halves of the brain 15. commissures 16. grey matter 17. neurons 18. white matter 15. ANS:

D

DIF:

Moderate

OBJ: Define components of the brain.

16. ANS:

C

DIF:

Moderate

OBJ: Define components of the brain.

17. ANS:

B

DIF:

Moderate

OBJ: Define components of the brain.

18. ANS:

A

DIF:

Moderate

OBJ: Define components of the brain.

Match the research practice with the individual. a. electrical stimulation of a monkey’s brain b. electrical stimulation of the brain of a conscious, developmentally disabled patient c. electrical stimulation of the brain of conscious epileptic patients d. electrical stimulation of the cortex of a dog 19. David Ferrier 20. Gustav Fritsch and Eduard Hitzig 21. Roberts Bartholow 22. Wilder Penfield 19. ANS:

A

DIF:

Hard

OBJ: Identify the individual’s research practice.

20. ANS:

D

DIF:

Hard

OBJ: Identify the individual’s research practice.

21. ANS:

B

DIF:

Hard

OBJ: Identify the individual’s research practice.

22. ANS:

C

DIF:

Hard

OBJ: Identify the individual’s research practice.

Match the research practice with the individual. a. conducted early ablation studies with animal subjects b. observation of human patient following recovery from epilepsy surgery c. trained white rats on a maze followed by selective brain ablation 23. Brenda Milner 24. Karl Spencer Lashley and Shepherd Ivory Franz

25. Pierre Flourens 23. ANS: B DIF:

Moderate

OBJ: Identify the individual’s research practice.

24. ANS: C DIF:

Moderate

OBJ: Identify the individual’s research practice.

25. ANS: A DIF:

Moderate

OBJ: Identify the individual’s research practice.

Match the definition with the term. a. Each individual memory is stored in several locations throughout the cortex, and this number increases as the memory becomes better established and further associated with other memories. b. The brain’s neural plasticity, in which healthy areas have the ability to take over the functions of damaged areas. c. The efficiency of performance of an entire complex function may be reduced in proportion to the extent of brain injury.

26. equipotentiality 27. law of mass action 28. redundancy hypothesis 26. ANS:

B

DIF:

Moderate

OBJ: Define neurological terms.

27. ANS:

C

DIF:

Moderate

OBJ: Define neurological terms.

28. ANS:

A

DIF:

Moderate

OBJ: Define neurological terms.

Match the definition with the term. a. belief that people’s character is indicated by their physical characteristics, particularly their facial features b. belief that bumps and indentations on the surface of the skull are indicative of the size of underlying brain parts, each associated with different psychological

faculties c. explores the neural mechanisms underlying cognitive activities d. explores the neural mechanisms underlying social thought and behavior 29. cognitive neuroscience 30. phrenology 31. physiognomy 32. social neuroscience 29. ANS:

C

DIF:

Easy

OBJ: Define different fields of study.

30. ANS:

B

DIF:

Easy

OBJ: Define different fields of study.

31. ANS:

A

DIF:

Easy

OBJ: Define different fields of study.

32. ANS:

D

DIF:

Easy

OBJ: Define different fields of study.

Match the definition with the term. a. include experiences of déjà vu, unfamiliarity, guilt, or euphoria b. include sensations of dreamlike hallucinations, or memory “flashbacks” with unremarkable content c. hypothetical neurological networks in the brain d. a temporal brain region whose stimulation leads to two kinds of psychical responses 33. cell assemblies 34. experiential responses 35. interpretive cortex 36. interpretive responses 33. ANS:

C

DIF:

Easy

OBJ: Define neurological terms.

34. ANS:

B

DIF:

Easy

OBJ: Define neurological terms.

35. ANS:

D

DIF:

Easy

OBJ: Define neurological terms.

36. ANS:

A

DIF:

Easy

OBJ: Define neurological terms.

SHORT ANSWER 1. What is phrenology and what aspect of the theory has had lasting significance?

ANS: Phrenology proposed that numerous different psychological “faculties” are localized in different specific regions or “organs” in the brain, whose sizes are reflected in the physical bumps and indentations on the surface of the skull. Although skull shape turns out not to reflect such organs and the underlying faculty psychology has been discredited, the general idea that there is localization of function within the brain has had lasting significance.

DIF: Moderate OBJ:

Identify Gall and his theories.

2. Describe the work of Paul Broca with “Tan” and its significance.

ANS: Tan’s speech was severely impaired—he was able only to repeat the syllable tan—but he retained the ability to understand spoken language. After Tan’s death Broca autopsied his brain and discovered an egg-sized portion of the left frontal hemisphere was severely damaged. This area was found to be damaged in other patients with similar symptoms and became known as Broca’s area. It was the first demonstrated localization of a specific function (language) in the brain.

DIF: Moderate. OBJ:

Recall Broca’s work.

3. Define sensory aphasia and motor aphasia.

ANS: Sensory aphasia: Speech is fluent, with correct grammar, but includes peculiar words and mispronunciations. Understanding of spoken language is severely impaired; also known as Wernicke’s aphasia. Motor aphasia: Speech is severely impaired, but comprehension of spoken language is unimpaired; also known as Broca’s aphasia.

DIF: Moderate OBJ:

Understand different aphasias.

4. Who combined the training of rats on a maze with selective brain ablations and why was this significant?

ANS: Shepherd Ivory Franz and Karl Spencer Lashley combined the training of rats on a maze with selective brain ablations. It was the size of the ablation and the difficulty level of the maze learning, rather than the specific location of the ablation, that determined the effect of ablation on performance. Their work found little evidence for the localization of memory.

DIF: Hard OBJ:

Recall the important discoveries on brain plasticity and memory.

5. Describe the significance of Brenda Milner’s work with H.M. ANS: Milner’s study of H.M., who had had brain surgery for epilepsy, provided evidence of the importance of the hippocampus in memory and of the existence of multiple memory systems. H.M.’s short-term memory was intact, but he was unable to transfer information to long-term memory. His declarative memory was impaired, while his procedural memory was not.

DIF:

Easy

OBJ:

Recall Milner and her work with H.M.

Chapter 4: The Sensing and Perceiving Mind: From Kant through the Gestalt Psychologists MULTIPLE CHOICE 1. A notion which David Hume’s skeptical philosophy challenged, and which Immanuel Kant tried to rescue in his philosophical reformulation, was a. specific nerve energies. b. analytic geometry. c. the soul. d. causality.

ANS: D

DIF:

Moderate OBJ: Understand Kant’s theories.

2. The argument that our sense of causality is not absolute but only probabilistic, based on the assumption that event sequences observed in the past are highly likely to be repeated in the future, was proposed by a. David Hume. b. Immanuel Kant. c. Johannes Müller. d. Hermann Helmholtz.

ANS: B

DIF:

Moderate OBJ: Understand Kant’s theories.

3. According to Kant, the __________ world consists of “things in themselves” which exist independently of human experience and reason. a. material b. phenomenal c. noumenal

d. objective ANS: C

DIF:

Moderate OBJ: Understand Kant’s theories.

4. According to Kant, the objective external world can never be known directly. Instead, we only know the external world as it impacts the human mind. This inner and subjective world is also known as a. the noumenal world. b. the phenomenal world. c. intuitions. d. appearance.

ANS: B

DIF:

Moderate OBJ: Understand Kant’s theories.

5. According to Kant, time and space are a. categories. b. appearances. c. causes. d. intuitions.

ANS: D

DIF:

Easy

OBJ: Understand Kant’s theories.

6. When you press gently on the side of your eyeball and experience the visual sensation of colored light, you illustrate a. the law of specific nerve energies. b. Weber’s Law. c. the Young-Helmholtz Law. d. the law of sensory pressure.

ANS: A

DIF:

Moderate

OBJ: Define the neurophysiological law.

7. Helmholtz decided to study medicine because a. his father was a physician and he was encouraged to follow in his footsteps. b. medicine promised to be a lucrative career. c. as a non-wealthy student he was eligible for a free medical training program in exchange for service as an army surgeon. d. following the death of a relative he wanted to find a cure for tuberculosis.

ANS: C

DIF:

Easy

OBJ:

Identify Helmholtz and his findings.

8. __________ was a university friend of Helmholtz’s who later collaborated with him in determining the electrochemical nature of the nervous impulse. a. Johannes Müller b. Emil de Bois-Reymond c. Ernst Brücke d. Thomas Young ANS: B

DIF:

Hard

OBJ:

Identify Helmholtz and his findings.

9. The idea that all living things are imbued with an ultimately unanalyzable “life force” is the major tenet of what doctrine? a. mechanism b. vitalism c. conservation of energy d. transcendental idealism ANS: B

DIF:

Easy

OBJ: Define vitalism.

10. A belief in the doctrine of vitalism implied that a. physiological processes could be fully understood through scientific analysis.

b. physiological processes could not be fully understood through scientific analysis. c. nervous energy could be increased by vitamins. d. the law of specific nerve energies was incorrect.

ANS: B

DIF:

Moderate

OBJ: Define vitalism.

11. A major consequence of the adoption of the doctrine of physiological mechanism by Helmholtz and his fellow students was that they a. were encouraged to try to solve problems that previously seemed unsolvable, such as analyzing and measuring the nervous impulse. b. were motivated to perform the ultimate experiment, disproving vitalism completely. c. lost support from their superiors, including Müller, and had extra challenges in pursuing their later careers. d. were able to develop the law of specific nerve energies.

ANS: A

DIF:

Hard

OBJ:

Identify Helmholtz and his findings.

12. To Helmholtz, the law of conservation of energy implied all of the following EXCEPT a. all forms of energy are interchangeable varieties from a single reservoir, which cannot be increased or decreased. b. causality is probabilistic, not absolute. c. there could be no perpetual motion machine. d. vitalist theory seemed to be contrary to other natural laws.

ANS: B

DIF:

Hard

OBJ:

Identify Helmholtz and his findings.

13. Helmholtz’s early experiments with frogs’ and humans’ legs indicated that the speed

of the nervous impulse was a. infinite. b. about the same as that of an electrical current in a wire. c. slow enough to suggest reaction times of two seconds or more in very large animals. d. finite but too fast to be measured with existing equipment.

ANS: C DIF:

Moderate OBJ:

Identify Helmholtz and his findings.

14. Helmholtz’s attempt to measure the speed of the nervous impulse in human subjects a. gave consistent results almost identical with those for the frog’s nerve. b. helped introduce the “reaction time” method into psychology. c. indicated that the speed was too fast to be measurable in humans. d. demonstrated the existence of a nonphysical “life force.”

ANS: B

DIF:

Hard

OBJ:

Identify Helmholtz and his findings.

15. Helmholtz divided his discussions of vision and audition into sections devoted to which three of the following general categories? a. chemical, physiological, and perceptual b. physical, physiological, and psychological c. vitalistic, mechanistic, and subjective d. phenomenal, noumenal, and material ANS: B DIF: Hard

OBJ: Recall Helmholtz’s analysis of human vision.

16. According to Helmholtz’s distinction, the discontinuous patches of colored light you experience when viewing a landscape are your __________, while the “trees,” “grass,” and “sky,” etc., you become aware of are __________.

a. unconscious inferences; conscious inferences b. perceptions; sensations c. sensations; perceptions d. primary colors; perceptions ANS: C DIF: Easy

OBJ: Recall Helmholtz’s analysis of human vision.

17. Within the structure of the eye, the lens brings near objects into focus by bulging in the middle and brings distant objects into focus by assuming a relatively flat shape.

This process is known as a. accommodation. b. perception. c. sensation. d. inference.

ANS: A DIF: Moderate

OBJ: Recall Helmholtz’s analysis of human vision.

18. A photograph providing an image identical to what is recorded by the eye would feature a. a fully in-focus scene. b. only ten percent of the total visual field. c. the center of the scene in shades of grey and the rest in blurred colors. d. all but the center of the scene as blurred.

ANS: D DIF: Moderate

OBJ: Recall Helmholtz’s analysis of human vision.

19. How did Helmholtz define perception? a. the physiological process that conveys signals to the brain which results in conscious awareness

b. the process through which the senses detect visual, auditory, and other sensory stimuli and transmit them to the brain c. the psychological process by which sensory information is actively organized and interpreted by the brain d. the minimum amount of difference between two senses that is necessary to tell them apart ANS: C DIF: Hard

OBJ: Recall Helmholtz’s analysis of human vision.

20. According to Helmholtz’s analysis of the eye, the sharpness of focus within the visual field is a. impressively acute only in a very small region near the center. b. about the same quality as that produced by a good camera lens. c. impressive evidence of the optical perfection of the eye. d. uniform throughout the entire field.

ANS: A DIF: Moderate

OBJ: Recall Helmholtz’s analysis of human vision.

21. The orange light of the spectrum and the orange produced by mixing red and yellow spectral light a. can be distinguished from one another by brightness cues. b. are made up of identical kinds of light waves. c. can be distinguished because spectral orange is less muddy looking. d. are indistinguishable from each other by the human color senses.

ANS: D

DIF:

Moderate OBJ: Understand the neurophysiology of color

vision.

22. Which two names are used to refer to Helmholtz’s theory of color vision?

a. the component theory and opponent theory b. trichromatic theory and Young-Helmholtz theory c. the opponent theory and Young-Helmholtz theory d. trichromatic theory and opponent theory ANS: B DIF: Moderate

OBJ: Recall Helmholtz’s analysis of human vision.

23. Pairs of colored lights which produce a sensation of white light when mixed together are called a. contrasting colors. b. primary colors. c. complementary colors. d. harmonizing colors.

ANS: C

DIF:

Easy

OBJ: Understand the neurophysiology of color

vision.

24. Three colors—a certain red, green, and a blue-violet—can be mixed in various combinations to produce any other color on the spectrum. These colors are known as a. primary colors. b. prominent colors. c. complementary colors. d. harmonizing colors.

ANS: A

DIF:

Easy

OBJ: Understand the neurophysiology of color

vision.

25. Relative to Kant in his theory of visual perception, Helmholtz was more a. nativist.

b. rationalist. c. idealist. d. empiricist.

ANS: D DIF: Moderate

OBJ: Recall Helmholtz’s analysis of human vision.

26. When subjects in Helmholtz’s experiment learned to adjust their responses to the distorted images produced by prismatic glasses, they illustrated a. visual accommodation. b. trial-and-error learning. c. perceptual adaptation. d. perceptual nativism.

ANS: C DIF: Moderate

OBJ: Recall Helmholtz’s analysis of human vision.

27. In Helmholtz’s theory, an important hypothetical process underlying such perceptual phenomena as depth perception was called a. unconscious inference. b. unconscious rationalization. c. inductive reasoning. d. practical intuition.

ANS: A DIF: Moderate

OBJ: Recall Helmholtz’s analysis of human vision.

28. Eleanor Gibson’s studies of the responses of visually inexperienced animals and human infants to the “visual cliff” seem to a. support Helmholtz’s nativist perceptual theory. b. refute Helmholtz’s trichromatic theory. c. disconfirm aspects of Helmholtz’s empiricist perceptual theory.

d. support Helmholtz’s theory of unconscious inference.

ANS: C

DIF:

Moderate

OBJ: Describe the visual cliff studies.

29. An apparatus that features a platform with a transparent glass floor, part of which is set over an area with no visible surface directly below, is referred to as a a. visual depth platform. b. visual cliff. c. perceptual cliff. d. perceptual depth platform.

ANS: B

DIF:

Easy

OBJ: Describe the visual cliff studies.

30. The study of relationships between the objectively measured intensities of various stimuli and the subjective impressions of those intensities is referred to as a. physiology. b. psychology. c. physiological mechanism. d. psychophysics.

ANS: D

DIF:

Easy

OBJ: Understand psychophysics.

31. Gustav Fechner used the pen-name “Dr. Mises” for which of his writings? a. his earliest publications on internal medicine b. his often satirical medical and philosophical speculations c. his works on theoretical physics d. his work as a newspaper self-help columnist ANS: B

DIF:

Easy

OBJ: Understand Fechner’s background.

32. The inspiring idea that led most directly to Fechner’s development of psychophysics

was a. Helmholtz’s concept of conservation of energy. b. Newton’s conception of the solar spectrum. c. Wertheimer’s discovery of the phi phenomenon. d. Weber’s demonstration of the jnd.

ANS: D DIF: Moderate

OBJ: Understand origins of psychophysics.

33. Gustav Fechner was especially pleased to discover his psychophysical law because a. it confirmed Kant’s conception of the noumenal world. b. it was consistent with the law of conservation of energy. c. it indicated an underlying harmony between the “two faces” (physical and psychological) of nature. d. it was a refutation of physiological mechanism.

ANS: C

DIF:

Moderate

OBJ: Understand Fechner’s motivation.

34. In his mid-career, Fechner was tormented by an apparently unresolvable conflict between a. a purely mechanistic “night view” versus a “day view” that saw the universe as having some soul-like properties. b. innate versus learned factors in the ability to discriminate stimulus intensities. c. mechanistic versus vitalistic explanations for sensory discriminations. d. philosophical hedonism versus stoicism.

ANS: A

DIF:

Hard

OBJ: Understand Fechner’s background.

35. Fechner’s law expresses in mathematical terms the a. observed mathematical relationship between physical and subjective stimulus

intensities. b. largest intensity of a stimulus that can be perceived. c. amount of energy that can be transformed from one state to another. d. minimum amount of difference between two weights necessary to tell them apart.

ANS: A

DIF:

Moderate

OBJ: Understand psychophysics.

36. The smallest intensity of a stimulus that can be reliably detected, used by Fechner as the “zero point” in his scale of subjective intensities, is called the a. logarithm. b. absolute threshold. c. phi phenomenon. d. constant k.

ANS: B

DIF:

Easy

OBJ: Understand psychophysics.

37. For stimuli such as electric shocks, where the jnd’s become smaller with higher intensities, the psychophysical relationship is best expressed by a. Weber’s law. b. Fechner’s law. c. Stevens’ (power) law. d. the psychophysical law.

ANS: C

DIF:

Moderate

OBJ: Understand psychophysics.

38. Ernst Weber is important for introducing which of these concepts? a. the just noticeable difference b. the absolute threshold c. apparent movement

d. negative afterimages ANS: A

DIF:

Moderate

OBJ: Understand psychophysics.

39. The first topic to be seriously investigated by Wertheimer and his fellow Gestalt psychologists was a. apparent movement and the phi phenomenon. b. the figure-ground relationship. c. a person’s “life-space” considered as a field. d. the concept of psychophysical isomorphism.

ANS: A

DIF:

Moderate

OBJ: Understand development of Gestalt

psychology.

40. Why was Fechner important in the development of a scientific, experimental psychology? a. He was among the first to demonstrate how reaction-time experiments could be of significance to psychology. b. He was among the first to demonstrate how memory could be studied quantitatively. c. He was among the first to demonstrate how the Gestalt theories of figure and ground could be quantified. d. He was among the first to demonstrate how a psychological phenomenon could be measured and quantified, and shown to relate lawfully to other variables.

ANS: D

DIF:

Hard

OBJ: Understand psychophysics.

41. Gestalt psychology focuses on the a. relationship between the physical reality and psychological experience.

b. ways the mind organizes experiences and perceptions into organized wholes that are more than the sum of their parts. c. difference between the noumenal and phenomenal worlds. d. probabilistic, rather than absolute, nature of causality.

ANS: B

DIF:

Easy

OBJ: Describe Gestalt psychology.

42. The “squareness” of a square and the basic tune of a melody are both examples of a. elements of consciousness. b. elementary sensations. c. Gestalt qualities. d. figure-ground reversals.

ANS: C

DIF:

Moderate

OBJ: Describe Gestalt psychology.

43. Who of the following was NOT a founder of the movement known as Gestalt psychology? a. Max Wertheimer b. Kurt Koffka c. Wolfgang Köhler d. Ernst Weber ANS: D

DIF:

Moderate

OBJ: Describe Gestalt psychology.

44. All of the following are true of the phi phenomenon EXCEPT it a. was discovered by Kant. b. illustrates apparent movement. c. was studied by Wertheimer using a tachistoscope. d. is an optical illusion.

ANS: A

DIF:

Easy

OBJ: Describe Gestalt psychology.

45. As you read this page, the words you are aware of constitute the__________, and the page on which they are printed is the__________. a. figure; ground b. ground; figure c. concept; percept d. percept; concept ANS: A

DIF:

Easy

OBJ: Describe Gestalt psychology.

46. According to the Gestalt psychologists, our perceptual processes tend to do all of the following EXCEPT a. organize the visual field into wholes. b. organize complicated aggregates of stimuli into similar groups. c. divide the perceptual field into figure and ground. d. provide conscious sensations that are exact reproductions of objects in the external world.

ANS: D

DIF:

Moderate

OBJ: Describe Gestalt psychology.

47. The three founders of Gestalt psychology moved to the United States in the 1920s and 1930s because they a. were awarded prestigious professorships at American universities. b. German psychology rejected Gestalt psychology, while American psychology proved more receptive. c. anticipated the coming rise of Nazi Germany and its atrocities. d. were each involved in a number of personal scandals that led them to flee to the

United States.

ANS: C

DIF:

Moderate

OBJ: Describe Gestalt psychology.

48. An important concept from physics with which Köhler tried to integrate Gestalt psychology was a. Newtonian attraction and repulsion. b. the force field. c. the phi phenomenon. d. the uncertainty principle.

ANS: B DIF: Moderate

OBJ: Describe the influence of Gestalt psychology.

49. Köhler’s principle that “psychological facts and the underlying events in the brain resemble each other in all their structural characteristics” is known as the a. Hypothesis of Psychophysical Isomorphism. b. Law of Gestalt Identity. c. Law of Specific Nerve Energies. d. Hypothesis of Underlying Similarities.

ANS: A DIF: Moderate

OBJ: Describe the influence of Gestalt psychology.

50. Gestalt-trained psychologist __________ argued that every individual lives within a unique psychological field or __________, which is the totality of the individual’s psychological situation at any given moment. a. Kurt Lewin; life space b. Kurt Lewin; force field c. Kurt Goldstein; life space d. Kurt Goldstein; force field

ANS: A DIF: Hard

OBJ: Describe the influence of Gestalt psychology.

MATCHING Match the definition with the term. a. objects in a “pure” state independent of human experience b. the dimensions of space and time according to which the mind automatically locates experience c. the subjective experience of external reality as it impacts the human mind 1. intuitions 2. noumenal world 3. phenomenal world 1. ANS:

B

DIF:

Easy

OBJ: Define Kantian terms.

2. ANS:

A

DIF:

Easy

OBJ: Define Kantian terms.

3. ANS:

C

DIF:

Easy

OBJ: Define Kantian terms.

Match the definition with the term. a. All kinds of forces in the universe are potentially interchangeable forms of a single huge but quantitatively fixed reservoir of energy. b. All living organisms possess a nonphysical “life force” essential for life and not open to scientific analysis. c. All physiological process may be understood in terms of physical and chemical principles. d. Each sensory nerve in the body only carries one kind of sensation.

4. law of conservation of energy 5. law of specific nerve energies

6. physiological mechanism 7. vitalism 4. ANS:

A

DIF:

Moderate

OBJ: Define the law or doctrine.

5. ANS:

D

DIF:

Moderate

OBJ: Define the law or doctrine.

6. ANS:

C

DIF:

Moderate

OBJ: Define the law or doctrine.

7. ANS:

B

DIF:

Moderate

OBJ: Define the law or doctrine.

Match the book with its author. a. Nanna, or on the Soul-life of Plants b. Principles of Gestalt Psychology c. Productive Thinking d. The Theory of the Sensation of Tone as a Physiological Basis for the Theory of Music 8. Fechner 9. Helmholtz 10. Koffka 11. Wertheimer 8. ANS:

A

DIF:

Hard

OBJ: Name the author of the books.

9. ANS:

D

DIF:

Hard

OBJ: Name the author of the books.

10. ANS:

B

DIF:

Hard

OBJ: Name the author of the books.

11. ANS:

C

DIF:

Hard

OBJ: Name the author of the books.

Match the definition with the term. a. a small part of the retina where the optic nerve exits and which therefore contains no light-sensitive cells

b. the meaningful interpretations of the “raw elements” of conscious experience c. the measured time that elapses between the presentation of a stimulus and the performance of a specified response d. the “raw elements” of conscious experience that require no learning or prior experience 12. blind spot 13. perceptions 14. reaction time 15. sensations 12. ANS:

A

DIF:

Easy

OBJ: Define the perceptual term.

13. ANS:

B

DIF:

Easy

OBJ: Define the perceptual term.

14. ANS:

C

DIF:

Easy

OBJ: Define the perceptual term.

15. ANS:

D

DIF:

Easy

OBJ: Define the perceptual term.

Match the definition with the term. a. pairs of colors which, when mixed together, create a sensation of white light indistinguishable from full sunlight b. the alteration of spatial perception through experience c. the three colors on the color spectrum that are the building blocks for all kinds of color sensation d. the unconscious adoption of certain rules that operate like the major premises in logical syllogisms 16. unconscious inference 17. perceptual adaptation

18. primary colors 19. complementary colors 16. ANS:

D

DIF:

Hard

OBJ: Define the perceptual term.

17. ANS:

B

DIF:

Hard

OBJ: Define the perceptual term.

18. ANS:

C

DIF:

Hard

OBJ: Define the perceptual term.

19. ANS:

A

DIF:

Hard

OBJ: Define the perceptual term.

Match the experiment with the experimenter. a. the measurement of the speed of an electrical current through a severed frog’s leg b. the use of a tachistoscope to project light alternately through two slits at different time intervals and slightly varying positions c. the visual cliff experiment 20. Eleanor Jack Gibson 21. Hermann Helmholtz 22. Max Wertheimer 20. ANS:

C

DIF:

Easy

OBJ: Recall the experimenter and their experiment.

21. ANS:

A

DIF:

Easy

OBJ: Recall the experimenter and their experiment.

22. ANS:

B

DIF:

Easy

OBJ: Recall the experimenter and their experiment.

Match the definition with the term. a. the doctrine that all living organisms possess a nonphysical “life force” essential for life and not open to scientific study b. the doctrine that all physiological process may be understood in terms of physical and chemical principles c. the study of relationships between the objectively measured intensities of various

stimuli and the subjective impressions of those intensities d. the study of the ways the mind organizes experiences and perceptions into organized wholes that are more than the sums of their separate parts 23. Gestalt psychology 24. physiological mechanism 25. psychophysics 26. vitalism 23. ANS:

D

DIF:

Moderate

OBJ: Define the doctrine or approach to

DIF:

Moderate

OBJ: Define the doctrine or approach to

DIF:

Moderate

OBJ: Define the doctrine or approach to

DIF:

Moderate

OBJ: Define the doctrine or approach to

psychology.

24. ANS:

B

psychology.

25. ANS:

C

psychology.

26. ANS:

A

psychology.

Match the definition with the term. a. capable of expressing psychophysical relationships when subjective intensities increase at a faster rate than physical intensities b. proposal that the retina contains three different kinds of light-sensitive receptor cells, each one responding most strongly to light waves of one of the three primary colors c. states that the subjective intensity (S) of a stimulus measured in jnd units is proportional to the logarithm of its physical intensity (P) times some constant (k)

27. Fechner’s law 28. the power (Stevens’s) law 29. Young-Helmholtz trichromatic theory 27. ANS:

C

DIF:

Moderate

OBJ: Define the law or theory.

28. ANS:

A

DIF:

Moderate

OBJ: Define the law or theory.

29. ANS:

B

DIF:

Moderate

OBJ: Define the law or theory.

Match the definition with the term. a. the idea that there is similarity in the structural characteristics of perceptual and brain processes b. the perception of continuous motion that occurs when observing a succession of slightly varying still images c. the unique psychological field in which each person resides, which is comprised of the totality of their psychological situation at any moment 30. life space 31. phi phenomenon 32. psychophysical isomorphism 30. ANS:

C

DIF:

Moderate

OBJ: Define the Gestalt term.

31. ANS:

B

DIF:

Moderate

OBJ: Define the Gestalt term.

32. ANS:

A

DIF:

Moderate

OBJ: Define the Gestalt term.

Match the individual with the doctrine. a. Gustav Fechner b. Hermann Helmholtz c. Johannes Müller

d. Kurt Koffka 33. Gestalt psychology 34. Physiological mechanism 35. Psychophysics 36. Vitalism 33. ANS:

D

DIF:

Moderate

OBJ: Identify the individual’s doctrine.

34. ANS:

B

DIF:

Moderate

OBJ: Identify the individual’s doctrine.

35. ANS:

A

DIF:

Moderate

OBJ: Identify the individual’s doctrine.

36. ANS:

C

DIF:

Moderate

OBJ: Identify the individual’s doctrine.

SHORT ANSWER 1. What, for Helmholtz, was the connection between defects in vision and Kant’s interpretation of the nature of experience?

ANS: Visual defects provided support for Kant’s understanding of experience by demonstrating that conscious visual sensations are not exact reproductions of the physical objects that give rise to them or even of the images on the retina.

DIF: Hard

OBJ: Understand Kant’s theories; identify Helmholtz and his findings.

2. How did Eleanor Gibson’s work challenge Helmholtz’s ideas?

ANS: Gibson’s work using the visual cliff showed that many newborn animals and young human babies instinctively avoided walking or crawling on parts of a glass platform with no visible surface directly below. This suggested that depth perception can occur without prior learning experiences, contrary to Helmholtz’s belief that it had to arise

through learning and unconscious inference.

DIF:

Moderate

OBJ: Describe the visual cliff studies.

3. Explain how the faces-vase optical illusion illustrates the figure-ground reversal.

ANS: The faces-vase illusion can be seen as either a white vase against a black ground or as two black profiled faces against a white ground. You cannot see both the vase and the faces exactly at the same time because this would involve two figures and no ground.

Instead, the black and white portions of the image alternate as figure and ground.

DIF:

Moderate

OBJ: Describe Gestalt psychology.

4. What important experiment did Helmholtz perform with severed frog legs?

ANS: Helmholtz electrically stimulated a severed frog leg in order to measure the speed of nerve signals. The time it took for the electrical current to travel through the frog’s leg and result in a foot twitch was recorded as the speed of nerve transmission. This proved that nerve transmissions were of a measurable speed and not instantaneous.

DIF:

Easy

OBJ: Identify Helmholtz and his findings.

5. Why was Fechner’s invention of psychophysics important for the development of scientific psychology?

ANS: With its use of successive jnd’s as quantitative measures of the subjectively experienced intensities of sensory stimulation and the employment of those measures in calculating a mathematically precise law, psychophysics contradicted Kant’s influential contention that psychology could never be a true science because its

concepts could never be directly observed or quantified.

DIF:

Hard

OBJ: Identify significance of psychophysics.

Chapter 5: Wundt and the Establishment of Experimental Psychology MULTIPLE CHOICE 1. Which of the following was NOT proposed in the Preface of Wundt’s early textbook, Contributions to the Theory of Perception, where he described the program that would occupy him for the rest of his life? a. an experimental psychology to introspectively study the facts of consciousness b. a psychology for studying the higher mental functions based on historical, comparative, and ethnographic analyses c. a psychology of individual differences, applying facts of general psychology toward an understanding of single personalities d. the systematic study of reaction times ANS: C

DIF:

Moderate OBJ: Understand Wundt’s theories.

2. Which of the following was NOT an essential aspect of Wundt’s research on mental chronometry? a. the measurement of reaction times b. the differentiation between perception and apperception c. the subtractive procedure d. the introspective analysis of memory ANS: D

DIF:

Moderate OBJ: Recall Wundt’s research.

3. Wundt and his students found that it took a subject about one-tenth of a second longer to respond to a stimulus when concentrating attention on the expected stimulus, as opposed to when concentrating on the required response. To what process did they attribute the extra time?

a. perception b. apperception c. sensation d. anticipation ANS: B

DIF:

Moderate OBJ: Recall Wundt’s research.

4. One of the Wundtian mental chronometry experiments had one condition in which the subject was required to make a different response to each of two different stimuli, and another in which two stimuli were randomly presented but only one had to be responded to. The mental process presumably required for the first task, but not for the second, was a. perception. b. apperception. c. cognition. d. association.

ANS: D

DIF:

Hard

OBJ: Recall Wundt’s research.

5. Wundt’s introspective techniques required his subjects to a. restrict their introspecting to relatively simple and immediately recallable stimulus situations. b. be especially attentive to their emotional life. c. concentrate on recalling events from childhood. d. let their thoughts wander freely as they introspected.

ANS: A

DIF:

Easy

OBJ: Recall Wundt’s research.

6. Wundtian introspective studies analyzed consciousness in terms of

a. sensations and feelings. b. sensations and perceptions. c. sensations and judgments. d. feelings and judgments.

ANS: A

DIF: Easy

OBJ:

Recall Wundt’s research.

7. Which were the four basic dimensions of sensations in Wundt’s scheme? a. size, clarity, interest, direction b. height, width, depth, time c. mode, quality, intensity, duration d. activity, tension, agreeableness, frequency ANS: C

DIF: Moderate

OBJ:

Understand Wundt’s theories.

8. In Wundt’s theory, a creative synthesis accompanies acts of a. perception. b. apperception. c. unconscious inference. d. discrimination.

ANS: B

DIF: Moderate

OBJ:

Understand Wundt’s theories.

9. As indicated by studies in Wundt’s laboratory, what was the maximum number of individual units that could be apperceived at once? a. 1 b. 2 or 3 c. 4 to 6 d. 15 to 20

ANS: C

DIF: Moderate

OBJ:

Recall Wundt’s research.

10. One of the major topics covered in Wundt’s Völkerpsychologie was a. language. b. mental chronometry. c. the tri-dimensional theory of feeling. d. the study of memory for nonsense syllables.

ANS: A

DIF: Easy

OBJ:

Understand Wundt’s theories.

11. For Wundt, the most basic unit of thought is a. any word which expresses a distinct concept. b. a “general impression” that is independent of words. c. a “train” of associated ideas. d. an unconscious sensation.

ANS: B

DIF: Hard

OBJ:

Understand Wundt’s theories.

12. In recent years, Wundt’s theories have been newly appreciated for their relevance to which current psychological specialty? a. psycholinguistics b. evolutionary psychology c. intelligence testing d. psychophysics ANS: A

DIF: Moderate

OBJ:

Understand Wundt’s influence.

13. Wundt classified feelings according to what three basic dimensions? a. brightness-dullness, tension-relaxation, and activity-passivity b. tension-relaxation, pleasantness-unpleasantness, and visual-auditory

c. pleasantness-unpleasantness, tension-relaxation, and activity-passivity d. action–non-action, brightness-dullness, and pleasant–unpleasantness ANS: C

DIF: Moderate

OBJ:

Understand Wundt’s theories.

14. Wundt’s “thought meter” experiment challenged which of the following? a. the commonsense assumption that when ideas are “registered” in consciousness, they also become subject to focused attention and rational analysis in terms of underlying principles and laws b. the commonsense assumption that when two different stimuli strike our senses at the same time, we become consciously aware of both of them at the same instant c. the commonsense assumption that apperceived ideas may be combined and organized in many different ways d. the commonsense assumption that response times can be used to make inferences about consciousness and other central processes ANS: B

DIF: Hard

OBJ:

Recall Wundt’s research.

15. Who is often regarded as the “father” of modern academic and experimental psychology? a. Edward Bradford Titchener b. Wilhelm Wundt c. Sigmund Freud d. William James ANS: B

DIF: Easy

OBJ:

Identify Wundt.

16. James McKeen Cattell is known for which of the following? a. his invention of the “subtractive” method for reaction time research

b. his disagreement with Wundt on the matter of spirituality caused him to leave Leipzig c. his writing of Principles of Physiological Psychology, one of the first experimental psychology textbooks d. his invention of apparatus and techniques for measuring reaction times more accurately, and in a wider and more interesting variety of situations, than had ever been done before ANS: D OBJ:

DIF: Moderate

Recall experimental psychologists and their work.

17. According to Wundt, voluntaristic psychology was a. a nonexperimental branch of psychology that focused on the communal and cultural products of human nature. b. a type of experimental psychology that focused first on discovering the “structure” of the mental phenomena before looking at the “function.” c. an approach to psychology that described events working at the periphery of conscious experience, events such as apperception, creative synthesis, psychic causality, and will. d. an approach to psychology focusing on the functional and practical aspects of behavior.

ANS: C

DIF: Moderate

OBJ:

Understand Wundt’s theories.

18. Wundtian psychology was mistakenly characterized for many years in Englishspeaking countries as “structuralism” for all of the reasons below EXCEPT a. most of Wundt’s original writings were never translated into English.

b. his student and translator Titchener emphasized only those aspects of his theory that were consistent with structuralism. c. most of Wundt’s students were American and they emphasized the “structural” as opposed to the “functional” aspects of his theories. d. Wundt’s works tended to be overlooked following the antagonisms of World War I. ANS: C

DIF: Hard

OBJ:

Understand Wundt’s theories.

19. Why was Wundt’s landmark book Principles of Physiological Psychology (1874) important? a. It was the first genuine “textbook” describing under one cover several recent developments in the area of experimental psychology. b. It focused attention on the originality and variety of Wundt’s own experiments. c. It introduced the work of early female psychologists. d. It established the importance of unconscious motivation.

ANS: A

DIF: Easy

OBJ:

Understand Wundt’s influence.

20. Johann Zöllner, Wundt’s older colleague and one-time supporter at Leipzig, came to bitterly oppose him because of Wundt’s a. emphasis on a nonexperimental Völkerpsychologie. b. skeptical analysis of “spiritualistic” phenomena. c. highly restrictive introspection methods. d. support for women in experimental psychology.

ANS: B

DIF: Moderate

OBJ:

Understand reactants to Wundt.

21. Titchener strongly advocated an approach to psychology he called

a. functionalism. b. introspection. c. structuralism. d. empiricism.

ANS: C

DIF: Easy

OBJ:

Understand Titchener and his work.

22. Structuralism was an approach to experimental psychology that a. focused on the function of the mind rather than the biology of the brain. b. focused on what the mind is rather than what the mind is for. c. was completely in keeping with the Wundtian framework. d. focused solely on physiology, omitting subjective introspection.

ANS: B

DIF: Moderate

OBJ:

Understand Titchener and his work.

23. Titchener insisted that introspectors should avoid imposing “meaning” or “interpretation” on their subjects, thereby eliminating what he called a. the reaction time. b. apperception. c. the stimulus error. d. the forgetting curve.

ANS: C

DIF: Moderate

OBJ:

Understand Titchener and his work.

24. Titchener’s group, known as the “Experimentalists,” were notable for a. the unique experiments they carried out at Leipzig. b. not allowing women to join their membership. c. carrying out experimental tests of Wundt’s Völkerpsychologie. d. creating the “new” brand of experimental psychology in the United States.

ANS: B

DIF: Moderate

OBJ: Understand the Experimentalists’ pros and

cons.

25. __________ was an accomplished American mathematician and vision researcher who challenged Titchener’s policies on his invitation-only group of Experimentalists. a. Christine Ladd-Franklin b. Eleanor Gibson c. Margaret Floy Washburn d. Dorothea Jameson ANS: A

DIF: Moderate

OBJ: Understand the Experimentalists’ pros and

cons.

26. Wundt’s former student Oswald Külpe started his own laboratory, where research focused on which of the following subjects? a. the forgetting curve and word association b. mental chronometry and psychic causality c. imageless thought and directed association d. association tests and the forgetting curve ANS: C OBJ:

DIF: Moderate

Recall experimental psychologists and their work.

27. Experimental psychologist Narziss Ach expanded introspective psychology by a. asking subjects to associate to stimulus words freely rather than in a highly specific manner. b. asking subjects to associate numbers to letters rather than associating letters to numbers.

c. asking subjects to introspect about their early childhood memories. d. performing directed-association studies that revealed the importance of determining tendencies or mental sets.

ANS: D OBJ:

DIF: Hard

Recall experimental psychologists and their work.

28. Introspective studies showing that prior instructions can influence thought without directly entering into subjects’ conscious associational processes were said to reveal a. mental sets. b. unconscious motivation c. restricted association. d. the process of apperception.

ANS: A OBJ:

DIF: Easy

Recall experimental psychologists and their work.

29. Ebbinghaus’s finding that memory for a learned task drops off most steeply immediately after the learning and then declines more slowly exemplifies the __________. a. forgetting curve b. method of savings c. psychophysical law d. stimulus error ANS: A OBJ:

DIF: Easy

Recall experimental psychologists and their work.

