Test Bank for Personality Psychology: Understanding Yourself and Others, 3rd Edition

Test Bank For Personality Psychology Understanding Yourself and Others, 3rd Edition Jean M. Twenge W Keith Campbell Chapter 1-15

Multiple Choice Questions 1. How do psychologists define personality? a. enduring characteristics shown by the majority of human beings b. a person‘s patterns of responsiveness that vary across similar situations c. a person‘s usual pattern of behavior, feelings, and thoughts d. the unfolding of genetic tendencies toward action Answer: c Difficulty Level: Easy Topic: Defining Personality Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2. What does the phrase ―usual pattern of behavior‖ mean? a. Behavior characterizes how most people respond to a given situation. b. A person reports that she or he experiences the same emotions most of the time. c. Behavior is regulated by brain activity and genetic tendencies. d. A person acts consistently across time or across situations.

Answer: d Difficulty Level: Moderate Topic: Defining Personality Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

3. Ingo has felt anxious and nervous when he‘s been asked to speak in public. Given that these feelings are part of his personality, what is Ingo most likely to say when he‘s invited to address members of the Moose Lodge at their upcoming luncheon? a. ―I‘d really rather not; thanks all the same.‖ b. ―Sounds great; I‘m really looking forward to it!‖ c. ―Would you like me to prepare notes ahead of time or speak extemporaneously?‖ d. ―Sure, I‘ll give it a try.‖ Answer: a Difficulty Level: Easy Topic: Defining Personality Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

4. Personality reflects shared human tendencies, but how are these tendencies typically conceptualized? a. as a part of our evolutionary heritage, honed to a common point over time b. as individual differences that vary from person to person c. as internal workings of human nature that cannot be measured d. as core traits that are exhibited to the same degree across people Answer: b Difficulty Level: Difficult Topic: Defining Personality Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

5. What limitation applies to most theoretical systems of personality? a. Personality has proven to be impossible to measure. b. No personality system can capture all the unique differences among people. c. It has been difficult to identify a core set of personality dimensions. d. Personality is, by definition, an unconscious process.

Answer: b Difficulty Level: Difficult Topic: Defining Personality Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

6. How is personality shaped? a. through a combination of genetic tendencies and environmental influences b. through a person‘s conscious decision-making during the first two years of life c. haphazardly, through a sequence of random events a person might experience d. by a process of reward and punishment introduced early in life Answer: a Difficulty Level: Easy Topic: Defining Personality Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7. Where do the historical roots of personality psychology begin? a. the mental testing movement of the late 1800s b. the investigations of Sir Francis Galton c. ancient Greek and Roman philosophy and medicine d. sociological theories of the 1930s Answer: c Difficulty Level: Moderate Topic: The Story of Personality Psychology Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8. What metaphor did Plato use to describe the struggle between passion and reason? a. an architect designing a complex structure b. a chariot driver guiding two horses c. a bull and an ox pulling in opposite directions d. a still lake disrupted by ripples from a stone Answer: b Difficulty Level: Difficult Topic: The Story of Personality Psychology Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9. Where do the roots of the modern trait approach to personality begin? a. Henry Murray‘s approach to understanding motivation b. Carl Jung‘s psychodynamic view of the self c. James Cattell‘s early work on mental testing d. Hippocrates‘s and Galen‘s idea of ―humors‖ Answer: d Difficulty Level: Moderate Topic: The Story of Personality Psychology Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10. Which example represents the assessment and measurement root of personality psychology? a. administering a test of extraversion to a large group of people b. proposing a set number of traits that define the entirety of personality c. developing a personality theory based on people‘s unconscious impulses d. drawing conclusions about personality dimensions based on works of fiction by great authors Answer: a Difficulty Level: Easy Topic: The Story of Personality Psychology Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

11. What question would a trait theorist be most likely to ask? a. ―Why are thoughts and behaviors a product of momentary experiences?‖ b. ―What are the unconscious drives that motivate human behavior?‖ c. ―How do situational constraints influence behavior?‖ d. ―Which core personality dimensions determine individual differences?‖ Answer: d Difficulty Level: Moderate Topic: The Story of Personality Psychology Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

12. How is the psychodynamics root of personality psychology represented? a. through objectively quantifying terms such as trait or goal b. in the development of objective measures of personality traits c. by acknowledging unconscious drives and impulses that influence thought and behavior d. through an exhaustive catalog of needs that are expressed in human behavior Answer: c Difficulty Level: Moderate Topic: The Story of Personality Psychology Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

13. Why is the study of the self important to personality psychology? a. The ―self‖ is an unconscious ideal and therefore contributes to the psychodynamic approach. b. This area of investigation examines questions of identity. c. Selves and traits can be used as interchangeable terms. d. The study of the self allowed personality psychology to become a quantitative science.

Answer: b Difficulty Level: Moderate Topic: The Story of Personality Psychology Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

14. At its core, what does personality psychology deal with? a. how social settings determine the actions a person takes b. ways to apply basic scientific insights to the concerns of everyday life c. fundamental questions about who we are and how we got that way d. whether human nature is better characterized as a process of stability or a process of change Answer: c Difficulty Level: Moderate Topic: Personality Psychology as a Hub Field Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

15. What is meant when psychology is called a ―hub‖ field? a. It is an area of study that links and unifies other areas of study. b. ―Hub‖ fields attract a small number of researchers investigating a single, highly focused topic. c. It is a field of inquiry that is tangential to other major, more substantial fields. d. ―Hub‖ fields represent areas of study that have reached a theoretical dead end.

Answer: a Difficulty Level: Moderate Topic: Personality Psychology as a Hub Field Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

16. Personality psychology is considered a __________ topic because of its relationship to other areas within psychology. a. borderline b. hub c. marginal d. first-level Answer: b Difficulty Level: Easy Topic: Personality Psychology as a Hub Field Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17. In relation to personality psychology, neuroscientists study __________. a. how people‘s personalities change as they grow older b. the relationship between personality traits and mental health c. the extent to which unconscious processes drive observable behavior d. how personality can be influenced and determined by brain activity Answer: d Difficulty Level: Moderate Topic: Personality Psychology as a Hub Field Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

18. In relation to personality psychology, developmental psychologists might be particularly interested in __________. a. how people‘s personalities change as they grow older b. the extent to which unconscious processes drive observable behavior c. the relationship between personality traits and mental health d. how personality can be influenced and determined by brain activity Answer: a Difficulty Level: Moderate Topic: Personality Psychology as a Hub Field Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19. In relation to personality psychology, a clinical psychologist would likely study __________. a. how people‘s personalities change as they grow older b. the relationship between personality traits and mental health c. the personality traits of people in the workforce d. how personality can be influenced and determined by brain activity Answer: b Difficulty Level: Moderate Topic: Personality Psychology as a Hub Field Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

20. Industrial-organizational psychologists interested in personality would most likely study __________. a. how people‘s personalities change as they grow older b. the relationship between personality traits and mental health c. the personality traits of people in the workforce d. the extent to which unconscious processes drive observable behavior Answer: c Difficulty Level: Moderate Topic: Personality Psychology as a Hub Field Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21. Which questions addressed in social psychology would apply to the study of personality? a. how people‘s personalities change as they grow older b. the extent to which personality traits predict good or poor mental health c. whether personality traits influence people‘s productivity in the workplace d. how a person‘s self-concept and self-esteem contribute to personality development Answer: d Difficulty Level: Moderate Topic: Personality Psychology as a Hub Field Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

22. Understanding personality psychology produces the benefit of being able to __________. a. change one‘s core personality dimensions into an entirely different set of traits b. understand the findings in all other hub fields related to personality psychology c. understand one‘s own personality and the personality of friends and family members d. eliminate undesirable traits from your own personality structure Answer: c Difficulty Level: Easy Topic: Personality Psychology as a Hub Field Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23. Which statement is correct regarding the benefits of measuring your own personality? a. Your results will tell you whether you are above or below average for different traits. b. You will appreciate why questionnaires are not a good way to assess personality. c. You will learn ―tricks‖ to alter your personality in socially desirable ways. d. Your results will identify areas of personal weakness that you need to modify.

Answer: a Difficulty Level: Moderate Topic: Personality Psychology as a Hub Field Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

24. How can learning about personality psychology help you in your day-to-day life? a. It can reveal spiritual principles that guide daily decision-making. b. It can identify career paths that might be suited to your personality. c. It can help you to be a better driver. d. It can help you to choose healthier foods.

Answer: b Difficulty Level: Moderate Topic: Personality Psychology as a Hub Field Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

25. A person who is shy and reserved would be described by the trait term __________. a. introverted b. agreeable c. conscientious d. open to experience Answer: a Difficulty Level: Easy Topic: Where Can We See Personality?

Learning Objective: 1.2 Describe various contexts in which personality might appear.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

26. A person who is outgoing and assertive would be described by the trait term __________. a. introverted b. agreeable c. extraverted d. neurotic Answer: c Difficulty Level: Easy Topic: Where Can We See Personality?

Learning Objective: 1.2 Describe various contexts in which personality might appear.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27. Jacques is outgoing and talkative and loves to make new friends. Most people would assume that Jacques is low in __________. a. introversion b. agreeableness c. conscientiousness d. openness to experience Answer: a Difficulty Level: Easy Topic: Where Can We See Personality?

Learning Objective: 1.2 Describe various contexts in which personality might appear.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

28. Mance is gregarious, sociable, assertive, and enthusiastic. Most people would assume that Mance is high in __________. a. conscientiousness b. introversion c. extraversion d. neuroticism Answer: c Difficulty Level: Easy Topic: Where Can We See Personality?

Learning Objective: 1.2 Describe various contexts in which personality might appear.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

29. The conceptual opposite of __________ is shyness. a. conscientiousness b. agreeableness c. extraversion d. openness to experience Answer: c Difficulty Level: Moderate Topic: Where Can We See Personality?

Learning Objective: 1.2 Describe various contexts in which personality might appear.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

30. What do trait terms such as introversion and extraversion represent? a. linguistic conventions for describing otherwise indescribable qualities b. anchor points, or contrasting qualities, of a personality dimension c. unconscious motivations that guide behavior d. theoretical constructs in need of scientific validation Answer: b Difficulty Level: Difficult Topic: Where Can We See Personality?

Learning Objective: 1.2 Describe various contexts in which personality might appear.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

31. What do Facebook posts, text messages, or computer preferences have in common in an investigation of personality? a. They represent self-reports that people provide. b. They are questionnaire-based methods of investigation. c. They are unreliable measures of personality dimensions. d. They are behavioral measures that can reveal underlying personality traits.

Answer: d Difficulty Level: Moderate Topic: Where Can We See Personality?

Learning Objective: 1.2 Describe various contexts in which personality might appear.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

32. Courtney is a high-strung, anxious, nervous type. Based on these personality characteristics, what feature is she likely to look for when choosing personal technology, such as a computer or smartphone? a. low price b. many possible configurations c. ease of use d. a lot of technical literature to read through Answer: c Difficulty Level: Moderate Topic: Where Can We See Personality?

Learning Objective: 1.2 Describe various contexts in which personality might appear.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

33. How accurately can people judge the personality dimensions of someone based on that person‘s Facebook posts, Instagram accounts, or other online activities? a. not at all accurately b. a little better than chance c. quite accurately d. perfectly Answer: c Difficulty Level: Easy Topic: Where Can We See Personality?

Learning Objective: 1.2 Describe various contexts in which personality might appear.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

34. Who would most likely update a Facebook post with externally directed information? a. someone high in introversion b. someone high in extraversion c. someone low in extraversion d. someone low in openness to experience Answer: b Difficulty Level: Moderate Topic: Where Can We See Personality?

Learning Objective: 1.2 Describe various contexts in which personality might appear.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

35. Who would most likely update a Facebook post with internally directed information? a. someone high in introversion b. someone high in extraversion c. someone low in neuroticism d. someone high in openness to experience Answer: a Difficulty Level: Moderate Topic: Where Can We See Personality?

Learning Objective: 1.2 Describe various contexts in which personality might appear.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

36. Bernardo just updated his Facebook status, writing, ―I just finished reading a great book. I wish there was a sequel.‖ Based on what you know about personality research and social media habits, Bernardo most likely __________. a. has an unstable personality b. is an introvert c. is an extravert d. has not used Facebook before Answer: b Difficulty Level: Easy Topic: Where Can We See Personality?

Learning Objective: 1.2 Describe various contexts in which personality might appear.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

37. Shlomo leaves many comments on his friends‘ Facebook pages, and he has many Facebook friends to begin with. His own Facebook page is filled with photos of himself and his real-life friends in a variety of situations.

Shlomo is likely to be __________. a. unfamiliar with Facebook b. high in extraversion c. a lonely person d. quiet, shy, and reserved Answer: b Difficulty Level: Moderate Topic: Where Can We See Personality?

Learning Objective: 1.2 Describe various contexts in which personality might appear.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

38. Raquel just updated her Facebook status, writing, ―Thanks, girl, for the amazing birthday party! It was a totes magotes blast y‘all! Much love. <kissy-face emoji>‖ Based on what you know about personality research and social media habits, Raquel most likely __________. a. is an introvert b. is low in agreeableness c. is an extravert d. has an unstable personality Answer: c Difficulty Level: Easy Topic: Where Can We See Personality?

Learning Objective: 1.2 Describe various contexts in which personality might appear.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

39. How accurately can people judge the personality dimensions of someone based on that individual‘s personal spaces, such as a bedroom or an office? a. not at all accurately b. a little better than chance c. quite accurately d. perfectly Answer: c Difficulty Level: Easy Topic: Where Can We See Personality?

Learning Objective: 1.2 Describe various contexts in which personality might appear.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

40. Dwight is a middle manager at a midsized paper wholesaler. His office furniture consists of his desk, his chair, a table lamp, and a single chair to accommodate one visitor at a time. Apart from work-related items (such as his computer or telephone), there are no personal photographs or knick-knacks on his desk. What would you conclude about Dwight‘s personality? a. He is high in introversion. b. He enjoys going to parties. c. He likes to socialize with his coworkers. d. He is high in extraversion.

Answer: a Difficulty Level: Moderate Topic: Where Can We See Personality?

Learning Objective: 1.2 Describe various contexts in which personality might appear.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

41. Based on behavioral measures of personality, a reliable association between being anxious and depressed and __________ can be established. a. hosting large parties b. wearing dark clothing c. having many pets d. being sociable Answer: b Difficulty Level: Easy Topic: Where Can We See Personality?

Learning Objective: 1.2 Describe various contexts in which personality might appear.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

42. Beginning in the 1960s, social psychologists found compelling evidence that the presence of other people and the environment one was in, collectively known as the __________, was primarily responsible for eliciting a person‘s behavior. a. personal environment b. collective space c. bystander effect d. situation Answer: d Difficulty Level: Easy Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43. Which social psychologist conducted a well-known and controversial experiment that found most people would obey an experimenter‘s orders to administer a high level of shock to another person? a. Sigmund Freud b. William James c. Walter Mischel d. Stanley Milgram Answer: d Difficulty Level: Moderate Topic: Person and Situation

Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

44. Which psychologist argued that the effects of personality on a person‘s behaviors were too small to matter? a. George Herbert Mead b. Sam Gosling c. Walter Mischel d. Stanley Milgram Answer: c Difficulty Level: Moderate Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45. Beginning in the 1960s, many personality psychologists objected to the notion that situational constraints determined behavior. What argument did they advance instead? a. Personality traits don‘t really exist. b. The idea of a situational context is fictitious. c. Stable personality traits can predict behavior reliably. d. The effects of personality on behavior are too small to matter.

Answer: c Difficulty Level: Moderate Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

46. The view that stable personality traits predict behavior versus the view that circumstances have much greater predictive power is called the __________ debate. a. nature–nurture b. situation–person c. person–situation d. extraversion–introversion Answer: c Difficulty Level: Easy Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47. Simone believes that people have consistent behavioral tendencies that are identifiable and impactful across situations. She is on the __________ side of an enduring debate between personality psychologists and social psychologists. a. situation b. nature c. nurture d. person Answer: d

Difficulty Level: Moderate Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

48. Chico believes that people do not display consistent behavioral tendencies across situations. Chico is on the __________ side of an enduring debate between personality psychologists and social psychologists. a. situation b. nature c. nurture d. person Answer: a Difficulty Level: Moderate Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

49. The person–situation debate caused a crisis in the field of psychology during the __________. a. 1940s b. 1950s c. 1960s d. 1970s Answer: c Difficulty Level: Easy Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

50. Some researchers argue that genetics is the primary cause of personality traits, whereas other researchers argue that environmental factors cause personality traits. This disagreement is generally known as the __________ debate. a. nature–nurture b. situation–context c. person–situation d. extraversion–introversion Answer: a Difficulty Level: Easy Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51. To what extent do personality traits and situational constraints predict behavior? a. Only the situation influences a person‘s behavior. b. Only personality influences a person‘s behavior. c. Situations determine traits, which then determine behavior.

d. Both factors predict behavior about equally well.

Answer: d Difficulty Level: Moderate Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

52. When personality is measured, such as by using questionnaire self-reports, respondents are asked to report their __________ traits and behaviors. a. preferred b. least preferred c. unusual d. usual Answer: d Difficulty Level: Easy Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53. __________ is a personality trait that includes being neat, organized, and achievement motivated. a. Agreeableness b. Conscientiousness c. Openness to experience d. Extraversion Answer: b Difficulty Level: Easy Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

54. Dominique is high on the trait of conscientiousness. It is likely that Dominique will __________. a. rarely be late to an event b. consistently be late to scheduled events c. never be late to scheduled events d. not apologize after arriving late to an event Answer: a Difficulty Level: Moderate Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

55. Why was the original person–situation debate ill-conceived? a. It is unreasonable to assume that typical or usual personality tendencies will predict behavior perfectly across the vast variety of situations in which people find themselves. b. Personality had not yet been established as an identifiable discipline in the 1960s; any outcomes based on personality measures were tentative at best.

c. Nature-versus-nurture is a much more important question to ask than whether it is the person or the situation that determines behavior. d. The situations social psychologists investigated were usually mundane or trivial; high-impact situations were needed to reveal the true contributions of traits and the situation.

Answer: a Difficulty Level: Difficult Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

56. Psychologists now recognize that __________. a. situational forces are the primary determinants of behavior b. personality traits are the true determinants of behavior c. neither the situation nor the person determines behavior; genetics does d. personality traits within a situational context determine behavior Answer: d Difficulty Level: Easy Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57. You and your friends enroll in different universities. Over time, you notice that your friends seem much different from who they were in high school. This is an example of __________. a. personality being impacted by experiences b. people responding differently to the same situation c. people choosing their situation d. people changing the situations they enter Answer: a Difficulty Level: Moderate Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

58. Some of your friends love going to parties, whereas others refuse to attend or simply put in an appearance and then leave quickly. This is an example of __________. a. personality being impacted by experiences b. people responding differently to the same situation c. people choosing their situation d. people changing the situations they enter Answer: b Difficulty Level: Moderate Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

59. Reggie has been hanging out with the wrong crowd, missing class, being disrespectful to his parents, and showing up late to his part-time job. He realizes that his behavior needs to change. He avoids his old friends and works hard at being punctual and polite. He joins a local bocce ball team to make new friends. What is Reggie trying to change? a. his situation b. his history c. his personality d. his career Answer: a Difficulty Level: Moderate Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

60. What do most scientific studies of personality try to determine? a. how a single score on a personality measure reveals an overall pattern of behavior b. the life history of a specific individual based on her or his scores on a questionnaire c. general answers to important questions about the personality and behaviors of a group of people d. why maladaptive personality traits lead people to perform harmful behaviors Answer: c Difficulty Level: Moderate Topic: Where Will We Go Next?: What You Will Learn in This Book Learning Objective: 1.4 Discuss some of the major topics in personality psychology.

Skill Level: Analyze It APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

Short Answer Questions 61. Define personality.

Answer: Personality refers to someone‘s usual pattern of behavior, feelings, and thoughts.

Difficulty Level: Moderate Topic: Defining Personality Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

62. What does usual mean when referencing someone‘s ―usual pattern of behavior, feelings, and thoughts?‖ Answer: Usual refers to how someone typically acts across time and situations.

Difficulty Level: Moderate Topic: Defining Personality Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

63. What other branches of psychology are influenced by personality psychology?

Answer: The other branches of psychology influenced by personality psychology are clinical psychology, industrial-organizational psychology, neuroscience, social psychology, and developmental psychology.

Difficulty Level: Moderate Topic: Personality Psychology as a Hub Field Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

64. What is extraversion, and what is its conceptual opposite?

Answer: Extraversion is a fundamental personality trait that refers to how outgoing, assertive, and talkative someone is. It is the opposite of introversion.

Difficulty Level: Moderate Topic: Where Can We See Personality?

Learning Objective: 1.2 Describe various contexts in which personality might appear.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

65. What would an extravert‘s office typically have in it?

Answer: An extravert‘s office will probably have a comfortable place for a guest to sit so that people will stop by and chat, perhaps a candy dish to welcome visitors, and generally an open and inviting atmosphere.

Topic: Where Can We See Personality?

Difficulty Level: Difficult Learning Objective: 1.2 Describe various contexts in which personality might appear.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

66. Describe the person–situation debate.

Answer: The person–situation debate is a disagreement between researchers who hold the view that stable personality traits predict a person‘s behavior and other researchers who hold the view that personality does not actually exist and that the situation is much more important in determining a person‘s behavior.

Difficulty Level: Moderate Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

67. What question is raised about personality by the nature–nurture debate?

Answer: The nature–nurture debate questions whether genetics or environmental factors bring about one‘s personality traits.

Difficulty Level: Moderate Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

68. Are people‘s behaviors completely consistent? Explain.

Answer: No, people‘s behaviors are not completely consistent. For this reason, in measures of personality, people are asked to report their usual traits and behaviors.

Difficulty Level: Difficult Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

69. Are we ―prisoners of our personality‖?

Answer: We are not prisoners of our personality. Our personality may impact how we would usually behave, but we can modify our personality to some extent.

Difficulty Level: Difficult Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

70. You have always lived in a small midwestern town. Your best friend moved to Manhattan a year ago. The two of you were very similar when you attended high school together, but now you seem so different. How can personality be impacted by one‘s environment?

Answer: Personality and situational contexts work together to influence a person‘s behavior. You and your friend‘s personalities have been impacted by life experiences and the environments in which you find yourselves.

Difficulty Level: Difficult Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology

Essay Questions 71. Why should some degree of stability be expected when assessing and describing personality traits?

Answer: A good answer would include the following key points:  Personality reflects usual patterns of behavior, thoughts, and feelings.  As such, a person who is anxious in one situation ought to be anxious in other, similar situations, just as a person who is generally outgoing should be generally outgoing most of the time.  Although situations can certainly affect an individual‘s behavior, the stability of traits means that those traits should be recognizable across situations and over time.

Difficulty Level: Difficult Topic: Defining Personality Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

72. How does personality shape a person‘s life?

Answer: A good answer would include the following key points:  Personality shapes our lives by affecting our choice of hobbies, careers, relationships, and more.  It can affect the satisfaction that we experience in our marriages and careers as well as our physical and mental health.

Difficulty Level: Difficult Topic: Defining Personality Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

73. Why is personality psychology considered to be a hub field?

Answer: A good answer would include the following key points:



Personality psychology is a hub field because it is at the center of a web of subareas within psychology, such as industrial-organizational psychology, clinical psychology, developmental psychology, social psychology, and neuroscience.  Hub fields both contribute to and draw from other related areas of study.

Difficulty Level: Difficult Topic: Personality Psychology as a Hub Field Learning Objective: 1.1 Define personality and describe its history and scope.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

74. Compare extraversion and introversion.

Answer: A good answer would include the following key points:  Extraversion is a personality trait characterized by being outgoing, assertive, and talkative.  Introversion is a personality trait characterized by being shy and reserved.  Extraversion and introversion are polar opposites within a primary personality dimension.

Difficulty Level: Difficult Topic: Where Can We See Personality?

Learning Objective: 1.2 Describe various contexts in which personality might appear.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

75. Can observers accurately determine someone‘s personality based on that person‘s Facebook page?

Answer: A good answer would include the following key points:  Yes. Researchers have found that observers can guess someone‘s personality, particularly their level of extraversion, by reviewing the posts, comments, photographs, and other elements of that person‘s Facebook page.  Facebook profiles and personal webpages are usually consistent with an individual‘s true personality, rather than a projected, ideal, or desired personality.

Difficulty Level: Difficult Topic: Where Can We See Personality?

Learning Objective: 1.2 Describe various contexts in which personality might appear.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

76. What kinds of posts do extraverts and introverts share with others online?

Answer: A good answer would include the following key points:  Extraverts are focused on going out, establishing and maintaining relationships, and experiencing positive emotions. They post material about the activities they do with others, such as attending parties, going to events, and meeting people.  Introverts are more apt to post information about solitary pursuits, such as reading a book or hiking alone.

Difficulty Level: Difficult Topic: Where Can We See Personality?

Learning Objective: 1.2 Describe various contexts in which personality might appear.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

77. How is personality revealed in the way a person dresses?

Answer: A good answer would include the following key points:  Research has determined that personality shows in one‘s physical appearance.  Vain, self-centered people are more likely to wear stylish, expensive clothes and to have a wellgroomed appearance.  People who are depressed and anxious wear darker clothing.

Difficulty Level: Difficult Topic: Where Can We See Personality?

Learning Objective: 1.2 Describe various contexts in which personality might appear.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

78. What have psychologists found regarding the factors that influence a person‘s behavior?

Answer: A good answer would include the following key points:  Psychologists have found that both the situation and one‘s personality influence behavior.  Sometimes people can be strongly influenced by others, as Stanley Milgram found when studying obedience to authority.  In other cases personality dimensions are a stronger predictor of behavior than they might first appear to be.  Personality and social psychologists generally agree that a person–situation interaction offers the best prediction of the determinants of behavior in a given context.

Difficulty Level: Difficult Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

79. Compare the person–situation debate to the nature-nurture debate.

Answer: A good answer would include the following key points:  Both the person–situation and the nature–nurture debates relate to the consideration of how personality develops and the effects it has.  The person–situation debate focuses on whether stable personality traits predict behavior or whether personality does not really exist and situational forces are more important in predicting action.  The nature–nurture debate grapples with whether genetics or a person‘s environment cause specific personality traits to emerge.

Difficulty Level: Difficult Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

80. How can the person and situation work together to influence our behavior?

Answer: A good answer would include the following key points:  A person–situation interaction occurs when the person and situation work together to determine behavior. There are several different factors that can work together to influence behavior.  Our personality can be impacted by our experiences.  Others respond differently than we do to the same situation.  We choose our situations.  We may change the situations we enter.

Difficulty Level: Difficult Topic: Person and Situation Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Revel Quizzes

The following questions appear at the end of each module and at the end of the chapter in Revel for Personality Psychology: Understanding Yourself and Others, 2e.

End of Module Quiz 1.1 What Is Personality?

EOM Q1.1.1 Personality is defined as __________. a) a person‘s usual pattern of behavior, feelings, and thoughts b) the influence of genetics on our behavior Consider This: Personality is assessed over time. LO 1.1 Define personality and describe its history and scope. c) how different life situations shape behavior Consider This: Personality is assessed over time. LO 1.1 Define personality and describe its history and scope. d) how we interact with our friends Consider This: Personality is assessed over time. LO 1.1 Define personality and describe its history and scope.

Answer: a Learning Objective: 1.1 Define personality and describe its history and scope.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q1.1.2 Personality psychology aims to __________. a) define and measure what it can while acknowledging that it will not be everything b) capture all the unique differences among people and their life experiences Consider This: An individual‘s life influences personality. LO 1.1 Define personality and describe its history and scope. c) change people‘s personality to more socially desirable traits Consider This: An individual‘s life influences personality. LO 1.1 Define personality and describe its history and scope. d) define and measure every aspect of the human experience Consider This: An individual‘s life influences personality. LO 1.1 Define personality and describe its history and scope.

Answer: a Learning Objective: 1.1 Define personality and describe its history and scope.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q1.1.3 Hippocrates and __________ both presaged modern trait theory when they discussed differences between people grounded in the so-called ―humors.‖ a) Galen b) Freud Consider This: The four humors were blood, yellow bile, black bile, and phlegm. LO 1.1 Define personality and describe its history and scope. c) Plato Consider This: The four humors were blood, yellow bile, black bile, and phlegm. LO 1.1 Define personality and describe its history and scope. d) Cattell Consider This: The four humors were blood, yellow bile, black bile, and phlegm. LO 1.1 Define personality and describe its history and scope.

Answer: a Learning Objective: 1.1 Define personality and describe its history and scope.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q1.1.4 Personality psychology is considered a hub topic because it incorporates __________. a) many different fields of psychology b) intuition, emotion, and intelligence Consider This: Personality psychology deals with a lot of fundamental questions about who we are and how we got that way. LO 1.1 Define personality and describe its history and scope. c) nature and nurture influences Consider This: Personality psychology deals with a lot of fundamental questions about who we are and how we got that way. LO 1.1 Define personality and describe its history and scope. d) common sense and scientific methodology Consider This: Personality psychology deals with a lot of fundamental questions about who we are and how we got that way. LO 1.1 Define personality and describe its history and scope.

Answer: a Learning Objective: 1.1 Define personality and describe its history and scope.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q1.1.5 Influential factors in the shaping of personality __________. a) include genetics, parents, peers, and culture b) are almost exclusively genetics Consider This: Personality is complex and is shaped by a variety of factors. LO 1.1 Define personality and describe its history and scope. c) are almost exclusively from the environment Consider This: Personality is complex and is shaped by a variety of factors. LO 1.1 Define personality and describe its history and scope. d) occur mainly in the first six months of life Consider This: Personality is complex and is shaped by a variety of factors. LO 1.1 Define personality and describe its history and scope.

Answer: a Learning Objective: 1.1 Define personality and describe its history and scope Difficulty Level: Moderate Skill Level: Understand the Concepts

End of Module Quiz 1.2 Where Can We See Personality?

EOM Q1.2.1 Amber is an extravert, so we would expect her to __________. a) have many friends on Facebook b) have an uncomfortable chair in her office Consider This: Extraverts are typically outgoing and social. LO 1.2 Describe various contexts in which personality might appear. c) send fewer texts Consider This: Extraverts are typically outgoing and social. LO 1.2 Describe various contexts in which personality might appear. d) be less likely to have violated conduct rules Consider This: Extraverts are typically outgoing and social. LO 1.2 Describe various contexts in which personality might appear.

Answer: a Learning Objective: 1.2 Describe various contexts in which personality might appear.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q1.2.2 Where can personality be observed, according to research studies? a) most places and contexts b) only in labs Consider This: Personality is expressed in many ways and forms. LO 1.2 Describe various contexts in which personality might appear. c) only in places where people feel truly comfortable Consider This: Personality is expressed in many ways and forms. LO 1.2 Describe various contexts in which personality might appear. d) mainly through how one dresses Consider This: Personality is expressed in many ways and forms. LO 1.2 Describe various contexts in which personality might appear.

Answer: a Learning Objective: 1.2 Describe various contexts in which personality might appear.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q1.2.3 What is the difference between extroversion and introversion? a) Extraversion is how outgoing and talkative someone is and introversion is how shy and reserved someone is. b) Extraversion is how assertive someone is and introversion is how talkative someone is.

Consider This: Extraversion also includes how assertive someone is. LO 1.2 Describe various contexts in which personality might appear. c) Extraversion is how shy someone is and introversion is how reserved someone is.

Consider This: Extraversion also includes how assertive someone is. LO 1.2 Describe various contexts in which personality might appear. d) Extraversion is how organized someone is and introversion is how shy someone is.

Consider This: Extraversion also includes how assertive someone is. LO 1.2 Describe various contexts in which personality might appear.

Answer: a Learning Objective: 1.2 Describe various contexts in which personality might appear.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q1.2.4

Research exploring if personality can predict whether people use a Mac or a PC has found that __________. a) personality does predict preferences for features associated with brands b) personality does not predict preferences for features associated with brands Consider This: Personality does not predict if you use a Mac or a PC. LO 1.2 Describe various contexts in which personality might appear. c) personality predicts brand preferences Consider This: Personality does not predict if you use a Mac or a PC. LO 1.2 Describe various contexts in which personality might appear. d) it is not possible to predict preferences Consider This: Personality does not predict if you use a Mac or a PC. LO 1.2 Describe various contexts in which personality might appear.

Answer: a Learning Objective: 1.2 Describe various contexts in which personality might appear.

Difficulty Level: Difficult Skill Level: Analyze It EOM Q1.2.5 A study of nearly 70,000 Facebook users who filled out a personality questionnaire and then allowed researchers to access their pages found which of the following words were more likely associated with introverts on their Facebook pages? a) computer, internet, read b) internet, party, amazing Consider This: The word clouds bring to mind the starkest of personality stereotypes. LO 1.2 Describe various contexts in which personality might appear. c) read, love, party Consider This: The word clouds bring to mind the starkest of personality stereotypes. LO 1.2 Describe various contexts in which personality might appear. d) amazing, computer, love Consider This: The word clouds bring to mind the starkest of personality stereotypes. LO 1.2 Describe various contexts in which personality might appear.

Answer: a Learning Objective: Describe various contexts in which personality might appear.

Difficulty Level: Moderate Skill Level: Understand the Concepts

End of Module Quiz 1.3 Person and Situation EOM Q1.3.1 What is at the core of the person–situation debate? a) whether a person‘s behavior is influenced more by personality or a particular situation b) whether personality is due to genetics or environment Consider This: This debate caused a crisis in the field of psychology. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior. c) whether situations make people do bad things Consider This: This debate caused a crisis in the field of psychology. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior. d) whether people shape the situation they are in Consider This: This debate caused a crisis in the field of psychology. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Answer: a

Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q1.3.2 Which researcher‘s work launched the person–situation debate? a) Walter Mischel b) Sigmund Freud Consider This: This researcher argued that the effect of personality on behavior was too small to matter. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior. c) George Mead Consider This: This researcher argued that the effect of personality on behavior was too small to matter. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior. d) Stanley Milgram Consider This: This researcher argued that the effect of personality on behavior was too small to matter. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Answer: a Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Difficulty Level: Easy Skill Level: Remember the Facts

EOM Q1.3.3 The nature–nurture debate is the view that __________. a) genetics versus the environment cause personality traits b) the environment versus the situation causes personality traits Consider This: This debate asks what causes personality traits. LO 1.3 Describe the two sides of the person– situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior. c) parents versus the environment cause personality traits Consider This: This debate asks what causes personality traits. LO 1.3 Describe the two sides of the person– situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior. d) genetics versus preferences cause personality traits Consider This: This debate asks what causes personality traits. LO 1.3 Describe the two sides of the person– situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Answer: a Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q1.3.4 Rather than competing to see which has the biggest role in shaping behavior, the person and situation actually work together in many different ways, called __________. a) person–situation interaction b) people–experience interaction

Consider This: There are four variables to consider regarding how the person and situation can work together. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior. c) personality–behavior interaction Consider This: There are four variables to consider regarding how the person and situation can work together. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior. d) people–family interaction Consider This: There are four variables to consider regarding how the person and situation can work together. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Answer: a Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q1.3.5 Which factor explains why some of your friends thrive at parties, whereas others shrink into the background? a) People respond differently to the same situation. b) People rarely control their situations.

Consider This: The person and the situation can work together to influence behavior. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior. c) Personality is dominated by situations.

Consider This: The person and the situation can work together to influence behavior. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior. d) Birth order plays a big part in how people shape situations.

Consider This: The person and the situation can work together to influence behavior. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Answer: a Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Difficulty Level: Difficult Skill Level: Analyze It Chapter Quiz: Understanding Yourself and Others EOC Q1.1 Which of the following terms is critical to defining the term personality? a) usual pattern b) situational behavior Consider This: Personality is best understood over time. LO 1.1 Define personality and describe its history and scope. c) conscientious Consider This: Personality is best understood over time. LO 1.1 Define personality and describe its history and scope. d) inconsistent thinking Consider This: Personality is best understood over time. LO 1.1 Define personality and describe its history and scope.

Answer: a

Learning Objective: 1.1 Define personality and describe its history and scope.

Difficulty Level: Difficult Skill Level: Analyze It EOC Q1.2 Which of the following provides the best idea of the person‘s personality? a) Akira is almost always late to class. b) Jacob is late to class on Thursday.

Consider This: Personality is best understood over time. LO 1.1 Define personality and describe its history and scope. c) Jorge was on time to class on Thursday.

Consider This: Personality is best understood over time. LO 1.1 Define personality and describe its history and scope. d) Lana was late to class on Tuesday.

Consider This: Personality is best understood over time. LO 1.1 Define personality and describe its history and scope.

Answer: a Learning Objective: 1.1 Define personality and describe its history and scope.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q1.3 Which of the following statements about personality is true? a) Personality is shaped by many factors. b) Personality is shaped more by birth order than by peers.

Consider This: Personality is complex. LO 1.1 Define personality and describe its history and scope. c) Personality is shaped almost exclusively by genetics.

Consider This: Personality is complex. LO 1.1 Define personality and describe its history and scope. d) Personality does not really exist.

Consider This: Personality is complex. LO 1.1 Define personality and describe its history and scope.

Answer: a Learning Objective: 1.1 Define personality and describe its history and scope.

Difficulty Level: Difficult Skill Level: Analyze It

EOC Q1.4 Who proposed the idea of mental tests? a) Cattell b) Jung Consider This: He proposed this idea in 1890. LO 1.1 Define personality and describe its history and scope. c) Galton Consider This: He proposed this idea in 1890. LO 1.1 Define personality and describe its history and scope. d) Allport Consider This: He proposed this idea in 1890. LO 1.1 Define personality and describe its history and scope.

Answer: a Learning Objective: 1.1 Define personality and describe its history and scope.

Difficulty Level: Easy Skill Level: Understand the Concepts EOC Q1.5 Which person is most likely to be conducting personality research? a) Josh, who examines changes in extraversion over students‘ first year in college b) Casey, who studies how boxers physiologically react to being punched

Consider This: Personality is best understood across time and situations. LO 1.1 Define personality and describe its history and scope. c) Evelyn, who observes whether people are more likely to stop to help someone in a crowded vs. noncrowded street Consider This: Personality is best understood across time and situations. LO 1.1 Define personality and describe its history and scope. d) Lucy, who observes how aggressive behavior varies among people playing a violent vs. non-violent video game Consider This: Personality is best understood across time and situations. LO 1.1 Define personality and describe its history and scope.

Answer: a Learning Objective: 1.1 Define personality and describe its history and scope.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q1.6 Jamar is debating a friend about the definition of personality. Which of the following claims should he use in his argument? a) Personality is best understood across time and situations. b) Personality is most accurately displayed in a heated moment.

Consider This: Personality describes someone‘s pattern of behavior, feelings, and thoughts. LO 1.1 Define personality and describe its history and scope. c) Personality is less about the person and more about situations.

Consider This: Personality describes someone‘s pattern of behavior, feelings, and thoughts. LO 1.1 Define personality and describe its history and scope. d) Personality is best understood when people feel uncomfortable in their environment.

Consider This: Personality describes someone‘s pattern of behavior, feelings, and thoughts. LO 1.1 Define personality and describe its history and scope.

Answer: a Learning Objective: 1.1 Define personality and describe its history and scope.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q1.7 What do we know about how personality appears online? a) People‘'s personalities tend to match up with their online activities and profiles. b) Social media typically distorts people's true personalities.

Consider This: People‘s personalities show up in many different places. LO 1.2 Describe various contexts in which personality might appear. c) The Internet has made typically conscientious people unconscientious.

Consider This: People‘s personalities show up in many different places. LO 1.2 Describe various contexts in which personality might appear. d) Only introverted people tend to be more extraverted online.

Consider This: People‘s personalities show up in many different places. LO 1.2 Describe various contexts in which personality might appear.

Answer: a Learning Objective: 1.2 Describe various contexts in which personality might appear.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q1.8 People can get a sense of your personality by __________. a) the clothes you wear

b) only reviewing your personality test scores Consider This: Your physical appearance and mannerisms also give a sense of your personality. LO 1.2 Describe various contexts in which personality might appear. c) only reviewing your standardized test scores Consider This: Your physical appearance and mannerisms also give a sense of your personality. LO 1.2 Describe various contexts in which personality might appear. d) your office but not your bedroom Consider This: Your physical appearance and mannerisms also give a sense of your personality. LO 1.2 Describe various contexts in which personality might appear.

Answer: a Learning Objective: 1.2 Describe various contexts in which personality might appear.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q1.9 Which of the following scenarios provides the most accurate representation of someone's personality? a) walking into someone‘s dorm room on a typical weekday afternoon b) watching people brush their teeth before going out on a date Consider This: Personality is best seen and understood through usual patterns of behavior. LO 1.2 Describe various contexts in which personality might appear. c) looking at people eat spaghetti the day before running a marathon Consider This: Personality is best seen and understood through usual patterns of behavior. LO 1.2 Describe various contexts in which personality might appear. d) talking to someone moments after a breakup Consider This: Personality is best seen and understood through usual patterns of behavior. LO 1.2 Describe various contexts in which personality might appear.

Answer: a Learning Objective: 1.2 Describe various contexts in which personality might appear.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q1.10 Someone high in conscientiousness is, on average, __________. a) more likely to be on time b) more considerate of other people‘s feelings Consider This: Being conscientious means being neat and organized. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior. c) more outgoing and social Consider This: Being conscientious means being neat and organized. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior. d) more aware of their surroundings Consider This: Being conscientious means being neat and organized. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Answer: a Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q1.11

How was the person–situation debate resolved? a) It was resolved by concluding that both the person and the situation have about equal influence, and that the person and situation also interact to predict behavior. b) It was resolved by finding that the person has more of an influence than the situation.

Consider This: We have a better understanding now about the influences of both people and situations in relation to personality. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior. c) The debate has not been resolved.

Consider This: We have a better understanding now about the influences of both people and situations in relation to personality. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior. d) It was resolved by finding that the situation has more of an influence than the person.

Consider This: We have a better understanding now about the influences of both people and situations in relation to personality. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Answer: a Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q1.12 What is the difference between the person–situation debate and the nature–nurture debate? a) The person–situation debate asks whether personality exists at all and the nature–nurture debate asks about what causes personality. b) The person–situation debate asks what causes personality and the nature–nurture debate asks about the environment‘s influence on personality.

Consider This: The person–situation debate and the nature–nurture debate are distinctly different. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior. c) The person–situation debate asks whether personality is important and the nature–nurture debate asks why personality exists.

Consider This: The person–situation debate and the nature–nurture debate are distinctly different. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior. d) The person–situation debate asks what causes personality and the nature–nurture debate asks why personality exists.

Consider This: The person–situation debate and the nature–nurture debate are distinctly different. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Answer: a Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Difficulty Level: Difficult Skill Level: Analyze It EOC Q1.13 The person–situation debate tried to settle which question? a) Do people have consistent behavioral tendencies across situations? b) Is personality determined by genetics or environment?

Consider This: This debate was about patterns of behavior. LO 1.3 Describe the two sides of the person– situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

c) What situations lead to more aggressive behavior?

Consider This: This debate was about patterns of behavior. LO 1.3 Describe the two sides of the person– situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior. d) How does the situation influence the behavior of the person?

Consider This: This debate was about patterns of behavior. LO 1.3 Describe the two sides of the person– situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Answer: a Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q1.14 One night, a young couple gets into a loud fight, disturbing their neighbors. Which of these explanations falls on the person side of the person–situation debate? a) They were both aggressive types. b) They must have been drinking.

Consider This: The person side would be due to personality. LO 1.3 Describe the two sides of the person– situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior. c) She just told him she was unexpectedly pregnant.

Consider This: The person side would be due to personality. LO 1.3 Describe the two sides of the person– situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior. d) It was the end of the semester, so they were stressed and tired.

Consider This: The person side would be due to personality. LO 1.3 Describe the two sides of the person– situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Answer: a Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Difficulty Level: Moderate Skill Level: Apply What You Know EOC Q1.15 If you are a personality researcher, which of the following is the best way of measuring behavior to best predict personality? a) when behavior is averaged across several days b) when behavior is measured through genetic tests Consider This: Situations can alter behavior. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior. c) when behavior is measured once Consider This: Situations can alter behavior. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior. d) when situational influences are strong Consider This: Situations can alter behavior. LO 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Answer: a Learning Objective: 1.3 Describe the two sides of the person–situation debate, how the debate was resolved, and the conditions under which personality can best predict behavior.

Difficulty Level: Difficult

Skill Level: Analyze It

TOTAL ASSESSMENT GUIDE

Learning Objective Learning Objective 2.1

Learning Objective 2.2

Learning Objective 2.3

Learning Objective 2.4

Learning Objective 2.5

Learning Objective 2.6

Multiple Choice Short Answer Essay Multiple Choice Short Answer Essay Multiple Choice Short Answer Essay Multiple Choice Short Answer Essay Multiple Choice Short Answer Essay Multiple Choice Short Answer Essay

Chapter 2 Assessment and Methods

Remember the Facts 2, 3, 5, 17

Understand the Concepts 8, 12, 13

62

Apply What You Know 7, 10, 11, 16

Analyze It 4, 6, 9, 14, 15

61, 63 71, 72

18, 19. 25, 26, 27

20, 22

21, 24, 28, 29, 31 64, 65

23, 30

73 32, 33, 35, 37, 39, 40

41, 42, 44, 45

34, 36, 38, 43 66

49

46, 48, 53

74, 75 50, 51, 52 67

55

57

76 56, 58

68

69

77 54

78 59

60 70 79, 80

Multiple Choice Questions 1. The practice of personality __________ seeks to define personality by using a variety of methods to measure it. a. evaluation b. interpretation c. assessment d. identification Answer: c Difficulty Level: Moderate Topic: Introduction Learning Objective: None Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2. A questionnaire asking people to report on their own personalities, usually by rating themselves on a list of adjectives or statements, is called a __________. a. direct measure b. naturalistic observation c. case study d. self-report measure Answer: d Difficulty Level: Easy Topic: Self-Report Questionnaires: The Most Common Way to Measure Personality Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3. __________ responding is the tendency for people to make themselves appear better than they actually are when completing a self-report measure. a. Acquiescent b. Assimilated c. Socially desirable d. Reverse desirable Answer: c Difficulty Level: Easy Topic: Self-Report Questionnaires: The Most Common Way to Measure Personality Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4. What is a significant limitation of self-report measures of personality? a. If a person is unaware of the psychological processes that underlie her or his motivations, behaviors, or feelings, those motivations, behaviors, and feelings can‘t accurately be reported. b. There is no way to identify socially desirable or acquiescent response tendencies. c. Very few self-report measures exist, so application of those measures to understanding personality on a large scale is limited. d. Most people are reluctant to answer questions about themselves.

Answer: a Difficulty Level: Moderate Topic: Self-Report Questionnaires: The Most Common Way to Measure Personality Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

5. What are reverse-scored items? a. items scored in the opposite direction from the order of the response scale b. items scored with a zero c. items that a test taker skipped d. items that are thrown out of the assessment Answer: a Difficulty Level: Moderate Topic: The Example of the Cat Person Scale Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6. Why would a test developer include reverse-scored items in a self-report measure of personality? a. to trick a test taker into responding in a socially desirable way b. to mask the true nature of what was being measured c. to assess whether a test taker showed a consistent and logical pattern of responding d. to be able to later compare self-reports with the reports of others Answer: c Difficulty Level: Moderate Topic: The Example of the Cat Person Scale Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

7. Tanya loves to complete questionnaires that she finds online and in magazines. ―It‘s fun and easy!‖ Tanya exclaims. ―I circle ‗strongly agree‘ for every item to show how much I appreciate the test makers‘ time and effort and to let them know I‘m helping them with their research!‖ What questionnaire-taking style is Tanya demonstrating? a. reverse-scored items b. an acquiescence response set c. underestimating her true responses d. social undesirability Answer: b Difficulty Level: Moderate Topic: The Example of the Cat Person Scale Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

8. Which of these response options represents a Likert scale?

a. Rank your preferences from highest to lowest. b. Yes/No c. Please circle True or False. d. 1 (strongly disagree), 2 (disagree), 3 (neutral), 4 (agree), 5 (strongly agree) Answer: d Difficulty Level: Moderate Topic: The Example of the Cat Person Scale Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9. What do correlations reveal to a researcher? a. the extent of agreement a respondent shows for a questionnaire item b. both the strength and direction of a relationship between two variables c. a consistent pattern of responding to items on a questionnaire d. the direction of causality between two variables Answer: b Difficulty Level: Difficult Topic: Correlations: What You Need to Know to Understand the Research Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

10. Ice cream sales tend to increase as the temperature outside increases. This relationship is an example of a(n) __________. a. negative correlation b. inverse relationship c. positive correlation d. reverse scoring procedure Answer: c Difficulty Level: Moderate Topic: Correlations: What You Need to Know to Understand the Research Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

11. Marisol has noticed that the more she exercises, the more her weight goes down. This is an example of a __________. a. negative correlation b. positive correlation c. reverse scoring procedure d. nondirectional hypothesis Answer: a Difficulty Level: Moderate Topic: Correlations: What You Need to Know to Understand the Research Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

12. Which correlation would generally be considered to be high and positive? a. .80 b. .10 c. .00 d. –.40 Answer: a Difficulty Level: Easy Topic: Correlations: What You Need to Know to Understand the Research Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

13. Which correlation would generally be considered to be high and negative? a. .62 b. .29 c. .00 d. –.71 Answer: d Difficulty Level: Easy Topic: Correlations: What You Need to Know to Understand the Research Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

14. Which correlation shows the strongest degree of association between two variables? a. .72 b. .34 c. –.58 d. –.91 Answer: d Difficulty Level: Difficult Topic: Correlations: What You Need to Know to Understand the Research Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

15. What does the statement r = .12 mean? a. There is a strong positive correlation between the two variables under consideration. b. The variables under consideration show a strong negative association. c. There is a small positive correlation between the two variables under consideration. d. The variables under consideration show no relationship to one another.

Answer: c Difficulty Level: Difficult Topic: Correlations: What You Need to Know to Understand the Research Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

16. Which correlation represents a null relationship between variables? a. .62 b. .30 c. .00 d. –.55 Answer: c Difficulty Level: Easy Topic: Correlations: What You Need to Know to Understand the Research Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

17. The term statistically significant means having a probability of less than __________ that the results are due to random chance. a. 3% b. 5% c. 8% d. 15% Answer: b Difficulty Level: Easy Topic: Correlations: What You Need to Know to Understand the Research Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

18. When a scale, questionnaire, or other instrument demonstrates consistent measurement, it is described as having __________. a. validity b. reliability c. statistical significance d. convergent validity Answer: b Difficulty Level: Easy Topic: Reliability Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19. To demonstrate __________, the responses to items on a questionnaire should all correlate consistently with one another. a. test-retest reliability b. internal reliability c. validity d. statistical significance Answer: b Difficulty Level: Easy Topic: Reliability Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

20. What does Cronbach‘s alpha reveal to a researcher? a. whether a measuring device is valid or not b. the intercoder reliability among a set of judges c. the extent to which a questionnaire has internal reliability d. how much test-retest reliability a questionnaire has Answer: c Difficulty Level: Moderate Topic: Reliability Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

21. Dr. Sardonicus administers a test of self-esteem to her class during the first week in the semester. Three weeks later she administers the same test to the same group of test takers in the same setting. What can Dr. Sardonicus determine by correlating to two sets of scores? a. validity b. internal reliability c. test–retest reliability d. convergent validity Answer: c Difficulty Level: Moderate Topic: Reliability Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

22. To be considered reliable, a test–retest correlation between two administrations of the same questionnaire ideally should be ________ or greater. a. –.40 b. .00 c. .25 d. .70 Answer: d Difficulty Level: Moderate Topic: Reliability Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

23. Why is it important to consider the nature of what is being measured when interpreting a test–retest reliability correlation? a. There is no agreed-on standard for how high test–retest reliability correlations should be. b. Stable personality dimensions should show greater test–retest reliability than changeable, unstable personality attributes. c. The time interval between administrations is always constant; therefore, any degree of change is due to the nature of what is being measured. d. The consistency of most measures of personality dimensions can‘t be assessed using test–retest reliability.

Answer: b Difficulty Level: Difficult Topic: Reliability Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Skill Level: Analyze It APA Learning Objective 2.1 Use scientific reasoning to interpret psychological phenomena.

24. Dr. Mabuse recruits three judges to read the diaries of a group of respondents and rate the extent to which each person mentions self-words (such as I, me, mine, or my). Dr. Mabuse then correlates the ratings of the judges and finds that r = .87. What can Dr. Mabuse conclude? a. Test–retest reliability is within an acceptable range. b. The internal consistency of this methodology is weak. c. There is high intercoder reliability for this judgment task. d. The diary-writing task is a valid measure of personality.

Answer: c Difficulty Level: Difficult Topic: Reliability Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

25. When a scale measures what it is supposed to measure, it is said to have __________. a. validity b. internal reliability c. test–retest reliability d. intercoder reliability Answer: a Difficulty Level: Easy Topic: Validity Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

26. When a scale is related to a concrete outcome or other behavior, it is said to demonstrate __________. a. discriminant validity b. predictive validity c. face validity d. convergent validity Answer: b Difficulty Level: Moderate Topic: Validity Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27. When a scale correlates with other scales that measure the same underlying construct, it is said to demonstrate __________. a. face validity b. predictive validity c. discriminant validity d. convergent validity Answer: d Difficulty Level: Easy Topic: Validity Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

28. Mario wants to ensure that his newly developed measure of empathy correlates with other, established scales measuring empathy. Mario would like to establish __________ for his new measuring instrument. a. test–retest reliability b. intercoder reliability c. face validity d. convergent validity Answer: d Difficulty Level: Moderate Topic: Validity Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

29. Angelo wants to ensure that his newly developed measure of empathy does not correlate well with other scales measuring different constructs, such as nonverbal decoding ability, mood awareness, or selfconsciousness. Angelo would like to establish __________ for his new measuring instrument. a. face validity b. internal reliability c. discriminant validity d. convergent validity Answer: c Difficulty Level: Moderate Topic: Validity Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

30. Which of the following situations is extraordinarily unlikely? a. A reliable test is valid. b. A valid test is unreliable. c. A invalid test is unreliable. d. An unreliable test is invalid.

Answer: b Difficulty Level: Difficult Topic: Validity Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

31. Gunther read his horoscope in the morning newspaper: Don’t turn down invitations today; your relationship with others could change. Your firmly held beliefs should be your guide. Your untapped potential will be fulfilled in unexpected ways. Remember, good things come to good people. ―Yup,‖ Gunther concluded, ―that‘s me all right . . . good, firm, untapped.‖ What tendency is Gunther falling prey to? a. the Barnum effect b. low face validity c. the discriminant validity effect d. the social undesirability effect Answer: a Difficulty Level: Easy Topic: The Example of Horoscopes Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

32. The mean, mode, and median are all examples of __________.

a. statistical significance b. a standard deviation c. correlations d. descriptive statistics Answer: d Difficulty Level: Easy Topic: How to Use Statistics to Understand Your Personality Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33. The average score on a scale is found by computing the __________. a. mean b. mode c. median d. standard deviation Answer: a Difficulty Level: Easy Topic: How to Use Statistics to Understand Your Personality Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

34. Five test takers completed a questionnaire, and their responses to the first item were 10, 10, 12, 12, and 6.

What is the mean score for this item? a. 10 b. 12 c. 15 d. 50 Answer: a Difficulty Level: Difficult Topic: How to Use Statistics to Understand Your Personality Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

35. The score that falls in the middle of all the scores on a test, leaving half of the scores above it and the other half of the scores below it, is called the __________. a. standard deviation b. mean c. median d. mode Answer: c Difficulty Level: Easy Topic: How to Use Statistics to Understand Your Personality Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

36. A group of test takers provided the following responses for an item on a scale: 10, 12, 15, 18, and 20. What is the median of these scores?

a. 10 b. 15 c. 20 d. 60 Answer: b Difficulty Level: Difficult Topic: How to Use Statistics to Understand Your Personality Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

37. The score that appears most often in a set of measurements is called the __________. a. median b. mode c. mean d. standard deviation Answer: b Difficulty Level: Easy Topic: How to Use Statistics to Understand Your Personality Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

38. A group of test takers provided the following responses for an item on a scale: 10, 10, 11, 15, 15, 15, 15, 16, 17, and 17. What is the mode of this set of scores? a. 10 b. 11 c. 15 d. 17 Answer: c Difficulty Level: Moderate Topic: How to Use Statistics to Understand Your Personality Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

39. A normal distribution is sometimes referred to as a __________. a. mean b. standard deviation c. mode d. bell curve Answer: d Difficulty Level: Easy Topic: How to Use Statistics to Understand Your Personality Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

40. A __________ is a measure of the amount of spread, scatter, or variability of the data around the mean. a. percentile score b. median

c. standard deviation d. normal distribution Answer: c Difficulty Level: Easy Topic: How to Use Statistics to Understand Your Personality Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41. In a normal distribution, __________ of all people score within one standard deviation of the mean. a. one-quarter b. one-third c. one-half d. two-thirds Answer: d Difficulty Level: Moderate Topic: How to Use Statistics to Understand Your Personality Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

42. In a normal distribution, what percentage of people scores within two standard deviations of the mean? a. 95 percent b. 60 percent c. 33 percent d. 20 percent Answer: a Difficulty Level: Moderate Topic: How to Use Statistics to Understand Your Personality Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

43. Geraldo scored in the top 10 percent of test takers on a measure of personality. What percentile score corresponds to Geraldo‘s performance? a. 10th percentile b. 45th percentile c. 50th percentile d. 90th percentile Answer: d Difficulty Level: Difficult Topic: How to Use Statistics to Understand Your Personality Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

44. Mei Ling has a high percentile score on the Marlowe-Crowne questionnaire. What does this indicate? a. Mei Ling has a higher need for approval than most people do. b. Mei Ling has a lower need for approval than most people do. c. Mei Ling has a higher degree of extraversion than most people do. d. Mei Ling has a lower degree of extraversion than most people do.

Answer: a Difficulty Level: Moderate Topic: How to Use Statistics to Understand Your Personality Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

45. Which statement is correct regarding responses to the Marlowe-Crowne scale? a. As a group, Americans born in the 1970s show the same pattern of results on the Marlowe-Crowne as Americans born in the 1940s. b. Compared to Americans born in the 1940s, those born in the 1970s score higher on the Marlowe–Crowne. c. Compared to Americans born in the 1940s, those born in the 1970s score lower on the Marlowe–Crowne. d. Marlowe–Crowne scores for Americans born in the 1940s are unreliable, whereas Marlowe-Crowne scores for Americans born in the 1970s show good internal reliability.

Answer: c Difficulty Level: Moderate Topic: What Your Score on the Marlowe-Crowne Says About You Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

46. Which assessment procedure involves asking someone familiar with and close to an individual to complete a questionnaire about that person? a. clinical interview b. archival data c. projective test d. informant report Answer: d Difficulty Level: Moderate Topic: Informant Reports Learning Objective: 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

47. Under what circumstances would using a clinical interview be a desirable method of gathering information about an individual? a. when large groups of respondents are being measured simultaneously b. when internal reliability needs to be established c. when the person being evaluated is likely to have extreme or disordered levels of a personality characteristic d. when the researcher is trying to establish discriminant validity for the scale or questionnaire being used Answer: c Difficulty Level: Moderate Topic: Clinical Interviews Learning Objective: 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

48. Which assessment procedure is designed to elicit personality characteristics without directly asking? a. clinical interviews b. archival data c. projective tests d. informant reports Answer: c Difficulty Level: Moderate Topic: Projective Tests Learning Objective: 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

49. The Thematic Apperception Test (TAT) is an example of a __________. a. projective test b. physiological measure c. clinical interview d. self-report Answer: a Difficulty Level: Easy Topic: Projective Tests Learning Objective: 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

50. Dr. Caligari is assessing Matteo‘s physical reactions to stimuli such as bright lights and loud sounds in order to estimate Matteo‘s degree of openness to experience. Dr. Caligari is using a __________ to collect information. a. projective test b. psychological measure c. retest measure d. physiological measure Answer: d Difficulty Level: Easy Topic: Physiological Measures Learning Objective: 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

51. Annabella is considered a repressive coper. What is Annabella most likely to do when under stress? a. show her anxiety to the extent to which she feels it b. exaggerates her anxiety to get attention from others c. deny her anxiety even though she experiences it d. hide her anxiety but overeat Answer: c Difficulty Level: Difficult Topic: Physiological Measures Learning Objective: 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

52. Dr. Bricker wants to find out which part of her volunteers‘ brains react to seeing unusual information by measuring relative amounts of blood flow to various brain regions. She will most likely collect her data by using __________. a. archival data b. a clinical interview c. fMRI d. projective tests Answer: c Difficulty Level: Easy Topic: Physiological Measures Learning Objective: 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

53. Using different methods to answer the same research question is called __________. a. test–retest reliability b. statistical significance c. triangulation d. correlation Answer: c Difficulty Level: Moderate Topic: The Importance of Triangulation Learning Objective: 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

54. A correlation of .95 has been found between levels of extraversion and liking for parties. What can be concluded from this result? a. Being more extraverted causes people to like parties to a greater extent. b. Fear of loneliness causes both high levels of extraversion and increased liking for parties. c. Liking to go to parties causes people to become more extraverted. d. There is a strong association between extraversion and liking for parties.

Answer: d Difficulty Level: Difficult Topic: Study Design in Personality Research: Correlational Versus Experimental Studies Learning Objective: 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

55. An extraneous variable that affects the primary variables in a study and makes it appear as if those primary variables are causing one another to happen is called a __________ variable.

a. confounding b. independent c. dependent d. random Answer: a Difficulty Level: Moderate Topic: Study Design in Personality Research: Correlational Versus Experimental Studies Learning Objective: 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

56. Murray wants to examine stability and change in personality over time. He enlists a group of elementary school children and measures their personality when they are in the first grade, then again when they are in the third grade, and then again when they progress to the fifth, sixth, and seventh grades. What kind of study is Murray conducting? a. a longitudinal study b. an archival study c. an experiment d. a clinical interview Answer: a Difficulty Level: Easy Topic: Study Design in Personality Research: Correlational Versus Experimental Studies Learning Objective: 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

57. In a study in which college students are pampered (given large amounts of money, subscription television services, and spicy Chinese food) to see whether this treatment will improve their scores in their psychology course, what is the independent variable? a. whether students were pampered or not b. students‘ scores on the next psychology midterm c. students‘ previous scores (or baseline) on psychology midterms d. students‘ scores on the next midterm minus the baseline score Answer: a Difficulty Level: Moderate Topic: Study Design in Personality Research: Correlational Versus Experimental Studies Learning Objective: 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

58. Dr. Smith is designing a study in which 50 people will be administered an experimental drug and 50 people will be administered a placebo. He will make sure that all potential respondents are equally likely to end up in either the experimental or control group. What is this practice called? a. selective assignment b. random assignment c. determined assignment d. confounding assignment Answer: b Difficulty Level: Difficult Topic: Study Design in Personality Research: Correlational Versus Experimental Studies Learning Objective: 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

Skill Level: Apply What You Know APA Learning Objective 1.3 Describe applications of psychology.

59. Before asking people to participate in a research project, an investigator must provide them with a document providing __________. a. a meta-analysis b. debriefing c. open practices d. informed consent Answer: d Difficulty Level: Moderate Topic: Best Practices for Scientific Research Learning Objective: 2.6 Provide examples of the best practices for scientific research.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

60. A research team in Boston, Massachusetts, another team in Mumbai, India, and a third team in Sydney, Australia, are all conducting the same psychological study simultaneously. What is this practice called? a. many labs approach b. open practices c. meta-analysis d. archival data collection Answer: a Difficulty Level: Easy Topic: Best Practices for Scientific Research Learning Objective: 2.6 Provide examples of the best practices for scientific research.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

Short Answer Questions 61. Why do people respond in socially desirable ways?

Answer: Socially desirable responding is the tendency of people to make themselves look better than they actually are. It occurs because people want to appear ―good‖ to the researcher.

Difficulty Level: Difficult Topic: Self-Report Questionnaires: The Most Common Way to Measure Personality Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

62. Explain the acquiescence response set, why it is a problem, and what can be done to combat it.

Answer: Some people have a tendency to agree with everything, or rank everything a 1 or a 10; this is known as the acquiescence response set. Researchers dislike this because it looks like a person did not really consider each response but just quickly checked everything in the same column. Having reverse-scored items in a scale can alleviate this tendency.

Difficulty Level: Moderate Topic: Self-Report Questionnaires: The Most Common Way to Measure Personality Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

63. Describe and give an example of a positive correlation.

Answer: A positive correlation occurs when high scores on one variable are associated with high scores on another variable. An example of positive correlation is that the more a person eats, the more that person weighs.

Difficulty Level: Difficult Topic: Correlations: What You Need to Know to Understand the Research Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

64. How can a researcher ensure that a measure has test–retest reliability?

Answer: Test–retest reliability can be established by administering the same test to the same group of respondents at two different times. If the correlation between the two administrations is strong and positive, it is an indication that the test is measuring consistently over time.

Difficulty Level: Difficult Topic: Reliability Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

65. How can a researcher establish convergent and discriminant validity?

Answer: Convergent validity is established when a scale correlates well with other scales measuring the same construct. Discriminant validity is established by verifying that a scale does not correlate with other scales that it theoretically should not correlate with.

Difficulty Level: Difficult Topic: Validity Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

66. The scores from a set of responses to a scale are 5, 5, 5, 7, 7, 8, 9, 9, 10, 11, and 12. What are the mode, median, and mean scores of this data set?

Answer: The mode is 5, the median is 8, and the mean is 8.

Difficulty Level: Difficult Topic: How to Use Statistics to Understand Your Personality Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

67. Why would gathering data from archival sources, such as Facebook, newspaper accounts, or federal databases, be advantageous to a researcher?

Answer: Many archival datasets are very large. Accessing such resources, such as daily newspapers that have been published for decades, or federal databases composed of millions of responses, allows a researcher to answer questions that couldn‘t otherwise be answered through other means.

Difficulty Level: Difficult Topic: Archival or Life Outcomes Data Learning Objective: 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

68. Why does a confounding variable cause problems in a study?

Answer: A confounding variable is a third variable related to the primary variables in a correlational study. It can cause problems by making it appear as though the two primary variables are causing one another when in fact they are not; rather, the effect is being caused by the confounding variable.

Difficulty Level: Moderate Topic: Study Design in Personality Research: Correlational Versus Experimental Studies Learning Objective: 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

69. Dr. Zarkov is investigating whether drinking white milk or chocolate milk before bedtime makes someone sleepy. What are the independent and dependent variables in this study?

Answer: The type of milk is the independent variable and the level of sleepiness is the dependent variable.

Difficulty Level: Difficult Topic: Study Design in Personality Research: Correlational Versus Experimental Studies Learning Objective: 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

70. Why is meta-analysis an important technique for verifying scientific outcomes?

Answer: Meta-analysis is a statistical means of combining the results of many individual studies to reach a larger overall conclusion. Although any one study might find a particular pattern of results, establishing that pattern over many studies from many laboratories over time is a better way to reach stronger conclusions about a scientific outcome.

Difficulty Level: Difficult Topic: Best Practices for Scientific Research Learning Objective: 2.6 Provide examples of the best practices for scientific research.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

Essay Questions 71. Explain the difference between a positive and a negative correlation, and give an example of each.

Answer: A good answer would include the following key points:  A positive correlation occurs when high scores on one variable are associated with high scores on another variable.  An example of positive correlation is studying and good grades. The more someone studies, the higher the grades that person will receive.  A negative correlation occurs when high scores on one variable are associated with low scores on another variable.  An example of a negative correlation is happiness and stress; the more stress someone feels, the less happiness that person is likely to experience.

Difficulty Level: Difficult Topic: Correlations: What You Need to Know to Understand the Research Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

72. A researcher finds correlations of –.75 and .35 between a set of variables under consideration. Which correlation is stronger, and why?

Answer: A good answer would include the following key points:  The correlation indicating the stronger relationship is –.75.  Strength is determined by the size of the number after the decimal point.  The negative sign merely shows that it is a negative correlation; high scores on one variable are associated with low scores on the other variable.

Difficulty Level: Difficult Topic: Correlations: What You Need to Know to Understand the Research Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

73. Can a measuring instrument be reliable but not valid? Provide an example.

Answer: A good answer would include the following key points:  Yes, a measuring instrument, such as a questionnaire, scale, or other device, can be reliable and thus consistently yield the same results but at the same time not measure what it is supposed to measure.

Therefore, it would not be valid.  For example, a clock that is five minutes fast is very reliable; it displays time in a very consistent fashion. However, the clock is not a valid measure of time because it is always five minutes ahead of the actual time. The clock is consistent but not accurate.

Difficulty Level: Difficult Topic: Validity Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

74. Discuss descriptive statistics and what they reveal to a researcher. Give an example of when each type of statistic would be most useful.

Answer: A good answer would include the following key points:  Descriptive statistics are summaries of measurements, such as the mean, median, and mode. They reveal patterns such as the average score on a measure, the middle score, or the most frequently occurring score. For example, the mean is the average of the scores, whereas the mode is the most frequent score.  If a researcher wanted to know how a group of respondents performed on a test, she or he would probably examine the mean. However, if there were outliers—students who did very well or very poorly—that would affect the computation of the mean, and the median and mode might be consulted instead.  In addition to the mode, median, and mean, the standard deviation reveals how scattered or spread out the scores are in the overall distribution. A large standard deviation indicates that there is a lot of variability in the responses of the research participants.

Difficulty Level: Difficult Topic: How to Use Statistics to Understand Your Personality Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

75. What does a mode of 3 and mean of 10 indicate about respondents‘ scores on a scale?

Answer: A good answer would include the following key points:  The mode is the most frequent score, so this means that there were many 3s in this data set. Because the mean is the average score, and it is a 10, it represents a summary of all the scores in the dataset.  Also, given a mode of 3 and a much larger mean of 10, it is reasonable to conclude that there are large numbers in the dataset.

Difficulty Level: Difficult Topic: How to Use Statistics to Understand Your Personality Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

76. How can personality be measured without using self-report questionnaires?

Answer: A good answer would include the following key points:  Personality can be measured using several alternatives to self-report measures.  Informant reports involve parents, teachers, close friends, or other family members providing information about an individual. This can be useful, particularly for those not old enough or self-aware enough to complete a questionnaire on their own. Also, comparing self-reports and informant reports can identify points of convergence and discrepancies in the way a person sees her- or himself and the way others see that person.  Clinical interviews can be useful when assessing the extremes of personality. For example, someone with a personality disorder might be interviewed at length as a way of delving into that person‘s feelings and thought processes.  Other techniques, such as archival or life outcomes data, projective tests, and physiological measures, can provide information regarding someone‘s personality as well.

Difficulty Level: Difficult Topic: Alternatives to Self-Report Questionnaires Learning Objective: 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

77. Why is triangulation important when measuring someone‘s personality?

Answer: A good answer would include the following key points:  There are strengths and weaknesses associated with any measurement technique. For example, a selfreport questionnaire might be lacking in reliability or validity, or archival sources containing a wealth of data might be inaccessible to a researcher. Physiological measures can‘t tap psychological processes, and projective techniques have been called into question.  Using a variety of techniques, however, allows a researcher to triangulate on a question of interest.  Triangulation involves using different methods to answer the same question in order to be more certain of the answer.  If a researcher were to administer a self-report questionnaire, a set of informant ratings, and physiological measures, followed by a clinical interview, all those methods would hopefully converge (or triangulate) on the same conclusions about the person being studied.

Difficulty Level: Difficult Topic: The Importance of Triangulation Learning Objective: 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

78. Can correlation provide information about causation? Explain.

Answer: A good answer would include the following key points:  No, correlation doesn‘t equal causation. Correlation indicates that there is a relationship between two variables, but it does not indicate which variable causes the other.  There are always three possible explanations for any correlation: 1. The first variable is responsible for causing changes in the second variable.

2. The second variable is responsible for causing changes in the first variable.

3. Some third variable is responsible for causing changes in both of the other two variables.

Difficulty Level: Difficult Topic: Study Design in Personality Research: Correlational Versus Experimental Studies Learning Objective: 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

79. Why is having a sufficiently large sample important to the research process?

Answer: A good answer would include the following key points:  Having a sufficiently large sample means having enough observations or people in a study to reliably detect an effect.  An outcome resulting from a small sample of people might not reach conventional levels of statistical significance, thereby giving the appearance that nothing interesting is occurring.  Conversely, even a small effect found in an extremely large sample can appear to be statistically significant yet might be of little practical value. The sheer bulk of people measured can make a small effect appear more important than it is.  Having a sufficiently large sample, therefore, allows a researcher to know that she or he has the ability to detect actual effects that are there to be detected, with less concern about overestimating small effects or failing to detect effects that are present.

Difficulty Level: Difficult Topic: Best Practices for Scientific Research Learning Objective: 2.6 Provide examples of the best practices for scientific research.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

80. What are open practices, and why are they important to the scientific enterprise?

Answer: A good answer would include the following key points:  Open practices are scientific procedures that result in a high level of transparency, such as making data or research materials available to others.  If researchers are willing to share their data, methods, and outcomes with other qualified scientists, then a greater degree of confidence in their work and in the overall findings should result.

Difficulty Level: Difficult Topic: Best Practices for Scientific Research Learning Objective: 2.6 Provide examples of the best practices for scientific research.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

Revel Quizzes The following questions appear at the end of each module and at the end of the chapter in Revel for Personality Psychology: Understanding Yourself and Others, 2e.

End of Module Quiz 2.1 Self-Report Questionnaires: The Most Common Way to Measure Personality EOM Q2.1.1 Which of the following is an example of a self-report measure?

a) having people fill out a questionnaire to describe themselves b) having researchers observe and assess participants in a study Consider This: Self-report measures are simple and effective ways to quantify personality. LO 2.1 Explain how personality is assessed using self-report questionnaires.

c) having researchers study documents that a person wrote Consider This: Self-report measures are simple and effective ways to quantify personality. LO 2.1 Explain how personality is assessed using self-report questionnaires.

d) having people react to strenuous situations Consider This: Self-report measures are simple and effective ways to quantify personality. LO 2.1 Explain how personality is assessed using self-report questionnaires.

Answer: a Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q2.1.2 Which of the following illustrates a problem specific to self-report measures?

a) Alisha tries to answer the questionnaire in a way that makes her look good. b) Jake drops out of a study shortly after agreeing to do it.

Consider This: Participants tend to respond to questionnaires with socially desirable responses. LO 2.1 Explain how personality is assessed using self-report questionnaires.

c) Mark is confused by what the researchers are asking him to do.

Consider This: Participants tend to respond to questionnaires with socially desirable responses. LO 2.1 Explain how personality is assessed using self-report questionnaires.

d) Alex believes that she is being videotaped and starts acting weird.

Consider This: Participants tend to respond to questionnaires with socially desirable responses. LO 2.1 Explain how personality is assessed using self-report questionnaires.

Answer: a Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q2.1.3 Why do personality assessments include some reverse-scored items?

a) because people tend to agree with everything b) because it is difficult to score the items if they are not reversed Consider This: This helps with the acquiescence response set. LO 2.1 Explain how personality is assessed using self-report questionnaires.

c) because researchers are required to reverse questions due to ethics Consider This: This helps with the acquiescence response set. LO 2.1 Explain how personality is assessed using self-report questionnaires.

d) because people tend to disagree with half of the questions they are asked Consider This: This helps with the acquiescence response set. LO 2.1 Explain how personality is assessed using self-report questionnaires.

Answer: a Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q2.1.4 What does correlation measure?

a) the statistical relationship between two variables b) the acquiescence response set Consider This: There are positive and negative correlations. LO 2.1 Explain how personality is assessed using self-report questionnaires.

c) the average score Consider This: There are positive and negative correlations. LO 2.1 Explain how personality is assessed using self-report questionnaires.

d) internal validity Consider This: There are positive and negative correlations. LO 2.1 Explain how personality is assessed using self-report questionnaires.

Answer: a Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q2.1.5 When the temperature is high, people wear less clothing. This is an example of a(n)__________.

a) negative correlation b) null correlation Consider This: Positive correlation is when one variable is high, the other variable tends to be high.

Negative correlation is when one variable is high, the other variable tends to be low. LO 2.1 Explain how personality is assessed using self-report questionnaires.

c) positive correlation Consider This: Positive correlation is when one variable is high, the other variable tends to be high.

Negative correlation is when one variable is high, the other variable tends to be low. LO 2.1 Explain how personality is assessed using self-report questionnaires.

d) insignificant correlation Consider This: Positive correlation is when one variable is high, the other variable tends to be high.

Negative correlation is when one variable is high, the other variable tends to be low. LO 2.1 Explain how personality is assessed using self-report questionnaires.

Answer: a Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Difficulty Level: Moderate Skill Level: Understand the Concepts

End of Module Quiz 2.2 Reliability and Validity: Evaluating Personality Scales EOM Q2.2.1 What are the two main criteria researchers use to evaluate personality scales?

a) reliability and validity b) reliability and variability Consider This: Scales need to be consistent and measure what they‘re intended to measure. LO 2.2 Understand how to determine if a scale is reliable and valid.

c) fragility and validity Consider This: Scales need to be consistent and measure what they‘re intended to measure. LO 2.2 Understand how to determine if a scale is reliable and valid.

d) validity and measurability Consider This: Scales need to be consistent and measure what they‘re intended to measure. LO 2.2 Understand how to determine if a scale is reliable and valid.

Answer: a Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q2.2.2 A broken watch always shows the same time. It is __________.

a) reliable but not valid b) valid but not reliable Consider This: Scales need to be consistent and measure what they‘re intended to measure. LO 2.2 Understand how to determine if a scale is reliable and valid.

c) both reliable and valid Consider This: Scales need to be consistent and measure what they‘re intended to measure. LO 2.2 Understand how to determine if a scale is reliable and valid.

d) neither reliable nor valid Consider This: Scales need to be consistent and measure what they‘re intended to measure. LO 2.2 Understand how to determine if a scale is reliable and valid.

Answer: a Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q2.2.3 An extraversion scale is correlated with other extraversion scales. This is considered to be an example of __________.

a) convergent validity b) predictive validity Consider This: This is when a scale correlates with other scales measuring the same construct. LO 2.2 Understand how to determine if a scale is reliable and valid.

c) face validity Consider This: This is when a scale correlates with other scales measuring the same construct. LO 2.2 Understand how to determine if a scale is reliable and valid.

d) discriminant validity Consider This: This is when a scale correlates with other scales measuring the same construct. LO 2.2 Understand how to determine if a scale is reliable and valid.

Answer: a Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q2.2.4 If a Cat Person Scale correlates very highly with a measure of IQ, it would be said to be lacking __________.

a) discriminant validity b) face validity Consider This: A small correlation would be OK, but it should not have a high correlation. LO 2.2 Understand how to determine if a scale is reliable and valid.

c) predictive validity Consider This: A small correlation would be OK, but it should not have a high correlation. LO 2.2 Understand how to determine if a scale is reliable and valid.

d) convergent validity Consider This: A small correlation would be OK, but it should not have a high correlation. LO 2.2 Understand how to determine if a scale is reliable and valid.

Answer: a Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q2.2.5 What is the ―Barnum effect‖?

a) the tendency for people to believe vague, positive statements about themselves b) the tendency for people to believe vague, negative statements about themselves Consider This: This is an effect often seen in association with horoscopes. LO 2.2 Understand how to determine if a scale is reliable and valid.

c) the tendency for people to react strongly to negative statements about themselves Consider This: This is an effect often seen in association with horoscopes. LO 2.2 Understand how to determine if a scale is reliable and valid.

d) the tendency for people to behave oddly when complimented Consider This: This is an effect often seen in association with horoscopes. LO 2.2 Understand how to determine if a scale is reliable and valid.

Answer: a Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Difficulty Level: Easy Skill Level: Remember the Facts

End of Module Quiz 2.3 The Statistical Side of Questionnaires EOM Q2.3.1 What term do researchers use to describe the most frequent score in a set of raw data?

a) mode b) mean Consider This: This measure is particularly useful if there are really high or really low scores. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

c) median Consider This: This measure is particularly useful if there are really high or really low scores. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

d) standard deviation Consider This: This measure is particularly useful if there are really high or really low scores. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Answer: a Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q2.3.2 Which of the following measures is typically of most interest to personality researchers?

a) the score calculated by adding all participants‘ scores and dividing by the number of scores b) the score that falls in the middle of all the scores Consider This: This is also known as the mean. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

c) the most frequent score Consider This: This is also known as the mean. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

d) the distribution of scores Consider This: This is also known as the mean. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Answer: a Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q2.3.3 The __________ is the distribution of scores in which most people score in the middle with fewer scores at the extremes.

a) normal distribution b) divergent validity Consider This: This is also known as the bell curve. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

c) convergent validity Consider This: This is also known as the bell curve. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

d) abnormal distribution Consider This: This is also known as the bell curve. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Answer: a Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q2.3.4 __________ is a measure of how far a score is from the average in a normal distribution.

a) Standard deviation b) Mean Consider This: This measure can be converted into a percentile score. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

c) Mode Consider This: This measure can be converted into a percentile score. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

d) Median Consider This: This measure can be converted into a percentile score. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Answer: a Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Difficulty Level: Easy Skill Level: Remember the Facts

EOM Q2.3.5 What is the main reason social desirability scales are useful in research?

a) These scales are used to screen out people who may not be telling the truth. b) These scales help researchers measure extraversion vs. introversion.

Consider This: ―I like to gossip at times‖ is an example of an item that may be on the scale. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

c) These scales help researchers measure the reliability of other scales.

Consider This: ―I like to gossip at times‖ is an example of an item that may be on the scale. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

d) These scales measure how many friends someone has.

Consider This: ―I like to gossip at times‖ is an example of an item that may be on the scale. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Answer: a Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Difficulty Level: Moderate Skill Level: Understand the Concepts

Assignment: Quiz: 2.4 Alternatives to Self-Report Questionnaires EOM Q2.4.1 Erik is interviewing participants for his research study. He has a set of questions that he asks every participant, but sometimes asks follow-up questions as needed. What type of interview is he conducting?

a) semi-structured interview b) self-report questionnaire Consider This: A way to gather personality data is by doing an interview. LO 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

c) projective test Consider This: A way to gather personality data is by doing an interview. LO 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

d) longitudinal study Consider This: A way to gather personality data is by doing an interview. LO 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Answer: a Learning Objective: 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q2.4.2 Kai is using multiple assessment methods to learn about one aspect of personality. Kai is employing what method?

a) triangulation b) multiple-choice Consider This: This term comes from navigation, using known points to determine an unknown location.

LO 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

c) inter-rater reliability Consider This: This term comes from navigation, using known points to determine an unknown location.

LO 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

d) reinforcement Consider This: This term comes from navigation, using known points to determine an unknown location.

LO 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Answer: a Learning Objective: 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q2.4.3 When is the use of informant reports particularly helpful?

a) when a personality study is seeking to understand undesirable traits b) when a personality study is seeking to find out about illegal behavior Consider This: Informant reports are other people‘s assessment of a research participant. LO 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

c) when a personality study doesn‘t have the funding to conduct a self-report questionnaire Consider This: Informant reports are other people‘s assessment of a research participant. LO 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

d) when a personality study is looking to collect biological data Consider This: Informant reports are other people‘s assessment of a research participant. LO 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Answer: a Learning Objective: 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q2.4.4 When researchers have participants report what they are doing at random times on the day using their cell phones, they are measuring __________.

a) behavior b) the quality of relationships Consider This: This can also be measured in lab settings. LO 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

c) physiology Consider This: This can also be measured in lab settings. LO 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

d) social desirability Consider This: This can also be measured in lab settings. LO 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Answer: a Learning Objective: 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q2.4.5 What are some common physiological measures related to personality that can be measured by physiological tests?

a) heart rate and sweating b) behavioral observations Consider This: Physiological measures assess physical reactions. LO 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

c) self-reports Consider This: Physiological measures assess physical reactions. LO 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

d) TAT scores Consider This: Physiological measures assess physical reactions. LO 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Answer: a Learning Objective: 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Difficulty Level: Moderate Skill Level: Understand the Concepts

End of Module Quiz 2.5 Study Design in Personality Research: Correlational Versus Experimental Studies EOM Q2.5.1 What are confounding variables?

a) variables that make it look like the two original variables are causing each other b) variables that most researchers forget to consider Consider This: Confounding variables are also known as third variables. LO 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

c) variables that determine when related items have a negative correlation Consider This: Confounding variables are also known as third variables. LO 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

d) variables that determine when related items have a positive correlation Consider This: Confounding variables are also known as third variables. LO 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

Answer: a Learning Objective: 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q2.5.2 Which scientific method is the only way to prove causation?

a) experiment b) longitudinal study Consider This: It allows you to manipulate variables. LO 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

c) projective test Consider This: It allows you to manipulate variables. LO 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

d) fMRI Consider This: It allows you to manipulate variables. LO 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

Answer: a Learning Objective: Explain the correlational and experimental methods, including the advantages and disadvantages of each.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q2.5.3 A(n) __________ collects data on the same people at more than one time.

a) longitudinal study b) correlational study Consider This: This method is helpful for assessing personality over the life span. LO 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

c) archival study Consider This: This method is helpful for assessing personality over the life span. LO 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

d) experiment Consider This: This method is helpful for assessing personality over the life span. LO 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

Answer: a Learning Objective: 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q2.5.4 When researchers are measuring the effects of a drug, the effects are the __________.

a) dependent variable b) independent variable Consider This: This is the outcome. LO 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

c) confounding variable Consider This: This is the outcome. LO 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

d) random assignment Consider This: This is the outcome. LO 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

Answer: a Learning Objective: 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

Difficulty Level: Easy Skill Level: Remember the Facts

EOM Q2.5.5 Duane is using a numbers table to assign participants to each of the three conditions in his study. He is using __________.

a) random assignment b) correlations Consider This: This is to ensure that respondents are equally likely to be assigned to each of the conditions.

LO 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

c) controls Consider This: This is to ensure that respondents are equally likely to be assigned to each of the conditions.

LO 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

d) archives Consider This: This is to ensure that respondents are equally likely to be assigned to each of the conditions.

LO 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

Answer: a Learning Objective: 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

Difficulty Level: Easy Skill Level: Remember the Facts

End of Module Quiz 2.6 Best Practices for Scientific Research EOM Q2.6.1 __________ is the procedure in which potential research participants are told about the purpose of the study ahead of time.

a) Informed consent b) IRB Consider This: This includes what they will do in the study and its potential risks. LO 2.6 Provide examples of the best practices for scientific research.

c) Debriefing Consider This: This includes what they will do in the study and its potential risks. LO 2.6 Provide examples of the best practices for scientific research.

d) TAT Consider This: This includes what they will do in the study and its potential risks. LO 2.6 Provide examples of the best practices for scientific research.

Answer: a Learning Objective: 2.6 Provide examples of the best practices for scientific research.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q2.6.2 What is an International Review Board?

a) the entity that will decide if the research fits ethical guidelines b) the entity that will decide what the research should focus on Consider This: Researchers are required to submit detailed descriptions of their studies to an IRB. LO 2.6 Provide examples of the best practices for scientific research.

c) the entity that the researchers need to join in order to be permitted to collect data Consider This: Researchers are required to submit detailed descriptions of their studies to an IRB. LO 2.6 Provide examples of the best practices for scientific research.

d) the entity that will analyze the data that has been collected during a study Consider This: Researchers are required to submit detailed descriptions of their studies to an IRB. LO 2.6 Provide examples of the best practices for scientific research.

Answer: a Learning Objective: 2.6 Provide examples of the best practices for scientific research.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q2.6.3 Why is it important to have sufficiently large samples in social science research?

a) Larger samples help ensure that the study can reliably detect an effect. b) Large samples offset the need to have a diverse sample of participants.

Consider This: Larger samples help offset extreme data points. LO 2.6 Provide examples of the best practices for scientific research.

c) Large samples make all research findings infallible.

Consider This: Larger samples help offset extreme data points. LO 2.6 Provide examples of the best practices for scientific research.

d) Studies with large samples are more likely to receive more funding.

Consider This: Larger samples help offset extreme data points. LO 2.6 Provide examples of the best practices for scientific research.

Answer: a Learning Objective: 2.6 Provide examples of the best practices for scientific research.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q2.6.4 Melissa has just completed her research analysis and the findings of her study are very similar to a different study measuring the same thing. This is an example of _____________.

a) replication b) meta-analysis Consider This: This is one way that scientists can help consumers to have faith in the research findings. LO 2.6 Provide examples of the best practices for scientific research.

c) a many labs approach Consider This: This is one way that scientists can help consumers to have faith in the research findings. LO 2.6 Provide examples of the best practices for scientific research.

d) test–retest reliability Consider This: This is one way that scientists can help consumers to have faith in the research findings. LO 2.6 Provide examples of the best practices for scientific research.

Answer: a Learning Objective: 2.6 Provide examples of the best practices for scientific research.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q2.6.5 Why are open practices important?

a) They allow for greater transparency among researchers. b) They allow for a more diverse participation pool.

Consider This: This practice also increases confidence in test results. LO 2.6 Provide examples of the best practices for scientific research.

c) They are much less expensive than traditional research methods.

Consider This: This practice also increases confidence in test results. LO 2.6 Provide examples of the best practices for scientific research.

d) They protect the researchers from others who want to perform the same research.

Consider This: This practice also increases confidence in test results. LO 2.6 Provide examples of the best practices for scientific research.

Answer: a Learning Objective: 2.6 Provide examples of the best practices for scientific research.

Difficulty Level: Difficult Skill Level: Analyze It

Chapter Quiz: Assessment and Methods EOC Q2.1 What is the most commonly used research method in personality psychology?

a) self-report measure b) physiological measure Consider This: Often the person who knows best what you‘re thinking and feeling is you. LO 2.1 Explain how personality is assessed using self-report questionnaires.

c) experiment Consider This: Often the person who knows best what you‘re thinking and feeling is you. LO 2.1 Explain how personality is assessed using self-report questionnaires.

d) projective test Consider This: Often the person who knows best what you‘re thinking and feeling is you. LO 2.1 Explain how personality is assessed using self-report questionnaires.

Answer: a Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q2.2 Nelson is using a Likert scale in constructing his personality questionnaire. What does this mean?

a) He has put in a range of numbers that correspond to how much someone agrees or disagrees with an item. b) He has put in a series of True or False question items.

Consider This: Likert scales are often used in personality questionnaires. LO 2.1 Explain how personality is assessed using self-report questionnaires.

c) All of his question items are reverse-scored.

Consider This: Likert scales are often used in personality questionnaires. LO 2.1 Explain how personality is assessed using self-report questionnaires.

d) He has made the questionnaire as free from cultural bias as possible.

Consider This: Likert scales are often used in personality questionnaires. LO 2.1 Explain how personality is assessed using self-report questionnaires.

Answer: a Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q2.3 When Marlita‘s motivation decreases, her test scores tend to decrease. This is an example of what kind of relationship?

a) positive correlation b) negative correlation Consider This: In correlations, the terms positive and negative do not mean good or bad. LO 2.1 Explain how personality is assessed using self-report questionnaires.

c) null correlation Consider This: In correlations, the terms positive and negative do not mean good or bad. LO 2.1 Explain how personality is assessed using self-report questionnaires.

d) standard deviation Consider This: In correlations, the terms positive and negative do not mean good or bad. LO 2.1 Explain how personality is assessed using self-report questionnaires.

Answer: a Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Difficulty Level: Difficult Skill Level: Understand the Concepts EOC Q2.4 What makes a research finding statistically significant?

a) The probability is less than 5% that the results are due to random chance. b) The researcher can determine the significance of the correlation.

Consider This: It is determined by the statistical strength of a correlation. LO 2.1 Explain how personality is assessed using self-report questionnaires.

c) The sample size is larger than 10 participants.

Consider This: It is determined by the statistical strength of a correlation. LO 2.1 Explain how personality is assessed using self-report questionnaires.

d) Multiple studies replicate the same finding.

Consider This: It is determined by the statistical strength of a correlation. LO 2.1 Explain how personality is assessed using self-report questionnaires.

Answer: a Learning Objective: 2.1 Explain how personality is assessed using self-report questionnaires.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q2.5 When all the questions in a personality questionnaire measure the same thing, the questionnaire is considered to have __________.

a) internal reliability b) statistical significance Consider This: Cronbach‘s alpha is a statistical analysis to measure this. LO 2.2 Understand how to determine if a scale is reliable and valid.

c) inter-rater reliability Consider This: Cronbach‘s alpha is a statistical analysis to measure this. LO 2.2 Understand how to determine if a scale is reliable and valid.

d) validity Consider This: Cronbach‘s alpha is a statistical analysis to measure this. LO 2.2 Understand how to determine if a scale is reliable and valid.

Answer: a Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q2.6

Tyson has found that his scale on conscientiousness correlates well with his friend Natasha‘s scale on conscientiousness. This is a sign of __________.

a) convergent validity b) inter-rater reliability Consider This: The flip side of this is discriminant validity. LO 2.2 Understand how to determine if a scale is reliable and valid.

c) internal reliability Consider This: The flip side of this is discriminant validity. LO 2.2 Understand how to determine if a scale is reliable and valid.

d) face validity Consider This: The flip side of this is discriminant validity. LO 2.2 Understand how to determine if a scale is reliable and valid.

Answer: a Learning Objective: 2.2 Understand how to determine if a scale is reliable and valid.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q2.7 Much of the time, people‘s scores fall into a normal distribution. What does this mean?

a) Most people score in the middle and fewer score at the extremes. b) Most people‘s scores are exactly the same because people share so many of the same qualities.

Consider This: The normal distribution is also known as a bell curve. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

c) Men score on the higher end of the scale and women score on the lower end.

Consider This: The normal distribution is also known as a bell curve. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

d) Most people score at the two extremes of a scale.

Consider This: The normal distribution is also known as a bell curve. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Answer: a Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q2.8 The standard deviation measures the spread around the __________.

a) mean b) mode Consider This: This calculation is also known as the average. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

c) median Consider This: This calculation is also known as the average. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

d) percentile score Consider This: This calculation is also known as the average. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Answer: a Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Difficulty Level: Easy Skill Level: Remember the Facts

EOC Q2.9 Descriptive statistics allow you to compare your scores on personality tests with others by focusing on the __________.

a) mean, median, and mode b) mode, measure, and validity Consider This: These provide, for example, the average and most frequent scores. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

c) median, distribution, and reliability Consider This: These provide, for example, the average and most frequent scores. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

d) low mean, high mean, and average mean Consider This: These provide, for example, the average and most frequent scores. LO 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Answer: a Learning Objective: 2.3 Learn how to apply statistics to personality measurement, and define social desirability bias.