30. Ebbinghaus’s innovative method for studying memory experimentally made use of

a. directed association. b. mental chronometry. c. nonsense syllables. d. structural introspection.

ANS: C OBJ:

DIF: Easy

Recall experimental psychologists and their work.

31. For Wundt, the most striking conclusion from his early “thought meter” experiment was that a. both the sound and the sight of a pendulum reaching its farthest extent could be registered in his consciousness simultaneously. b. if he concentrated on the sound he was unable to process the sight. c. if he concentrated on the sight the sound seemed quieter. d. separate and measurable acts of attention were required to register first the sound and then the sight of the pendulum’s position.

ANS: D

DIF: Hard

OBJ:

Recall Wundt’s research.

32. The book by Wilhelm Wundt often credited with launching experimental psychology as a separate discipline was a. Elements of Psychophysics. b. Principles of Physiological Psychology. c. The Interpretation of Dreams. d. Psychology: A Briefer Course.

ANS: B

DIF: Easy

OBJ:

Identify Wundt’s works.

33. The title (in translation) of the psychology journal founded by Wilhelm Wundt in

1881 was a. Philosophical Studies. b. Psychical Studies. c. The German Journal of Experimental Psychology. d. The Psychological Review.

ANS: A

DIF: Easy

OBJ:

Identify Wundt’s works.

34. All of the following became famous after directly studying with Wilhelm Wundt EXCEPT a. James McKeen Cattell. b. Oswald Külpe. c. Hermann Ebbinghaus. d. Edward Titchener.

ANS: C

DIF: Moderate

OBJ:

Identify Wundt’s influence.

35. Which piece of experimental apparatus did James McKeen Cattell invent? a. a clock rigged to make a sound when its pendulum reached its farthest swing b. a lip-key used to help record reaction times for verbal responses c. a series of embedded figures that cannot be perceived by color blind subjects d. a “tachistoscope” that presented stimuli to subjects for just small fractions of a second ANS: B OBJ:

DIF: Moderate

Recall experimental psychologists and their work.

36. In Wilhelm Wundt’s terminology, the occurrence of a(n) __________ was a specific instance of what he more generally called __________.

a. creative synthesis; psychic causality b. dream; unconscious motivation c. delayed reaction time; perceptual blocking d. imageless thought; mental sets ANS: A

DIF: Hard

OBJ:

Understand Wundt’s theories.

37. For Wundt, the most important units of analysis in the study of language are what? a. single words, which are constructed out of various combinations of individual sounds or phonemes b. the simplest individual spoken sounds, or phonemes, that can be distinguished from one another by speakers of the particular language c. sentences, each of which contains a general thought or idea, sometimes using different words to express the same idea d. the grammatical rules that dictate how words must be put together to convey meaningful thoughts ANS: C

DIF: Hard

OBJ:

Understand Wundt’s theories.

38. Which of the following is NOT true about Wundt’s Völkerpsychologie? a. It focused on the collective as opposed to the individual products of human psychology. b. It encouraged the use of historical and comparative methods of analysis. c. The study of language was an important aspect of it. d. It encouraged the experimental and laboratory-based study of memory.

ANS: D

DIF: Moderate

OBJ:

Understand Wundt’s works.

39. Who among the following was a doctoral student of Titchener’s who conducted an

important study of the sense of smell? a. Margaret Floy Washburn b. Eleanor Acheson McCulloch Gamble c. Christine Ladd-Franklin d. Mary Whiton Calkins ANS: B OBJ:

DIF: Easy

Recall experimental psychologists and their work.

40. Which of the following senses proved most difficult for Titchener and his students to study with their introspective method? a. vision b. audition c. smell d. taste ANS: C

DIF: Easy

OBJ:

Understand Titchener and his work.

41. E. B. Titchener’s attitudes towards women in psychology are best summarized by which statement? a. He respected and supported women as graduate students but denied them access to the most prestigious professional networks. b. He made no gender-based distinctions in his treatment of women. c. He supervised a few women graduate students but only grudgingly because he had to do so at a publicly funded land grant university. d. He became an outspoken advocate of granting talented women full participation in all of psychology’s professional societies.

ANS: A DIF: Moderate

OBJ:

Explain Titchener’s attitudes toward

women.

42. Wundt’s former student Oswald Külpe went on to establish his own laboratory which conducted introspective experiments on __________, which Wundt objected to because __________. a. memory; memory was supposedly a “higher” function insusceptible to experimental analysis b. imageless thought; the studies entailed introspection of mental tasks that Wundt believed were too complex for accurate introspective analysis c. dream images; dreams were too vague and individualized to be appropriate objects of introspection d. mental patients; Wundt believed psychology should concentrate on normal as opposed to abnormal topics ANS: B OBJ:

DIF: Hard

Recall experimental psychologists and their work.

43. Why did Oswald Külpe came to disagree with his former teacher Wundt? a. He thought Wundt’s concept of Völkerpsychologie was misguided. b. He opposed Wundt’s outspoken German nationalism. c. He rejected the use of introspection as a research method. d. He believed the finding of mental sets called into question the assumptions of mental chronometry.

ANS: D

DIF: Moderate

OBJ:

Understand reactants to Wundt.

44. Hermann Ebbinghaus’s study of memory is considered historically important because

a. it demonstrated the existence of unconscious and repressed memories. b. it first highlighted the existence of false memories. c. it provided an acceptable experimental approach to a “higher” mental function. d. it confirmed ancient ideas about memories as stored in separate “compartments.”

ANS: C OBJ:

DIF: Moderate

Recall experimental psychologists and their work.

45. Hermann Ebbinghaus was particularly pleased because the results of his memory experiments a. revealed a forgetting curve whose shape resembled Fechner’s psychophysical law. b. confirmed Wundt’s opinion about the highly complex nature of normal memory. c. showed that imageless thoughts and mental sets were important aspects of the process of remembering. d. suggested the possibility for a new memory-based test of intelligence.

ANS: A OBJ:

DIF: Moderate

Recall experimental psychologists and their work.

MATCHING Match the definition with the term. a. an approach that argues psychology should focus introspectively on discovering the elements of consciousness rather than their functions b. an approach to psychology that emphasizes conscious experiences of will or voluntary effort c. nonexperimental psychology that explores communal and cultural products of

human nature using comparative and historical methods d. the use of reaction time experiments to measure the speed of information processing and make inferences about basic elements of consciousness 1. mental chronometry 2. structuralism 3. Völkerpsychologie 4. voluntaristic psychology 1. ANS:

D

DIF:

Moderate

OBJ: Define psychological terms.

2. ANS:

A

DIF:

Moderate

OBJ: Define psychological terms.

3. ANS:

C

DIF:

Moderate

OBJ: Define psychological terms.

4. ANS:

B

DIF:

Moderate

OBJ: Define psychological terms.

Match the definition with the term. a. a technique where average reaction time for a simple task is subtracted from the average time for a more complex task, with the difference taken to been the time required for a “higher” mental function b. consistent individual differences in reaction times, first noted in discrepancies between observers taking astronomical transit readings. c. the notion that apperceived ideas may be combined and organized in many ways, including some that have never been experienced before d. the notion that there are different rules in place for apperceptive processes that are not reducible to mechanistic causality 5. creative synthesis 6. personal equations

7. psychic causality 8. subtractive method 5. ANS:

C

DIF:

Hard

OBJ: Define psychological terms.

6. ANS:

B

DIF:

Hard

OBJ: Define psychological terms.

7. ANS:

D

DIF:

Hard

OBJ: Define psychological terms.

8. ANS:

A

DIF:

Hard

OBJ: Define psychological terms.

Match the definition with the term. a. can be categorized according to dimensions of pleasantness-unpleasantness, tension-relaxation, and activity-passivity b. can be categorized according to mode, qualities, intensities, and durations c. process that occurs when ideas are “registered” in consciousness, accompanied by self-awareness, and become subject to focused attention d. the observation and systematic reporting of subjective inner experiences 9. apperception 10. feelings 11. introspection 12. sensations 9.

ANS:

C

DIF:

Moderate

OBJ: Define Wundtian terms.

10. ANS:

A

DIF:

Moderate

OBJ: Define Wundtian terms.

11. ANS:

D

DIF:

Moderate

OBJ: Define Wundtian terms.

12. ANS:

B

DIF:

Moderate

OBJ: Define Wundtian terms.

Match the definition with the term. a. consonant-vowel-consonant combinations, such as taz, bok, and lef, used to study

memory b. during introspection, imposing meaning or interpretation on mental contents, rather than reducing them to their most basic elements c. the finding that memory for a learned task first drops off steeply and then declines more slowly 13. forgetting curve 14. nonsense syllable 15. stimulus error 13. ANS:

C

DIF:

Easy

OBJ: Define psychological terms.

14. ANS:

A

DIF:

Easy

OBJ: Define psychological terms.

15. ANS:

B

DIF:

Easy

OBJ: Define psychological terms.

Match the publication with the author. a. Grundzüge der Physiologischen Psychologie (Principles of Physiological Psychology) b. The Animal Mind c. “The Applicability of Weber’s Law to Smell” 16. Eleanor Acheson McCulloch Gamble 17. Margaret Floy Washburn 18. Wilhelm Wundt 16. ANS:

C

DIF:

Moderate

OBJ: Identify the author.

17. ANS:

B

DIF:

Moderate

OBJ: Identify the author.

18. ANS:

A

DIF:

Moderate

OBJ: Identify the author.

Match the definition with the term.

a. introspective accounts of consciousness free of identifiable sensations or feelings b. preliminary orientations toward stimuli, which are outside of conscious awareness, but influence a subject’s associations c. the association of stimulus words according to specific instructions rather than in a completely free fashion 19. directed association 20. imageless thoughts 21. mental set 19. ANS:

C

DIF:

Easy

OBJ: Define psychological terms.

20. ANS:

A

DIF:

Easy

OBJ: Define psychological terms.

21. ANS:

B

DIF:

Easy

OBJ: Define psychological terms.

Match the study with the researcher. a. introspective studies that found imageless thoughts free of sensations or feelings b. measured verbal association times and found that reaction times varied greatly not only between tasks, but between different subjects c. used nonsense syllables to study memory 22. Hermann Ebbinghaus 23. James McKeen Cattell 24. Oswald Külpe 22. ANS:

C

DIF:

Moderate

OBJ: Identify experimental psychologists.

23. ANS:

B

DIF:

Moderate

OBJ: Identify experimental psychologists.

24. ANS:

A

DIF:

Moderate

OBJ: Identify experimental psychologists.

Match the study with the researcher.

a. an experiment with a “thought meter,” which challenged the idea that when two separate stimuli strike our sense at the same time we become consciously aware of them at the same instant b. extensive introspective studies of the elements of consciousness that produced an estimated 43,000 distinct elements of sensory experience c. introspective analyzes of the basic elements of smell, which produced an estimated just noticeable difference for intensities of smell 25. Edward Bradford Titchener 26. Eleanor Acheson McCulloch Gamble 27. Wilhelm Wundt 25. ANS:

B

DIF:

Moderate

OBJ: Identify experimental psychologists.

26. ANS:

C

DIF:

Moderate

OBJ: Identify experimental psychologists.

27. ANS:

A

DIF:

Moderate

OBJ: Identify experimental psychologists.

Match the (lettered) student with the (numbered) teacher. a. Eleanor Acheson McCulloch Gamble b. Henry J. Watt c. James McKeen Cattell 28. Edward Bradford Titchener 29. Oswald Külpe 30. Wilhelm Wundt 28. ANS:

A

DIF:

Easy

OBJ: Identify a psychologist’s teacher.

29. ANS:

B

DIF:

Easy

OBJ: Identify a psychologist’s teacher.

30. ANS:

C

DIF:

Easy

OBJ: Identify a psychologist’s teacher.

Match the idea with the researcher who championed it. a. advocated structuralism as the proper task of experimental psychology, which privileged discovering the contents of consciousness rather than their functions b. believed that the higher mental processes, particularly memory, could be studied experimentally c. found that certain introspectors reported imageless thoughts, ones that contained no identifiable sensations or feelings 31. Edward Bradford Titchener 32. Oswald Külpe 33. Hermann Ebbinghaus 31. ANS:

A

DIF:

Easy

OBJ: Identify the researcher’s idea.

32. ANS:

C

DIF:

Easy

OBJ: Identify the researcher’s idea.

33. ANS:

B

DIF:

Easy

OBJ: Identify the researcher’s idea.

SHORT ANSWER 1. Explain why the Experimentalists were a controversial group.

ANS: The Experimentalists was a professional group established by Titchener that banned women from membership. Smoking, frank language, and critiques were encouraged, which were not considered appropriately feminine activities. Christine Ladd-Franklin vigorously challenged the all-male membership policy, but it was only after Titchener’s death that women gained membership.

DIF:

Moderate

OBJ: Understand the Experimentalists’ pros and cons.

2. Define Völkerpsychologie.

ANS: Völkerpsychologie was Wundt’s psychology using comparative and historical methods to investigate communal and cultural products of human nature such as languages, religions, mythologies, and customs as a means of understanding the collective mind.

He did not believe that these communal and collective processes could be studied by experimental or laboratory based methods.

DIF:

Moderate

OBJ: Understand Wundt’s theories.

3. Describe Hermann Ebbinghaus’s investigations of memory.

ANS: Ebbinghaus’s study of memory challenged Wundt’s view that higher mental processes could not be studied experimentally. Ebbinghaus used nonsense syllables (consonantvowel-consonant combinations, such as taz, bok, and lef) as neutral stimuli to memorize. After memorizing lists of these syllables he tested his retention over time, discovering the forgetting curve, whereby memory first declines steeply and then more slowly, almost leveling off.

DIF:

Moderate

OBJ: Recall experimental psychologists and their work.

4. Define the stimulus error.

ANS: The stimulus error was Titchener’s term for introspections that imposed meaning or interpretation on mental contents rather than reducing them to their most basic elements, which were defined as sensations and feelings.

DIF:

Easy

OBJ:

Understand Titchener and his work.

5. In what way(s) did the work at Würzburg challenge Wundt’s psychology?

ANS: Studies of imageless thoughts and directed association at Würzburg by Külpe and others introspectively investigated higher mental functions, something Wundt disapproved of. Introspective studies that reported imageless thoughts, ones without sensations or feelings, contradicted Wundtian psychology. Studies of directed association, which established mental sets in subjects, undermined the logic of the subtractive method, suggesting that complex mental functions were not mere aggregates of more simple functions.

DIF:

Hard

OBJ:

Understand reactants to Wundt.

Chapter 6: The Evolving Mind: Darwin and His Psychological Legacy MULTIPLE CHOICE 1. According to Darwin, during his time as a student at Cambridge University the extracurricular activity that gave him the most pleasure was a. playing cards. b. eating strange foods with the Gourmet Club. c. practicing his taxidermy skills. d. collecting beetles.

ANS: D

DIF:

Moderate OBJ: Recall Darwin’s early life.

2. During his time aboard the Beagle Darwin’s nickname was a. “Philosopher.” b. “Collector.” c. “Hunter.” d. “Landlubber.”

ANS: A

DIF:

Moderate OBJ: Recall Darwin’s early life.

3. What was the most revolutionary aspect of Darwin’s theory as published in his 1859 The Origin of Species? a. the notion of natural selection as the mechanism for evolution b. the notion of the inheritance of acquired characteristics c. the notion of sexual selection as the mechanism for evolution d. the general notion of the evolution of species ANS: A OBJ:

DIF:

Moderate

Describe Darwin’s theory of evolution by natural selection.

4. Charles Darwin’s theory of evolution by natural selection, as presented in his The Origin of Species, presupposed the existence of a. variable psychological characteristics in human beings. b. several fixed groups of species. c. inheritable small individual differences. d. genes as hereditary units.

ANS: C OBJ:

DIF:

Easy

Describe Darwin’s theory of evolution by natural selection.

5. Prior to becoming a naturalist, Darwin seriously contemplated careers in which of the following fields? a. medicine and the clergy b. mathematics and medicine c. the clergy and philosophy d. medicine and philosophy ANS: A

DIF:

Easy

OBJ: Recall Darwin’s early life.

6. The English geologist Charles Lyell promoted and supported which geological theory? a. catastrophism b. natural selection c. uniformitarianism d. plate tectonics ANS: C OBJ:

DIF:

Moderate

Identify the theories of uniformitarianism and catastrophism.

7. Uniformitarianism and catastrophism were opposing theories from the nineteenth century concerning a. the origin of species. b. the theory of natural selection. c. the processes by which the major natural features of the earth were created. d. choices among variants of evolutionary theory.

ANS: C OBJ:

DIF:

Easy

Identify the theories of uniformitarianism and catastrophism.

8. __________’s widely accepted calculation of the earth’s age as just 6,000 years old lent support to the theory of __________. a. Charles Lyell; catastrophism b. Charles Lyell; uniformitarianism c. James Ussher; uniformitarianism d. James Ussher; catastrophism ANS: D OBJ:

DIF:

Moderate

Identify the theories of uniformitarianism and catastrophism.

9. What was a major factor that converted Darwin to the uniformitarian viewpoint during his Beagle voyage? a. Captain FitzRoy’s endorsement of the idea b. the presence of fossilized seashells high in the mountains c. his observations of exotic wildlife d. his observations of exotic plants ANS: B

DIF:

Moderate

OBJ:

Identify the theories of uniformitarianism and catastrophism.

10. While on his Beagle voyage, Darwin made important observations, which eventually helped lead to his evolutionary theory. These include all the following EXCEPT a. fossilized remains of extinct animals who resembled current species but were much larger. b. finches with differently shaped beaks on different islands. c. a species of short-necked giraffes in Brazil. d. seashells embedded in rock high in the Andes.

ANS: C OBJ:

DIF:

Easy

Recall the importance of Darwin’s time aboard the Beagle.

11. While on his Beagle voyage, Darwin’s biological discoveries led him to adopt two general lines of thinking that would prove important to the development of his theory of evolution. These two lines of thinking emphasized the geographical distributions of species and the a. adaptive functions of animals’ distinctive characteristics. b. genetic relationship between species. c. sexual behavior of animals. d. fundamental differences between human beings and other animals.

ANS: A OBJ:

DIF:

Hard

Recall the importance of Darwin’s time aboard the Beagle.

12. Although Darwin is best known for his theory of evolution by natural selection and his biological expertise, he also made important contributions to which field? a. mathematics

b. anthropology c. geology d. anatomy ANS: C OBJ:

DIF:

Easy

Recall the importance of Darwin’s time aboard the Beagle.

13. The philosopher and theologian William Paley is best remembered for promoting which idea? a. evolution via sexual selection b. the argument from design c. catastrophism d. the value of a comparative psychology ANS: B

DIF:

Moderate

OBJ: Identify Paley and his theories.

14. According to philosopher and theologian __________, studying the structure of an eye was “a cure for atheism.” a. James Ussher b. Charles Lyell c. John Stevens Henslow d. William Paley ANS: D

DIF:

Hard

OBJ: Identify Paley and his theories.

15. Which of the following provided a crucial insight that helped Darwin develop his theory of evolution by natural selection following his reading of it “for amusement”? a. Thomas Malthus on population b. Shakespeare’s Hamlet

c. James Ussher on the age of the earth d. James Audubon on the birds of America ANS: A OBJ:

DIF:

Moderate

Identify the influences on Darwin’s theory of evolution.

16. Robert FitzRoy became an important figure in Darwin’s life because he a. was Darwin’s beetle-collecting mentor at Cambridge. b. convinced Darwin to leave medical school. c. took Darwin on as his Beagle dining companion and ship naturalist. d. taught Darwin the elements of geology.

ANS: C

DIF:

Easy

OBJ: Recall Darwin’s early life.

17. Adam Sedgwick and John Stevens Henslow influenced young Darwin in which of the following ways? a. They taught him botany and geology at Cambridge. b. They were favorably disposed to evolutionary theories. c. They persuaded Darwin’s father to allow him to go on the Beagle. d. They encouraged Darwin to adopt uniformitarianism.

ANS: A OBJ:

DIF:

Moderate

Identify the influences on Darwin’s theory of evolution.

18. Both __________ and __________ helped bring the idea of evolved species to scientific awareness, but without suggesting a plausible mechanism by which evolution could occur. a. Jean-Baptiste Lamarck; Erasmus Darwin b. Robert FitzRoy; William Paley

c. Jean-Baptiste Lamarck; Charles Darwin d. Thomas Malthus; Erasmus Darwin ANS: A OBJ:

DIF:

Moderate

Identify the influences on Darwin’s theory of evolution.

19. Zoologist __________ proposed that species evolve as a result of the inheritance of physical characteristics acquired during an organism’s lifetime, such as through the use or disuse of specific body parts. a. Thomas Malthus b. Erasmus Darwin c. Jean-Baptiste Lamarck d. William Paley ANS: C OBJ:

DIF:

Moderate

Identify the influences on Darwin’s theory of evolution.

20. A British political economist and demographer whose writings on population growth influenced Charles Darwin’s development of the theory of evolution by natural selection was a. Jean-Baptiste Lamarck. b. Thomas Malthus. c. George Romanes. d. Charles Lyell.

ANS: B OBJ:

DIF:

Easy

Identify the influences on Darwin’s theory of evolution.

21. Darwin delayed publishing The Origin of Species for 18 years because

a. he was uncertain of his own hypotheses. b. he was ill and unable to finish the work in a timely fashion. c. he believed the theory would require a massive amount of supporting evidence before being taken seriously. d. on the basis of his own religious views, Darwin’s father asked him not to publish it.

ANS: C

DIF:

Moderate

OBJ: Recall Darwin’s The Origin of

Species.

22. After years of delay, Darwin made public his theory of evolution because he a. thought he had finally perfected the theory. b. felt able to fully address arguments against the theory. c. discovered that another naturalist had arrived at the same theory. d. finished writing his more than 3,000-page book, Natural Selection.

ANS: C

DIF:

Moderate

OBJ: Recall Darwin’s The Origin of

Species.

23. The theory of evolution by natural selection did not cause a sensation until a. Darwin presented the theory at a meeting of the Linnean Society. b. Alfred Russel Wallace returned from the East Indies to promote the theory alongside Darwin. c. Alfred Russel Wallace sent Darwin key evidence for the theory from the East Indies. d. Darwin laid out ample evidence for the theory in The Origin of Species.

ANS: D

DIF:

Moderate

OBJ: Recall Darwin’s The Origin of

Species.

24. __________ became known as “Darwin’s Bulldog” and staunchly supported Darwin’s theory in a celebrated 1860 debate with the Bishop of Oxford. a. Herbert Spencer b. Jean-Baptiste Lamarck c. Thomas H. Huxley d. Charles Lyell ANS: C

DIF:

Easy

OBJ:

Describe the support for Darwin’s

theory.

25. In the years immediately after he made the theory of evolution public, Darwin’s theory received support from two new scientific discoveries: an ancient gorilla with features previously thought to be exclusively human and a. fossil remains of an ancient bird with “fingers” on its wings. b. clear evidence of earthquakes raising coastlines. c. proof that purebred dogs could interbreed. d. evidence of the optical imperfections of the eye.

ANS: A

DIF:

Hard OBJ:

Describe the support for Darwin’s

theory.

26. Darwin’s writings about human psychology issues included all of the following subjects EXCEPT a. emotions. b. child development. c. gender differences.

d. consciousness and will.

ANS: D

DIF:

Easy

OBJ: Recall Darwin’s discussion of human

issues.

27. Darwin discussed human psychology in depth in all of the following publications EXCEPT a. The Descent of Man, and Selection in Relation to Sex b. “A Biographical Sketch of an Infant” c. On the Origin of Species by Means of Natural Selection, or the Preservation of Favoured Races in the Struggle for Life d. The Expression of the Emotions in Man and Animals ANS: C

DIF:

Moderate OBJ: Recall Darwin’s discussion of human

issues.

28. In Darwin’s 1871 book The Descent of Man, and Selection in Relation to Sex, he theorized that a. there are fundamental qualitative differences between humans and animals in terms of mental faculties. b. human beings have descended from animal ancestors. c. primitive and “savage” human groups represent separate species. d. human beings are immune to the influence of natural selection.

ANS: B

DIF:

Hard

OBJ: Recall Darwin’s discussion of human

issues.

29. Unlike Descartes, Darwin argued that animals demonstrate at least the rudiments of a. emotion.

b. intelligence. c. reason. d. passions.

ANS: C

DIF:

Hard

OBJ: Recall Darwin’s discussion of human

issues.

30. A Victorian-era theory holding that the mainly non-European, “savage” peoples represented a distinctly different species of being was known as a. social Darwinism. b. polygenesis. c. monogenesis. d. sociobiology.

ANS: B

DIF: Moderate

OBJ: Understand Darwin’s theories on race and

gender.

31. Darwin posited a theory of “sexual selection” to help account for a. the evolution of qualities such as beauty, which lacked obvious “adaptive” value. b. the evolution of intelligence. c. the inheritance of acquired characteristics. d. his belief in the equality of the sexes.

ANS: A

DIF: Moderate

OBJ: Understand Darwin’s theories on race and

gender.

32. Darwin’s view that males surpass females intellectually while females are stronger than men in the moral virtues is sometimes called the a. variation hypothesis.

b. complementarity hypothesis. c. comparative hypothesis. d. continuance hypothesis.

ANS: B

DIF: Moderate

OBJ:

Understand Darwin’s theory on race

and gender.

33. When it came to the intelligence of men and women Darwin believed a. men and women were equally intelligent. b. the most intelligent men are smarter than the most intelligent women. c. the most intelligent women are smarter than the most intelligent men. d. differences in the education men and women meant that innate differences in intelligence could not be assessed.

ANS: B

DIF: Easy

OBJ:

Understand Darwin’s theory on race

and gender.

34. Darwin’s so-called “variation hypothesis” suggests that a. males have been more modified by evolution and show more variation than females. b. females have been more modified by evolution and show more variation than males. c. males and females have been equally modified by evolution but males show more variation. d. reproduction between males and females causes variation in the human species.

ANS: A and gender.

DIF: Hard

OBJ:

Understand Darwin’s theory on race

35. One of the purposes of Darwin’s book, The Expression of the Emotions in Man and Animals, was to show that a. many human reactions with no obvious survival or utilitarian value today did have an adaptive purpose in the evolutionary past. b. animals and humans have very different emotional responses. c. human emotional expressions vary widely across different cultures. d. many human reactions with a clear adaptive purpose today had no adaptive purpose in the past.

ANS: A

DIF:

Hard

OBJ: Recall Darwin’s discussion of human

issues.

36. In Darwin’s “Biographical Sketch of an Infant” he reported on a. comparisons between his own child’s behavior and that of the animal species he had observed while in the Galapagos. b. comparisons between his own child’s behavior and that of one of his nephews. c. the development of his own child’s reflexes, emotions, and earliest moral development. d. the development of his own child’s “abnormalities.”

ANS: C

DIF:

Moderate OBJ: Recall Darwin’s discussion of human

issues.

37. In Darwin’s “Biographical Sketch of an Infant” he suggested that perhaps an individual’s development proceeds along roughly the same lines as the previous evolution of the species to which it belongs. This idea became summarized by the term

a. social Darwinism. b. polygenism. c. the complementarity hypothesis. d. ontogeny recapitulates phylogeny.

ANS: D

DIF:

Hard

OBJ: Recall Darwin’s discussion of human

issues.

38. __________ was a younger friend and follower of Darwin’s who used Darwin’s notes on animal behavior in helping to found the new field of comparative psychology. a. Herbert Spencer b. George Romanes c. Thomas H. Huxley d. Alfred Russel Wallace ANS: B OBJ:

DIF:

Moderate

Understand Darwin’s impact on psychology and society.

39. Alfred Russel Wallace is known for which of the following? a. independently developing the theory of evolution by natural selection and having a paper on it read jointly with one by Darwin in 1858 b. anticipating Darwin’s theory of evolution by natural selection by several years but neglecting to publish it c. collaborating with Darwin on a paper describing the theory of evolution by natural selection, which was read at a meeting of the Linnean Society in 1858 d. plagiarizing much of Darwin’s theory of evolution by natural selection and

presenting it as his own at a meeting of the Linnean Society in 1858 ANS: A

DIF:

Moderate

OBJ: Explain Wallace’s significance.

40. The idea that political systems and societies evolve and “progress” due to unbridled competition and “the survival of the fittest” is often referred to as a. sociobiology. b. social Darwinism. c. comparative psychology. d. evolutionary psychology.

ANS: B OBJ:

DIF:

Easy

Understand Darwin’s impact on psychology and society.

41. Herbert Spencer is known for being all of the following EXCEPT as a promotor of a. the theory of social Darwinism. b. the phrase “survival of the fittest.” c. sociobiology. d. Lamarck’s theory of evolution.

ANS: C OBJ:

DIF:

Moderate

Understand Darwin’s impact on psychology and society.

42. The study of the similarities and differences in the psychological functions of various animals, in order to better understanding human functioning, is known as a. comparative psychology. b. sociobiology. c. social Darwinism. d. evolutionary psychology.

ANS: A OBJ:

DIF:

Easy

Understand Darwin’s impact on psychology and society.

43. Support for social Darwinism in the United States subsided after the a. rise of free enterprise capitalism. b. devastation of the Second World War. c. economic collapse of the late 1920s and the subsequent Great Depression. d. devastation of the First World War. ANS: C OBJ:

DIF:

Hard

Understand Darwin’s impact on psychology and society.

44. A recently developed approach hypothesizing that the unit of evolution is the individual gene rather than the individual organism or the group is called a. social Darwinism. b. sociobiology. c. evolutionary psychology. d. behavior genetics.

ANS: B OBJ:

DIF:

Moderate

Understand Darwin’s impact on psychology and society.

45. A recently developed subdiscipline that analyzes psychological functions in terms of independently evolved “modules” and their possible adaptive value in the distant evolutionary past is called a. evolutionary psychology. b. comparative psychology. c. sociobiology.

d. archeological psychology.

ANS: A OBJ:

DIF:

Easy

Understand Darwin’s impact on psychology and society.

MATCHING Match the book with its author. a. Animal Intelligence b. Journal of Researches into the Geology and Natural History of the Various Countries Visited during the Voyages of the H.M.S. Beagle, under the Command of Captain FitzRoy, R.N., from 1832 to 1836 c. The Principles of Geology 1. Charles Darwin 2. Charles Lyell 3. George J. Romanes 1. ANS:

B

DIF:

Moderate

OBJ: Identify the author.

2. ANS:

C

DIF:

Moderate

OBJ: Identify the author.

3. ANS:

A

DIF:

Moderate

OBJ: Identify the author.

Match the definition with the term. a. the gradual selection and evolution of characteristics that are specifically favorable for reproductive success b. the idea that species are so perfectly constructed and adapted that they must have been created as finished products by some powerful and knowledgeable creator c. those organisms best adapted for a particular environment will survive and propagate, thus passing on their characteristics through the generations

4. argument from design 5. natural selection 6. sexual selection 4. ANS:

B

DIF:

Moderate

OBJ: Define the evolutionary term.

5. ANS:

C

DIF:

Moderate

OBJ: Define the evolutionary term.

6. ANS:

A

DIF:

Moderate

OBJ: Define the evolutionary term.

Match the definition with the term. a. hypothesizes the common ancestry and relatedness of all human groups b. hypothesizes that different human ethnic groups constitute distinct species c. hypothesizes that geological features of the earth have resulted from a few sudden and massive disasters d. hypothesizes that the geological features of the earth have resulted from gradual processes over immense periods of time 7. catastrophism 8. monogenesis 9. polygenesis 10. uniformitarianism 7. ANS:

C

DIF:

Moderate

OBJ: Define the evolutionary term.

8. ANS:

A

DIF:

Moderate

OBJ: Define the evolutionary term.

9. ANS:

B

DIF:

Moderate

OBJ: Define the evolutionary term.

10. ANS:

D

DIF:

Moderate

OBJ: Define the evolutionary term.

Match the definition with the term. a. the gradual selection and evolution of characteristics that are specifically

favorable for reproductive success b. the idea that men and women have evolved different, but compatible, psychological characteristics c. the idea that men have been more modified by evolution than women 11. complementarity of the sexes 12. sexual selection 13. variation hypothesis 11. ANS:

B

DIF:

Easy

OBJ: Define the evolutionary term.

12. ANS:

A

DIF:

Easy

OBJ: Define the evolutionary term.

13. ANS:

C

DIF:

Easy

OBJ: Define the evolutionary term.

Match the idea with the individual who promoted it. a. evolutionary theory expressed poetically b. evolution by natural selection c. the inheritance of acquired characteristics 14. Alfred Russel Wallace 15. Erasmus Darwin 16. Jean-Baptiste Lamarck 14. ANS:

B

DIF:

Moderate

OBJ: Identify the originator of the theory.

15. ANS:

A

DIF:

Moderate

OBJ: Identify the originator of the theory.

16. ANS:

C

DIF:

Moderate

OBJ: Identify the originator of the theory.

Match the definition with the term. a. approach that hypothesizes that the unit of evolution is the individual gene, rather than the individual organism or the group

b. the analysis of psychological functions in terms of independently evolved “modules” and their possible adaptive value in the distant evolutionary past c. the idea that political systems and societies evolve and “progress” due to unbridled competition and “the survival of the fittest” d. the study of the similarities and differences in the psychological functions of various animals, in order to better understanding human functioning 17. comparative psychology 18. evolutionary psychology 19. social Darwinism 20. sociobiology 17. ANS:

D

DIF:

Hard

OBJ: Define the evolution related system.

18. ANS:

B

DIF:

Hard

OBJ: Define the evolution related system.

19. ANS:

C

DIF:

Hard

OBJ: Define the evolution related system.

20. ANS:

A

DIF:

Hard

OBJ: Define the evolution related system.

Match the theory with the individual who promoted it. a. Based on the ages of the Old Testament patriarchs, the earth is only about 6,000 years old. b. Most humans are destined to live in poverty because population increases more quickly than food production. c. Species are so perfectly constructed and adapted that some powerful and knowledgeable creator must have created them as finished products.

21. James Ussher 22. Thomas Malthus

23. William Paley 21. ANS:

A DIF:

Hard

OBJ: Identify the individual who promoted

B DIF:

Hard

OBJ: Identify the individual who promoted

C DIF:

Hard

OBJ: Identify the individual who promoted

the theory.

22. ANS: the theory.

23. ANS: the theory.

Match the accomplishment with the individual. a. biologist and advocate of natural selection who was known as “Darwin’s bulldog.” b. captain of the H.M.S. Beagle. c. professor of Botany at Cambridge University who recommended Darwin for the position of naturalist on a survey ship.

24. John Stevens Henslow 25. Robert FitzRoy 26. Thomas Henry Huxley 24. ANS:

C

DIF:

Easy

OBJ: Identify the individual’s accomplishment.

25. ANS:

B

DIF:

Easy

OBJ: Identify the individual’s accomplishment.

26. ANS:

A

DIF:

Easy

OBJ: Identify the individual’s accomplishment.

Match the theory with the individual. a. comparative psychology b. emotional universals c. social Darwinism

27. George Romanes 28. Herbert Spencer 29. Paul Ekman 27. ANS: OBJ: 28. ANS: OBJ: 29. ANS: OBJ:

A

DIF:

Moderate

Identify the individual associated with the theory.

C

DIF:

Moderate

Identify the individual associated with the theory.

B

DIF:

Moderate

Identify the individual associated with the theory.

Match Darwin’s publication with the topic that it addressed. a. “A Biographical Sketch of an Infant” b. The Descent of Man, and Selection in Relation to Sex c. The Expression of the Emotions in Man and Animals 30. child development 31. emotions 32. gender differences 30. ANS:

A

DIF:

Easy

OBJ: Identify the content of Darwin’s work.

31. ANS:

C

DIF:

Easy

OBJ: Identify the content of Darwin’s work.

32. ANS:

B

DIF:

Easy

OBJ: Identify the content of Darwin’s work.

SHORT ANSWER 1. Define the theory of evolution by natural selection.

ANS: The theory of natural selection holds that in differing environments, differing

inheritable characteristics will provide small but significant advantages for adaptation and survival. Accordingly, those adaptive characteristics will be disproportionately “selected” or passed on to succeeding generations in each of the differing environments, leading gradually to the establishment of different varieties and species.

DIF:

Easy

OBJ: Describe Darwin’s theory of evolution by natural selection.

2. How was Thomas Malthus’s work important to Darwin’s thinking about evolution?

ANS: Malthus argued that most humans are destined to live in poverty because population increases more quickly than food production. This inspired Darwin to think about survival as a mechanism of population control, whereby the individuals best adapted to their environments survive and pass their adaptive characteristics onto future generations. This was natural selection as the mechanism of evolution.

DIF:

Hard

OBJ: Identify the influences on Darwin’s theory of evolution.

3. After years of delay, why did Darwin decide to make his theory of natural selection public?

ANS: After receiving a letter from naturalist Alfred Russel Wallace describing essentially the same theory of evolution as his own, Darwin agreed to have some previously unpublished summaries of his own read at a meeting of the Linnean Society, along with Wallace’s letter.

DIF:

Moderate

OBJ: Recall Darwin’s The Origin of Species.

4. What is social Darwinism?

ANS:

Social Darwinism was proposed by Herbert Spencer and held that political systems and societies evolve most efficiently and “progress” as a result of unbridled competition and “the survival of the fittest.”

DIF:

Moderate

OBJ: Understand Darwin’s impact on psychology and

society.

5. Charles Lyell proposed what idea that was influential on Darwin’s thought?

ANS: Uniformitarianism, the idea that geological features of the earth have resulted from gradual processes over immense periods of time instead of as a result of a few sudden and massive cataclysms on the Earth’s surface. This theory presupposed the much extended time for historical development that was necessary for Darwinian evolution to occur.

DIF: Moderate catastrophism.

OBJ:

Identify the theories of uniformitarianism and

Chapter 7: Measuring the Mind: Galton and Individual Differences MULTIPLE CHOICE 1. Which of the following was included among Galton’s tests of “intelligence” at his 1884 anthropometric laboratory? a. arithmetic b. reaction time c. vocabulary d. word association ANS: B

DIF: Easy

OBJ: Understand Galton’s views on intelligence testing.

2. A flaw in Galton’s tests of intelligence at the 1884 anthropometric laboratory was the a. crudity of his measuring instruments. b. small number of subjects on which they were tried. c. underlying assumption of a strong correlation between practical intelligence and sensory acuity. d. statistical methods by which he analyzed his results.

ANS: C

DIF: Moderate

OBJ: Understand Galton’s views on intelligence testing.

3. Unlike Wundt and Fechner, who focused on establishing general psychological principles, Francis Galton was interested in developing a psychology that focused on a. individual differences. b. personality. c. mental illness.

d. sensory experience.

ANS: A

DIF: Easy

OBJ: Identify the psychology of individual

differences.

4. A psychology that focuses on the measurement and study of variations among people on a psychological characteristic rather than general qualities of that characteristic is known as a. psychophysics. b. self-psychology. c. psychology of individual differences. d. structuralism.

ANS: C

DIF: Easy

OBJ: Identify the psychology of individual

differences.

5. Francis Galton’s formal academic training was primarily in the fields of a. medicine and mathematics. b. biology and psychology. c. geography and statistics. d. history and botany.

ANS: A

DIF: Moderate

OBJ: Recall Galton’s early life.

6. Which of the following is NOT true of Francis Galton’s early life? a. He could read and write before the age of 3. b. He quoted from the Iliad and the Odyssey by the age of 6. c. He enrolled as a medical student at Birmingham General Hospital when he was 16.

d. He earned the title of senior “wrangler” on the Mathematical Tripos Examination at age 18.

ANS: D

DIF: Moderate

OBJ: Recall Galton’s early life.

7. Francis Galton’s first entrée into the British scientific world came primarily through his a. contacts with Charles Darwin. b. African exploration and affiliation with the Royal Geographical Society. c. fingerprinting work and collaboration with Scotland Yard. d. prize-winning work in mathematics as a Cambridge undergraduate.

ANS: B

DIF: Easy

OBJ: Recall Galton’s early life.

8. As a young man, Francis Galton was profoundly influenced by a. an uncle who taught him elementary statistics. b. a phrenologist who told him his brain and intelligence were naturally better suited to practical than to academic pursuits. c. a minister who convinced him to pursue altruistic goals. d. his grandfather Erasmus Darwin, who taught him evolution.