Difficulty Level: Difficult Skill Level: Analyze It EOC Q2.10 What is a common method researchers may use to assess mental health disorders?

a) clinical interviews b) self-report questionnaire Consider This: This method allows for various structures to approach a subject. LO 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

c) experiments Consider This: This method allows for various structures to approach a subject. LO 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

d) archival analysis Consider This: This method allows for various structures to approach a subject. LO 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Answer: a Learning Objective: 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q2.11 Studying the speeches of U.S. presidents to assess personality is done using __________.

a) archival research b) experiments Consider This: Researchers using this method can also use websites, school records, or even campus conduct records. LO 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

c) meta-analysis Consider This: Researchers using this method can also use websites, school records, or even campus conduct records. LO 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

d) projective tests Consider This: Researchers using this method can also use websites, school records, or even campus conduct records. LO 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Answer: a Learning Objective: 2.4 Describe alternative ways of measuring personality and the importance of triangulation.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q2.12 Why are experiments not often used in personality psychology?

a) Random assignment is very difficult. b) The funding is frequently not available.

Consider This: Correlational studies are used more frequently in personality psychology. LO 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

c) Projective tests have proven to be much more reliable.

Consider This: Correlational studies are used more frequently in personality psychology. LO 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

d) Experiments do not go far enough in proving causation.

Consider This: Correlational studies are used more frequently in personality psychology. LO 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

Answer: a Learning Objective: 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

Difficulty Level: Difficult Skill Level: Analyze It

EOC Q2.13 What is the independent variable in an experiment?

a) the variable that the researcher manipulates b) the variable that is set apart from the other manipulated variables Consider This: Receiving a drug or not receiving a drug is an example of an independent variable. LO 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

c) the outcome variable Consider This: Receiving a drug or not receiving a drug is an example of an independent variable. LO 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

d) the variable that is often interchangeable with the confounding variable Consider This: Receiving a drug or not receiving a drug is an example of an independent variable. LO 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

Answer: a Learning Objective: 2.5 Explain the correlational and experimental methods, including the advantages and disadvantages of each.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q2.14 What is a many labs approach?

a) when different groups of researchers attempt to replicate the results of the same study b) when many labs compete for funding Consider This: This method is newer to personality psychology, but will likely grow in use. LO 2.6 Provide examples of the best practices for scientific research.

c) when researchers alternate the labs they work in Consider This: This method is newer to personality psychology, but will likely grow in use. LO 2.6 Provide examples of the best practices for scientific research.

d) when large labs provide resources to smaller labs to maximize time and resources Consider This: This method is newer to personality psychology, but will likely grow in use. LO 2.6 Provide examples of the best practices for scientific research.

Answer: a Learning Objective: 2.6 Provide examples of the best practices for scientific research.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q2.15 Dan and Michelle are making their research materials and data on neuroticism in middle-aged men public. They are engaging in __________.

a) open practices b) unethical research practices Consider This: This practice increases transparency. LO 2.6 Provide examples of the best practices for scientific research.

c) many labs approach Consider This: This practice increases transparency. LO 2.6 Provide examples of the best practices for scientific research.

d) meta-analysis Consider This: This practice increases transparency. LO 2.6 Provide examples of the best practices for scientific research.

Answer: a Learning Objective: 2.6 Provide examples of the best practices for scientific research.

Difficulty Level: Difficult Skill Level: Apply What You Know

TOTAL ASSESSMENT GUIDE

Chapter 3 The Big Five Personality Traits

Multiple Choice QuestionsRemember Learning

Understand Apply What Objective the Facts the Concepts You Know Analyze It 1.Learning The relatively stable tendencies of1,individuals Multiple 2, 4, 6, 7 are called __________.

3, 5 ,8 a. traits 3.1 Choice Objective b. dispositions Short Answer 61 62 c. behaviors Essay 72 71 d. cognitions Learning Multiple 10. 11, 12, 9, 15, 16, 17, 20, 21, 22 23, 30, 31 Answer: a Objective 3.2 Choice 13, 14, 24, 18, 19, 32, 33 Difficulty Level: Easy 25, 26, 27, Topic: The Development of the Big Five Learning Objective: 3.1 Explain how28, the29 Big Five personality traits were developed.

Short Answer 63 64, 65, 66 Skill Level: Remember the Facts APA Learning Objective: in psychology.

Essay 1.1 Describe key concepts, principles, and overarching themes73 Learning Multiple 44, 45, 48, 35, 37, 38, 39, 34, 40, 42, 53, 36, 50 2.Objective What is the hypothesis? 49, 52 3.3lexical Choice 43, 44, 46, 47, 56, 57 a. Important traits become embedded in a language 51,as 54,single 55 words. b. Traits need toShort be interpreted or ―decoded‖ before they can be studied.

Answer 69 67, 68 c. People can accurately describe their own personalities using words.

Essay 74, 75 76, 77 d. An infinite number of traits can59, be 60 used to model human personality.

Learning Multiple 58 Answer: a 3.4 Choice Objective Difficulty Level: Moderate Short Answer 70 Topic: The Development of the Big Five Essay 78, 80 79 Learning Objective: 3.1 Explain how the Big Five personality traits were developed.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3. How does factor analysis contribute to the identification of basic traits? a. It speeds the counting of trait terms, such as those found in a dictionary or thesaurus. b. Trait terms that have the greatest number of synonyms are classified as factors. c. It provides an agreed-on template for researchers to classify newly proposed trait terms. d. Patterns of correlations among responses to questionnaire items can identify traits that cluster together.

Answer: d Difficulty Level: Moderate Topic: The Development of the Big Five Learning Objective: 3.1 Explain how the Big Five personality traits were developed.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

4. The comprehensive personality domains that researchers generally agree on currently are called the __________. a. 16PF b. Comprehensive Personality Model c. Big Five d. Multidimensional Axis Scales Answer: c Difficulty Level: Easy Topic: The Development of the Big Five Learning Objective: 3.1 Explain how the Big Five personality traits were developed.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5. What is the main design principle underlying self-rating questionnaires that measure personality traits? a. Trait terms mean the same thing to all respondents, so a minimum number of adjective descriptors can be used for reliable assessment. b. People who respond in a certain way to one trait adjective should respond in similar ways to other, related trait adjectives. c. People should recognize that any given trait adjective represents a more fundamental personality dimension, so they aren‘t really rating the adjective but instead thinking more deeply about themselves. d. Each respondent should show a unique pattern of self-ratings when considering a collection of trait adjectives.

Answer: b Difficulty Level: Moderate Topic: The Development of the Big Five Learning Objective: 3.1 Explain how the Big Five personality traits were developed.

Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6. Which Big Five personality dimension has the highest number of adjectives or trait terms associated with it? a. openness to experience b. neuroticism c. conscientiousness d. extraversion Answer: d Difficulty Level: Difficult Topic: The Development of the Big Five Learning Objective: 3.1 Explain how the Big Five personality traits were developed.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7. Who was the earliest proponent of the lexical approach to understanding personality traits? a. Gordon Allport b. Raymond Cattell c. Francis Galton d. Hans Eysenck Answer: c Difficulty Level: Moderate Topic: The Development of the Big Five Learning Objective: 3.1 Explain how the Big Five personality traits were developed.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8. Why are the Big Five not the Big Twelve, the Big Eight, or the Big Seventeen? a. Although twenty trait dimensions have been reliably identified, it‘s simpler to look at a smaller set of five. b. Five dimensions encompass all possible personality traits. c. Clusters of related traits that reliably emerge from factor analytic studies identify five core dimensions. d. Four traits are generally recognized, but a fifth is in dispute; it‘s easier to include the last for now.

Answer: c Difficulty Level: Easy Topic: The Development of the Big Five Learning Objective: 3.1 Explain how the Big Five personality traits were developed.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

9. Self-report personality measures ask people to __________. a. describe their behaviors with self-generated adjectives b. write a list of their strengths and weaknesses c. rank their favorite attributes d. rate themselves on a list of personality-relevant items Answer: d Difficulty Level: Easy Topic: What Traits Make Up the Big Five?

Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

10. Which Big Five trait is associated with being outgoing and experiencing positive emotions? a. extraversion b. agreeableness c. conscientiousness d. openness to experience Answer: a Difficulty Level: Easy Topic: What Traits Make Up the Big Five?

Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11. Which Big Five trait is associated with caring for others and getting along with people? a. neuroticism b. agreeableness c. conscientiousness d. openness to experience Answer: b Difficulty Level: Easy Topic: What Traits Make Up the Big Five?

Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12. Which Big Five trait is associated with negative emotions such as worry and anger? a. neuroticism b. agreeableness c. extraversion d. openness to experience Answer: a Difficulty Level: Easy Topic: What Traits Make Up the Big Five?

Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13. Which Big Five trait is associated with being interested in trying new activities? a. neuroticism b. agreeableness c. openness to experience d. conscientiousness Answer: c Difficulty Level: Easy Topic: What Traits Make Up the Big Five?

Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14. Which Big Five trait is associated with being organized, ambitious, and self-controlled? a. conscientiousness b. agreeableness c. extraversion d. openness to experience Answer: a Difficulty Level: Easy Topic: What Traits Make Up the Big Five?

Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15. The opposite of __________ is introversion or shyness. a. conscientiousness b. agreeableness c. extraversion d. openness to experience Answer: c Difficulty Level: Moderate Topic: What Traits Make Up the Big Five?

Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

16. The opposite of __________ is calmness and emotional stability. a. agreeableness b. neuroticism c. extraversion d. openness to experience Answer: b Difficulty Level: Moderate Topic: What Traits Make Up the Big Five?

Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

17. The opposite of __________ is being conventional and less comfortable with change. a. neuroticism b. agreeableness c. extraversion d. openness to experience Answer: d Difficulty Level: Moderate Topic: What Traits Make Up the Big Five?

Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

18. The opposite of __________ is being combative and self-centered. a. agreeableness b. conscientiousness c. extraversion d. openness to experience Answer: a Difficulty Level: Moderate Topic: What Traits Make Up the Big Five?

Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

19. The opposite of __________ is being messy and impulsive. a. agreeableness b. conscientiousness c. extraversion d. openness to experience Answer: b Difficulty Level: Moderate Topic: What Traits Make Up the Big Five?

Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

20. On a personality test, Arlo rates himself high on talkativeness, assertiveness, and seeking attention and low on shyness, quietness, and lethargy. Which Big Five dimension is Arlo endorsing? a. neuroticism b. agreeableness c. extraversion d. openness to experience Answer: c Difficulty Level: Moderate Topic: What Traits Make Up the Big Five?

Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

21. On a personality test, Sandi rates herself low on curiosity, creativity, and open-mindedness. Which Big Five dimension is Sandi rating? a. agreeableness b. openness to experience c. conscientiousness d. extraversion Answer: b Difficulty Level: Difficult Topic: What Traits Make Up the Big Five?

Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

22. On a personality test, Amber rates herself low on manipulativeness and boastfulness and high on honesty and sympathy. Which Big Five dimension is Amber endorsing? a. agreeableness b. openness to experience c. neuroticism d. extraversion Answer: a Difficulty Level: Difficult Topic: What Traits Make Up the Big Five?

Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

23. Are the Big Five dimensions a comprehensive system of personality? a. Yes; evidence confirms that these five dimensions capture the totality of personality. b. No; it‘s just a convenient shorthand for researchers to simplify analyzing the Big Twenty. c. Yes; that‘s why they are the Big Five rather than the Perhaps Five. d. No; there are many other important ways that people differ from one another.

Answer: d Difficulty Level: Difficult Topic: What Traits Make Up the Big Five?

Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

24. The term __________ refers to how personality psychologists conceptualize more specific components of the Big Five dimensions of personality. a. facets b. attributes c. characteristics d. modules Answer a Difficulty Level: Easy Topic: The Facets of the Big Five Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25. Imagination is considered a facet of __________. a. agreeableness b. conscientiousness c. extraversion d. openness to experience Answer: d Difficulty Level: Easy Topic: The Facets of the Big Five Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

26. Friendliness is considered a facet of __________. a. agreeableness b. conscientiousness c. extraversion d. openness to experience Answer: c Difficulty Level: Easy Topic: The Facets of the Big Five Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27. Modesty is considered a facet of __________. a. agreeableness b. conscientiousness c. extraversion d. openness to experience Answer: a Difficulty Level: Easy Topic: The Facets of the Big Five Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

28. Sympathy is considered a facet of __________. a. conscientiousness b. agreeableness c. neuroticism d. openness to experience Answer: b Difficulty Level: Easy Topic: The Facets of the Big Five Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29. Cheerfulness is considered a facet of __________. a. agreeableness b. conscientiousness c. extraversion d. openness to experience Answer: c Difficulty Level: Easy Topic: The Facets of the Big Five Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

30. What does a person‘s score on a measure of the Big Five personality dimensions indicate? a. whether the person is introverted or extraverted b. which one of the Big Five traits applies to that person c. whether that person has a socially acceptable personality or not d. how that person compares to a norm sample on each of the five traits Answer: d Difficulty Level: Moderate Topic: The Facets of the Big Five Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

31. How should the Big Five personality traits be conceptualized? a. as distinct categories b. as individual, non-overlapping traits c. as a set of continuums that people fall on somewhere d. as theoretical abstractions not necessarily found in concrete measurements Answer: c Difficulty Level: Moderate Topic: Distinct Categories or a Continuum?

Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

32. Neurotic people also tend to be __________. a. extroverted b. conscientious c. agreeable d. introverted Answer: d Difficulty Level: Easy Topic: Distinct Categories or a Continuum?

Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

33. Extraverted people also tend to be __________. a. disagreeable b. agreeable c. neurotic d. introverted Answer: b Difficulty Level: Moderate Topic: Distinct Categories or a Continuum?

Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

34. Judd enjoys socializing with others and is a great host. He always makes sure his house guests are comfortable and have what they need, and he greets both lifelong friends and new acquaintances with the same warmth and enthusiasm. Judd is likely to score __________. a. high on neuroticism and low on agreeableness b. low on conscientiousness and low on openness to experience c. high on extraversion and high on agreeableness d. high on openness to experience and high on extraversion Answer: c Difficulty Level: Difficult Topic: What Do the Big Five Traits Really Mean?

Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

35. Introverts generally prefer __________. a. meeting new people b. hanging out with close family and friends c. attending concerts d. skiing the tallest mountain Answer: b Difficulty Level: Moderate Topic: Extraversion Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

36. According to personality psychologist Hans Eysenck, why do introverts prefer quiet and solitude? a. They are more sensitive to stimuli. b. They have higher rates of mental illness. c. They are less sensitive to stimuli. d. They have higher levels of dopamine in their brains.

Answer: a Difficulty Level: Moderate Topic: Extraversion Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

37. People generally rate extraverts as __________.

a. shy b. aggressive c. popular d. unfriendly Answer: c Difficulty Level: Moderate Topic: Extraversion Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

38. In the workplace, __________ tends to be associated with better performance in jobs such as sales that require interacting with many different people. a. neuroticism b. extraversion c. conscientiousness d. openness to experience Answer: b Difficulty Level: Moderate Topic: Extraversion Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

39. While studying, a person high in introversion will most likely __________. a. check social media repeatedly b. call a friend and talk about the material c. sit quietly and read d. play music Answer: c Difficulty Level: Moderate Topic: Extraversion Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

40. Salim lives in a state in which residents scored low on extraversion. Where is he likely to reside? a. Alaska b. District of Columbia c. North Dakota d. Wisconsin Answer: a Difficulty Level: Difficult Topic: Extraversion Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

41. A person high in agreeableness will generally display __________. a. competitiveness

b. skepticism c. cooperation d. grandiosity Answer: c Difficulty Level: Easy Topic: Agreeableness Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

42. Which of these people would be most likely to rank lowest in agreeableness? a. Briana, who takes care of feral cats b. Trevon, who says what he thinks without censoring it c. Anthony, who often writes on Facebook about how blessed he is d. Sydney, who holds open a door for others when entering a building Answer: b Difficulty Level: Difficult Topic: Agreeableness Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

43. People from Minnesota tend to score higher on agreeableness than people from other states. This supports the stereotype of __________. a. ―Minnesota mean‖ b. ―Minnesota nice‖ c. ―Minnesota cynic‖ d. ―Minnesota skeptic‖ Answer: b Difficulty Level: Moderate Topic: Agreeableness Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

44. Scoring low on agreeableness is associated with __________. a. acts of aggression and engaging in risky sex b. high rates of gambling and maintaining good interpersonal relationships c. low rates of drug abuse and abusive relationships d. being humble and thankful Answer: a Difficulty Level: Moderate Topic: Agreeableness Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

45. The tendency to see the worst in other people is called __________. a. stereotype threat b. hostile attribution bias

c. relational aggression d. transference Answer: b Difficulty Level: Easy Topic: Agreeableness Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

46. What is one benefit of disagreeableness that is supported by research evidence? a. Disagreeable children tend to have more friends by the time they reach middle school. b. Disagreeable men tend to earn more money than their agreeable counterparts. c. Disagreeable women are less defensive toward others. d. Disagreeable people are generally forgiving of others‘ transgressions.

Answer: b Difficulty Level: Difficult Topic: Agreeableness Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

47. Disagreeable people tend to __________. a. manage their emotions easily b. focus on being angry c. approach unfamiliar situations with an open mind d. forgive others easily Answer: b Difficulty Level: Moderate Topic: Agreeableness Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

48. Conscientiousness involves __________. a. assertiveness b. considering consequences before acting c. distractibility d. being adventurous Answer: b Difficulty Level: Easy Topic: Conscientiousness Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49. People who score high on conscientiousness are more likely to __________ compared to people who score lower. a. be disorganized b. be distracted c. use swear words

d. use the word work on Facebook Answer: d Difficulty Level: Moderate Topic: Conscientiousness Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

50. Sara has a long-standing substance abuse problem and regularly engages in unprotected sex while she is high on drugs. She lies, cheats, and steals to support her habits and, if she were ever tested, she would likely be classified as a psychopath. Why is it incorrect to conclude that Sara‘s low levels of conscientiousness caused her obvious shortcomings? a. Conscientiousness is not associated with these antisocial behaviors; Sara is much more likely to be high in neuroticism, caused by abnormalities in her brain structure. b. Sara‘s behaviors are more reflective of a person low in agreeableness, high in introversion, and low in openness to experience. c. Although low conscientiousness is associated with these behaviors, these behaviors are fairly rare to begin with; therefore, most low-conscientious people are unlikely to engage in them. d. To plan for, execute, and maintain a drug, prostitution, and criminal habit, a person actually needs to be high in conscientiousness.

Answer: c Difficulty Level: Difficult Topic: Conscientiousness Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

51. Which of the Big Five traits is the strongest predictor of academic and professional success? a. neuroticism b. openness to experience c. extraversion d. conscientiousness Answer: d Difficulty Level: Easy Topic: Conscientiousness Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

52. The term __________ refers to the tendency to experience negative emotions, such as anger, depression, and shame. a. anxiety b. neuroticism c. disagreeableness d. introversion Answer: b Difficulty Level: Easy Topic: Neuroticism Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53. Emily often includes the words depressed and lonely in her Facebook posts. Based on this information, which conclusion is most reasonable? a. Emily scores low on agreeableness. b. Emily scores high on neuroticism. c. Emily scores low on conscientiousness. d. Emily scores high on openness to experience.

Answer: b Difficulty Level: Difficult Topic: Neuroticism Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

54. People who score higher on neuroticism tend to experience more heart disease, higher cancer rates, and __________. a. shorter life expectancies b. fewer psychiatric problems c. higher life expectancies d. better mental health Answer: a Difficulty Level: Moderate Topic: Neuroticism Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

55. Which of the Big Five traits is considered the most difficult to define? a. neuroticism b. agreeableness c. extraversion d. openness to experience Answer: d Difficulty Level: Moderate Topic: Openness to Experience Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

56. Dawn prefers routine and favors tradition. She does not like to travel or try new foods. Dawn likely scores __________. a. high on conscientiousness b. low on openness to experience c. high on neuroticism d. low on agreeableness Answer: b Difficulty Level: Moderate Topic: Openness to Experience Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

57. Alina scores high on openness to experience. She is creative, interested in social activism, and likely to be __________. a. organized b. politically conservative c. politically liberal d. deeply religious Answer: c Difficulty Level: Difficult Topic: Openness to Experience Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

58. Why would the Big Five personality dimensions have persisted in the human species? a. Humans form societies, and societal pressures cause these traits to persist. b. These traits are evolutionarily adaptive and therefore contribute to survival ability. c. Each of them places a limit on social interactions, thereby making it more likely that an individual member of the species will grow to adulthood. d. Each of these traits has a clearly identifiable genetic marker; therefore, all of them are present in all members of the species.

Answer: b Difficulty Level: Moderate Topic: What Does the Big Five Tell Us About Our Survival Ability?

Learning Objective: 3.4 Explain how the Big Five traits can help us better understand ourselves.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

59. What does the ―Big One‖ model of personality advocate? a. a single personality dimension identified as ―social consciousness‖ b. a pattern of high agreeableness and conscientiousness and low standing on any other dimension c. a pattern of high extraversion, agreeableness, openness, and conscientiousness and low neuroticism d. abandonment of all multidimensional models that include any kind of measurement component Answer: c Difficulty Level: Difficult Topic: How Does the Big Five Translate to Other Personality Research?

Learning Objective: 3.4 Explain how the Big Five traits can help us better understand ourselves.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

60. Researchers have used the lexical method to identify adjectives in other languages that describe personality and cluster together. Which language has ―the Big Seven‖ personality traits? a. French b. Spanish c. Japanese d. Latin Answer: b Difficulty Level: Easy Topic: Does the Big Five Translate Across Other Cultures?

Learning Objective: 3.4 Explain how the Big Five traits can help us better understand ourselves.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Short Answer Questions 61. The development of the Big Five Model was guided by the lexical hypothesis. What is the lexical hypothesis?

Answer: The lexical hypothesis is the idea that traits important for survival and reproduction became embedded in human languages, often as single words.

Difficulty Level: Moderate Topic: The Development of the Big Five Learning Objective: 3.1 Explain how the Big Five personality traits were developed.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

62. Does the Big Five model capture all aspects of human personality?

Answer: No, there are other important ways that people differ from each other, such as in levels of self-esteem or achievement motivation, needs and goals, and attachment style.

Difficulty Level: Difficult Topic: The Development of the Big Five Learning Objective: 3.1 Explain how the Big Five personality traits were developed.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

63. Define facets as they relate to the core personality dimensions.

Answer: Facets are specific components of the Big Five. They are considered subcategories of the larger overall trait dimensions.

Difficulty Level: Moderate Topic: The Facets of the Big Five Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

64. Which facets are associated with the conscientiousness dimension of the Big Five?

Answer: The facets associated with conscientiousness are self-efficacy, orderliness, dutifulness, achievementstriving, self-discipline, and cautiousness.

Difficulty Level: Moderate Topic: The Facets of the Big Five Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

65. Which facets are associated with the neuroticism dimension of the Big Five?

Answer: The facets associated with neuroticism are anxiety, anger, depression, self-consciousness, immoderation, and vulnerability.

Difficulty Level: Moderate Topic: The Facets of the Big Five Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

66. Which facets are associated with the openness to experience dimension of the Big Five?

Answer: The facets associated with openness to experience are imagination, artistic interests, emotionality, adventurousness, intellect, and liberalism.

Difficulty Level: Moderate Topic: The Facets of the Big Five Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

67. How might being high in extraversion affect a student‘s study habits?

Answer: A person who scores high in extraversion may not be stimulated enough by sitting quietly and studying. The individual may prefer to listen to music or check social media frequently while studying.

Difficulty Level: Difficult Topic: Extraversion Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

68. Randy scores low on neuroticism. How does this probably affect how he performs under pressure?

Answer: Randy likely performs better under pressure than those who score higher in neuroticism. Neurotic people often perform poorly under pressure because they are not calm and worry a lot.

Difficulty Level: Difficult Topic: Neuroticism Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

69. Openness is described as the ―least intuitive‖ of the Big Five. What does this mean?

Answer: Openness is described as the least intuitive of the Big Five personality dimensions because it is difficult to think of synonyms to describe the trait. In fact, it is hard to describe openness with a single word.

Difficulty Level: Moderate Topic: Openness to Experience Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

70. What do research findings indicate about animals having personality traits?

Answer: It appears that animals do have differences in emotional reactivity, affection, energy, and competence.

Difficulty Level: Moderate Topic: Does the Big Five Translate Across Other Cultures?

Learning Objective: 3.4 Explain how the Big Five traits can help us better understand ourselves.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

Essay Questions 71. In general, is an individual‘s personality stable? Explain.

Answer: A good answer would include the following key points:  Yes, for the most part an individual‘s personality is stable.  Personality is described by traits, which by definition are the relatively stable tendencies of individuals.  Thus, over time one would expect a person high in neuroticism to act anxious and worried and a person high in openness to be imaginative, creative, and always seek new experiences.

Difficulty Level: Difficult Topic: The Development of the Big Five Learning Objective: 3.1 Explain how the Big Five personality traits were developed.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

72. How were factor analysis and the lexical hypothesis employed during the development of the Big Five model?

Answer: A good answer would include the following key points:  Factor analysis is a way of analyzing responses that are correlated with each other to see which items form clusters. This statistical technique was used by researchers to determine the Big Five traits.  The development of the Big Five also was guided by the lexical hypothesis, which is the idea that traits important for survival and reproduction became embedded in our language as single words. The larger the number of trait words used to describe a trait, the more important the trait should be.  Researchers recorded all of the adjectives in the English-language dictionary that could be used to describe people, screening out words referring to temporary stages or social evaluations. They then had people rate themselves on these adjectives.  Using factor analysis, they analyzed which words correlated with each other and formed clusters of adjectives—hence the Big Five.

Difficulty Level: Difficult Topic: The Development of the Big Five Learning Objective: 3.1 Explain how the Big Five personality traits were developed.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

73. Why is it best to think of each of the Big Five personality traits as being on its own continuum?

Answer: A good answer would include the following key points:  Labels and descriptors can be useful, but they leave out a lot of important information.  Most people do not score at the extreme ends on any trait. That is why each person‘s trait is scored on a continuum from low to high.  Being ―extraverted‖ means scoring higher on a dimension ranging from introversion to extraversion than someone who scores lower on that same dimension.

Difficulty Level: Difficult Topic: Distinct Categories or a Continuum?

Learning Objective: 3.2 Describe the Big Five personality traits.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

74. Compare and contrast introverts and extraverts.

Answer: A good answer would include the following key points:  Introverts prefer the company of family and friends to large gatherings of people, but they are not hermits who isolate themselves.  In contrast, the extravert seeks stimulation and excitement.  Extraverts are more sensitive to rewards and prone to experience more positive feelings when they have a chance to earn rewards.  Extraversion is linked to better mental health, and extraverts are less likely than introverts to experience mood or anxiety disorders.

Difficulty Level: Difficult Topic: Extraversion Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

75. Compare the Big Five traits of extraversion and openness to experience.

Answer: A good answer would include the following key points:  There is overlap in the facets of these two traits, and openness to experience is the trait that is most difficult to quantify.  Extraversion is displayed as friendliness, gregariousness, assertiveness, activity level, cheerfulness, and excitement seeking.  Openness to experience is displayed as imagination, artistic interests, emotionality, adventurousness, intellect, and liberalism.

Difficulty Level: Difficult Topic: Extraversion; Openness to Experience Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

76. Some people are very disagreeable and may have a hostile attribution bias. Where does this negative view of the world come from?

Answer: A good answer would include the following key points:  Some people are very disagreeable and may have a hostile attribution bias that may be the result of childhood abuse, neglect, and bullying.  Someone treated badly in the past expects to be treated badly in the future.  Perhaps as a defense mechanism, antagonistic people are more likely to respond to ambiguous situations with aggression.

Difficulty Level: Difficult Topic: Agreeableness Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

77. Is a little bit of disagreeableness a bad thing?

Answer: A good answer would include the following key points:  No; each trait has its pluses and minuses.  Being low on agreeableness is not necessarily a bad thing; in fact, men and women who are disagreeable earn more money on average.  Even some U.S. presidents (such as Franklin D. Roosevelt and Theodore Roosevelt) were rated low on the agreeableness trait.  Disagreeableness can motivate people, especially when it is combined with humor.

Difficulty Level: Difficult Topic: Agreeableness Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

78. What does the Big Five teach us about people‘s ability to survive and reproduce?

Answer: A good answer would include the following key points:  The Big Five includes important information about people‘s ability to survive and reproduce.  For example, extraversion helps people connect with others, which can be helpful for hunting, teamwork, and reproduction.  Conscientiousness helps people survive through careful planning and hard work.  Agreeableness is useful for getting along with others, which in turn contributes to trust and societybuilding.  Neuroticism may be adaptive by making people wary of danger.

Difficulty Level: Difficult Topic: What Does the Big Five Tell Us About Our Survival Ability?

Learning Objective: 3.4 Explain how the Big Five traits can help us better understand ourselves.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

79. Can the Big Five incorporate traits used in other models of personality? Explain.

Answer: A good answer would include the following key points:  Yes, the Big Five incorporates traits used in other models of personality.  For example, many previous models and questionnaires included traits similar to neuroticism, such as Hans Eysenck‘s neuroticism measure. Similar conclusions can be reached regarding the California Psychological Inventory or the 16PF model.  Even though some measures were developed before the Big Five, they measure the same traits. This is what makes the Big Five so versatile.

Difficulty Level: Difficult Topic: How Does the Big Five Translate to Other Personality Research?

Learning Objective: 3.4 Explain how the Big Five traits can help us better understand ourselves.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

80. Does the Big Five Model translate across other cultures?

Answer: A good answer would include the following key points:  Yes, the Big Five appears to work well across different cultures.  Researchers have used the lexical method to identify adjectives in other languages that describe personality and find that they cluster together just as the Big Five do.  Spanish has the Big Seven. In Chinese, four of the Big Five are identical, but openness to experience is replaced by a trait called interpersonal relatedness.  So, although there is some amount of culture variability, there is considerably more consistency in personality dimensions across cultural settings.

Difficulty Level: Difficult Topic: Does the Big Five Translate Across Other Cultures?

Learning Objective: 3.4 Explain how the Big Five traits can help us better understand ourselves.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Revel Quizzes The following questions appear at the end of each module and at the end of the chapter in Revel for Personality Psychology: Understanding Yourself and Others, 2e.

End of Module Quiz 3.1 The Development of the Big Five EOM Q3.1.1 Psychologists explain behaviors using the concept of __________, which is based on the idea that some people reliably behave differently than other people. a) traits b) descriptive terms Consider This: Examples of behaviors are organizing one‘s work space or enjoying socializing with people.

LO 3.1 Explain how the Big Five personality traits were developed. c) terms referring to temporary states Consider This: Examples of behaviors are organizing one‘s work space or enjoying socializing with people.

LO 3.1 Explain how the Big Five personality traits were developed. d) clusters Consider This: Examples of behaviors are organizing one‘s work space or enjoying socializing with people.

LO 3.1 Explain how the Big Five personality traits were developed.

Answer: a Learning Objective: 3.1 Explain how the Big Five personality traits were developed.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q3.1.2 The __________ is the idea that important traits are embedded in our language. a) lexical hypothesis b) dawn hypothesis Consider This: Researchers reasoned that the traits would be encoded as single words. LO 3.1 Explain how the Big Five personality traits were developed. c) Cattell hypothesis Consider This: Researchers reasoned that the traits would be encoded as single words. LO 3.1 Explain how the Big Five personality traits were developed. d) Eysenck hypothesis Consider This: Researchers reasoned that the traits would be encoded as single words. LO 3.1 Explain how the Big Five personality traits were developed.

Answer: a Learning Objective: 3.1 Explain how the Big Five personality traits were developed.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q3.1.3 According to the text, researchers recorded all of the __________ in an English-language dictionary that could be used to describe people. a) adjectives b) nouns Consider This: People then rated themselves on these. LO 3.1 Explain how the Big Five personality traits were developed. c) verbs Consider This: People then rated themselves on these. LO 3.1 Explain how the Big Five personality traits were developed. d) clusters Consider This: People then rated themselves on these. LO 3.1 Explain how the Big Five personality traits were developed.

Answer: a Learning Objective: 3.1 Explain how the Big Five personality traits were developed.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q3.1.4 A factor analysis is when words that correlate with each other form __________. a) groups b) verbs Consider This: This led to the formation of five factors. LO 3.1 Explain how the Big Five personality traits were developed. c) sentences Consider This: This led to the formation of five factors. LO 3.1 Explain how the Big Five personality traits were developed. d) descriptions Consider This: This led to the formation of five factors. LO 3.1 Explain how the Big Five personality traits were developed.

Answer: a Learning Objective: 3.1 Explain how the Big Five personality traits were developed.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q3.1.5 The Big Five factors consist of __________, agreeableness, conscientiousness, neuroticism, and openness to experience. a) extraversion b) collectivism Consider This: This trait can be described by more words in the English dictionary than any other. LO 3.1 Explain how the Big Five personality traits were developed. c) conservatism Consider This: This trait can be described by more words in the English dictionary than any other. LO 3.1 Explain how the Big Five personality traits were developed. d) introversion Consider This: This trait can be described by more words in the English dictionary than any other. LO 3.1 Explain how the Big Five personality traits were developed.

Answer: a Learning Objective: 3.1 Explain how the Big Five personality traits were developed.

Difficulty Level: Easy Skill Level: Remember the Facts

End of Module Quiz 3.2 What Traits Make Up the Big Five?

EOM Q3.2.1 What are the Big Five personality traits? a) extraversion, agreeableness, conscientiousness, neuroticism, openness to experience b) extraversion, introversion, conscientiousness, neuroticism, agreeableness Consider This: The traits form the acronym OCEAN. LO 3.2 Describe the Big Five personality traits. c) introversion, hostility, openness to experience, conscientiousness, neuroticism Consider This: The traits form the acronym OCEAN. LO 3.2 Describe the Big Five personality traits. d) openness to experience, domineering, conscientious, anal, introversion Consider This: The traits form the acronym OCEAN. LO 3.2 Describe the Big Five personality traits.

Answer: a Learning Objective: 3.2 Describe the Big Five personality traits.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q3.2.2 The smaller specific components within each Big Five trait are called __________. a) facets b) super traits Consider This: Because the Big Five are so big, they are broken into smaller subcategories. LO 3.2 Describe the Big Five personality traits. c) subdivisions Consider This: Because the Big Five are so big, they are broken into smaller subcategories. LO 3.2 Describe the Big Five personality traits. d) micro-traits Consider This: Because the Big Five are so big, they are broken into smaller subcategories. LO 3.2 Describe the Big Five personality traits.

Answer: a Learning Objective: 3.2 Describe the Big Five personality traits.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q3.2.3 Peter is always on time for work and makes sure he does each task to the best of his ability. Peter is likely high in which of the Big Five traits? a) conscientiousness b) openness to experience Consider This: The facets of this Big Five trait include self-discipline and dutifulness. LO 3.2 Describe the Big Five personality traits. c) agreeableness Consider This: The facets of this Big Five trait include self-discipline and dutifulness. LO 3.2 Describe the Big Five personality traits. d) neuroticism Consider This: The facets of this Big Five trait include self-discipline and dutifulness. LO 3.2 Describe the Big Five personality traits.

Answer: a Learning Objective: 3.2 Describe the Big Five personality traits.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q3.2.4 Ashley tends to get anxious when she goes through periods of change in her life. Ashley likely measures high on which Big Five trait? a) neuroticism b) openness to experience Consider This: Other facets of this trait are vulnerability and self-consciousness. LO 3.2 Describe the Big Five personality traits. c) extraversion Consider This: Other facets of this trait are vulnerability and self-consciousness. LO 3.2 Describe the Big Five personality traits. d) agreeableness Consider This: Other facets of this trait are vulnerability and self-consciousness. LO 3.2 Describe the Big Five personality traits.

Answer: a Learning Objective: 3.2 Describe the Big Five personality traits.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q3.2.5 Why is it more accurate to think of the Big Five traits as on a continuum rather than as distinct categories? a) Most people measure somewhere in the middle for each trait, rather than entirely at one extreme or another. b) Most people measure at one extreme or another for a given trait.

Consider This: There are different degrees to which a person might exhibit a specific trait. LO 3.2 Describe the Big Five personality traits. c) Most people like to think of themselves as moderate, not extreme.

Consider This: There are different degrees to which a person might exhibit a specific trait. LO 3.2 Describe the Big Five personality traits. d) Most people who exhibit high on one trait tend to exhibit low on all the rest.

Consider This: There are different degrees to which a person might exhibit a specific trait. LO 3.2 Describe the Big Five personality traits.

Answer: a Learning Objective: 3.2 Describe the Big Five personality traits.

Difficulty Level: Difficult Skill Level: Analyze It

End of Module Quiz 3.3 What Do the Big Five Traits Really Mean?

EOM Q3.3.1 Which of the following outcomes is more likely to be experienced by people who are considered extraverts? a) happiness b) anxiety Consider This: Extraversion typically leads to more positive health outcomes. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits. c) depression Consider This: Extraversion typically leads to more positive health outcomes. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits. d) weak social relationships Consider This: Extraversion typically leads to more positive health outcomes. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Answer: a Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q3.3.2 People with a hostile attribution bias tend to __________. a) see the worst in people b) think poorly of themselves Consider This: Disagreeableness is correlated with a hostile attribution bias. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits. c) be highly successful in business Consider This: Disagreeableness is correlated with a hostile attribution bias. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits. d) have long lives Consider This: Disagreeableness is correlated with a hostile attribution bias. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Answer: a Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q3.3.3 Darla is known as one of the best workers in her office, and she also is very disciplined when it comes to exercising and diet. Darla is likely to measure high on which Big Five trait? a) conscientiousness b) extraversion Consider This: People who score high on this trait also enjoy better mental health and tend to live longer.

LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits. c) agreeableness Consider This: People who score high on this trait also enjoy better mental health and tend to live longer.

LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits. d) openness to experience Consider This: People who score high on this trait also enjoy better mental health and tend to live longer.

LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Answer: a Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Difficulty Level: Moderate Skill Level: Apply What You Know EOM Q3.3.4 Your friend Meghan decided to backpack across Europe so she could meet new people, try different foods, and experience a range of cultures and languages. Meghan likely scores high in which of the following Big Five traits? a) openness to experience b) conscientiousness Consider This: People who measure high on this trait tend to also be creative and imaginative. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits. c) agreeableness Consider This: People who measure high on this trait tend to also be creative and imaginative. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits. d) neuroticism Consider This: People who measure high on this trait tend to also be creative and imaginative. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Answer: a Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q3.3.5 Which Big Five trait is least likely to appear in other cultures and languages? a) openness to experience b) conscientiousness Consider This: This trait doesn‘t have as many synonyms as other Big Five traits. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits. c) neuroticism Consider This: This trait doesn‘t have as many synonyms as other Big Five traits. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits. d) extraversion Consider This: This trait doesn‘t have as many synonyms as other Big Five traits. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Answer: a Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Difficulty Level: Moderate Skill Level: Understand the Concepts

End of Module Quiz 3.4 The Usefulness of the Big Five EOM Q3.4.1 Which of the following statements regarding the Big Five is true? a) The Big Five includes important information about people‘s ability to survive and reproduce. b) The Big Five includes important information about people‘s ability to survive but tells us little about our ability to reproduce.

Consider This: Each Big Five trait reveals ways in which that trait can help us thrive or cause harm in different contexts. LO 3.4 Explain how the Big Five traits can help us better understand ourselves. c) The Big Five includes important information about people‘s ability to reproduce but tells us little about our ability to survive.

Consider This: Each Big Five trait reveals ways in which that trait can help us thrive or cause harm in different contexts. LO 3.4 Explain how the Big Five traits can help us better understand ourselves. d) The Big Five is interesting in many ways but tells us little about our ability to survive and reproduce.

Consider This: Each Big Five trait reveals ways in which that trait can help us thrive or cause harm in different contexts. LO 3.4 Explain how the Big Five traits can help us better understand ourselves.

Answer: a Learning Objective: 3.4 Explain how the Big Five traits can help us better understand ourselves.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q3.4.2 What is a downside to extraversion? a) risk taking b) loneliness Consider This: This can lead to accidents. LO 3.4 Explain how the Big Five traits can help us better understand ourselves. c) decrease in sexual activity Consider This: This can lead to accidents. LO 3.4 Explain how the Big Five traits can help us better understand ourselves. d) cautiousness Consider This: This can lead to accidents. LO 3.4 Explain how the Big Five traits can help us better understand ourselves.

Answer: a Learning Objective: 3.4 Explain how the Big Five traits can help us better understand ourselves.

Difficulty Level: Difficult Skill Level: Analyze It

EOM Q3.4.3 What is a downside to agreeableness? a) People might take advantage of a person who is high in agreeableness. b) People who are high in agreeableness are lonelier.

Consider This: Because of this, a person high in agreeableness may not receive as many resources as they deserve. LO 3.4 Explain how the Big Five traits can help us better understand ourselves. c) People who are high in agreeableness are more cautious.

Consider This: Because of this, a person high in agreeableness may not receive as many resources as they deserve. LO 3.4 Explain how the Big Five traits can help us better understand ourselves. d) Other people do not like someone who is high in agreeableness.

Consider This: Because of this, a person high in agreeableness may not receive as many resources as they deserve. LO 3.4 Explain how the Big Five traits can help us better understand ourselves.

Answer: a Learning Objective: 3.4 Explain how the Big Five traits can help us better understand ourselves.

Difficulty Level: Difficult Skill Level: Analyze It EOM Q3.4.4 With regard to other personality research, the Big Five __________. a) is useful because it can incorporate traits used in other models b) is useful but only for conscientiousness and extraversion Consider This: Many previous models incorporated traits similar to those in the Big Five. LO 3.4 Explain how the Big Five traits can help us better understand ourselves. c) is not very useful because the traits do not translate well to other models Consider This: Many previous models incorporated traits similar to those in the Big Five. LO 3.4 Explain how the Big Five traits can help us better understand ourselves. d) is hindering other lines of personality studies Consider This: Many previous models incorporated traits similar to those in the Big Five. LO 3.4 Explain how the Big Five traits can help us better understand ourselves.

Answer: a Learning Objective: 3.4 Explain how the Big Five traits can help us better understand ourselves.

Difficulty Level: Difficult Skill Level: Analyze It EOM Q3.4.5 Which of the Big Five traits translate most effectively across cultures? a) extraversion, agreeableness, conscientiousness b) openness to experience, extraversion, agreeableness Consider This: The traits with the most synonyms tend to translate to other cultures most effectively. LO 3.4 Explain how the Big Five traits can help us better understand ourselves. c) neuroticism, conscientiousness, agreeableness Consider This: The traits with the most synonyms tend to translate to other cultures most effectively. LO 3.4 Explain how the Big Five traits can help us better understand ourselves. d) openness to experience, agreeableness, neuroticism Consider This: The traits with the most synonyms tend to translate to other cultures most effectively. LO 3.4 Explain how the Big Five traits can help us better understand ourselves.

Answer: a Learning Objective: 3.4 Explain how the Big Five traits can help us better understand ourselves.

Difficulty Level: Easy Skill Level: Remember the Facts

Chapter Quiz The Big Five Personality Traits EOC Q3.1 The relatively stable tendencies of individuals are called __________. a) traits b) pillars Consider This: These are what personality researchers measured to derive the Big Five. LO 3.1 Explain how the Big Five personality traits were developed. c) foundations Consider This: These are what personality researchers measured to derive the Big Five. LO 3.1 Explain how the Big Five personality traits were developed. d) factors Consider This: These are what personality researchers measured to derive the Big Five. LO 3.1 Explain how the Big Five personality traits were developed.

Answer: a Learning Objective: 3.1 Explain how the Big Five personality traits were developed.

Difficulty Level: Easy Skill Level: Remember the Facts EOC Q3.2 Students often mistakenly think that conscientiousness means consideration for others, but instead it refers to someone who is __________. a) organized b) self-conscious Consider This: It also means hardworking. LO 3.2 Describe the Big Five personality traits. c) emotional Consider This: It also means hardworking. LO 3.2 Describe the Big Five personality traits. d) assertive Consider This: It also means hardworking. LO 3.2 Describe the Big Five personality traits.

Answer: a Learning Objective: 3.2 Describe the Big Five personality traits.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q3.3 Which Big Five trait contains facets such as intellect, imagination, and adventurousness? a) openness to experience b) extraversion Consider This: This trait also contains facets such as liberalism and emotionality. LO 3.2 Describe the Big Five personality traits. c) neuroticism Consider This: This trait also contains facets such as liberalism and emotionality. LO 3.2 Describe the Big Five personality traits. d) conscientiousness Consider This: This trait also contains facets such as liberalism and emotionality. LO 3.2 Describe the Big Five personality traits.

Answer: a Learning Objective: 3.2 Describe the Big Five personality traits.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q3.4 Which Big Five trait includes gregariousness and cheerfulness? a) extraversion b) neuroticism Consider This: This trait also contains facets such as assertiveness and excitement seeking. LO 3.2 Describe the Big Five personality traits. c) conscientiousness Consider This: This trait also contains facets such as assertiveness and excitement seeking. LO 3.2 Describe the Big Five personality traits. d) agreeableness Consider This: This trait also contains facets such as assertiveness and excitement seeking. LO 3.2 Describe the Big Five personality traits.

Answer: a Learning Objective: 3.2 Describe the Big Five personality traits.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q3.5 Which Big Five trait includes anger and immoderation? a) neuroticism b) extraversion Consider This: This trait also contains facets such as depression and vulnerability. LO 3.2 Describe the Big Five personality traits. c) conscientiousness Consider This: This trait also contains facets such as depression and vulnerability. LO 3.2 Describe the Big Five personality traits. d) openness to experience Consider This: This trait also contains facets such as depression and vulnerability. LO 3.2 Describe the Big Five personality traits.

Answer: a Learning Objective: 3.2 Describe the Big Five personality traits.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q3.6 Which of the Big Five traits includes achievement-striving and self-discipline? a) conscientiousness b) openness to experience Consider This: This trait also contains facets such as self-efficacy and orderliness. LO 3.2 Describe the Big Five personality traits. c) agreeableness Consider This: This trait also contains facets such as self-efficacy and orderliness. LO 3.2 Describe the Big Five personality traits. d) neuroticism Consider This: This trait also contains facets such as self-efficacy and orderliness. LO 3.2 Describe the Big Five personality traits.

Answer: a Learning Objective: 3.2 Describe the Big Five personality traits.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q3.7 Which of the Big Five traits includes morality and altruism? a) agreeableness b) conscientiousness Consider This: This trait also contains facets such as modesty and sympathy. LO 3.2 Describe the Big Five personality traits. c) extraversion Consider This: This trait also contains facets such as modesty and sympathy. LO 3.2 Describe the Big Five personality traits. d) openness to experience Consider This: This trait also contains facets such as modesty and sympathy. LO 3.2 Describe the Big Five personality traits.

Answer: a Learning Objective: 3.2 Describe the Big Five personality traits.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q3.8 Rosario has just taken the Big Five (IPIP) personality questionnaire. What information is helpful for her to consider as she reviews her scores? a) Scores are best viewed as a continuum between extremely low and high results. b) Scores are best viewed as distinct categories of extremely high or low results.

Consider This: There are different degrees to which a person might exhibit a specific trait. LO 3.2 Describe the Big Five personality traits. c) Scores should be either high on all traits or low on all traits.

Consider This: There are different degrees to which a person might exhibit a specific trait. LO 3.2 Describe the Big Five personality traits. d) The percentiles provided are not as useful as just labeling a result.

Consider This: There are different degrees to which a person might exhibit a specific trait. LO 3.2 Describe the Big Five personality traits.

Answer: a Learning Objective: 3.2 Describe the Big Five personality traits.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q3.9 Vickie and Isabelle love socializing at parties on the weekends and always appear to be happy and in good spirits. They would likely score high on which Big Five trait? a) extraversion b) conscientiousness Consider This: People who display this Big Five trait also tend to have better mental health overall. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits. c) neuroticism Consider This: People who display this Big Five trait also tend to have better mental health overall. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits. d) agreeableness Consider This: People who display this Big Five trait also tend to have better mental health overall. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Answer: a Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q3.10 Brady and Liam spend much of their spare time volunteering at local charities, and they also like helping their friends. Brady and Liam likely score high on which Big Five trait? a) agreeableness b) openness to experience Consider This: People who exhibit this trait also tend to make good friends and romantic partners. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits. c) conscientiousness Consider This: People who exhibit this trait also tend to make good friends and romantic partners. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits. d) neuroticism Consider This: People who exhibit this trait also tend to make good friends and romantic partners. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Answer: a Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q3.11 People low in conscientiousness are more likely to __________. a) abuse drugs and alcohol b) do well at school Consider This: People high in conscientiousness tend to have more positive social outcomes. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits. c) perform well in the workplace Consider This: People high in conscientiousness tend to have more positive social outcomes. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits. d) maintain healthy social relationships Consider This: People high in conscientiousness tend to have more positive social outcomes. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Answer: a Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q3.12 Peter suffers from depression and was recently diagnosed with general anxiety disorder. It is not surprising that Peter also measures quite high on which Big Five personality trait? a) neuroticism b) extraversion Consider This: This trait often correlates positively with a range of mental health issues. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits. c) agreeableness Consider This: This trait often correlates positively with a range of mental health issues. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits. d) conscientiousness Consider This: This trait often correlates positively with a range of mental health issues. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Answer: a Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q3.13 People high in neuroticism are more likely to have __________. a) both physical and mental health issues b) physical health issues but not mental health issues Consider This: Neuroticism is correlated to a wide range of health issues. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits. c) mental health issues but not physical health issues Consider This: Neuroticism is correlated to a wide range of health issues. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits. d) very good physical and mental health throughout their lives Consider This: Neuroticism is correlated to a wide range of health issues. LO 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Answer: a Learning Objective: 3.3 Describe the behaviors, attitudes, and characteristics of people high in each of the Big Five traits.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q3.14 Which of Eysenck‘s factors of personality appears to be a combination of low agreeableness and low conscientiousness? a) psychoticism b) honesty Consider This: Eysenck proposed a three-factor model of personality. LO 3.4 Explain how the Big Five traits can help us better understand ourselves. c) dominance Consider This: Eysenck proposed a three-factor model of personality. LO 3.4 Explain how the Big Five traits can help us better understand ourselves. d) neuroticism Consider This: Eysenck proposed a three-factor model of personality. LO 3.4 Explain how the Big Five traits can help us better understand ourselves.

Answer: a Learning Objective: 3.4 Explain how the Big Five traits can help us better understand ourselves.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q3.15 Researchers have used the lexical method to identify adjectives in other languages that describe personality and cluster together just as the Big Five does. What did they discover? a) There is the most variation in whether neuroticism or openness are included and whether traits related to honesty and humility are added. b) Most personality domains vary greatly across different languages and cultures with few similarities.

Consider This: Most languages have domains for extraversion, agreeableness, and conscientiousness. LO 3.4 Explain how the Big Five traits can help us better understand ourselves. c) Most languages and cultures have personality domains for neuroticism but not extraversion.

Consider This: Most languages have domains for extraversion, agreeableness, and conscientiousness. LO 3.4 Explain how the Big Five traits can help us better understand ourselves. d) Most variation across languages and cultures occurs in the personality domains of agreeableness and conscientiousness.

Consider This: Most languages have domains for extraversion, agreeableness, and conscientiousness. LO 3.4 Explain how the Big Five traits can help us better understand ourselves.

Answer: a Learning Objective: 3.4 Explain how the Big Five traits can help us better understand ourselves.

Difficulty Level: Moderate Skill Level: Understand the Concepts

TOTAL ASSESSMENT Chapter 4 Biological Underpinnings of Personality Multiple Choice Questions GUIDE 1. Genetics alone are responsible for __________. a. eye color Learning Remember Understand Apply What b. weight Objective the Facts the Concepts You Know Analyze It c. personality Multiple Learning 8, 9, 10, 11, 7, 15, 18 19, 20, 22 17 d. gray4.1 hair Choice Objective 12, 13, 14, 16, Answer: a 21, 23, 24, 25 Difficulty Level: Moderate Short 63, 64 65 Topic: Introduction Answer Learning Objective: None Essay 72, 73 74 Skill Level: Understand the Concepts Learning Multiple 27, 29, 30, 31 28 26 32 APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

Objective 4.2 Choice Short 66, 67 2. Cali and Cari are identical twins. Their parents want to make sure they have a chance to develop their own Answer individual personalities, so they enroll Cali in soccer and Cari in dance. This is a reflection of the twins‘ Essay 75, 76 __________.

Learning Multiple 44, 45, 47, 48, 34, 36, 37, 38, 33, 40, 42, 52, 35, 46 a. genetic makeup Objective 4.3 Choice 49, 51 39, 41, 43, 50, 54 b. shared environment 53 c. nonshared environment Short d. inherited circumstances Answer Answer: c Essay 77, 78 Difficulty Level: Difficult Learning Multiple 55, 57 56 58, 59 Topic: Introduction Objective 4.4 Choice Learning Objective: None 69 68 Skill Level: ApplyShort What You Know Answer 1.3 Describe applications of psychology.

APA Learning Objective: Essay 79 3.

Which term is used to refer to siblings growing up in the same household with the same parents?

Learning Multiple 60 a. environment Objective 4.5 Choice b. shared environment Short 70 c. stable environment Answer d. nonshared environment Essay 80 Answer: b Difficulty Level: Easy Topic: Introduction Learning Objective: None Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

4. What are the three main influences considered by researchers who study the origins of personality? a. brain, biology, and behavior b. nonshared environment, shared environment, and genetics c. environment, genetics, and capabilities d. parents, peers, and acquaintances Answer: b Difficulty Level: Moderate Topic: Introduction Learning Objective: None Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

5. Biology is a term that includes everything that appears in the body and the __________, regardless of its origins. a. nonshared environment b. social circle c. shared environment d. brain Answer: d Difficulty Level: Easy Topic: Introduction Learning Objective: None Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6. The terms genetics and biology are__________. a. not the same thing b. interchangeable c. equally broad terms d. abstractions used by researchers Answer: a Difficulty Level: Easy Topic: Introduction Learning Objective: None Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

7. What is the most common research method for answering the ―nature-versus-nurture‖ question about the contributions of genetics and the environment to personality development? a. a twin study b. a friend study c. a neighbor study d. a large-scale questionnaire study Answer: a Difficulty Level: Easy Topic: The Heritability of Personality: Twin Studies Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

8. __________ is another term for identical twins. a. Matched twins b. Dizygotic twins c. Fraternal twins d. Monozygotic twins Answer: d Difficulty Level: Easy Topic: The Heritability of Personality: Twin Studies Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9. Sir Francis Galton was an early pioneer in the study of twins. When he studied twin pairs, he asked them to identify other twins who might want to participate in his research. This technique is called __________. a. random assignment b. convenience sampling c. the ripple effect d. snowball sampling Answer: d Difficulty Level: Difficult Topic: The Heritability of Personality: Twin Studies Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10. Of the 35 pairs of twins Sir Francis Galton studied, how many pairs did he find that had very similar personalities? a. 0 b. 9 c. 16 d. 35 Answer: c Difficulty Level: Moderate Topic: The Heritability of Personality: Twin Studies Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11. What does the phrase ―percentage of variance‖ tell a researcher? a. how much of a trait in a single person can be explained by genetics b. the amount of variation among a group of people c. the difference in outcomes attributed to the shared versus nonshared environment d. the amount of variation within a given individual Answer: b Difficulty Level: Moderate Topic: The Heritability of Personality: Twin Studies Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12. According to researchers, how much of the variation in personality traits among people in personality traits is likely due to genetics? a. 50% b. 70% c. 90% d. 95% Answer: a Difficulty Level: Easy Topic: The Heritability of Personality: Twin Studies Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13. According to researchers, how much of the variation among people in personality traits is likely due to environmental factors? a. 50 percent b. 70 percent c. 90 percent d. 95 percent Answer: a Difficulty Level: Easy Topic: The Heritability of Personality: Twin Studies Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14. Which of these factors has the least amount of influence on personality development? a. friends b. individual experiences c. shared environment d. genetics Answer: c Difficulty Level: Moderate Topic: The Heritability of Personality: Twin Studies Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

15. Growing up in the same household with the same parents has __________. a. a big influence on a person‘s degree of extraversion b. virtually no influence on a person‘s degree of extraversion c. a mild influence on a person‘s degree of extraversion d. more influence on a person‘s degree of extraversion than on agreeableness Answer: b Difficulty Level: Easy Topic: The Heritability of Personality: Twin Studies Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16. Growing up in the same household with the same parents has __________. a. a big influence on a person‘s degree of agreeableness b. virtually no influence on a person‘s degree of agreeableness c. a mild influence on a person‘s degree of agreeableness d. more influence on a person‘s degree of extraversion than on agreeableness Answer: c Difficulty Level: Easy Topic: The Heritability of Personality: Twin Studies Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17. Why would a shared environment have such little effect on personality development? a. A shared environment doesn‘t mean shared experiences or shared reactions to those experiences; what one sibling perceives as ―harsh parenting‖ could be perceived as ―typical‖ by another. b. Genetics generally accounts for about 70 percent to 80 percent of the variance explained in personality characteristics; there simply isn‘t much variation left to be explained by environment. c. The shared environment cannot be quantified or defined adequately; therefore, any influence it may have on personality development is likely to be haphazard at best. d. ―Shared environment‖ is not a construct that personality psychologists endorse; rather, it is a concept borrowed from sociology and applied inexpertly to the study of personality.

Answer: a Difficulty Level: Difficult Topic: The Heritability of Personality: Twin Studies Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

18. Based on findings from twin studies, which of your family members is likely to have personality characteristics most similar to yours? a. your fraternal twin who lives with you b. your younger sibling c. your identical twin who was reared in a different household d. your older sibling Answer: c Difficulty Level: Difficult Topic: The Heritability of Personality: Twin Studies Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

19. Wilhelm scores above average on extraversion and agreeableness. His identical twin Matteus, who was raised by a different family, has about a __________ chance of also scoring high on those same two traits. a. 5% b. 20% c. 50% d. 67% Answer: d Difficulty Level: Difficult Topic: The Heritability of Personality: Twin Studies Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

20. Jukka does not like to plan but loves to take risks. He is always seeking new experiences that heighten his senses. Jukka is likely high in __________. a. conscientiousness b. impulsivity c. introversion d. anxiety Answer: b Difficulty Level: Moderate Topic: The Heritability of Personality: Twin Studies Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

21. Siblings can be different from each other if they make the conscious effort to try to be different; this is known as the __________ effect. a. calibration b. conviction c. comparison d. contrast Answer: d Difficulty Level: Easy Topic: Why Siblings Can Be So Different Learning Objective: 4.1 Describe the usefulness and findings of twin studies, and note their limitations.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

22. Logan is the oldest of five children and had the advantage of having his parents all to himself for five years before his siblings were born. He is a natural leader and loves to read. Katelyn is the youngest of the family and did not get a lot of attention when she was younger, but now that Logan and her other siblings have left the house, she has her parents all to herself. She is a bit immature and impulsive. The differences in their personalities are probably related to __________. a. a contrast effect b. their birth order c. their genetics d. chance Answer: b Difficulty Level: Difficult Topic: Why Siblings Can Be So Different Learning Objective: 4.1 Describe the usefulness and findings of twin studies, and note their limitations.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

23. On average, full siblings share __________ of their genetics. a. 25% b. 50% c. 75% d. 100% Answer: b Difficulty Level: Easy Topic: Why Siblings Can Be So Different Learning Objective: 4.1 Describe the usefulness and findings of twin studies, and note their limitations.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

24. Monozygotic twins share __________ of their genetics.

a. 25% b. 50% c. 75% d. 100% Answer: d Difficulty Level: Easy Topic: Why Siblings Can Be So Different Learning Objective: 4.1 Describe the usefulness and findings of twin studies, and note their limitations.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25. Twins separated at birth are often adopted into very __________. a. different cultures b. different families c. similar families d. wealthy families Answer: c Difficulty Level: Easy Topic: The Limitations of Twin Studies Learning Objective: 4.1 Describe the usefulness and findings of twin studies, and note their limitations.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

26. Which of these scenarios is an example of a gene–environment interaction? a. Anton, who is extraverted, seeks quiet time. b. Bethany, who is introverted, seeks excitement. c. Carla, who is anxious, joins a club to make friends. d. Dino, who is extraverted, attends every party to which he is invited.

Answer: d Difficulty Level: Moderate Topic: Gene–Environment Interactions and Epigenetics Learning Objective: 4.2 Understand how genes and the environment can interact to shape personality traits.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

27. A person‘s genetic predisposition is called her or his __________. a. genotype b. gene expression c. phenotype d. epigenetics Answer: a Difficulty Level: Easy Topic: Gene–Environment Interactions and Epigenetics Learning Objective: 4.2 Understand how genes and the environment can interact to shape personality traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

28. Francesca has red hair, freckles, and blue eyes. These observable characteristics are part of her __________. a. genotype b. gene expression c. phenotype d. epigenetics Answer: c Difficulty Level: Easy Topic: Gene–Environment Interactions and Epigenetics Learning Objective: 4.2 Understand how genes and the environment can interact to shape personality traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

29. The term __________ refers to the concept that the environment can influence how much genetics will matter. a. genotype b. gene expression c. phenotype d. epigenetics Answer: d Difficulty Level: Easy Topic: Gene–Environment Interactions and Epigenetics Learning Objective: 4.2 Understand how genes and the environment can interact to shape personality traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

30. The extent to which a gene influences a person‘s traits or outcomes is called __________. a. genotypic manifestation b. gene expression c. phenotypic display d. epigenetics Answer: b Difficulty Level: Easy Topic: Gene–Environment Interactions and Epigenetics Learning Objective: 4.2 Understand how genes and the environment can interact to shape personality traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31. In one epigenetic study, mice experienced a stressful environment as newborns when they were separated from their mothers. What happened to these mice? a. The mice were no different from mice that were not in stressful situations. b. The mice became socially anxious, as did their offspring. c. The mice interacted frequently with other mice. d. The mice became very aggressive.

Answer: b Difficulty Level: Moderate Topic: Gene–Environment Interactions and Epigenetics Learning Objective: 4.2 Understand how genes and the environment can interact to shape personality traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

32. What does the study of epigenetics reveal about the contributions of genetics and the environment to personality development? a. The majority of the variance in personality is explained by genetics. b. Genes influence the environment, but the environment has little impact on gene expression. c. Genetics and the environment are interactive forces that mutually influence an individual. d. The majority of the variance in personality is explained by environmental factors.

Answer: c Difficulty Level: Moderate Topic: Gene–Environment Interactions and Epigenetics Learning Objective: 4.2 Understand how genes and the environment can interact to shape personality traits.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

33. Who is likely to salivate the most in response to the ―lemon juice test‖? a. Horace, who is very introverted b. Tatiana, who is quite extraverted c. Roxie, who is very agreeable d. Dominic, who scores high in neuroticism Answer: a Difficulty Level: Easy Topic: The Biology of Personality Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

34. What do studies show regarding the brain and personality? a. Personality has no effect on how our brains respond to environmental stimuli. b. There is no relationship between our brains and our personalities. c. Personality affects how our brains respond to stimuli. d. Personality affects our brains‘ structure but not our response to the environment.

Answer: c Difficulty Level: Easy Topic: The Biology of Personality Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

35. Why is the unusual case of Phineas Gage instructive for understanding the relationship between personality and the brain? a. Gage was born without a frontal lobe and, correspondingly, lacked any sense of conscientiousness. b. It was the first demonstration of how an alteration in personality could lead to deterioration of brain tissue. c. Gage agreed to a full-scale examination of his brain structures, which identified the brain areas associated with each of the Big Five personality traits. d. It presented a rare opportunity to see how radical changes to the physical brain affect observable personality characteristics.

Answer: d Difficulty Level: Moderate Topic: The Biology of Personality Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

36. The part of the brain that forms plans and make decisions is the __________. a. frontal lobe b. amygdala c. hippocampus d. brain stem Answer: a Difficulty Level: Moderate Topic: The Big Five and the Brain Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

37. Laurel has sustained damage to the frontal lobes of her brain. She is most apt to experience __________. a. impaired self-control b. enhanced self-control c. increased anxiety d. increased agreeableness Answer: a Difficulty Level: Moderate Topic: The Big Five and the Brain Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

38. Tyshawn is high in agreeableness and therefore would show strong activation in his __________. a. amygdala b. frontal lobe c. hippocampus d. brain stem Answer: b Difficulty Level: Moderate Topic: The Big Five and the Brain Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

39. Mei Lin is high in agreeableness, which means that she is __________. a. likely to have high levels of neuroticism b. likely to be in poor health c. likely to excel at regulating her emotions d. poor at regulating emotions Answer: c Difficulty Level: Moderate Topic: The Big Five and the Brain Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

40. Dennis loves horror movies. While he is watching Corpse-grinding Maniacs in 3-D, his __________ is activated because it is the part of the brain responsible for processing his reaction to fear. a. frontal lobe b. amygdala c. hippocampus d. brain stem Answer: b Difficulty Level: Easy Topic: The Big Five and the Brain Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

41. The brains of people high in neuroticism show strong responses in a brain area associated with __________. a. circadian rhythms b. epigenetics c. signal activation d. discrepancy detection Answer: d Difficulty Level: Moderate Topic: The Big Five and the Brain Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

42. Armando has low levels of conscientiousness and high levels of impulsivity, as measured by a reliable and valid personality questionnaire. Which area of Armando‘s brain is likely to show greater activity when he acts impulsively? a. amygdala b. ventral striatum c. superior temporal sulcus d. frontal lobe Answer: b Difficulty Level: Difficult Topic: The Big Five and the Brain Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43. Which statement accurately represents what researchers have discovered regarding brain scans and personality? a. Extraversion is linked to positive emotions, and neuroticism is linked to negative emotions. b. Neuroticism is linked to positive emotions, and extraversion is linked to negative emotions. c. Extraversion is linked to both positive and negative emotions. d. Neuroticism is linked to both positive and negative emotions.

Answer: a Difficulty Level: Moderate Topic: The Big Five and the Brain Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

44. Which facet of extraversion is associated with increased activation in the amygdala? a. gregariousness b. assertivenenss c. activity d. anxiety Answer: a Difficulty Level: Difficult Topic: The Big Five and the Brain Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45. Which brain regions show evidence of being linked to openness to experience? a. those regions associated with fear and happiness b. those regions associated with memory and cognition c. those regions associated with balance and coordination d. those regions associated with sensation and perception Answer: b Difficulty Level: Difficult Topic: The Big Five and the Brain Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

46. Conceptually, why would openness to experience be associated with a pattern of brain activity rather than a specific brain region, as neuroticism or extraversion are? a. Openness to experience involves a great deal of creativity, but there is no evidence that creativity has any link to brain activity. b. The other Big Five traits are poorly defined, so tagging a specific brain region to a specific trait is a way of simplifying our understanding of these personality dimensions. c. In contrast to neuroticism, which has been linked to a single area of the brain, the amygdala, openness to experience is a more diffuse concept enlisting many brain regions. d. Only one facet of openness to experience—modesty—has been linked reliably to any kind of brain activity; there simply isn‘t a lot of evidence for this Big Five trait.

Answer: c Difficulty Level: Difficult Topic: The Big Five and the Brain Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

47. The chemicals that carry signals across the synapses in the brain are called __________. a. hormones b. circadians c. neurotransmitters d. myelin Answer: c Difficulty Level: Moderate Topic: Neurotransmitters Learning Objective: 4.3 Describe how personality traits appear in the brain, and explain how people differ on morningness–eveningness.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

48. Higher levels of the neurotransmitter dopamine have been tentatively associated with which personality dimension? a. low openness to experience b. high agreeableness c. low conscientiousness d. high extraversion Answer: c Difficulty Level: Difficult Topic: Neurotransmitters Learning Objective: 4.3 Describe how personality traits appear in the brain, and explain how people differ on morningness–eveningness.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49. Some researchers have found a relationship between conscientiousness and __________. a. high levels of serotonin b. increased impulsivity c. low levels of satisfaction with interpersonal relationships d. higher rates of incarceration Answer: a Difficulty Level: Difficult Topic: Neurotransmitters Learning Objective: 4.3 Describe how personality traits appear in the brain, and explain how people differ on morningness–eveningness.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

50. A person‘s circadian rhythm has a strong influence on when he or she __________. a. talks b. eats c. mates d. breathes Answer: b Difficulty Level: Easy Topic: Are You a Morning Person or a Night Person?: Understanding Your Circadian Rhythm Learning Objective: 4.3 Describe how personality traits appear in the brain, and explain how people differ on morningness–eveningness.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

51. A person who has more energy in the evening is considered to be a(n) __________. a. owl b. lark c. bluejay d. penguin Answer: a Difficulty Level: Easy Topic: Are You a Morning Person or a Night Person?: Understanding Your Circadian Rhythm Learning Objective: 4.3 Describe how personality traits appear in the brain, and explain how people differ on morningness–eveningness.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

52. Martino is a morning person who enjoys getting up when the sun rises and preparing for his day. Martino is probably __________. a. more extraverted than a night owl b. very open to new ideas c. low on agreeableness d. high in conscientiousness Answer: d Difficulty Level: Difficult Topic: Are You a Morning Person or a Night Person?: Understanding Your Circadian Rhythm Learning Objective: 4.3 Describe how personality traits appear in the brain, and explain how people differ on morningness–eveningness.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

53. Night owls are considered to be more __________ than early birds. a. open to new ideas b. organized c. shy d. caring Answer: a Difficulty Level: Moderate Topic: Are You a Morning Person or a Night Person?: Understanding Your Circadian Rhythm Learning Objective: 4.3 Describe how personality traits appear in the brain, and explain how people differ on morningness–eveningness.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

54. Based on what is known about the circadian rhythm over the lifespan, which of these people is most likely to be a morning person? a. Donna, who is 15 years old b. Gordon, who is 23 years old c. Cameron, who is 40 years old d. Joe, who is 61 years old Answer: d Difficulty Level: Difficult Topic: Are You a Morning Person or a Night Person?: Understanding Your Circadian Rhythm Learning Objective: 4.3 Describe how personality traits appear in the brain, and explain how people differ on morningness–eveningness.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

55. Evolutionary psychologists argue that people will act in ways that __________. a. maximize their chances of survival and minimize their chances of reproduction b. minimize their chances of survival and reproduction c. maximize their chances of survival and reproduction d. minimize their chances of survival and maximize their chances of reproduction Answer: c Difficulty Level: Moderate Topic: Survival and Reproduction Learning Objective: 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

56. Zondra wakes up in the middle of the night and realizes that her house is on fire. The house is full of family and friends who gathered to celebrate her birthday. She has time to save one person. According to evolutionary psychologists, who will she be most likely to save? a. her best friend b. her cousin c. her grandmother d. her brother Answer: d Difficulty Level: Difficult Topic: Survival and Reproduction Learning Objective: 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

57. Evolutionary psychologists posit that our brains inherently link sex with reproduction. For this reason, men usually find __________ women more attractive. a. smart b. fertile c. older d. high-earning Answer: b Difficulty Level: Moderate Topic: Survival and Reproduction Learning Objective: 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

58. From an evolutionary perspective, which trait would be considered a universal one common to all humans? a. the need to belong b. the need for achievement c. the need to eat d. the need for cognition Answer: a Difficulty Level: Moderate Topic: The Need to Belong Learning Objective: 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

59. Which theoretical challenge to the evolutionary perspective has been advanced? a. No evidence for mate preferences has been collected. b. The evolutionary perspective is not a comprehensive explanatory system. c. No evidence for survival strategies has been collected. d. An evolutionary explanation could be crafted for any preferences shown by current humans.

Answer: d Difficulty Level: Moderate Topic: Challenges to Evolutionary Psychology Learning Objective: 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

60. Testosterone levels are __________. a. lower in males than in females b. higher in males than in females c. only present in males d. not linked to behavior Answer: b Difficulty Level: Moderate Topic: Hormones and Behavior Learning Objective: 4.5 Explain how hormones can influence behavior among women and men.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Short Answer Questions 61. Give an example of a shared environment between siblings.

Answer: Siblings who attended the same school, were raised in the same household, and attended the same family holiday gatherings would show effects (albeit small) of being in those shared environments.

Difficulty Level: Difficult Topic: Introduction Learning Objective: None Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

62. Give two examples of nonshared environments between siblings.

Answer: If siblings played on different sports teams, had different teachers due to being in different grade levels, or associated with different groups of friends, in each case the nonshared environment would have a differential impact on members of the sibling group.

Difficulty Level: Difficult Topic: Introduction Learning Objective: None Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

63. What are three reasons why siblings are different?

Answer: Siblings differ in three main ways: 1. They can try to differentiate themselves from each other.

2. They have different birth order.

3. They have different genetics, because they only share 50% of the same genes.

Difficulty Level: Moderate Topic: Why Siblings Can Be So Different Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Skill Level: Understand the Concepts APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

64. Describe the ―restriction of range‖ problem in twin studies.

Answer: The ―restriction of range‖ problem in twin studies refers to the fact that the family environments for the twins being evaluated probably did not vary much. Most participants in twin studies grew up in stable, middleclass homes with married parents. Twin studies also leave out the potential influences of culture because they are usually done within one nation and are always done within one generation (because twins are born simultaneously).

Difficulty Level: Moderate Topic: The Limitations of Twin Studies Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

65. Stephanie and her identical twin Connie were separated at birth. Scientists recognize that due to confounding variables they cannot be sure which of the girls‘ traits are similar because of their genes and which are similar due to environment. Why? Answer: Twin studies cannot rule out confounding variables, starting with the fact that identical twins look alike. People may treat the twins a certain way based on their identical appearance, which is an environmental influence and not a genetic one.

Difficulty Level: Moderate Topic: The Limitations of Twin Studies Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

66. Give an example of a gene–environment interaction.

Answer: A gene–environment interaction occurs when genetics and environment work together to shape personality. People often seek out environments that suit them. Shy, introverted people seek quiet places and activities, whereas extraverted people seek excitement and social interaction. Therefore, genetic tendencies toward introversion or extraversion drive behaviors to seek environments consistent with those tendencies.

Difficulty Level: Moderate Topic: Gene–Environment Interactions and Epigenetics Learning Objective: 4.2 Understand how genes and the environment can interact to shape personality traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

67. What is the difference between a genotype and phenotype?

Answer: A genotype is an organism‘s genetic predisposition, whereas a phenotype is the observable characteristics of an organism that result from the interaction of the genotype and the environment.

Difficulty Level: Moderate Topic: Gene–Environment Interactions and Epigenetics Learning Objective: 4.2 Understand how genes and the environment can interact to shape personality traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

68. How can the environment affect individual differences in personality?

Answer: Individual differences in personality traits can be caused by people adapting to different environments.

Findings suggest that people have different personalities because their environments sometimes favored one type of personality over another.

Difficulty Level: Moderate Topic: If Evolution Is Universal, Why Do People Still Differ in Their Traits?

Learning Objective: 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

69. How do evolutionary psychologists respond to the ―I can‘t help it—it is my genes!‖ argument?

Answer: Evolutionary psychologists would say that their work attempts to explain people‘s behavior but cannot justify it. A serial rapist who claims he was simply obeying his evolutionary urges to keep his genes in the gene pool to the greatest extent possible would not be condoned by evolutionary theorists.

Difficulty Level: Moderate Topic: Challenges to Evolutionary Psychology Learning Objective: 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

70. What is the relationship between testosterone and men high in power motive?

Answer: Testosterone is the primary male hormone. For men high in power motive, testosterone rises after success or falls after a loss in a one-on-one contest.

Difficulty Level: Moderate Topic: Hormones and Behavior Learning Objective: 4.5 Explain how hormones can influence behavior among women and men.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

Essay Questions 71. What key questions does research on the biological underpinnings of personality aim to answer?

Answer: A good answer would include the following key points:  Research on the biological underpinnings of personality tries to answer such questions as ―What makes you who you are?‖ and ―How much of your personality is caused by your genes and how much by your environment?‖  Research also explores how personality appears in the human brain, how our desires are rooted in our evolutionary past, why some people are more energetic in the morning and others in the evening, and how hormones influence our behavior.

Difficulty Level: Difficult Topic: Introduction Learning Objective: None Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

72. You want to assess the personality of family members, looking for similarities and differences. How would a twin study help you with your research?

Answer: A good answer would include the following key points:  A twin study examines sets of twins raised apart and sets of twins raised together in an effort to determine which characteristics of each person were caused by genetics and which by environment.  Because identical twins share 100% of the same genetic material, they are biologically very similar.  Therefore, if personality variation is due more to genetics, identical twins raised apart should be similar in their personalities.

Difficulty Level: Difficult Topic: The Heritability of Personality: Twin Studies Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

73. Explain what ―percentage of variance‖ demonstrates, and give an example.

Answer: A good answer would include the following key points:  ―Percentage of variance‖ refers to the differences among a group of people rather than within one individual.  We know that 10% of the variance in human height is determined by environment and 90% by genetics.

For this factor, clearly, environment is a weak influence whereas genetics is a strong one.  But that does not mean that 90% of any specific person‘s height is due to genetics. As a child, that specific person may have had poor nutrition or taken a prescription medicine that affected her or his height.  Percentage of variance in this example demonstrates that among any group of people, 90% of the individual differences in height are due to genetics.

Difficulty Level: Difficult Topic: The Heritability of Personality: Twin Studies Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

74. How can birth order affect siblings?

Answer: A good answer would include the following key points:  Birth order can affect the personality of siblings because each child experiences her or his parents a bit differently.  The oldest child gets the parents all to himself or herself for a while but also gets inexperienced parents and later may struggle to share them with one or more siblings.  The youngest children may receive less attention when young but more when they grow older. The youngest may also be ―babied‖ by both older siblings and parents.

Difficulty Level: Difficult Topic: Why Siblings Can Be So Different Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

75. Explain how a person‘s beliefs can affect genetic influences on his or her behavior, and give an example.

Answer: A good answer would include the following key points:  A person‘s beliefs can impact genetic influences on behavior by repressing the expression of a trait.  For example, a girl who is genetically predisposed to obesity is less likely to overeat when raised in a family environment that values exercise, nutrition, and health-consciousness and more likely to overeat in the absence of those environmental constraints.  Beliefs—―exercise is important;‖ ―eat daily servings for fruits and vegetables‖—impact behavior and genetic expression.

Difficulty Level: Difficult Topic: Gene–Environment Interactions and Epigenetics Learning Objective: 4.2 Understand how genes and the environment can interact to shape personality traits.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

76. Describe epigenetics, and give an example.

Answer: A good answer would include the following key points:  Epigenetics is the idea that some environments can influence how much genetics will matter.  A person born with a gene for major depression may never have that gene expressed unless the environment triggers it.  Therefore, a happy, healthy environment in childhood might stave off major depression whereas an abusive or impoverished environment would trigger it.

Difficulty Level: Difficult Topic: Gene–Environment Interactions and Epigenetics Learning Objective: 4.2 Understand how genes and the environment can interact to shape personality traits.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

77. How can someone‘s personal life affect her or his morningness–eveningness preferences?

Answer: A good answer would include the following key points:  Someone‘s life can affect morningness–eveningness preferences by having a job or classes that force the person to be awake early or to stay up late, despite the fact that biologically at those times the person would naturally have less energy.  For example, having small children or an early work schedule forces someone who is a night owl to get up early.

Difficulty Level: Difficult Topic: Are You a Morning Person or a Night Person?: Understanding Your Circadian Rhythm Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

78. What is the relationship between personality traits and morningness–eveningness preferences?

Answer: A good answer would include the following key points:  Morning people tend to be higher in conscientiousness than evening people are. Conscientiousness people are good at keeping to schedules, and the world runs on a morning schedule.  Morning people are typically also higher in agreeableness and lower in extraversion, neuroticism, and openness to experience when compared to night owls.  The typical evening person is messier, more outgoing, more anxious, more freewheeling, and open to new ideas.

Difficulty Level: Difficult Topic: Are You a Morning Person or a Night Person?: Understanding Your Circadian Rhythm Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

79. How does sociosexuality impact mating strategies?

Answer: A good answer would include the following key points:  Sociosexuality describes individual differences in attitudes toward sex without commitment; some people are more comfortable with uncommitted sex than are others.  This affects mating strategies because people with different levels of sociosexuality may be more (or less) interested in forming committed, monogamous relationships.  Evolutionary theory predicts that men have a greater desire for uncommitted sex than women do.

However, actually engaging in uncommitted sex acts does not differ much between men and women because men must find willing female partners.

Difficulty Level: Difficult Topic: Survival and Reproduction Learning Objective: 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

Skill Level: Analyze It APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

80. How can whether or not you have a sex partner influence your hormone levels?

Answer: A good answer would include the following key points:  Men and women who are single tend to have higher testosterone levels than those who have partners, perhaps because high testosterone helps people initiate sexual relationships.  Among men, high testosterone levels are consistently correlated with the initiation of sexual activity, but some evidence suggests that this hormone also influences women‘s sexual behavior.  Men‘s testosterone levels increase before divorce and then decrease when they remarry, suggesting another link between hormones and behavior.

Difficulty Level: Difficult Topic: Hormones and Behavior Learning Objective: 4.5 Explain how hormones can influence behavior among women and men.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

Revel Quizzes The following questions appear at the end of each module and at the end of the chapter in Revel for Personality Psychology: Understanding Yourself and Others, 2e.

End of Module Quiz 4.1 The Heritability of Personality: Twin Studies EOM Q4.1.1 What is the purpose of a twin study?

a) to help us understand the influence of genetics and environment on personality b) to tell us if twins siblings get along better than non-twin siblings Consider This: These studies provide insight into the nature–nurture debate. LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

c) to aid in our understanding of monozygotic twin feelings of attachment Consider This: These studies provide insight into the nature–nurture debate. LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

d) to conduct two studies at once and compare results Consider This: These studies provide insight into the nature–nurture debate. LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Answer: a Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q4.1.2 Monozygotic twins __________.

a) share the same genetic profile b) are twins raised by one parent Consider This: Monozygotic twins are also known as identical twins. LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

c) share 50% of the same genetics Consider This: Monozygotic twins are also known as identical twins. LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

d) are not ideal for twin studies Consider This: Monozygotic twins are also known as identical twins. LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Answer: a Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q4.1.3 Shane and Sean are identical (monozygotic) twins being raised by the same parents in the same house, yet they differ on some personality traits. What is the best explanation for this?

a) They are influenced and shaped by both shared and nonshared environments. b) They have the same genetic makeup.

Consider This: Nurture interacts with nature to shape personality. LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

c) They are only influenced by shared environments.

Consider This: Nurture interacts with nature to shape personality. LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

d) They are simply trying to be different from each other, but in reality they are not.

Consider This: Nurture interacts with nature to shape personality. LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Answer: a Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q4.1.4 Some studies report their results as the __________ explained by genetics or environment.

a) percentage of variance b) percentage of genetics Consider This: This number refers to the variation among a group of people, not within one individual. LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

c) percentage of environment Consider This: This number refers to the variation among a group of people, not within one individual. LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

d) percentage of the mean Consider This: This number refers to the variation among a group of people, not within one individual. LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Answer: a Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q4.1.5 Based on twin studies, you and your sibling, who was adopted, will be __________.

a) only slightly more similar in personality than randomly selected strangers b) as similar as genetically related siblings Consider This: Outside of the DNA you may have inherited from them, your parents may well have less impact on your personality than your friends do. LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

c) as similar as identical (monozygotic) twins Consider This: Outside of the DNA you may have inherited from them, your parents may well have less impact on your personality than your friends do. LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

d) as similar as fraternal twins Consider This: Outside of the DNA you may have inherited from them, your parents may well have less impact on your personality than your friends do. LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Answer: a Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Difficulty Level: Difficult Skill Level: Analyze It

End of Module Quiz 4.2 Gene–Environment Interactions and Epigenetics EOM Q4.2.1 The process of genetics and environment working together to shape personality is called __________.

a) gene–environment interaction b) person–situation interaction Consider This: The world and our place in it is dynamic and complex. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

c) the nature–nurture debate Consider This: The world and our place in it is dynamic and complex. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

d) the cycle of life Consider This: The world and our place in it is dynamic and complex. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

Answer: a Learning Objective: 4.2 Understand how genes and the environment can interact to shape personality traits.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q4.2.2 In biology, the phenotype is how genes appear in the organism. In personality psychology, the phenotype is the __________.

a) behavior resulting from the interaction of the genotype and the environment b) the genetic predisposition for a certain personality trait Consider This: The phenotype is observable characteristics. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

c) the measure of how likely a person is to be neurotic Consider This: The phenotype is observable characteristics. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

d) the underlying cause of personality variability Consider This: The phenotype is observable characteristics. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

Answer: a Learning Objective: 4.2 Understand how genes and the environment can interact to shape personality traits.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q4.2.3 The idea that the same genetic makeup can be expressed differently due to environmental factors acting at the cellular level is known as __________.

a) epigenetics b) genetics Consider This: Sometimes the effect of this process can extend over generations. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

c) chromosomes Consider This: Sometimes the effect of this process can extend over generations. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

d) heritability Consider This: Sometimes the effect of this process can extend over generations. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

Answer: a Learning Objective: 4.2 Understand how genes and the environment can interact to shape personality traits.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q4.2.4 Scott Kelly spent a year in space and when he returned, 7% of his genes were expressing themselves differently than the genes of his identical twin, Mark Kelly. This case study helps scientists understand more about __________.

a) epigenetics b) percent of variance Consider This: This is also known as gene expression. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

c) contrast effect Consider This: This is also known as gene expression. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

d) discrepancy detection Consider This: This is also known as gene expression. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

Answer: a Learning Objective: 4.2 Understand how genes and the environment can interact to shape personality traits.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q4.2.5 Scientists have found that when mice experienced a stressful environment as newborns, they became more socially anxious and this was subsequently passed down to their children and grandchildren. This is an example of __________.

a) gene expression causing heritable changes in behavior b) the independent effects of genetics and environment Consider This: Genes and environment are not two forces working independently. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

c) the importance of nonshared vs. shared environments Consider This: Genes and environment are not two forces working independently. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

d) the impact of neurotransmitters personality development Consider This: Genes and environment are not two forces working independently. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

Answer: a Learning Objective: 4.2 Understand how genes and the environment can interact to shape personality traits.

Difficulty Level: Moderate Skill Level: Understand the Concepts

End of Module Quiz 4.3 The Biology of Personality EOM Q4.3.1 Damage to what part of the brain can lead to disagreeableness and low conscientiousness?

a) frontal lobe b) amygdala Consider This: This part of the brain helps regulate emotions and behavior. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

c) hindbrain Consider This: This part of the brain helps regulate emotions and behavior. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

d) midbrain Consider This: This part of the brain helps regulate emotions and behavior. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Answer: a Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q4.3.2 Brain scan studies now show that people high in neuroticism have stronger responses in the __________.

a) amygdala b) frontal lobe Consider This: This part of the brain is responsible for processing reactions to fear. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

c) cerebellum Consider This: This part of the brain is responsible for processing reactions to fear. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

d) parietal lobe Consider This: This part of the brain is responsible for processing reactions to fear. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Answer: a Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q4.3.3 Low conscientious appears in the brain as greater activity in the __________.

a) ventral striatum b) frontal lobe Consider This: This area of the brain responds to rewards such as food and money. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

c) midbrain Consider This: This area of the brain responds to rewards such as food and money. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

d) parietal lobe Consider This: This area of the brain responds to rewards such as food and money. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Answer: a Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q4.3.4 Haley is on antidepressants and now shows lower impulsivity. The antidepressants have likely increased __________.

a) her serotonin levels b) her blood pressure Consider This: Neurotransmitters influence personality expression. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

c) her dopamine levels Consider This: Neurotransmitters influence personality expression. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

d) her introversion Consider This: Neurotransmitters influence personality expression. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Answer: a Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q4.3.5 Which of the following tend to be evening people?

a) teenagers b) infants Consider This: Circadian rhythms change with age. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

c) people over 50 Consider This: Circadian rhythms change with age. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

d) toddlers Consider This: Circadian rhythms change with age. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Answer: a Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Difficulty Level: Moderate Skill Level: Understand the Concepts

End of Module Quiz 4.4 Evolution and Personality EOM Q4.4.1 Lauren argues that because we humans spent most of our history as hunter–gatherers, many of our desires and preferences are ―stuck‖ in that time. Lauren is likely a(n) __________.

a) evolutionary psychologist b) developmental psychologist Consider This: This field of study aims to discover the universal preferences and needs of people. LO 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

c) humanistic psychologist Consider This: This field of study aims to discover the universal preferences and needs of people. LO 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

d) clinical psychologist Consider This: This field of study aims to discover the universal preferences and needs of people. LO 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

Answer: a Learning Objective: 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q4.4.2 Evolutionary psychology argues that men value __________ when choosing a mate while women are more likely to value __________ .

a) youthfulness; a good earning capacity b) maturity; youthfulness Consider This: Reproduction and sex are influenced by evolutionary pressures. LO 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

c) youthfulness; maturity Consider This: Reproduction and sex are influenced by evolutionary pressures. LO 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

d) a good earning capacity; youthfulness Consider This: Reproduction and sex are influenced by evolutionary pressures. LO 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

Answer: a Learning Objective: 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

Difficulty Level: Difficult Skill Level: Analyze It

EOM Q4.4.3 One study found that being ostracized by others caused activation in the same brain region associated with __________.

a) physical pain b) memories Consider This: People have a nearly universal need to belong. LO 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

c) love Consider This: People have a nearly universal need to belong. LO 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

d) language Consider This: People have a nearly universal need to belong. LO 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

Answer: a Learning Objective: 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q4.4.4 According to evolutionary psychology, if you were in a fire and could save only one person, you would be most likely to save your __________.

a) youngest sibling b) parent Consider This: Evolutionary psychology thinks about behavior and choices in terms of survival and reproduction of genes. LO 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

c) best friend Consider This: Evolutionary psychology thinks about behavior and choices in terms of survival and reproduction of genes. LO 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

d) grandparent Consider This: Evolutionary psychology thinks about behavior and choices in terms of survival and reproduction of genes. LO 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

Answer: a Learning Objective: 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q4.4.5 __________ describes attitudes toward sex without commitment.

a) Sociosexuality b) Homosexuality Consider This: As evolutionary theory would predict, men report more desire for uncommitted sex than women do. LO 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

c) Evolutionary sexuality Consider This: As evolutionary theory would predict, men report more desire for uncommitted sex than women do. LO 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

d) Heterosexuality Consider This: As evolutionary theory would predict, men report more desire for uncommitted sex than women do. LO 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

Answer: a Learning Objective: 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

Difficulty Level: Easy Skill Level: Remember the Facts

End of Module Quiz 4.5 Hormones and Behavior EOM Q4.5.1 What does the research discussed in the text about women and fertility possibly suggest?

a) The research suggests that men find women who are experiencing high fertility more attractive while women find stereotypically masculine men more attractive on high-fertile days. b) The research suggests that men find women who are experiencing low fertility more attractive while women find stereotypically masculine men more attractive on high-fertile days.

Consider This: Women‘s voices are also higher-pitched and judged as more attractive by men on highfertility days. LO 4.5 Explain how hormones can influence behavior among women and men.

c) The research suggests that men find women who are experiencing low fertility more attractive while women find stereotypically masculine men more attractive on low-fertile days.

Consider This: Women‘s voices are also higher-pitched and judged as more attractive by men on highfertility days. LO 4.5 Explain how hormones can influence behavior among women and men.

d) The research suggests that men find women who are experiencing high fertility more attractive while women find stereotypically masculine men more attractive on low-fertile days.

Consider This: Women‘s voices are also higher-pitched and judged as more attractive by men on highfertility days. LO 4.5 Explain how hormones can influence behavior among women and men.

Answer: a Learning Objective: 4.5 Explain how hormones can influence behavior among women and men.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q4.5.2 Which of the following statements regarding testosterone is true?

a) Experiences can cause rises and falls in testosterone levels. b) Testosterone is always the cause of aggressive behavior in situations.

Consider This: The person–situation interaction seems to apply here. LO 4.5 Explain how hormones can influence behavior among women and men.

c) Pregnant women have a higher baseline level of testosterone than men.

Consider This: The person–situation interaction seems to apply here. LO 4.5 Explain how hormones can influence behavior among women and men.

d) High levels of testosterone are almost always associated with violent behavior.

Consider This: The person–situation interaction seems to apply here. LO 4.5 Explain how hormones can influence behavior among women and men.

Answer: a Learning Objective: 4.5 Explain how hormones can influence behavior among women and men.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q4.5.3 In men high in power motive, testosterone __________ after success and __________ after a loss in a one-onone contest.

a) rises; falls b) falls; rises Consider This: Power motive is the desire to control others. LO 4.5 Explain how hormones can influence behavior among women and men.

c) rises; rises Consider This: Power motive is the desire to control others. LO 4.5 Explain how hormones can influence behavior among women and men.

d) falls; falls Consider This: Power motive is the desire to control others. LO 4.5 Explain how hormones can influence behavior among women and men.

Answer: a Learning Objective: 4.5 Explain how hormones can influence behavior among women and men.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q4.5.4 Men and women who are single tend to have __________ levels than those who have partners.

a) higher testosterone b) lower testosterone Consider This: This hormone helps people to initiate sexual relationships. LO 4.5 Explain how hormones can influence behavior among women and men.

c) lower dopamine Consider This: This hormone helps people to initiate sexual relationships. LO 4.5 Explain how hormones can influence behavior among women and men.

d) higher estrogen Consider This: This hormone helps people to initiate sexual relationships. LO 4.5 Explain how hormones can influence behavior among women and men.

Answer: a Learning Objective: 4.5 Explain how hormones can influence behavior among women and men.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q4.5.5 The 2D:4D ratio is an indicator of __________.

a) a person‘s prenatal testosterone exposure b) how tall one will be as an adult Consider This: This ratio is found by measuring the length of your index (first) finger and your ring (third) finger on your right hand (from the crease at your palm to the tip), and dividing your index finger length by your ring finger length. LO 4.5 Explain how hormones can influence behavior among women and men.

c) how likely a person is to commit violent acts Consider This: This ratio is found by measuring the length of your index (first) finger and your ring (third) finger on your right hand (from the crease at your palm to the tip), and dividing your index finger length by your ring finger length. LO 4.5 Explain how hormones can influence behavior among women and men.

d) a person‘s level of empathy for others Consider This: This ratio is found by measuring the length of your index (first) finger and your ring (third) finger on your right hand (from the crease at your palm to the tip), and dividing your index finger length by your ring finger length. LO 4.5 Explain how hormones can influence behavior among women and men.

Answer: a Learning Objective: 4.5 Explain how hormones can influence behavior among women and men.