ANS: B

DIF: Easy

OBJ: Recall Galton’s early life.

9. Francis Galton made important contributions to all of the following fields EXCEPT a. meteorology. b. geology. c. genetics. d. statistics.

ANS: B

DIF: Easy

OBJ: Understand Galton’s contributions.

10. Which of the following books first made a strong case for the inheritance of human psychological characteristics? a. Darwin’s Origin of Species b. De Candolle’s History of the Sciences and Scientists Over Two Centuries c. Galton’s Natural Inheritance d. Galton’s Hereditary Genius ANS: D

DIF: Moderate

OBJ: Describe Galton’s work on hereditability.

11. The fact that physical variables such as height or weight fall into normal distributions when measured in large numbers of people was initially documented by a. Adolph Quetelet. b. Charles Darwin. c. Francis Galton. d. Karl Pearson.

ANS: A

DIF: Easy

OBJ: Describe the normal distribution.

12. When measurements such as height and weight are collected from large populations, the collective data will invariably show all of the following features EXCEPT a. many more measurements that fall in the middle ranges than at the extremes. b. individual scores most widely separated from each other at the extremes. c. it will demonstrate the effect called regression towards the mean. d. it will arrange itself into a bell-shaped distribution.

ANS: C

DIF: Moderate

OBJ: Describe normal distribution.

13. If we randomly select 100 people and arrange them in order of height, which of the following pairs will probably show the greatest differences between their two

heights? a. 10th tallest and 11th tallest b. 49th tallest and 50th tallest c. shortest to second shortest d. The differences between all adjacent pairs will be about the same.

ANS: C

DIF: Hard

OBJ: Describe normal distribution.

14. According to Galton’s data in Hereditary Genius, which kinds of relatives are most likely to share the trait of eminence? a. any relatives of the first three degrees, so long as they have similar environments b. uncles and nephews c. grandfathers and grandsons d. brothers ANS: D

DIF: Hard

OBJ: Describe Galton’s work on hereditability.

15. The idea that the human race may be improved by selective breeding, in much the same manner as animal breeders carefully select for certain traits, is known as a. eugenics. b. evolution by natural selection. c. social Darwinism. d. evolution by artificial selection.

ANS: A

DIF: Easy

OBJ: Understand eugenics.

16. The major purpose for which Galton devised the idea of intelligence tests was to a. help stream children into appropriate school classes. b. prove that men were more intelligent than women.

c. show that psychology could be a quantitative science. d. select the most able young people for eugenic breeding.

ANS: D

DIF: Moderate

OBJ: Understand eugenics.

17. Swiss botanist Alphonse de Candolle’s 1872 book History of the Sciences and Scientists over Two Centuries was important for all the following reasons EXCEPT a. it showed the importance of environmental factors such as climate, government, and religious institutions in producing eminent scientists. b. it stimulated Galton to do the research for English Men of Science. c. it fully supported the strongly hereditarian position of Hereditary Genius. d. its criticism of many popular uses of the word nature inspired Galton to propose the phrase nature and nurture.

ANS: C

DIF: Moderate

OBJ: Recall Galton and Candolle’s differing

theories.

18. Galton’s book English Men of Science is notable today because it was a. the first to prove that scientific interests are innate. b. the first to use the self-questionnaire method to study a psychological problem and to analyze the results statistically. c. the first major work to use the correlation coefficient. d. a conclusive demonstration of the heritability of scientific intelligence.

ANS: B

DIF: Moderate

OBJ: Describe Galton’s work on hereditability.

19. Francis Galton and Alphonse de Candolle both studied scientific eminence and each a published book on the subject. Although they investigated the same subject matter, Galton emphasized the relative importance of __________ for scientific eminence,

while de Candolle placed more importance on __________. a. heredity; environment b. environment; heredity c. birth order; early education d. early education; birth order ANS: A

DIF: Moderate

OBJ: Recall Galton and Candolle’s differing

theories.

20. Galton’s personal conviction that differences in intellectual ability are largely innate arose in part because a. in school he found himself easily surpassing other students who came from much more privileged backgrounds than himself. b. in school he found that he could not compete successfully against the very top students, despite his own privileged background. c. he observed that the top scientists tended to come from specific countries. d. males tended to outperform females in academic tasks.

ANS: B

DIF: Moderate

OBJ: Describe Galton’s work on hereditability.

21. The phrase nature and nurture was introduced and popularized by a. de Candolle in History of the Sciences and Scientists over Two Centuries. b. Darwin in The Origin of Species. c. Galton in English Men of Science. d. Newman, Freeman, and Holzinger in their study of separated twins.

ANS: C

DIF: Moderate

OBJ: Describe Galton’s work on hereditability.

22. As a result of organizing his data into __________, Galton noticed a pattern he

termed regression toward the mean. a. normal distributions b. regression lines c. scatter plots d. bell curves ANS: C

DIF: Moderate

OBJ: Recall statistical correlation and

regression.

23. When a student scores extremely poorly on one examination but then improves on the next, he or she demonstrates what statisticians call a. the law of regular deviations. b. the rebound effect. c. random fluctuation. d. regression toward the mean.

ANS: D

DIF: Hard

OBJ: Recall statistical correlation and

regression.

24. When there is a complete absence of a relationship between two variables, the regression line representing that relationship will be a. horizontal. b. 45 degrees from the horizontal. c. U-shaped. d. irregular and curved.

ANS: A regression.

DIF: Moderate

OBJ: Recall statistical correlation and

25. Who devised the computing formula now commonly used to calculate correlation coefficients? a. Karl Holzinger b. Karl Pearson c. Adolph Quetelet d. Alphonse de Candolle ANS: B

DIF: Easy

OBJ: Recall statistical correlation and

regression.

26. All of the following are true of Galton’s studies of mental imagery EXCEPT that he a. concluded normal people vary dramatically in the frequency, intensity, and vividness of their visualization. b. found scientists possessed an extremely vivid visualizing capacity. c. used a self-administered questionnaire to collect his data. d. asked subjects to describe their mental images in terms of qualities such as brightness, color, and distinctness.

ANS: B

DIF: Moderate

OBJ: Understand Galton’s contributions.

27. When Galton studied his own associations, he discovered that a. they flowed and could be recorded surprisingly easily. b. most were determined by his immediate settings. c. many dated from childhood and some were embarrassing to recall. d. very few were ever repeated.

ANS: C

DIF: Moderate

OBJ: Understand Galton’s contributions.

28. In the 1920s behavioral geneticists realized that research on “separated” twins could

be used to determine the “heritability” of any measurable trait, but only if certain conditions were met. Which of the following was NOT one of those conditions? a. The twins must come from a representative sample of biological parents. b. The twins must be dizygotic. c. The twins must have been randomly placed in a representative sample of adoptive foster homes. d. The twins must have been separated completely and very early.

ANS: B

DIF: Moderate

OBJ: Understand the separated twins studies.

29. The first major study of separated twins was done in 1937 by a biologist, a psychologist, and a statistician. All of the following are true about this study EXCEPT a. there was a positive correlation between the twins’ IQ, indicating a significant role for heredity. b. those twin pairs who had been most completely separated and reared in different environments showed the greatest IQ differences, indicating a significant role for environment. c. it was difficult to find identical twin pairs who had been fully separated. d. the study involved more than 100 twin pairs.

ANS: D

DIF: Hard

OBJ: Understand the separated twins studies.

30. Studies of separated identical twins have had the purpose of measuring the “heritability” of various characteristics including IQ. That heritability figure is defined as the a. proportion of each person’s intelligence that was determined by heredity.

b. proportion of the IQ variability within the tested population that was determined by heredity. c. “leftover” variability in intelligence after all environmental influences have been accounted for. d. variability in intelligence after errors in measurement have been accounted for.

ANS: B

DIF: Moderate

OBJ: Understand the separated twins studies.

31. In the 1960s British psychologist Sir Cyril Burt published a study on separated twins indicating that nature was much more important than nurture in determining intelligence. All of the following statements about Burt’s study are true EXCEPT it a. temporarily tipped the balance of informed opinion toward the hereditarian view. b. was influenced by the ideas of Galton. c. was later found to be deeply flawed and perhaps fraudulent. d. introduced new research techniques that have continued to be employed in later twin studies.

ANS: D

DIF: Moderate

OBJ: Understand the separated twins studies.

32. Which of the following has NOT been a problem in conducting a scientifically definitive study of separated identical twins? a. finding twin pairs who were completely separated from each other at an early age b. finding twin pairs reared randomly in environments representative of the full range of the general population c. finding intelligence tests suitable for administration to close relatives d. including a representative number of twins who had been placed in impoverished adoptive environments

ANS: C

DIF: Hard

OBJ: Understand the separated twins studies.

33. Which of the following represents the strongest correlation coefficient? a. -.5 b. +.7 c. 0 d. +10 ANS: B

DIF: Moderate

OBJ: Recall statistical correlation and

regression.

34. Although Galton is best known to psychologists for his work on behavior genetics, statistical methods, and intelligence testing, he also contributed importantly to a. meteorology. b. computer science. c. geology. d. social influence theory.

ANS: A

DIF: Easy

OBJ: Understand Galton’s contributions.

35. Galton’s word association experiments may well have had an influence on a. Sigmund Freud. b. Alphonse de Candolle. c. Adolphe Quetelet. d. Gustav Fechner.

ANS: A

DIF: Easy

OBJ: Understand Galton’s contributions.

36. Galton justified his neurophysiological approach to intelligence testing with all of the following arguments EXCEPT that

a. mentally subnormal people supposedly cannot distinguish well between hot and cold. b. women are supposedly both less intelligent than men and less able to select a fine wine. c. large head sizes must reflect large and powerful brains within. d. people with quick reaction times also have large vocabularies.

ANS: D

DIF: Hard

OBJ: Understand Galton’s views on intelligence testing.

37. Arthur Jensen relied heavily on the work of __________ in making his argument that Head Start programs have been ineffective because intelligence is primarily__________. a. Leon Kamin; hereditary b. Cyril Burt; hereditary c. Leon Kamin; environmentally caused d. Cyril Burt; environmentally caused ANS: B

DIF: Hard

OBJ: Explain Jensen’s work.

38. Cyril Burt’s study of separated identical twins was briefly considered to be the best of its kind primarily because of its claim that a. its twin pairs had been placed completely randomly in a full range of adoptive families. b. its twin sample had been collected over a period of several decades. c. the intelligence tests it employed were more reliable than in other studies. d. it used the most sophisticated statistical procedures to arrive at its results.

ANS: A

DIF: Hard

OBJ: Recall Burt’s study of separated twins.

39. If the educational environments of all children could be made more equal, then the heritability value for their IQ scores would tend to a. remain the same. b. increase. c. decrease. d. be impossible to predict.

ANS: B

DIF: Hard

OBJ: Understand the concept of heritability.

40. The most definitive estimate of the heritability of intelligence is currently represented by a. Galton’s original assertion that “nature prevails enormously over nurture.” b. Newman, Freeman, and Holzinger’s estimate of about 50-50. c. Cyril Burt’s reported correlations of .80 and above. d. the Minnesota study (MISTRA)’s estimate of about .70 for a middle-class population that did not include impoverished or underprivileged subjects.

ANS: D

DIF: Moderate

OBJ: Understand the concept of heritability.

41. Leon Kamin has said that his initial questions about Burt’s twin research were aroused because a. Burt’s studies were not published in reputable psychology journals. b. Burt’s sample sizes were too small to enable firm conclusions. c. Burt’s reported results were too theoretically “perfect” to be statistically credible. d. Burt had had little experience in measuring intelligence.

ANS: C

DIF: Moderate

OBJ: Recall Burt’s study of separated twins.

42. Galton’s theories were substantially influenced by all of the following scientists EXCEPT a. John Stuart Mill. b. Charles Darwin. c. Adolphe Quetelet. d. Alphonse de Candolle.

ANS: A

DIF: Easy

OBJ: Describe Galton’s work on hereditability.

43. Arthur Jensen’s analysis of the effectiveness of compensatory education programs for inner-city children arose especially great controversy because it a. suggested the programs had not worked as well as hoped. b. hypothesized that racial differences may have played a role in the disappointing performance of African American children. c. questioned the value of early education in mathematics. d. questioned the competence of the people who teach in inner city environments.

ANS: B

DIF: Hard

OBJ: Explain Jensen’s work.

44. Galton’s stated arguments in support of his anthropometric tests as measures of intellectual ability included all of the following EXCEPT his belief that a. women are inferior to men in sensory discrimination as well as in intelligence. b. mentally subnormal people are also deficient in sensory acuity. c. quickness in reaction times was associated with general efficiency in mental activity. d. children’s poorer performance than adults on these tests was because of their still undeveloped intelligence.

ANS: D

DIF: Moderate

OBJ: Understand Galton’s views on

intelligence testing.

45. After adopting the concept of “nature and nurture” Galton argued that a. in general nature is more important than nurture. b. the two factors are equal in importance. c. in general nurture is more important than nature. d. the two factors interact in such complex ways that it is impossible to separate their effects.

ANS: A

DIF: Moderate

OBJ: Describe Galton’s work on hereditability.

46. For Galton, the most important goal of an ideal eugenic society would be to a. replace the educational system’s emphasis on classics with more focus on science. b. provide the ideal environment for children’s intellectual development. c. promote breeding among the most gifted young men and women. d. discourage breeding among the least gifted young men and women.

ANS: C

DIF: Moderate

OBJ: Understand eugenics.

MATCHING Match the contribution with its major originator(s). a. basic idea for statistical correlation and regression b. concept of the normal distribution c. developed the computing formula for coefficient of correlation 1. Adolphe Quetelet 2. Francis Galton

3. Karl Pearson 1. ANS: B

DIF: Easy

OBJ: Identify contributors to the history of

DIF: Easy

OBJ: Identify contributors to the history of

DIF: Easy

OBJ: Identify contributors to the history of

statistics.

2. ANS: A statistics.

3. ANS: C statistics.

Match the twin study with its corresponding author(s). a. a now discredited study suggesting an extremely high heritability for intelligence b. a questionnaire study completed by more than 100 adult twin pairs c. the first major study of separated identical twins d. the largest twin study yet conducted 4. Cyril Burt 5. Francis Galton 6. Horatio Newman, Frank Freeman, and Karl Holzinger 7. Thomas Bouchard and colleagues at the University of Minnesota 4. ANS: A

DIF: Moderate

OBJ: Recall significant twin studies.

5. ANS: B

DIF: Moderate

OBJ: Recall significant twin studies.

6. ANS: C

DIF: Moderate

OBJ: Recall significant twin studies.

7. ANS: D

DIF: Moderate

OBJ: Recall significant twin studies.

Match the publication with its author. a. English Men of Science: Their Nature and Nurture b. History of the Sciences and Scientists over Two Centuries

c. The Descent of Man 8. Alphonse de Candolle 9. Charles Darwin 10. Francis Galton 8. ANS: B

DIF: Moderate

OBJ: Identify authors of significant

DIF: Moderate

OBJ: Identify authors of significant

DIF: Moderate

OBJ: Identify authors of significant

publications.

9. ANS: C publications.

10. ANS: A publications.

Match the controversy with the individual. a. He published studies of twin pairs reared apart, now discredited but supposedly conducted under nearly ideal scientific conditions, and suggesting a heritability of IQ is as high as .8. b. He hypothesized that the average IQ difference between African American and white Americans is significantly determined by genetic factors. c. His idea for eugenics, initially envisioned as a positive program to promote breeding by the gifted, was later taken up in negative programs designed to eliminate breeding by the unfit.

11. Arthur Jensen 12. Cyril Burt 13. Francis Galton 11. ANS: B

DIF: Moderate

OBJ: Identify controversial figures.

12. ANS: A

DIF: Moderate

OBJ: Identify controversial figures.

13. ANS: C

DIF: Moderate

OBJ: Identify controversial figures.

Match the publication with its author. a. Born Together–Reared Apart: The Landmark Minnesota Twin Study b. “How Much Can We Boost IQ and Scholastic Achievement?” c. “The History of Twins, as a Criterion of the Relative Powers of Nature and Nurture” d. The Science and Politics of I.Q. 14. Arthur Jensen 15. Francis Galton 16. Leon Kamin 17. Nancy Segal 14. ANS: B

DIF: Hard

OBJ: Identify authors of significant

DIF: Hard

OBJ: Identify authors of significant

DIF: Hard

OBJ: Identify authors of significant

DIF: Hard

OBJ: Identify authors of significant

publications.

15. ANS: C publications.

16. ANS: D publications.

17. ANS: A publications.

Match the definition with the term. a. derived by following a convenient formula for computing product moment correlation coefficients, which can also account for negative relationships

b. a numerically precise value of the strength of a relationship between two variables c. the tendency for extreme scores on one variable to be associated with less extreme scores on another variable 18. coefficient of correlation 19. Pearson’s r 20. regression toward the mean 18. ANS: B

DIF: Moderate

OBJ: Define statistical terms.

19. ANS: A

DIF: Moderate

OBJ: Define statistical terms.

20. ANS: C

DIF: Moderate

OBJ: Define statistical terms.

Match the definition with the term. a. a bell-shaped curve representing measurements in which more scores fall in the middle ranges than at the extremes b. a grid in which the scores for two variables can be plotted against each other c. a mathematical means of measuring the strength of the association between two imperfectly related variables 21. normal distribution 22. statistical correlation 23. scatter plot 21. ANS: A

DIF: Easy

OBJ: Define statistical terms.

22. ANS: C

DIF: Easy

OBJ: Define statistical terms.

23. ANS: B

DIF: Easy

OBJ: Define statistical terms.

Match the definition with the term.

a. a discipline that focuses on the measurement and study of variations among people on a psychological characteristic b. the percentage of a characteristic’s variability within a population that is determined by genetics c. the project of improving the human race through selective breeding 24. eugenics 25. heritability 26. psychology of individual differences 24. ANS: C

DIF: Easy

OBJ: Define Galtonian terms.

25. ANS: B

DIF: Easy

OBJ: Define Galtonian terms.

26. ANS: A

DIF: Easy

OBJ: Define Galtonian terms.

Match the definition with the term. a. recording the first reactions that come to mind following the random presentation of stimulus words b. the distribution of a standard set of questions to a large sample of respondents c. the investigation of the characteristics of adult monozygotic twins raised in different adoptive environments d. the investigation the similarities and differences between different categories of twin pairs 27. self-questionnaire method 28. separated-twin study 29. twin-study method 30. word-association technique

27. ANS: B

DIF: Moderate

OBJ: Define the research method.

28. ANS: C

DIF: Moderate

OBJ: Define the research method.

29. ANS: D

DIF: Moderate

OBJ: Define the research method.

30. ANS: A

DIF: Moderate

OBJ: Define the research method.

Match the understanding of intelligence with the individual. a. hypothesized that the average lower IQ scores of African Americans, compared to white Americans, was partly the result of genetic factors b. assumed a strong correlation between practical intelligence and sensory acuity c. emphasized the role of heredity in determining intelligence and calculated the heritability of intelligence to be .8 31. Arthur Jensen 32. Cyril Burt 33. Francis Galton 31. ANS: A

DIF: Hard

OBJ: Identify understandings of intelligence.

32. ANS: C

DIF: Hard

OBJ: Identify understandings of intelligence.

33. ANS: B

DIF: Hard

OBJ: Identify understandings of intelligence.

SHORT ANSWER 1.

Define heritability.

ANS: The percentage of a characteristic’s variability within a population that is determined by genetics.

DIF:

2.

Easy

OBJ:

Define heritability.

What was Karl Pearson’s contribution to statistical correlation and regression?

ANS: Pearson refined Galton’s ideas about correlation and regression and developed a convenient formula for calculating a “product-moment correlation coefficient,” also referred to as Pearson’s r. The technique also allowed correlation to be extended to cover negative relationships.

DIF: 3.

Moderate

OBJ:

Recall statistical correlation and regression.

How did Galton envision implementing eugenics?

ANS: To improve the human race through selective breeding, Galton thought it was necessary to encourage the mostly highly able young men and women to intermarry.

They then needed to be encouraged to have children at rates greater than less able parents. He imagined creating eugenic exams to identify the most able men and women in society.

DIF:

4.

Moderate

OBJ:

Understand eugenics.

Why was Arthur Jensen’s work controversial?

ANS: When studying the effectiveness of Operation Head Start, Jensen concluded that gains in intelligence, from changes in the educational environment, were minimal at best. Based on this, and relying heavily on Cyril Burt’s work, he concluded that it was heredity, rather than environmental circumstances, that determined intelligence.

Moreover, he argued that the lower on average IQ scores of African Americans, compared to white Americans, are at least partially a result of their genetics.

DIF:

Hard

OBJ:

Explain Jensen’s work.

5.

What was Galton’s Anthropometric Laboratory?

ANS: An exhibit at London’s 1884 International Health Exhibition, Galton’s anthropometric laboratory featured a number of devices that measured or tested volunteer members of the public on variables that he hoped would reflect inheritable natural or mental ability. These supposedly mental tests emphasized neurophysiological variables such as reaction time and sensory discrimination.

Although they did not work as planned, they were precursors of intelligence tests.

DIF:

Moderate

OBJ:

Understand Galton’s views on intelligence testing.

Chapter 8: American Pioneers: James, Hall, Calkins, and Thorndike MULTIPLE CHOICE 1. Psychologist __________ said that fellow psychologist __________’s form of psychology “could hardly have arisen in a country whose natives could be bored…

There is little of the grand style about these new prism, pendulum, and chronographphilosophers. They mean business, not chivalry.” a. William James; Wilhelm Wundt b. Wilhelm Wundt; William James c. William James; G. Stanley Hall d. G. Stanley Hall; Wilhelm Wundt ANS: A

DIF: Hard

OBJ: Identify James’s view of Wundt.

2. All of the following are true of William James’s family members EXCEPT a. his father’s personal crisis was resolved when he encountered the work of mystical philosopher Emanuel Swedenborg. b. his brother Henry James Jr. became a great novelist. c. his sister Alice James was intellectually gifted but denied educational opportunities because she was female. d. his mother was a well-known spiritualist and medium.

ANS: D

DIF: Moderate

OBJ: Recall James’s early life.

3. William James’s personal crisis was resolved in part because of his reading the following philosophical work. a. John Locke on associationism b. Emmanuel Swedenborg on “vastations”

c. David Hume on causality d. Charles Renouvier on free will ANS: D

DIF: Easy

OBJ: Recall James’s early life.

4. As part of his recovery from his personal crisis, William James adopted philosopher and psychologist __________’s practice of repeating morally desirable actions (in James’s case, more optimistic thoughts) so that they become permanent and automatic __________. a. Alexander Bain; habits b. Alexander Bain; associations c. Charles Renouvier; habits d. Charles Renouvier; emotions ANS: A

DIF: Hard

OBJ: Recall James’s early life.

5. A criterion for “truth” that William James adopted early and retained throughout his life was to accept as true a. ideas that it proved useful to believe in. b. only ideas that could not be doubted. c. only ideas that had been proven valid by experiment. d. only things that he had seen or experienced for himself.

ANS: A

DIF: Easy

OBJ: Recall James’s early life.

6. William James’s The Principles of Psychology is notable for all of the following reasons EXCEPT a. it was written in a pleasant literary style. b. it took James 12 years to complete.

c. it outlined his unique, comprehensive system of scientific psychology. d. it quickly became the leading English-language psychology text.

ANS: C

DIF: Moderate

OBJ: Understand James’s The Principles of

Psychology.

7. William James clearly established himself as an outstanding teacher of psychology with the publication of his 1890 book entitled a. Handbook of Physiological Psychology. b. The Principles of Psychology. c. Varieties of Religious Experience. d. Pragmatism.

ANS: B

DIF: Easy

OBJ: Understand James’s The Principles of

Psychology.

8. A famous passage in James’s textbook described __________ as “the enormous flywheel of society,” which “saves the children of fortune from the uprisings of the poor,” and “dooms us all to fight out the battle of life upon the lines of our nurture or our early choice.” a. instinct b. emotion c. habit d. personal character ANS: C

DIF: Hard

OBJ: Understand James’s The Principles of

Psychology.

9. James believed that the best metaphor for conscious thought is as a

a. chemical compound. b. network of associations. c. stream. d. soaring kite.

ANS: C

DIF: Easy

OBJ: Understand James’s The Principles of

Psychology.

10. James’s theory of emotion holds that emotions are a. the causes of internal bodily changes. b. the perceptions of internal bodily changes. c. unstable glandular responses to fleeting external stimuli. d. the result of specific chemical secretions in the body.

ANS: B

DIF: Easy

OBJ: Understand James’s The Principles of

Psychology.

11. James’s theory suggested that emotional states could most effectively be changed by a. behaving as if they were different. b. changing one’s surroundings and getting away from it all. c. clearly bringing out the suppressed ideas that cause them. d. intensive psychotherapy.

ANS: A

DIF: Easy

OBJ: Understand James’s The Principles of

Psychology.

12. What was James’s stand on the free-will determinism issue? a. He believed all things to be completely determined. b. As a psychologist he accepted determinism, but in his other roles he accepted free

will. c. He believed in free will and argued that psychologists had a major obligation to account for it in their theories. d. He felt it was a foolish issue that ought not to be considered at all.

ANS: B

DIF: Moderate

OBJ: Understand James’s The Principles of

Psychology.

13. What was the name James gave to his philosophical approach? a. logical positivism b. creative evolution c. pragmatism d. radical skepticism ANS: C

DIF: Easy

OBJ: Recall pragmatism.

14. William James’s most important contribution to psychology was probably a. an infectious enthusiasm and point of view that made psychology seem interesting and attractive. b. his series of experiments on consciousness. c. his theory of language and society. d. his system of psychotherapy.

ANS: A

DIF: Moderate

OBJ: Describe James’s influence on

psychology.

15. William James’s theories regarding habit were influenced by which of the following? a. Bain’s neural connection theory of habit b. Wundt’s introspective view of habit

c. Titchener’s structuralist view of habit d. Hall’s evolutionary theory of habit ANS: A

DIF: Easy

OBJ: Understand James’s The Principles of

Psychology.

16. James’s Principles asserted the following about human acts of will. a. The sense of willing is completely an illusion as all human behavior is predetermined. b. Acts of will are strongly accompanied by attention, and he left it an open question as to whether they are mechanistically determined or “free.” c. They are clear examples of behavior that is not mechanistically determined. d. The sensation of freely willing one’s own behavior becomes stronger as a person matures.

ANS: B

DIF: Hard

OBJ: Understand James’s The Principles of

Psychology.

17. James succeeded as a teacher of psychology in large part because he a. had the best equipped experimental psychology laboratory and could demonstrate the new scientific psychology in an exciting way. b. had an engaging teaching style and the ability to make the findings of psychology personally relevant to his students. c. was able to incorporate literary references from his brother’s and other popular novelists’ work into his lectures. d. was able to incorporate his exciting new theories of language into his teaching.

ANS: B

DIF: Moderate

OBJ: Describe James’s influence on

psychology.

18. James’s The Principles of Psychology had chapters on all of the following EXCEPT a. the unconscious. b. will. c. habit. d. emotion.

ANS: A

DIF: Easy

OBJ: Understand James’s The Principles of

Psychology.

19. The James-Lange theory of emotion holds that a. emotion is a consequence rather than a cause of the bodily changes associated with it. b. emotions cause bodily changes such as sweating and a rapid heartbeat. c. emotions and bodily changes occur at the same time. d. emotions and bodily changes occur completely independent of one another.

ANS: A

DIF: Moderate

OBJ: Define the James-Lange theory of

emotion.

20. According to the James-Lange theory of emotion, which of the following sequences is correct? a. We are insulted by a rival, get angry, and strike. b. We see a rainbow, feel happy, and smile. c. We suffer a great loss, weep, and feel sorry. d. We meet a bear, feel frightened, and run.

ANS: C

DIF: Moderate

OBJ: Define the James-Lange theory of

emotion.

21. __________ was a Wundt-trained German psychologist recruited to Harvard by William James in 1892 to take over main responsibility for psychology. a. Hugo Münsterberg b. E. B. Titchener c. Hermann Ebbinghaus d. Max Wertheimer ANS: D

DIF: Moderate

OBJ: Describe James’s influence on

psychology.

22. William James’s attitude toward spiritism and psychical research is best described as a. complete skepticism as he argued strenuously against the reality of all paranormal phenomena. b. firm belief in the genuineness and reality of at least some paranormal phenomena. c. actively encouraging and participating in psychical research and being disappointed when experiments turned out negatively. d. simply ignoring all attempts to attract his interest in the subject.

ANS: C

DIF: Moderate

OBJ: Understand James’s attitude towards spiritism and religion.

23. The “Metaphysical Club,” to which James belonged as a young man, was devoted to a. philosophical discussion of questions such as Darwinism and the pragmatic evaluation of scientific ideas. b. critical discussion of the “new” experimental psychology, its methods, and techniques.

c. discussion of new books and their literary as well as scientific value. d. informal discussions between Harvard teachers and their best students on current topics.

ANS: A

DIF: Moderate

OBJ: Recall pragmatism.

24. __________ coined the term pragmatism, which holds that knowledge can never be certain but instead that ideas __________. a. Charles Sanders Peirce; are true when we believe them to be true b. Charles Sanders Peirce; work with varying effectiveness in adapting to the world c. William James; work with varying effectiveness in adapting to the world d. William James; are true when we believe them to be true ANS: B

DIF: Hard

OBJ: Recall pragmatism.

25. In The Varieties of Religious Experience James characterized science as objective, general, and impersonal and religion as subjective, individual, and personal. What was his final stance when it came to science and religion? a. He advocated science as superior to religion. b. He argued the two were complementary and equal in standing. c. He held that science and religion were not comparable with each other. d. He held that religion deals with issues of greater ultimate importance.

ANS: D

DIF: Hard

OBJ: Understand James’s attitude towards spiritism and religion.

26. Although his Ph.D. was nominally in philosophy, psychologist __________ was awarded the first American Ph.D. for research in experimental psychology. a. Mary Whiton Calkins

b. Edward Thorndike c. G. Stanley Hall d. William James ANS: C

DIF: Easy

OBJ: Recall Hall.

27. Which the following was NOT one of James’s eminent students? a. G. Stanley Hall b. Mary Whiton Calkins c. Edward Thorndike d. James Roland Angell ANS: D

DIF: Easy

OBJ: Describe James’s influence on

psychology.

28. Which the following was NOT one of G. Stanley Hall’s important contributions? a. founding of the American Psychological Association b. introducing the term “adolescence” to a wide audience c. conducting pioneering research on learning in white rats d. bringing Freud to America and publicizing his theory ANS: C

DIF: Moderate

OBJ: Recall Hall.

29. What controversial decision did G. Stanley Hall make when starting the American Journal of Psychology? a. He decided only American psychologists could publish in the journal. b. He accepted money to help fund the journal from a wealthy member of the American Society for Psychical Research but had no intention of publishing psychical studies.

c. He decided that only German language articles would appear in the journal. d. He accepted money to help fund the journal from a wealthy member of a religious group but had no intention of publishing religious studies.

ANS: B

DIF: Hard

OBJ: Recall Hall.

30. Psychologist __________ was a leading figure in the __________ movement, an effort to systematically gather information about children in order to develop more effective educational practices. a. Edward Lee Thorndike; child development b. William James; pragmatist c. Mary Whiton Calkins; recapitulationism d. G. Stanley Hall; child study ANS: D

DIF: Moderate

OBJ: Recall Hall.

31. G. Stanley Hall advocated which of the following approaches in his theory of child development? a. a “structuralist” view, that the child passes through several distinct cognitive stages b. a “recapitulationist” view, that individual development parallels the evolution of the species c. a “functional” view, that the child progresses via trial-and-error learning experiences d. a “Freudian” view, that the child passes through several sexually oriented stages ANS: B

DIF: Moderate

OBJ: Recall Hall.

32. G. Stanley Hall’s beliefs about race and gender were informed by his __________

views. For instance, he believed __________ needed to express their “savage” nature to reach their full potential and that the reproductive organs of __________ could be damaged by prolonged education. a. structuralist; girls; non-Caucasian men b. associationist; boys; Caucasian women c. recapitulationist; Caucasian boys; women d. pragmatist; non-Caucasian boys; women ANS: C

DIF: Hard

OBJ: Recall Hall.

33. Who was the first African American to earn a Ph.D. in psychology? a. Francis Cecil Sumner, supervised by Hall b. Kenneth B. Clark, supervised by James c. Mamie Phipps Clark, supervised by Thorndike d. Francis Cecil Sumner, supervised by Calkins ANS: A

DIF: Moderate

OBJ: Identify Sumner.

34. Mamie Phipps Clark and Kenneth Clark were students of __________ and are known for __________. a. Francis Cecil Sumner; conducting the famous doll studies of racial identity in black and white children that were cited as part of the U.S. Supreme Court case that desegregated public schools b. Mary Whiton Calkins; creating the paired-associates technique c. Francis Cecil Sumner; creating the paired-associates technique d. Edward Thorndike; conducting the famous doll studies of racial identity in black and white children that were cited as part of the U.S. Supreme Court case that

desegregated public schools ANS: A

DIF: Hard

OBJ: Identify the Clarks.

35. Who was the first President of the American Psychological Association? a. William James b. G. Stanley Hall c. Edward Lee Thorndike d. Mary Calkins ANS: B

DIF: Easy

OBJ: Recall Hall.

36. Which of the following was NOT true regarding the career of Mary Whiton Calkins? a. She became President of both the American Psychological and American Philosophical Associations. b. She was the first woman to receive a Ph.D. in psychology from Harvard. c. She published articles on association and dreams while still a student. d. She promoted an influential psychology of the self.

ANS: B

DIF: Moderate

OBJ: Describe Calkins’s work.

37. Three women were featured as “star” psychologists in the 1903 edition of American Men of Science. Which of the following was NOT one of them? a. Mary Calkins b. Margaret Washburn c. Christine Ladd-Franklin d. Eleanor Gibson ANS: D

DIF: Moderate

OBJ: Identify the star psychologists.

38. In order to equip the psychological laboratory she established at Wellesley College,

Mary Whiton Calkins consulted with which psychologist? a. William James b. G. Stanley Hall c. Edmund Sanford d. Edward Thorndike ANS: C

DIF: Moderate

OBJ: Describe Calkins’s work.

39. Mary Whiton Calkins’s research on “paired associates” revealed that a. numerals associated with vivid colors were remembered somewhat better than those with neutral colors. b. women had better recall of number-color pairs than men did. c. strong emotions could be triggered easily with vivid colors. d. responses that were followed by pleasure were strengthened while those followed by pain tended to be “stamped out.”

ANS: A

DIF: Moderate

OBJ: Describe Calkins’s work.

40. The self-psychology developed by Mary Whiton Calkins regarded the self as a. determined largely by operations at the unconscious level. b. active, guiding, purposeful, and present in all acts of consciousness. c. a construction of mechanistic psychology. d. largely defined by personality characteristics.

ANS: B

DIF: Moderate

OBJ: Describe Calkins’s work.

41. Edna Heidbreder is notable for what contribution to psychology? a. She was the first woman to earn a Ph.D. in psychology. b. She established the first psychological laboratory at a women’s college in the

United States. c. She developed self-psychology. d. She wrote the highly influential book, Seven Psychologies, which explored the question of what a system of psychology is.

ANS: D

DIF: Moderate

OBJ: Identify Heidbreder.

42. Edward Thorndike’s early research on learning involved which kinds of subjects? a. human children b. chickens and cats c. white rats d. rhesus monkeys ANS: B

DIF: Easy

OBJ: Explain Thorndike’s research.

43. In the early 1900s Edward Thorndike collaborated with Robert S. Woodworth in an influential study of a. maze learning in cats. b. the genetics of intelligence. c. the transfer of training in humans. d. trial-and-error learning.

ANS: C

DIF: Moderate

OBJ: Explain Thorndike’s research.

44. The finding that when certain stimulus-response sequences are followed by pleasure they are strengthened and when followed by annoyance or pain they tend to be “stamped out” exemplifies a. Thorndike’s law of effect. b. Calkins’s paired associates relationship.

c. Hall’s law of reinforced learning. d. The James-Lange theory of emotion.

ANS: A

DIF: Moderate

OBJ: Explain Thorndike’s research.

45. The system of psychology that grew out of Darwinian thinking and focuses attention on the utility and purpose of behavior is known as a. structuralism. b. functionalism. c. associationism. d. pragmatism.

ANS: B

DIF: Moderate

OBJ: Explain Thorndike’s research.

MATCHING Match the contribution with its originator. a. self-psychology b. stream of consciousness c. trial-and-error learning 1. Edward Lee Thorndike 2. Mary Whiton Calkins 3. William James 1. ANS: C

DIF: Easy

OBJ: Identity important contributions.

2. ANS: A

DIF: Easy

OBJ: Identity important contributions.

3. ANS: B

DIF: Easy

OBJ: Identity important contributions.

Match the definition with the term. a. apparently random behavior that accidentally produces correct responses, which

then occur with greater frequency b. the idea that exercise or instruction in one mental function has an effect on performance in other functions c. the stamping in of stimulus-response sequences that are followed by pleasure 4. law of effect 5. transfer of training 6. trial-and-error learning 4. ANS: C

DIF: Hard

OBJ: Define learning terms.

5. ANS: B

DIF: Hard

OBJ: Define learning terms.

6. ANS: A

DIF: Hard

OBJ: Define learning terms.

Match the study with the psychologist(s). a. famous doll studies of racial identity development b. study of associative learning using the paired-associates technique c. study of trial-and-error learning using cats in makeshift puzzle boxes 7. Edward Lee Thorndike 8. Mamie Phipps Clark and Kenneth Clark 9. Mary Whiton Calkins 7. ANS: C

DIF: Easy

OBJ: Identify important studies.

8. ANS: A

DIF: Easy

OBJ: Identify important studies.

9. ANS: B

DIF: Easy

OBJ: Identify important studies.

Match the definition with the term. a. a system of psychology that grew out of Darwinian thinking and focuses attention on the utility and purpose of behavior

b. psychology of the self, according to which the self is active, guiding, purposeful, and present in all acts of consciousness c. the notion that individual development parallels the evolution of the species d. viewpoint according to which ideas are never certain, but rather work with varying effectiveness in adapting to the world 10. functionalism 11. pragmatism 12. recapitulationism 13. self-psychology 10. ANS: A

DIF: Moderate

OBJ: Define psychological terms.

11. ANS: D

DIF: Moderate

OBJ: Define psychological terms.

12. ANS: C

DIF: Moderate

OBJ: Define psychological terms.

13. ANS: B

DIF: Moderate

OBJ: Define psychological terms.

Match the idea promoted by William James with the other individual who suggested it. a. emotion is a consequence, rather than cause, of physiological reactions b. free will is “the sustaining of a thought because I choose to when I might have other thoughts” c. good habits may be established through the voluntary repetition of morally desirable actions that become permanently impressed in the nervous system d. pragmatism is a viewpoint according to which ideas are never certain but rather work with varying effectiveness in adapting to the world 14. Alexander Bain

15. Carl Lange 16. Charles Renouvier 17. Charles Sanders Peirce 14. ANS: C

DIF: Moderate

OBJ: Recall the ideas of important individuals.

15. ANS: A

DIF: Moderate

OBJ: Recall the ideas of important individuals.

16. ANS: B

DIF: Moderate

OBJ: Recall the ideas of important individuals.

17. ANS: D

DIF: Moderate

OBJ: Recall the ideas of important individuals.

Match the psychologist and project with their research partner. a. Edward Lee Thorndike’s study of transfer of training b. Mamie Phipps Clark’s doll study of racial identity development c. Mary Whiton Calkins’s experimental study of dreams 18. Edmund C. Sanford 19. Kenneth Clark 20. Robert Sessions Woodworth 18. ANS: C

DIF: Hard

OBJ: Identify research partners.

19. ANS: B

DIF: Hard

OBJ: Identify research partners.

20. ANS: A

DIF: Hard

OBJ: Identify research partners.

Match the book with its author. a. Adolescence: Its Psychology and Its Relation to Physiology, Anthropology, Sociology, Sex, Crime, Religion and Education b. Seven Psychologies c. The Emotions and the Will d. The Varieties of Religious Experience

21. Alexander Bain 22. Edna Heidbreder 23. G. Stanley Hall 24. William James 21. ANS: C

DIF: Moderate

OBJ: Identify authors of important books.