Difficulty Level: Easy Skill Level: Remember the Facts

Chapter Quiz: Biological Underpinnings of Personality EOC Q4.1 Twin studies have found that about __________ of the variance in personality traits is due to genetics.

a) 50% b) 20% Consider This: The remaining percentage is primarily caused by friends, individual experiences, and random variance due to imprecise measurement. LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

c) 70% Consider This: The remaining percentage is primarily caused by friends, individual experiences, and random variance due to imprecise measurement. LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

d) 90% Consider This: The remaining percentage is primarily caused by friends, individual experiences, and random variance due to imprecise measurement. LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Answer: a Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q4.2 One of the most efficient ways for researchers to better understand the influence of genetics and environment is to __________.

a) conduct twin studies b) do archival research Consider This: This method helps us better understand the impact of shared and nonshared environments.

LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

c) conduct clinical interviews of parents Consider This: This method helps us better understand the impact of shared and nonshared environments.

LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

d) do field research in elementary school classrooms Consider This: This method helps us better understand the impact of shared and nonshared environments.

LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Answer: a Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q4.3 Which of the following statements regarding siblings and personality is true?

a) Nonshared environments affect siblings‘ personalities. b) Twin studies can account for the influence of culture and generation.

Consider This: Friends, injuries, and different activities can all have an impact. LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

c) Studies show that genetics explain about 70% of the variance in personality.

Consider This: Friends, injuries, and different activities can all have an impact. LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

d) Birth order is solely responsible for shaping siblings‘ personalities.

Consider This: Friends, injuries, and different activities can all have an impact. LO 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Answer: a Learning Objective: 4.1 Describe the usefulness and findings of twin studies and note their limitations.

Difficulty Level: Difficult Skill Level: Analyze It EOC Q4.4 A genotype is the __________.

a) genetic predisposition of a person b) demonstration of how you are impacted by your shared environment Consider This: Genotype is a biological term. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

c) way a gene expresses itself in behavior or appearance Consider This: Genotype is a biological term. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

d) remnant of our hunter-gatherer roots Consider This: Genotype is a biological term. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

Answer: a Learning Objective: 4.2 Understand how genes and the environment can interact to shape personality traits.

Difficulty Level: Easy Skill Level: Remember the Facts EOC Q4.5 Children raised in Russian orphanages (versus those raised by their biological parents) showed chemical alterations that affected the expression of genes. This example best illustrates __________.

a) epigenetics b) genetics Consider This: These genes were responsible for brain development and function. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

c) nonshared environment Consider This: These genes were responsible for brain development and function. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

d) shared environment Consider This: These genes were responsible for brain development and function. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

Answer: a Learning Objective: 4.2 Understand how genes and the environment can interact to shape personality traits.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q4.6 The nature–nurture debate has __________.

a) transformed into a discussion of the gene–environment interaction b) become more polarizing over recent decades Consider This: The relationship of nature and nurture is complex. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

c) created a new scientific field called the Nurturalists Consider This: The relationship of nature and nurture is complex. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

d) made advances in the field of personality psychology more difficult Consider This: The relationship of nature and nurture is complex. LO 4.2 Understand how genes and the environment can interact to shape personality traits.

Answer: a Learning Objective: 4.2 Understand how genes and the environment can interact to shape personality traits.

Difficulty Level: Moderate Skill Level: Remember the Facts EOC Q4.7 The amygdala is the part of the brain involved in the processing of reactions to fear. It makes sense, then, that people high in the __________ Big Five trait show more activity there.

a) neuroticism b) conscientiousness Consider This: This Big Five trait involves being anxious and cautious. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

c) openness Consider This: This Big Five trait involves being anxious and cautious. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

d) extraversion Consider This: This Big Five trait involves being anxious and cautious. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Answer: a Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q4.8 How have brain scans been used in personality research?

a) Brain scans have begun to help identify areas of the brain associated with certain personality traits. b) Brain scans have not yet been able to demonstrate any links between areas of the brain and personality traits.

Consider This: Brain scan technology has allowed us to understand personality in new ways. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness– eveningness.

c) Brain scans have been used to contradict the personality tests that people have taken.

Consider This: Brain scan technology has allowed us to understand personality in new ways. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness– eveningness.

d) Brain scans have been used to help people determine how to change their personality.

Consider This: Brain scan technology has allowed us to understand personality in new ways. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness– eveningness.

Answer: a Learning Objective: 4.3 Describe how personality traits appear in the brain, and explain how people differ on morningness–eveningness.

Difficulty Level: Difficult Skill Level: Analyze It EOC Q4.9 Which of the following statements about neurotransmitters and personality is true?

a) Research suggests a link between personality and specific neurotransmitters. b) Neurotransmitters have no relation to personality.

Consider This: The emerging research on neurotransmitters and personality shows a complex relationship between the two. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

c) A high level of the neurotransmitter dopamine seems to result in high impulsivity.

Consider This: The emerging research on neurotransmitters and personality shows a complex relationship between the two. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

d) Neurotransmitters appear to be linked only to neuroticism.

Consider This: The emerging research on neurotransmitters and personality shows a complex relationship between the two. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Answer: a Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Difficulty Level: Difficult Skill Level: Analyze It

EOC Q4.10 What is the circadian rhythm?

a) a biological pattern that influences when we sleep and eat b) a biological pattern that influences levels of extraversion Consider This: The circadian rhythm is directly related to morningness–eveningness. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

c) a pattern of mothering that helps soothe newborn children and enhances attachment Consider This: The circadian rhythm is directly related to morningness–eveningness. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

d) a sleeping pattern influenced by testosterone Consider This: The circadian rhythm is directly related to morningness–eveningness. LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Answer: a Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Difficulty Level: Easy Skill Level: Remember the Facts EOC Q4.11 Morning people tend to be __________ than evening people.

a) higher in conscientiousness b) higher in extraversion Consider This: Apparently it‘s true that ―the early bird gets the worm.‖ LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

c) lower in agreeableness Consider This: Apparently it‘s true that ―the early bird gets the worm.‖ LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

d) higher in neuroticism Consider This: Apparently it‘s true that ―the early bird gets the worm.‖ LO 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Answer: a Learning Objective: 4.3 Describe how personality traits appear in the brain and explain how people differ on morningness–eveningness.

Difficulty Level: Difficult Skill Level: Analyze It

EOC Q4.12 According to evolutionary psychology, we have a near universal need __________.

a) to belong b) for power Consider This: Evolutionary psychology thinks about behavior and choices in terms of survival and reproduction of genes. LO 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

c) to express ourselves Consider This: Evolutionary psychology thinks about behavior and choices in terms of survival and reproduction of genes. LO 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

d) to be alone Consider This: Evolutionary psychology thinks about behavior and choices in terms of survival and reproduction of genes. LO 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

Answer: a Learning Objective: 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q4.13 __________ aims to discover the universal preferences and needs of people, and thus the personality traits we have in common.

a) Evolutionary psychology b) Cognitive psychology Consider This: This theory considers behavior and choices in terms of survival and reproduction of genes.

LO 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

c) Behavioral psychology Consider This: This theory considers behavior and choices in terms of survival and reproduction of genes.

LO 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

d) Reproductive psychology Consider This: This theory considers behavior and choices in terms of survival and reproduction of genes.

LO 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

Answer: a Learning Objective: 4.4 Describe how evolutionary psychology explains human tendencies and describe some of the challenges to this approach.

Difficulty Level: Difficult Skill Level: Analyze It

EOC Q4.14 Tre and Brent are at a football game. Tre‘s team is about to win. Brent's is about to lose. Which of the following statements is true?

a) Tre‘s testosterone level is likely to rise. b) Brent‘s testosterone level is likely to rise.

Consider This: Experiences can cause rises and falls in testosterone. LO 4.5 Explain how hormones can influence behavior among women and men.

c) Both Tre‘s and Brent‘s testosterone levels are likely to rise.

Consider This: Experiences can cause rises and falls in testosterone. LO 4.5 Explain how hormones can influence behavior among women and men.

d) Both Tre‘s and Brent‘s testosterone levels are likely to fall.

Consider This: Experiences can cause rises and falls in testosterone. LO 4.5 Explain how hormones can influence behavior among women and men.

Answer: a Learning Objective: 4.5 Explain how hormones can influence behavior among women and men.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q4.15 Women with a low 2D:4D ratio __________.

a) are more likely to be assertive and interested in leadership positions b) are lower in sensation-seeking and risk taking Consider This: 2D:4D is related to prenatal hormone testosterone exposure. LO 4.5 Explain how hormones can influence behavior among women and men.

c) are less likely to be assertive and higher in sensation-seeking Consider This: 2D:4D is related to prenatal hormone testosterone exposure. LO 4.5 Explain how hormones can influence behavior among women and men.

d) were less likely to have been tomboys growing up Consider This: 2D:4D is related to prenatal hormone testosterone exposure. LO 4.5 Explain how hormones can influence behavior among women and men.

Answer: a Learning Objective: 4.5 Explain how hormones can influence behavior among women and men.

Difficulty Level: Difficult Skill Level: Analyze It

TOTAL Chapter 5 ASSESSMENT Multiple Choice Questions Self-Concept and Self-Processes GUIDE

1. How do personality psychologists define the self? a. an abstraction representing cultural,Remember psychological, components Learning the and biological Understand the Apply What b. what results from the intersection of an individual‘s self-concept and that individual‘s self-esteem Objective Facts Concepts You Know Analyze It c. the sum total of each person‘s unique life experiences manifested within genetic constraints Learning Multiple Choice 5, 7, 9, 11, 12, 13, 6, 10, 18, 21 15, 19, 20 8, 16 d. the entire knowledge, evaluation, and regulation of her- or himself Objective 5.1 system of an individual‘s14, 17 Answer: d Short Answer 61, 63, 67 62, 64, 65, 66 Difficulty Level: Moderate Essay 71 72 Topic: Introduction Learning Multiple Choice 22, 23 25, 26, 27, 29, 30 28 24, 31 Learning Objective: None Objective Skill Level: 5.2 Understand theAnswer Concepts Short 68 APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content Essay 74 domains.

73 Learning Multiple Choice 32, 33, 34, 35, 36, 43, 45, 47, 49, 50, 37, 38, 42, 44, 2.Objective Which statement represents the ambitions dimension Twenty Statements Test 5.3 39, 40, 41, 46 of the51 48 (TST)? a. ―I am going to be rich and famous.‖ Short Answer 69 b. ―I am my father‘s child.‖ Essay 75, 77 c. ―I am a Zoroastrian.‖ Learning Multiple Choice 53, 54 57, 58, 59 55, 56, 60 d. ―I am overweight.‖ Objective 5.4 Short Answer 70 Answer: a Essay 80 Difficulty Level: Difficult Topic: Introduction Learning Objective: None Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

52

76, 78

79

3. Which term describes a cultural system that values the needs of the group over the needs of the individual? a. independence b. individualism c. collectivism d. self-promoting Answer: c Difficulty Level: Easy Topic: Introduction Learning Objective: None Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4. Alphonso sees the world in terms of individual rights and freedoms and scoffs at the notion that people should be cooperative, interdependent, and harmonious in the social roles they adopt. What cultural background is Alphonso likely to have? a. Alphonso is likely to identify with group norms for interdependence and cooperation. b. Alphonso is likely to be a member of an individualistic culture. c. Alphonso is likely to be a member of a collectivistic culture. d. Alphonso is likely to be a member of a traditional Asian culture.

Answer: b Difficulty Level: Moderate Topic: Introduction Learning Objective: None Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

5. A person‘s image of herself or himself is called __________. a. self-efficacy b. self-esteem c. self-actualization d. self-concept Answer: d Difficulty Level: Moderate Topic: The Self-Concept Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6. What did William James conclude was the only thing he could know with certainty about the self? a. the ―me‖ b. the ―I‖ c. the ―them‖ d. the ―we‖ Answer: a Difficulty Level: Moderate Topic: The I and the Me Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

7. How many parts did William James divide the ―me‖ into? a. one b. two c. three d. four Answer: c Difficulty Level: Easy Topic: The I and the Me Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8. Why is the self-schema a cognitive representation of the self? a. There is no actual ―self‖ that can be objectively identified or isolated within a person; rather, the self can be conceptualized as a collection of thoughts, knowledge, and evaluations. b. The distinction between ―I‖ and ―me‖ was never clearly articulated or pursued by psychologists; therefore, theorists required a different approach to understanding the self. c. Representations based on feelings or emotions are too fleeting to capture the unchanging, unalterable nature of the self. d. Cognitive processes are shared in common by all people, which means that the same core traits that make up each person‘s self-concept will be emphasized to the same degree across individuals.

Answer: a Difficulty Level: Difficult Topic: The I and the Me Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

9. A person‘s body, clothes, and possessions are part of that person‘s __________ self. a. social b. abstract c. material d. identity Answer: c Difficulty Level: Moderate Topic: The Material Self Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10. Consider what you know about clothing and the self. Which of the following statements is correct? a. Clothing has a major impact on how we see ourselves and how others see us. b. Clothing impacts how others see us but not how we see ourselves. c. Clothing impacts how we see ourselves but not how others see us. d. Clothing does not impact how we see ourselves.

Answer: a Difficulty Level: Moderate Topic: The Material Self Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

11. Which theorist coined the phrase looking-glass self when considering how the self-concept develops? a. George Herbert Mead b. William James c. Charles Horton Cooley d. James Mark Baldwin Answer: c Difficulty Level: Easy Topic: The Social Self Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12. Which theorist proposed the socius as a unit of social analysis? a. James Mark Baldwin b. Hazel Rose Markus c. Charles Horton Cooley d. William James Answer: a Difficulty Level: Difficult Topic: The Social Self Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13. The part of William James‘s ―me‖ that is related to group membership is called the __________ self. a. maternal b. social c. independent d. material Answer: b Difficulty Level: Easy Topic: The Social Self Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14. What major contribution did George Herbert Mead offer our understanding of the self? a. the distinction between ―I‖ and ―me‖ b. the first empirical measure of self-esteem c. the idea of a generalized other d. the metaphor of the looking-glass self Answer: c Difficulty Level: Difficult Topic: The Social Self Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15. Johanna is normally quite casual with her friends and family but acts in a very formal manner when at the ladies‘ luncheon. This is because she observes the other women behaving in a similar way and wants her own behavior to fit in. Johanna is engaging in __________. a. self-monitoring b. self-activation c. self-manipulation d. self-migration Answer: a Difficulty Level: Moderate Topic: The Social Self Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

16. High self-monitors are likely to __________. a. follow an internal rather than an external guide to action b. act in ways that are consistent with their true feelings c. adjust their behavior in response to external situations d. express an attitude only if they really believe it Answer: c Difficulty Level: Moderate Topic: The Social Self Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

17. A person‘s moral center is called her or his __________. a. self-esteem b. true self c. spiritual self d. self-concept Answer: c Difficulty Level: Easy Topic: The Spiritual Self Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

18. The extent to which a person feels aligned with her or his true self in daily life is called __________. a. authenticity b. originality c. individuality d. accuracy Answer: a Difficulty Level: Moderate Topic: The True Self Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

19. Giuseppe feels a personal sense of authenticity in his life. Which statement is most likely to be true?

a. Giuseppe had a rough day at work and ended up eating to calm himself down, but he does not know why he ate an entire quart of ice cream. b. Giuseppe yelled at his dog when he came home from work but realizes he did so because he was feeling stressed from his day. c. Giuseppe is unaware that he needs to improve his technology skills, even though he continues to ask for help from his office mates. d. Giuseppe is an excellent writer but does not realize this is a strength.

Answer: b Difficulty Level: Difficult Topic: The True Self Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

20. Even though Linda has finished her degree in radiography, she feels like a fraud when she enters the emergency room at the hospital where she works. Linda is experiencing __________. a. unbiased processing b. the imposter phenomenon c. authenticity d. the accuracy phenomenon Answer: b Difficulty Level: Difficult Topic: The True Self Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

21. What are the four components that relate to authenticity of the self? a. authenticity, imposterism, actuality, potential b. self-concept, self-esteem, self-awareness, self-control c. awareness, unbiased processing, behavior, authentic relationships d. material self, social self, spiritual self, true self Answer: c Difficulty Level: Moderate Topic: The True Self Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

22. A person‘s attitude toward her- or himself is called __________. a. self-actualization b. self-efficacy c. self-concept d. self-esteem Answer: d Difficulty Level: Easy Topic: Evaluating the Self: Self-Esteem Learning Objective: 5.2 Define self-esteem and explain its benefits and costs.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23. Attitudes toward levels of self-esteem have changed over the decades. During which decade did self-esteem come to be seen as a uniformly positive trait? a. 1960s b. 1970s c. 1980s d. 1990s Answer: c Difficulty Level: Moderate Topic: Is Self-Esteem Good or Bad? Learning Objective: 5.2 Define self-esteem and explain its benefits and costs.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

24. What happens when students who are performing poorly in school are recipients of efforts to boost their self-esteem? a. Their self-esteem increases, but their grades do not improve. b. Their grades improve and their self-esteem increases. c. Their self-esteem stays the same, but their grades improve. d. Their self-esteem decreases, but their grades improve.

Answer: a Difficulty Level: Moderate Topic: Is Self-Esteem Good or Bad? Learning Objective: 5.2 Define self-esteem and explain its benefits and costs.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

25. Our ―deep down inside‖ feelings about ourselves are part of our __________ self-esteem. a. explicit b. intrinsic c. extrinsic d. implicit Answer: d Difficulty Level: Moderate Topic: Explicit Versus Implicit Self-Esteem Learning Objective: 5.2 Define self-esteem and explain its benefits and costs.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

26. The self-esteem a person is aware of having is called __________ self-esteem. a. explicit b. intrinsic c. extrinsic d. implicit Answer: a Difficulty Level: Moderate Topic: Explicit Versus Implicit Self-Esteem Learning Objective: 5.2 Define self-esteem and explain its benefits and costs.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

27. The desire to maintain and increase the positivity of the self-concept is called __________. a. self-esteem b. self-serving bias c. self-enhancement d. self-regulation Answer: c Difficulty Level: Moderate Topic: Maintaining Self-Esteem Learning Objective: 5.2 Define self-esteem and explain its benefits and costs.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

28. Marisol forms close friendships and works hard to maintain her marriage. She belongs to the Daughters of the American Revolution and several other women‘s groups. All of these actions generally make her feel good about herself. Which of the following accurately describes Marisol? a. She is engaging in the self-serving bias. b. She is exhibiting biased processing. c. She is demonstrating ego depletion. d. She is practicing self-esteem regulation.

Answer: d Difficulty Level: Moderate Topic: Maintaining Self-Esteem Learning Objective: 5.2 Define self-esteem and explain its benefits and costs.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

29. According to sociometer theory, when belongingness is __________, self-esteem __________. a. high; drops b. high; increases c. low; drops d. low; increases Answer: c Difficulty Level: Moderate Topic: Maintaining Self-Esteem Learning Objective: 5.2 Define self-esteem and explain its benefits and costs.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

30. After getting the last three questions wrong on this test, you conclude that it must be ―a bad test‖ and that you are certain of your superior intellectual abilities and knowledge of the material. Although this may be true, this may also illustrate __________. a. implicit self-esteem b. the false uniqueness effect c. the self-serving bias d. sociometry Answer: c Difficulty Level: Moderate Topic: Maintaining Self-Esteem Learning Objective: 5.2 Define self-esteem and explain its benefits and costs.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

31. The day after the Wassamatta U. bocce ball team wins a big, important victory, you notice a marked increase in the number of students strutting around campus wearing clothes with the WU logo and chanting ―We won . . . we won. . . .‖ This behavior is most likely due to __________. a. students‘ strong need for implicit self-esteem b. a vocal subgroup of students who are practicing self-evaluation maintenance c. students‘ basking in the reflected glory of the successful bocce ball team d. social stigma exerted by the bocce ball players on the student body at large Answer: c Difficulty Level: Difficult Topic: Maintaining Self-Esteem Learning Objective: 5.2 Define self-esteem and explain its benefits and costs.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

32. The dimensions of self-compassion are self-kindness, common humanity, and __________. a. autonomy b. conscientiousness c. self-efficacy d. mindfulness Answer: d Difficulty Level: Moderate Topic: Self-Compassion Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33. Self-esteem is about liking yourself, whereas __________ is about being kind to yourself. a. self-serving bias b. self-actualization c. self-efficacy d. self-compassion Answer: d Difficulty Level: Easy Topic: Self-Compassion Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

34. Being kind to yourself is called __________. a. self-kindness b. self-esteem c. self-awareness d. self-efficacy Answer: a Difficulty Level: Easy Topic: Self-Compassion Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35. Self-kindness means treating yourself as you would a(n) __________. a. stranger b. good friend c. coworker d. acquaintance Answer: b Difficulty Level: Easy Topic: Self-Compassion Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

36. Which term refers to recognizing that other people will make mistakes, just like you will? a. common humanity b. self-forgiveness c. mindfulness d. self-compassion Answer: a Difficulty Level: Easy Topic: Self-Compassion Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37. Willie likes to tell his teenage sons that ―making mistakes makes the man.‖ What aspect of self-compassion is he articulating? a. self-forgiveness b. common humanity c. mindfulness d. self-esteem Answer: b Difficulty Level: Difficult Topic: Self-Compassion Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

38. Kim is a first-time mom and feels like each day is a learning experience. This morning, she yelled at her toddler to stop, thinking he might fall, but he fell anyway and was scared by her loud voice. At first, she felt badly about herself, but then she decided she should not beat herself up but rather make a mental note about it for next time. Kim is exemplifying __________. a. humanity b. mindfulness c. meditation d. narcissism Answer: b Difficulty Level: Moderate Topic: Self-Compassion Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

39. The ability to experience an awareness of your thoughts and feelings without being attached to them is called __________. a. humanity b. compassion c. mindfulness d. kindness Answer: c Difficulty Level: Easy Topic: Self-Compassion Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

40. The structured practice of becoming aware of your thoughts and bodily sensations is the basis of __________. a. mannered meditation b. major mindfulness c. meditated mindedness d. mindfulness meditation Answer: d Difficulty Level: Easy Topic: Self-Compassion Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41. Which term refers to the belief that you can be effective and successful at working toward a goal? a. self-appraisal b. self-efficacy c. self-evaluation d. self-actualization Answer: b Difficulty Level: Easy Topic: Self-Efficacy Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

42. Which person is low in self-efficacy? a. Jorge, who doesn‘t know how to change a flat tire b. Noelle, who has successfully managed several book projects and has agreed to take on another c. Rolf, who doubts he can put forth the effort needed to pass an upcoming examination d. Taffi, who is generally unsure of herself and shy around others Answer: c Difficulty Level: Difficult Topic: Self-Efficacy Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

43. Self-efficacy is __________ time(s) more important for predicting performance on basic tasks than performance on challenging standardized tests. a. one b. two c. three d. four Answer: d Difficulty Level: Moderate Topic: Self-Efficacy Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

44. For which group is the correlation between self-efficacy and performance of basic tasks the highest? a. failing students b. low-achieving students c. moderately-achieving students d. high-achieving students Answer: b Difficulty Level: Difficult Topic: Self-Efficacy Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

45. The correlation between self-efficacy and performance on complex tasks is __________. a. nonexistent b. small c. more substantial than performance on basic skills tests d. large Answer: b Difficulty Level: Moderate Topic: Self-Efficacy Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

46. __________ is the personality trait that includes a very positive, grandiose view of the self. a. Extraversion b. Narcissism c. Conscientiousness d. Neuroticism Answer: b Difficulty Level: Easy Topic: Narcissism Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47. Grandiose narcissism is characterized by __________ extraversion and dominance and __________ neuroticism. a. low; low b. low; high c. high; low d. high; high Answer: c Difficulty Level: Moderate Topic: Narcissism Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

48. Sara has an undeservedly high opinion of herself. She is brash and assertive, and virtually everyone she meets thinks of her as conceited. What type of narcissism does Sara have? a. grandiose narcissism b. vulnerable narcissism c. aggressive narcissism d. egocentric narcissism Answer: a Difficulty Level: Difficult Topic: Narcissism Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

49. What type of narcissism is characterized by high neuroticism? a. grandiose narcissism b. vulnerable narcissism c. aggressive narcissism d. egocentric narcissism Answer: b Difficulty Level: Moderate Topic: Narcissism Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

50. Vulnerable narcissism is characterized by __________ extraversion and __________ neuroticism. a. low; low b. low; high c. high; low d. high; high Answer: b Difficulty Level: Moderate Topic: Narcissism Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

51. Narcissists with the grandiose form usually score __________ and __________ on the Big Five. a. high on extraversion; high on agreeableness b. low on extraversion; low on agreeableness c. high on extraversion; low on agreeableness d. low on extraversion; high on agreeableness Answer: c Difficulty Level: Moderate Topic: Narcissism Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

52. People high in narcissism differ from other people with high self-esteem in that __________. a. they are, by definition, disordered, whereas those high in self-esteem are not b. they show much lower rates of extraversion, neuroticism, and openness to experience c. they show lower levels of self-compassion but higher levels of compassion for others d. they are not particularly caring, nor are they particularly interested in emotionally close relationships Answer: d Difficulty Level: Moderate Topic: Narcissism Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

53. Self-regulation refers to the process of __________. a. guiding and directing oneself toward a desired state b. being aware of one‘s thoughts and feelings without being attached to them c. becoming the person one thinks he or she should be d. becoming the person one wants to be Answer: a Difficulty Level: Easy Topic: Self-Regulation Learning Objective: 5.4 Understand how self-regulation and self-control operate.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

54. Which theorist coined the term possible selves? a. George Herbert Mead b. Elton French c. William James d. Margaret Floy Washburn Answer: c Difficulty Level: Easy Topic: Possible Selves Learning Objective: 5.4 Understand how self-regulation and self-control operate.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55. Maxine has a good sense of who she currently is but also has a sense of who she should be; this latter sense is her __________. a. desired self b. idol self c. ideal self d. ought self Answer: d Difficulty Level: Easy Topic: Possible Selves Learning Objective: 5.4 Understand how self-regulation and self-control operate.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

56. Reggie has a good sense of who he currently is but also has a sense of who he wants to be; this latter sense is Reggie‘s __________. a. desired self b. idol self c. ideal self d. ought self Answer: c Difficulty Level: Easy Topic: Possible Selves Learning Objective: 5.4 Understand how self-regulation and self-control operate.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

57. What is the basis of self-discrepancy theory? a. examining strategies people use to attain, maintain, and regulate a desired level of self-esteem b. linking emotional outcome to the distance between a person‘s actual self and that same person‘s ought and ideal selves c. understanding the process of how a person directs and guides her- or himself toward a desired state d. recognizing that an ideal self results from the intersection of the actual and ought selves in a given person‘s identity Answer: b Difficulty Level: Moderate Topic: Possible Selves Learning Objective: 5.4 Understand how self-regulation and self-control operate.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

58. Another term for willpower is __________. a. self-control b. self-esteem c. self-modeling d. self-actualization Answer: a Difficulty Level: Easy Topic: Self-Control Learning Objective: 5.4 Understand how self-regulation and self-control operate.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

59. Self-control works like a(n) __________. a. pipe organ b. muscle c. joint d. engine Answer: b Difficulty Level: Moderate Topic: Self-Control Learning Objective: 5.4 Understand how self-regulation and self-control operate.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

60. Sasha has stuck to her diet today while at work; she resisted eating donuts from the work breakroom for breakfast and passed by the chips and dip at the luncheon for her retiring colleague. Later, at home, her kids asked for dessert and she started eating cookies, unable to resist the urge any more. What happened? a. Sasha experienced ego acceptance. b. Sasha experienced ego depletion. c. Sasha experienced ego control. d. Sasha experienced ego mindfulness.

Answer: b Difficulty Level: Difficult Topic: Self-Control Learning Objective: 5.4 Understand how self-regulation and self-control operate.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Short Answer Questions 61. William James divided the ―me‖ into which three parts?

Answer: William James divided the ―me‖ into three main parts: the material self, the social self, and the spiritual self.

Difficulty Level: Moderate Topic: The I and the Me Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

62. What aspects are part of a person‘s material self?

Answer: A person‘s body, clothes, and possessions are part of the material self.

Difficulty Level: Difficult Topic: The Material Self Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

63. What does the phrase looking-glass self mean?

Answer: The looking-glass self, a term coined by Charles Horton Cooley, refers to the notion that the self evolves through the process of seeing and incorporating others‘ reactions.

Difficulty Level: Moderate Topic: The Material Self Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

64. Maurice‘s boss and coworkers see him as a dependable and hard-working young adult. They think of him as dedicated and focused. On the weekends, Maurice likes to go to blackened screamo and crust punk concerts and gets boisterous when bands like Antisect or No Omega take the stage. How does William James‘s concept of the social self explain the differences we see in Maurice?

Answer: William James‘s conception of the social self is not considered to be a single unified entity. Different aspects of our selves are displayed when we interact with different people. When Maurice is at work interacting with his coworkers, he shows one part of himself, and when he is at heavy metal concerts, he shows another.

Difficulty Level: Difficult Topic: The Social Self Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

65. What is self-monitoring? Give an example of someone engaging in self-monitoring.

Answer: Self-monitoring is the tendency to adapt behavior to fit the demands of the situation. An example of self-monitoring would be socializing in a refined and dignified manner at a dinner party when actually wishing for beer and pretzels in front of a big-screen television.

Difficulty Level: Difficult Topic: The Social Self Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

66. What is the difference between a low self-monitor and a high self-monitor? Give an example of each.

Answer: High self-monitors try to fit into different social situations, whereas low self-monitors do not. A high self-monitor would likely whisper in a library because that is what other people are doing, whereas a low selfmonitor might continue to talk at her or his regular volume.

Difficulty Level: Difficult Topic: The Social Self Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

67. What is unbiased processing in regard to the authenticity of the self?

Answer: Unbiased processing is the ability to see both good and the bad in the world. Authentic people make decisions based on this information.

Difficulty Level: Moderate Topic: The True Self Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

68. How is self-esteem related to positive outcomes such as high academic performance and better behavior?

Answer: High self-esteem is correlated with high academic performance and better behavior, but it does not cause them. There instead may be confounding variables related to these desirable outcomes.

Difficulty Level: Difficult Topic: Is Self-Esteem Good or Bad? Learning Objective: 5.2 Define self-esteem and explain its benefits and costs.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

69. What are the three components of self-compassion?

Answer: The three components of self-compassion are self-kindness, common humanity, and mindfulness.

Difficulty Level: Moderate Topic: Self-Compassion Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

70. What is ego depletion? Give an example of when you might have become ego depleted.

Answer: Ego depletion is a state of exhausted self-control. One example is a dieter who may have been successful at resisting high-calorie treats all day, but in the evening that person wants to eat dessert with his or her family, finding it harder to resist temptation after doing so all day.

Difficulty Level: Difficult Topic: Self-Control Learning Objective: 5.4 Understand how self-regulation and self-control operate.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Essay Questions 71. How does clothing impact how we see ourselves?

Answer: A good answer would include the following key points:  Our clothing impacts how we see ourselves and how others see us.  When we wear professional clothes, we feel professional and respectable.  In contrast, when we put on old sweatpants, we might feel comfortable and maybe a bit lazy.  People can change how they feel by strategically choosing a wardrobe; this in turn presents a different aspect of the self to others.

Difficulty Level: Difficult Topic: The Material Self Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

72. Explain the four aspects of authenticity.

Answer: A good answer would include the following key points:  The four aspects of authenticity are awareness, unbiased processing, behavior, and authentic relationships.  Authenticity is the extent to which a person feels aligned with her or his true self.  Awareness refers to an awareness of one‘s motives, strengths, and weaknesses.  Unbiased processing is the ability to see the good and the bad in the world and make decisions based on this information.  Behavior is acting in a way that reflects the true self.  Authentic relationships are relationships in which someone can be who he or she really is.

Difficulty Level: Difficult Topic: The True Self Learning Objective: 5.1 Define self-concept and its parts, explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

73. Is self-esteem good or bad?

Answer: A good answer would include the following key points:  High self-esteem is generally considered good, whereas low self-esteem is considered bad. But it is more complicated than that.  High self-esteem feels good and leads people to initiate action. However, overly high or unwarranted self-esteem can be maladaptive, and efforts to raise self-esteem (in a school setting, for example) may not produce expected or desired outcomes.  Low self-esteem is both a component of depression and a predictor of depression over time. At one time, however, having too high a level of self-esteem was seen as boastful, cocky, or prideful.  There is evidence that self-esteem does not cause a range of positive outcomes, leading well-intentioned programs centered on boosting self-esteem under critical evaluation.

Difficulty Level: Difficult Topic: Is Self-Esteem Good or Bad? Learning Objective: 5.2 Define self-esteem and explain its benefits and costs.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

74. Dr. Sardonicus is exploring the outcomes of a program intended to boost self-esteem among schoolchildren.

What will she likely find?

Answer: A good answer would include the following key points:  Research into self-esteem programs has found that, when given self-esteem boosts, students earning low grades performed worse instead of better. Their self-esteem was boosted, but their grades did not improve.  Self-esteem boosts are considered good for increasing self-esteem but not for improving performance.

Difficulty Level: Difficult Topic: Is Self-Esteem Good or Bad? Learning Objective: 5.2 Define self-esteem and explain its benefits and costs.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

75. Define self-compassion, identify its components, and explain why it is important.

Answer: A good answer would include the following key points:  Self-compassion is being kind to yourself and treating yourself with the same compassion with which you treat others. It has three specific components: self-kindness, common humanity, and mindfulness.  It involves bouncing back from mistakes, appreciating that we are all human, and having an awareness of our thoughts and feelings so we can do better next time.  People high in self-compassion are able to experience negative events and setbacks in life without becoming reactive, defensive, and depressed. Instead, they learn from their mistakes.

Difficulty Level: Difficult Topic: Self-Compassion Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

76. What is the relationship between self-efficacy and performance?

Answer: A good answer would include the following key points:  High self-efficacy is correlated with better performance on basic skills tests.  There is a smaller relationship between self-efficacy and performance on complex tests, but a correlation does exist.  People with high self-efficacy seem to be better performers, and better performers have high selfesteem.

Difficulty Level: Difficult Topic: Self-Efficacy Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

77. Is narcissism a good thing or a bad thing?

Answer: A good answer would include the following key points:  There is a trade-off between ―good‖ and ―bad‖ when it comes to narcissism.  On the negative side, narcissism is linked to poor decision-making, such as risk-taking and not learning from mistakes.  On the positive side, at least for the individual, narcissism is good for starting relationships; after an initial meeting, narcissists are well-liked. Over time, though, the narcissistic individual will likely be liked less.

Difficulty Level: Difficult Topic: Narcissism Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

78. Are narcissists more beautiful, more successful, and smarter than everyone else?

Answer: A good answer would include the following key points:  Narcissists are generally not more beautiful, successful, or smart than anyone else.  They may appear to be more successful, but their actual performance is sometimes even worse than that of non-narcissists.  Narcissists tend to care more about their appearance and they believe they are more attractive than others.

Difficulty Level: Difficult Topic: Narcissism Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

79. What is the difference between our ought selves and our ideal selves?

Answer: A good answer would include the following key points:  The ought self and ideal self are part of self-discrepancy theory.  The ought self is the person one thinks he or she should be.  The ideal self is the person one wants to be.  The difference between the ideal self and the ought self is the discrepancy investigated by selfdiscrepancy theory.

Difficulty Level: Difficult Topic: Possible Selves Learning Objective: 5.4 Understand how self-regulation and self-control operate.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

80. How is self-control like a muscle?

Answer: A good answer would include the following key points:  Just as you build muscles by working them, you build your ability to control yourself over time—each resistance, each day, helps you get stronger and stronger.  Self-control and muscles both get tired. If you exert a great deal of self-control during the day, your ability to control yourself when facing temptation will be depleted.

Difficulty Level: Difficult Topic: Self-Control Learning Objective: 5.4 Understand how self-regulation and self-control operate.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Revel Quizzes The following questions appear at the end of each module and at the end of the chapter in Revel for Personality Psychology: Understanding Yourself and Others, 2e.

End of Module Quiz 5.1 The Self-Concept EOM Q5.1.1 Which of the following is an example of a self-concept?

a) Jill views herself as caring and compassionate. b) Brady views other people as more successful than he is.

Consider This: The self-concept is not necessarily the same as how others see you or how you actually are.

LO 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

c) Antonia conceptualizes the self as being distinct from the body.

Consider This: The self-concept is not necessarily the same as how others see you or how you actually are.

LO 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

d) Leonardo believes that Marshall is a greedy person.

Consider This: The self-concept is not necessarily the same as how others see you or how you actually are.

LO 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Answer: a Learning Objective: 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q5.1.2 William James called the observing part of the self the __________, and the part of the self we see the __________.

a) I; me b) id; ego Consider This: When you think about yourself, who does the thinking and who are you thinking about? LO 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

c) me; you Consider This: When you think about yourself, who does the thinking and who are you thinking about? LO 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

d) ego; I Consider This: When you think about yourself, who does the thinking and who are you thinking about? LO 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Answer: a Learning Objective: 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q5.1.3 When Sarah is out with her friends she sees herself as loud and the center of attention, but when she is around her grandparents, she sees herself as far more quiet and respectful. This is an example of the __________ self.

a) social b) material Consider This: Our individual self is tied to relationships. LO 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

c) true Consider This: Our individual self is tied to relationships. LO 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

d) spiritual Consider This: Our individual self is tied to relationships. LO 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Answer: a Learning Objective: 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q5.1.4 Terry is at a formal dinner party and is trying to blend in with the others, so she watches how other women carry themselves and she tries to do the same. Terry has a high level of the trait __________.

a) self-monitoring b) spiritual self Consider This: This is the tendency to adapt behavior to fit the demands of the situation. LO 5.1 Define selfconcept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

c) self-esteem Consider This: This is the tendency to adapt behavior to fit the demands of the situation. LO 5.1 Define selfconcept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

d) true self Consider This: This is the tendency to adapt behavior to fit the demands of the situation. LO 5.1 Define selfconcept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Answer: a Learning Objective: 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q5.1.5 Authenticity of the self has four related components. What are they?

a) awareness, unbiased processing, behavior, and authentic relationships b) awareness, feelings, emotions, and conscientiousness Consider This: Authenticity is how much people believe they are living their true self. LO 5.1 Define selfconcept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

c) ability, intelligence, humor, and modesty Consider This: Authenticity is how much people believe they are living their true self. LO 5.1 Define selfconcept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

d) spirituality, authentic friendships, humility, and cautiousness Consider This: Authenticity is how much people believe they are living their true self. LO 5.1 Define selfconcept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Answer: a Learning Objective: 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Difficulty Level: Difficult Skill Level: Analyze It

End of Module Quiz 5.2 Evaluating the Self: Self-Esteem EOM Q5.2.1 Which of the following statements about self-esteem is true?

a) Self-esteem feels good and leads people to initiate action. b) High self-esteem is associated positively with depression.

Consider This: Self-esteem is helpful in many ways, but perhaps not as helpful as we once believed. LO 5.2 Define self-esteem and explain its benefits and costs.

c) High self-esteem causes high academic performance.

Consider This: Self-esteem is helpful in many ways, but perhaps not as helpful as we once believed. LO 5.2 Define self-esteem and explain its benefits and costs.

d) In the United States, the ethnic group with the lowest self-esteem is Hispanic Americans.

Consider This: Self-esteem is helpful in many ways, but perhaps not as helpful as we once believed. LO 5.2 Define self-esteem and explain its benefits and costs.

Answer: a Learning Objective: 5.2 Define self-esteem and explain its benefits and costs.

Difficulty Level: Difficult Skill Level: Analyze It EOM Q5.2.2 What is the difference between implicit and explicit self-esteem?

a) Implicit self-esteem you are not necessarily aware of having; explicit self-esteem you are aware of having. b) Implicit self-esteem you are aware of having; explicit self-esteem you are not aware of having.

Consider This: Recall what implicit and explicit mean. LO 5.2 Define self-esteem and explain its benefits and costs.

c) Implicit self-esteem you are born with; explicit self-esteem you build over time.

Consider This: Recall what implicit and explicit mean. LO 5.2 Define self-esteem and explain its benefits and costs.

d) Implicit self-esteem you build over time; explicit self-esteem you are born with.

Consider This: Recall what implicit and explicit mean. LO 5.2 Define self-esteem and explain its benefits and costs.

Answer: a Learning Objective: 5.2 Define self-esteem and explain its benefits and costs.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q5.2.3 Duke has a tendency to take credit when his team wins, but blame his teammates when the team loses. Duke‘s behavior is best explained as __________.

a) self-serving bias b) self-gratification Consider This: This is the tendency to take credit for success, but deny responsibility for failure. LO 5.2 Define self-esteem and explain its benefits and costs.

c) objective analysis Consider This: This is the tendency to take credit for success, but deny responsibility for failure. LO 5.2 Define self-esteem and explain its benefits and costs.

d) self-monitoring Consider This: This is the tendency to take credit for success, but deny responsibility for failure. LO 5.2 Define self-esteem and explain its benefits and costs.

Answer: a Learning Objective: 5.2 Define self-esteem and explain its benefits and costs.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q5.2.4 Which of the following is a critical component to having high self-esteem?

a) maintaining strong relationships b) putting other people down Consider This: Belongingness is helpful to self-esteem. LO 5.2 Define self-esteem and explain its benefits and costs.

c) having high power motive Consider This: Belongingness is helpful to self-esteem. LO 5.2 Define self-esteem and explain its benefits and costs.

d) earning a lot of money Consider This: Belongingness is helpful to self-esteem. LO 5.2 Define self-esteem and explain its benefits and costs.

Answer: a Learning Objective: 5.2 Define self-esteem and explain its benefits and costs.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q5.2.5 The Self-Evaluation Maintenance model examines the relationships between which three variables?

a) performance, relevance, and closeness b) self-serving, self-esteem, and sociometer Consider This: According to this model, you can change any of these three variables to restore your selfesteem. LO 5.2 Define self-esteem and explain its benefits and costs.

c) self-delusion, self-gratification, self-concept Consider This: According to this model, you can change any of these three variables to restore your selfesteem. LO 5.2 Define self-esteem and explain its benefits and costs.

d) id, ego, superego Consider This: According to this model, you can change any of these three variables to restore your selfesteem. LO 5.2 Define self-esteem and explain its benefits and costs.

Answer: a Learning Objective: 5.2 Define self-esteem and explain its benefits and costs.

Difficulty Level: Moderate Skill Level: Understand the Concepts

End of Module Quiz 5.3 Self-Compassion, Self-Efficacy, and Narcissism: Three More Variations on SelfEvaluation EOM Q5.3.1 What are the three components of self-compassion?

a) self-kindness, common humanity, and mindfulness b) self-absorption, common humanity, and mindlessness Consider This: Self-compassion is about being kind to yourself, treating yourself with the same sense of compassion that you would treat others. LO 5.3 Describe self-compassion, self-efficacy, and narcissism.

c) spirituality, mindfulness, and meditation Consider This: Self-compassion is about being kind to yourself, treating yourself with the same sense of compassion that you would treat others. LO 5.3 Describe self-compassion, self-efficacy, and narcissism.

d) humility, subservience, and intelligence Consider This: Self-compassion is about being kind to yourself, treating yourself with the same sense of compassion that you would treat others. LO 5.3 Describe self-compassion, self-efficacy, and narcissism.

Answer: a Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q5.3.2 Charlize believes that she can accomplish whatever she puts her mind to. Charlize has a strong sense of __________.

a) self-efficacy b) self-aggrandizing Consider This: This is the belief that one will be effective and successfully work toward goals. LO 5.3 Describe self-compassion, self-efficacy, and narcissism.

c) self-monitoring Consider This: This is the belief that one will be effective and successfully work toward goals. LO 5.3 Describe self-compassion, self-efficacy, and narcissism.

d) self-gratification Consider This: This is the belief that one will be effective and successfully work toward goals. LO 5.3 Describe self-compassion, self-efficacy, and narcissism.

Answer: a Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q5.3.3 Sheila is a narcissist, so she is likely to have a __________ view of herself.

a) grandiose b) modest Consider This: Narcissists have a very elevated view of themselves. LO 5.3 Describe self-compassion, selfefficacy, and narcissism.

c) hateful Consider This: Narcissists have a very elevated view of themselves. LO 5.3 Describe self-compassion, selfefficacy, and narcissism.

d) spiritual Consider This: Narcissists have a very elevated view of themselves. LO 5.3 Describe self-compassion, selfefficacy, and narcissism.

Answer: a Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q5.3.4 Which of the following best illustrates vulnerable narcissism?

a) someone who is more neurotic and anxious b) someone who has a quick temper and is prone to violence Consider This: Vulnerable narcissism is very different from grandiose narcissism. LO 5.3 Describe selfcompassion, self-efficacy, and narcissism.

c) someone who frequently varies between extreme love and hate of self Consider This: Vulnerable narcissism is very different from grandiose narcissism. LO 5.3 Describe selfcompassion, self-efficacy, and narcissism.

d) someone who tends to be modest and empathetic Consider This: Vulnerable narcissism is very different from grandiose narcissism. LO 5.3 Describe selfcompassion, self-efficacy, and narcissism.

Answer: a Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q5.3.5 Which of the following statements about narcissism is true?

a) Narcissism is good for starting relationships. b) Narcissistic individuals have fewer friends on Facebook.

Consider This: There is a trade-off between good and bad. LO 5.3 Describe self-compassion, self-efficacy, and narcissism.

c) Narcissistic individuals are always good leaders.

Consider This: There is a trade-off between good and bad. LO 5.3 Describe self-compassion, self-efficacy, and narcissism.

d) Narcissism is associated with making good decisions.

Consider This: There is a trade-off between good and bad. LO 5.3 Describe self-compassion, self-efficacy, and narcissism.

Answer: a Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Difficulty Level: Moderate Skill Level: Understand the Concepts

End of Module Quiz 5.4 Self-Regulation EOM Q5.4.1 The process of guiding and directing yourself to a desired state is called __________.

a) self-regulation b) self-absorption Consider This: A component of this is self-control. LO 5.4 Understand how self-regulation and self-control operate.

c) self-monitoring Consider This: A component of this is self-control. LO 5.4 Understand how self-regulation and self-control operate.

d) self-control Consider This: A component of this is self-control. LO 5.4 Understand how self-regulation and self-control operate.

Answer: a Learning Objective: 5.4 Understand how self-regulation and self-control operate.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q5.4.2 If your friends are always encouraging you to work out, this would create a(n) __________ self of someone who goes to the gym. If your friends don‘t care either way if you go to the gym, but you yourself really want to get in shape, you would have a(n) __________ self of being fit.

a) ought; ideal b) true; material Consider This: These are your possible selves. LO 5.4 Understand how self-regulation and self-control operate.

c) I; me Consider This: These are your possible selves. LO 5.4 Understand how self-regulation and self-control operate.

d) spiritual; material Consider This: These are your possible selves. LO 5.4 Understand how self-regulation and self-control operate.

Answer: a Learning Objective: 5.4 Understand how self-regulation and self-control operate.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q5.4.3 Which theory is a model linking the distance between the actual self and the ought and ideal selves to emotion?

a) self-discrepancy theory b) self-regulation theory Consider This: Two of the most studied forms of possible selves are part of this theory. LO 5.4 Understand how self-regulation and self-control operate.

c) self-delusion theory Consider This: Two of the most studied forms of possible selves are part of this theory. LO 5.4 Understand how self-regulation and self-control operate.

d) self-gratification Consider This: Two of the most studied forms of possible selves are part of this theory. LO 5.4 Understand how self-regulation and self-control operate.

Answer: a Learning Objective: 5.4 Understand how self-regulation and self-control operate.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q5.4.4 Self-control, according to the text, is very much like a(n) __________.

a) muscle b) computer Consider This: Self-control takes practice. LO 5.4 Understand how self-regulation and self-control operate.

c) alter ego Consider This: Self-control takes practice. LO 5.4 Understand how self-regulation and self-control operate.

d) prison Consider This: Self-control takes practice. LO 5.4 Understand how self-regulation and self-control operate.