22. ANS: B

DIF: Moderate

OBJ: Identify authors of important books.

23. ANS: A

DIF: Moderate

OBJ: Identify authors of important books.

24. ANS: D

DIF: Moderate

OBJ: Identify authors of important books.

Match the achievement with the individual. a. first African American to earn a Ph.D. in psychology b. first female president of the American Psychological Association c. first individual to earn a Ph.D. in the United States for research in experimental psychology d. This psychologist’s study was cited in a brief submitted in a U.S. Supreme Court case.

25. Francis Cecil Sumner 26. G. Stanley Hall 27. Mamie Phipps Clark 28. Mary Whiton Calkins 25. ANS: A

DIF: Moderate

OBJ: Identify significant achievements.

26. ANS: C

DIF: Moderate

OBJ: Identify significant achievements.

27. ANS: D

DIF: Moderate

OBJ: Identify significant achievements.

28. ANS: B

DIF: Moderate

OBJ: Identify significant achievements.

Match the area of interest with the individual. a. animal psychology b. child study c. psychology of the self d. spiritism and psychical research 29. Edward Lee Thorndike 30. G. Stanley Hall 31. Mary Whiton Calkins 32. William James 29. ANS: A

DIF: Easy

OBJ: Identify interests of psychologists.

30. ANS: B

DIF: Easy

OBJ: Identify interests of psychologists.

31. ANS: C

DIF: Easy

OBJ: Identify interests of psychologists.

32. ANS: D

DIF: Easy

OBJ: Identify interests of psychologists.

Match the achievement with the individual. a. established the first American English-language journal devoted to the new experimental psychology b. established the first psychological laboratory at a women’s college in the United States c. wrote the first highly successful American English-language textbook covering the new experimental psychology 33. G. Stanley Hall 34. Mary Whiton Calkins 35. William James

33. ANS: A

DIF: Moderate

OBJ: Identify significant achievements.

34. ANS: B

DIF: Moderate

OBJ: Identify significant achievements.

35. ANS: C

DIF: Moderate

OBJ: Identify significant achievements.

SHORT ANSWER 1. Explain the James-Lange theory of emotion.

ANS: William James and Carl Lange simultaneously developed the James-Lange theory of emotion. The theory argues that emotion results from the perception of bodily responses and is thus a consequence, rather than a cause, of physiological changes.

For instance, as James described, “we meet a bear, are frightened, and run.”

DIF:Moderate

OBJ: Define the James-Lange theory of emotion.

2. Why did Mary Whiton Calkins never receive a Ph.D. in psychology?

ANS: Although Calkins received special permission to study with James, Josiah Royce, and Hugo Münsterberg at Harvard she was never allowed to officially enroll as a student because she was a woman. She received an unofficial Ph.D. examination and excelled, but despite the requests from her teachers at Harvard and petitions in the years since, Harvard has never granted her degree. In the early 1900s she turned down an offer of a Radcliffe Ph.D. DIF:Moderate

OBJ: Describe Calkins’s work.

3. Describe G. Stanley Hall’s recapitulationist theory of child development.

ANS: Hall’s recapitulationist theory of child development holds that each person’s

individual emotional, intellectual, and psychological development parallels the evolution of the species, passing through the same stages as our pre-human ancestors.

DIF: Easy

OBJ: Recall Hall.

4. Describe Edward Lee Thorndike’s studies of trial-and-error learning.

ANS: Using cats enclosed in makeshift puzzle boxes, Thorndike observed the occurrence of trial-and-error learning. This occurred when apparently random behavior accidentally produced correct responses, which then occur with greater frequency. As a result the cats escaped the puzzle box more quickly on each subsequent trial.

DIF:Moderate

OBJ: Explain Thorndike’s research.

5. What was William James’s stand on the free-will determinism issue?

ANS: As a psychologist James accepted determinism, because mechanistic determinism was necessary for all science, including scientific psychology. In his other roles he accepted free will, holding that science was not the only way of generating knowledge about the world.

DIF: Hard

OBJ: Understand James’s The Principles of Psychology.

Chapter 9: Psychology as the Science of Behavior: Pavlov, Watson, and Skinner MULTIPLE CHOICE 1. Why was Pavlov initially reluctant to study the “psychic secretions” of his laboratory dogs? a. He lacked the proper kinds of laboratory apparatus. b. He thought the variables could not be sufficiently well controlled. c. He was more interested in active, instrumental behaviors than in passive responses such as salivation. d. He was afraid of being associated with psychology, which he regarded as a scientifically disreputable subject.

ANS: D

DIF: Moderate

OBJ: Understand Pavlov and Pavlovian

conditioning.

2. Which of the following ideas was enthusiastically adopted by Pavlov? a. Descartes’s conceptual separation of the body and mind b. Flourens’s conception of the harmonious action commune integrating the different parts of the brain c. Sechenov’s argument that learned behavior occurs when cortical reflexes become superimposed on lower, innate reflexes d. Wundt’s idea that introspection could be scientific ANS: C

DIF: Moderate

OBJ: Understand Pavlov and Pavlovian

conditioning.

3. For what did Ivan Pavlov win the Nobel Prize? a. systematic studies of the physiology of digestion

b. systematic studies of conditioned and unconditioned reflexes c. application of conditioning principles to human psychiatric disorders d. new discoveries about the anatomy of the brain ANS: A

DIF: Easy

OBJ: Explain why Pavlov won the Nobel Prize.

4. In a typical Pavlovian experiment, the sound of a tone immediately precedes the feeding of the dog, for several feedings. Then the tone is sounded alone, and the dog salivates. In such an experiment, the food is called the __________. a. conditioned stimulus b. conditioned response c. unconditioned stimulus d. unconditioned response ANS: C

DIF: Easy

OBJ: Understand Pavlov and Pavlovian

conditioning.

5. A conditioned reflex is established in a dog, where the conditioned stimulus is a tone of 400 cycles per second, and the unconditioned stimulus is a splash of dilute acid in its mouth. When, on a test trial, the dog is presented with a tone of 500 cycles per second, what is the most likely result? a. a conditioned salivary response, somewhat reduced in magnitude b. a conditioned salivary response somewhat enhanced in magnitude c. little or no conditioned salivary response d. frantic attempts by the dog to escape from the situation ANS: A conditioning.

DIF: Hard

OBJ: Understand Pavlov and Pavlovian

6. In Pavlovian conditioning, when a new stimulus similar to the conditioned stimulus is presented and it elicits a weakened version of the conditioned response, the phenomenon is called a. stimulus carry-over. b. association by similarity. c. response degeneration. d. generalization.

ANS: D

DIF: Easy

OBJ: Understand Pavlov and Pavlovian

conditioning.

7. In Pavlovian conditioning, if two different tones are randomly presented many times each but only one of the tones is reinforced each time by the presentation of food powder, a process called __________ gradually occurs so that only the reinforced tone retains the capacity to elicit a conditioned salivary response. a. backwards conditioning b. differentiation c. extinction d. generalization ANS: B

DIF: Hard

OBJ: Understand Pavlov and Pavlovian

conditioning.

8. How did Pavlov and his workers produce “experimental neurosis” in dogs? a. forcing them to confront differentiation situations they could not solve b. suddenly withholding the unconditioned stimuli after many previous regular pairings with the conditioned stimuli

c. using electric shocks as unconditioned stimuli d. feeding them at irregular intervals ANS: A

DIF: Moderate

OBJ: Understand Pavlov and Pavlovian

conditioning.

9. Pavlov’s consideration of the phenomena of generalization, differentiation, and experimental neurosis led him to conclude what? a. Learning is the result of excitatory processes in different specific locations in the brain. b. Learning is the result of separate excitatory and inhibitory processes that may interact in specific locations in the brain. c. Learning and memory must take place in just a very small part of the brain. d. Physiological explanations of learned behavior would have to be supported by purely psychological explanations and interpretations as well.

ANS: B

DIF: Hard

OBJ: Understand Pavlov and Pavlovian

conditioning.

10. In Pavlov’s theory, “irradiation” refers to a. an ultraviolet light sometimes used as a conditioned stimulus. b. a technique to ensure his surgical operations were performed antiseptically. c. the neural mechanism causing muscular tremors in some experimental neuroses. d. a wave spreading excitation or inhibition over the surface of the brain.

ANS: D

DIF: Hard

OBJ: Understand Pavlov and Pavlovian

conditioning.

11. Who was a famous professor of John B. Watson’s at Chicago, whose childrearing

theories he came to disagree with strongly? a. Ivan Pavlov b. Jacques Loeb c. John Dewey d. Wilhelm Wundt ANS: C

DIF: Moderate

OBJ: Identify John Dewey.

12. According to John B. Watson, a properly “behavioristic” psychology would do all of the following EXCEPT a. rule out subjective methods of investigation. b. rely heavily on studies of reaction time and mental chronometry. c. make no qualitative distinction between human and animal behaviors. d. make the prediction and control of behavior its major goals.

ANS: B

DIF: Moderate

OBJ: Recall Watson’s work with and theories on behaviorism.

13. Watson found Pavlov’s conditioned reflex concept useful in his own work because it a. was a properly objective general technique that he could apply to many other learning situations besides the salivary reflex. b. explained a great deal about the nature of the brain. c. showed the value of precise measurements in psychological experiments. d. disproved the validity of Freudian concepts.

ANS: A

DIF: Moderate

OBJ: Recall Watson’s work with and theories on behaviorism.

14. The three unconditioned emotional reactions that Watson was able to find in human

infants were a. fear, rage, and sorrow. b. anger, love, and joy. c. fear, rage, and love. d. anger, fear, and joy.

ANS: C

DIF: Easy

OBJ: Recall Watson’s work with and theories on behaviorism.

15. What was Watson’s major purpose in conducting the “Little Albert” experiment? a. to demonstrate the instinctive fears of a human infant b. to show that human beings are not as conditionable as animals c. to show that behavioristic methods could be used on humans as well as animals d. to prove that he could produce a conditioned emotional fear response ANS: D

DIF: Moderate

OBJ: Recall Watson’s work with and theories on behaviorism.

16. The primary conditioned stimulus employed in Watson and Rayner’s production of a conditioned emotional reaction in Little Albert was a. the sudden restriction of his movement. b. a white rat. c. the loud clanging of a steel bar. d. a Santa Claus mask.

ANS: B

DIF: Moderate

OBJ: Recall Watson’s work with and theories on behaviorism.

17. The “Little Peter” experiment, conducted by __________, demonstrated that

__________. a. John B. Watson; conditioned fear of spiders could be produced in the laboratory b. Rosalie Rayner; affection could be used to overcome conditioned fear c. Karl Lashley; unconditioned salivary responses could be eliminated d. Mary Cover Jones; conditioned fear of rabbits could be deconditioned ANS: D

DIF: Moderate

OBJ: Explain the Little Peter experiment.

18. What did Watson say about unconscious thought in his textbook, Behaviorism? a. It does not exist. b. It is explainable as a sequence of nonverbal (kinesthetic or visceral) reactions. c. It is explainable as a chain of low-level verbal or vocal responses. d. It may exist, but it is incapable of being studied by a scientific psychology.

ANS: B

DIF: Hard

OBJ: Recall Watson’s work with and theories on behaviorism.

19. When Watson wrote, “Give me a dozen healthy infants, well formed, and my own specified world to bring them up in and I’ll guarantee you to take any one at random and train him to become any type of specialist I might select,” he was expressing a viewpoint known as a. pragmatism. b. genetic determinism. c. radical environmentalism. d. neobehaviorism.

ANS: C

DIF: Moderate

OBJ: Recall Watson’s work with and theories on behaviorism.

20. An innovative and trend-setting book written by John B. Watson in 1928, suggesting many applications of his theory, was a. Psychological Care of the Infant and Child. b. Progressive Education. c. Lectures on Conditioned Reflexes. d. Practical Learning Theory.

ANS: A

DIF: Easy

OBJ: Identify Watson’s book.

21. Which of the following did Watson advise against for the successful rearing of babies and young children? a. repairing doors so they won’t bang unnecessarily b. dressing infants in loose clothing c. responding to children’s mishaps with physical affection d. rewarding good behavior with handshakes or pats on the head ANS: C

DIF: Moderate

OBJ: Recall Watson’s work with and theories on behaviorism.

22. Edward Chase Tolman was known for his promotion of a. mechanistic behaviorism. b. operant conditioning. c. latent learning. d. programmed instruction.

ANS: C

DIF: Easy

OBJ: Identify latent learning.

23. B. F. Skinner’s primary ambition as a young man was to become a a. professional writer.

b. lawyer. c. neurologist. d. psychoanalyst.

ANS: A

DIF: Easy

OBJ: Recall Skinner’s ambition to be a writer.

24. The record of responses made by an animal in a Skinner box is referred to as its a. behavioral inventory. b. response tracing. c. psychogram. d. cumulative record.

ANS: D

DIF: Easy

OBJ: Remember Skinner and his work on

conditioning.

25. A cumulative record showing regular, scalloped-shaped variation is characteristically produced by a. fixed interval reinforcement. b. fixed ratio reinforcement. c. sudden withdrawal of reinforcement. d. secondary reinforcement.

ANS: A

DIF: Hard

OBJ: Remember Skinner and his work on

conditioning.

26. __________ conditioning is typically measured in terms of response latency or magnitude, while __________ conditioning is measured in terms of response rate. a. Operant; respondent b. Respondent; operant

c. Respondent; Pavlovian d. Skinnerian; Pavlovian ANS: B

DIF: Hard

OBJ: Remember Skinner and his work on

conditioning.

27. Simple stimuli such as clicks from a toy clicker may be used to help shape up complicated chains of responses if, through previous respondent conditioning, they have been made into a. token reinforcers. b. partial reinforcers. c. primary reinforcers. d. secondary reinforcers.

ANS: D

DIF: Moderate

OBJ: Remember Skinner and his work on

conditioning.

28. Skinner’s utopian novel Walden Two describes a society a. governed by the principles of classical liberal political theory. b. whose members’ behavior is partly controlled by chemicals. c. whose members’ behavior is completely determined by positive reinforcement. d. whose members’ behavior is completely controlled by the balanced use of positive and negative reinforcement.

ANS: C

DIF: Moderate

OBJ: Remember Skinner and his work on

conditioning.

29. According to Skinner, one of the necessary consequences of regarding behavior as “freely” produced by “autonomous man” is a

a. large total amount of “happiness” in society. b. reduction in the control of behavior exerted by reinforcement contingencies. c. great and exclusive emphasis on rewards. d. great and undesirable emphasis on punishments.

ANS: D

DIF: Moderate

OBJ: Remember Skinner and his work on

conditioning.

30. Skinner’s 1957 book Verbal Behavior was severely criticized by Noam Chomsky on what grounds? a. It was insufficiently objective and behavioristic. b. It could not account for non-European language development. c. It did not take into account grammatical structures that are innate and uniquely human. d. It focused excessively on positive as opposed to negative reinforcement.

ANS: C

DIF: Moderate

OBJ: Explain Chomsky’s critique of Skinner.

31. Who was the person most responsible for promoting “behaviorism” as a distinct approach to psychology? a. Ivan Pavlov b. John B. Watson c. B.F. Skinner d. Ivan Sechenov ANS: B

DIF: Easy

OBJ: Recall Watson’s work with and theories on behaviorism.

32. Pavlov’s career was strongly affected by his particular experiences in what country?

a. United States b. Germany c. England d. Russia (Soviet Union) ANS: D

DIF: Easy

OBJ: Understand Pavlov and Pavlovian

conditioning.

33. In his general temperament Ivan Pavlov was noted for being a. approachable and easygoing, making him a natural leader. b. brilliant but erratic, prone to occasional mistakes. c. absent-minded at home but meticulous and systematic in his laboratory. d. dogged and persistent in all aspects of his life.

ANS: C

DIF: Moderate

OBJ: Understand Pavlov and Pavlovian

conditioning.

34. As an old and famous man, Pavlov gave what special piece of advice to the youth of his country? a. to be strictly systematic in their acquisition of knowledge b. to follow their first impulses when pursuing a new subject c. to try to find an appropriate mentor to guide them d. to gain a strong background in mathematics ANS: A

DIF: Hard

OBJ: Understand Pavlov and Pavlovian

conditioning.

35. When new workers arrived in Pavlov’s laboratory, what were usually their first assignments?

a. to thoroughly read all of the previous publications produced by the lab b. to assist a senior worker on one of the newest experiments c. to suggest original ideas for new experiments d. to replicate some of the experiments previously conducted in the lab ANS: D

DIF: Moderate

OBJ: Understand Pavlov and Pavlovian

conditioning.

36. John B. Watson’s Ph.D. research at the University of Chicago dealt with what? a. an introspective analysis of fear b. the nervous system and behavior of developing white rats c. physiological aspects of the conditioned love response d. the effectiveness of an experimental project in progressive education ANS: B

DIF: Moderate

OBJ: Recall Watson’s work with and theories on behaviorism.

37. Watson and Lashley’s realization that Pavlov’s basic conditioning model could be expanded to cover muscular as well as salivary reflexes, and in humans as well as animals, was inspired by whose previous work? a. Vladimir Bechterev b. Ivan Sechenov c. Clark Hull d. Edward Tolman ANS: A

DIF: Moderate

OBJ: Identify Bechterev.

38. In recent years the actual identity of Watson and Rayner’s “Little Albert” subject has been

a. revealed as a congenitally ill child who died shortly after the experiment. b. revealed as a person who grew up to be a child psychiatrist. c. the subject of a disagreement among historians. d. proven to be a combination of three different infants that they tested.

ANS: C

DIF: Easy

OBJ: Understand the repercussions of behaviorism and its experiments.

39. Following his dismissal from Johns Hopkins University, what became of John B. Watson? a. He became embittered and dropped all interest in psychology. b. He found a job and continued teaching psychology in Mexico. c. He went into practice as an early proponent of behaviorally oriented psychotherapy. d. He went into advertising while writing about psychology on the side.

ANS: D

DIF: Easy

OBJ: Recall Watson’s work with and theories on behaviorism.

40. What eventually became of John B. Watson’s two sons? a. Both went on to successful careers and to become strong supporters of their father’s educational theories. b. Both went on to successful careers but were also subject to depression, leading to the suicide of one of them. c. One became a well-known entertainer while the other died in young adulthood. d. One became an artist and the other an educational psychologist.

ANS: B

DIF: Moderate

OBJ: Explain the fate of Watson’s sons.

41. What was a prominent feature of Clark Hull’s mechanistic behaviorism? a. its attempt to conceptualize learning in mathematical equations b. its demonstration of the importance of latent learning c. its implications for the understanding of language and verbal behavior d. its dramatic observations of cats in escape boxes ANS: A

DIF: Moderate

OBJ: Explain Hull’s mechanistic behaviorism.

42. As a boy and teenager, B. F. Skinner showed particular talent as what? a. an athlete and student politician b. a writer and inventor of mechanical contraptions c. a public speaker and debater d. a birdwatcher and collector of insect specimen ANS: B

DIF: Easy

OBJ: Remember Skinner and his work on

conditioning.

43. B. F. Skinner’s techniques for programmed instruction involved all of the following EXCEPT a. a subject is broken down into a series of stepwise components that are presented sequentially. b. the pupil receives immediate feedback as to whether a response is right or wrong. c. incorrect responses are counted and used as the basis of a final score on the program. d. the programs were administered mechanically in devices called teaching machines.

ANS: C

DIF: Hard

OBJ: Remember Skinner and his work on

conditioning.

44. For what purpose did B. F. Skinner invent his “Heir Conditioner” or “Aircrib?” a. to positively reinforce a child’s successful attempts to walk b. to negatively reinforce a child’s mistakes in toilet training c. to minimize the annoyance produced by an angry or crying child d. to provide a safe and comfortable environment for infants ANS: D

DIF: Moderate

OBJ: Remember Skinner and his work on

conditioning.

45. What eventually became of B. F. Skinner’s two daughters? a. Both went on to careers as behavioristic psychologists who promoted their father’s theories. b. Both went on to successful careers but were also subject to depression, leading to the suicide of one of them. c. One became a lawyer while the other became a hippie and member of a rock band. d. One became a successful artist and the other an educational psychologist.

ANS: D

DIF: Moderate

OBJ: Explain the fate of Skinner’s daughters.

MATCHING Match the definition with the term. a. a neutral stimulus that acquires the property of eliciting a response b. a response that is elicited by a previously neutral stimulus c. a stimulus that causes an automatic reaction d. the automatic response to an unconditioned stimulus

1. conditioned response (CR) 2. conditioned stimulus (CS) 3. unconditioned response (UR) 4. unconditioned stimulus (US) 1. ANS: B

DIF: Easy

OBJ: Define Pavlovian terms.

2. ANS: A

DIF: Easy

OBJ: Define Pavlovian terms.

3. ANS: D

DIF: Easy

OBJ: Define Pavlovian terms.

4. ANS: C

DIF: Easy

OBJ: Define Pavlovian terms.

Match the definition with the term. a. new stimulus-response connections formed through classical conditioning b. occurs when a conditioned response is first established to one stimulus, which then goes on to serve as the unconditioned stimulus in a further series of pairings with another conditioned stimulus c. occurs when dissimilar stimuli are presented repeatedly but only one is reinforced by a succeeding unconditioned stimulus d. the elicitation of a newly formed stimulus-response connection by a similar, but not identical, stimulus e. the innate and automatic reaction that must exist prior to any conditioning or learning 5. conditioned reflex 6. differentiation 7. generalization 8. higher-order conditioning

9. unconditioned reflex 5. ANS: A

DIF: Hard

OBJ: Define Pavlovian terms.

6. ANS: C

DIF: Hard

OBJ: Define Pavlovian terms.

7. ANS: D

DIF: Hard

OBJ: Define Pavlovian terms.

8. ANS: B

DIF: Hard

OBJ: Define Pavlovian terms.

9. ANS: E

DIF: Hard

OBJ: Define Pavlovian terms.

Match the definition with the term. a. active learning process in which organisms act on their environments and encounter various consequences for their actions b. stresses the idea that all behavior is goal directed c. stresses the idea that learning can be conceptualized in terms of mathematical laws that specify relationships among a host of variables d. the process by which conditioned reflexes are acquired e. the view that environmental factors have overwhelmingly greater importance than heredity or physical constitution in determining behavior 10. mechanistic behaviorism 11. purposive behaviorism 12. radical environmentalism 13. classical conditioning 14. operant conditioning 10. ANS: C

DIF: Moderate

OBJ: Define behavioristic terms.

11. ANS: B

DIF: Moderate

OBJ: Define behavioristic terms.

12. ANS: E

DIF: Moderate

OBJ: Define behavioristic terms.

13. ANS: D

DIF: Moderate

OBJ: Define behavioristic terms.

14. ANS: A

DIF: Moderate

OBJ: Define behavioristic terms.

Match the definition with the term. a. an operant conditioning schedule in which only the first response after the passage of some specified period of time is reinforced b. an operant conditioning schedule in which reinforcement occurs after randomly varying numbers of responses have been made c. an operant conditioning schedule in which responses are reinforced only after a preset number of responses have been made d. an operant conditioning schedule in which responses are reinforced after randomly varying intervals of time 15. fixed-interval reinforcement schedule 16. fixed-ratio reinforcement schedule 17. variable-interval reinforcement schedule 18. variable-ratio reinforcement schedule 15. ANS: A

DIF: Moderate

OBJ: Define operant conditioning terms.

16. ANS: C

DIF: Moderate

OBJ: Define operant conditioning terms.

17. ANS: D

DIF: Moderate

OBJ: Define operant conditioning terms.

18. ANS: B

DIF: Moderate

OBJ: Define operant conditioning terms.

Match the definition with the term. a. a response contingency in which the probability of a response is increased when it is followed by a reward b. a response contingency in which the probability of a response is increased when it

is followed by the removal or reduction of an aversive stimulus c. the specific conditions under which responses are reinforced or not 19. contingencies of reinforcement 20. negative reinforcement 21. positive reinforcement 19. ANS: C

DIF: Easy

OBJ: Define operant conditioning terms.

20. ANS: B

DIF: Easy

OBJ: Define operant conditioning terms.

21. ANS: A

DIF: Easy

OBJ: Define operant conditioning terms.

Match the definition with the term. a. a contemporary discipline comprising experimental, applied, and philosophical branches that use Skinner’s ideas b. a technique in which a pleasant stimulus is presented at the same time as a fearevoking stimulus with the hope that over repeated exposures, the fearful response will be eliminated c. an educational technique that breaks down complicated subjects into simple components that can be presented in order of increasing difficulty d. learning that occurs incidentally and without immediate reinforcement 22. behavior analysis 23. latent learning 24. programmed instruction 25. systematic desensitization 22. ANS: A

DIF: Moderate

OBJ: Define behavioristic terms.

23. ANS: D

DIF: Moderate

OBJ: Define behavioristic terms.

24. ANS: C

DIF: Moderate

OBJ: Define behavioristic terms.

25. ANS: B

DIF: Moderate

OBJ: Define behavioristic terms.

Match the figure with the term associated with his theory. a. B. F. Skinner b. Clark Hull c. Edward Chace Tolman d. Ivan Petrovich Pavlov e. John Broadus Watson 26. behaviorism 27. classical conditioning 28. mechanistic behaviorism 29. operant conditioning 30. purposive behaviorism 26. ANS: E

DIF: Moderate

OBJ: Identify psychologists’ theories.

27. ANS: D

DIF: Moderate

OBJ: Identify psychologists’ theories.

28. ANS: B

DIF: Moderate

OBJ: Identify psychologists’ theories.

29. ANS: A

DIF: Moderate

OBJ: Identify psychologists’ theories.

30. ANS: C

DIF: Moderate

OBJ: Identify psychologists’ theories.

Match the study with the individual by whom it was conducted. a. study of maze learning in which rats were allowed to roam freely and rewards for successful navigation were only introduced on the eleventh day b. the Little Albert study of conditioned emotional reactions c. the Little Peter study of the elimination of fear through conditioning

31. Edward Chace Tolman 32. Mary Cover Jones 33. Rosalie Rayner 31. ANS: A

DIF: Moderate

OBJ: Identify researchers of important studies.

32. ANS: C

DIF: Moderate

OBJ: Identify researchers of important studies.

33. ANS: B

DIF: Moderate

OBJ: Identify researchers of important studies.

Match the publication with its author. a. Psychological Care of Infant and Child b. Syntactic Structures c. Walden Two 34. B. F. Skinner 35. John Broadus Watson 36. Noam Chomsky 34. ANS: C

DIF: Easy

OBJ: Identify the authors of important texts.

35. ANS: A

DIF: Easy

OBJ: Identify the authors of important texts.

36. ANS: B

DIF: Easy

OBJ: Identify the authors of important texts.

Match the idea with the individual. a. argued behavioral freedom is illusory and we should accept the inevitability of control, and deliberately design our environments to shape behavior to socially desirable ends b. argued parents should take control of their children’s environments to ensure adaptive conditioned reflexes develop. Recommended that parents avoid hugs and kisses in favor of a firm handshake for a job well done

c. argued that behaviorist theories of language were inadequate to account for the theoretical levels in which grammatical structure is represented d. attempted to account for various mental illnesses in terms of too much or too little excitation or inhibition, weakened cortical neurons, and other components of experimental neuroses 37. B. F. Skinner 38. Ivan Petrovich Pavlov 39. John Broadus Watson 40. Noam Chomsky 37. ANS: A

DIF: Hard

OBJ: Identify figures’ ideas.

38. ANS: D

DIF: Hard

OBJ: Identify figures’ ideas.

39. ANS: B

DIF: Hard

OBJ: Identify figures’ ideas.

40. ANS: C

DIF: Hard

OBJ: Identify figures’ ideas.

SHORT ANSWER 1.

Define experimental neuroses.

ANS: A dramatic behavioral change that occurred in some of Pavlov’s animal subjects when they were confronted with unavoidable conflicts between two strong but incompatible conditioned response tendencies, such as to salivate or to suppress salivation at the sight of an ambiguous ellipse. Pavlov likened this to stress-induced breakdowns in human beings.

DIF:Moderate

2.

OBJ: Understand Pavlov and Pavlovian conditioning.

Describe the Little Peter study.

ANS: A study by Mary Cover Jones, supervised by Watson, in which she sought to remove fear through conditioning. Little Peter was a 3-year-old boy with a fear of rabbits.

Cover Jones sought to eliminate Peter’s fear by presenting a pleasant stimulus (candy) at the same time as a rabbit, which was placed far enough away not to evoke a fear response. The rabbit was gradually brought closer and closer to Peter until he could hold it in his lap. Cover Jones called this technique direct conditioning, but it is now known as systematic desensitization.

DIF: Hard 3.

OBJ: Explain the Little Peter experiment.

Define variable-ratio reinforcement schedule.

ANS: One of four main types of reinforcement schedules in which reinforcement occurs after a randomly varied number of responses with a constant average value. This schedule of reinforcement produces a high rate of response.

DIF:Moderate

4.

OBJ: Remember Skinner and his work on conditioning.

Describe Skinner’s ideal society as presented in Walden Two. ANS: In his utopian novel Walden Two Skinner presented a society in which systematically applied positive reinforcement was adopted as the sole means of social control. In this environment, Skinner argued, children all grow up to be cooperative, intelligent, sociable, and happy.

DIF:Moderate

5.

Define latent learning.

OBJ: Remember Skinner and his work on conditioning.

ANS: Learning that can occur incidentally and without reinforcement, such as when a rat is allowed to freely wander a maze.

DIF: Easy

OBJ: Identify (and define) latent learning.

Chapter 10: Social Influence and Social Psychology: From Mesmer to Milgram and Beyond MULTIPLE CHOICE 1. When Mesmer testified before the commission investigating Gassner’s exorcisms, he convinced them of what? a. Gassner’s cures were real but had naturalistic rather than demonological causes. b. Gassner’s cures were mainly the result of suggestion. c. Any patients “cured” by Gassner had really been faking their symptoms. d. Gassner’s cures were the genuine result of exorcism.

ANS: A

DIF: Moderate

OBJ: Recall Mesmer and mesmerism.

2. Which of the following is true of Mesmer’s medical dissertation, which he wrote years before his first documented magnetic cures? a. It spelled out the essential details of his theory of animal magnetism. b. It emphasized the importance of the contagion effect in groups of people. c. It asserted that the planets and stars directly influence people through the effect of “animal gravitation.” d. It concerned the anatomy of the brain.

ANS: C

DIF: Moderate

OBJ: Recall Mesmer and mesmerism.

3. Which of the following was true of patients who responded most strongly to Mesmer’s magnetic inductions? They a. passed quietly into a sleeplike trance. b. demonstrated heightened physical powers and clairvoyance. c. continued to behave in apparently normal ways.

d. often experienced violent and painful “crisis states.”

ANS: D

DIF: Easy

OBJ: Recall Mesmer and mesmerism.

4. Which of the following did Mesmer NOT believe to be true about animal magnetism or hypnotism? a. The secret of hypnosis lies in the power of the hypnotist or magnetist. b. Illness is caused by misaligned magnetic fields in the body. c. Some people are natural healers because of their magnetic personalities. d. Supernatural forces are involved in the induction of the magnetic state.

ANS: D

DIF: Moderate

OBJ: Recall Mesmer and mesmerism.

5. The Royal Commission appointed to investigate Franz Mesmer concluded what? a. Mesmer was an exorcist. b. Mesmer’s theory of animal magnetism was worthless, so his cures must have been imaginary. c. There was no such thing as animal magnetism, but Mesmer’s cures were genuine. d. Mesmer’s work should be continued by more competent scientists.

ANS: B

DIF: Moderate

OBJ: Recall Mesmer and mesmerism.

6. Which of the following did Puységur INCORRECTLY believe to be an easily produced effect in a good hypnotic subject? a. abilities enhanced beyond what is possible in the normal state b. amnesia for the events of the trance c. paralyses which can move about the body upon suggestion by the hypnotist d. greatly heightened general suggestibility ANS: A

DIF: Moderate

OBJ: Understand hypnotism, its proponents, and its critics.

7. Which of the following is the best current assessment of Puységur’s belief that hypnotized subjects can do things that would be impossible for them normally? a. It is now known to be true. b. It is now known to be false. c. It is now known that hypnotized subjects may do things they would normally think are impossible, since hypnosis may make them more relaxed and confident. d. It is now known to be true for normal subjects, but not always for mentally disturbed people.

ANS: C

DIF: Hard

OBJ: Understand the nature of hypnotism.

8. What happened when a few physicians in England, such as Elliotson and Ward, raised the possibility of using mesmerism as a surgical anaesthetic in the 1840s? a. They were roundly ignored by their colleagues. b. They were ridiculed or actively persecuted by the established medical community. c. They established their point successfully for a short time, until hypnotism was superseded by chemical anaesthetics. d. Their early experiments were failures, so they abandoned the idea.

ANS: B

DIF: Moderate

OBJ: Understand early attitudes towards mesmerism and hypnotism.

9. Which of the following was one of the pioneers in the use of mesmerism as a surgical anesthetic? a. Jean Charcot

b. The Marquis de Puységur c. Gustave Le Bon d. James Esdaile ANS: D

DIF: Easy

OBJ: Comprehend mesmerism and its

applications.

10. James Braid helped lend scientific respectability to mesmeric phenomena by suggesting which new name for them? a. artificial somnambulism b. neuro-hypnology c. the perfect crisis d. hypno-magnetism ANS: B

DIF: Moderate

OBJ: Comprehend early history of hypnotism.

11. Which one of the following figures was a student of Franz Mesmer who went on to make independent discoveries about the mesmeric state? a. Johann Joseph Gassner b. Benjamin Franklin c. Marquis de Puységur d. Hippolyte Bernheim ANS: C

DIF: Moderate

OBJ: Comprehend early history of hypnotism.

12. Which early investigator of mesmerism/hypnotism first shifted the emphasis of explanation from the powers of the hypnotist to the susceptibilities of the subject? a. José Custódio de Faria b. Franz Anton Mesmer

c. Marquis de Puységur d. Gustave Le Bon ANS: A

DIF: Moderate

OBJ: Comprehend early history of hypnotism.

13. Who was the original founder of the Nancy School of hypnotism? a. Ambroise Liébeault b. Hippolyte Bernheim c. Joseph Delboeuf d. Jean Charcot ANS: A

DIF: Easy

OBJ: Understand hypnotism, its proponents, and its critics.

14. When “Good Father Liébeault” used hypnosis on his patients, he a. had an elaborate setting, with background music and flamboyantly dressed assistants, to enhance the effect of suggestibility. b. did so only for demonstration purposes, because he believed no permanent cures could be effected by hypnosis. c. proceeded very simply, first suggesting they would go to sleep and then that their symptoms would disappear. d. took advantage of the opportunity to explore their suppressed emotional life.

ANS: C

DIF: Moderate

OBJ: Understand hypnotism, its proponents, and its critics.

15. Bernheim, on finding that lower-class patients were especially responsive to his hypnotic suggestions, argued that hypnotizability must be closely related to what? a. low intelligence

b. a general trait of suggestibility c. susceptibility to hysteria d. the fees patients had to pay ANS: B

DIF: Moderate

OBJ: Understand hypnotism, its proponent, and its critics.

16. __________ believed that only hysterics were hypnotizable, while __________ argued that normal people could be hypnotized as well. a. Charcot; Le Bon b. The Nancy School; Le Bon c. The Nancy School; Charcot d. Charcot; the Nancy School ANS: D

DIF: Hard

OBJ: Comprehend early history of hypnotism.

17. The model Charcot followed in specifying major and minor types of the illnesses that he studied was first suggested by a. grand mal and petit mal epilepsy. b. major and minor hysteria. c. poliomyelitis. d. hypnotism.

ANS: A

DIF: Easy

OBJ: Remember Charcot and explain his work.

18. The ancient Greeks believed hysteria was caused by a. malingering. b. an excess of overheated humors in the brain. c. the displacement of the uterus to inappropriate body parts.

d. after-effects of traumatic experiences.

ANS: C

DIF: Moderate

OBJ: Explain the ancient Greeks theory of

hysteria.

19. Charcot’s most important scientific contribution was probably his a. victory over the Nancy School in the debate about the nature of hypnosis. b. demonstration that hysteria was caused by neurological degeneracy. c. demonstration of the relationships between hysteria and crowd behavior. d. bringing scientific respectability to the study of such previously unfashionable subjects as hysteria and hypnotism.

ANS: D

DIF: Moderate

OBJ: Remember Charcot and evaluate his

work.

20. When people in a crowd begin behaving the same way they see their neighbors behaving, they illustrate a. hypersuggestibility. b. the social contagion effect. c. a craze. d. the autosuggestive effect.

ANS: B

DIF: Easy

OBJ: Recall crowd effects on social influence.

21. Which of the following is NOT a characteristic of crowds, compared to individuals, according to Le Bon? a. increased timidity b. heightened suggestibility c. intellectual inferiority

d. an increased likelihood of performing heroic actions ANS: A

DIF: Moderate

OBJ: Recollect Le Bon and his ideas.

22. Le Bon recommended that crowd leaders make use of which of the following practices or attitudes to maximize their effectiveness? a. sincerity, fervor, affirmation b. repetition, enthusiasm, effective timing of appeals c. affirmation, repetition, pre-placing of followers in the crowd d. reason, sincerity, effective timing of appeals ANS: C

DIF: Hard

OBJ: Recollect Le Bon and his ideas.

23. Who conducted the earliest laboratory studies investigating suggestibility and social influence? a. Gustav Le Bon b. Alfred Binet c. Solomon Asch d. Hippolyte Bernheim ANS: B

DIF: Easy

OBJ: Recall Binet and his work.

24. Binet and Henri’s experiments showed that children’s reported recall of recently observed stimuli was a. remarkably accurate even in young children. b. influenced by “leading questions” but not by neutral ones. c. strongly unreliable under all conditions. d. most accurate when they were simply given paper and a pencil and asked to write down what they remembered.

ANS: D

DIF: Moderate

OBJ: Recall Binet and his work.

25. “Mesmerism” was a term once used to describe situations that now go commonly under the name __________. a. suggestibility b. social influence processes c. perfect crises d. hypnotism ANS: D

DIF: Easy

OBJ: Recall Mesmer and mesmerism/Understand hypnotism and its proponents.

26. What was Franz Mesmer’s baquet? a. an arrangement of fragrant flowers to help set the atmosphere of his consulting room b. a tub filled with iron filings, around which his clients gathered in groups c. another name for his glass harmonica d. his term for the group of followers who came to study with him ANS: B

DIF: Easy

OBJ: Recall Mesmer and mesmerism.

27. Which two figures were most responsible for bringing the previously unrespectable subject of mesmerism/hypnotism into the scientific mainstream? a. Franz Mesmer and Marquis de Puységur b. James Braid and Jean Charcot c. Alfred Binet and Gustave Le Bon d. Floyd Allport and Solomon Asch ANS: B

DIF: Hard

OBJ: Recall history of hypnotism as a scientific

concept.

28. Which person became an important critic of the Salpêtrière School, following a visit on which he observed blatant examples of patients being manipulated by suggestion? a. Ambroise Liébeault b. James Braid c. Victor Henri d. Joseph Delboeuf ANS: D

DIF: Moderate

OBJ: Understand hypnotism, its proponents, and its critics.

29. Who, after learning a painful personal lesson about the effects of unintended suggestion in experiments, came to refer to such suggestions as “the cholera of psychology”? a. Charles Féré b. Jean Charcot c. Alfred Binet d. Hippolyte Bernheim ANS: C

DIF: Moderate

OBJ: Recall Binet and his work.

30. Floyd Allport made all of the following contributions to the establishment of social psychology EXCEPT that he a. completed the first Ph.D. dissertation on an experimental social psychology topic. b. co-edited The Journal of Abnormal Psychology and added Social Psychology to its title and subject matter. c. created the first social psychology laboratory at Harvard University.

d. wrote the first textbook devoted to experimental social psychology.

ANS: C

DIF: Moderate

OBJ: Illustrate the origins of modern social psychology and its pioneers.

31. __________ was a Gestalt-trained psychologist who conducted pioneering research on the effects of authoritarian versus democratic leadership styles. a. Alfred Binet b. Kurt Lewin c. Max Wertheimer d. Kurt Koffka ANS: B

DIF: Easy

OBJ: Illustrate the origins of modern social psychology and its pioneers.

32. Solomon Asch’s experiments showed that his subjects’ greatest tendency to conform in giving incorrect responses occurred when they were outnumbered by a. a unanimous majority of three. b. a unanimous majority of seven. c. a majority of fourteen but with one other dissenter. d. any unanimous majority as long as it was greater than four.

ANS: B

DIF: Hard

OBJ: Understand Asch’s social conformity

study.

33. Festinger and his colleagues discovered that the most effective way to change people’s attitudes about something was to a. pay them well to publicly express a contrary attitude. b. get them to publicly express a contrary attitude for a small reward.

c. put them in groups where many different opinions are expressed. d. have them read material promoting a contrary attitude.

ANS: B

DIF: Moderate

OBJ: Understand origins of cognitive

dissonance theory.

34. An individual who simultaneously holds two or more incompatible beliefs or ideas, producing an uncomfortable state that the individual is motivated to relieve, is experiencing a. cognitive dissonance. b. social facilitation. c. the small world phenomenon. d. artificial somnambulism.

ANS: A

DIF: Easy

OBJ: Define cognitive dissonance.

35. In his landmark obedience research, Stanley Milgram found that a. certain personality types were far more obedient than others. b. in his laboratory situation subjects were far more obedient than anyone had predicted. c. men were more obedient than women in administering the shocks. d. women were more obedient than men in administering the shocks.

ANS: B

DIF: Easy

OBJ: Understand Milgram obedience studies.

36. In the aftermath of the furor aroused by his obedience research, Stanley Milgram conducted studies of which of the following? a. the “small world” phenomenon b. what happens “when prophecy fails”

c. the “prisoner’s dilemma” d. the “lost in the mall” memory study ANS: A

DIF: Moderate

OBJ: Illustrate the origins of modern social psychology and its pioneers.

37. Which two figures conducted laboratory experiments in social psychology before social psychology was established as a field and are therefore considered “anticipators” rather than “founders” of the field? a. Alfred Binet and Norman Triplett b. Ambroise Liébeault and Hippolyte Bernheim c. James Braid and Jean Charcot d. Floyd Allport and Solomon Asch ANS: A

DIF: Hard

OBJ: Understand prehistory of modern social psychology.

38. Floyd Allport was invited in 1921 by __________ to become co-editor of the Journal of Abnormal Psychology. a. Hugo Münsterberg b. William James c. Morton Prince d. Norman Triplett ANS: C

DIF: Easy

OBJ: Identify Prince.

39. The notion that groups or crowds could constitute superorganisms or group minds going beyond the combined reactions of their individual members was referred to by __________ as the __________.

a. Gustave Le Bon; group fallacy b. Floyd Allport; group fallacy c. Gustave Le Bon; group cohesion effect d. Floyd Allport; group cohesion effect ANS: B

DIF: Hard

OBJ: Illustrate the origins of modern social psychology and its pioneers.

40. The experiments of __________ were partly inspired by concerns arising from events arising in Nazi Germany during World War II. a. Solomon Asch and Stanley Milgram b. Leon Festinger and Elizabeth Loftus c. Floyd Allport and Morton Prince d. John Dashiell and Wolfgang Köhler ANS: A

DIF: Moderate

OBJ: Illustrate the origins of modern social psychology and its pioneers.

41. Subjects in Solomon Asch’s conformity experiments were asked to make judgments about what? a. the relative loudness of presented musical tones b. things they remembered from a short movie they had just seen c. the different colors of printed words they had just seen d. the lengths of lines that had been presented to them as stimuli ANS: D

DIF: Moderate

OBJ: Understand Asch conformity studies.

42. Concerns raised by experiments such as Milgram’s and Zimbardo’s have resulted in requirements that most social psychologists must now do which of the following?

a. have doctors or counsellors on call during every experimental procedure b. provide immediate and detailed feedback to subjects at the conclusion of their participation in experiments c. avoid experimental situations dealing with controversial issues altogether d. obtain informed consent from all subjects before they participate in experiments ANS: D

DIF: Hard

OBJ: Understand ethical concerns that arose from experiments.

43. Which of the following is the title of an important book that introduced the concept of cognitive dissonance? a. The Handbook of Social Psychology b. Deception in Psychology c. When Prophecy Fails d. Obedience to Authority ANS: C

DIF: Moderate

OBJ: Illustrate the origins of modern social psychology and its pioneers.

44. The Stanford Prison Experiment was conducted by whom? a. Philip Zimbardo b. Stanley Milgram c. Leon Festinger d. Elizabeth Loftus ANS: A

DIF: Easy

OBJ: Understand the ethical concerns that arose from experiments.

45. The “lost in the mall” technique has been used to demonstrated that

a. subjects’ memory could be improved by training them to observe more carefully. b. false memories could be produced through suggestive manipulations. c. subjects’ can be made to lose their bearings through subtle suggestions. d. subjects can most correctly remember emotion-laden experiences.

ANS: B

DIF: Moderate

OBJ: Understand the “lost in the mall”

experiment.

MATCHING Match the definition with the term. a. the completion of a suggested act after awakening from a trance state. b. the forgetting of events from a trance state upon awakening from it. c. the process of inducing a mental state of concentration and relaxation, resulting in a state of high suggestibility in a subject.

1. hypnotism 2. posthypnotic amnesia 3. posthypnotic suggestion 1. ANS: C

DIF: Easy

OBJ: Define psychological terms.

2. ANS: B

DIF: Easy

OBJ: Define psychological terms.

3. ANS: A

DIF: Easy

OBJ: Define psychological terms.

Match the definition with the term. a. the pressure individuals feel to align their opinions and behaviors with those of other group members b. the spread of ideas, attitudes, or behavior patterns in a group through imitation and conformity

c. increases in the strength or intensity of behaviors performed within a social or group setting 4. social conformity 5. social contagion 6. social facilitation 4. ANS: A

DIF: Easy

OBJ: Define psychological terms.

5. ANS: B

DIF: Easy

OBJ: Define psychological terms.

6. ANS: C

DIF: Easy

OBJ: Define psychological terms.

Match the definition with the term. a. fictitious recollections of events that can be created through suggestion b. the experience of holding two or more incompatible or contradictory beliefs, which produces such an uncomfortable state that one becomes motivated to relieve it c. the finding that most people can be interconnected through a small chain of mutual acquaintances d. the idea that crowds can constitute superordinate entities or group minds, which are more than the combined reactions of their individual members 7. cognitive dissonance 8. false memory 9. group fallacy 10. small world phenomenon 7. ANS: B

DIF: Easy

OBJ: Define psychological terms.

8. ANS: A

DIF: Easy

OBJ: Define psychological terms.

9. ANS: D

DIF: Easy

OBJ: Define psychological terms.

10. ANS: C

DIF: Easy

OBJ: Define psychological terms.

Match the definition with the term. a. a condition in which patients experience physiological symptoms without obvious organic causes b. a form of artificial somnambulism in which one goes into a deep trance state c. a general trait defined as “the aptitude to transform an idea into an act” d. a tub filled with water and iron filings, featuring metal rods inserted into it with protruding handles onto which patients grasped 11. baquet 12. hysteria 13. lucid sleep 14. suggestibility 11. ANS: D

DIF: Moderate

OBJ: Define psychological terms.

12. ANS: A

DIF: Moderate

OBJ: Define psychological terms.

13. ANS: B

DIF: Moderate

OBJ: Define psychological terms.

14. ANS: C

DIF: Moderate

OBJ: Define psychological terms.

Match the definition with the term. a. a peaceful, sleeplike trance state that could be induced in magnetic therapy, during which subjects showed increased suggestibility b. a hypothetical condition in which a subject enters a deep trance following a sequence of stages similar to an epileptic seizure c. a hypothetical force or energy field in the human body that can become

misaligned, leading to symptoms of illness 15. animal magnetism 16. artificial somnambulism 17. grand hypnotisme 15. ANS: C

DIF: Moderate

OBJ: Define psychological terms.

16. ANS: A

DIF: Moderate

OBJ: Define psychological terms.

17. ANS: B

DIF: Moderate

OBJ: Define psychological terms.

Match the study with the researcher. a. a study of suggestion in which children were asked to recall a number of items seen on a poster; children were most accurate when simply asked to provide descriptions, rather than asked direct questions, about what they had seen b. asked children to wind fishing reels alone and in pairs and found some children wound the reels faster or slower in the presence of others, demonstrating social enhancement and inhibition of performance c. asked individuals to pass along the name and address of a target person in Boston to those they thought likely to know the target, which produced an average of just six intermediaries, a result known as the small world phenomenon 18. Alfred Binet 19. Norman Triplett 20. Stanley Milgram 18. ANS: A

DIF: Hard

OBJ: Identify researchers of important studies.

19. ANS: B

DIF: Hard

OBJ: Identify researchers of important studies.

20. ANS: C

DIF: Hard

OBJ: Identify researchers of important studies.

Match the study with the researcher(s). a. a study of group dynamics among members of a doomsday cult b. an investigation of conformity where subjects were asked to judge the length of lines within a group of confederates c. the Stanford Prison Experiment d. the use of the “lost in the mall” technique to induce false memories 21. Elizabeth Loftus 22. Leon Festinger 23. Philip Zimbardo 24. Solomon Asch 21. ANS: D

DIF: Moderate

OBJ: Identify researchers of important studies.

22. ANS: A

DIF: Moderate

OBJ: Identify researchers of important studies.

23. ANS: C

DIF: Moderate

OBJ: Identify researchers of important studies.

24. ANS: B

DIF: Moderate

OBJ: Identify researchers of important studies.

Match the idea with the individual. a. described a new state as a “perfect crisis” (later called artificial somnambulism) b. employed mesmerism as a form of anesthesia for surgical patients c. proposed “neurohypnology” as a term for the study of mesmeric phenomena 25. James Braid 26. James Esdaile 27. Marquis de Puységur 25. ANS: C

DIF: Moderate

OBJ: Identify the researcher’s idea.

26. ANS: B

DIF: Moderate

OBJ: Identify the researcher’s idea.

27. ANS: A

DIF: Moderate

OBJ: Identify the researcher’s idea.

Match the idea with the individual. a. argued that hypnotic susceptibility and hysteria were essentially the same thing b. argued that susceptibility to hypnosis is simply one aspect of suggestibility more generally c. described crowd behavior as similar to hypnotic effects 28. Gustave Le Bon 29. Hippolyte Bernheim 30. Jean-Martin Charcot 28. ANS: C

DIF: Moderate

OBJ: Identify the researcher’s idea.

29. ANS: B

DIF: Moderate

OBJ: Identify the researcher’s idea.

30. ANS: A

DIF: Moderate

OBJ: Identify the researcher’s idea.

Match the publication with the author. a. On Suggestion and Its Therapeutic Applications b. Social Psychology c. The Crowd d. When Prophecy Fails 31. Floyd Allport 32. Gustave Le Bon 33. Hippolyte Bernheim 34. Leon Festinger 31. ANS: B

DIF: Hard

OBJ: Identify the author.

32. ANS: C

DIF: Hard

OBJ: Identify the author.

33. ANS: A

DIF: Hard

OBJ: Identify the author.

34. ANS: D

DIF: Hard

OBJ: Identify the author.

SHORT ANSWER 1. What was the Nancy-Salpêtrière controversy?

ANS: The Nancy School, led by Hippolyte Bernheim, used hypnotism as a treatment for physical illnesses and argued that people varied on the general trait of suggestibility, something those who could be hypnotized possessed in a high degree but were otherwise normal. In contrast, the Salpêtrière School, led by Charcot, held that hypnotic susceptibility and hysteria were essentially the same thing, with suggestibility simply a symptom of hysteria and of underlying pathology. The Nancy school ultimately prevailed.

DIF: Hard

OBJ: Explain the Nancy-Salpêtrière controversy.

2. Define social conformity.

ANS: A concept studied by Asch, Milgram, and other social psychologists to explain how individuals feel pressured to conform to the ideas and opinions of other group members.

DIF: Easy

OBJ: Define social conformity.

3. What is the small world phenomenon?

ANS: A social phenomenon researched by Milgram in a study asking people to forward a letter directly to a named target person if they knew him personally, or if not, to the

person they knew who they thought was most likely to know the target. Results indicated that most people can be interconnected through a small chain of mutual acquaintances, the origin for the idea of “six degrees of separation.”

DIF:Moderate

OBJ: Explain the small world phenomenon.

4. Define posthypnotic suggestion.

ANS: The completion of a suggested act after “awakening” from a trance state. The subject also forgets they have been instructed to perform the act and will often fabricate a plausible but incorrect explanation.

DIF:Moderate

OBJ: Define posthypnotic suggestion.

5. Define animal magnetism.

ANS: Mesmer’s now discredited theory that the human body is filled with and surrounded by a magnetic-like force field that can become misaligned and weakened, causing the symptoms of illness. Mesmer further believed symptoms could be alleviated by the application of strong magnets, or by the proximity to healers like himself naturally filled with strong personal “animal magnetism.”

DIF:Moderate

OBJ: Define animal magnetism.

Chapter 11: Mind in Conflict: Freudian Psychoanalysis and Its Successors MULTIPLE CHOICE 1. The cathartic method for treating hysteria was first developed by whom? a. Josef Breuer b. Sigmund Freud c. Jean Charcot d. Hippolyte Bernheim ANS: A

DIF: Easy

OBJ: Recall the origins of psychoanalysis.

2. In their early work on the nature of hysteria, Freud and Breuer stated that hysterics suffer mainly from what? a. reminiscences b. anxiety c. the Oedipus complex d. sexuality ANS: A

DIF: Moderate

OBJ: Recall the origins of psychoanalysis.

3. At the beginning of his medical career, Freud hoped to specialize in the diagnosis and treatment of what? a. schizophrenia b. hysteria c. poliomyelitis d. neurological diseases ANS: D patients.

DIF: Easy

OBJ: Remember Freud’s life, work, and

4. When Freud visited the Nancy clinic, he saw a hypnotist overcome an example of post-hypnotic amnesia merely by placing his hand on the subject’s forehead and assuring him that he would remember. This inspired Freud to use __________ in his own work on hysteria. a. free association b. the pressure technique c. hydrotherapy d. the cathartic method ANS: B

DIF: Moderate

OBJ: Remember Freud’s life, work, and

patients.

5. After Freud had abandoned hypnosis and adopted free association in his treatment of hysterics, the new method helped him to newly appreciate the previously overlooked importance of what he called a. unconscious ideas. b. pathogenic ideas. c. overdetermination. d. the death instinct.

ANS: C

DIF: Moderate

OBJ: Understand the origins of psychoanalysis/Remember Freud’s life and work.

6. A theory of hysteria that Freud held for a time but abandoned when it turned out to be incorrect was called what? a. strangulated affect theory b. neurological degeneracy theory

c. false reminiscence theory d. seduction theory ANS: D

DIF: Easy

OBJ: Recall the origins of psychoanalysis.

7. When Freud found that a “neutral” manifest dream image such as the chemical formula for trimethylamine symbolized a taboo sexual idea, he named the process involved a. condensation. b. overdetermination. c. displacement. d. substitution.

ANS: C

DIF: Moderate

OBJ: Understand the concepts, uses, and theories behind psychoanalysis.

8. In Freud’s theory, the dream work consists of which three processes? a. primary, secondary, tertiary functions b. displacement, condensation, and concrete representation c. displacement, symbolization, and repression d. displacement, hallucination, and resistance ANS: B

DIF: Moderate

OBJ: Understand the concepts, uses, and theories behind psychoanalysis.

9. Which of the following are attributes of the secondary process, in Freud’s theory? a. It is unconscious and proceeds from abstract to concrete. b. It is accessible to consciousness and uses overdetermination-condensation. c. It is unconscious and uses displacement.

d. It is conscious and responsible for rational thinking.

ANS: D

DIF: Moderate

OBJ: Understand the concepts, uses, and theories behind psychoanalysis.

10. Freud referred to his general theories or models of the psyche, going beyond his more explicitly clinical theories, as a. psychoanalysis. b. dynamic psychology. c. metapsychology. d. neuropsychology.

ANS: C

DIF: Easy

OBJ: Identify and define metapsychology.

11. Partly influenced by his new theory of dreams, Freud came to believe that the “seduction memories” related to him by his hysterical patients were really a. reflections of sexual wishes. b. memories of real sexual abuse. c. imaginings not to be taken seriously. d. stories their parents had told them.

ANS: A

DIF: Moderate

OBJ: Understand the concepts, uses, and theories behind psychoanalysis.

12. Freud’s self-analysis was especially influential in helping him to first appreciate the importance of a. transference. b. the Oedipus complex. c. abreaction.

d. overdetermination.

ANS: B

DIF: Moderate

OBJ: Understand the concepts, uses, and theories behind psychoanalysis.

13. Freud’s theory of childhood sexuality emphasized the newborn infant’s a. oral and anal sexuality. b. polymorphous perversity. c. repressed sexual impulses. d. sexual purity.

ANS: B

DIF: Easy

OBJ: Understand the concepts, uses, and theories behind psychoanalysis.

14. Freud cited the traits of orderliness, obstinacy, and thriftiness as hallmarks of the a. oral character. b. genital character. c. anal character. d. Oedipal character.

ANS: C

DIF: Moderate

OBJ: Understand the concepts, uses, and theories behind psychoanalysis.

15. Which of the following is true of the case of Dora? a. It was one of Freud’s most successful early cases. b. It helped Freud develop the free-association technique. c. It taught Freud the importance of transference. d. It led Freud to the idea of the castration complex.

ANS: C

DIF: Moderate

OBJ: Remember Freud’s life, work, and

patients.

16. A draft manuscript, unpublished during Freud’s lifetime, which he wrote in 1895 and which described his model of the mind in neurological terms, is called a. Project for a Scientific Psychology. b. The Unconscious. c. The Interpretation of Dreams. d. The Ego and the Id. ANS: A

DIF: Easy

OBJ: Remember Freud’s life, work, and

patients.

17. In Freud’s final model of the mind, as presented in The Ego and the Id, conflicting demands upon the psyche are seen as coming from a. heredity, environment, and conscience. b. sexuality, aggression, and the need for self-preservation. c. family, society, and the physical world. d. the biological instincts, external reality, and morality.

ANS: D

DIF: Hard

OBJ: Understand the concepts, uses, and theories behind psychoanalysis.

18. In Freud’s final model of the mind, what agency is responsible for trying to resolve the conflicts set up by the contradictory demands upon the mind? a. ego b. unconscious c. superego d. id

ANS: A

DIF: Easy

OBJ: Understand the concepts, uses, and theories behind psychoanalysis.

19. Which of the following would Freud NOT have seen as compromises created by the ego in response to conflicting demands made upon the psyche? a. dreams b. hysterical symptoms c. defense mechanisms d. cries of pain ANS: D

DIF: Hard

OBJ: Understand the concepts, uses, and theories behind psychoanalysis.

20. Who was a major female figure who collaborated with Freud in developing the concept of defense mechanisms? a. Anna Freud b. Karen Horney c. Bertha Pappenheim d. Melanie Klein ANS: A

DIF: Easy

OBJ: Remember Freud’s life, work, and

patients.

21. When a man suffers insults from his boss in silence, then comes home and yells at his wife and kicks his dog, he illustrates what defense mechanism? a. denial b. projection c. displacement

d. acting out ANS: C

DIF: Hard

OBJ: Understand the concepts, uses, and theories behind psychoanalysis.

22. What is the title of the book Freud wrote toward the end of his life in which he discussed some of the philosophical implications of his theories and took a rather pessimistic view of the future of human civilization? a. Eros and Civilization b. The Ego and the Mechanisms of Defense c. Myth and Reality d. Civilization and Its Discontents ANS: D

DIF: Moderate

OBJ: Remember Freud’s life, work, and

patients.

23. Freud theorized controversially that boys and girls experience different reactions to the “castration complex” in that boys develop crucial feelings of__________ whereas for girls it is strong __________. a. envy; fear b. anxiety; envy c. anxiety; sadness d. envy; anxiety ANS: B

DIF: Hard

OBJ: Understand the concepts, uses, and theories behind psychoanalysis.

24. Why were Freud’s attitudes and writings on women were both controversial and paradoxical?

a. He believed that men had weaker superegos than women but also believed that men could be better psychoanalysts than women. b. He believed that men and women had similar innate developmental processes and that environmental and cultural forces alone caused women to have weaker superegos. c. He believed that women had stronger superegos than men and accordingly supported his daughter’s wish to become a psychoanalyst. d. He believed that women had weaker superegos than men but also supported their entry into the profession of psychoanalysis.

ANS: D

DIF: Hard

OBJ: Remember Freud’s life, work, and

patients.

25. Karen Horney disagreed most specifically with which aspect of Freud’s theory? a. his male-biased view of female sexuality b. his general theory of psychosexual development c. his theory of the female unconscious d. his theory of female defense mechanisms ANS: A

DIF: Moderate

OBJ: Recall later psychoanalytic theory, its proponents, and its critics.

26. Psychoanalyst __________ disagreed with the emphasis placed on the Oedipal period and instead emphasized the importance of the infant’s first relationship, that with its mother. The school of psychoanalysis that developed from this idea is known as __________. a. Carl Jung; analytical psychology

b. Alfred Adler; individual psychology c. Melanie Klein; object relations d. Franz Brentano; act psychology ANS: C

DIF: Hard

OBJ: Recall later psychoanalytic theory, its proponents, and its critics.

27. When Freud delivered his lectures on psychoanalysis at Clark University in 1909, they were promoted and publicized by __________, but criticized as unscientific by __________. a. Titchener; Cattell b. Hall; Titchener c. James; Rosenzweig d. Hall; Jung ANS: B

DIF: Hard

OBJ: Recall later psychoanalytic theory, its proponents, and its critics.

28. Which academic psychologist conducted important early laboratory-based experimental research on a psychoanalytic concept? a. Saul Rosenzweig, with his study of motivated forgetting or repression b. Karen Horney, with her study of differences between men’s and women’s dreams c. Erik Erikson, with his study of the adolescent defense mechanisms d. Melanie Klein, with her study of sexual behavior in infants ANS: A

DIF: Moderate

OBJ: Identify psychological research related to psychoanalytic therapy.

29. Which of the following was NOT true about Sigmund Freud’s childhood and early

life? a. He had a half-brother as old as his mother. b. He was an outstanding and ambitious student in secondary school. c. He had an older brother whom he always tried to surpass. d. His earliest occupational interest was in law.

ANS: C

DIF: Moderate

OBJ: Remember Freud’s life, work, and

patients.

30. Freud’s university philosophy teacher Franz Brentano promoted which of the following? a. a neurological approach to psychology dominated by physiological mechanism b. an act psychology emphasizing the concept of intentionality c. a strongly associationistic psychology emphasizing environment over heredity d. a psychology emphasizing the innate instincts as motives ANS: B

DIF: Moderate

OBJ: Explain Brentano’s work.

31. Why did Freud begin his serious medical practice with hysteria patients? a. He could not make a living treating ordinary neurological patients. b. He was encouraged to study them by Ernst Brücke. c. He became fascinated by them while still a medical student. d. One of his sisters developed severe symptoms of hysteria.

ANS: A

DIF: Moderate

OBJ: Remember Freud’s life, work, and

patients.

32. Which of the following men did NOT play a significant personal role in Sigmund Freud’s early training?

a. Ernst Brücke b. Franz Brentano c. John Stuart Mill d. Jean Charcot ANS: C

DIF: Easy

OBJ: Identify Freud’s teachers.

33. Which of the following was true of Alfred Adler’s early life? a. He was a sickly child, overshadowed by an active and popular older brother. b. He was treated as the star of his family and given special privileges denied the other children. c. He was often treated abusively by his violent and alcoholic father. d. He had frequent experiences dealing with his unstable mother’s periodic hallucinations.

ANS: A

DIF: Moderate

OBJ: Recall later psychoanalytic theory, its proponents, and its critics.

34. Which of the following was one of Adler’s most famous concepts? a. the Oedipus complex b. the inferiority complex c. the identity crisis d. the birth trauma ANS: B

DIF: Easy

OBJ: Recall later psychoanalytic theory, its proponents, and its critics.

35. Alfred Adler theorized that children who are born second within their families are likely to develop

a. with strong desires for approval from authority figures. b. with strong tendencies to prefer solitary pursuits such as reading. c. with strong competitive attitudes and desires. d. with a sense of being special and privileged.

ANS: C

DIF: Moderate

OBJ: Recall later psychoanalytic theory, its proponents, and its critics.

36. Which of the following concepts was NOT an important part of Alfred Adler’s theory? a. introversion b. the guiding fiction c. the inferiority complex d. social interest ANS: A

DIF: Easy

OBJ: Remember Adler’s theories.

37. Which of the following was true of Carl Jung’s early life? a. He was the oldest and most academically successful child in a large family. b. He was the only boy among several older sisters who doted on him. c. He was devastated by the death of his mother when he was only seven. d. He had to contend with a mentally unstable mother who had night visions.

ANS: D

DIF: Moderate

OBJ: Remember Jung, his work, and his

theories.

38. Carl Jung’s early psychiatric experience dealt primarily with what kind of patients? a. hysteria patients b. severely depressed patients

c. schizophrenic patients d. brain-injured patients ANS: C

DIF: Easy

OBJ: Remember Jung, his work, and his

theories.

39. Which of the following was an early contribution of Carl Jung that he sent to Freud and that helped open the way to their first meeting with each other? a. his paper on the collective unconscious b. a copy of his word association test c. a copy of his test for extroversion-introversion d. his paper on substitute techniques for hypnotism ANS: B

DIF: Moderate

OBJ: Remember Jung, his work, and his

theories.

40. In Carl Jung’s model of the psyche, the component most closely oriented towards the outer, external world is called a. the persona. b. the ego. c. the self. d. the anima/animus.

ANS: A

DIF: Hard

OBJ: Remember Jung, his work, and his

theories.

41. In Jungian theory, which of the following is an archetype? a. an individual’s personal unconscious b. an individual’s persona

c. a mandala d. an introverted personality type ANS: C

DIF: Easy

OBJ: Remember Jung, his work, and his

theories.

42. Who among the following was NOT present along with Freud at the 1909 Clark University conference? a. G. Stanley Hall b. Alfred Adler c. Carl Jung d. Edward B. Titchener ANS: B

DIF: Easy

OBJ: Identify Adler.

43. Which of the following most accurately describes Freud’s reaction when he learned about Rosenzweig’s experimental study demonstrating motivated forgetting? a. He was delighted because finally experimental psychologists were paying attention to his work. b. He was angry because he felt that Rosenzweig had completely misunderstood his theory of repression. c. He was pleased but made suggestions for ways the experiment could have been improved. d. He was indifferent, arguing that the real-life observations in psychoanalytic practice provided better evidence than any laboratory experiment.

ANS: D patients.

DIF: Hard

OBJ: Remember Freud’s life, work, and

44. Compared to Freud’s, Alfred Adler’s approach to psychotherapy placed more emphasis on a. the social context and misguided notions about the self. b. ideas from a collective as opposed to a personal unconscious. c. extremely early memories dating from the trauma of birth. d. feelings about death and the meaning of life.

ANS: A

DIF: Moderate

OBJ: Recall later psychoanalytic theory, its proponents, and its critics.

45. Which of the following is an important book written by Carl Jung? a. The Philosophy of “As If” b. The Interpretation of Childhood Dreams c. Memories, Dreams and Reflections d. Civilization and Its Discontents ANS: C

DIF: Moderate

OBJ: Remember Jung, his work, and his

theories.

MATCHING Match the definition with the term. a. a patient’s unconscious feelings toward important figures from the past, which are redirected toward the therapist b. a psychotherapeutic technique in which the venting of emotions is thought to eliminate hysterical symptoms c. a technique in which one is asked to say, openly and honestly, the first thoughts and ideas that come to mind, without edit

1. cathartic method 2. free association 3. transference 1. ANS: B

DIF: Easy

OBJ: Define psychoanalytic terms.

2. ANS: C

DIF: Easy

OBJ: Define psychoanalytic terms.

3. ANS: A

DIF: Easy

OBJ: Define psychoanalytic terms.

Match the definition with the term. a. the deflection of the psychic energy of highly charged latent content onto the related, but emotionally more neutral ideas of the manifest content b. the idea that latent dream thoughts are experienced through the subjectively real but hallucinated sensations of the manifest content c. the process by which two or more latent thoughts become symbolized by a single manifest dream image 4. condensation 5. concrete representation 6. displacement 4. ANS: C

DIF: Moderate

OBJ: Define psychoanalytic terms.

5. ANS: B

DIF: Moderate

OBJ: Define psychoanalytic terms.

6. ANS: A

DIF: Moderate

OBJ: Define psychoanalytic terms.

Match the definition with the term. a. those who show a heightened interest in some combination of eating, drinking, smoking, and talking b. those who show some combination of curiosity, competitiveness, and

exhibitionism c. those who show some combination of orderliness, thriftiness, and obstinacy 7. anal character 8. oral character 9. phallic/genital character 7. ANS: C

DIF: Easy

OBJ: Define psychoanalytic terms.

8. ANS: A

DIF: Easy

OBJ: Define psychoanalytic terms.

9. ANS: B

DIF: Easy

OBJ: Define psychoanalytic terms.

Match the definition with the term. a. a general model of the mind that integrates Freud’s clinical discoveries within a broader theoretical context to explore the general features of the human mind b. a later psychoanalytic school of thought that places major importance on the mother-infant bond in human development c. a psychological theory where the units of psychological analysis are acts that “contain” an object d. a school of psychology that emphasizes the importance of the collective unconscious e. a school of theory and therapy, based on the idea that everyone experiences and reacts to inferiority in their own unique way 10. act psychology 11. analytical psychology 12. individual psychology 13. metapsychology

14. object relations 10. ANS: C

DIF: Moderate

OBJ: Define psychoanalytic terms.

11. ANS: D

DIF: Moderate

OBJ: Define psychoanalytic terms.

12. ANS: E

DIF: Moderate

OBJ: Define psychoanalytic terms.

13. ANS: A

DIF: Moderate

OBJ: Define psychoanalytic terms.

14. ANS: B

DIF: Moderate

OBJ: Define psychoanalytic terms.

Match the definition with the term. a. a defense mechanism in which a person’s true motivations are denied and a false excuse or explanation is substituted for them b. a defense mechanism in which an emotion-charged subject is directly approached, but in a strictly rational manner that avoids emotional involvement c. a defense mechanism in which an impulse is redirected toward a substitute target that resembles the original in some way, but that is psychologically “safer” d. a defense mechanism in which an individual unconsciously adopts the characteristics of an emotionally important person e. a defense mechanism in which one’s own unacceptable impulses are denied and then attributed to someone else instead 15. displacement 16. identification 17. intellectualization 18. projection 19. rationalization 15. ANS: C

DIF: Hard

OBJ: Define psychoanalytic terms.

16. ANS: D

DIF: Hard

OBJ: Define psychoanalytic terms.

17. ANS: B

DIF: Hard

OBJ: Define psychoanalytic terms.

18. ANS: E

DIF: Hard

OBJ: Define psychoanalytic terms.

19. ANS: A

DIF: Hard

OBJ: Define psychoanalytic terms.

Match the idea with the individual. a. argued for culturally and historically sensitive analyses of women’s experiences, which explain women’s feelings of inferiority in terms of negative social attitudes about women’s sexuality and bodies b. argued that psychoanalytic theory’s conception of female sexuality was biased by a male point of view and that boys/men should rightfully be envious of women’s ability to experience pregnancy and childbirth c. argued that we possess an aggressive death instinct, Thanatos, and a conflicting life instinct, Eros d. interpreted the results of an experimental study of forgetting of failed tests as evidence of the psychoanalytic idea of repression e. proposed the personality dimension of extroversion-introversion to denote a person’s relative orientation toward the outer or inner worlds 20. Carl Jung 21. Clara Thompson 22. Karen Horney 23. Saul Rosenzweig 24. Sigmund Freud 20. ANS: E

DIF: Moderate

OBJ: Identify the psychologist’s idea.

21. ANS: A

DIF: Moderate

OBJ: Identify the psychologist’s idea.

22. ANS: B

DIF: Moderate

OBJ: Identify the psychologist’s idea.

23. ANS: D

DIF: Moderate

OBJ: Identify the psychologist’s idea.

24. ANS: C

DIF: Moderate

OBJ: Identify the psychologist’s idea.

Match the individual with their associated school of psychology. a. Alfred Adler b. Carl Jung c. Franz Brentano d. Melanie Klein e. Sigmund Freud 25. act psychology 26. analytical psychology 27. individual psychology 28. object relations 29. psychoanalysis 25. ANS: C

DIF: Moderate

OBJ: Identify individuals’ school of psychology.

26. ANS: B

DIF: Moderate

OBJ: Identify individuals’ school of psychology.

27. ANS: A

DIF: Moderate

OBJ: Identify individuals’ school of psychology.

28. ANS: D

DIF: Moderate

OBJ: Identify individuals’ school of psychology.

29. ANS: E

DIF: Moderate

OBJ: Identify individuals’ school of psychology.

Match the definition with the term. a. partially or completely incorrect ideas about the self, often dating from childhood, that are believed to be true and may consciously or unconsciously influence

behavior b. the innate source of universal archetypes c. the state of newborn infants, in which they may receive sensual pleasure from the gentle stimulation of any part of the body d. unconscious wishes from childhood to obtain sensual pleasure from the parent of the opposite sex and for the disappearance of the parent of the same sex 30. collective unconscious 31. guiding fiction 32. polymorphous perversity 33. Oedipus complex 30. ANS: B

DIF: Moderate

OBJ: Define psychoanalytic terms.

31. ANS: A

DIF: Moderate

OBJ: Define psychoanalytic terms.

32. ANS: C

DIF: Moderate

OBJ: Define psychoanalytic terms.

33. ANS: D

DIF: Moderate

OBJ: Define psychoanalytic terms.

Match the definition with the term. a. the system that conveys information about external reality to the psyche b. the part of the psyche that contains unconscious, powerful impulses and energies from the instincts c. the part of the psyche that creates moral demands, arising independently of instincts and external reality alike d. the part of the psyche that mediates conflicts that arise between instincts, external reality, and moral demands 34. ego

35. id 36. pcpt.-cs 37. superego 34. ANS: D

DIF: Easy

OBJ: Define psychoanalytic terms.

35. ANS: B

DIF: Easy

OBJ: Define psychoanalytic terms.

36. ANS: A

DIF: Easy

OBJ: Define psychoanalytic terms.

37. ANS: C

DIF: Easy

OBJ: Define psychoanalytic terms.

Match the publication with its author. a. Memories, Dreams, and Reflections b. Project for a Scientific Psychology c. Psychology from an Empirical Standpoint d. The Ego and the Mechanisms of Defense 38. Anna Freud 39. Carl Jung 40. Franz Brentano 41. Sigmund Freud 38. ANS: D

DIF: Hard

OBJ: Identify the author.

39. ANS: A

DIF: Hard

OBJ: Identify the author.

40. ANS: C

DIF: Hard

OBJ: Identify the author.

41. ANS: B

DIF: Hard

OBJ: Identify the author.

SHORT ANSWER 1. What was significant about Saul Rosenzweig’s doctoral research?

ANS:

Rosenzweig’s doctoral research on motivated forgetting was significant because it was among the first experimental studies of psychoanalytic ideas. He interpreted his subjects’ propensity to forget failed tasks more frequently than successful ones as an experimental demonstration of repression.

DIF:Moderate

OBJ: Explain the significant of Rosenzweig’s study.

2. Explain manifest and latent content.

ANS: In Freudian theory, manifest content is the actual, literal content of a dream as subjectively experienced and remembered by the dreamer. Latent content is the unconsciously originating meaning of the dream that lies behind the manifest content; these ideas and memories, which inspired the dream, can be revealed in consciousness through free association to the manifest content.

DIF: Easy

OBJ: Explain manifest and latent content.

3. Why did Freud abandon his seduction theory?

ANS: Freud’s seduction theory held that all hysterics must have experienced sexual abuse as children and subsequently repressed the memories, thus producing hysterical symptoms. He abandoned this theory after discovering instances where the abuse could not have actually occurred and then concluding that the sexual scenes reported by hysterical patients indirectly reflected socially unacceptable wishes rather than actual experiences. This eventually led to him to formulate the Oedipus complex.

DIF:

Hard

OBJ: Explain Freud’s abandonment of seduction theory.

4. What was Karen Horney’s criticism of Freud?

ANS: Horney argued that Freud’s psychoanalytic theory’s conception about female sexuality was biased by a male point of view. She argued that the penis takes on symbolic importance only in societies dominated by male privilege and power and that boys and men should rightfully envy women because of their ability to experience pregnancy and childbirth.

DIF:Moderate

OBJ: Explain Horney’s criticism of Freud.

5. Briefly summarize Adler’s and Jung’s major points of disagreement with Freud.

ANS: Both felt that Freud put too much emphasis on sexuality as the most important source of human motivation. Adler emphasized instead the various forms of inferiority experienced by all human infants and their resulting inferiority complexes giving rise to motives to overcome them. Jung believed that Freud ignored important ideas and archetypes contained in an innate collective unconscious, common to all humans and which co-exist and sometimes conflict with the repressed contents of a personal unconscious.

DIF:Moderate

OBJ: Differentiate Adler and Jung from Freud.

Chapter 12: Psychology Gets “Personality”: Allport, Maslow, and the Broadening Field MULTIPLE CHOICE 1. As a student, Gordon Allport was influenced by his teacher Münsterberg’s conception of psychology as a. a dual discipline having both an objective-causal and a subjective-purposive side. b. a socially relevant but still behavioristic discipline. c. a discipline that could be both clinical and experimental. d. a discipline that could be both objective and mechanistic.

ANS: A

DIF: Hard

OBJ: Recall Allport and his work.

2. Gordon Allport’s youthful encounter with Freud left him with which conviction? a. that psychoanalysis could provide the essential foundation for a psychology of “personality” b. that he himself was an example of a well-adjusted “anal personality” c. that “depth psychologies” were not always appropriate for dealing with normal individuals d. that personality traits have their basis in childhood experiences ANS: C

DIF: Moderate

OBJ: Recall Allport and his work.

3. The word “personality” entered psychological terminology largely as a replacement for which older term? a. character b. temperament c. personal disposition

d. psychological makeup ANS: A

DIF: Easy

OBJ: Identify terms and concepts of personality psychology.

4. Who among the following was not a major influence on Gordon Allport’s early career? a. Alfred Adler b. William Stern c. Hugo Münsterberg d. Floyd Allport ANS: A

DIF: Easy

OBJ: Recall Allport and his work.

5. Gordon and Floyd Allport’s early work on personality was notable for what? a. producing the first fully validated “personality test” b. discussing the concept of “personality” more systematically than had been done before c. emphasizing the notion of “character” differences d. stressing the importance of nomothetic research methods ANS: B

DIF: Hard

OBJ: Recall Allport and his work

6. William Stern promoted a(n) __________ psychology where a central focus was on __________. a. social; the behavior of individuals in groups b. nomothetic; the construction of personality tests c. personalistic; the individual person d. analytical; uncovering the collective unconscious

ANS: C

DIF: Hard

OBJ: Identify terms and concepts of personality psychology.

7. Gordon Allport’s important collaborative projects included all of the following EXCEPT a. “A Study of Values” with Phillip Vernon b. the “PEN” model of personality with Hans Eysenck c. a survey of trait names with Henry Odbert d. investigations of prejudice with Thomas Pettigrew ANS: B

DIF: Moderate

OBJ: Recall Allport and his work.

8. Gordon Allport identified and promoted which of the following pairs of contrasting research styles in personality? a. monothetic and pluralistic b. nomothetic and idiosyncratic c. idiographic and idiosyncratic d. nomothetic and idiographic ANS: D

DIF: Moderate

OBJ: Recall Allport and his work.

9. Of the following methods, which did Allport’s 1937 personality textbook argue was “the most revealing of all”? a. the case study method b. a multidimensional questionnaire or survey study c. an experimental study with clearly defined independent and dependent variables d. a correlational study of trait names ANS: A

DIF: Moderate

OBJ: Recall Allport and his work.

10. What is the term for Gordon Allport’s notion that although motives may originate in childhood, they may be maintained or even strengthened in the mature personality because they have become reinforcing or rewarding in their own right? a. autonomous ego functioning b. the contact hypothesis c. relational individuality d. functional autonomy of motives ANS: D

DIF: Moderate

OBJ: Identify terms and concepts in personality psychology.