Answer: a Learning Objective: 5.4 Understand how self-regulation and self-control operate.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q5.4.5 When you exhaust the power to control yourself from resisting a temptation, it is called __________.

a) ego depletion b) self-schema Consider This: In a study discussed in the text, students who had to resist eating cookies gave up more easily at trying to solve geometry problems because of this. LO 5.4 Understand how self-regulation and selfcontrol operate.

c) self-delusion Consider This: In a study discussed in the text, students who had to resist eating cookies gave up more easily at trying to solve geometry problems because of this. LO 5.4 Understand how self-regulation and selfcontrol operate.

d) self-gratification Consider This: In a study discussed in the text, students who had to resist eating cookies gave up more easily at trying to solve geometry problems because of this. LO 5.4 Understand how self-regulation and selfcontrol operate.

Answer: a Learning Objective: 5.4 Understand how self-regulation and self-control operate.

Difficulty Level: Easy Skill Level: Remember the Facts

Chapter Quiz: Self-Concept and Self-Processes EOC Q5.1 Which of the following is a main aspect of self-concept?

a) material self b) collectivism Consider This: The social self is another aspect. LO 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

c) self-efficacy Consider This: The social self is another aspect. LO 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

d) TST Consider This: The social self is another aspect. LO 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Answer: a Learning Objective: 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q5.2 Victor sees himself as a humble, hardworking person who tries to make the world a better place. What two aspects of self are at work here with Victor ―seeing‖ himself?

a) the ―I‖ and the ―me‖ b) the ―material self‖ and the ―true self‖ Consider This: Henry James first made this distinction. LO 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

c) the ―id‖ and the ―ego‖ Consider This: Henry James first made this distinction. LO 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

d) the ―ideal‖ and the ―real‖ Consider This: Henry James first made this distinction. LO 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Answer: a Learning Objective: 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q5.3 The outward physical appearance our ―selves‖ take on—including our body and clothes—is called the __________ self.

a) material b) real Consider This: The self extends beyond the mind to the body. LO 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

c) True Consider This: The self extends beyond the mind to the body. LO 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

d) ought Consider This: The self extends beyond the mind to the body. LO 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Answer: a Learning Objective: 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q5.4 Shane met his girlfriend Eloise their freshman year of college. Shane cannot imagine being with anyone else because for the first time in his life he feels completely like himself. When he‘s around Eloise, he feels like his real self. Shane seems to be getting in touch with this __________ self.

a) true b) material Consider This: This self reflects the real or authentic aspect of who we feel we are. LO 5.1 Define selfconcept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

c) unbiased Consider This: This self reflects the real or authentic aspect of who we feel we are. LO 5.1 Define selfconcept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

d) divine Consider This: This self reflects the real or authentic aspect of who we feel we are. LO 5.1 Define selfconcept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Answer: a Learning Objective: 5.1 Define self-concept and its parts; explain how the self as ―I‖ differs from the self as ―me,‖ and discuss the modern view of the self as a knowledge structure or schema.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q5.5 Self-esteem is __________.

a) a person‘s attitude toward himself or herself b) the need for a person to have others‘ admiration Consider This: Self-esteem is an appraisal of self. LO 5.2 Define self-esteem and explain its benefits and costs.

c) one of the four main parts of self-concept Consider This: Self-esteem is an appraisal of self. LO 5.2 Define self-esteem and explain its benefits and costs.

d) another term for narcissism Consider This: Self-esteem is an appraisal of self. LO 5.2 Define self-esteem and explain its benefits and costs.

Answer: a Learning Objective: 5.2 Define self-esteem and explain its benefits and costs.

Difficulty Level: Easy Skill Level: Remember the Facts EOC Q5.6 Sheila‘s soccer coach repeatedly tells her that if she ―believes in herself anything is possible.‖ Sheila‘s coach is engaging in __________.

a) self-esteem boosting b) tough love Consider This: This became popular in schools and parenting styles. LO 5.2 Define self-esteem and explain its benefits and costs.

c) self-monitoring Consider This: This became popular in schools and parenting styles. LO 5.2 Define self-esteem and explain its benefits and costs.

d) negative reinforcement Consider This: This became popular in schools and parenting styles. LO 5.2 Define self-esteem and explain its benefits and costs.

Answer: a Learning Objective: 5.2 Define self-esteem and explain its benefits and costs.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q5.7 What does a ―donut personality‖ entail?

a) someone low in implicit self-esteem and high in explicit self-esteem b) someone whose personality makes people feel hollow inside Consider This: Sometimes people try to make themselves appear stronger than they actually feel. LO 5.2 Define self-esteem and explain its benefits and costs.

c) someone high in implicit self-esteem and low explicit self-esteem Consider This: Sometimes people try to make themselves appear stronger than they actually feel. LO 5.2 Define self-esteem and explain its benefits and costs.

d) someone whose personality traits serve as a precursor to eating disorders Consider This: Sometimes people try to make themselves appear stronger than they actually feel. LO 5.2 Define self-esteem and explain its benefits and costs.

Answer: a Learning Objective: 5.2 Define self-esteem and explain its benefits and costs.

Difficulty Level: Difficult Skill Level: Analyze It

EOC Q5.8 Which of the following has a strong correlation with low self-esteem?

a) loneliness b) extraversion Consider This: Belongingness is a critical need for most people. LO 5.2 Define self-esteem and explain its benefits and costs.

c) high self-control Consider This: Belongingness is a critical need for most people. LO 5.2 Define self-esteem and explain its benefits and costs.

d) crying Consider This: Belongingness is a critical need for most people. LO 5.2 Define self-esteem and explain its benefits and costs.

Answer: a Learning Objective: 5.2 Define self-esteem and explain its benefits and costs.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q5.9 Treating yourself like a good friend is called __________.

a) self-kindness b) self-efficacy Consider This: This allows you to bounce back from mistakes much better than if you experienced a negative emotion like shame. LO 5.3 Describe self-compassion, self-efficacy, and narcissism.

c) narcissism Consider This: This allows you to bounce back from mistakes much better than if you experienced a negative emotion like shame. LO 5.3 Describe self-compassion, self-efficacy, and narcissism.

d) mindfulness Consider This: This allows you to bounce back from mistakes much better than if you experienced a negative emotion like shame. LO 5.3 Describe self-compassion, self-efficacy, and narcissism.

Answer: a Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q5.10 Which of the following is a person high in self-efficacy most likely to say?

a) I can give a great performance if I practice a lot. b) I can give a great performance if I believe in myself.

Consider This: Self-efficacy is often confused with self-esteem. LO 5.3 Describe self-compassion, selfefficacy, and narcissism.

c) I can give a great performance if the stage is lit correctly.

Consider This: Self-efficacy is often confused with self-esteem. LO 5.3 Describe self-compassion, selfefficacy, and narcissism.

d) I can give a great performance if others do their part.

Consider This: Self-efficacy is often confused with self-esteem. LO 5.3 Describe self-compassion, selfefficacy, and narcissism.

Answer: a Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q5.11 __________ is most closely associated with a more extraverted, socially bold, self-centered, egotistical, vain personality.

a) Grandiose narcissism b) Aggression Consider This: These traits are often measured with the Narcissistic Personality Inventory. LO 5.3 Describe self-compassion, self-efficacy, and narcissism.

c) Vulnerable narcissism Consider This: These traits are often measured with the Narcissistic Personality Inventory. LO 5.3 Describe self-compassion, self-efficacy, and narcissism.

d) Openness to experience Consider This: These traits are often measured with the Narcissistic Personality Inventory. LO 5.3 Describe self-compassion, self-efficacy, and narcissism.

Answer: a Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q5.12 People who measure high for grandiose narcissism tend to have __________.

a) implicit self-esteem similarly high to others b) low implicit self-esteem Consider This: Narcissism cannot be easily explained away as a cover for insecurity. LO 5.3 Describe selfcompassion, self-efficacy, and narcissism.

c) high empathy Consider This: Narcissism cannot be easily explained away as a cover for insecurity. LO 5.3 Describe selfcompassion, self-efficacy, and narcissism.

d) low explicit self-esteem Consider This: Narcissism cannot be easily explained away as a cover for insecurity. LO 5.3 Describe selfcompassion, self-efficacy, and narcissism.

Answer: a Learning Objective: 5.3 Describe self-compassion, self-efficacy, and narcissism.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q5.13 What is the best way to increase your self-control?

a) Work at it, incrementally, over time. b) Try to gain it all at once with an all or nothing approach.

Consider This: Self-control can be strengthened. LO 5.4 Understand how self-regulation and self-control operate.

c) Try as hard as you can to fundamentally change your personality.

Consider This: Self-control can be strengthened. LO 5.4 Understand how self-regulation and self-control operate.

d) Take an easygoing approach and let the self-control come as it may.

Consider This: Self-control can be strengthened. LO 5.4 Understand how self-regulation and self-control operate.

Answer: a Learning Objective: 5.4 Understand how self-regulation and self-control operate.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q5.14 When you live up to your ought self, you are likely to feel __________.

a) relaxed and at peace b) depressed and sad Consider This: Living up to the standard of an ought self versus an ideal self is different. LO 5.4 Understand how self-regulation and self-control operate.

c) angry and disappointed Consider This: Living up to the standard of an ought self versus an ideal self is different. LO 5.4 Understand how self-regulation and self-control operate.

d) forgiving and resilient Consider This: Living up to the standard of an ought self versus an ideal self is different. LO 5.4 Understand how self-regulation and self-control operate.

Answer: a Learning Objective: 5.4 Understand how self-regulation and self-control operate.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q5.15 According to the theory about self-control discussed in the text, __________.

a) self-control can get tired in the short term b) self-control cannot be increased Consider This: Self-control is much like a muscle. LO 5.4 Understand how self-regulation and self-control operate.

c) the more self-control is exerted in a day, the more self-control a person will have at the end of the day Consider This: Self-control is much like a muscle. LO 5.4 Understand how self-regulation and self-control operate.

d) practicing self-control in one area cannot improve self-control in other areas Consider This: Self-control is much like a muscle. LO 5.4 Understand how self-regulation and self-control operate.

Answer: a Learning Objective: 5.4 Understand how self-regulation and self-control operate.

Difficulty Level: Difficult Skill Level: Analyze It

TOTAL Chapter 6 ASSESSMENT Multiple Choice Questions Psychodynamic Approaches GUIDE

1. How do psychodynamic theorists view personality? a. Personality results from learning; environmental forces shape and determine an individual‘s characteristics. b. Personality represents a complex interplay of and unconscious forces within an individual.

Learning Remember theconscious Understand the Apply What You c. Personality is seen as a collection of traits, with some traits being more Know fundamental than others.

Objective Facts Concepts Analyze It d. Personality represents the unfolding Learning Multiple Choice 5, 6 of preprogrammed genetic tendencies.

Answer: b6.1 Objective Short Answer Difficulty Level: Moderate Essay 73 Topic: Introduction Learning Multiple 10, 14, 15 13, 17, 20 18, 19 Learning Objective: None Choice 8, 9, 11, 12, 16, Objective 6.2 21 Skill Level: Understand the Concepts Short Answer 62 of psychology‘s63content domains.

APA Learning Objective: 1.2 Develop a working knowledge Essay 74 2. Which theorist Multiple developedChoice psychoanalysis as a specific25, model of the approach? 29 Learning 22, 24, 27 28, 30, 31,psychodynamic 23, 26 a. Karen Horney Objective 6.2.1 32, 33, 34, 35 b. Alfred AdlerShort Answer 64 c. Sigmund Freud Essay 75 d. Carl Jung Multiple Choice 38 Learning 36, 37 Answer: c6.2.2 Objective Short Answer 65 Difficulty Level: Easy Essay 76 Topic: Introduction Learning Multiple 44, 45, 46 50 Learning Objective: None Choice 39, 40, 41, 42, Objective 6.3 43, 47, 48, 49 Skill Level: Remember the Facts Short Answer 66 themes in psychology.

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching Essay 77, 78 3. Alfred Adler, Karen Horney, and __________ were neo-analytic psychodynamic theorists.

Learning Multiple Choice 51, 52 53, 54, 55, 56 a. Sigmund Objective 6.4 Freud Short Answer 67, 68 b. Jean Piaget Essay 79 c. Abraham Maslow Learning Multiple Choice 59 58, 60 57 d.

Carl Jung Objective 6.5 Short Answer 69 70 Answer: d Essay 80 Difficulty Level: Moderate Topic: Introduction Learning Objective: None Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4. Professor Dempsey thinks the Freudian view that sex plays a central role in psychological conflict is exaggerated. She thinks interpersonal relationships and the social context are of greater importance to psychological development. Professor Dempsey is most likely a __________. a. neo-analytic theorist b. cognitive-behavioral theorist c. humanistic theorist d. behaviorist Answer: a Difficulty Level: Difficult Topic: Introduction Learning Objective: None Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

5. According to psychodynamic theorists, which part of the mind is outside of direct awareness? a. unconscious b. conscious c. manifest d. symbolic Answer: a Difficulty Level: Easy Topic: An Overview of Psychodynamic Theories Learning Objective: 6.1 Discuss some of the basic concepts common to the various psychodynamic approaches.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6. __________ refers to the way a client perceives her or his therapist. a. Cathexis b. Transference c. Projection d. Manifest content Answer: b Difficulty Level: Easy Topic: An Overview of Psychodynamic Theories Learning Objective: 6.1 Discuss some of the basic concepts common to the various psychodynamic approaches.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7. Why is the Freudian psychodynamic perspective still relevant to modern personality psychology? a. Empirical evidence continues to confirm the correctness of psychodynamic concepts. b. Psychodynamic concepts have been generative, pervasive, and comprehensive. c. Freud‘s writings have only recently attracted attention in mainstream psychology; they offer a fresh perspective on traditional theories. d. Psychodynamic theory guides most of the current theorizing in personality psychology.

Answer: b Difficulty Level: Difficult Topic: An Overview of Psychodynamic Theories Learning Objective: 6.1 Discuss some of the basic concepts common to the various psychodynamic approaches.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

8. __________ is a psychological disorder characterized by unexplained physical symptoms such as blindness, fainting, or paralysis. a. Depression b. Cathexis c. Hysteria d. Repression Answer: c Difficulty Level: Easy Topic: Freud‘s Models of the Mind Learning Objective: 6.2 Compare Freud‘s topographical and structural models of personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9. Ronnie arrived for his first appointment with a psychotherapist. ―I‘m a little nervous,‖ Ronnie confessed. ―I‘m not sure what I‘m supposed to do.‖ ―Let‘s start with this,‖ the therapist replied. ―Just say whatever comes into your mind.‖ What technique is Ronnie‘s therapist using? a. cathexis b. transference c. free association d. the reality principle Answer: c Difficulty Level: Moderate Topic: Freud‘s Models of the Mind Learning Objective: 6.2 Compare Freud‘s topographical and structural models of personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10. According to Freud‘s topographical model, which part of the mind functions to keep the unconscious out of conscious awareness? a. preconsciousness b. the pleasure principle c. the reality principle d. free associated transference Answer: a Difficulty Level: Easy Topic: The Structural Model Learning Objective: 6.2 Explain Freud‘s topographical and structural model of personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

11. Which principle governs the operation of the unconscious mind? a. reality principle b. structural model c. topographical principle d. pleasure principle Answer: d Difficulty Level: Easy Topic: The Topographical Model Learning Objective: 6.2 Compare Freud‘s topographical and structural models of personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12. The conscious mind is generally governed by the __________. a. pleasure principle b. reality principle c. structural model d. censorship model Answer: b Difficulty Level: Easy Topic: The Topographical Model Learning Objective: 6.2 Compare Freud‘s topographical and structural models of personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13. Sam and Ella were reviewing their notes for their personality psychology class. ―Let‘s see . . . operates on the pleasure principle, seeks immediate gratification, pays no attention to societal expectations, untamed passions . . . that sounds just like our friend Gary!‖ Sam remarked. ―Yup,‖ agreed Ella. ―He‘s nothing but pure __________.‖ a. iceberg b. ego c. id d. super-ego Answer: c Difficulty Level: Moderate Topic: The Structural Model Learning Objective: 6.2 Explain Freud‘s topographical and structural model of personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

14. The ego is the conscious part of the mind that navigates between the __________ and the __________. a. id; super-ego b. ego; id c. ego; super-ego d. cerebrum; cerebellum Answer: a Difficulty Level: Moderate Topic: The Structural Model Learning Objective: 6.2 Explain Freud‘s topographical and structural model of personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

15. Freud compared the __________ to a chariot driver trying to control unwieldy horses. a. id b. ego c. super-ego d. extra ego Answer: b Difficulty Level: Moderate Topic: The Structural Model Learning Objective: 6.2 Explain Freud‘s topographical and structural model of personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

16. Which part of our mind is known as ―above I‖? a. pre-id b. ego c. super-ego d. extra ego Answer: c Difficulty Level: Easy Topic: The Structural Model Learning Objective: 6.2 Explain Freud‘s topographical and structural model of personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17. Freud‘s structural model of the mind is often compared to __________. a. an engine, with a few key parts causing the rest to perform b. a factory, with constant levels of production across all shifts c. an iceberg, with some parts accessible but most parts hidden d. a computer, with mechanistic inputs, analysis, and outputs Answer: c Difficulty Level: Difficult Topic: The Structural Model Learning Objective: 6.2 Explain Freud‘s topographical and structural model of personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

18. An angel, a demon, and a human walk into a cafe. The angel says, ―I‘d like to buy pizza for the house; it‘s the right thing to do.‖ The human says, ―I‘d like that, too, but realistically, we can‘t afford it.‖ The demon, meanwhile, has already emptied the cash register and sabotaged the jukebox. Although there‘s no punchline to this joke, there are parallels to Freud‘s view of the organization of the mind. Can you correctly identify those parallels? a. The demon operates like the super-ego, the human operates like the id, and the angel operates like the ego. b. The demon operates like the ego, the human operates like the super-ego, and the angel operates like the id. c. The demon operates like the id, the human operates like the super-ego, and the angel operates like the ego. d. The demon operates like the id, the human operates like the ego, and the angel operates like the superego.

Answer: d Difficulty Level: Moderate Topic: The Structural Model Learning Objective: 6.2 Explain Freud‘s topographical and structural model of personality.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

19. According to psychodynamic theory, how does the super-ego operate in the structure of mind? a. The super-ego provides the ego with a ―list‖ of better or worse behaviors to choose from. b. The super-ego grapples directly with the id to control the id‘s desires. c. The super-ego forces the ego to consider socially acceptable forms of behavior. d. The super-ego is largely absent in the structure of the mind, not developing until a person‘s 40s.

Answer: c Difficulty Level: Difficult Topic: The Structural Model Learning Objective: 6.2 Explain Freud‘s topographical and structural model of personality.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

20. Edgar effused, ―Man, I‘m all ego! I do what I want, whenever I want to.‖ Ivan intoned, ―Me, I‘m pure id. I know right from wrong, and I always tread the moral path.‖ Stefano shrieked, ―I am the definition of super-ego.

Straight and steady through the world, trying to be sensible about it all.‖ Despite their best intentions, these three Freudian fellows are a bit mixed up. Can you assign the correct attributes to each person? a. Edgar is id, Ivan is super-ego, Stefano is ego b. Edgar is super-ego, Ivan is ego, Stefano is id c. Edgar is id, Ivan is ego, Stefano is super-ego d. Edgar is ego, Ivan is id, Stefano is super-ego Answer: a Difficulty Level: Moderate Topic: The Structural Model Learning Objective: 6.2 Explain Freud‘s topographical and structural model of personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

21. When someone misspeaks, saying something inappropriate at an awkward time, it may be a revelation of some deeper hidden desire. In psychodynamic terms, this is called __________. a. a Freudian slip b. transference c. censorship d. an oral fixation Answer: a Difficulty Level: Easy Topic: The Structural Model Learning Objective: 6.2 Explain Freud‘s topographical and structural model of personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

22. The __________ stage of psychosexual development is associated with breastfeeding. a. anal b. phallic c. latent d. oral Answer: d Difficulty Level: Easy Topic: Freudian Theory of Psychosexual Development Learning Objective: 6.2.1 Describe the stages of psychosexual development.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23. Renaldo is being toilet trained. It is likely that he is in the __________ stage of development. a. oral b. phallic c. anal d. genital Answer: c Difficulty Level: Easy Topic: Freudian Theory of Psychosexual Development Learning Objective: 6.2.1 Describe the stages of psychosexual development.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

24. During which age range is a child likely to be in the anal stage of psychosexual development? a. 0 to 1 year b. 1 to 3 years c. 4 to 6 years d. 7 to 11 years Answer: b Difficulty Level: Moderate Topic: Freudian Theory of Psychosexual Development Learning Objective: 6.2.1 Describe the stages of psychosexual development.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25. Around ages 4 to 6, the libido migrates to the genitals during the __________ stage. a. phallic b. oral c. anal d. genital Answer: a Difficulty Level: Moderate Topic: Freudian Theory of Psychosexual Development Learning Objective: 6.2.1 Describe the stages of psychosexual development.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

26. Sid is a compulsive masturbator. According to Freud, fixation during which psychosexual stage of development led to this outcome? a. latency b. phallic c. anal d. genital Answer: b Difficulty Level: Difficult Topic: Freudian Theory of Psychosexual Development Learning Objective: 6.2.1 Describe the stages of psychosexual development.

Skill Level: Apply What You Know APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

27. During which of Freud‘s stages of psychosexual development does a child begin adult sexual development? a. oral stage b. anal stage c. latent stage d. genital stage Answer: d Difficulty Level: Easy Topic: Freudian Theory of Psychosexual Development Learning Objective: 6.2.1 Describe the stages of psychosexual development.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

28. According to Freud‘s theory of psychosexual development, how old would a person likely be who was experiencing a period of sexual calm, with no particular focus on any bodily zone? a. 3 years old b. 10 years old c. 18 years old d) 25 years old Answer: b Difficulty Level: Moderate Topic: Freudian Theory of Psychosexual Development Learning Objective: 6.2.1 Describe the stages of psychosexual development.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

29. Assunta wanted to remember the correct order of Freud‘s psychosexual stages of development, so she challenged herself with a grocery game. She remembered Phallic (Peaches), Anal (Apples), Oral (Oranges), Genital (Grapes), and Latency (Lemons). Which fruit-based shopping list has the stages in the correct order? a. oranges, grapes, lemons, peaches, apples b. oranges, apples, peaches, lemons, grapes c. apples, peaches, lemons, grapes, oranges d. peaches, lemons, grapes, oranges, apples Answer: b Difficulty Level: Moderate Topic: Freudian Theory of Psychosexual Development Learning Objective: 6.2.1 Describe the stages of psychosexual development.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

30. According to Freud, early experiences of power and self-control can result in a(n) __________ personality. a. Oedipal b. anal-retentive c. Electra d. anal-expulsive Answer: b Difficulty Level: Easy Topic: Freudian Theory of Psychosexual Development Learning Objective: 6.2.1 Describe the stages of psychosexual development.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

31. According to Freud, early experiences of gaining pleasure from releasing the bowels can result in a(n) __________ personality. a. Oedipal b. anal-retentive c. Electra d. anal-expulsive Answer: d Difficulty Level: Moderate Topic: Freudian Theory of Psychosexual Development Learning Objective: 6.2.1 Describe the stages of psychosexual development.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

32. A male child‘s love for his mother and wish for his father‘s death during the phallic stage is known as __________.

a. the Oedipus complex b. castration anxiety c. the Electra complex d. penis envy Answer: a Difficulty Level: Moderate Topic: Freudian Theory of Psychosexual Development Learning Objective: 6.2.1 Describe the stages of psychosexual development.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

33. The daughter‘s love for the father and wish for the mother‘s death is called __________. a. the Oedipus complex b. anal-retentive personality c. the Electra complex d. anal-expulsive personality Answer: c Difficulty Level: Moderate Topic: Freudian Theory of Psychosexual Development Learning Objective: 6.2.1 Describe the stages of psychosexual development.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

34. According to the psychodynamic perspective, boys experience __________ and girls experience __________. a. castration anxiety; penis envy b. the Electra complex; the Oedipal complex c. penis envy; castration anxiety d. oral fixation; anal fixation Answer: a Difficulty Level: Difficult Topic: Freudian Theory of Psychosexual Development Learning Objective: 6.2.1 Describe the stages of psychosexual development.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

35. Who theorized that girls want to marry their fathers? a. Carl Jung b. Sigmund Freud c. Alfred Adler d. Karen Horney Answer: a Difficulty Level: Difficult Topic: Freudian Theory of Psychosexual Development Learning Objective: 6.2.1 Describe the stages of psychosexual development.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

36. According to Freud, dreams cannot be understood from their apparent surface content, otherwise known as the __________. a. Electra complex b. latent content c. manifest content d. defensive content Answer: c Difficulty Level: Moderate Topic: Dreams: How We Access the Unconscious Learning Objective: 6.2.2 Discuss the relevance of dream interpretation in psychodynamic theory.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

37. The unconscious meaning of a dream is found in the dream‘s __________. a. Electra complex b. latent content c. manifest content d. defensive content Answer: b Difficulty Level: Moderate Topic: Dreams: How We Access the Unconscious Learning Objective: 6.2.2 Discuss the relevance of dream interpretation in psychodynamic theory.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

38. What personality trait characterizes people who are more likely to remember their dreams? a. being high in neuroticism b. being low in agreeableness c. being high in openness to experience d. being low in extraversion Answer: c Difficulty Level: Difficult Topic: Dreams: How We Access the Unconscious Learning Objective: 6.2.2 Discuss the relevance of dream interpretation in psychodynamic theory.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39. According to the psychodynamic perspective, __________ are psychological processes that keep us from consciously experiencing things that could cause us suffering. a. cathexses b. defense mechanisms c. complexes d. transferences Answer: b Difficulty Level: Easy Topic: Mechanisms of Defense Learning Objective: 6.3 Evaluate the defense mechanisms and explain criticisms of Freudian theories.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

40. When an individual is in denial, she or he is not acknowledging __________ content. a. subconscious b. conscious c. unconscious d. preconscious Answer: c Difficulty Level: Easy Topic: Denial Learning Objective: 6.3 Evaluate the defense mechanisms and explain criticisms of Freudian theories.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41. Which psychodynamic mechanism of defense involves disguising unconscious content by turning it into its opposite? a. repression b. reaction formation c. denial d. projection Answer: b Difficulty Level: Moderate Topic: Reaction Formation Learning Objective: 6.3 Evaluate the defense mechanisms and explain criticisms of Freudian theories.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

42. According to psychoanalytic theory, which defense mechanism involves attributing an unconsciously experienced impulse or feeling to someone else? a. repression b. reaction formation c. denial d. projection Answer: d Difficulty Level: Moderate Topic: Projection Learning Objective: 6.3 Evaluate the defense mechanisms and explain criticisms of Freudian theories.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43. Freud thought that one defense mechanism was key to all other defense mechanisms. Which mechanism was accorded this primary status? a. displacement b. reaction formation c. denial d. repression Answer: d Difficulty Level: Moderate Topic: Repression Learning Objective: 6.3 Evaluate the defense mechanisms and explain criticisms of Freudian theories.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

44. Marty has just had a heated argument with his coworker, and for a split second he feels the urge to punch the coworker in the chest. Instead, Marty takes an early lunch and works out by sparring at the gym. Which defense mechanism would Freud say is operating in this situation? a. projection b. denial c. rationalization d. displacement Answer: d Difficulty Level: Moderate Topic: Displacement Learning Objective: 6.3 Evaluate the defense mechanisms and explain criticisms of Freudian theories.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

45. Spencer has a lot of aggressive energy, and sometimes he has troubling thoughts about hurting people in violent ways. He finds that when he plays in his death metal band, Rancid Zebra Corpse, his urges go away and the audience praises his music. Freud would propose that Spencer is using the defense mechanism of __________ to deal with his unacceptable impulses. a. sublimation b. rationalization c. repression d. reaction formation Answer: a Difficulty Level: Moderate Topic: Sublimation Learning Objective: 6.3 Evaluate the defense mechanisms and explain criticisms of Freudian theories.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

46. Tammy loves to make others laugh as a way of building bridges between people. This style of humor is known as __________ humor. a. self-enhancing b. aggressive c. self-defeating d. affiliative Answer: d Difficulty Level: Difficult Topic: Humor Learning Objective: 6.3 Evaluate the defense mechanisms and explain criticisms of Freudian theories.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

47. What humor style is used to help make a person look and feel better? a. affiliative b. self-enhancing c. aggressive d. self-defeating Answer: b Difficulty Level: Easy Topic: Humor Learning Objective: 6.3 Evaluate the defense mechanisms and explain criticisms of Freudian theories.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

48. The humor style that is used to mock oneself is known as __________ humor.

a. affiliative b. self-enhancing c. self-defeating d. aggressive Answer: c Difficulty Level: Easy Topic: Humor Learning Objective: 6.3 Evaluate the defense mechanisms and explain criticisms of Freudian theories.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49. The term __________ refers to the belief that other people hold the same opinions as you do on issues. a. false consensus effect b. self-effect c. correct consensus effect d. opinion effect Answer: a Difficulty Level: Easy Topic: Empirical Evidence for the Defense Mechanisms Learning Objective: 6.3 Evaluate the defense mechanisms and explain criticisms of Freudian theories.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

50. What criticism has been directed toward Freud‘s theories? a. Three additional psychosexual stages of development have been identified. b. Freud‘s ideas are difficult to operationalize and test empirically. c. Too little emphasis was placed on childhood development in the formation of personality. d. Freud presented a narrow theory of personality that lacked application.

Answer: b Difficulty Level: Moderate Topic: Challenges to Freudian Theories and Applications to Modern Psychology Learning Objective: 6.3 Evaluate the defense mechanisms and explain criticisms of Freudian theories.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

51. According to Carl Jung, the __________ archetype is the personification of the ―dark side‖ of the ego. a. anima/animus b. shadow c. self d. unconscious Answer: b Difficulty Level: Easy Topic: The Archetypes Learning Objective: 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

52. __________ is Carl Jung‘s term for the archetype of the soul. a. Self b. Transference c. Shadow d. Anima/animus Answer: d Difficulty Level: Moderate Topic: The Archetypes Learning Objective: 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53. In Jungian theory, getting energy from social situations versus being alone is known as __________. a. thinking versus feeling b. intuition versus sensation c. judging versus perceiving d. extraversion versus introversion Answer: d Difficulty Level: Moderate Topic: The Ego, Its Attitudes, and Its Functions Learning Objective: 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

54. The rational functions in Jungian theory are __________. a. thinking versus feeling b. intuition versus sensation c. judging versus perceiving d. extraversion versus introversion Answer: a Difficulty Level: Difficult Topic: The Ego, Its Attitudes, and Its Functions Learning Objective: 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

55. The __________ type likes to see the patterns in issues, whereas the __________ type relies on concrete connections. a. thinking; feeling b. intuitive; sensing c. judging; perceiving d. extraverted; introverted Answer: b Difficulty Level: Moderate Topic: The Ego, Its Attitudes, and Its Functions Learning Objective: 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

56. In Jungian terms, a connecting principle, almost imperceptible, that joins events and experiences is called __________. a. an archetype b. synchronicity c. individuation d. the hero‘s journey Answer: b Difficulty Level: Moderate Topic: The Process of Individuation Learning Objective: 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

57. What is the core concept of Alfred Adler‘s psychodynamic theory? a. A person‘s unique struggle with feelings of inferiority is the key to understanding personality. b. Personality development is an ongoing process of trying to rid oneself of defense mechanisms. c. All humans can access a well of images, memories, and symbols housed in the collective unconscious. d. People resolve a series of conflicts presented across several psychosexual stages of development.

Answer: a Difficulty Level: Moderate Topic: Adler, Horney, and Object Relations Theory Learning Objective: 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

58. Xiao Ling sees the world and the people in it as threats. To overcome these perceived challenges, she tries to secure background information on her supposed foes in order to use it against them. Xiao Ling is using the moving __________ technique. a. toward b. away c. against d. behind Answer: c Difficulty Level: Difficult Topic: Adler, Horney, and Object Relations Theory Learning Objective: 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

59. __________ theory is a model for understanding individuals by examining how they think about other people. a. Object integration b. Object relations c. Psychodynamic d. Neo-analytic Answer: b Difficulty Level: Easy Topic: Adler, Horney, and Object Relations Theory Learning Objective: 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

60. Margareta grew up feeling unloved and unconnected to her mother. Margareta may experience __________. a. split object image b. basic fault c. transference d. synchronicity Answer: b Difficulty Level: Difficult Topic: Adler, Horney, and Object Relations Theory Learning Objective: 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Short Answer Questions 61. What is analytical psychology?

Answer: Developed by Carl Jung, analytical psychology is the study of the personal and collective unconscious.

Difficulty Level: Moderate Topic: Introduction Learning Objective: None Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

62. What is the structural model of psychodynamic theory?

Answer: The structural model is Sigmund Freud‘s model of the mind in three parts—the id, ego, and super-ego.

Difficulty Level: Moderate Topic: The Structural Model Learning Objective: 6.2 Compare Freud‘s topographical and structural models of personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

63. According to psychodynamic theory, how aware are people of the three components of their minds?

Answer: In Sigmund Freud‘s diagram of the structural model, the id, ego, and super-ego span across levels of the conscious and unconscious. The id is primarily unconscious, but the ego and super-ego exist at both the conscious and unconscious levels.

Difficulty Level: Difficult Topic: The Structural Model Learning Objective: 6.2 Compare Freud‘s topographical and structural models of personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

64. What are castration anxiety and penis envy?

Answer: Castration anxiety is a male child‘s fear of being castrated by his father. The term for the idea that girls desire to have penises is penis envy.

Difficulty Level: Moderate Topic: Freudian Theory of Psychosexual Development Learning Objective: 6.2.1 Describe the stages of psychosexual development.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

65. How are wish fulfillment and day residue intertwined?

Answer: Sigmund Freud believed that all dreams are wish fulfillments based on unconscious wishes. The term day residue refers to experiences from the day incorporated into a dream‘s manifest content, primarily to protect a person from unconscious wishes becoming conscious.

Difficulty Level: Moderate Topic: Dreams: How We Access the Unconscious Learning Objective: 6.2.2 Discuss the relevance of dream interpretation in psychodynamic theory.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

66. Sakiya is always preparing for the worst. She thinks it is better to think negatively about situations so that when bad things happen, she is ready. What protective strategy is she using?

Answer: Sakiya is using defensive pessimism, thinking negative thoughts to prepare for negative outcomes.

Difficulty Level: Difficult Topic: Mechanisms of Defense Learning Objective: 6.3 Evaluate the defense mechanisms and explain criticisms of Freudian theories.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

67. Describe Carl Jung‘s notion of archetypes, and provide examples.

Answer: Jung suggested that archetypes are the unconscious psychic structures shared by all people. His archetypes are the shadow, the anima/animus, and the Self.

Difficulty Level: Moderate Topic: The Archetypes Learning Objective: 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

68. What is the hero‘s journey?

Answer: The hero‘s journey is Joseph Campbell‘s model of individuation in which a protagonist descends into some kind of underworld but returns eventually.

Difficulty Level: Moderate Topic: The Process of Individuation Learning Objective: 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

69. What was the main difference between the theories of Sigmund Freud and Alfred Adler?

Answer: Freud focused more on sexual impulses and Adler focused more on the drive for power.

Difficulty Level: Moderate Topic: Alfred Adler Learning Objective: 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

70. Patrick is shy and cautious, and while the other kids play outside, he remains indoors. He watches the kids from his bedroom window, wishing he were cool enough to join them. According to Alfred Adler, what is Patrick suffering from?

Answer: Patrick probably has an inferiority complex, the belief that one is of lower status or weaker than others.

Difficulty Level: Difficult Topic: Alfred Adler Learning Objective: 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Essay Questions 71. What are some ways to examine the unconscious?

Answer: A good answer would include the following key points:  By definition, people can‘t directly report on their own unconscious.  Identifying the operation of unconscious processes would therefore require indirect methods.  Someone might be asked to engage in free association, and her or his responses could be analyzed.  Projective tests, such as Rorschach inkblots, could be used to estimate unconscious desires.  Measuring reaction time to words or images can provide a window into unconsciousness.  The process of transference also reveals mental content hidden from the conscious mind.

Difficulty Level: Difficult Topic: Introduction Learning Objective: None Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

72. How did the originators of psychodynamic and neo-analytic theory conduct personality science?

Answer: A good answer would include the following key points:  Psychodynamic and neo-analytic thinkers did not conduct personality science in the same way researchers do today.  Psychodynamic theory used a ―big-picture‖ approach to understand personality, relying far less on empirical data than modern personality researchers do.  The goal was to develop large theoretical models that could explain a wide range of clinical observations. Many concepts of the psychodynamic theory are difficult to measure because people cannot just report on their unconscious.

Difficulty Level: Difficult Topic: Introduction Learning Objective: None Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

73. You and your friend are debating the contributions of Sigmund Freud and the neo-analytic theorists. Your friend says those ideas were sexist, lacked scientific foundation, and were just plain wrong. You say that their ideas are important for several reasons. What are some of the reasons you will use in your debate?

Answer: A good answer would include the following key points:  The psychodynamic school included many ―big-picture‖ theorists, and their intellectual boldness is something to admire.  Many of the ideas described by Freud and others are pervasive in today‘s culture.  Freud‘s work was generative, leading to other research.  Many modern topics, from self-control to narcissism, have deep roots in psychoanalytic theory.  Admittedly, psychodynamic and neo-analytic thinkers explored ideas that are difficult to measure, even with today‘s technological advances.

Difficulty Level: Difficult Topic: An Overview of Psychodynamic Theories Learning Objective: 6.1 Discuss some of the basic concepts common to the various psychodynamic approaches.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

74. Where does the super-ego come from?

Answer: A good answer would include the following key points:  Babies are born with an id but not with a super-ego.  Children must learn right and wrong, and what is considered right and wrong differs from one place to another and from one time to another.  The super-ego consists of the rules of the culture in which a person was raised, and it develops over time.

Difficulty Level: Difficult Topic: The Structural Model Learning Objective: 6.2 Compare Freud‘s topographical and structural models of personality.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

75. What is the difference between the Oedipus complex and the Electra complex?

Answer: A good answer would include the following key points:  The Oedipus complex, coined by Sigmund Freud, is the male child‘s love for his mother and the wish for his father‘s death during the phallic stage.  The Electra complex, coined by Carl Jung, is the female child‘s love for her father and the wish for her mother‘s death.

Difficulty Level: Difficult Topic: Freudian Theory of Psychosexual Development Learning Objective: 6.2.1 Describe the stages of psychosexual development.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

76. You keep a journal of your dreams and are interested in understanding what your dreams tell you about your subconscious. What did Sigmund Freud think about the importance of dream interpretation?

Answer: A good answer would include the following key points:  Freud believed that dreams are the ―royal road‖ to understanding the unconscious, a place where unconscious wishes express themselves in disguised form.  Interpreting what dreams mean is the key.  Freud thought that dreams could not be understood from the content on the surface but that one had to look for hidden meaning.  This is the distinction between manifest content and latent content.

Difficulty Level: Difficult Topic: Dreams: How We Access the Unconscious Learning Objective: 6.2.2 Discuss the relevance of dream interpretation in psychodynamic theory.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

77. Explain how denial and repression differ from one another.

Answer: A good answer would include the following key points:  Denial involves not acknowledging unconscious content.  Repression involves keeping unconscious impulses or wishes completely out of the consciousness.  It differs from denial because in denial, someone acknowledges the possibility of the impulses and then discards them; in repression, people are not aware of the impulses.

Difficulty Level: Difficult Topic: The Mechanisms of Defense Learning Objective: 6.3 Evaluate the defense mechanisms and explain criticisms of Freudian theories.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

78. What empirical evidence has been found to support the existence of defense mechanisms?

Answer: A good answer would include the following key points:  Empirical research has found some evidence for some of the defense mechanisms.  However, the defenses are often under different names and work in somewhat different ways than Freud proposed.  There is considerable evidence for reaction formation and denial, and some for projection, but little for displacement or sublimation.

Difficulty Level: Difficult Topic: The Mechanisms of Defense Learning Objective: 6.3 Evaluate the defense mechanisms and explain criticisms of Freudian theories.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

79. What is the difference between Sigmund Freud‘s and Carl Jung‘s beliefs regarding the self?

Answer: A good answer would include the following key points:  Freud saw the ego as the center of the psyche.  Jung believed the self was at the core of personality, with the ego orbiting around it.  Jung thought of the ego as the ―earth‖ and the self as the ―sun.‖ Difficulty Level: Difficult Topic: Jung Learning Objective: 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

80. Describe the three techniques that Karen Horney developed for coping with anxiety, and provide an example of each.

Answer: A good answer would include the following key points:  Horney developed a model of personality that focuses on coping with anxiety using one of three techniques: 1. Moving toward, or connecting with others as a way of reducing anxiety. Someone who is anxious about her or his social skills might join a weekly reading group as a way of reducing social anxiety.

2. Moving against, or exploitativeness and aggressiveness to gain control in a competitive world. A businessperson fearful of losing her or his management position might actively sabotage other managers in key positions as a way of maintaining control.

3. Moving away, or trying to find peace by avoiding others and escaping conflict. A person might decide that the anxieties of the world are too many to deal with directly and therefore ―resign‖ from life by living simply in a cabin in the woods.

Difficulty Level: Difficult Topic: Karen Horney Learning Objective: 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Revel Quiz Questions The following questions appear at the end of each module and at the end of the chapter in Revel for Personality Psychology: Understanding Yourself and Others, 2e.

End of Module Quiz 6.1 An Overview of Psychodynamic Theories EOM Q6.1.1 In psychodynamic theory, the unconscious mind is the __________. a) thoughts and feelings we are not aware of b) part of our mind within our awareness Consider This: The unconscious mind is a critical component to psychodynamic theory. LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches. c) Mind‘s ego Consider This: The unconscious mind is a critical component to psychodynamic theory. LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches. d) determining factor in our sexuality Consider This: The unconscious mind is a critical component to psychodynamic theory. LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches.

Answer: a Learning Objective: 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q6.1.2 Psychodynamic approaches focus on the interaction and conflict between which of the following? a) the conscious and the unconscious mind b) the ego and the superego Consider This: The ―dynamic‖ part of the psychodynamic approach focuses on this. LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches. c) women and men Consider This: The ―dynamic‖ part of the psychodynamic approach focuses on this. LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches. d) nature and nurture Consider This: The ―dynamic‖ part of the psychodynamic approach focuses on this. LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches.

Answer: a Learning Objective: 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q6.1.3 Which of the following statements is correct about many of the ideas described by Freud? a) Many of the ideas described by Freud are pervasive in popular culture. b) Psychodynamic ideas have only influenced personality psychology.

Consider This: When asked to name a famous psychologist, most people would say Sigmund Freud. LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches. c) Freud‘s ideas have only marginally impacted Western culture.

Consider This: When asked to name a famous psychologist, most people would say Sigmund Freud. LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches. d) All personality psychologists use Freud‘s ideas as a starting point for their work.

Consider This: When asked to name a famous psychologist, most people would say Sigmund Freud. LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches.

Answer: a Learning Objective: 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q6.1.4 What was the goal of psychodynamic and neo-analytic thinkers? a) The goal was to develop large theoretical models that could explain a wide range of clinical observations. b) The goal was primarily to systematically collect as much data as possible to support their theories.

Consider This: They used a ―big picture approach.‖ LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches. c) The goal was to determine the best way to empirically measure all psychodynamic concepts.

Consider This: They used a ―big picture approach.‖ LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches. d) The goal was to ask as many people as possible about their unconscious thinking to create a database of information.

Consider This: They used a ―big picture approach.‖ LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches.

Answer: a Learning Objective: 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches.

Difficulty Level: Difficult Skill Level: Analyze It

EOM Q6.1.5 Which field attempts to find evidence for psychodynamic processes through brain scans? a) psychodynamic neuroscience b) Freudian neuroscience Consider This: This is a fascinating new field. LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches. c) personality neo-analysis Consider This: This is a fascinating new field. LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches. d) attachment theory Consider This: This is a fascinating new field. LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches.

Answer: a Learning Objective: 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches.

Difficulty Level: Moderate Skill Level: Understand the Concepts

End of Module Quiz 6.2 Freud’s Models of the Mind EOM Q6.2.1 Ashley‘s therapist uses the psychodynamic approach. In her last session, her therapist asked her to simply talk about whatever comes to her mind. This psychodynamic technique is known as which of the following? a) free association b) analytic thinking Consider This: Josef Breuer first tried this technique with Anna O. LO 6.2 Compare Freud‘s topographical and structural models of personality. c) motivated talking Consider This: Josef Breuer first tried this technique with Anna O. LO 6.2 Compare Freud‘s topographical and structural models of personality. d) projective conversation Consider This: Josef Breuer first tried this technique with Anna O. LO 6.2 Compare Freud‘s topographical and structural models of personality.

Answer: a Learning Objective: 6.2 Compare Freud‘s topographical and structural models of personality.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q6.2.2 The id, ego, and superego make up the __________. a) structural model of the mind b) topographical model of the mind Consider This: In Freud‘s earlier model, the id, ego, and super-ego spanned across levels of the conscious and unconscious. LO 6.2 Compare Freud‘s topographical and structural models of personality. c) unconscious Consider This: In Freud‘s earlier model, the id, ego, and super-ego spanned across levels of the conscious and unconscious. LO 6.2 Compare Freud‘s topographical and structural models of personality. d) preconscious Consider This: In Freud‘s earlier model, the id, ego, and super-ego spanned across levels of the conscious and unconscious. LO 6.2 Compare Freud‘s topographical and structural models of personality.

Answer: a Learning Objective: 6.2 Compare Freud‘s topographical and structural models of personality.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q6.2.3 What was the main concept behind Freud‘s theory of developmental stages? a) As the child develops, the libido attaches to different parts of the body. b) Wish fulfillment is the driving force of development.

Consider This: This is related to sexual psychic energy. LO 6.2.1 Describe the stages of psychosexual development. c) The day residue builds up through each developmental stage.

Consider This: This is related to sexual psychic energy. LO 6.2.1 Describe the stages of psychosexual development. d) The talking cure is needed to advance to different developmental stages.

Consider This: This is related to sexual psychic energy. LO 6.2.1 Describe the stages of psychosexual development.

Answer: a Learning Objective: 6.2.1 Describe the stages of psychosexual development.

Difficulty Level: Difficult Skill Level: Analyze It EOM Q6.2.4 Even though it appears that he needs to use the bathroom, when Tommy‘s parents ask him if he wants to use the ―potty,‖ he says no. What did Freud call people when they gained pleasure from retaining their bowels? a) anal retentive b) anal expulsive Consider This: Freud believed that this early experience of power and self-control stays with them into adulthood. LO 6.2.1 Describe the stages of psychosexual development. c) anal fixated Consider This: Freud believed that this early experience of power and self-control stays with them into adulthood. LO 6.2.1 Describe the stages of psychosexual development. d) anal dormant Consider This: Freud believed that this early experience of power and self-control stays with them into adulthood. LO 6.2.1 Describe the stages of psychosexual development.