11. Hans Eysenck’s personality theory emphasizes which three factors? a. extraversion/introversion, emotionality, psychoticism b. extraversion/introversion, neuroticism, trustworthiness c. extraversion/introversion, neuroticism, psychoticism d. extraversion/introversion, sociability, neuroticism ANS: C

DIF: Easy

OBJ: Remember humanistic psychologists and their influences on the field.

12. What type of research methodology did Cattell use in order to create the 16PF questionnaire? a. controlled experiment b. survey research c. naturalistic observation d. factor analysis ANS: D

DIF: Easy

OBJ: Remember humanistic psychologists and their influences on the field.

13. What is Henry Murray is well known for? a. his establishment of the Big Five theory of personality b. his co-invention of the Thematic Apperception Test c. his development of the PEN personality theory d. his creation of the inkblot personality test ANS: B

DIF: Easy

OBJ: Remember personality psychologists and their influences on humanistic psychology.

14. David McClelland and his colleagues measured the “needs” for affiliation, achievement, and power with which instrument? a. the TAT b. the Rorschach test c. 16PF test d. the word association test ANS: A

DIF: Moderate

OBJ: Remember personality psychologists and their influences on humanistic psychology.

15. Gordon Allport effectively promoted all of the following concepts EXCEPT a. the contact hypothesis. b. the hierarchy of needs. c. mature vs. immature religion. d. functional autonomy.

ANS: B

DIF: Easy

OBJ: Recall Allport and his work.

16. Besides personality theory, Gordon Allport made significant contributions to the study of what? a. religion and prejudice b. giftedness and retardation c. social facilitation and crowd behavior d. moral development ANS: A

DIF: Easy

OBJ: Recall Allport and his work.

17. Following psychoanalysis and behaviorism, what became classified as the “third force” in psychology? a. cognitive psychology b. humanistic psychology c. evolutionary psychology d. clinical psychology ANS: B

DIF: Easy

OBJ: Recognize humanistic psychology and its applications.

18. Abraham Maslow recalled that his own early life a. was full of obstacles to be overcome, which made him particularly receptive to the ideas of Alfred Adler. b. was generally happy and secure, so he could easily pursue the “higher” needs from his hierarchy. c. was characterized by strong sibling rivalry, which made him receptive to psychoanalytic theory.

d. was quite unhappy, leading him to wonder where his mature, “positive psychology” ever came from.

ANS: D

DIF: Moderate

OBJ: Remember Maslow’s life and influences.

19. Abraham Maslow’s original enthusiasm for becoming a psychologist was aroused by what? a. Gordon Allport’s theories of personality b. John B. Watson’s behaviorism c. Max Wertheimer’s Gestalt psychology d. E. B. Titchener’s structuralism ANS: B

DIF: Moderate

OBJ: Remember Maslow’s life and influences.

20. Maslow’s dissertation research on monkeys and motivation supported which conclusion? a. Sexual and dominance motivations were independent of each other and did not interact. b. The drive for dominance was just one aspect of a more general sexual instinct. c. The sex drive was just one aspect of a more general drive for dominance. d. Dominance and sexuality were separate but interacting motivations, and in practice dominance usually predominated over pure sexuality.

ANS: D

DIF: Hard

OBJ: Remember Maslow’s life and influences.

21. Which one of the following was Abraham Maslow’s Ph.D. dissertation supervisor at the University of Wisconsin? a. Harry Harlow b. Gordon Allport

c. Kurt Goldstein d. Clark Hull ANS: A

DIF: Easy

OBJ: Remember Maslow’s life and influences.

22. What was the primary reason Maslow had trouble obtaining his first full-time university position? a. his slowness to finish and publish his dissertation b. the controversial nature of his dissertation findings c. the prevalence of anti-Semitic attitudes at the time d. a theoretical dispute he had with Edward Thorndike ANS: C

DIF: Hard

OBJ: Remember Maslow’s life and influences.

23. Maslow’s mentors during his postgraduate experience in the “New Athens” of New York City included all of the following EXCEPT a. Ruth Benedict. b. Erich Fromm. c. Karen Horney. d. John B. Watson.

ANS: D

DIF: Easy

OBJ: Remember Maslow’s life and influences.

24. Which of the following was a major psychological term that Maslow adopted following his interaction with Max Wertheimer? a. the hierarchy of motives b. the inferiority complex c. cognitive psychology d. peak experiences

ANS: D

DIF: Moderate

OBJ: Identify and define terms in humanistic psychology.

25. Which of the following are Maslow’s original two examples of people he regarded as self-actualized personalities? a. Harry Harlow and William Sheldon b. Ruth Benedict and Max Wertheimer c. Alfred Adler and Kurt Goldstein d. Carl Rogers and Gordon Allport ANS: B

DIF: Hard

OBJ: Remember Maslow’s life and influences.

26. Which of the following is the correct order of Maslow’s Hierarchy of Needs, beginning at the bottom? a. esteem needs, physiological needs, safety needs, love/belonging needs, selfactualization b. physiological needs, love/belonging needs, safety needs, esteem needs, selfactualization c. physiological needs, safety needs, love/belonging needs, esteem needs, selfactualization d. safety needs, physiological needs, love/belonging needs, esteem needs, selfactualization ANS: C

DIF: Hard

OBJ: Identify and define terms in humanistic psychology.

27. From which of the following figures did Maslow borrow the term “selfactualization”?

a. Kurt Goldstein b. Harry Harlow c. Gordon Allport d. Erich Fromm ANS: A

DIF: Moderate

OBJ: Remember Maslow’s life and influences.

28. Carl Rogers effectively promoted which of the following? a. a client-centered therapy stressing unconditional positive regard b. an individual psychotherapy stressing the overcoming of inferiority c. an existential therapy stressing the search for meaning d. a Gestalt therapy stressing the search for insight ANS: A

DIF: Moderate

OBJ: Recognize humanistic psychology and its applications.

29. In whom did Maslow find two important allies in his effort to establish of a humanistic, third force in psychology? a. Gordon Allport and Henry Murray b. Carl Rogers and Rollo May c. Alfred Adler and William Sheldon d. Gardner Lindzey and Ross Stagner ANS: B

DIF: Moderate

OBJ: Remember Maslow’s life and influences.

30. What was Maslow’s late term for an ideal, utopian society inhabited by selfactualized people? a. Walden Two b. Erewhon

c. Eupsychia d. The Brave New World ANS: C

DIF: Easy

OBJ: Remember Maslow’s life and influences.

31. Gordon Allport and Abraham Maslow both had significant negative early personal experiences with which of the following important psychologists? a. Edward B. Titchener b. Sigmund Freud c. John B. Watson d. Alfred Adler ANS: A

DIF: Moderate

OBJ: Identify Titchener.

32. What question did Sigmund Freud ask Gordon Allport that made a lasting impression on him? a. What is your earliest childhood memory? b. Was that little boy you? c. Why do you hate your brother? d. Why do you use the term “character”?

ANS: B

DIF: Moderate

OBJ: Recall Allport and his work.

33. Gordon Allport’s earliest work on personality focused largely on which of the following concepts? a. prejudice b. religious values c. traits d. idiographic research methods

ANS: C

DIF: Moderate

OBJ: Recall Allport and his work.

34. What was William Stern’s term for a kind of “individuality” defined by a person’s relative or statistical positions on a large number of separately measured traits? a. an identity profile b. statistical individuality c. real individuality d. relational individuality ANS: D

DIF: Moderate

OBJ: Identify and define terms in humanistic psychology.

35. Which one of the following psychologists was a pioneer in the factor analysis of personality traits? a. Henry Murray b. William Stern c. David McClelland d. Raymond Cattell ANS: D

DIF: Easy

OBJ: Remember personality psychologists and their influences on humanistic psychologists.

36. __________ was a major controversy that preoccupied many personality psychologists in the 1970s and early 1980s. a. the idiographic-nomothetic controversy b. the person-situation controversy c. the nature-nurture controversy

d. the PEN-OCEAN controversy ANS: B

DIF: Moderate

OBJ: Identify and define terms in humanistic psychology.

37. Which one of the following psychologists suggested that, in general, situational factors may be more important than personality traits in determining a person’s behavior? a. Walter Mischel b. Phillip Zimbardo c. Hans Eysenck d. Henry Murray ANS: A

DIF: Moderate

OBJ: Remember personality psychologists and their influences on humanistic psychology.

38. The practice of using psychoanalytic and other psychological concepts to interpret and illuminate an individual’s life story is referred to as which of the following? a. personalistic psychology b. idiographic psychology c. psychobiography d. personology ANS: C

DIF: Moderate

OBJ: Define psychobiography.

39. Ruth Benedict was notable for which of the following? a. the notion that culture could be thought of as “personality writ large” b. promoting the concept of a humanistic psychology

c. suggesting to Maslow the term “self-actualization” d. developing and promoting existential psychotherapy ANS: A

DIF: Moderate

OBJ: Remember personality psychologists and their influences on humanistic psychology.

40. What was the title of an important book written by Erich Fromm? a. Patterns of Culture b. Escape from Freedom c. Motivation and Personality d. Individual Psychology ANS: B

DIF: Moderate

OBJ: Remember personality psychologists and their influences on humanistic psychology.

41. From whom did Maslow learn about the importance of peak experiences and “Aha moments”? a. William Sheldon b. Alfred Adler c. Max Wertheimer d. Gordon Allport ANS: C

DIF: Moderate

OBJ: Remember Maslow’s life and influences.

42. Maslow’s theory of human motivations is traditionally depicted with which image? a. a ladder with the highest rungs representing the highest motives b. a chain, in which abnormal motives are designated as weak links

c. a house, in which self-actualization is the foundation on which the rest is built d. a pyramid with physiological needs at the base and self-actualization at the top ANS: D

DIF: Moderate

OBJ: Remember Maslow’s life and influences.

43. How is Carl Rogers’s therapeutic technique of reflection best defined? a. thinking deeply about possible early origins of a troublesome symptom b. the therapist’s searching his or her own past for experiences similar the client’s c. mirroring back what the client has said but using different words d. looking for gestalt-like patterns in the client’s life story ANS: C

DIF: Moderate

OBJ: Identify and define terms in humanistic psychology.

44. The “quest for meaning” is a particularly prominent theme in which of the following? a. Carl Roger’s client-centered therapy b. Rollo May’s existential psychotherapy c. Max Wertheimer’s Gestalt psychotherapy d. Karen Horney’s psychosocial psychotherapy ANS: B

DIF: Moderate

OBJ: Remember personality psychologists and their influences on humanistic psychology.

45. With which of the following concepts is Martin Seligman most closely associated? a. humanistic psychology b. nomothetic psychology c. third force psychology d. positive psychology

ANS: D

DIF: Easy

OBJ: Remember personality psychologists and their influences on humanistic psychology.

MATCHING Match the definition with the term. a. a “third force” in psychology focused on positive motivation, the potential for growth, the need for self-actualization, and the creation of meaning b. an approach to psychology in which the central concept is the person as an individual and the main goal is understanding each person’s individuality c. an approach to psychology involving the intensive study of relatively small numbers of individual cases, using tests, interviews, and other methods d. an important psychological subdiscipline that studies the nature of human individuality and uses methodologies ranging from individual case studies through large-scale statistical analyses of the interrelationships among numerous traits 1. humanistic psychology 2. personalistic psychology 3. personality psychology 4. personology 1. ANS: A

DIF: Moderate

OBJ: Define psychological terms.

2. ANS: B

DIF: Moderate

OBJ: Define psychological terms.

3. ANS: D

DIF: Moderate

OBJ: Define psychological terms.

4. ANS: C

DIF: Moderate

OBJ: Define psychological terms.

Match the definition with the term. a. a gestalt-like conception of each person’s unique and unified self that is greater than the sum of its individual characteristics b. a person’s relative or statistical positions on a large variety of separately measured personality traits c. the state achieved by motives that may have originated in childhood, but are maintained because they have become reinforcing or rewarding in their own right and are thus independent of their origins d. the term used to describe habitual patterns of behavior, temperament, intelligence, sociality, and emotion that differentiate one person from another 5. functional autonomy 6. real individuality 7. relational individuality 8. traits 5. ANS: C

DIF: Moderate

OBJ: Define personality terms.

6. ANS: A

DIF: Moderate

OBJ: Define personality terms

7. ANS: B

DIF: Moderate

OBJ: Define personality terms.

8. ANS: D

DIF: Moderate

OBJ: Define personality terms.

Match the definition with the term. a. a set of statistical procedures in which the intercorrelation of large numbers of individual variables can be reduced to smaller clusters, or principal components b. investigate and describe what it is that makes a given person unique, an approach that is more likely to be qualitative than quantitative

c. study people in terms of general dimensions or characteristics on which they vary to quantitatively specifiable degrees 9. factor analysis 10. idiographic methods 11. nomothetic methods 9. ANS: A

DIF: Moderate

OBJ: Define methodological terms.

10. ANS: B

DIF: Moderate

OBJ: Define methodological terms.

11. ANS: C

DIF: Moderate

OBJ: Define methodological terms.

Match the definition with the term. a. a contemporary personality theory developed from factor-analytic trait studies that considers the personality factors of Openness, Conscientiousness, Extroversion, Agreeableness, and Neuroticism to be the major building blocks of personality b. a personality model that describes personality in terms of the three primary dimensions of psychoticism, extraversion-introversion, and neuroticism c. a projective personality test consisting of a series of 32 black-and-white pictures or photographs depicting ambiguous but potentially dramatic scenes, about which a subject has to make up a story, including a description of what is happening, what led up to it, and how the situation turned out d. an easily administered multiple-choice test developed by Raymond B. Cattell, based on the factor analysis of the intercorrelation among many trait measures, that assesses basic dimensions of personality 12. Big Five

13. PEN model 14. Sixteen Personality Factor Questionnaire (16PF) 15. Thematic Apperception Test (TAT) 12. ANS: A

DIF: Easy

OBJ: Define personality terms.

13. ANS: B

DIF: Easy

OBJ: Define personality terms.

14. ANS: D

DIF: Easy

OBJ: Define personality terms.

15. ANS: C

DIF: Easy

OBJ: Define personality terms.

Match the definition with the term. a. the most elemental needs, including food and shelter, whose lack of satisfaction is physically catastrophic for the individual and which dominate every other concern if unmet b. the motives to obtain affection, friendship, and a sense of membership within a social group c. the need to be protected from threats by predators, criminals, extremes of climate and temperature, or other hazardous environmental circumstances d. the needs for self-respect and personal achievement that become salient once more basic needs are met 16. belonging and love needs 17. esteem needs 18. physiological needs 19. safety needs 16. ANS: B

DIF: Easy

OBJ: Define psychological terms.

17. ANS: D

DIF: Easy

OBJ: Define psychological terms.

18. ANS: A

DIF: Easy

OBJ: Define psychological terms.

19. ANS: C

DIF: Easy

OBJ: Define psychological terms.

Match the definition with the term. a. a broad movement to establish humanistic psychology as an alternative to behaviorism and psychoanalysis b. a form of psychotherapy that emphasizes the quest for meaning in life as the paramount issue for modern humanity c. an area of modern psychology that studies psychological health and the conditions that promote happiness d. therapeutic model in which the validity of particular insights should be determined not by their conformity with the therapist’s pre-existing views but by his clients themselves 20. client-centered therapy 21. existential psychotherapy 22. positive psychology 23. Third Force 20. ANS: D

DIF: Easy

OBJ: Define psychological terms.

21. ANS: B

DIF: Easy

OBJ: Define psychological terms.

22. ANS: C

DIF: Easy

OBJ: Define psychological terms.

23. ANS: A

DIF: Easy

OBJ: Define psychological terms.

Match the definition with the term. a. a psychotherapeutic technique that entails mirroring back to the client the substance of what he or she says, but in different words that encourage deeper

exploration of the issues expressed b. concept denoting the strong feelings of joy and other positive emotions that often accompany those “Aha” moments when suddenly the world is perceived in a new and appreciative way c. Maslow’s term for a utopian society in which every human has the ability to become self-actualized and reach his or her full potential d. the tendency of psychologically healthy people to fulfill their potential 24. eupsychia 25. peak experience 26. reflection 27. self-actualization 24. ANS: C

DIF: Moderate

OBJ: Define humanistic terms.

25. ANS: B

DIF: Moderate

OBJ: Define humanistic terms.

26. ANS: A

DIF: Moderate

OBJ: Define humanistic terms.

27. ANS: D

DIF: Moderate

OBJ: Define humanistic terms.

Match the publication with its author. a. Escape from Freedom b. Motivation and Personality c. Patterns of Culture d. Personality: A Psychological Interpretation e. Personality and Assessment 28. Abraham Maslow 29. Erich Fromm

30. Gordon Allport 31. Ruth Benedict 32. Walter Mischel 28. ANS: B

DIF: Hard

OBJ: Identify the author.

29. ANS: A

DIF: Hard

OBJ: Identify the author.

30. ANS: D

DIF: Hard

OBJ: Identify the author.

31. ANS: C

DIF: Hard

OBJ: Identify the author.

32. ANS: E

DIF: Hard

OBJ: Identify the author.

Match the idea with the individual. a. client-centered therapy b. contact hypothesis c. existential psychotherapy d. hierarchy of needs e. PEN model 33. Abraham Maslow 34. Carl Rogers 35. Gordon Allport 36. Hans Eysenck 37. Rollo May 33. ANS: D

DIF: Moderate

OBJ: Identify the psychologist’s idea.

34. ANS: A

DIF: Moderate

OBJ: Identify the psychologist’s idea.

35. ANS: B

DIF: Moderate

OBJ: Identify the psychologist’s idea.

36. ANS: E

DIF: Moderate

OBJ: Identify the psychologist’s idea.

37. ANS: C

DIF: Moderate

OBJ: Identify the psychologist’s idea.

Match the idea with the psychologist. a. promoted the idea that culture could be thought of as analogous to the idea of personality within psychology b. proposed a personalistic psychology in which the central concept was the individual and the main goal was understanding each person’s individuality c. proposed a theory about physical body types (ectomorphic, endomorphic, and mesomorphic) and investigated their relationship to personality characteristics d. proposed the theory of “learned helplessness” as a major factor in depressive conditions 38. Martin Seligman 39. Ruth Benedict 40. William Sheldon 41. William Stern 38. ANS: D

DIF: Hard

OBJ: Identify the psychologist’s idea.

39. ANS: A

DIF: Hard

OBJ: Identify the psychologist’s idea.

40. ANS: C

DIF: Hard

OBJ: Identify the psychologist’s idea.

41. ANS: B

DIF: Hard

OBJ: Identify the psychologist’s idea.

SHORT ANSWER 1. What was the person-situation controversy?

ANS: The person-situation controversy was a debate started by Walter Mischel on the question of whether a person’s behavior in a given situation is more strongly

determined by his or her pre-existing personality traits or dispositions or by the demands of the particular situation or circumstances.

DIF:Moderate

OBJ: Identify terms and concepts in personality psychology.

2. Define “third force.”

ANS: The third force was Maslow’s term for a broad movement, later to be called humanistic psychology, which would provide a more positive alternative to the orientations of behaviorism and psychoanalysis.

DIF: Easy

OBJ: Identify terms and concepts in personality psychology.

3. What is the contact hypothesis?

ANS: Gordon Allport’s notion that prejudice between groups can be reduced if in- and outgroup members are placed in situations where they must interact with each other collaboratively and with equal status in pursuing a common goal.

DIF:Moderate

OBJ: Identify terms and concepts in personality psychology.

4. Define idiographic and nomothetic methods.

ANS: According to Allport nomothetic methods study people in terms of general dimensions or characteristics on which they vary to quantitatively specifiable degrees. Idiographic methods focus on the study of individual cases and typically involve qualitative rather than quantitative analyses, with the aim of describing what makes people distinct from one another and unique. Allport supported the use of both methods in personality psychology.

DIF: Hard

OBJ: Identify terms and concepts in personality psychology.

5. Name the five general categories of Maslow’s hierarchy of needs in order from bottom to top.

ANS: The five general categories of needs in Maslow’s hierarchy of needs, from bottom to top, are: physiological needs, safety needs, belonging and love needs, esteem needs, self-actualization.

DIF:Moderate

OBJ: Remember Maslow’s life and influences.

Chapter 13: The Developing Mind: Binet, Piaget, and the Study of Intelligence MULTIPLE CHOICE 1. What did Binet find when he measured the reaction times of his young daughters? a. Their responses were consistently slower than those of adults. b. Their responses were quicker than those of subnormal children. c. Their responses were quicker than those of adults. d. Their responses were variable, depending on how well they paid attention to the task.

ANS: D

DIF: Hard

OBJ: Recall Binet’s life and work.

2. As he was beginning his self-instruction in psychology, Binet became particularly enthusiastic about which approach? a. associationism b. behaviorism c. structuralism d. functionalism ANS: A

DIF: Moderate

OBJ: Recall Binet’s life and work.

3. After observing and comparing the behavior and test responses of his two daughters, Alfred Binet characterized them as the a. “observer” and the “imaginer.” b. “scientist” and the “artist.” c. “introvert” and the “extrovert.” d. “thinker” and the “feeler.”

ANS: A

DIF: Hard

OBJ: Recall Binet’s life and work.

4. Binet came to regard __________ as the “cholera” of psychology. a. deception by the subjects in experiments b. insufficient quantification of experimental results c. insufficiently large samples of subjects d. unintentional suggestion ANS: D

DIF: Moderate

OBJ: Recall Binet’s life and work.

5. Binet’s case studies of creative and extraordinarily talented individuals led him to conclude which of the following? a. Hard and systematic work was essential for their success. b. There was great variability in the specific ways they went about their tasks. c. Most of them showed strong powers of imagery. d. They tended to score very high on his early intelligence test items.

ANS: B

DIF: Moderate

OBJ: Recall Binet’s life and work.

6. Binet’s work on “Individual Psychology” with Victor Henri finally led him to conclude which of the following? a. “Projective tests” showed great promise for personality research. b. The main components of someone’s personality could be captured with five or six basic measures. c. There is no substitute for extended and detailed case studies in understanding individuality. d. Situations were more important than pre-existing traits in determining a person’s behavior.

ANS: C

DIF: Moderate

OBJ: Recall Binet’s life and work.

7. In 1905, who developed the first test of intelligence with substantial validity? a. Alfred Binet and Theodore Simon b. Alfred Binet and Victor Henri c. Frances Galton and J. M. Cattell d. William Stern and Lewis Terman ANS: A

DIF: Easy

OBJ: Understand Binet’s theories and test of intelligence.

8. What was Binet’s major purpose in developing his intelligence tests? a. to accurately diagnose subnormal children b. to identify the best breeding stock for eugenic purposes c. to learn how people think about complicated problems d. to test for the effect of suggestibility on academic performance ANS: A

DIF: Moderate

OBJ: Understand Binet’s theories and test of intelligence.

9. Binet and Simon discovered that normal children differed intellectually from subnormal children primarily by being able to solve problems and answer questions a. involving relations, such as left and right. b. involving arithmetic. c. involving vocabulary. d. in general at a younger age.

ANS: D

DIF: Moderate

OBJ: Recall Binet’s life and work.

10. What was the general term favored by Binet to summarize the main result of his intelligence tests?

a. IQ b. mental age c. general intelligence level d. intellectual level ANS: D

DIF: Easy

OBJ: Identify terms and concepts in individual psychology.

11. Charles Spearman theorized that all intellectual tasks must entail two kinds of factors, a single common factor which he called __________ and a second kind that focused on __________. a. comprehensive intelligence; specific abilities b. abstract intelligence; practical intelligence c. general intelligence; specific abilities d. general intelligence; functional intelligence ANS: C

DIF: Hard

OBJ: Recognize important figures in individual psychology and intelligence testing.

12. “Mental orthopedics” was a program developed by Binet, intended to improve children’s a. concentration, emotional intelligence, and IQ. b. concentration, attention, and intellectual levels. c. abstract reasoning, memory, and vocabulary. d. reading, writing, and arithmetic.

ANS: B

DIF: Moderate

OBJ: Recall Binet’s life and work.

13. The idea of summarizing the result of children’s intelligence test results by a

“quotient,” the ratio of mental age to chronological age, was first proposed by whom? a. William Stern b. Lewis Terman c. Theodore Simon d. Charles Spearman ANS: A

DIF: Easy

OBJ: Recognize important figures in individual psychology and intelligence testing.

14. Lewis M. Terman became well known for which of the following? a. revising the Binet-Simon Intelligence scale and researching children who were mentally retarded b. revising the Binet-Simon Intelligence scale and researching children who were mentally advanced c. revising Stern’s IQ formula and researching children who were mentally retarded d. revising Stern’s IQ formula and promoting the concept of “general intelligence” ANS: B

DIF: Hard

OBJ: Recognize important figures in individual psychology and intelligence testing.

15. What did Catherine Cox’s biographical study of historical geniuses suggest? a. Many of them were “late bloomers” with relatively undistinguished childhoods. b. Most of them came from privileged backgrounds. c. If tests had been available, virtually all of them would have achieved high IQs in childhood. d. If tests had been available, many of them would have revealed surprising deficiencies.

ANS: C

DIF: Moderate

OBJ: Recognize important figures in individual psychology and intelligence testing.

16. Binet would probably have been skeptical about all of the following developments in intelligence testing EXCEPT a. Piaget’s discovery of the cognitive stages. b. the invention of an IQ number to summarize the results of a test. c. the concept of general intelligence. d. the use of his test for measuring superior levels of intelligence.

ANS: A

DIF: Moderate

OBJ: Understand Binet’s theories and test of intelligence.

17. As a teenager and university student, Jean Piaget’s formal training was primarily in what fields? a. philosophy and mathematics b. natural science and the biology of mollusks c. psychology and history d. politics and law ANS: B

DIF: Moderate

OBJ: Remember Piaget’s theory and opinions.

18. What aroused Piaget’s original interest the subject of children’s intelligence? a. his observation of the differences in intellectual “style” between his two equally intelligent daughters b. his personal experience as a precocious child c. his fascination with the question as to why children often gave incorrect answers to intelligence test items

d. his desire to understand his own, relatively mediocre academic record as a child ANS: C

DIF: Moderate

OBJ: Illustrate Piaget’s work with and interest in intelligence.

19. A crucial, innovative idea of Jean Piaget’s was that a. intelligence increases quantitatively with age. b. intelligence varies qualitatively with age. c. learning can be greatly accelerated through the use of creating teaching technologies. d. intelligence levels are largely determined by heredity.

ANS: B

DIF: Moderate

OBJ: Remember Piaget’s theory and opinions.

20. In Piaget’s terminology, the knowledge lacked by an infant, to the effect that things have continuing existences even when they are outside of immediate sensory awareness, is called the sense of a. conservation of existence. b. self. c. environmental stability. d. object constancy.

ANS: D

DIF: Easy

OBJ: Explain Piaget’s stages of and terms in child development.

21. According to Piaget’s theory, a child in the __________ stage of intelligence lacks the ability to solve problems involving __________. a. concretely operational; conservation of volume b. preoperational; object constancy

c. formally operational; chemical combinations d. sensory-motor; conservation of quantity ANS: D

DIF: Hard

OBJ: Explain Piaget’s stages of and terms in child development.

22. According to Piaget’s theory, __________ is an important procedure a child must learn to perform in the course of attaining both object constancy and the conservation of quantity. a. logical deduction b. symbolic thinking c. reversing operations d. abstraction ANS: C

DIF: Moderate

OBJ: Explain Piaget’s stages of and terms in child development.

23. A child who thinks he or she gets more meat by cutting up one large piece into several smaller ones illustrates the particular inability that is characteristic of Piaget’s __________ stage. a. concretely operational b. formally operational c. preoperational d. preverbal ANS: C

DIF: Moderate

OBJ: Explain Piaget’s stages of and terms in child development.

24. Which philosophical approach profoundly affected young Piaget?

a. Mill’s associationism b. Spinoza’s pantheism c. Bergson’s creative evolution d. Kant’s idealism ANS: C

DIF: Moderate

OBJ: Identify Bergson’s creative evolution.

25. What was Piaget’s favored term for his general theory and approach? a. genetic epistemology b. cognitive developmental psychology c. qualitative stage psychology d. individual psychology ANS: A

DIF: Easy

OBJ: Remember Piaget’s theory and opinions.

26. Bärbel Inhelder was important to Piaget as a. the person who introduced him to intelligence testing. b. a student of his who went on to collaborate with him in studying cognitive development. c. a student of his who went on to collaborate with him in studying the development of artistic ability. d. one of his first subjects when she was a child, who went on to collaborate with him in the study of moral development.

ANS: B

DIF: Easy

OBJ: Identify Inhelder.

27. According to Jerome Bruner’s theory, the three “modes” in which people learn about objects are in terms of (A) their perceptual quality, (B) doing things with them, and (C) the symbols for representing them. What is the normal sequence in which these

occur, and which of these sequences should be followed in ideal teaching methods? a. A, then B, then C b. B, then A, then C c. B, then C, then A d. C, then A, then B ANS: B

DIF: Hard

OBJ: Explain Bruner’s theories and works.

28. In Bruner’s theory, the earliest mode of representation, in which a child begins by doing something with a new stimulus object, is called the a. sensory-motor mode. b. iconic mode. c. activity mode. d. enactive mode.

ANS: D

DIF: Easy

OBJ: Explain Bruner’s theories and works.

29. Piaget believed all of the following EXCEPT a. that intellectual, biological, and social development were integrated. b. that knowing about the sequence of developmental stages would potentially allow learning to be accelerated in children almost beyond limits. c. that children should have a balance of direction and freedom in their development and learning. d. that development cannot be accelerated beyond certain natural and biologically given limits.

ANS: B

DIF: Hard

OBJ: Remember Piaget’s theory and opinions.

30. Piaget’s work and theories had major impact on the development of all of the

following areas EXCEPT a. cognitive psychology. b. educational psychology. c. developmental psychology. d. personality psychology.

ANS: D

DIF: Easy

OBJ: Recognize Piaget’s influence.

31. When Alfred Binet compared the responses of adults with those of his young daughters to various kinds of test items, he found the most significant differences occurred on which type of items? a. vocabulary b. weight discrimination c. reaction time d. color sensitivity ANS: A

DIF: Moderate

OBJ: Recall Binet’s life and work.

32. In the latter part of his life Binet collaborated in the writing of a series of __________. a. books for young children b. macabre plays with violent and ghoulish themes c. musical plays including songs of his own composition d. philosophically themed novels ANS: B

DIF: Easy

OBJ: Recall Binet’s life and work.

33. Who among the following was the first psychologist to promote the use of Binet-type intelligence tests in America?

a. David Wechsler b. William Stern c. Henry Goddard d. Charles Spearman ANS: C

DIF: Easy

OBJ: Identify Goddard and his work.

34. Which of the following is the title of an originally popular but now discredited book emphasizing “the menace of the feeble-minded”? a. The Enemy Within b. The Theory of General Intelligence c. Genetic Studies of Genius d. The Kallikak Family ANS: D

DIF: Easy

OBJ: Identify Goddard and his work.

35. Which of the following was NOT true about the grown-up population of gifted children identified by Lewis Terman in the 1920? a. a significant proportion of them became prominent in the creative arts b. a significant proportion of them became prominent in the professions c. they led healthier lives than the national average d. they attained more educational credentials than the national average ANS: A

DIF: Moderate

OBJ: Identify Terman and his work.

36. Who among the following was primarily responsible for establishing intelligence tests that were specifically designed for adult population? a. Lewis Terman b. David Wechsler

c. Henry Goddard d. James Flynn ANS: B

DIF: Easy

OBJ: Recognize important figures in

intelligence testing.

37. Which of the following is NOT true about a deviation IQ? a. It expresses an average IQ for all age groups as 100. b. It is appropriate for adults as well as for children. c. It was intended predict deviant behavior in both adults and children. d. It is based on a person’s standing on a normal distribution of scores for people of a similar age.

ANS: C

DIF: Moderate

OBJ: Identify terms and concepts in

intelligence testing.

38. In developing his intelligence tests, David Wechsler was particularly influenced by which aspect(s) of the World War I Army testing program? a. that the army tests were administered to groups rather than individuals b. that the army tests were very successful in identifying excellent officer candidates c. that there was a version of the army test designed for groups of illiterate subjects d. that the army tests heavily emphasized vocabulary and abstract reasoning ANS: C

DIF: Moderate

OBJ: Recognize important figures in

intelligence testing.

39. Which of the following best defines the Flynn effect? a. the fact that people’s scores on vocabulary tests decline with advancing age b. the fact that people’s scores on “performance” tests decline with advancing age

c. the fact that people’s scores on recently standardized IQ tests tend to be higher than on older ones d. the fact that people’s scores on recently standardized IQ tests tend to be lower than on older ones ANS: D

DIF: Moderate

OBJ: Identify terms and concepts in

intelligence testing.

40. Who among the following was a psychologist born in Soviet Russia who emphasized the importance of sociocultural factors in the development of intelligence? a. Lev Vygotsky b. Jerome Bruner c. David Wechsler d. Lewis Terman ANS: A

DIF: Easy

OBJ: Recall Vygotsky and his work.

41. Which of the following psychologists introduced the concept of the zone of proximal development (ZPD)? a. Jean Piaget b. Lev Vygotsky c. Jerome Bruner d. Alfred Binet ANS: B

DIF: Easy

OBJ: Recall Vygotsky and his work.

42. Which of the following best defines the zone of proximal development (ZPD)? a. the space in which a preoperational child can manipulate objects b. an institution devoted to teaching the three modes of representation

c. a child’s potential for immediate intellectual growth with mild coaching d. the difference between a person’s scores on older versus newer IQ tests ANS: C

DIF: Moderate

OBJ: Identify terms and concepts in

intelligence testing.

43. In their theories of intellectual development, __________ emphasized biologically based factors, while __________ emphasized sociocultural ones. a. Jerome Bruner; James Flynn b. Lev Vygotsky; David Wechsler c. Alfred Binet; Jean Piaget d. Jean Piaget; Lev Vygotsky ANS: D

DIF: Hard

OBJ: Recognize important figures in individual psychology and intelligence testing.

44. Which of the following techniques was used by Jerome Bruner in his program to teach children some basic mathematical ideas? a. providing differently shaped glass containers into which liquids could be poured b. providing randomly sized handfuls of beans to be arranged into rows and columns c. providing a slightly older role model who could demonstrate shortcuts in calculating d. introducing games such as “statue” to train students to hold still ANS: B

DIF: Moderate

OBJ: Explain Bruner’s theories and works.

45. Which of the following psychologists was instrumental in bringing Lev Vygotsky’s ideas to the attention of English speaking colleagues? a. Jean Piaget

b. James Flynn c. David Wechsler d. Jerome Bruner ANS: D

DIF: Easy

OBJ: Explain Bruner’s theories and works.

MATCHING Match the definition to the term. a. a program of mental exercises developed by Binet to increase intellectual levels in children b. a program to develop a series of short tests that would produce information about a person comparable in richness, complexity, and comprehensiveness to that obtained through an in-depth case study c. tests in which the individuals are shown ambiguous stimuli (such as inkblots, pictures, or objects) and asked to report what they see in or think about them d. the term for Piaget’s project to study the development of children’s ways of knowing about the world 1. genetic epistemology 2. individual psychology 3. mental orthopedics 4. projective test 1. ANS: D

DIF: Moderate

OBJ: Define the psychological term.

2. ANS: B

DIF: Moderate

OBJ: Define the psychological term.

3. ANS: A

DIF: Moderate

OBJ: Define the psychological term.

4. ANS: C

DIF: Moderate

OBJ: Define the psychological term.

Match the definition to the term. a. a mathematical formula developed by Stern to summarize the results of a Binettype intelligence test and consisting of the ratio of mental age to chronological age b. Spearman’s concept of a single common factor of generalized mental “power,” applicable in some degree to all intellectual tasks c. term for the single score result children received on Binet and Simon’s intelligence tests d. Terman’s revision to Stern’s intelligence quotient, which multiplied the fraction by 100 to eliminate decimals e. the calculation of intelligence quotients so that they are indications of where subjects stand on normal distributions of previous results from people of their own age 5. deviation IQ 6. general intelligence (g) 7. intellectual level 8. intelligence quotient 9. IQ 5. ANS: E

DIF: Hard

OBJ: Define the psychological term.

6. ANS: B

DIF: Hard

OBJ: Define the psychological term.

7. ANS: C

DIF: Hard

OBJ: Define the psychological term.

8. ANS: A

DIF: Hard

OBJ: Define the psychological term.

9. ANS: D

DIF: Hard

OBJ: Define the psychological term.

Match the definition to the term. a. Piaget’s earliest stage of development, from birth to 2 years of age, in which a child’s intelligence involves sensory and motor activities and has nothing to do with abstract thought in the adult sense b. Piaget’s fourth stage of development, typically beginning around age 11 or 12 and characterized by the emergence of experimental or inductive reasoning, and analyzing problems systematically c. Piaget’s second stage of development, between ages 2 and 7, in which children have developed an appreciation of object constancy but are still unable to understand the fact that certain properties of objects remain the same regardless of their appearance d. Piaget’s third stage of development, in which children around the age of 7 gain an appreciation of abstract concepts such as quantity and volume, which are conserved even as substances undergo changes in appearance 10. concrete operations stage 11. formal operations stage 12. preoperational stage 13. sensory-motor stage 10. ANS: D

DIF: Moderate

OBJ: Define the Piagetian stage.

11. ANS: B

DIF: Moderate

OBJ: Define the Piagetian stage.

12. ANS: C

DIF: Moderate

OBJ: Define the Piagetian stage.

13. ANS: A

DIF: Moderate

OBJ: Define the Piagetian stage.

Match the definition to the term.

a. Bruner’s second mode of representation, in which things are “known” primarily in terms of their perceptual qualities b. Bruner’s third and final mode of representation, in which someone appreciates the abstract qualities of the object of study c. the first mode of representation in Bruner’s theory, in which a person begins by doing something with the material under study, representing it and “getting to know it” 14. enactive mode 15. iconic mode 16. symbolic mode 14. ANS: C

DIF: Moderate

OBJ: Define the mode of representation.

15. ANS: A

DIF: Moderate

OBJ: Define the mode of representation.

16. ANS: B

DIF: Moderate

OBJ: Define the mode of representation.

Match the definition to the term. a. concept that describes the difference between what a person is intellectually capable of on his or her own and what is possible with the mild guidance from someone who is more capable b. four major sequential steps between infancy and late adolescence, each one involving the acquisition of new strategies and ways of thinking that permit the solution of previously unsolvable problems c. term for three ways of conceptualizing, or mentally representing, material being taught which parallel the Piagetian stages of cognitive development d. the observation that over the past century, as new revisions of intelligence tests

have been developed, subjects have been getting “smarter” (as measured by average performance on intelligence test items) at an impressively steady rate e. theory that the performance of all intellectual tasks requires both a single common factor, called general intelligence (g), and a second, specific factor (s) which is unique to the task 17. Flynn effect 18. modes of representation 19. stage theory of cognitive development 20. two-factor theory of intelligence 21. zone of proximal development (ZPD) 17. ANS: D

DIF: Moderate

OBJ: Define the psychological term.

18. ANS: C

DIF: Moderate

OBJ: Define the psychological term.

19. ANS: B

DIF: Moderate

OBJ: Define the psychological term.

20. ANS: E

DIF: Moderate

OBJ: Define the psychological term.

21. ANS: A

DIF: Moderate

OBJ: Define the psychological term.

Match the definition to the term. a. a child’s actual age b. at one time a common term for intellectual subnormality c. defined by Terman as the intelligence level of children whose IQs were higher than 140 d. Stern’s term for the age or intellectual level at which a child tested on an intelligence test 22. chronological age

23. feeblemindedness 24. giftedness 25. mental age 22. ANS: A

DIF: Easy

OBJ: Define the psychological term.

23. ANS: B

DIF: Easy

OBJ: Define the psychological term.

24. ANS: C

DIF: Easy

OBJ: Define the psychological term.

25. ANS: D

DIF: Easy

OBJ: Define the psychological term.

Match the idea with the individual. a. genetic epistemology b. mental orthopedics c. modes of representation d. two-factor theory of intelligence e. zone of proximal development (ZPD) 26. Alfred Binet 27. Charles Spearman 28. Jean Piaget 29. Jerome Bruner 30. Lev Vygotsky 26. ANS: B

DIF: Moderate

OBJ: Identify the individual.

27. ANS: D

DIF: Moderate

OBJ: Identify the individual.

28. ANS: A

DIF: Moderate

OBJ: Identify the individual.

29. ANS: C

DIF: Moderate

OBJ: Identify the individual.

30. ANS: E

DIF: Moderate

OBJ: Identify the individual.

Match the research with the researcher(s). a. a study of the lineage of the Kallikak family b. an analysis of the childhood biographies of eminent historical geniuses, which led to the argument that had intelligence tests been given at the time these intellectually prominent figures would have achieved high IQ scores as children c. the first serious studies of the preoperational stage of development d. the study of adult intelligence and the creation of an intelligence test for adults 31. Bärbel Inhelder 32. David Wechsler 33. Henry H. Goddard 34. Catherine Cox and Lewis Terman 31. ANS: C

DIF: Easy

OBJ: Identify the researcher.

32. ANS: D

DIF: Easy

OBJ: Identify the researcher.

33. ANS: A

DIF: Easy

OBJ: Identify the researcher.

34. ANS: B

DIF: Easy

OBJ: Identify the researcher.

Match the publication with its author. a. Genetic Studies of Genius b. L’Étude Experimentale de l’Intelligence (The Experimental Study of Intelligence) c. The Child’s Construction of Quantities: Conservation and Atomism d. The Kallikak Family 35. Alfred Binet 36. Jean Piaget and Bärbel Inhelder 37. Henry H. Goddard

38. Lewis Terman 35. ANS: B

DIF: Hard

OBJ: Identify the author.

36. ANS: C

DIF: Hard

OBJ: Identify the author.

37. ANS: D

DIF: Hard

OBJ: Identify the author.

38. ANS: A

DIF: Hard

OBJ: Identify the author.

Match the research subjects with the researcher(s). a. “Deborah Kallikak” b. a group of 1,528 gifted California schoolchildren with IQs above 140 c. his daughters Madeleine and Alice 39. Alfred Binet 40. Henry H. Goddard 41. Lewis Terman 39. ANS: C

DIF: Easy

OBJ: Identify the researcher.

40. ANS: A

DIF: Easy

OBJ: Identify the researcher.

41. ANS: B

DIF: Easy

OBJ: Identify the researcher.

SHORT ANSWER 1. Explain the significance of The Kallikak Family.

ANS: The Kallikak Family was Henry H. Goddard’s bestselling 1912 book describing two lines of descendants of “Martin Kallikak,” one supposedly begun with a mother from an upstanding and socially respectable family, and the other with a feeble-minded woman. As part of his commitment to negative eugenics, Goddard argued for “the menace of the feeble-minded” using the example of “Deborah Kallikak”—a

presumed descendant from the feeble-minded mother who looked completely normal but whose mental age never surpassed 9 years. He argued that if left unsupervised she would have children and pass her feeblemindedness gene on to them.

DIF: Hard

OBJ: Identify Goddard and his work.

2. Define mental orthopedics.

ANS: Mental orthopedics are a program of mental exercises developed by Alfred Binet intended to increase intellectual levels in children, primarily by using games such as “statue” and “concentration” to enhance elementary components of intelligence such as standing still and concentrating attention.

DIF: Easy

OBJ: Identify terms and concepts in individual psychology.

3. Explain the two-factor theory of intelligence.

ANS: The two-factor theory of intelligence is Charles Spearman’s theory that the performance of all intellectual tasks requires both a single common factor, which he called general intelligence (g) and likened to an overall “mental horsepower,” and a second, specific factor (s), which is unique to each type of task.

DIF: Moderate

OBJ: Identify terms and concepts in individual psychology.

4. Explain the Flynn Effect.

ANS: The Flynn Effect is the observation that over the past century, as new revisions of intelligence tests have been developed, the standards for achieving average scores have become increasingly more difficult, and therefore later generations of subjects

have been getting “smarter” (as measured by the test items) at a steady rate.

DIF: Moderate

OBJ: Identify terms and concepts in individual psychology.

5. Define object constancy and name the stage at which children first achieve this ability.

ANS: Object constancy is a Piagetian concept indicating a child’s recognition that objects continue to exist even when they are not within immediate sensory awareness.

Children first achieve a sense of object constancy in the sensory-motor stage.

DIF: Moderate development.

OBJ: Explain Piaget’s stages of and terms in child

Chapter 14: Minds, Machines, and Cognitive Psychology MULTIPLE CHOICE 1. The technology employed by Pascal in his “Pascaline” resembled which more modern mechanism? a. an automobile odometer b. a digital watch c. a water clock d. a system of pulleys ANS: A

DIF: Easy

OBJ: Recall Pascal, Leibniz, and their work.

2. What was one of the key limitations of the Pascaline that Leibniz went on to overcome? a. It could only add and subtract. b. It only worked with Roman numerals. c. It multiplied but could not divide numbers. d. It used a cog and gear mechanism.

ANS: A

DIF: Moderate

OBJ: Recall Pascal, Leibniz, and their work.

3. What philosophical implication did many of Pascal’s contemporaries and immediate followers draw from his creation of the Pascaline? a. It challenged Descartes’s assertion that only humans had the capacity for rational calculation. b. It challenged Locke’s theories about the association of ideas. c. It undercut Hobbes’s argument that human reasoning was a form of mathematical calculation.

d. It caused Leibniz to be troubled by the thought of a machine that could calculate numbers better than a human being.

ANS: A

DIF: Moderate

OBJ: Illustrate the influences of Pascal and Leibniz’s work.

4. By the middle of the seventeenth century, all of the following developments had occurred that would later coalesce to create a major current in the modern field of artificial intelligence EXCEPT for which of the following? a. the ability to perform mathematical calculations using fixed rules b. the ability to convert the difference machine into the analytical engine c. the ability to perform some calculations mechanically d. the recognition that mathematical calculation processes resembled human rational thought in general ANS: B

DIF: Hard

OBJ: Remember the origins of artificial intelligence and cognitive psychology.

5. Which future development did Leibniz correctly predict that would later lie at the heart of artificial intelligence technology? a. that binary arithmetic could be used for digital calculators and computers b. that a machine might be developed with the capacity to solve problems in logic c. the general idea for a “stored program” d. the concept of parallel processing ANS: B

DIF: Moderate

OBJ: Recall Pascal, Leibniz, and their work.

6. While Babbage’s difference engine was capable of __________, his analytical engine, if completed, would be further capable of __________.

a. division; multiplication b. single tasks; any type of calculation c. calculations in symbolic logic; solving differential equations d. any type of calculation; showing genuine creativity ANS: B

DIF: Hard

OBJ: Understand Babbage and his work.

7. The weaver Joseph Jacquard invented which of the following technologies suggested

by Charles Babbage in his design for an analytical engine? a. a reel of perforated paper tape for recording output b. a specialized kind of gear for performing multiplications and divisions c. a network of binary (on or off) switches in the “mill” d. a stack of stiff cards with punched holes for inputting the machine’s program ANS: D

DIF: Moderate

OBJ: Understand Babbage and his work.

8. Ada Lovelace was the only daughter of the poet Lord Byron, but is better known to historians as all of the following EXCEPT for being which of the following? a. a gifted mathematician b. a promoter of Babbage’s analytical engine c. the inventor of an “ultimate machine” d. a theorist of the potentialities and limitations of a universal machine ANS: C

DIF: Moderate

OBJ: Explain Lovelace’s life and work.

9. The Lovelace Objection refers to which of the following? a. Ada Lovelace’s claim that Babbage stole her ideas b. Lovelace’s view that computers could only do what they were programmed to do

c. Lovelace’s objection to Babbage creating the analytical engine and giving up his work on the difference engine d. Lovelace’s claim that computers could never be used to compose music ANS: B

DIF: Moderate

OBJ: Explain Lovelace’s life and work.

10. Alan Turing did all of the following EXCEPT for which of the following? a. propose a test for determining if a calculating machine was “intelligent” b. conceive of an architecture for a universal calculating machine c. help break German codes during World War II d. receive high honors from the British government for his wartime contributions ANS: D

DIF: Moderate

OBJ: Remember Alan Turing’s

accomplishments.

11. Warren McCulloch and Walter Pitts were important for their promotion of which of the following? a. the conception of the brain as a “neural network” of interconnected binary switches b. the use of computers as codebreaking devices c. the concept of strong artificial intelligence d. the use of transistors in computing devices ANS: A

DIF: Moderate

OBJ: Recognize influential researchers in the field of cognitive neuroscience and recall their work.

12. What was the Logic Theorist (LT) program introduced by Newell and Simon in 1956 able to do?

a. compose melodies in the style of Mozart b. construct proofs for central theorems in symbolic logic c. perfectly simulate the operations of Babbage’s analytical engine d. defeat average-level chess players ANS: B

DIF: Easy

OBJ: Recognize influential researchers in the field of artificial intelligence.

13. Newell and Simon’s General Problem Solver (GPS) made use of all of the following EXCEPT for which? a. prior observation of human problem solvers b. heuristic strategies c. means-ends analysis d. parallel processing ANS: D

DIF: Hard

OBJ: Recognize influential researchers in the field of artificial intelligence.

14. George Boole’s development of an expanded form of calculation known as “Boolean algebra” was a major step in the new discipline known as __________. a. analytical geometry b. artificial intelligence c. programmed instruction d. symbolic logic ANS: D

DIF: Easy

OBJ: Recognize influential researchers in the field of artificial intelligence.

15. Claude Shannon’s famous master’s thesis made the case for what?

a. that genuine computer “creativity” is impossible b. that patterns of relay circuits in “off” or “on” positions could be used to represent information in binary code c. that computers could potentially be made much smaller by using transistors d. that certain kinds of mathematical equations can never be solved by machines ANS: B

DIF: Moderate

OBJ: Recognize influential researchers in the field of artificial intelligence.

16. A “shortcut” strategy to limit the search space in solving a complicated computational problem is referred to as __________. a. an algorithm. b. a heuristic. c. a TOTE unit. d. a syllogism.

ANS: B

DIF: Easy

OBJ: Define terms relevant to cognitive psychology and its origins.

17. What was a computer program that employed heuristics and a means-ends analysis in its attempt to simulate problem solving in a generally humanlike fashion called? a. Logic Theorist b. Pandemonium c. General Problem Solver d. the Chinese room ANS: C

DIF: Easy

OBJ: Recognize influential developments in the field of artificial intelligence.

18. The idea that a computer program might one day be developed that is capable of replicating all of the intellectual and cognitive properties of the human mind is sometimes called what? a. strong artificial intelligence b. computational equivalence c. computational intelligence d. functional artificial intelligence ANS: A

DIF: Easy

OBJ: Define terms relevant to cognitive psychology and its origins.

19. In exploring the question of whether computers can be creative, Margaret Boden suggested that putting already familiar ideas or components together in novel but useful or interesting combinations, but according to preset rules, is an example of which of the following? a. computational functionalism b. impossibilist creativity c. intentionality d. improbabilist creativity ANS: D

DIF: Easy

OBJ: Define terms relevant to cognitive psychology and its origins.

20. A type of artificial intelligence computer program that operates by detecting patterns of activity that go on within its entire memory system is said to employ __________. a. connectionist or parallel distributed processing b. serialist or symbolic processing

c. sensory information processing d. processing by means-ends analysis ANS: A

DIF: Moderate

OBJ: Define terms relevant to cognitive psychology and its origins.

21. John Searle was a philosopher who did which of the following? a. proposed the Chinese room thought experiment b. argued that strong AI was a very real possibility c. proposed the name for the Turing Test d. developed a computer program to generate human-like language ANS: A

DIF: Easy

OBJ: Recognize influential researchers in the field of artificial intelligence.

22. Ulric Neisser’s interest in cognitive psychology was stimulated by which of the following? a. a childhood event that forced him to question the accuracy of his own memory b. his fascination with the Turing Test c. his conviction that computer processes would eventually be able to completely reproduce most human cognitive processes d. his interest in the development of language in children ANS: A

DIF: Moderate

OBJ: Recall Neisser and his work with cognitive psychology.

23. Developments in computer technology and artificial intelligence helped set the stage for the emergence of cognitive psychology in all of the following ways EXCEPT for which of the following?

a. by emphasizing the internal processing that goes on between input and output b. by strictly limiting investigation to the observable inputs and outputs to a system c. by providing concepts and a language that were useful in describing human cognition d. by encouraging psychologists to try to specify the steps involved in problem solving ANS: B

DIF: Hard

OBJ: Remember the origins of artificial intelligence and cognitive psychology.

24. Who among the following was NOT one of the leaders in establishing a new cognitive psychology in the 1950s and 1960s? a. George Miller b. Jerome Bruner c. Ulric Neisser d. Alan Turing ANS: D

DIF: Easy

OBJ: Recognize influential researchers in the field of cognitive psychology.

25. What was “Pandemonium”? a. an early computer program that used connectionist processing to “learn” how to perform pattern recognition of letters b. the annoying computer “noise” that occurred when too much information was being processed at one time c. an early computer program developed by health researchers to analyze information about pandemics

d. a computer program that simulated the operations of a Turing machine ANS: A

DIF: Moderate

OBJ: Define terms relevant to cognitive psychology and its origins.

26. Neisser’s conception of cognitive psychology, as presented in his original textbook of that name, particularly emphasized which of the following topics? a. information processing b. computer science c. Gestalt psychology d. artificial intelligence ANS: A

DIF: Moderate

OBJ: Recall Neisser and his work with cognitive psychology.

27. The concept of “flashbulb memories” was introduced and studied by whom? a. Claude Shannon b. George Miller c. Jerome Bruner d. Ulric Neisser ANS: D

DIF: Easy

OBJ: Recall Neisser and his work with cognitive psychology.

28. In 1651, Thomas Hobbes expressed which of the following radical opinions about the nature of human reasoning? a. that reasoning was carried out by an immaterial rational soul b. that reasoning could be represented by combinations of ones and zeroes c. that reasoning processes varied from one culture to another

d. that reasoning processes were essentially the same as mathematical calculations ANS: D

DIF: Moderate

OBJ: Recognize formative ideas for the field of cognitive psychology.

29. The opinion that “the heart has its reasons which reason knows nothing of” was famously expressed by whom? a. Thomas Hobbes b. Gottfried Leibniz c. Blaise Pascal d. Ada Lovelace ANS: C

DIF: Moderate

OBJ: Recall Pascal, Leibniz, and their work.

30. The idea that one concept may be “contained” within another (e.g., “human” is contained within “animal”) was an important aspect of which of the following? a. Thomas Hobbes’s argument for the social contract b. Gottfried Leibniz’s proposal for a universal language c. Charles Babbage’s plan for his analytical engine d. George Boole’s conception of Boolean algebra ANS: B

DIF: Moderate

OBJ: Recall Pascal, Leibniz, and their work.

31. Who were two important pioneers in the development of modern computers and artificial intelligence who worked as codebreakers in their separate countries during World War II? a. Alan Turing and Claude Shannon b. George Miller and Jerome Bruner c. George Boole and Ada Lovelace

d. Noam Chomsky and Ulric Neisser ANS: A

DIF: Hard

OBJ: Recognize influential researchers in the field of artificial intelligence.

32. Modern information theory was initiated by __________, with the concept of the __________ as its most basic unit. a. Noam Chomsky; grammatical sentence b. George Miller; phoneme c. Alan Turing; word d. Claude Shannon; bit ANS: D

DIF: Hard

OBJ: Recognize influential researchers in the field of cognitive psychology / Define terms relevant to cognitive psychology and its origins.

33. Newell and Simon’s incorporation of means-ends analysis in their General Problem Solver inspired psychologists George Miller, Eugene Galanter, and Karl Pribram to propose what concept? a. stored programs b. S-O-R sequences c. TOTE units d. purposive behaviorism ANS: C

DIF: Moderate

OBJ: Identify terms relevant to cognitive psychology and its origins.

34. Following their promotion of the TOTE unit as an important psychological concept, Miller, Galanter, and Pribram referred to themselves ironically as which of the

following? a. introspective psychologists b. subjective behaviorists c. cognitive scientists d. Gestalt psychologists ANS: B

DIF: Moderate

OBJ: Understand early steps in development of cognitive psychology.

35. George Miller’s original research interests in psychology centered on what subject? a. speech and communication b. memory c. sensation and perception d. brain physiology ANS: A

DIF: Easy

OBJ: Remember Miller and his work with

cognition.

36. George Miller’s early exposure to __________ proved to be a turning point in his career. a. B. F. Skinner’s theory of verbal learning b. Claude Shannon’s information theory c. George Boole’s symbolic logic d. the principles of Gestalt psychology ANS: B

DIF: Moderate

OBJ: Remember Miller and his work with

cognition.

37. In a famous paper, George Miller noted that __________ cropped up frequently as

the maximum number of items people can simultaneously hold or take into their consciousness. a. three b. fifteen c. seven d. twelve ANS: C

DIF: Easy

OBJ: Remember Miller and his work with

cognition.

38. What important conclusion did George Miller draw after becoming familiar with Noam Chomsky’s theory of language? a. that English is a particularly difficult language for children to learn b. that the most elementary unit of speech is the word c. that a child picks up the rules of grammar by trial-and-error learning d. that behavioristic learning theory could not account for a child’s acquisition of grammar ANS: D

DIF: Moderate

OBJ: Remember Miller and his work with

cognition.

39. Jerome Bruner and his students became well known for a group of studies referred to as what? a. the new look in perception b. cognitive neuroscience c. evolutionary psychology d. psychobiology

ANS: A

DIF: Easy

OBJ: Recognize influential early researchers in the field of cognitive psychology.

40. The Harvard Center for Cognitive Studies was jointly created by whom? a. Jerome Bruner and George Miller b. Noam Chomsky and Ulric Neisser c. George Miller and B. F. Skinner d. Claude Shannon and Alan Turing ANS: A

DIF: Hard

OBJ: Recognize influential early researchers in the field of cognitive psychology.

41. How is “cognition” best defined? a. the state of being conscious or aware of something b. the process of acquiring knowledge or understanding of something c. the act of evaluating the desirability of something d. the act of “reality testing” ANS: B

DIF: Moderate

OBJ: Define terms relevant to cognitive psychology and its origins.

42. Which of the following was NOT true about the so-called “cognitive revolution”? a. It adopted concepts from computer science in theorizing about internal cognitive processes. b. It was seen as “revolutionary” more by behavioristic experimental psychologists than by some other types of psychologist. c. Its focus on “inner” and “mental” processes was something completely new to psychological theorists.

d. It proposed “information processing” as one of its major concepts.

ANS: C

DIF: Hard

OBJ: Explain the cognitive revolution.

43. Which British psychologist anticipated cognitive psychology with a famous crosscultural study of remembering? a. Alan Turing b. Noam Chomsky c. Ulric Neisser d. Frederick Bartlett ANS: D

DIF: Easy

OBJ: Recognize influential early researchers in the field of cognitive psychology.

44. After working on an artificial intelligence project with Oliver Selfridge, Neisser came to which of the following conclusions? a. computer-based concepts are useful in understanding human mental processes but are less flexible and less driven by interacting motives b. computer-based concepts are identical in almost all fundamental ways with those that explain human thinking c. computer processes and human mental processes are completely and fundamentally different d. computer programs could never demonstrate learning as it occurs in human subjects ANS: A

DIF: Hard

OBJ: Recall Neisser and his work with cognitive psychology.

45. How did Ulric Neisser come to characterize his personal role in the establishment of

cognitive psychology? a. as the father of a new discipline thanks to a single revolutionary insight b. as not so much a “revolutionary” figure as a “counter-revolutionary” c. as not the father but the godfather who gave the new field its name d. as a mere bystander who came to be associated with the field by chance ANS: C

DIF: Moderate

OBJ: Recall Neisser and his work with cognitive psychology.

MATCHING Match the definition with the term. a. involves changing the pre-set rules, effecting a “transformation of conceptual space” b. involves putting already familiar ideas or components together in new and useful or interesting combinations, according to rules that have already been established c. notion that computer processes might resemble and may serve as models for certain aspects of human thinking, but without accompanying attributes of a human mind, such as intentionality and subjective consciousness d. the ability of computer responses to be indistinguishable in all respects from those of intelligent humans e. the capacity of a mechanical device to perform operations that replicate or imitate human thought processes and other intellectual behaviors 1. artificial intelligence (AI) 2. impossibilist creativity 3. improbabilist creativity

4. strong AI 5. weak AI 1. ANS: E

DIF: Moderate

OBJ: Define the term.

2. ANS: A

DIF: Moderate

OBJ: Define the term.

3. ANS: B

DIF: Moderate

OBJ: Define the term.

4. ANS: D

DIF: Moderate

OBJ: Define the term.

5. ANS: C

DIF: Moderate

OBJ: Define the term.

Match the definition with the term. a. a discipline that includes traditional mathematics as just one of many possible forms of systematic symbol manipulation b. a system integrating logical calculation with classical mathematics c. the representation of all numbers by just ones and zeroes 6. binary arithmetic 7. Boolean algebra 8. symbolic logic 6. ANS: C

DIF: Moderate

OBJ: Define the term.

7. ANS: B

DIF: Moderate

OBJ: Define the term.

8. ANS: A

DIF: Moderate

OBJ: Define the term.

Match the definition with the term. a. a calculating machine that could compute sums and differences of complex sequences of squared numbers b. a computer program that reproduced formal proofs for some of the basic theorems at the heart of symbolic logic

c. a hypothetical architecturally simple “universal” computer that could perform any kind of calculation on any set of symbols capable of being manipulated in the Boolean sense, according to some set of formally specifiable and self-consistent rules d. an AI program that uses heuristics intended to be capable of solving a broad range of types of problems e. planned but never-finished “universal machine,” capable of performing virtually any type of calculation; prototype for what today we call a programmable computer 9. analytical engine 10. difference engine 11. General Problem Solver (GPS) 12. Logic Theorist (LT) 13. Turing machine 9. ANS: E

DIF: Moderate

OBJ: Define the term.

10. ANS: A

DIF: Moderate

OBJ: Define the term.

11. ANS: D

DIF: Moderate

OBJ: Define the term.

12. ANS: B

DIF: Moderate

OBJ: Define the term.

13. ANS: C

DIF: Moderate

OBJ: Define the term.

Match the definition with the term. a. a field based on the idea that any communication of signal can be analyzed in terms of a fundamental unit called the bit

b. a heuristic technique to limited search options, in which the most desirable end state for a problem is regularly compared to its actual current state and the distance (difference) between the two is analyzed and measured c. a test to assess the “intelligence” of a machine according to its ability to perform some complex task requiring genuinely intelligent behavior, in a manner outwardly indistinguishable from that of a person d. a thought experiment comparing a native speaker of a language with one who responds perfectly but “mechanically” with the aid of a complete book of rules the latter, like a computer, would not demonstrate “strong” artificial intelligence e. the notion that computers can only follow predetermined and precisely defined rules and are not capable of genuine creativity; commonly expressed today as “computers can only do what they have been programmed to do” 14. Chinese room 15. information theory 16. Lovelace objection 17. mean-ends analysis 18. Turing test 14. ANS: D

DIF: Moderate

OBJ: Define the term.

15. ANS: A

DIF: Moderate

OBJ: Define the term.

16. ANS: E

DIF: Moderate

OBJ: Define the term.

17. ANS: B

DIF: Moderate

OBJ: Define the term.

18. ANS: C

DIF: Moderate

OBJ: Define the term.

Match the definition with the term.

a. a technique for problem solving that limits the search space by relying on best guesses and shortcuts b. in general usage, the mental process of acquiring knowledge and understanding, and in modern psychology the processing of information between input and output c. proposed as a new central concept in the analysis of thinking and reasoning, based on the idea that problem solving typically begins with a first test, comparing the present situation with the desired outcome, followed by an operation to reduce the difference, and then another test d. simple switches that may be in either “on” or “off” states e. the amount of information that can be conveyed by the open or closed status of a single binary switch (one or zero) 19. binary switches 20. bit 21. cognition 22. heuristics 23. TOTE unit 19. ANS: D

DIF: Easy

OBJ: Define the term.

20. ANS: E

DIF: Easy

OBJ: Define the term.

21. ANS: B

DIF: Easy

OBJ: Define the term.

22. ANS: A

DIF: Easy

OBJ: Define the term.

23. ANS: C

DIF: Easy

OBJ: Define the term.

Match the definition with the term.

a. a computer programming strategy that detects patterns of activity that go on throughout the whole system rather than symbols in specified locations b. a subdiscipline of psychology focused on the study of the important mental processes that intervene between an activating stimulus and a final adaptive response c. a vividly recalled (although not necessarily accurate) image of exactly where one was and what one was doing when some particularly momentous event occurred d. computer programming in which specified sequences of operations are performed on specified sets of symbols, both of which have been stored in specific memory locations e. emphasized how a variety of nonobjective factors can systematically influence the process of perception 24. cognitive psychology 25. connectionist processing 26. flashbulb memory 27. “new look” in perception 28. serialist (symbolic) processing 24. ANS: B

DIF: Moderate

OBJ: Define the term.

25. ANS: A

DIF: Moderate

OBJ: Define the term.

26. ANS: C

DIF: Moderate

OBJ: Define the term.

27. ANS: E

DIF: Moderate

OBJ: Define the term.

28. ANS: D

DIF: Moderate

OBJ: Define the term.

Match the life event with the individual.

a. It is generally believed that this individual committed suicide after undergoing chemical castration as a punishment for the then crime of homosexuality. b. The only copy of the manuscript for this individual’s The Logical Structure of Linguistic Theory was barely saved after the psychology building caught on fire. c. This child of the poet Lord Byron had an education that deliberately avoided poetry and instead emphasized mathematics. d. This individual’s doctoral dissertation, on the subject of masking or “jamming” voice communication, was funded by the military and declared top secret because of its potential value for disrupting German wartime communications.

29. Ada Lovelace 30. Alan Turing 31. George Miller 32. Noam Chomsky 29. ANS: C

DIF: Easy

OBJ: Identify individual life events.

30. ANS: A

DIF: Easy

OBJ: Identify individual life events.

31. ANS: D

DIF: Easy

OBJ: Identify individual life events.

32. ANS: B

DIF: Easy

OBJ: Identify individual life events.

Match the invention with its creator(s). a. a calculating machine constructed with great difficulty that could compute sums and differences of complex sequences of squared numbers b. a computer program that reproduced formal proofs for some of the basic theorems at the heart of symbolic logic

c. a computer program capable of responding to different written letters or Morse code symbols via subroutines called “demons” that worked independently on separate aspects of the problem but all at the same time, and with successful combinations of activity being recorded in the computer’s memory d. a hypothetical “universal” computer that could perform any kind of calculation on any set of symbols capable of being manipulated in the Boolean sense, according to some set of formally specifiable and self-consistent rules e. an early calculator consisting of a row of ten-toothed cogwheels, arranged so that each complete revolution of the wheel on the right produced a rotation of one tooth in the wheel to its left 33. Alan Turing 34. Allen Newell and Herbert Simon 35. Blaise Pascal 36. Charles Babbage 37. Oliver Selfridge 33. ANS: D

DIF: Hard

OBJ: Identify the inventor.

34. ANS: B

DIF: Hard

OBJ: Identify the inventor.

35. ANS: E

DIF: Hard

OBJ: Identify the inventor.

36. ANS: A

DIF: Hard

OBJ: Identify the inventor.

37. ANS: C

DIF: Hard

OBJ: Identify the inventor.

Match the idea with its originator. a. Chinese room thought experiment b. flashbulb memory

c. magical number seven, plus or minus two d. “new look” in perception 38. George A. Miller 39. Jerome Bruner 40. John Searle 41. Ulric Neisser 38. ANS: C

DIF: Moderate

OBJ: Identify the originator.

39. ANS: D

DIF: Moderate

OBJ: Identify the originator.

40. ANS: A

DIF: Moderate

OBJ: Identify the originator.

41. ANS: B

DIF: Moderate

OBJ: Identify the originator.

Match the publication with the author. a. “A Mathematical Theory of Communication” b. Cognitive Psychology c. Plans and the Structure of Behavior d. Remembering: A Study in Experimental and Social Psychology e. The Logical Structure of Linguistic Theory 42. Claude Shannon 43. George Miller, Eugene Galanter, and Karl Pribram 44. Noam Chomsky 45. Sir Frederic Bartlett 46. Ulric Neisser` 42. ANS: A

DIF: Hard

OBJ: Identify the author.

43. ANS: C

DIF: Hard

OBJ: Identify the author.

44. ANS: E

DIF: Hard

OBJ: Identify the author.

45. ANS: D

DIF: Hard

OBJ: Identify the author.

46. ANS: B

DIF: Hard

OBJ: Identify the author.

SHORT ANSWER 1. What is the Turing test?

ANS: The “Turing test” refers to Alan Turing’s suggestion that the “intelligence” of a machine or computer may be assessed according to its ability to perform some complex task requiring genuinely intelligent behavior in a manner outwardly indistinguishable from that of a person.

DIF:

Moderate

OBJ:

Remember Alan Turing’s accomplishments.

2. What was the analytical engine?

ANS: The analytical engine was Charles Babbage’s planned but never-finished “universal machine,” capable of performing virtually any type of calculation. It is considered the prototype for what today we call a programmable computer, with components for the input of data and its processing, memory storage, and output of results.

DIF:

Moderate

OBJ:

Understand Babbage and his work.

3. What is the difference between weak AI and strong AI? ANS: Weak AI is John Searle’s notion that computer processes might resemble and may serve as models for certain aspects of human thinking but without accompanying attributes of a human mind, such as intentionality and subjective consciousness. On

the other hand, Strong AI is Searle’s term for the ability of computers to be indistinguishable in all respects from human intelligence.

DIF:

Hard

OBJ:

Define terms relevant to cognitive psychology and its

origins.

4. Define heuristic.

ANS: For problems with huge numbers of potential solutions, such as choosing a chess move or the words to represent a thought, a heuristic is a technique for limiting the “search space” for optimal responses by relying on best guesses and shortcuts.

DIF:

Easy

OBJ:

Define terms relevant to cognitive psychology and its

origins.

5. What was the “new look” in perception?

ANS: The “new look” in perception was the term applied to research by Jerome Bruner and his colleagues emphasizing how a variety of nonobjective factors including motives and “sets” or expectancies can systematically influence the processes of perception.

DIF:

Moderate

origins.

OBJ:

Define terms relevant to cognitive psychology and its

Chapter 15: Applying Psychology: From the Witness Stand to the Workplace MULTIPLE CHOICE 1. Hugo Münsterberg did all of the following EXCEPT a. create an early lie detector test. b. create a system called scientific management. c. apply psychology to industry. d. direct the psychological laboratory at Harvard.

ANS: B

DIF: Moderate

OBJ: Remember Münsterberg and his work with courtroom psychology.

2. After administering nearly 100 tests to Harry Orchard, who had been accused of assassinating former Idaho governor Frank Steuenberg, psychologist __________ was convinced that the accused was __________. a. Hugo Münsterberg; innocent b. Walter Dill Scott; guilty c. William Moulton Marston; innocent d. Lillian Moller Gilbreth; guilty ANS: A

DIF: Hard

OBJ: Remember Münsterberg and his work with courtroom psychology.

3. Who is often referred to as the founder of applied psychology? a. Lillian Gilbreth b. Lightner Witmer c. Frederick Taylor d. Hugo Münsterberg

ANS: D

DIF: Easy

OBJ: Remember Münsterberg and his work on applied psychology.

4. The pneumograph and the sphygmograph were used by a. the Gilbreths in their motion studies. b. a colleague of Münsterberg in his work on lie detection. c. the Hollingworths in their work on the effects of caffeine. d. Lightner Witmer in his assessment of children.

ANS: B

DIF: Moderate

OBJ: Remember Münsterberg and his work with courtroom psychology.

5. Münsterberg’s early work challenging Wundt’s conceptualization of what subject attracted the favorable attention of William James? a. habit b. speed of nerve conductance c. will d. emotion ANS: C

DIF: Moderate

OBJ: Remember Münsterberg and his

contributions.

6. What is the definition of “psychotechnics”? a. a technique Münsterberg used to detect lying in court cases b. the application of psychology to business and industry c. a technique used in creating motion studies d. Harry Hollingworth’s design of the Coca-Cola studies ANS: B

DIF: Easy

OBJ: Understand psychotechnics.

7. Academic psychologists looked down upon early applied psychologists for all of the following reasons EXCEPT a. They believed their techniques were not adequately supported by research. b. They feared applied psychologists would undermine the reputation of the profession. c. They were concerned that applied psychologists would take academic jobs. d. They saw applied endeavors as lower status than basic research.

ANS: C

DIF: Moderate

OBJ: Understand relationship between applied and academic psychology.

8. With what is “Taylorism” synonymous? a. scientific management b. motion study research c. the scientist-practitioner model d. German nationalism ANS: A

DIF: Easy

OBJ: Identify Taylor’s contributions and

significance.

9. What was the goal of scientific management? a. increase efficiency and productivity in factories b. supply managers with scientific credentials c. allow scientists to profit from business d. bring German nationalism to the United States ANS: A significance.

DIF: Moderate

OBJ: Identify Taylor’s contributions and

10. While working in factories, __________ noticed a phenomenon called __________ wherein individuals work below their normal capacity or speed. a. Frank Gilbreth; differential piece-rate system b. Frederick Taylor; soldiering c. Lillian Gilbreth; therbligs d. Walter Dill Scott; de-skilling ANS: B

DIF: Hard

OBJ: Identify Taylor’s contributions and

significance.

11. What is the term for a system in which a standard time is set for each task a worker must perform and each worker who completes the task in that time or faster receives a higher rate of pay, while workers who do not meet the standard time are penalized? a. soldiering b. therbligs c. time studies d. differential piece-rate ANS: D

DIF: Easy

OBJ: Identify Taylor’s contributions and

significance.

12. The process of breaking down each task a worker performs into the specific movements it required, and timing each movement is known as what? a. de-skilling b. motion studies c. time study d. soldiering

ANS: C

DIF: Easy

OBJ: Identify Taylor’s contributions and

significance.

13. All of the following are true about the response to Taylor’s system of scientific management EXCEPT for which? a. A number of labor strikes occurred in factories using Taylor’s system. b. Many workers perceived Taylor’s methods as overly mechanistic. c. Many workers were disappointed that they had no input into the process of making work more efficient. d. Factories all along the East Coast completely banned Taylor’s methods.

ANS: D

DIF: Moderate

OBJ: Identify Taylor’s contributions and

significance.

14. All of the following were applied activities undertaken by psychologists during World War I EXCEPT for which? a. In Germany, laboratory driving simulations to screen army motor car drivers b. In England, studies of the effects of fatigue on workers in munitions factories c. In Italy, studies of the effects of isolation on submarine crew members d. In France, the development of tests to assess the emotional stability of war plane pilots ANS: C

DIF: Hard

OBJ: Identify aspects of applied psychology.

15. The process of designing tests that can match workers’ skills and aptitudes to appropriate forms of work is known as what? a. personnel selection b. motion studies

c. de-skilling d. efficiency testing ANS: A

DIF: Easy

OBJ: Identify aspects of applied psychology.

16. Münsterberg offered his expertise in all of the following applied settings EXCEPT for assessing a. potential ship captains. b. potential trolley car operators. c. whether an individual accused of murder was telling the truth or not. d. potential company managers.

ANS: D

DIF: Moderate

OBJ: Remember Münsterberg and his

contributions.

17. Psychologist Walter Dill Scott is well known for his applied work in what field? a. worker efficiency b. advertising c. kitchen design d. eyewitness testimony ANS: B

DIF: Easy

OBJ: Recall Scott and his work on the psychology of advertising.

18. According to Walter Dill Scott, the psychological processes of __________ and __________ were the most useful ones in designing effective advertisements. a. association; suggestion b. memory; instinct c. habit; emotions

d. will; attention ANS: A

DIF: Hard

OBJ: Recall Scott and his work on the psychology of advertising.

19. When psychologists became involved in the war effort during World War I, two committees were established. The Committee for the Classification of Personnel in the Army was headed by __________ and assessed recruits’ specific aptitudes and skills for certain tasks, rather than their __________, which was assessed by the Committee for the Psychological Evaluation of Recruits. a. Robert Yerkes; strength of will b. Walter Dill Scott; general intelligence c. Hugo Münsterberg; mental health d. William Moulton Marston; moral character ANS: B

DIF: Hard

OBJ: Recall Scott and his work in applied

psychology.

20. Who among the following was NOT credited, correctly or not, with developing a lie detector test? a. Hugo Münsterberg b. Leonarde Keeler c. William Marston d. Walter Dill Scott ANS: D

DIF: Moderate

OBJ: Recall Scott and his work in applied

psychology.

21. The comic book superheroine Wonder Woman was created by psychologist

__________ who modeled Wonder Woman’s arch-nemesis, Dr. Psycho, on his former teacher __________. a. William Marston; Hugo Münsterberg b. Hugo Münsterberg; Wilhelm Wundt c. Walter Dill Scott; William James d. Leonarde Keeler; William Marston ANS: A

DIF: Hard

OBJ: Comprehend Marston’s life and work with popular psychology.

22. Who is often referred to as the mother of industrial psychology? a. Leta Stetter Hollingworth b. Lillian Gilbreth c. Augusta Fox Brunner d. Mary Whiton Calkins ANS: B

DIF: Easy

OBJ: Recall Gilbreth and her work in industrial/organizational psychology.

23. Why did Lillian Gilbreth publish The Psychology of Management using only her initials, L. M., rather than her full name? a. Her father disapproved of her work in male-dominated factory settings. b. Her publisher believed the book would not sell if it was obvious it was written by a woman. c. Her husband argued it was unladylike for a woman to publish a book. d. She worried her reputation as a serious psychologist would be undermined if her name was associated with applied work.

ANS: B

DIF: Moderate

OBJ: Recall Gilbreth and her work in industrial/organizational psychology.

24. Who described their effort to make work more efficient as the “quest for the one best way” to get a task done? a. Lillian and Frank Gilbreth b. Frederick Taylor c. Hugo Münsterberg d. Leta and Harry Hollingworth ANS: A

DIF: Easy

OBJ: Recall Gilbreth and her work in industrial/organizational psychology.

25. Whose approach to scientific management aimed not only to make work more efficient, but also individually rewarding for workers? a. William Marston b. Frederick Taylor c. The Hollingworths d. The Gilbreths ANS: D

DIF: Moderate

OBJ: Recall Gilbreth and her work in industrial/organizational psychology.

26. The Gilbreths’ motion studies were used to a. promote the field of scientific management. b. gain insight into research on psychotechnics. c. make work more efficient and comfortable for the worker. d. create tests for use in personnel selection.

ANS: C

DIF: Moderate

OBJ: Recall Gilbreth and her work in industrial/organizational psychology.

27. What are “therbligs”? a. a unique form of psychotechnics b. a unit referring to the eighteen independent motions of the hand c. a polygraph machine mechanism d. a key concept underlying the belief in functional periodicity ANS: B

DIF: Easy

OBJ: Recall Gilbreth and her work in industrial/organizational psychology.

28. Gilbreth Inc. consulted in all of the following areas EXCEPT a. sanitary napkin packaging. b. kitchen engineering. c. military consulting. d. toothbrush engineering.

ANS: D

DIF: Moderate

OBJ: Recall Gilbreth and her work in industrial/organizational psychology.

29. While Münsterberg embraced a relatively strict form of Taylorism, Lillian Gilbreth took a more __________ view. a. personalistic b. humanistic c. analytical d. dynamic ANS: B

DIF: Moderate

OBJ: Recall Gilbreth and her work in industrial/organizational psychology.

30. __________’s life story was the basis for the popular book and movie Cheaper by the Dozen. a. Lillian Gilbreth b. Naomi Norsworthy c. Leta Stetter Hollingworth d. Elsie Bregman ANS: A

DIF: Easy

OBJ: Recall Gilbreth and her work in industrial/organizational psychology.

31. Who thought that workers should be able to critique a workplace’s methods of operation and suggested that they might share in the profits produced through increases in efficiency? a. Leta Hollingworth b. Frederick Taylor c. Lillian Gilbreth d. Elsie Bregman ANS: C

DIF: Moderate

OBJ: Recall Gilbreth and her work in industrial/organizational psychology.