Answer: a Learning Objective: 6.2.1 Describe the stages of psychosexual development.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q6.2.5 What was Freud‘s term for the treatment of hysteria? a) talking cure b) anal expulsive Consider This: Freud used free association. LO 6.2 Compare Freud‘s topographical and structural models of personality. c) dream interpretation Consider This: Freud used free association. LO 6.2 Compare Freud‘s topographical and structural models of personality. d) defense mechanisms Consider This: Freud used free association. LO 6.2 Compare Freud‘s topographical and structural models of personality.

Answer: a Learning Objective: 6.2 Compare Freud‘s topographical and structural models of personality.

Difficulty Level: Difficult Skill Level: Apply What You Know

End of Module Quiz 6.3 Mechanisms of Defense EOM Q6.3.1 In psychodynamic theory, what is a defense mechanism? a) a psychological process that keeps us from experiencing some causes of suffering b) a biological reflex to avoid injury Consider This: These affect our conscious experiences. LO 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories. c) a process by which we evaluate the conscious mind Consider This: These affect our conscious experiences. LO 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories. d) a physiological process that automatically prompts regret Consider This: These affect our conscious experiences. LO 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories.

Answer: a Learning Objective: 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q6.3.2 Jorge has a crush on Julie who is dating his best friend, which makes him feel guilty, so he frequently says mean and insulting things to her. What defense mechanism best describes his behavior? a) reaction formation b) projection Consider This: In this defense mechanism, people do the opposite of their true feelings. LO 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories. c) displacement Consider This: In this defense mechanism, people do the opposite of their true feelings. LO 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories. d) humor Consider This: In this defense mechanism, people do the opposite of their true feelings. LO 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories.

Answer: a Learning Objective: 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q6.3.3 The defense mechanism of __________ involves keeping unconscious impulses or wishes completely out of consciousness, whereas __________ involves not acknowledging the unconscious content at all. a) repression; denial b) projection; repression Consider This: With these defense mechanisms, people are not aware of the impulses or do not acknowledge them. LO 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories. c) reaction formation; repression Consider This: With these defense mechanisms, people are not aware of the impulses or do not acknowledge them. LO 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories. d) denial; reaction formation Consider This: With these defense mechanisms, people are not aware of the impulses or do not acknowledge them. LO 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories.

Answer: a Learning Objective: 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories.

Difficulty Level: Difficult Skill Level: Analyze It EOM Q6.3.4 Adam really wants to go on a date with Cara, but is afraid that she doesn‘t like him. He exhibits defensive pessimism by telling himself __________. a) he won‘t be too upset if she says no b) he will be crushed if she turns him down Consider This: Adam has prepared himself for the worst. LO 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories. c) that he doesn‘t really like her anyway Consider This: Adam has prepared himself for the worst. LO 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories. d) he doesn‘t think she could refuse going out with him Consider This: Adam has prepared himself for the worst. LO 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories.

Answer: a Learning Objective: 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories.

Difficulty Level: Difficult Skill Level: Analyze It EOM Q6.3.5 Logan likes to use puns when talking with others to make them laugh. He is using the __________ humor style. a) affiliative b) self-enhancing Consider This: This humor style tends to bring people together. LO 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories. c) aggressive Consider This: This humor style tends to bring people together. LO 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories. d) self-defeating Consider This: This humor style tends to bring people together. LO 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories.

Answer: a Learning Objective: 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories.

Difficulty Level: Difficult Skill Level: Apply What You Know

End of Module Quiz 6.4 Jung EOM Q6.4.1 According to Jung, the __________ is filled with psychological structures called archetypes that are universal across cultures and time. a) collective unconscious b) superego Consider This: These are shared by all people. LO 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology. c) preconscious Consider This: These are shared by all people. LO 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology. d) shadow Consider This: These are shared by all people. LO 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology.

Answer: a Learning Objective: 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q6.4.2 According to Jung, your dark side is considered your __________. a) shadow b) superego Consider This: This is similar to the Freudian id. LO 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology. c) ego Consider This: This is similar to the Freudian id. LO 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology. d) masculine side Consider This: This is similar to the Freudian id. LO 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology.

Answer: a Learning Objective: 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q6.4.3 Freud saw the ego as the center of the psyche, whereas Jung believed that __________. a) the Self was at the core, with the ego orbiting the Self b) the Self and the ego were one Consider This: The mandala is a classic representation of this on Jungian theory. LO 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology. c) the Self was a square and the ego was a circle Consider This: The mandala is a classic representation of this on Jungian theory. LO 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology. d) the ego was at the core, with the Self on the outside Consider This: The mandala is a classic representation of this on Jungian theory. LO 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology.

Answer: a Learning Objective: 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology.

Difficulty Level: Difficult Skill Level: Analyze It EOM Q6.4.4 What are the two primary attitudes of the ego, according to Jung? a) extraversion vs. introversion b) bravery vs. cowardice Consider This: Many people take a personality questionnaire modeled on Jung‘s ideas called the Myers– Briggs Type Indicator. LO 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology. c) thinking vs. feeling Consider This: Many people take a personality questionnaire modeled on Jung‘s ideas called the Myers– Briggs Type Indicator. LO 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology. d) masculine vs. feminine Consider This: Many people take a personality questionnaire modeled on Jung‘s ideas called the Myers– Briggs Type Indicator. LO 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology.

Answer: a Learning Objective: 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q6.4.5 The Jungian process of individuation is that of __________. a) changing the center of your universe from your ego to the Self b) becoming narcissistic Consider This: For Jung, this process takes place in relation to a ―hero‘s journey.‖ LO 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology. c) isolating feeling from logic Consider This: For Jung, this process takes place in relation to a ―hero‘s journey.‖ LO 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology. d) regressing in maturity Consider This: For Jung, this process takes place in relation to a ―hero‘s journey.‖ LO 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology.

Answer: a Learning Objective: 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology.

Difficulty Level: Moderate Skill Level: Understand the Concepts

End of Module Quiz 6.5 Adler, Horney, and Object Relations Theory EOM Q6.5.1 Which theorist suggested that some people suffer from an ―inferiority complex‖? a) Alfred Adler b) Karen Horney Consider This: This is the belief that one is of lower status and weaker than others. There are a number of defense mechanisms in psychodynamic theory. LO 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory. c) Carl Jung Consider This: This is the belief that one is of lower status and weaker than others. There are a number of defense mechanisms in psychodynamic theory. LO 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory. d) Sigmund Freud Consider This: This is the belief that one is of lower status and weaker than others. There are a number of defense mechanisms in psychodynamic theory. LO 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory.

Answer: a Learning Objective: 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q6.5.2 One of Horney‘s most notable critiques was of Freud‘s idea of __________, which she thought was significantly exaggerated. a) penis envy b) stages of development Consider This: She argued instead that men had a strong desire to be able to give birth. LO 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory. c) id Consider This: She argued instead that men had a strong desire to be able to give birth. LO 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory. d) defense mechanisms Consider This: She argued instead that men had a strong desire to be able to give birth. LO 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory.

Answer: a Learning Objective: 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q6.5.3 Horney developed a model of personality that focused on three techniques, including __________, or trying to find peace by avoiding others. a) moving away b) moving against Consider This: This technique helps to escape conflict. LO 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory. c) moving towards Consider This: This technique helps to escape conflict. LO 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory. d) moving inwards Consider This: This technique helps to escape conflict. LO 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory.

Answer: a Learning Objective: 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q6.5.4 What is the main focus of object relations theory? a) Object relations theory focuses on understanding individuals by examining how they think about other people. b) Object relations theory focuses on understanding individuals by examining how they think about themselves.

Consider This: This school of thought led to an emphasis on understanding relationships central to psychology and personality. LO 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory. c) Object relations theory focuses on understanding the sexual objects of an individual‘s desire.

Consider This: This school of thought led to an emphasis on understanding relationships central to psychology and personality. LO 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory. d) Object relations theory focuses on understanding society.

Consider This: This school of thought led to an emphasis on understanding relationships central to psychology and personality. LO 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory.

Answer: a Learning Objective: 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q6.5.5 In object relations theory, the __________ is the lack of connection between the child and mother that can impact adult relationships in the future. a) basic fault b) split-object image Consider This: Object relations theory emphasizes that early relationships can have long-term influences.

LO 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory. c) object integration Consider This: Object relations theory emphasizes that early relationships can have long-term influences.

LO 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory. d) moving toward Consider This: Object relations theory emphasizes that early relationships can have long-term influences.

LO 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory.

Answer: a Learning Objective: 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory.

Difficulty Level: Moderate Skill Level: Understand the Concepts

Chapter Quiz: Psychodynamic Approaches EOC Q6.1 What is the primary difference between the conscious and unconscious mind? a) The unconscious mind is the part outside of our usual awareness; the conscious mind is the part we are aware of. b) The unconscious mind is the part we are aware of; the conscious mind is the part we are not aware of.

Consider This: The interaction of the conflict between the two is considered to be the ―dynamic‖ in psychodynamic. LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches. c) The unconscious mind is our mind when asleep but not dreaming; the conscious mind is our mind when asleep and also dreaming.

Consider This: The interaction of the conflict between the two is considered to be the ―dynamic‖ in psychodynamic. LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches. d) The unconscious mind is our mind when asleep and dreaming; the conscious mind is our mind when asleep but not dreaming.

Consider This: The interaction of the conflict between the two is considered to be the ―dynamic‖ in psychodynamic. LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches.

Answer: a Learning Objective: 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q6.2 What is a primary difference between the psychodynamic theorists and the way personality psychology is conducted today? a) Personality psychology today relies far more on empirical research. b) Personality psychology today relies much more on anecdotal evidence.

Consider This: Testable evidence is a hallmark of most scientific fields today. LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches. c) Psychodynamic thinkers collaborated more than researchers do today.

Consider This: Testable evidence is a hallmark of most scientific fields today. LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches. d) Personality psychology today relies only on self-reports.

Consider This: Testable evidence is a hallmark of most scientific fields today. LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches.

Answer: a Learning Objective: 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches.

Difficulty Level: Difficult Skill Level: Analyze It

EOC Q6.3 What does it mean to say Freud‘s work was generative? a) It generated a lot of scientific research. b) We still read about it across generations.

Consider This: Freud‘s theories are also considered foundational. LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches. c) It was generated based on empirical research.

Consider This: Freud‘s theories are also considered foundational. LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches. d) It generated a lot of controversy.

Consider This: Freud‘s theories are also considered foundational. LO 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches.

Answer: a Learning Objective: 6.1 Discuss some of the basic concepts that are common to the various psychodynamic approaches.

Difficulty Level: Difficult Skill Level: Analyze It EOC Q6.4 Your friend tells you that Freud‘s topographical model of the mind consists of the id and the ego. What would you tell your friend to correct this mistake? a) The topographical model consists of the conscious, unconscious, and preconscious mind. b) The topographical model consists of the shadow, the anima, and the animus.

Consider This: This model consists of three elements fundamental to Freud‘s psychodynamic theory. LO 6.2 Compare Freud‘s topographical and structural models of personality. c) The topographical model consists of the id, the ego, and also the superego.

Consider This: This model consists of three elements fundamental to Freud‘s psychodynamic theory. LO 6.2 Compare Freud‘s topographical and structural models of personality. d) The topographical model consists of unconscious lows and conscious highs.

Consider This: This model consists of three elements fundamental to Freud‘s s psychodynamic theory. LO 6.2 Compare Freud‘s topographical and structural models of personality.

Answer: a Learning Objective: 6.2 Compare Freud‘s topographical and structural models of personality.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q6.5 The unconscious mind is typically governed by the __________. a) pleasure principle b) will to power Consider This: The id is part of the unconscious mind. LO 6.2 Compare Freud‘s topographical and structural models of personality. c) logic and reason Consider This: The id is part of the unconscious mind. LO 6.2 Compare Freud‘s topographical and structural models of personality. d) conscious mind Consider This: The id is part of the unconscious mind. LO 6.2 Compare Freud‘s topographical and structural models of personality.

Answer: a Learning Objective: 6.2 Compare Freud‘s topographical and structural models of personality.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q6.6

What part of your mind, according to Freud, would be responsible for a ―Freudian‖ slip? a) id b) conscious Consider This: Freudian slips are also known as slips of the tongue. LO 6.2 Compare Freud‘s topographical and structural models of personality. c) ego Consider This: Freudian slips are also known as slips of the tongue. LO 6.2 Compare Freud‘s topographical and structural models of personality. d) superego Consider This: Freudian slips are also known as slips of the tongue. LO 6.2 Compare Freud‘s topographical and structural models of personality.

Answer: a Learning Objective: 6.2 Compare Freud‘s topographical and structural models of personality.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q6.7 Freud‘s version of a life force is the __________. a) libido b) id Consider This: This term comes from the Latin for lust or desire. LO 6.2.1 Describe the stages of psychosexual development. c) shadow Consider This: This term comes from the Latin for lust or desire. LO 6.2.1 Describe the stages of psychosexual development. d) anima Consider This: This term comes from the Latin for lust or desire. LO 6.2.1 Describe the stages of psychosexual development.

Answer: a Learning Objective: 6.2.1 Describe the stages of psychosexual development.

Difficulty Level: Easy Skill Level: Remember the Facts EOC Q6.8 According to Freud, what occurs during the Oedipus complex? a) Sons become sexually attracted to their mothers and view their fathers as rivals. b) Daughters become sexually attracted to their fathers and view their mothers as rivals.

Consider This: This is said to occur during the phallic stage. LO 6.2.1 Describe the stages of psychosexual development. c) Sons become sexually attracted to their fathers and view their mothers as rivals.

Consider This: This is said to occur during the phallic stage. LO 6.2.1 Describe the stages of psychosexual development. d) Brothers become sexually attracted to their sisters and view their parents as rivals.

Consider This: This is said to occur during the phallic stage. LO 6.2.1 Describe the stages of psychosexual development.

Answer: a Learning Objective: 6.2.1 Describe the stages of psychosexual development.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q6.9 Molly has a dream that she‘s being chased by a dog. Her therapist tells her that the dogs are a symbol of the fear she has about her upcoming college entrance exams. Being anxious about her entrance exams is, in psychodynamic terms, the dream‘s __________. a) latent content b) manifest content Consider This: This is the underlying meaning of the dream. LO 6.2.2 Discuss the relevance of dream interpretation in psychodynamic theory. c) acknowledged content Consider This: This is the underlying meaning of the dream. LO 6.2.2 Discuss the relevance of dream interpretation in psychodynamic theory. d) idealized content Consider This: This is the underlying meaning of the dream. LO 6.2.2 Discuss the relevance of dream interpretation in psychodynamic theory.

Answer: a Learning Objective: 6.2.2 Discuss the relevance of dream interpretation in psychodynamic theory.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q6.10 When Senator Smith first took office, he was vocal in denouncing homosexuality and equal rights for gays and lesbians. Years later, he revealed he was gay. What defense mechanism might Senator Smith have been experiencing initially? a) reaction formation b) denial Consider This: This mechanism is characterized by acting in the opposite of the unconscious. LO 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories. c) repression Consider This: This mechanism is characterized by acting in the opposite of the unconscious. LO 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories. d) projection Consider This: This mechanism is characterized by acting in the opposite of the unconscious. LO 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories.

Answer: a Learning Objective: 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q6.11 Which of the following defense mechanisms involves turning unconscious unacceptable desires into something constructive? a) sublimation b) reaction formation Consider This: Someone who has an unconscious desire to cut people might become a surgeon. LO 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories. c) repression Consider This: Someone who has an unconscious desire to cut people might become a surgeon. LO 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories. d) denial Consider This: Someone who has an unconscious desire to cut people might become a surgeon. LO 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories.

Answer: a Learning Objective: 6.3 Evaluate the defense mechanisms and the criticisms of Freudian theories.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q6.12 Samantha is normally a very reserved person, who studies all of the time and keeps to herself. She went to a party one weekend, however, and danced all night. Jung would say this other side of Samantha is her __________. a) shadow b) superego Consider This: This Jungian concept has some overlap with the Freudian id. LO 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology. c) anima Consider This: This Jungian concept has some overlap with the Freudian id. LO 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology. d) true self Consider This: This Jungian concept has some overlap with the Freudian id. LO 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology.

Answer: a Learning Objective: 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q6.13 For Jung, the anima and animus is __________. a) the other sex inside of ourselves b) our light and dark selves Consider This: This is a Jungian archetype. LO 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology. c) the same as Freud‘s conscious and unconscious Consider This: This is a Jungian archetype. LO 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology. d) the precursor to object relations theory Consider This: This is a Jungian archetype. LO 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology.

Answer: a Learning Objective: 6.4 Describe the theories of Carl Jung and where Jungian ideas appear in modern psychology.

Difficulty Level: Easy Skill Level: Remember the Facts EOC Q6.14 According to Adler, some people will __________, or react against, a perceived inferiority by behaving as if they were strong and powerful. a) compensate for b) move toward Consider This: From Adler‘s perspective, everyone has a drive for power, but everyone also has challenges expressing that power. LO 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory. c) move away from Consider This: From Adler‘s perspective, everyone has a drive for power, but everyone also has challenges expressing that power. LO 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory. d) integrate Consider This: From Adler‘s perspective, everyone has a drive for power, but everyone also has challenges expressing that power. LO 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory.

Answer: a Learning Objective: 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q6.15 Object relations theory focused on how our relationships with others affected our personality, whereas __________ questioned psychoanalysis and its emphasis on childhood as a source of neurosis. a) Karen Horney b) Alfred Adler Consider This: This theorist also challenged Freud‘s assertions about girls suffering from penis envy. LO 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory. c) Carl Jung Consider This: This theorist also challenged Freud‘s assertions about girls suffering from penis envy. LO 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory. d) Sigmund Freud Consider This: This theorist also challenged Freud‘s assertions about girls suffering from penis envy. LO 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory.

Answer: a Learning Objective: 6.5 Discuss the importance of Alfred Adler, Karen Horney, and the object relations theorists in the history and development of personality theory.

Difficulty Level: Difficult Skill Level: Analyze It

TOTAL ASSESSMENT Chapter 7 Multiple Choice Questions Motivation GUIDE 1. Personality psychologists use the term __________ to refer to a specific outcome that a person desires. a.Learning need Remember Understand Apply What b. motive Objective the Facts the Concepts You Know Analyze It c.Learning want Multiple 4, 7 6, 9, 10 5, 8 11, 12 d. goal Objective 7.1 Choice Answer: d Short Answer 61 62 Difficulty Level: Easy Essay 73 71, 72 Topic: Introduction Learning Multiple 14, 15, 23, 24 18, 19, 21 16, 17, 20 13, 22 Learning Objective: None 7.2 Choice SkillObjective Level: Remember the Facts Short 63 concepts, principles, and overarching 64, 65themes in psychology.

APA Learning Objective: 1.1Answer Describe key Essay 74, 75 2. Personality use the term26, __________ to 30, something that33, is necessary to survive and Learning psychologists Multiple 27, 28, 36, to refer 25, 29, 31, 32, 35 thrive.

Objective 7.3 Choice 37, 38, 39 34 a. need Short Answer 66 b. motive Essay 76 c.Learning state Multiple 41, 47, 49 40, 43, 44, 48 42, 45, 46 d. trait Objective 7.4 Choice Answer: a Short Answer 67 Difficulty Level: EasyEssay 78 Topic: Introduction Learning Multiple 51, 53 52 50 Learning Objective: None Objective 7.5 Choice Skill Level: Remember the Facts Short 68 themes in psychology.

APA Learning Objective: 1.1Answer Describe key concepts, principles, and overarching Essay Learning Multiplegoals, and54, 57, 59 56, 58, 60 55 3. How are behavior, motives, needs related to one another?

7.6 Choice a.Objective Goals determine our needs, which then lead to motivated behavior.

Answer 69 the first to be satisfied then determines 70 b. Motives produceShort both needs and goals; behavior.

Essay which then direct behavior toward a goal. 79, 80 c. Needs produce motives, d. Needs, motives, and goals are used synonymously; behavior refers to pursuing any of those states.

Answer: c Difficulty Level: Easy Topic: Introduction Learning Objective: None Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

4. __________ motivation involves anticipating rewards for success. a. Approach b. Avoidance c. Detail d. Success Answer: a Difficulty Level: Easy Topic: Approach and Avoidance Motivation Learning Objective: 7.1 Distinguish between approach and avoidance motivation.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5. Which person is most likely to have an approach motivation? a. Gwen, who anticipates getting a raise in recognition of her hard work at the sawmill b. Irv, who saves 80 percent of every paycheck in case some unexpected financial disaster strikes c. Wally, who likes to establish a daily routine and stick to it d. Sheila, whose main goal in life is to keep herself from feeling lonely Answer: a Difficulty Level: Difficult Topic: Approach and Avoidance Motivation Learning Objective: 7.1 Distinguish between approach and avoidance motivation.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

6. Which trait is characteristic of an approach-oriented person? a. a tendency to be high in neuroticism b. being more likely to ―take flight‖ away from negative consequences c. a tendency to look more negatively at a situation d. a tendency to be high in extraversion Answer: d Difficulty Level: Moderate Topic: Approach and Avoidance Motivation Learning Objective: 7.1 Distinguish between approach and avoidance motivation.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

7. __________ motivation involves worrying about the negative consequences of failure. a. Approach b. Avoidance c. Detail d. Success Answer: b Difficulty Level: Easy Topic: Approach and Avoidance Motivation Learning Objective: 7.1 Distinguish between approach and avoidance motivation.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8. Roberto worked at a series of menial jobs for most of his adolescence. His hard work and dedication were noticed at his current job, and he was promoted to a position of responsibility and leadership. Because he has never had this much responsibility at work, he is terrified of doing the wrong thing or making the wrong decision. Roberto‘s experience is an example of __________ motivation. a. approach b. intrinsic c. avoidance d. extrinsic Answer: c Difficulty Level: Moderate Topic: Approach and Avoidance Motivation Learning Objective: 7.1 Distinguish between approach and avoidance motivation.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

9. In a fight-or-flight situation, __________-oriented people are more likely to ―fight‖ in search of positive rewards. a. approach b. avoidance c. detail d. success Answer: a Difficulty Level: Moderate Topic: Approach and Avoidance Motivation Learning Objective: 7.1 Distinguish between approach and avoidance motivation.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

10. In a fight-or-flight situation, __________-oriented people are more likely to ―take flight‖ away from negative consequences. a. approach b. avoidance c. detail d. success Answer: b Difficulty Level: Moderate Topic: Approach and Avoidance Motivation Learning Objective: 7.1 Distinguish between approach and avoidance motivation.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

11. Suppose you wanted to prime someone to engage in approach motivation. What task would accomplish that most effectively? a. rely on a person‘s natural inclination toward approach motivation b. remind the person of the importance of stopping at all intersections, marked with a stop sign or not c. give the person a clearly worded party invitation printed in bright green ink d. provide objective statistics on the failure rate associated with the task to be performed Answer: c Difficulty Level: Difficult Topic: Approach and Avoidance Motivation Learning Objective: 7.1 Distinguish between approach and avoidance motivation.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

12. How do traits and motives compare? a. Traits can be modified by experience, whereas motives cannot. b. Traits are usually more stable than motives. c. Neither traits nor motives tend to change much across the lifespan. d. Motives are usually more stable than traits.

Answer: b Difficulty Level: Difficult Topic: Approach and Avoidance Motivation Learning Objective: 7.1 Distinguish between approach and avoidance motivation.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

13. Matteo is taking a psychology course taught by a professor who vigorously adopts a humanistic perspective.

Which statement is Matteo likely to hear from his professor during the course of instruction? a. ―All human beings are inherently good.‖ b. ―Life is a struggle to tame unconscious desires.‖ c. ―Bad people do bad things, and good people do good things.‖ d. ―Human beings are just a collection of pre-programmed responses.‖ Answer: a Difficulty Level: Moderate Topic: Maslow‘s Hierarchy of Needs Learning Objective: 7.2 List the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

14. Abraham Maslow proposed that motivation and behavior are driven in a sequential, orderly fashion. Which concept encapsulates this idea? a. psychosexual stages b. collective unconscious c. self-determination d. hierarchy of needs Answer: d Difficulty Level: Easy Topic: The Major Needs Learning Objective: 7.2 List the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15. Basic physiological needs include __________. a. breathing, food, water, shelter, clothing, and sleep b. confidence, achievement, and respect of others c. health, employment, property, and social stability d. creativity, spontaneity, problem solving, and fulfilling potential Answer: a Difficulty Level: Easy Topic: The Major Needs Learning Objective: 7.2 List the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16. Sara has been homeless for 6 months and struggles daily with finding enough to eat and a dry, safe place to sleep for the night. According to Abraham Maslow, where are Sara‘s motives and behaviors focused? a. at the bottom of the hierarchy of needs b. in the middle of the hierarchy of needs c. at the top of the hierarchy of needs d. nowhere on the hierarchy of needs Answer: a Difficulty Level: Moderate Topic: Maslow‘s Hierarchy of Needs Learning Objective: 7.2 List the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

17. Tori is reasonably healthy. She has a job that allows her to pay her rent and lives in a place that does not experience much violence or war. Her need for __________ is being met. a. love and belonging b. self-actualization c. safety and security d. self-esteem Answer: c Difficulty Level: Moderate Topic: The Major Needs Learning Objective: 7.2 List the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

18. Which of Maslow‘s basic needs includes friendships, family, intimacy, and a sense of connection? a. love and belonging b. self-esteem c. safety and security d. self-actualization Answer: a Difficulty Level: Moderate Topic: The Major Needs Learning Objective: 7.2 List the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

19. In Maslow‘s hierarchy of needs, __________ includes confidence, achievement, and the respect of others. a. love and belonging b. self-actualization c. safety and security d. self-esteem Answer: d Difficulty Level: Moderate Topic: The Major Needs Learning Objective: 7.2 List the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

20. With which perspective would a humanistic personality theorist most likely agree?

a. Unconscious dynamic forces shape personality throughout the lifespan. b. Resolving the past and planning for the future are the primary goals of human endeavors. c. The constant battle against feelings of inferiority drives people to become who they are. d. The goal of life is personal growth through self-understanding and self-exploration.

Answer: d Difficulty Level: Moderate Topic: Self-Actualization and Humanistic Psychology Learning Objective: 7.2 List the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

21. Becoming your real self and realizing your fullest potential describes the process of __________. a. conflict resolution b. self-actualization c. other-enhancement d. determinism Answer: b Difficulty Level: Moderate Topic: Self-Actualization and Humanistic Psychology Learning Objective: 7.2 List the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

22. Which statement summarizes the process of moving toward self-actualization? a. The route toward self-actualization is an individual path chosen by each person. b. Self-actualization is achieved when the fullness of the collective unconscious is embraced. c. All humans progress toward a self-actualized state at the same rate. d. Biology is destiny; our genetic inheritance determines the likelihood of attaining self-actualization.

Answer: a Difficulty Level: Difficult Topic: Self-Actualization and Humanistic Psychology Learning Objective: 7.2 List the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

23. Which humanistic psychologist believed that people can get closer to self-actualization when they experience unconditional positive regard? a. Carl Rogers b. Sigmund Freud c. Abraham Maslow d. Henry Murray Answer: a Difficulty Level: Easy Topic: Self-Actualization and Humanistic Psychology Learning Objective: 7.2 List the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

24. When Casey headed off to college, her father took a moment to remind her of a few facts: ―Remember that I‘ll always love you, no matter what. You‘ll make mistakes and you‘ll need some help along the way, but I‘ll

always look out for you. I don‘t care which major you pursue—education, social work, English literature—I‘ll still care about you and value you for who you are.‖ What is Casey‘s father expressing toward her? a. unconditional positive regard b. acknowledgement of her self-esteem c. a blueprint for an ideal self d. avoidance motivation Answer: a Difficulty Level: Difficult Topic: Self-Actualization and Humanistic Psychology Learning Objective: 7.2 List the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25. Which motives are unconscious? a. implicit b. power c. achievement d. affiliation Answer: a Difficulty Level: Moderate Topic: Implicit Motives Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

26. The __________ is a projective technique that prompts people to write stories in response to ambiguous pictures. a. Minnesota Multiphasic Personality Inventory (MMPI) b. Picture Story Exercise (PSE), previously called the Thematic Apperception Text (TAT) c. Mood Awareness Scale (MAS) d. Draw-A-Person Test (DAP) Answer: b Difficulty Level: Easy Topic: Implicit Motives Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27. Which psychologist theorized that people are driven by mostly unconscious motivations? a. Abraham Maslow b. Carl Rogers c. Henry Murray d. Sigmund Freud Answer: c Difficulty Level: Easy Topic: Implicit Motives Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

28. How many implicit motives did Henry Murray identify? a. 10 b. 12 c. 27 d. 35 Answer: c Difficulty Level: Difficult Topic: Implicit Motives Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29. Which motive derives from wanting to accomplish things, usually on one‘s own and without help? a. implicit b. power c. achievement d. affiliation Answer: c Difficulty Level: Moderate Topic: Three Major Implicit Motives Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

30. Which motive is affected by one‘s relationships with others? a. implicit b. power c. achievement d. affiliation Answer: d Difficulty Level: Moderate Topic: Three Major Implicit Motives Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

31. Which motive focuses on wanting to have an impact on others? a. achievement b. implicit c. power d. affiliation Answer: c Difficulty Level: Moderate Topic: Three Major Implicit Motives Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

32. Joey values his relationships with others. He wants to be around people, especially when he will be accepted and happy. This is an example of the __________ motive. a. achievement b. implicit c. affiliation d. power Answer: c Difficulty Level: Moderate Topic: Three Major Implicit Motives Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

33. Tianna likes a challenge. She enjoys working on complex projects and usually wants to do things on her own. This is an example of the __________ motive. a. achievement b. implicit c. affiliation d. power Answer: a Difficulty Level: Difficult Topic: Three Major Implicit Motives Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

34. __________ motives are motivations that people are aware of. a. Implicit b. Unconscious c. Projective d. Explicit Answer: d Difficulty Level: Moderate Topic: How Do Implicit and Explicit Motives Affect Behavior?

Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

35. Which behavior would be better predicted by implicit motives rather than explicit motives?

a. performance on a cognitive task b. selecting a job based on salary and benefits c. choosing dessert from a menu of options d. judging the winner of a baby beauty pageant Answer: a Difficulty Level: Difficult Topic: How Do Implicit and Explicit Motives Affect Behavior?

Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

36. Which psychologist has coded implicit motives in every U.S. president‘s inaugural speech? a. David Winter b. Erik Erikson c. Carl Rogers d. Abraham Maslow Answer: a Difficulty Level: Easy Topic: The Implicit Motives of Presidents and Eras Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37. Based on his inaugural address, which former U.S. president scored high on affiliation motivation? a. Ronald Reagan b. Richard Nixon c. Jimmy Carter d. Harry Truman Answer: b Difficulty Level: Difficult Topic: The Implicit Motives of Presidents and Eras Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

38. Based on inaugural addresses, which former U.S. presidents scored high on achievement motivation? a. Bill Clinton and Jimmy Carter b. Barack Obama and Gerald Ford c. George H. W. Bush and George H. Bush d. John F. Kennedy and Richard Nixon Answer: a Difficulty Level: Difficult Topic: The Implicit Motives of Presidents and Eras Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39. As seen in their inaugural addresses, presidents John F. Kennedy, Harry Truman, and __________ each scored high on power motivation. a. George W. Bush

b. Lyndon Baines Johnson c. Jimmy Carter d. Barack Hussein Obama Answer: d Difficulty Level: Moderate Topic: The Implicit Motives of Presidents and Eras Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

40. Self-determination theory (SDT) argues that three needs can explain much of human behavior: autonomy, competence, and __________. a. actualization b. cohesiveness c. efficacy d. relatedness Answer: d Difficulty Level: Moderate Topic: Self-Determination Theory Learning Objective: 7.4 Name and describe self-determination theory‘s three universal human needs.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

41. __________ means having control over one‘s actions and life. a. Competence b. Relatedness c. Cohesiveness d. Autonomy Answer: d Difficulty Level: Easy Topic: Self-Determination Theory Learning Objective: 7.4 Name and describe self-determination theory‘s three universal human needs.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

42. Luisa works for a boss who constantly micromanages her. According to self-determination theory, what outcome is Luisa likely to experience? a. low autonomy b. high relatedness c. high autonomy d. high cohesiveness Answer: a Difficulty Level: Moderate Topic: Self-Determination Theory Learning Objective: 7.4 Name and describe self-determination theory‘s three universal human needs.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

43. When __________ is absent, a person feels controlled by forces alien to the self. a. competence b. relatedness c. cohesiveness d. autonomy Answer: d Difficulty Level: Moderate Topic: Self-Determination Theory Learning Objective: 7.4 Name and describe self-determination theory‘s three universal human needs.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

44. An occupation that allows a person to continually learn new things would fulfill the need for __________. a. competence b. relatedness c. cohesiveness d. autonomy Answer: a Difficulty Level: Moderate Topic: Self-Determination Theory Learning Objective: 7.4 Name and describe self-determination theory‘s three universal human needs.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

45. Herbie has worked on the same assembly line performing the same task for 30 years. It is likely that his need for __________ is not being met. a. autonomy b. relatedness c. cohesiveness d. competence Answer: d Difficulty Level: Difficult Topic: Self-Determination Theory Learning Objective: 7.4 Name and describe self-determination theory‘s three universal human needs.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

46. A debt crisis had a major impact on the citizens of Greece; half of its young people were out of work, depriving them of their need for __________. a. autonomy b. relatedness c. competence d. cohesiveness Answer: c Difficulty Level: Difficult Topic: Self-Determination Theory Learning Objective: 7.4 Name and describe self-determination theory‘s three universal human needs.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

47. __________ refers to feeling connected to others, both personally and in one‘s community. a. Cohesiveness b. Relatedness c. Autonomy d. Competence Answer: B Difficulty Level: Easy Topic: Self-Determination Theory Learning Objective: 7.4 Name and describe self-determination theory‘s three universal human needs.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

48. A person might fulfill the need for relatedness by spending time with family, helping a friend, or __________. a. building a birdhouse b. learning a new computer skill c. volunteering at a food bank d. reading a book Answer: c Difficulty Level: Moderate Topic: Self-Determination Theory Learning Objective: 7.4 Name and describe self-determination theory‘s three universal human needs.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

49. In which countries do citizens report lower levels of competence and autonomy? a. Denmark, Sweden, and Finland b. Germany, Italy, and Switzerland c. United States, Canada, and England d. China, Malaysia, and Japan Answer: d Difficulty Level: Difficult Topic: Self-Determination Theory Learning Objective: 7.4 Name and describe self-determination theory‘s three universal human needs.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

50. Cara is focused on her own personal growth. Which type of goal is this? a. extrinsic b. intrinsic c. external d. intuitive Answer: b Difficulty Level: Difficult Topic: Extrinsic Versus Intrinsic Goals Learning Objective: 7.5 Describe intrinsic and extrinsic goals and intrinsic and extrinsic motivation.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

51. __________ are examples of intrinsic goals. a. Financial success, popularity, and physical attractiveness b. Fame, image, and community feeling c. Personal growth, image, and physical attractiveness d. Personal growth, affiliation, and community feeling Answer: d Difficulty Level: Easy Topic: Extrinsic Versus Intrinsic Goals Learning Objective: 7.5 Describe intrinsic and extrinsic goals and intrinsic and extrinsic motivation.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

52. Research has shown that people who focus on money, fame, and image are __________ likely to suffer from anxiety and depression and __________ likely to be happy. a. more; more b. less; less c. more; less d. less; more Answer: c Difficulty Level: Moderate Topic: Which Goals Are More Likely to Make You Happy?

Learning Objective: 7.5 Describe intrinsic and extrinsic goals and intrinsic and extrinsic motivation.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

53. Motivation that comes from outside the self, such as working for money or to gain praise from others, is __________ motivation. a. intrinsic b. irrational c. extrinsic d. rational Answer: c Difficulty Level: Easy Topic: What Works Better: Extrinsic or Intrinsic Motivation?

Learning Objective: 7.5 Describe intrinsic and extrinsic goals and intrinsic and extrinsic motivation.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

54. Which area of psychology specifically focuses on what can make our lives better and what might make us happier? a. industrial psychology b. social psychology c. cognitive psychology d. positive psychology Answer: d Difficulty Level: Easy Topic: Mindfulness, Flow, and Meaning Learning Objective: 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55. How do positive motivational experiences, such as mindfulness, flow, and meaning, contribute to an individual‘s growth and development? a. These experiences form the basis for all types of meditation. b. These experiences produce a heightened sense of power motivation. c. These experiences directly contribute to weight loss. d. These experiences can help a person become more engaged in life.

Answer: d Difficulty Level: Moderate Topic: Mindfulness, Flow, and Meaning Learning Objective: 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

56. Julio is aware of his thoughts and feelings, but he doesn‘t cling to them, instead letting them pass through consciousness as new thoughts take their place. What is Julio experiencing? a. mindfulness b. flow c. meaning d. understanding Answer: a Difficulty Level: Easy Topic: Mindfulness Learning Objective: 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

57. The practice of mindfulness can be traced to early __________ psychology. a. evolutionary b. behavioral c. Buddhist d. humanistic Answer: c Difficulty Level: Easy Topic: Mindfulness Learning Objective: 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

58. On a recent trip to the Salton Sea, Tammy was suddenly overcome by a feeling of oneness with the universe and a sense of clarity, in which her true purpose in life was revealed to her and her future goals were made manifest. What happened to Tammy? a. She realized her need for achievement. b. She finally understood self-determination theory. c. She had a peak experience. d. She found her extrinsic motivation.

Answer: c Difficulty Level: Moderate Topic: Peak Experiences and Flow Learning Objective: 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

59. The smooth passage of time that occurs during a peak experience, when a person is completely immersed in an activity, is called a __________ state.

a. valley b. flow c. affiliation d. focused Answer: b Difficulty Level: Easy Topic: Peak Experiences and Flow Learning Objective: 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

60. Finding meaning in life is closely linked to __________. a. happiness b. achievement c. relatedness d. avoidance motivation Answer: a Difficulty Level: Moderate Topic: Meaning and Purpose in Life Learning Objective: 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Short Answer Questions 61. What is avoidance motivation?

Answer: A person characterized by avoidance motivation worries about the negative consequences of failure.

Difficulty Level: Moderate Topic: Approach and Avoidance Motivation Learning Objective: 7.1 Distinguish between approach and avoidance motivation.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

62. How has the color red been explicitly linked to sexuality across time and culture, and how does that affect approach and avoidance motivation?

Answer: The color red has been explicitly linked to sexuality through red-light districts, red hearts for Valentine‘s Day, red body paint as a symbol of a woman‘s fertility, and red as a symbol of adultery. In many cases (those involving love and sexuality), red can prompt an approach motivation. In others (such as stop signs or blood), avoidance motives may take precedence.

Difficulty Level: Moderate Topic: Approach and Avoidance Motivation Learning Objective: 7.1 Distinguish between approach and avoidance motivation.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

63. What is humanistic psychology?

Answer: Humanistic psychology is a branch of psychology that focuses on free will, creativity, human potential, and looking at the ―whole person.‖ Difficulty Level: Moderate Topic: Maslow‘s Hierarchy of Needs Learning Objective: 7.2 List the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

64. Aubrey is often bullied at school, yet she continues to try to hang out with the kids who tease her. Using Abraham Maslow‘s hierarchy of needs, explain what her motivation might be.

Answer: Aubrey has her physiological and safety needs met. She is working on her love and belonging needs, which include friendship and family and a sense of connection.

Difficulty Level: Difficult Topic: The Major Needs Learning Objective: 7.2 List the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

65. Pietro has achieved the highest need on Abraham Maslow‘s hierarchy of needs pyramid. What does this mean?

Answer: Pietro has achieved self-actualization, the need to actualize or ―make actual‖ his unique talents and abilities. He knows what he wants to be and is okay with going against others and society. It is very difficult to attain this level of need.

Difficulty Level: Difficult Topic: The Major Needs Learning Objective: 7.2 List the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

66. What three implicit motives did Henry Murray‘s research interest center on?

Answer: Murray focused on the power motive, achievement motive, and affiliation motive.

Difficulty Level: Moderate Topic: Three Major Implicit Motives Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

67. What are the main tenets of self-determination theory?

Answer: The three pillars of self-determination theory are autonomy, competence, and relatedness.

Difficulty Level: Moderate Topic: Self-Determination Theory Learning Objective: 7.4 Name and describe self-determination theory‘s three universal human needs.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

68. Carol enjoys doing chores around the house and loves to help her mom just for fun. Is Carol intrinsically or extrinsically motivated? Why do you think so?

Answer: Carol is intrinsically motivated to do work around the house because she takes joy from the activity rather than from any external rewards.

Difficulty Level: Difficult Topic: What Works Better: Extrinsic or Intrinsic Motivation?

Learning Objective: 7.5 Describe intrinsic and extrinsic goals and intrinsic and extrinsic motivation.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

69. What is positive psychology?

Answer: Positive psychology is an area of psychology focused on what can make people‘s lives better and what might make people happier.

Difficulty Level: Moderate Topic: Mindfulness, Flow, and Meaning Learning Objective: 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

70. Cindy is practicing mindfulness. What are some of the benefits that she might experience?

Answer: Mindfulness slows the sometimes erratic nature of thinking and also makes a person feel better and happier. It can help treat psychological problems, such as anxiety disorders, binge eating, and pathological gambling. If Cindy has any of these disorders or simply wants to feel a greater sense of happiness, her practice of mindfulness should be a worthwhile pursuit.

Difficulty Level: Difficult Topic: Mindfulness Learning Objective: 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Essay Questions 71. How do approach and avoidance overlap with the Big Five?

Answer: A good answer would include the following key points:  Approach-oriented people tend to be high in extraversion (as extraversion focuses on positive emotion), and avoidance-oriented people tend to be high in neuroticism (as neuroticism focuses on negative emotion).  However, approach and avoidance motivation focus more on internal psychological processes, whereas traits such as extraversion predict behaviors.

Difficulty Level: Difficult Topic: Approach and Avoidance Motivation Learning Objective: 7.1 Distinguish between approach and avoidance motivation.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

72. How are approach and avoidance related to basic tendencies rooted in evolution?

Answer: A good answer would include the following key points:  Approach and avoidance are related to basic tendencies that may be rooted in evolution, such as the ―fight-or-flight‖ response.  Approach-oriented people are more likely to ―fight‖ in search of positive rewards  Avoidance-oriented people are more likely to take ―flight‖ away from negative consequences.

Difficulty Level: Difficult Topic: Approach and Avoidance Motivation Learning Objective: 7.1 Distinguish between approach and avoidance motivation.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

73. Brian sees an attractive woman wearing a red shirt. How might his description of her wearing a red shirt differ from his description of her wearing a blue shirt? Why? Answer: A good answer would include the following key points:  In research studies, men who saw women wearing red (as opposed to blue) shirts rated them as more attractive, were more likely to ask the woman out, and were more likely to want to have sex with her.  Researchers think that red is explicitly linked to sexuality across time and culture.

Difficulty Level: Difficult Topic: Approach and Avoidance Motivation Learning Objective: 7.1 Distinguish between approach and avoidance motivation.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

74. Describe Abraham Maslow‘s hierarchy of needs, and discuss why a pyramidal hierarchy captures Maslow‘s conception of need attainment.

Answer: A good answer would include the following key points:  Maslow‘s hierarchy of needs is best demonstrated as a pyramid, with the most fundamental needs at the base and each higher need built on them.  From bottom to top of the pyramid, the needs are basic physiological, safety and security, love and belonging, self-esteem, and self-actualization.  Maslow pointed out that people are unlikely to pursue higher-level needs when lower-level needs remain unsatisfied. For example, a person with no roof over her head probably wouldn‘t seek to fulfill esteem or belongingness needs until her safety needs are resolved.  This observation suggests that a hierarchy captures the gradual attainment of needs.  A pyramidal shape highlights that lower-level needs are broader in scope, whereas higher-level needs are more focused.

Difficulty Level: Difficult Topic: The Major Needs Learning Objective: 7.2 List the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

75. What did Carl Rogers and Abraham Maslow think of self-actualization?

Answer: A good answer would include the following key points:  Rogers thought of self-actualization differently than Maslow did.  Maslow believed that only a few people can self-actualize.  Rogers believed that people can get closer to self-actualization when they experience unconditional positive regard, which is acceptance and love of their whole selves without conditions attached.

Difficulty Level: Difficult Topic: Self-Actualization and Humanistic Psychology Learning Objective: 7.2 List the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

76. Bernardo is high in affiliation motive. Based on what you know about implicit affiliation motivation, what is Bernardo likely to value, and what qualities is he likely to possess?

Answer: A good answer would include the following key points:  If Bernardo is high in affiliation motive, he values relationships with others.  He wants to be around people, especially when he will be accepted and happy.  In negotiations or conflict with others, he is better able to make concessions and end the conflict.  He is likely to have a more satisfying job and family life and cope better with stress.

Difficulty Level: Difficult Topic: Three Major Implicit Motives Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

77. How do implicit and explicit motives affect behavior?

Answer: A good answer would include the following key points:  Implicit motives are unconscious and differ from explicit motives, which are by definition motives that people are aware of.  Sometimes people‘s implicit and explicit motives differ from one another, and sometimes they are consistent.  People who have similar implicit and explicit motives are higher in self-determination and know what they want.  Implicit motives are more likely to predict performance influenced by both conscious and unconscious factors, whereas explicit motives predict choices and judgments.

Difficulty Level: Difficult Topic: How Do Implicit and Explicit Motives Affect Behavior?

Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

78. How do self-determination theory and Henry Murray‘s three power motives compare?

Answer: A good answer would include the following key points:  Self-determination theory consists of three needs: autonomy, competence, and relatedness.  The three needs overlap with Murray‘s three primary motives: power (autonomy), achievement (competence), and affiliation (relatedness).  The two systems were developed at different times using different methods, but both seem to identify the same basic needs or motives.

Difficulty Level: Difficult Topic: Self-Determination Theory Learning Objective: 7.4 Name and describe self-determination theory‘s three universal human needs.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

79. Jeannetta is a marathon runner and sometimes has peak experiences and flow states during her practice runs around her beautiful town. What do peak experience and flow state mean?

Answer: A good answer would include the following key points:  Jeannetta has a peak experience during her run when she is able to transcend herself and feel as one with the world.  When she has a peak experience, she is likely not even aware of how many miles she has run or how much time has passed.  Flow state is the smooth passage of time that occurs during the peak experience, when she is completely immersed in the activity in the present moment.

Difficulty Level: Difficult Topic: Peak Experiences and Flow Learning Objective: 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

80. Sebastian is having a particularly hard time in life. His girlfriend just left him, his cat recently died, and he has a tough new boss at work. How would finding a meaning in life help him through these hard times?

Answer: A good answer would include the following key points:  Having meaning in life means having a purpose and putting time and energy into attaining important goals.  People who find their lives meaningful are happier, and happier people find more meaning in life.  Feeling happy might be almost interchangeable with finding life meaningful.  Finding a sense of meaning is important in both good and bad times.

Difficulty Level: Difficult Topic: Meaning and Purpose in Life Learning Objective: 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Revel Quiz Questions The following questions appear at the end of each module and at the end of the chapter in Revel for Personality Psychology: Understanding Yourself and Others, 2e.