32. Which two psychologists were employed by Macy’s department store? a. William Marston and Marion Almira Bills b. Hugo Münsterberg and Walter Dill Scott c. Leta Hollingworth and Harry Hollingworth d. Lillian Gilbreth and Elsie Bregman

ANS: D

DIF: Hard

OBJ: Recall Gilbreth and her work in industrial/organizational psychology.

33. Marion Almira Bills spend the majority of her career working at the Aetna Life Insurance Company where she conducted pioneering research on the factors affecting a. job permanency. b. de-skilling of work. c. typing speeds. d. efficiency in surgical operating rooms.

ANS: A

DIF: Moderate

OBJ: Explain Bills’ pioneering work.

34. The impact, on either performance or behavior, of being aware that you are a participant in a study is known as a. the Hawthorne effect. b. the human relations effect. c. Mayo’s theory. d. therbligs theory.

ANS: A

DIF: Easy

OBJ: Understand the human relations movement’s founders, origins, and facets.

35. Which study demonstrated that physical and economic factors alone are insufficient to explain workplace productivity, and that psychological and social factors also needed to be taken into consideration? a. motion studies b. Hawthorne studies c. Coca-Cola studies

d. Taylor studies ANS: B

DIF: Moderate

OBJ: Understand the human relations movement’s founders, origins, and facets.

36. Who argued that social science could understand the psychological factors that lead to labor strikes and thus help control them? a. Lillian Gilbreth b. Frederick Taylor c. Harry Hollingworth d. Elton Mayo ANS: D

DIF: Moderate

OBJ: Understand the human relations movement’s founders, origins, and facets.

37. Prior to the work of Elton Mayo and his colleagues at Hawthorne Works, studies had already been conducted on the effects of __________ on worker productivity. a. the differential piece-rate system b. suggestion boxes c. changes in lighting levels d. hourly rest periods ANS: C

DIF: Moderate

OBJ: Understand the human relations movement’s founders, origins, and facets.

38. Which of the following is NOT true about the Hawthorne studies? a. Wage incentives had no effect on worker productivity. b. Insight was gained through nondirective, nonauthoritarian interviews with workers.

c. Physical fatigue had little effect on worker productivity. d. The studies were discontinued because of a shortage of work during the Great Depression.

ANS: A

DIF: Moderate

OBJ: Understand the human relations movement’s founders, origins, and facets.

39. What were the three foci of Leta Stetter Hollingsworth’s work? a. clinical psychology, the psychology of women, and professionalization b. purposive psychology, industrial psychology, and the psychology of women c. motion study research, clinical psychology, and the psychology of women d. professionalization, opening the first psychology clinic, and the psychology of women ANS: A

DIF: Moderate

OBJ: Remember Hollingworth and her work.

40. The following quotation—“The tradition emanating from the mystic and romantic novelists, that woman is a mysterious being, half hysteric, half angel, has found its way into scientific writing. Through the centuries gone those who wrote were men, and since the phenomenon of periodicity was foreign to them, they not unnaturally seized upon it as a probable source of the alleged ‘mystery’ and ‘caprice’ of womankind”—represents whose views? a. Lillian Moller Gilbreth’s assessment of scientists’ belief in functional periodicity b. Leta Stetter Hollingworth’s assessment of scientists’ belief in functional periodicity c. Elsie Oschrin Bregman’s assessment of scientists’ belief in functional periodicity d. J. E. Wallace Wallin’s assessment of scientists’ belief in functional periodicity

ANS: B

DIF: Moderate

OBJ: Remember Hollingworth and her work.

41. What, according to Leta Hollingworth, did the professionalization of clinical psychology need to involve? a. specifying a doctoral degree as the minimum requirement for clinical practice AND creating a professional degree that would emphasize clinical training b. specifying a doctoral degree as the minimum requirement for clinical practice AND working to develop advertising campaigns so the public would know the difference between psychologists and psychiatrists c. creating a professional degree that would emphasize clinical training AND working to develop advertising campaigns so the public would know the difference between psychologists and psychiatrists d. creating a professional degree that would emphasize clinical training AND firsthand experience of psychoanalytic therapy for each clinical psychologist in training ANS: A

DIF: Hard

OBJ: Remember Hollingworth and her work.

42. The Hollingworths conducted methodologically sophisticated research on the effects of __________ on cognition and behavior. a. caffeine b. alcohol c. cocaine d. functional periodicity ANS: A

DIF: Easy

OBJ: Remember Hollingworth and her work.

43. The notion that men were more variable than women in both physical and

psychological characteristics, and thus more likely to occupy the lower and upper ends of the distribution of any trait, is known as what? a. Hawthorne effect b. functional periodicity c. variation hypothesis d. mediocrity theory ANS: C

DIF: Easy

OBJ: Remember Hollingworth and her work.

44. Leta Hollingworth designed two studies to assess the widely held belief that women became physically and mentally impaired during their menstrual periods, a belief known as __________. From these studies, she concluded __________. a. functional periodicity; women do not experience periodic mental or motor impairment b. variation hypothesis; women experience periodic mental, but not motor, impairment c. cyclical theory; both men and women experience periodic mental and motor impairment d. menstrual decrease; women experience periodic motor, but not mental, impairment ANS: A

DIF: Hard

OBJ: Remember Hollingworth and her work.

45. Which of the following is NOT one of the reasons clinical psychologists formed the American Association of Clinical Psychologists? a. an increase in testing jobs in public schools that led to concerns that unqualified people were administering tests

b. low professional status both within psychology and in the eyes of psychiatrists c. the failure of the American Psychological Association to meet the needs of applied psychologists d. the need for an organization that could lobby for government funds for clinical psychology ANS: D

DIF: Moderate

OBJ: Explain the founding of the AACP.

MATCHING Match the definition to the term. a. a shift in research focus to the social and psychological factors influencing performance and satisfaction at work b. a system to increase efficiency and productivity in the factory, generally accomplished by having workers do more in less time by giving them quick, repetitive, menial tasks, often on an assembly line c. the application of psychology to business and industry d. the practice of developing tests that match workers’ aptitudes and skills to appropriate jobs 1. human relations movement 2. personnel selection 3. psychotechnics 4. scientific management 1. ANS: A

DIF: Moderate

OBJ: Define psychological terms.

2. ANS: D

DIF: Moderate

OBJ: Define psychological terms.

3. ANS: C

DIF: Moderate

OBJ: Define psychological terms.

4. ANS: B

DIF: Moderate

OBJ: Define psychological terms.

Match the definition to the term. a. a system in which a standard time was set for each task a worker had to do, those who completed the task in that time or faster got a higher rate of pay, while anyone who did not meet the standard time was penalized b. the breaking down of skilled labor into standardized tasks through a careful analysis of industrial work c. working below one’s normal capacity or speed 5. de-skilling 6. differential piece-rate system 7. soldiering 5. ANS: B

DIF: Easy

OBJ: Define scientific management terms.

6. ANS: A

DIF: Easy

OBJ: Define scientific management terms.

7. ANS: C

DIF: Easy

OBJ: Define scientific management terms.

Match the definition to the term. a. a method in which movie cameras were used to record the detailed physical movements required to perform certain tasks, thus revealing how to design machinery and to create methods to make work more efficient and easier for the worker b. a term to define eighteen independent motions of the hand c. the impact on performance or behavior of being aware that you are a participant in a study

d. the process of breaking down each task a worker performed into the specific movements it required, and timing each movement 8. Hawthorne effect 9. motion studies 10. therbligs 11. time study 8. ANS: C

DIF: Easy

OBJ: Define psychological terms.

9. ANS: A

DIF: Easy

OBJ: Define psychological terms.

10. ANS: B

DIF: Easy

OBJ: Define psychological terms.

11. ANS: D

DIF: Easy

OBJ: Define psychological terms.

Match the definition to the term. a. a commonly held social and scientific belief that women become physically and mentally impaired during their menstrual periods b. a series of studies that revealed the power of the interpersonal environment to influence employee satisfaction and behavior c. the belief that men were more variable than women in both physical and psychological characteristics, and therefore were more likely to occupy the lower and upper ends of the distribution of any trait d. the increasing tendency to see almost every aspect of life from a psychological perspective 12. functional periodicity 13. Hawthorne studies 14. psychologization

15. variation hypothesis 12. ANS: A

DIF: Moderate

OBJ: Define psychological terms.

13. ANS: B

DIF: Moderate

OBJ: Define psychological terms.

14. ANS: D

DIF: Moderate

OBJ: Define psychological terms.

15. ANS: C

DIF: Moderate

OBJ: Define psychological terms.

Match the project with the researcher. a. a series of studies that revealed the importance of psychological and social factors on workplace productivity b. research into the factors affecting job permanency at the Aetna Life Insurance Company c. the assessment of army recruits’ specific aptitudes and skills for certain tasks d. the assessment of the behavioral effects of caffeine e. the use of psychological test results to try and predict the sales performance of Macy’s department store saleswomen 16. Elsie Bregman 17. Elton Mayo 18. Leta and Harry Hollingworth 19. Marion Almira Bills 20. Walter Dill Scott 16. ANS: E

DIF: Hard

OBJ: Identify the researcher.

17. ANS: A

DIF: Hard

OBJ: Identify the researcher.

18. ANS: D

DIF: Hard

OBJ: Identify the researcher.

19. ANS: B

DIF: Hard

OBJ: Identify the researcher.

20. ANS: C

DIF: Hard

OBJ: Identify the researcher.

Match the project with the researcher. a. assessed the physical and psychological variability of men and women b. conducted a series of studies on detecting deception by measuring systolic blood pressure c. developed tests for potential trolley operators and ship captains d. studied the psychological effects of sanitary napkin packaging 21. Leta Hollingworth 22. Lillian Gilbreth 23. Hugo Münsterberg 24. William Moulton Marston 21. ANS: A

DIF: Moderate

OBJ: Identify the researcher.

22. ANS: D

DIF: Moderate

OBJ: Identify the researcher.

23. ANS: C

DIF: Moderate

OBJ: Identify the researcher.

24. ANS: B

DIF: Moderate

OBJ: Identify the researcher.

Match the publication with the author. a. Children Above 180 IQ b. Psychology and Industrial Efficiency c. The Psychology of Advertising d. The Psychology of Management 25. Hugo Münsterberg 26. Leta Hollingworth 27. Lillian Gilbreth

28. Walter Dill Scott 25. ANS: B

DIF: Hard

OBJ: Identify the author.

26. ANS: A

DIF: Hard

OBJ: Identify the author.

27. ANS: D

DIF: Hard

OBJ: Identify the author.

28. ANS: C

DIF: Hard

OBJ: Identify the author.

Match the accomplishment with the individual(s). a. conducted methodologically sophisticated research using blind and double-blind procedures b. created a lie detector that became widely used in police investigations c. created the comic book superheroine Wonder Woman d. the only psychologist to appear on a U.S. postage stamp 29. Harry and Leta Hollingworth 30. Leonarde Keeler 31. Lillian Gilbreth 32. William Moulton Marston 29. ANS: A

DIF: Moderate

OBJ: Identify the individual(s).

30. ANS: B

DIF: Moderate

OBJ: Identify the individual(s).

31. ANS: D

DIF: Moderate

OBJ: Identify the individual(s).

32. ANS: C

DIF: Moderate

OBJ: Identify the individual(s).

Match the area of study with the psychologist. a. the psychology of advertising b. the study of highly gifted children c. the application of psychological expertise in the courtroom

d. the psychology of management 33. Hugo Münsterberg 34. Leta Hollingworth 35. Lillian Gilbreth 36. Walter Dill Scott 33. ANS: C

DIF: Easy

OBJ: Identify the psychologist.

34. ANS: B

DIF: Easy

OBJ: Identify the psychologist.

35. ANS: D

DIF: Easy

OBJ: Identify the psychologist.

36. ANS: A

DIF: Easy

OBJ: Identify the psychologist.

Match the position with the individual(s). a. argued that empirical evidence was needed to justify feminist goals b. argued that to work as a clinical psychologist one must have appropriate clinical training c. argued that women were too suggestible to be allowed to vote in elections and too stubborn to serve as jury members d. promoted a more humanistic form of scientific management 37. Hugo Münsterberg 38. J. E. Wallace Wallin 39. Leta Hollingworth and Robert Lowie 40. Lillian and Frank Gilbreth 37. ANS: C

DIF: Moderate

OBJ: Identify the individual.

38. ANS: B

DIF: Moderate

OBJ: Identify the individual.

39. ANS: A

DIF: Moderate

OBJ: Identify the individual.

40. ANS: D

DIF: Moderate

OBJ: Identify the individual.

SHORT ANSWER 1. Who was Harry Orchard, what did Münsterberg conclude about him, and why was this significant for Münsterberg’s career?

ANS: Harry Orchard was accused of assassinating the former Idaho governor Frank Steuenberg. After administering a series of psychological tests, including word association tests, Münsterberg was convinced of Orchard’s innocence and divulged this to a newspaper reporter. This was significant for Münsterberg because it gave him public visibility and contributed to his reputation as an applied psychologist.

DIF:

Moderate

OBJ:

Remember Münsterberg and his work with courtroom

psychology.

2. What is the variation hypothesis and what did Leta Hollingworth conclude about its validity?

ANS: A widely held belief that men were more variable than women in both physical and psychological characteristics, and therefore were more likely to occupy the lower and upper ends of the distribution of any trait. As a result, it was believed that women were confined to mediocrity, whereas men drove the engines of natural selection and evolutionary progress. Leta Hollingworth put this hypothesis to empirical test and concluded it had no validity.

DIF:

Moderate

OBJ: Explain variation hypothesis; identify Leta Hollingworth and her contributions

to the psychology of women.

3. What are the Hawthorne studies? Why are they considered controversial?

ANS: A series of studies conducted by Elton Mayo at Hawthorne Works that revealed the power of the interpersonal environment to influence employee satisfaction and behavior. They were controversial because the results were not quite as clear-cut as they were subsequently portrayed. Some felt that the Hawthorne researchers overinterpreted the significance of the interpersonal environment compared to wage incentives; there were methodological inconsistencies that were downplayed and may have influenced the results; and some felt that Mayo was pro-management and this influenced his reporting of the data and interpretation of the studies’ results.

DIF:

Moderate

OBJ: Understand the human relations movement’s founders, origins, and implications.

4. How was the Gilbreths’ form of scientific management more humanistic than Taylorism?

ANS: Unlike Taylor, the Gilbreths were interested in how workers were affected by efforts to make work more efficient, and they thus sought to make work both efficient and individually rewarding for workers. This means that the well-being of workers was central. Lillian Gilbreth also advocated for workers to have a role in critiquing the methods of operation and suggested that they might share in the profits produced by increases in efficiency.

DIF:

Hard

OBJ:

Recall Gilbreth and her work in

industrial/organizational psychology.

5. Describe the significance of the Coca-Cola studies, both personally for the Hollingworths and for the field of psychology.

ANS: The Coca-Cola studies were significant for the Hollingworths because they paid well and this money enabled Leta Hollingworth to enroll in graduate studies. They were significant for the field of psychology because they were methodologically sophisticated for the time, employing a double-blind procedure to ensure neither the participants nor the researchers knew who was getting the active ingredient versus the placebo.

DIF:

Easy

OBJ:

Remember the Hollingworths’ lives and contributions.

Chapter 16: The Art and Science of Clinical Psychology MULTIPLE CHOICE 1. “The Psychological Clinic” refers to a. the name of the space in which Lightner Witmer assessed children with educational problems. b. the first journal article on clinical methods published in America. c. the first clinic opened by the American Psychological Association. d. an article by Hugo Münsterberg denouncing Witmer’s work.

ANS: A

DIF: Easy

OBJ: Understand clinical methods’ development and applications.

2. What did Witmer’s “clinical method” consist of? a. using motion studies to better understand worker stress and fatigue b. doing psychotherapy with patients suffering from emotional and psychological distress c. a medical exam and psychological testing of children with educational problems, resulting in a detailed plan to address the child’s challenges d. doing personality tests to discover the characteristics of workers and children with special needs ANS: C

DIF: Moderate

OBJ: Understand clinical methods’ development and applications.

3. In large part, the formal organization of clinical psychology shortly after World War II occurred for what reason?

a. Industrial psychology was not proving to be useful for treating mental health problems. b. There were too many applied psychologists. c. The need for mental health services and trained professionals became a national priority because of the increase in psychiatric casualties after WWII. d. The American Psychological Association insisted that clinical psychology was not a profession unless there was a formal training and credentialing program.

ANS: C

DIF: Moderate

OBJ: Understand clinical methods’ development and applications.

4. What is the projective hypothesis? a. the idea that clinical research projects are able to test hypotheses b. the idea that patient’s responses to ambiguous stimuli reveal unconscious conflicts and motivations c. the idea that psychological testing can only reveal conscious mental events d. the idea that patients transfer their emotional reactions to significant individuals in their lives onto their therapists ANS: B

DIF: Moderate

OBJ: Recall Harrower and her journey.

5. Molly Harrower observed that responses to the Rorschach Projective Technique could be used to detect the presence of brain tumors. Individuals with tumors a. used a more limited number of determinants in their responses. b. reported darker imagery in their responses. c. used more detailed forms and shapes in their responses. d. reported more movement in their responses.

ANS: A

DIF: Moderate

OBJ: Recall Harrower and her JOURNEY.

6. What was the Macy conference? a. a meeting of applied psychologists to coordinate fees charged for their services b. a meeting of psychiatrists to plan how to exclude psychologists from delivering clinical services c. a meeting of experimental psychologists to discuss the deficiencies of clinical psychologists d. a meeting of psychiatrists, psychologists, and social workers to discuss the functions and appropriate training of clinical psychologists ANS: D

DIF: Moderate

OBJ: Understand clinical methods’ development and applications.

7. Molly Harrower recommended all of the following in order for psychologists to become “properly clinical” EXCEPT a. loosening their rigid experimental standards and adopting a more flexible and instinctive approach. b. undertaking extensive training in projective techniques and psychoanalytic theory. c. stop measuring themselves against psychiatrists and allow for open disagreement with psychiatry. d. undertaking personal analysis and encouraging others to do the same.

ANS: B

DIF: Moderate

OBJ: Recall Harrower and her journey.

8. What were the three primary functions of clinical psychologists identified at the Boulder conference?

a. diagnosis, research, therapy b. testing, diagnosis, and research c. theory construction, research, synthesis d. personal analysis, theory construction, therapy ANS: A

DIF: Easy

OBJ: Understand clinical methods’ development and applications.

9. What did Shakow’s understanding of diagnosis emphasize? a. the use of distinct diagnostic categories b. a more subjective approach to categorizing mental illness c. the identification of the nature and origins of a condition, including underlying psychological dynamics and potential outcomes d. the need for determining the rate of recovery associated with various mental conditions ANS: C

DIF: Moderate

OBJ: Identify Shakow and the scientist-practitioner model.

10. According to Shakow, what aspect of the clinical psychologists’ functions would set them apart from other mental health professionals? a. personal analysis b. research c. psychological testing d. intuitive diagnosis ANS: B

DIF: Easy

OBJ: Identify Shakow and the scientist-practitioner model.

11. Which of the following is NOT true of Shakow’s effort to study psychoanalytic therapy objectively? a. It produced a huge volume of material to analyze. b. It involved filming classic psychoanalytic therapy sessions. c. Its efforts to code therapy sessions were unsuccessful. d. It provided evidence of the effectiveness of psychoanalysis as a treatment for depression.

ANS: D

DIF: Moderate

OBJ: Identify Shakow and the scientist-practitioner model.

12. The research Shakow undertook to objectively analyze psychoanalytic psychotherapy became known as what? a. Starke raving b. the objective record c. Shakow’s folly d. the A-B-C model ANS: C

DIF: Easy

OBJ: Identify Shakow and the scientist-practitioner model.

13. What was George Albee’s critique of the scientist-practitioner model of clinical training? a. It was too heavily influenced by the medical model of mental illness. b. It was too invested in psychoanalytic ideas. c. It was impossible to train clinicians to be good researchers. d. It should not include psychotherapy as part of clinical psychology.

ANS: A

DIF: Moderate

OBJ: Understand psychotherapy and its

treatments.

14. What is community psychology? a. the study of mental disorders that only occur in particular communities b. the study of the social and environmental factors that contribute to mental health and illness in communities c. the study of psychological issues by psychologists who reside within communities experiencing these issues d. the study of how isolation influences the mental health of individuals ANS: B

DIF: Easy

OBJ: Define community psychology.

15. What is the medical model of mental illness? a. a model of mental illness in which the focus is on individual diagnosis and treatment b. a model of mental illness that emphasizes environmental causation c. a model of mental illness that limits treatment to psychiatrists d. a model of mental illness that describes mental illness as manageable but not curable ANS: A

DIF: Easy

OBJ: Understand psychotherapy and its

treatments.

16. Out of what did the “scientist-practitioner model” of training in clinical psychology emerge? a. Witmer’s work on the clinical method b. the Boulder conference

c. the Vail conference d. the Macy conference ANS: B

DIF: Moderate

OBJ: Understand clinical methods’ development and applications.

17. Which of the following was NOT a criticism that was made of the scientistpractitioner model of clinical training a. There simply was not time to train students well in both research and practice. b. The medical model of mental illness was the wrong template for clinical psychology. c. Clinical psychology should involve testing and research, but not psychotherapy. d. Students did not receive sufficient education about prescription pharmaceuticals to treat mental illness.

ANS: D

DIF: Moderate

OBJ: Understand clinical methods’ development and applications.

18. What did Hans Eysenck’s review of nineteen published studies of the outcomes of psychotherapy reveal? a. All therapies were about equally effective. b. There was an inverse relationship between psychotherapy and recovery, with more therapy leading to less recovery. c. Drug treatment was by far superior to psychotherapy. d. Individuals who received no treatment quickly deteriorated.

ANS: B treatments.

DIF: Hard

OBJ: Understand psychotherapy AND its

19. During the Boulder conference one participant remarked that __________ was an “undefined technique applied to unspecified problems, with unpredictable outcomes.

For this technique we recommend rigorous training.” a. psychotherapy b. the Rorschach projective technique c. psychoanalysis d. cognitive therapy ANS: A

DIF: Moderate

OBJ: Understand PSYCHOTHERAPY and its

treatments.

20. Which two psychologists recorded psychotherapy sessions as part of their research? a. Ellis and Beck b. Harrower and Albee c. Eysenck and Meehl d. Shakow and Rogers ANS: D

DIF: Hard

OBJ: Identify Shakow and the scientist-practitioner model.

21. Who proposed client-centered therapy? a. Carl Rogers b. Albert Ellis c. Aaron Beck d. Paul Meehl ANS: A treatments.

DIF: Easy

OBJ: Understand psychotherapy and its

22. According to Rogers, what does conditions of worth refer to? a. the conditions necessary for a clinician to make an accurate diagnosis b. messages that others will accept us only under certain conditions c. the necessary conditions for therapy to be effective d. ideas that patients hold about the value of undergoing psychotherapy ANS: B

DIF: Moderate

OBJ: Understand psychotherapy and its

treatments.

23. In Rogers’s scheme the therapeutic encounter involves contact between __________ clients and __________ therapists. a. incongruent; congruent b. isolated; empathetic c. hostile; approachable d. vulnerable; considerate ANS: A

DIF: Hard

OBJ: Understand psychotherapy and its

treatments.

24. All of the following are elements of Rogers’s client-centered therapy EXCEPT for a. the therapist’s communication of unconditional positive regard for the client. b. contact between an incongruent client and a congruent therapist. c. the patient’s willingness to try out behavioral experiments. d. the therapist’s expression of accurate empathetic understanding of the client.

ANS: C

DIF: Moderate

OBJ: Understand psychotherapy and its

treatments.

25. Which clinical psychologist was a pioneer in psychotherapy research, the scientific

study of the processes and outcomes of therapy? a. Carl Rogers b. Molly Harrower c. Hans Eysenck d. George Albee ANS: A

DIF: Easy

OBJ: Understand clinical methods’ development and applications.

26. Which of the following is an example of how empathetic understanding may be operationally defined? a. the warm acceptance a psychotherapist expresses to a patient b. the number of deeply personal stories a patient confides in their psychotherapist c. the number of times a therapist accurately describes a patient’s feelings in a session d. the willingness of a psychotherapist to put themselves in a patient’s shoes ANS: C

DIF: Hard

OBJ: Understand clinical methods’ development and applications.

27. Hans Strupp compared the outcomes of anxious and depressed male college students who received therapy from college teachers with those who received therapy from experienced clinicians. What did he find? a. Students receiving therapy from experienced clinicians had better outcomes than those receiving therapy from college teachers. b. Students receiving therapy from both groups had equally positive outcomes.

c. Students receiving therapy from college teachers not only showed improved mental health but also an increase in their college grades. d. Students receiving therapy from experienced clinicians had worse outcomes than those receiving therapy from college teachers.

ANS: B

DIF: Hard

OBJ: Understand psychotherapy and its

treatments.

28. What does the term common factors refer to? a. the characteristics shared by all patients who improve with psychotherapy b. the set of symptoms that is common across all cases of depression c. the factors that both psychologists and psychiatrists consider important elements of clinical training d. the factors common to almost all types of therapy which account for a large proportion of therapeutic change ANS: D

DIF: Easy

OBJ: Identify different types of therapy and their facets and effects.

29. When researchers at Temple University, including __________, randomly assigned patients to either time-limited behavior therapy or psychoanalytic therapy they found that __________. a. Joseph Wolpe; both approaches were about equally successful b. Aaron Beck; psychoanalytic therapy led to better patient outcomes c. Paul Meehl; behavior therapy was more effective than psychoanalytic therapy, but only in the short term d. Starke Hathaway; neither group of patients improved significantly

ANS: A

DIF: Hard

OBJ: Identify different types of therapy and their facets and effects.

30. Systematic desensitization is an example of what form of therapy? a. Client-centered therapy b. Behavior therapy c. Projective therapy d. Rational emotive therapy ANS: B

DIF: Easy

OBJ: Identify different types of therapy and their facets and effects.

31. Behavior therapy is based on what theory? a. operant conditioning b. associationist theory c. cognitive theory d. classical conditioning ANS: D

DIF: Easy

OBJ: Identify different types of therapy and their facets and effects.

32. The Beck Depression Inventory is one of the most widely used self-report measures of depression. To assess depression this inventory has respondents report a. associations. b. symptoms. c. dreams. d. childhood memories.

ANS: B

DIF: Moderate

OBJ: Remember Beck and his work with cognitive therapy.

33. In Albert Ellis’s Rational Emotive Therapy the A-B-C model includes what three components? a. analysis, behavior, control b. affects, boundaries, compulsions c. activating event (or adversity), beliefs, and consequences d. actualization, belonging, congruence ANS: C

DIF: Moderate

OBJ: Remember Beck and his work with cognitive therapy.

34. Which two clinicians began as psychoanalysts only to later abandon this approach? a. David Shakow and Molly Harrower b. Carl Rogers and George Albee c. Joseph Wolpe and Hermann Rorschach d. Aaron Beck and Albert Ellis ANS: D

DIF: Hard

OBJ: Remember Beck and his work with cognitive therapy.

35. Who argued that a person who is depressed experiences a disruption in their ability to think like a scientist, that is, rationally and objectively? a. David Shakow b. Carl Rogers c. Aaron Beck d. Albert Ellis ANS: C

DIF: Moderate

OBJ: Remember Beck and his work with cognitive therapy.

36. Which of the following is a NOT a component of Beck’s cognitive theory of depression? a. cognitive schema b. cognitive triad c. cognitive distortions d. cognitive entrenchment ANS: D

DIF: Moderate

OBJ: Remember Beck and his work with cognitive therapy.

37. Cognitive therapy was developed by __________ and has as its goal __________. a. Carl Rogers; changing interpersonal relationships b. Joseph Wolpe; changing observed behaviors c. Aaron Beck; changing core beliefs d. Albert Ellis; changing emotional states ANS: C

DIF: Hard

OBJ: Remember Beck and his work with cognitive therapy.

38. Which of the following is NOT one of the reasons psychiatrists embraced the use of drugs to treat mental illness? a. They allowed psychiatry to engage in research on mental illness. b. They were an extremely promising form of treatment. c. They were a form of therapeutic service only psychiatry could provide. d. They promised scientific respectability that had been lacking in the previously dominant psychoanalytic approach.

ANS: A

DIF: Moderate

OBJ: Identify different types of therapy and their facets and effects.

39. What form of psychotherapy was used in the first randomized controlled trial to compare the effectiveness of psychotherapy to antidepressants? a. behavior therapy b. cognitive therapy c. psychoanalytic psychotherapy d. client-centered therapy ANS: B

DIF: Moderate

OBJ: Identify different types of therapy and their facets and effects.

40. All of the following are notable about the third edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-III) EXCEPT a. disorders were defined in terms of their symptoms. b. it was atheoretical. c. it included a larger number of mental disorders. d. it was heavily influenced by psychoanalytic ideas about mental disorders.

ANS: D

DIF: Moderate

OBJ: Identify different types of therapy and their facets and effects.

41. What is the focus of interpersonal psychotherapy? a. the social processes associated with the onset and continuation of depression b. the observable behaviors associated with experience of depression c. the irrational beliefs underlying depression d. the unconscious emotions producing and maintaining depression

ANS: A

DIF: Easy

OBJ: Identify different types of therapy and their facets and effects.

42. Which of the following is a statistically derived measure of the personality factors relevant to understanding psychopathology? a. Minnesota Multiphasic Personality Inventory b. Beck Depression Inventory c. Rorschach Projective Technique d. Meehl Personality Checklist ANS: A

DIF: Easy

OBJ: Recall Hathaway and the MMPI.

43. The process of constructing a psychological test by including items on a clinical scale only if test takers with that diagnosis responded to that item differently than other groups is referred to as a. the criterion-group method. b. the projective hypothesis. c. profile analysis. d. common factors.

ANS: A

DIF: Moderate

OBJ: Identify different types of therapy and their facets and effects.

44. The practice of examining patterns of scale scores on the MMPI, rather than individual scores in isolation, in order to generate diagnostic recommendations is known as a. the criterion-group method. b. projective testing.

c. profile analysis. d. pattern recognition.

ANS: C

DIF: Moderate

OBJ: Recall Hathaway and the MMPI.

45. The use of treatments that have been scientifically tested for their effectiveness treating a specific disorder is known as __________ and was imported into psychology from __________. a. evidence-based practice; medicine b. randomized controlled trial; epidemiology c. criterion group method; biology d. objective clinical treatment; social work ANS: A

DIF: Hard

OBJ: Explain HOW psychotherapy is

scientific.

MATCHING Match the definition with the term. a. a field that studies the social and environmental factors that contribute to mental health and illness in communities b. a statistically derived measure of personality factors relevant to understanding psychopathology c. a technique in which patients are shown a series of unstructured, ambiguous stimuli and responses are assessed in terms of perceptual processes d. the random assignment of participants in a study to different treatment groups 1. community psychology 2. randomized controlled trial

3. Minnesota Multiphasic Personality Inventory 4. Rorschach projective technique 1. ANS: A

DIF: Easy

OBJ: Define the psychological term.

2. ANS: D

DIF: Easy

OBJ: Define the psychological term.

3. ANS: B

DIF: Easy

OBJ: Define the psychological term.

4. ANS: C

DIF: Easy

OBJ: Define the psychological term.

Match the definition with the term. a. a theory of depression whose foundational concepts include cognitive schema, cognitive triad, and cognitive distortions b. emphasizes scientific, research training along with training in practical applications, such as assessment and therapy c. emphasizes diagnosis and treatment, rather than social-learning approaches and prevention d. the use of treatments that have been scientifically tested for their appropriateness and effectiveness for a specific disorder 5. cognitive theory of depression 6. evidence-based practice 7. medical model of mental illness 8. scientist-practitioner model of clinical training 5. ANS: A

DIF: Easy

OBJ: Define the psychological term.

6. ANS: D

DIF: Easy

OBJ: Define the psychological term.

7. ANS: C

DIF: Easy

OBJ: Define the psychological term.

8. ANS: B

DIF: Easy

OBJ: Define the psychological term.

Match the definition with the term. a. a technique in which relaxation exercises are paired with graded exposure to a feared stimulus; an example of behavior therapy b. an individual’s internal inclination toward growth, the disruption of which can produce psychological problems c. characteristic patterns of thought in depressed patients that may include all-ornothing thinking and discounting the positive 9. actualizing tendency 10. cognitive distortions 11. systematic desensitization 9. ANS: B

DIF: Easy

OBJ: Define the psychological term.

10. ANS: C

DIF: Easy

OBJ: Define the psychological term.

11. ANS: A

DIF: Easy

OBJ: Define the psychological term.

Match the definition with the term. a. a deliberately directive and time-limited approach in which the therapist’s role is to help clients uncover, challenge, and change core beliefs b. a nondirective approach that emphasizes the importance of a number of aspects of the therapeutic encounter, including unconditional positive regard for the client c. a short form of treatment for depression in which the focus is on social and interpersonal processes associated with the onset and continuation of depression d. an approach in which clients are taught to change their attitudes and beliefs e. based on the principles of classical conditioning, the focus is on changing observed behavior rather than internal mental processes

12. behavior therapy 13. client-centered therapy 14. cognitive therapy 15. interpersonal psychotherapy 16. rational emotive therapy 12. ANS: E

DIF: Moderate

OBJ: Define the therapy.

13. ANS: B

DIF: Moderate

OBJ: Define the therapy.

14. ANS: A

DIF: Moderate

OBJ: Define the therapy.

15. ANS: C

DIF: Moderate

OBJ: Define the therapy.

16. ANS: D

DIF: Moderate

OBJ: Define the therapy.

Match the definition with the term. a. an empirical, objective, statistical approach to psychological test construction in which an item is included on a clinical scale only if test takers with that diagnosis responded to that item differently than did other groups b. features of inkblot stimuli, such as color, form, shading, texture, or movement, that patients used to formulate their responses c. the largely relational factors shared by almost all types of therapy that might account for a large proportion of therapeutic change d. the practice of examining patterns of scale scores on the MMPI, rather than individual scores in isolation, to generate diagnostic recommendations 17. common factors 18. criterion-group method 19. determinants

20. profile analysis 17. ANS: C

DIF: Moderate

OBJ: Define the psychological term.

18. ANS: A

DIF: Moderate

OBJ: Define the psychological term.

19. ANS: B

DIF: Moderate

OBJ: Define the psychological term.

20. ANS: D

DIF: Moderate

OBJ: Define the psychological term.

Match the study with the researcher(s). a. a comparison of patients randomly assigned to behavior therapy or psychoanalytic therapy, as well as those receiving minimal therapy b. a comparison of the results of therapy when delivered by college teachers with that by experienced clinicians c. an examination of the Rorschach results of patients with and without brain tumors d. an unsuccessful attempt to study psychoanalysis objectively by filming therapy sessions and coding therapeutic processes 21. David Shakow 22. Hans Strupp 23. Joseph Wolpe and colleagues 24. Molly Harrower 21. ANS: D

DIF: Hard

OBJ: Identify the researcher.

22. ANS: B

DIF: Hard

OBJ: Identify the researcher.

23. ANS: A

DIF: Hard

OBJ: Identify the researcher.

24. ANS: C

DIF: Hard

OBJ: Identify the researcher.

Match the form of therapy with its creator(s). a. behavior therapy

b. client-centered therapy c. cognitive therapy d. interpersonal psychotherapy e. rational emotive therapy 25. Aaron Beck 26. Albert Ellis 27. Carl Rogers 28. Gerald Klerman and Myrna Weissman 29. Joseph Wolpe 25. ANS: C

DIF: Moderate

OBJ: Identify the creator.

26. ANS: E

DIF: Moderate

OBJ: Identify the creator.

27. ANS: B

DIF: Moderate

OBJ: Identify the creator.

28. ANS: D

DIF: Moderate

OBJ: Identify the creator.

29. ANS: A

DIF: Moderate

OBJ: Identify the creator.

Match the test, scale, or technique with its creator. a. Group Rorschach technique b. Minnesota Multiphasic Personality Inventory c. K Scale 30. Molly Harrower 31. Paul Meehl 32. Starke Hathaway 30. ANS: A

DIF: Moderate

OBJ: Identify the creator.

31. ANS: C

DIF: Moderate

OBJ: Identify the creator.

32. ANS: B

DIF: Moderate

OBJ: Identify the creator.

Match the viewpoint with the individual who held it. a. Clinical psychologists should conduct psychological testing and research, but not psychotherapy. b. Clinical psychology has been overly influenced by the medical model of mental illness. c. Statistical data have more predictive value than the therapist’s clinical judgment.

33. George Albee 34. Hans Eysenck 35. Paul Meehl 33. ANS: B

DIF: Moderate

OBJ: Identify psychologists’ viewpoints.

34. ANS: A

DIF: Moderate

OBJ: Identify psychologists’ viewpoints.

35. ANS: C

DIF: Moderate

OBJ: Identify psychologists’ viewpoints.

Match the publication with its author. a. Clinical Versus Statistical Prediction: A Theoretical Analysis and a Review of the Evidence b. Depression: Clinical, Experimental, and Theoretical Aspects c. Psychodiagnostics d. “Training in Clinical Psychology: An English Point of View” 36. Aaron Beck 37. Hans Eysenck 38. Hermann Rorschach 39. Paul Meehl

36. ANS: B

DIF: Hard

OBJ: Identify the author.

37. ANS: D

DIF: Hard

OBJ: Identify the author.

38. ANS: C

DIF: Hard

OBJ: Identify the author.

39. ANS: A

DIF: Hard

OBJ: Identify the author.

SHORT ANSWER 1. Define common factors and their role in studies that compare the effectiveness of different forms of psychotherapy.

ANS: Common factors refer to the largely relational factors shared by almost all types of therapy that might account for a large proportion of therapeutic change. Since they are common to almost all forms of therapy, it becomes difficult to disentangle the influence of common factors from the aspects of therapy specific to each approach that might be contributing to therapeutic change.

DIF:

Easy

OBJ:

Identify issues in psychotherapy research.

2. Briefly describe how Beck turned away from psychoanalysis to develop cognitive therapy.

ANS: Beck was trained as a psychoanalyst but began to question the psychoanalytic theory of depression as “anger turned inwards.” He did a study of the dreams of his depressed patients and instead found themes of loss and rejection. He also realized that he had uncritically accepted the priority of theory over data that was the hallmark of psychoanalysis. He became increasingly interested in conducting empirical investigations and building a theory based on data. He was also increasingly

interested in the role of thinking in depression, and became influenced by psychological research on cognition. All of these factors combined to draw him away from psychoanalysis to develop cognitive therapy.

DIF:

Moderate

OBJ:

Remember Beck and his work with cognitive therapy.

3. What was Hans Eysenck’s attitude toward clinical psychologists performing psychotherapy? Why did he hold this attitude?

ANS: Eysenck was opposed to clinical psychologists’ performing psychotherapy because he felt it was ineffective and not based on science. He gradually moderated this view and conducted experimental studies of behavior therapy with colleague Joseph Wolpe.

DIF:

Moderate

OBJ:

Remember Eysenck and his contributions and

significance.

4. What is the criterion-group method and how was it used to develop the MMPI? ANS: The criterion-group method refers to an empirical, objective, statistical approach to psychological test construction in which an item is included on a clinical scale only if test takers with that diagnosis respond to that item differently than other groups, regardless of the content. Starke Hathaway used it to develop the MMPI by administering a large number of test items to patients diagnosed with various disorders (criterion group) versus nonpsychiatric patients. His goal was to identify items that reliably distinguished between the criterion group and all others. An item was included on a clinical scale only if test takers with that diagnosis responded to

that item differently than other groups.

DIF:

Moderate

OBJ:

Explain how personality testing became more

scientific.

5. Explain David Shakow’s attempt to objectively study psychotherapy. What was the significance of this effort?

ANS: Shakow attempted to study psychotherapy objectively by filming the psychoanalytic therapy sessions of a middle-aged woman patient. The study spanned four years and produced 623 filmed sessions, and a research team sought to code the therapeutic processes. The study was unsuccessful due to disagreements regarding coding, the large volume of material produced, and the slow process of analysis. The research became known as Shakow’s folly. It showed how difficult it was to conduct objective research on psychotherapy.

DIF:

Hard

OBJ: Identify Shakow and his contributions; Explain attempts to make psychotherapy scientific.