End of Module Quiz 7.1 Approach and Avoidance Motivation EOM Q7.1.1 Zoe is about to compete in the state finals for track. She is looking forward to winning the first place trophy and the recognition that comes with it. This is an example of __________.

a) approach motivation b) self-actualization Consider This: The anticipation of winning is what excites Zoe. LO 7.1 Distinguish approach and avoidance motivation.

c) primary needs Consider This: The anticipation of winning is what excites Zoe. LO 7.1 Distinguish approach and avoidance motivation.

d) avoidance motivation Consider This: The anticipation of winning is what excites Zoe. LO 7.1 Distinguish approach and avoidance motivation.

Answer: a Learning Objective: 7.1 Distinguish approach and avoidance motivation.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q7.1.2 Nick is the lead in the school play. He‘s been very anxious since taking the part because he‘s terrified of messing up and ruining the production, so he‘s rehearsed his lines endlessly for months. This is an example of __________.

a) avoidance motivation b) primary needs Consider This: The fear of failure is what‘s prompting Nick to work harder. LO 7.1 Distinguish approach and avoidance motivation.

c) approach motivation Consider This: The fear of failure is what‘s prompting Nick to work harder. LO 7.1 Distinguish approach and avoidance motivation.

d) a power motive Consider This: The fear of failure is what‘s prompting Nick to work harder. LO 7.1 Distinguish approach and avoidance motivation.

Answer: a Learning Objective: 7.1 Distinguish approach and avoidance motivation.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q7.1.3 What other human tendency possibly rooted in evolution is approach and avoidance related to?

a) fight or flight b) flow state Consider This: This tendency is said to be rooted in our evolutionary past. LO 7.1 Distinguish approach and avoidance motivation.

c) depression and ecstasy Consider This: This tendency is said to be rooted in our evolutionary past. LO 7.1 Distinguish approach and avoidance motivation.

d) push and pull Consider This: This tendency is said to be rooted in our evolutionary past. LO 7.1 Distinguish approach and avoidance motivation.

Answer: a Learning Objective: 7.1 Distinguish approach and avoidance motivation.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q7.1.4 In one study, students took a cognitive performance test with their subject number written in ink on the first page. The experiment randomly varied the color of the ink. This subtle difference produced surprising results: Those who saw __________ ink performed worse on the test than those who saw __________ ink.

a) red; green or black b) red or green; black Consider This: This primed avoidance motivation, due to its association with negative feedback. LO 7.1 Distinguish approach and avoidance motivation.

c) black; green or red Consider This: This primed avoidance motivation, due to its association with negative feedback. LO 7.1 Distinguish approach and avoidance motivation.

d) green; black or red Consider This: This primed avoidance motivation, due to its association with negative feedback. LO 7.1 Distinguish approach and avoidance motivation.

Answer: a Learning Objective: 7.1 Distinguish approach and avoidance motivation.

Difficulty Level: Difficult Skill Level: Analyze It

EOM Q7.1.5 An example of how situations can affect approach–avoidance motivation is that people under threat tend to experience __________.

a) increased avoidance motivation while approach motivation doesn‘t change b) increased approach motivation while avoidance motivation decreases Consider This: Under threat, people become more focused on avoiding negative outcomes. LO 7.1 Distinguish approach and avoidance motivation.

c) decreased avoidance and approach motivation Consider This: Under threat, people become more focused on avoiding negative outcomes. LO 7.1 Distinguish approach and avoidance motivation.

d) increased avoidance and approach motivation Consider This: Under threat, people become more focused on avoiding negative outcomes. LO 7.1 Distinguish approach and avoidance motivation.

Answer: a Learning Objective: 7.1 Distinguish approach and avoidance motivation.

Difficulty Level: Difficult Skill Level: Analyze It

End of Module Quiz 7.2 Maslow’s Hierarchy of Needs EOM Q7.2.1 What school of psychology emphasized free will and seeing the whole person?

a) humanistic b) cognitive Consider This: Creativity was also emphasized. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

c) psychodynamic Consider This: Creativity was also emphasized. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

d) behavioral Consider This: Creativity was also emphasized. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Answer: a Learning Objective: 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q7.2.2 How are needs represented in Maslow‘s hierarchy?

a) The fundamental needs are at the base and each higher need builds upon each other. b) The least important needs are at the base.

Consider This: The hierarchy is often represented as a pyramid. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

c) The needs are in alphabetical order.

Consider This: The hierarchy is often represented as a pyramid. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

d) The fundamental needs are at the top.

Consider This: The hierarchy is often represented as a pyramid. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Answer: a Learning Objective: 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q7.2.3 In Maslow‘s hierarchy, which needs are most fundamental?

a) physiological needs b) safety and security Consider This: According to Maslow, these needs must be attended to first before one can achieve higher order needs. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

c) love and belonging Consider This: According to Maslow, these needs must be attended to first before one can achieve higher order needs. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

d) self-esteem Consider This: According to Maslow, these needs must be attended to first before one can achieve higher order needs. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Answer: a Learning Objective: 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q7.2.4 Why is self-actualization at the very top of Maslow‘s hierarchy of needs?

a) It is at the top because it is very difficult to attain. b) It is at the top because it is the most important need.

Consider This: This was the ultimate achievement for a person, according to Maslow. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

c) It is at the top because it is the first need.

Consider This: This was the ultimate achievement for a person, according to Maslow. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

d) It is at the top because most people will attain it.

Consider This: This was the ultimate achievement for a person, according to Maslow. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Answer: a Learning Objective: 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q7.2.5 Health, employment, and property are examples of __________ needs.

a) safety and security b) physiological Consider This: Social stability also falls into this category. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

c) love and belonging Consider This: Social stability also falls into this category. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

d) self-esteem Consider This: Social stability also falls into this category. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Answer: a Learning Objective: 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Difficulty Level: Easy Skill Level: Remember the Facts

End of Module Quiz 7.3 Implicit Motives EOM Q7.3.1 What is an implicit motive?

a) an unconscious motivation you are not aware of having b) your life goal that keeps you motivated to succeed Consider This: These are usually measured with projective tests. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

c) a way to motivate yourself in the short term Consider This: These are usually measured with projective tests. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

d) a motivation usually measured by self-report Consider This: These are usually measured with projective tests. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Answer: a Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q7.3.2 What are the three major implicit motives?

a) power, achievement, affiliation b) domination, submission, survival Consider This: When these motives were first named, they were called needs. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

c) survival, reproduction, sustenance Consider This: When these motives were first named, they were called needs. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

d) approach, avoidance, explicit Consider This: When these motives were first named, they were called needs. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Answer: a Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q7.3.3 Chloe has run for student government every year of her high school career. She‘s constantly debating even the smallest points, isn‘t shy about asking for favors, and feels the need to make her presence felt in whatever room she enters. Chloe is a good illustration of which motive?

a) power b) affiliation Consider This: Someone high in this motive wants to have an impact on others and does not like others having an impact on her. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

c) achievement Consider This: Someone high in this motive wants to have an impact on others and does not like others having an impact on her. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

d) avoidance Consider This: Someone high in this motive wants to have an impact on others and does not like others having an impact on her. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Answer: a Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q7.3.4 How do implicit motives differ from explicit motives?

a) Implicit motives are unconscious whereas people are aware of their explicit motives. b) People are aware of their implicit motives but not their explicit motives.

Consider This: Explicit motives can be measured by direct measures. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

c) Implicit motives do not predict behavior but explicit motives do.

Consider This: Explicit motives can be measured by direct measures. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

d) People higher in implicit motives are higher in self-determination than people high in explicit motives.

Consider This: Explicit motives can be measured by direct measures. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Answer: a Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q7.3.5 How can implicit motives be determined by language?

a) Implicit motives can be coded through analyzing speeches and stories. b) Implicit motives can be determined by asking someone to state their motives.

Consider This: Implicit motives can be coded through media sources. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

c) Implicit motives can be determined by asking others to report on their loved one‘s motives.

Consider This: Implicit motives can be coded through media sources. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

d) Implicit motives can be coded through analyzing speeches but not through other writings.

Consider This: Implicit motives can be coded through media sources. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Answer: a Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Difficulty Level: Difficult Skill Level: Analyze It

End of Module Quiz 7.4 Self-Determination Theory EOM Q7.4.1 Self-determination theory argues that which three needs can explain much of human behavior?

a) autonomy, competence, relatedness b) physiological, safety, self-esteem Consider This: These needs overlap with Murray‘s primary implicit motives. LO 7.4 Name and describe self-determination theory‘s three universal human needs.

c) intrinsic, extrinsic, and power Consider This: These needs overlap with Murray‘s primary implicit motives. LO 7.4 Name and describe self-determination theory‘s three universal human needs.

d) food, water, shelter Consider This: These needs overlap with Murray‘s primary implicit motives. LO 7.4 Name and describe self-determination theory‘s three universal human needs.

Answer: a Learning Objective: 7.4 Name and describe self-determination theory‘s three universal human needs.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q7.4.2 The biggest difference between self-determination theory and Murray‘s theory is that self-determination theory focuses on __________ and Murray‘s theory focuses on __________.

a) explicit motives; implicit motives b) Maslow‘s hierarchy; explicit motives Consider This: Self-determination theory considers the three needs as essential to human functioning. LO 7.4 Name and describe self-determination theory‘s three universal human needs.

c) implicit motives; explicit motives Consider This: Self-determination theory considers the three needs as essential to human functioning. LO 7.4 Name and describe self-determination theory‘s three universal human needs.

d) explicit motives; Maslow‘s hierarchy Consider This: Self-determination theory considers the three needs as essential to human functioning. LO 7.4 Name and describe self-determination theory‘s three universal human needs.

Answer: a Learning Objective: 7.4 Name and describe self-determination theory‘s three universal human needs.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q7.4.3 Earl just started a job that allows him the freedom to make his own decisions in his work environment. Which of Earl‘s needs are likely being met by this job?

a) autonomy b) competence Consider This: This need means having control over your actions and life. LO 7.4 Name and describe selfdetermination theory‘s three universal human needs.

c) relatedness Consider This: This need means having control over your actions and life. LO 7.4 Name and describe selfdetermination theory‘s three universal human needs.

d) belongingness Consider This: This need means having control over your actions and life. LO 7.4 Name and describe selfdetermination theory‘s three universal human needs.

Answer: a Learning Objective: 7.4 Name and describe self-determination theory‘s three universal human needs.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q7.4.4 Roberta enjoys volunteering and likes to spend time with her church group, helping with the food pantry. Which of Roberta‘s needs are likely being met by her service in the community?

a) relatedness b) autonomy Consider This: Feeling connected is part of this need. LO 7.4 Name and describe self-determination theory‘s three universal human needs.

c) competence Consider This: Feeling connected is part of this need. LO 7.4 Name and describe self-determination theory‘s three universal human needs.

d) physiological Consider This: Feeling connected is part of this need. LO 7.4 Name and describe self-determination theory‘s three universal human needs.

Answer: a Learning Objective: 7.4 Name and describe self-determination theory‘s three universal human needs.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q7.4.5 A study measuring autonomy, competence, and relatedness in eight countries found that they __________.

a) predicted meaning in life and personal growth about equally in all eight cultures b) did not predict anything consistently about the eight cultures Consider This: Self-determination theory maintains that the three needs are universal for humans across time. LO 7.4 Name and describe self-determination theory‘s three universal human needs.

c) predicted autonomy and competence in about half of the cultures Consider This: Self-determination theory maintains that the three needs are universal for humans across time. LO 7.4 Name and describe self-determination theory‘s three universal human needs.

d) predicted meaning in life in half of the eight cultures Consider This: Self-determination theory maintains that the three needs are universal for humans across time. LO 7.4 Name and describe self-determination theory‘s three universal human needs.

Answer: a Learning Objective: 7.4 Name and describe self-determination theory‘s three universal human needs.

Difficulty Level: Difficult Skill Level: Analyze It

End of Module Quiz 7.5 Extrinsic Versus Intrinsic Goals EOM Q7.5.1 Financial success, popularity, and physical attractiveness are examples of __________.

a) extrinsic goals b) self-actualizing needs Consider This: An emphasis on such things does not typically lead to more happiness. LO 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

c) universal needs Consider This: An emphasis on such things does not typically lead to more happiness. LO 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

d) intrinsic goals Consider This: An emphasis on such things does not typically lead to more happiness. LO 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

Answer: a Learning Objective: 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q7.5.2 Luke has always loved feeling connected to the people around him and is studying to become a social worker.

Luke is being guided by __________.

a) intrinsic goals b) universal needs Consider This: An emphasis on this typically leads to more happiness. LO 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

c) extrinsic goals Consider This: An emphasis on this typically leads to more happiness. LO 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

d) physiological needs Consider This: An emphasis on this typically leads to more happiness. LO 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

Answer: a Learning Objective: 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q7.5.3 Lana loves stickers and is given one every time she does her spelling homework, which has caused her performance to increase. After a month, the teacher stops giving her stickers. How is Lana‘s motivation to do her spelling homework likely to be affected?

a) Her motivation will decrease. b) Her motivation will increase.

Consider This: Lana is being extrinsically motivated. LO 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

c) Her motivation will remain the same.

Consider This: Lana is being extrinsically motivated. LO 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

d) Her motivation will increase and then level off.

Consider This: Lana is being extrinsically motivated. LO 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

Answer: a Learning Objective: 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q7.5.4 In one study, preschoolers who liked to draw were told they could earn a certificate with a large gold star and a red ribbon. Other children drew a picture but either didn‘t get an award or got one unexpectedly. A week later, the experimenter returned to observe what activities the children chose to engage in during free-play time and found which of the following?

a) The children who got their expected award for drawing spent only half as much time drawing as those who did not get an award or who received it unexpectedly. b) The children who got their expected award for drawing spent double the amount of time drawing as those who did not get an award or who received it unexpectedly.

Consider This: Extrinsic rewards can decrease intrinsic motivation. LO 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

c) The children who did not get an award spent only half as much time drawing as those got their expected award for drawing.

Consider This: Extrinsic rewards can decrease intrinsic motivation. LO 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

d) There were no differences in the behavior of the children who got their expected award and those who did not get an award or who received it unexpectedly.

Consider This: Extrinsic rewards can decrease intrinsic motivation. LO 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

Answer: a Learning Objective: 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

Difficulty Level: Difficult Skill Level: Analyze It

EOM Q7.5.5 In one experiment, adults praised one group of children for good performance on difficult problems by saying, ―You must be smart at these problems,‖ while telling another set of children, ―You must have worked hard at these problems.‖ What happened when the children were given an even more difficult task?

a) The children who were praised for working hard performed better. b) The children who were praised for being smart performed better.

Consider This: Beliefs about ability can have a big impact on motivation. LO 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

c) The children praised for working hard gave up more easily when the task was difficult.

Consider This: Beliefs about ability can have a big impact on motivation. LO 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

d) The children who were praised for being smart asked the adults for help with the task.

Consider This: Beliefs about ability can have a big impact on motivation. LO 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

Answer: a Learning Objective: 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

Difficulty Level: Difficult Skill Level: Analyze It

End of Module Quiz 7.6 Mindfulness, Flow, and Meaning EOM Q7.6.1 Positive psychology‘s research focuses on __________.

a) what makes our lives better and happier b) approach vs. avoidance motivation Consider This: One topic studied by positive psychologists is mindfulness. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

c) what treatments work best for mental illness Consider This: One topic studied by positive psychologists is mindfulness. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

d) brain structures and neurotransmitters Consider This: One topic studied by positive psychologists is mindfulness. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Answer: a Learning Objective: 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q7.6.2 __________ is being aware of your thoughts and perceptions without clinging to them or judging whether they are good or bad.

a) Mindfulness b) Positive psychology Consider This: This practice goes back to early Buddhist psychology. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

c) Flow Consider This: This practice goes back to early Buddhist psychology. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

d) Anima Consider This: This practice goes back to early Buddhist psychology. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Answer: a Learning Objective: 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Difficulty Level: Easy Skill Level: Remember the Facts

EOM Q7.6.3 Mindfulness practice has been shown to help treat which of the following?

a) anxiety disorders b) diabetes Consider This: Mindfulness has shown to have a variety of mental health benefits. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

c) blood disorders Consider This: Mindfulness has shown to have a variety of mental health benefits. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

d) Cancer Consider This: Mindfulness has shown to have a variety of mental health benefits. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Answer: a Learning Objective: 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q7.6.4 Tia is having an amazing game. Every shot she takes goes in. The hoop looks huge to her, and running up and down the court feels effortless, like she can play forever. Tia is most likely experiencing which of the following?

a) a flow state b) self-actualization Consider This: This occurs when you are completely immersed in an activity in the present moment. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

c) extrinsic motivation Consider This: This occurs when you are completely immersed in an activity in the present moment. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

d) autonomy Consider This: This occurs when you are completely immersed in an activity in the present moment. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Answer: a Learning Objective: 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q7.6.5 __________ are times when people transcend themselves and feel one with the world.

a) Peak experiences b) Self-actualization Consider This: This might happen when you are completely engaged in an activity, such as rock climbing, painting, playing or listening to music, or experiencing a flash of creativity. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

c) Meaning in life Consider This: This might happen when you are completely engaged in an activity, such as rock climbing, painting, playing or listening to music, or experiencing a flash of creativity. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

d) Extrinsic motivation Consider This: This might happen when you are completely engaged in an activity, such as rock climbing, painting, playing or listening to music, or experiencing a flash of creativity. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Answer: a Learning Objective: 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Difficulty Level: Moderate Skill Level: Understand the Concepts

Chapter Quiz: Motivation EOC Q7.1 Which of the following most accurately demonstrates how people tend to be motivated?

a) Needs drive motives, which influence goals. b) Motives drive goals but are not impacted by needs.

Consider This: This begins with what is necessary to survive. Chapter 7 Introduction.

c) Goals drive needs but are not influenced by motives.

Consider This: This begins with what is necessary to survive. Chapter 7 Introduction.

d) Motives drive needs but aren‘t related to goals.

Consider This: This begins with what is necessary to survive. Chapter 7 Introduction.

Answer: a Learning Objective: None Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q7.2 Anticipating rewards for success is called __________.

a) approach motivation b) avoidance motivation Consider This: This focuses only on rewards. LO 7.1 Distinguish approach and avoidance motivation.

c) transference Consider This: This focuses only on rewards. LO 7.1 Distinguish approach and avoidance motivation.

d) implicit motivation Consider This: This focuses only on rewards. LO 7.1 Distinguish approach and avoidance motivation.

Answer: a Learning Objective: 7.1 Distinguish approach and avoidance motivation.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q7.3 Jill works really hard at her job because she is afraid of getting fired. This is an example of __________.

a) avoidance motivation b) implicit needs Consider This: This is when someone is driven by the negative consequences of failure. LO 7.1 Distinguish approach and avoidance motivation.

c) explicit goals Consider This: This is when someone is driven by the negative consequences of failure. LO 7.1 Distinguish approach and avoidance motivation.

d) approach motivation Consider This: This is when someone is driven by the negative consequences of failure. LO 7.1 Distinguish approach and avoidance motivation.

Answer: a Learning Objective: 7.1 Distinguish approach and avoidance motivation.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q7.4 Approach-oriented people tend to be higher in which Big Five trait?

a) extraversion b) neuroticism Consider This: This trait focuses on positive emotion. LO 7.1 Distinguish approach and avoidance motivation.

c) conscientiousness Consider This: This trait focuses on positive emotion. LO 7.1 Distinguish approach and avoidance motivation.

d) agreeableness Consider This: This trait focuses on positive emotion. LO 7.1 Distinguish approach and avoidance motivation.

Answer: a Learning Objective: 7.1 Distinguish approach and avoidance motivation.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q7.5 Who is the theorist that developed the hierarchy of needs?

a) Abraham Maslow b) Erik Erikson Consider This: This theorist was also a proponent of humanistic psychology. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

c) Karen Horney Consider This: This theorist was also a proponent of humanistic psychology. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

d) Sigmund Freud Consider This: This theorist was also a proponent of humanistic psychology. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Answer: a Learning Objective: 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Difficulty Level: Easy Skill Level: Remember the Facts EOC Q7.6 The need for love and belonging in the hierarchy of needs is similar to the need for affiliation in what theory?

a) self-determination theory b) psychosexual theory Consider This: The need to belong creates the motive to affiliate with others. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

c) cognitive theory Consider This: The need to belong creates the motive to affiliate with others. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

d) Jungian theory Consider This: The need to belong creates the motive to affiliate with others. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Answer: a Learning Objective: 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Difficulty Level: Difficult Skill Level: Analyze It

EOC Q7.7 Carl Rogers believed that everyone can get closer to self-actualization when they experience __________.

a) unconditional positive regard b) strong economic support Consider This: Carl Rogers was a humanistic psychologist. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

c) peak flow states Consider This: Carl Rogers was a humanistic psychologist. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

d) strong attachment during infancy Consider This: Carl Rogers was a humanistic psychologist. LO 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Answer: a Learning Objective: 7.2 Name the needs in Maslow‘s hierarchy and describe the contributions of humanistic psychology.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q7.8 Kesha works very hard at school and has trouble accepting help from anyone else. This is an example of what motive?

a) achievement b) affiliation Consider This: This motive is defined as wanting to accomplish things. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

c) power Consider This: This motive is defined as wanting to accomplish things. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

d) ulterior Consider This: This motive is defined as wanting to accomplish things. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Answer: a Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q7.9 What are explicit motives?

a) motives that people are aware of having b) motives that are typically bad Consider This: This motive can be measured by responses to direct questions. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

c) motives that reside in the unconscious Consider This: This motive can be measured by responses to direct questions. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

d) motives that are aimed at persuading others Consider This: This motive can be measured by responses to direct questions. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Answer: a Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Difficulty Level: Easy Skill Level: Remember the Facts EOC Q7.10 Where are implicit motives thought to come from?

a) family environment b) peers Consider This: Nurture seems to play an important part in guiding motives. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

c) national culture Consider This: Nurture seems to play an important part in guiding motives. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

d) training Consider This: Nurture seems to play an important part in guiding motives. LO 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Answer: a Learning Objective: 7.3 Describe the three major implicit motives, how they are measured, and how they affect behavior.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q7.11 Kembra wants to develop new skills and continually learn at work. She is high on what self-determination theory need?

a) competence b) relatedness Consider This: People high in this motive want to use their skills effectively. LO 7.4 Name and describe self-determination theory‘s three universal human needs.

c) autonomy Consider This: People high in this motive want to use their skills effectively. LO 7.4 Name and describe self-determination theory‘s three universal human needs.

d) physiological Consider This: People high in this motive want to use their skills effectively. LO 7.4 Name and describe self-determination theory‘s three universal human needs.

Answer: a Learning Objective: 7.4 Name and describe self-determination theory‘s three universal human needs.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q7.12 Personal growth, affiliation, and community feeling are examples of what kind of goals?

a) intrinsic b) extrinsic Consider This: These are goals we know we ―should‖ value, such as helping others. LO 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

c) preconscious Consider This: These are goals we know we ―should‖ value, such as helping others. LO 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

d) narcissistic Consider This: These are goals we know we ―should‖ value, such as helping others. LO 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

Answer: a Learning Objective: 7.5 Describe intrinsic and extrinsic goals, and intrinsic and extrinsic motivation.

Difficulty Level: Easy Skill Level: Remember the Facts

EOC Q7.13 Daniela does research on what makes our lives better and what makes us happier. She likely works within the research field of __________.

a) positive psychology b) behavioral psychology Consider This: This field draws from the ideas of humanistic psychology. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

c) cognitive psychology Consider This: This field draws from the ideas of humanistic psychology. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

d) developmental psychology Consider This: This field draws from the ideas of humanistic psychology. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Answer: a Learning Objective: 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Difficulty Level: Moderate Skill Level: Apply What You Know EOC Q7.14 The most common way to practice mindfulness is with __________.

a) meditation b) singing Consider This: This involves focusing on your sensations and thoughts without judgment. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

c) sleeping Consider This: This involves focusing on your sensations and thoughts without judgment. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

d) running Consider This: This involves focusing on your sensations and thoughts without judgment. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Answer: a Learning Objective: 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q7.15 ___________ is the mental experience of the smooth passage of time when you are completely immersed in an activity in the present moment.

a) Flow b) Unconditional regard Consider This: This state often corresponds to peak experiences. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

c) Achievement Consider This: This state often corresponds to peak experiences. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

d) Self-actualization Consider This: This state often corresponds to peak experiences. LO 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Answer: a Learning Objective: 7.6 Explain the benefits of mindfulness, flow, and meaning in life.

Difficulty Level: Easy Skill Level: Remember the Facts

TOTAL ASSESSMENT Chapter 8 Multiple Choice Questions How Learning Shapes Behavior GUIDE 1. Which psychological perspective explains behavior with no reference to the inner workings of the mind? a. psychoanalysis b. humanism Learning Remember Understand Apply c.Objective social learning theory the Facts the Concepts What You Analyze It d. behaviorism Know Answer: d Learning Multiple Choice 4, 6, 10, 15, 8, 13, 17 5, 7, 9, 11, 26 Difficulty Level: Objective 8.1 Easy 20, 22, 23, 24 12, 14, 16, Topic: Introduction 18, 19, 21, Learning Objective: None 25 Skill Level: Remember the Facts Short Answer 61, 63 64 62 APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes Essay 71, 73 in psychology.

72, 74 Learning Multiple Choice 29, 30 27, 28 31, 32 33 2. Why is behavior of any theory of personality?

Objective 8.2 a cornerstone Answer 75 a. Judging behavior isShort the only way to determine the test-retest reliability of traits. b. Personality only manifests Essay itself through behavior. c.Learning Personality is linked to behavior, but not the brain, Multiple Choice 34,genetics, 35, 39, 41 37 or emotion. 36 38 d.

All personality theories during the65behaviorist movement.

Objective 8.3 Shortarose Answer 66 Answer: b Essay 76 Difficulty Level: Difficult Learning Multiple Choice 41, 42 44 43, 45 Topic: Introduction Objective 8.4 Short Answer 67 Learning Objective: None 77, 78 Skill Level: Analyze It Essay Learning Multiple 46, 47, 48,to52, 49, 50, 51, 53, APA Learning Objective: 2.1 UseChoice scientific reasoning interpret psychological phenomena. 57 Objective 8.5 56, 58, 60 54, 55, 59 Answer 68, influences 69, 70 3. Which psychological Short perspective maintained an important role for environmental but posed a direct challenge to traditional behaviorism?

Essay 79, 80 a. social learning theory b. neuropsychology c. trait theory d. psychoanalysis Answer: a Difficulty Level: Difficult Topic: Introduction Learning Objective: None Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

4. Which term do learning theorists use to describe the process of shaping behavior through the administration of rewards and punishments? a. operant conditioning b. classical conditioning c. instrumental conditioning d. socialization Answer: a Difficulty Level: Easy Topic: Operant Conditioning: How to Get People (and Pets) to Do What You Want Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5. Billy receives all A‘s on his report card. His parents buy him the video game that he has been asking for. This is an example of a __________. a. negative reinforcement b. positive punishment c. positive reinforcement d. negative punishment Answer: c Difficulty Level: Moderate Topic: Four Ways of Modifying Behavior Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

6. Which researcher conducted groundbreaking experiments on operant conditioning using animals to investigate the application of positive reinforcement? a. Carl Rogers b. Ivan Pavlov c. Abraham Maslow d. B. F. Skinner Answer: d Difficulty Level: Easy Topic: Four Ways of Modifying Behavior Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7. At the National Zoological Park in Washington, D.C., a polar bear suffered a broken tooth, and keepers needed a safe way of treating the problem. The bear was rewarded first for sticking its nose through a slot in the cage door, then for allowing a keeper to lift its lip and touch its teeth. Finally, a veterinarian was able to treat the damaged tooth while the bear waited placidly for its familiar reward. This is an example of _______. a. positive punishment b. shaping c. negative reinforcement d. secondary learning Answer: b Difficulty Level: Moderate Topic: Four Ways of Modifying Behavior Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

8. What is the most effective method for shaping behavior? a. positive reinforcement b. negative reinforcement c. positive punishment d. negative punishment Answer: a Difficulty Level: Moderate Topic: Four Ways of Modifying Behavior Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

9. Mitch cleans his room. His mom gives him a dollar so that he can buy a treat from the corner store. This is an example of __________. a. positive reinforcement b. negative reinforcement c. positive punishment d. negative punishment Answer: a Difficulty Level: Easy Topic: Four Ways of Modifying Behavior Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

10. When something bad is taken away but a desired behavior is nonetheless rewarded, the process of __________ has occurred. a. negative reinforcement b. positive reinforcement c. positive punishment d. negative punishment Answer: a Difficulty Level: Easy Topic: Four Ways of Modifying Behavior Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11. Diego is afraid of caterpillars. He won‘t even watch a nature show on TV about them. When he sees a picture of a caterpillar, he has a panic attack, but when he avoids looking at the image, his panic goes away.

Diego‘s avoidance of caterpillars is being __________. a. extinguished, because he feels anxious after doing so b. enhanced, because he will never get better c. positively reinforced, because he is rewarded by his anxiety going down d. negatively reinforced, because he is rewarded by his anxiety going down Answer: d Difficulty Level: Difficult Topic: Four Ways of Modifying Behavior Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

12. Nagging someone to do something until they do it is an example of __________. a. negative reinforcement b. positive punishment c. negative punishment d. positive reinforcement Answer: a Difficulty Level: Difficult Topic: Four Ways of Modifying Behavior Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

13. __________ involves administering something aversive after an unwanted behavior occurs. a. Positive reinforcement b. Negative reinforcement c. Positive punishment d. Negative punishment Answer: c Difficulty Level: Easy Topic: Four Ways of Modifying Behavior Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

14. Which situation involves positive punishment through the use of natural consequences? a. putting Suzy in time-out after she hits her brother b. taking Suzy‘s cell phone away after she talks back c. making Suzy get out of the pool after she dunks her little sister d. making Suzy pick up the marbles that she purposely scattered on the floor Answer: d Difficulty Level: Difficult Topic: Four Ways of Modifying Behavior Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

15. Stopping bad behavior by taking away something good involves the application of __________.

a. positive reinforcement b. negative reinforcement c. positive punishment d. negative punishment Answer: d Difficulty Level: Easy Topic: Four Ways of Modifying Behavior Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16. Ramon refuses to eat his vegetables. His parents send him to bed without any dinner. What type of behavior modification is being used in this scenario? a. negative punishment b. positive punishment c. negative reinforcement d. positive reinforcement Answer: a Difficulty Level: Difficult Topic: Four Ways of Modifying Behavior Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

17. Giving out rewards for good behavior at certain intervals is known as a __________ schedule. a. continuous reinforcement b. partial reinforcement c. reinforcement d. fixed reinforcement Answer: c Difficulty Level: Easy Topic: Reinforcement Schedules Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

18. Julie wants her professor to call on her during class. Every time he looks in her direction after asking a question, Julie gives him a big smile. This is an example of a __________ schedule. a. continuous reinforcement b. reinforcement c. partial reinforcement d. fixed-interval reinforcement Answer: a Difficulty Level: Difficult Topic: Reinforcement Schedules Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

19. Servers in restaurants typically get paid an hourly wage (from the company) plus tips (from various customers). This type of compensation plan would be a combination of __________.

a. fixed-interval and variable-ratio reinforcement b. fixed-interval and variable-interval reinforcement c. fixed-ratio and variable-ratio reinforcement d. fixed-ratio and variable-interval reinforcement Answer: a Difficulty Level: Difficult Topic: Reinforcement Schedules Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

20. Which partial reinforcement schedule involves giving out a reward after a certain number of behaviors have occurred? a. fixed-interval reinforcement b. variable-interval reinforcement c. fixed-ratio reinforcement d. variable-ratio reinforcement Answer: c Difficulty Level: Easy Topic: Reinforcement Schedules Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21. Nine-year-old Stephanie is helping her family get ready for a Thanksgiving by polishing the good silverware. If her mother gives Stephanie a quarter for every three pieces she polishes, what kind of reinforcement schedule is her mother using? a. fixed-interval b. fixed-ratio c. variable-interval d. variable-ratio Answer: b Difficulty Level: Difficult Topic: Reinforcement Schedules Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

22. __________ reinforcement is the partial reinforcement schedule in which a reward is given out after a random number of behaviors has occurred. a. Fixed-ratio b. Variable-ratio c. Fixed-interval d. Variable-interval Answer: b Difficulty Level: Easy Topic: Reinforcement Schedules Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23. The partial reinforcement schedule that involves giving out a reward after a certain amount of time has passed is known as __________ reinforcement. a. fixed-ratio b. variable-ratio c. fixed-interval d. variable-interval Answer: c Difficulty Level: Easy Topic: Reinforcement Schedules Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

24. In which partial reinforcement schedule is a reward given out after a random amount of time has passed? a. variable-ratio reinforcement b. fixed-ratio reinforcement c. variable-interval reinforcement d. fixed-interval reinforcement Answer: c Difficulty Level: Easy Topic: Reinforcement Schedules Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25. Lila doesn‘t like her personality psychology class because the instructor uses unannounced pop exams to test the students. As a result, Lila never knows when she will be tested. Her instructor is testing her on a __________ schedule. a. fixed-ratio b. fixed-interval c. variable-ratio d. variable-interval Answer: d Difficulty Level: Moderate Topic: Reinforcement Schedules Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

26. Which statement is true about operant conditioning? a. Neither partial nor continuous reinforcement leads to behaviors that will persist for long periods of time. b. Continuous reinforcement leads to behaviors that will persist longer than behavior learned through partial or intermittent reinforcement. c. Partial reinforcement leads to behaviors that will persist longer than behavior learned through continuous reinforcement. d. Continuous reinforcement and partial reinforcement lead to behaviors that persist for equally long periods of time.

Answer: c Difficulty Level: Difficult Topic: Reinforcement Schedules Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

27. The process through which children gradually learn to become mature members of society is known as __________. a. habituation b. systematic desensitization c. operant conditioning d. socialization Answer: d Difficulty Level: Moderate Topic: Socialization and Reciprocal Determinism Learning Objective: 8.2 Explain and compare socialization and reciprocal determinism.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

28. Learning that occurs when someone watches others get rewarded or punished for behavior is known as __________. a. operant conditioning b. social learning c. classical conditioning d. variable-ratio reinforcement Answer: b Difficulty Level: Moderate Topic: Socialization and Reciprocal Determinism Learning Objective: 8.2 Explain and compare socialization and reciprocal determinism.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

29. Which theorist was the primary proponent of the social learning approach? a. Carl Rogers b. Edward Thorndike c. Albert Bandura d. B. F. Skinner Answer: c Difficulty Level: Moderate Topic: Socialization and Reciprocal Determinism Learning Objective: 8.2 Explain and compare socialization and reciprocal determinism.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

30. A bidirectional relationship exists between personality, behavior, and the environment. This relationship is called __________ . a. locus of control b. self-efficacy c. outcome expectancy d. reciprocal determinism Answer: d Difficulty Level: Moderate Topic: Socialization and Reciprocal Determinism Learning Objective: 8.2 Explain and compare socialization and reciprocal determinism.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31. Delilah is the shy, retiring type—a classic introvert. She is happy in the company of books and her own thoughts. According to the principles of reciprocal determinism, how will Delilah‘s personality characteristics relate to the environments she seeks? a. Delilah will seek stimulating environments, such as concerts or crowded theme parks, to counterbalance her dispositional qualities. b. Delilah will seek environments such as libraries, quiet cafes, or secluded parks, which will in turn reinforce her introverted tendencies. c. Delilah will seek behaviorally neutral environments, so she can focus on introspection and selfexamination. d. Delilah‘s personality characteristics will be unrelated to the environments she seeks, as personality is an internal dimension and environments refer to the external world.

Answer: b Difficulty Level: Moderate Topic: Socialization and Reciprocal Determinism Learning Objective: 8.2 Explain and compare socialization and reciprocal determinism.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

32. Owen is neurotic, distrustful, and a little bit paranoid. Wary would be an excellent word to describe his personality. According to the principles of reciprocal determinism, how will the environments Owen gravitates toward influence the behaviors he exhibits? a. Owen is likely to seek secure environments (such as his locked bedroom), which in turn will reinforce his behaviors (avoiding interactions with others). b. Owen is likely to seek emotionally neutral environments (such as a national park), which in turn will allow him to align his behaviors with his personality. c. Owen is likely to seek uncertain environments (such as sprawling, crowded events) so he can sharpen his detection skills (noting malicious intent in others). d. Owen is likely to seek uncontrolled environments (such as underground dance parties) so he can confirm his suspicious conclusions (that others are out to get him).

Answer: a Difficulty Level: Moderate Topic: Socialization and Reciprocal Determinism Learning Objective: 8.2 Explain and compare socialization and reciprocal determinism.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

33. According to the principles of reciprocal determinism, how are personality and behavior related? a. Personality causes behavior to happen. b. Personality affects behavior but only through the intercession of the environment. c. Personality influences behavior, and behavior helps shape personality. d. Behavior produces personality.

Answer: c Difficulty Level: Difficult Topic: Socialization and Reciprocal Determinism Learning Objective: 8.2 Explain and compare socialization and reciprocal determinism.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

34. The term __________ refers to the application of operant conditioning to improve behavior. a. social learning b. classical conditioning c. behavior modification d. behavioral activation Answer: c Difficulty Level: Easy Topic: Behavior Modification: Operant Conditioning in Action Learning Objective: 8.3 Explain the process of behavior modification and how it can affect personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35. A __________ is a program in which good behavior is rewarded with vouchers that can be exchanged for privileges. a. token economy b. conditioned stimulus c. systematic desensitization plan d. behavioral activation system Answer: a Difficulty Level: Easy Topic: How Behavior Modification Works Learning Objective: 8.3 Explain the process of behavior modification and how it can affect personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

36. Hailey‘s second-grade teacher rewards the kids in the class by giving them blue cards every time they are caught ―doing something good.‖ Hailey needs just three more cards before she can go to the treasure box to choose a prize. Hailey‘s teacher is using what kind of system in her class? a. behavioral activation system b. conditioned stimulus c. systematic desensitization d. token economy Answer: d Difficulty Level: Moderate Topic: How Behavior Modification Works Learning Objective: 8.3 Explain the process of behavior modification and how it can affect personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

37. The therapy in which depressed people are encouraged to do specific things that will lead to rewards based on values that are important to them is known as __________. a. operant conditioning b. classical conditioning c. behavior modification d. behavioral activation Answer: d Difficulty Level: Moderate Topic: How Behavior Modification Works Learning Objective: 8.3 Explain the process of behavior modification and how it can affect personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

38. Which statement is correct regarding behavior modification? a. It involves the process of shaping. b. It is useful only for teaching autistic children. c. It is different from operant conditioning. d. It cannot be used with animals.

Answer: a Difficulty Level: Difficult Topic: Using Behavior Modification on Yourself Learning Objective: 8.3 Explain the process of behavior modification and how it can affect personality.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

39. __________ proposed that regardless of genetics, he could use the environment to shape children into any type of person he chose. a. Sigmund Freud b. Abraham Maslow c. Ivan Pavlov d. John Watson Answer: d Difficulty Level: Easy Topic: How Far Can Behavior Modification Go? Learning Objective: 8.3 Explain the process of behavior modification and how it can affect personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

40. __________ implied that behavior modification could be used to create a utopian society in which no one is aggressive or violent. a. John Watson b. B. F. Skinner c. Carl Rogers d. Abraham Maslow Answer: b Difficulty Level: Easy Topic: How Far Can Behavior Modification Go? Learning Objective: 8.3 Explain the process of behavior modification and how it can affect personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41. Expectancies are __________. a. beliefs about how often actions lead to rewards versus punishment b. based on one‘s past experiences of what was rewarding c. determinations of how enticing a particular reward is d. beliefs that one‘s actions are determined by one‘s personality Answer: b Difficulty Level: Moderate Topic: Expectancies and Locus of Control Learning Objective: 8.4 Define internal and external locus of control and how they relate to expectancies.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

42. __________ is/are beliefs about how often actions lead to rewards versus punishment. a. Reinforcement value b. External locus of control c. Internal locus of control d. Generalized expectancies Answer: d Difficulty Level: Easy Topic: Expectancies and Locus of Control Learning Objective: 8.4 Define internal and external locus of control and how they relate to expectancies.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43. Egon refuses to wear a seatbelt when he drives his car or even when he is a passenger. ―If it‘s my time to die, it‘s my time to die,‖ he claims, ―and there‘s nothing I can do to change that.‖ What does Egon‘s perception indicate? a. an external locus of control b. self-actualization c. fixed-interval reinforcement d. an internal locus of control Answer: a Difficulty Level: Difficult Topic: Expectancies and Locus of Control Learning Objective: 8.4 Define internal and external locus of control and how they relate to expectancies.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

44. People with a(n) __________ believe that they can control a situation, their own rewards, and, therefore, their own fate. a. self-actualized potential b. internal locus of control c. external locus of control d. variable reinforcement schedule Answer: b Difficulty Level: Moderate Topic: Expectancies and Locus of Control Learning Objective: 8.4 Define internal and external locus of control and how they relate to expectancies.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

45. Shondrelle has recently taken up racquetball, and she recognizes that it is a game that requires more skill than luck. Based on that recognition, what is Shondrelle likely to do as she pursues this sport? a. devote effort to improve her performance b. find ways to increase her chances of lucky wins and trick shots c. realize that she can‘t control the outcomes of her games d. give up fairly quickly, as she grasps that she can‘t influence her performance Answer: a Difficulty Level: Difficult Topic: Expectancies and Locus of Control Learning Objective: 8.4 Define internal and external locus of control and how they relate to expectancies.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

46. Who discovered the basic principles of classical conditioning? a. Albert Bandura b. John B. Watson c. Edward Thorndike d. Ivan Pavlov Answer: d Difficulty Level: Easy Topic: Classical Conditioning: How to Get People (and Pets) to Drool Learning Objective: 8.5 Explain how classical conditioning works.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47. What was Ivan Pavlov originally studying when he stumbled on the principles of classical conditioning? a. digestion in dogs b. the Bobo doll c. pigeons in a box d. mice in a maze Answer: a Difficulty Level: Easy Topic: Classical Conditioning: How to Get People (and Pets) to Drool Learning Objective: 8.5 Explain how classical conditioning works.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

48. The basis of __________ conditioning is associating things that are not normally associated with each other. a. consistent b. stimuli c. classical d. response Answer: c Difficulty Level: Easy Topic: Classical Conditioning: How to Get People (and Pets) to Drool Learning Objective: 8.5 Explain how classical conditioning works.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49. In Pavlov‘s experiment, the dog food is an example of a(n) __________. a. unconditioned response (UCR) b. unconditioned stimulus (UCS) c. conditioned stimulus (CS) d. conditioned response (CR) Answer: b Difficulty Level: Moderate Topic: Classical Conditioning: How to Get People (and Pets) to Drool Learning Objective: 8.5 Explain how classical conditioning works.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

50. In Pavlov‘s experiment, the dog salivating to food is an example of a(n) __________. a. unconditioned response (UCR) b. conditioned response (CR) c. unconditioned stimulus (UCS) d. conditioned stimulus (CS) Answer: a Difficulty Level: Moderate Topic: Classical Conditioning: How to Get People (and Pets) to Drool Learning Objective: 8.5 Explain how classical conditioning works.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

51. In Pavlov‘s experiment, the dog salivating to a bell is an example of a(n) __________. a. unconditioned response (UCR) b. conditioned response (CR) c. unconditioned stimulus (UCS) d. conditioned stimulus (CS) Answer: d Difficulty Level: Moderate Topic: Classical Conditioning: How to Get People (and Pets) to Drool Learning Objective: 8.5 Explain how classical conditioning works.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

52. What was the name of the baby that John B. Watson and Rosalie Rayner used in their experiment? a. Little Albert b. Little Walter c. Tiny Alice d. Little Milton Answer: a Difficulty Level: Easy Topic: Classical Conditioning and Fear Learning Objective: 8.5 Explain how classical conditioning works.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53. In the Little Albert experiment, the fear-producing stimulus used as a UCS was the __________. a. white rat b. loud noise c. fear of the rat d. fear of the noise Answer: b Difficulty Level: Moderate Topic: Classical Conditioning and Fear Learning Objective: 8.5 Explain how classical conditioning works.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

54. In the Little Albert experiment, the conditioned response (CR) was __________. a. the white rat b. the loud noise c. looking at Rosalie Rayner d. crying Answer: d Difficulty Level: Moderate Topic: Classical Conditioning and Fear Learning Objective: 8.5 Explain how classical conditioning works.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

55. The baby in Watson and Rayner‘s experiment showed fear when a white rabbit, white dog, and white fur coat were presented to him. This is an example of __________. a. generalization b. extinction c. deconditioning d. discrimination Answer: a Difficulty Level: Moderate Topic: Classical Conditioning and Fear Learning Objective: 8.5 Explain how classical conditioning works.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

56. Narrowing the conditions that produce a conditioned response is known as __________. a. deconditioning b. generalization c. extinction d. discrimination Answer: d Difficulty Level: Easy Topic: Classical Conditioning and Fear Learning Objective: 8.5 Explain how classical conditioning works.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57. What would you predict about Little Albert based on the principle of spontaneous recovery? a. Even after his fear of a rat was extinguished, the fear could come back. b. After his fear of loud noises was extinguished, the fear could come back. c. His fear of rats would disappear if he saw a rat without hearing a loud noise. d. His fear of loud noises would disappear if he heard a loud noise without a rat present.

Answer: a Difficulty Level: Difficult Topic: Classical Conditioning and Fear Learning Objective: 8.5 Explain how classical conditioning works.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

58. The process of getting used to something in the environment and not responding as strongly to it anymore is known as __________. a. discrimination b. habituation c. extinction d. spontaneous recovery Answer: b Difficulty Level: Easy Topic: Habituation Learning Objective: 8.5 Explain how classical conditioning works.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59. __________ are intense fears of a specific thing. a. Habits b. Phobias c. Generalizations d. Reinforcements Answer: b Difficulty Level: Moderate Topic: Phobias and Their Cure Learning Objective: 8.5 Explain how classical conditioning works.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

60. A treatment for phobias that attempts to reduce fear in many small steps by associating the feared thing with calmness is called __________. a. systematic sensitization b. generalization c. systematic desensitization d. progressive sensation Answer: c Difficulty Level: Easy Topic: Phobias and Their Cure Learning Objective: 8.5 Explain how classical conditioning works.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Short Answer Questions 61. What are four ways behavior can be modified using the principles of operant conditioning?

Answer: Behavior can be modified in four major ways: through the use of positive reinforcement, negative reinforcement, positive punishment, and negative punishment.

Difficulty Level: Moderate Topic: Four Ways of Modifying Behavior Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

62. Give an example of positive reinforcement.

Answer: Positive reinforcement occurs when rewards are given for good behavior. An example of positive reinforcement is a smiley sticker on a homework paper. A kiss, money, candy, and so on, can also be used to reward someone for good behavior.

Difficulty Level: Difficult Topic: Four Ways of Modifying Behavior Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

63. What is a reinforcement schedule?

Answer: A reinforcement schedule involves the administration of rewards for desired behavior under certain conditions based on either the passage of time or the enactment of behavior.

Difficulty Level: Moderate Topic: Reinforcement Schedules Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

64. What is the difference between a continuous reinforcement schedule and a partial reinforcement schedule?

Answer: A continuous reinforcement schedule always gives out rewards for good behavior. A partial reinforcement schedule only sometimes gives out rewards for good behavior.

Difficulty Level: Moderate Topic: Reinforcement Schedules Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

65. What is a token economy?

Answer: A token economy is a program in which good behavior is rewarded with tokens that can be exchanged for privileges.

Difficulty Level: Moderate Topic: How Behavior Modification Works Learning Objective: 8.3 Explain the process of behavior modification and how it can affect personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

66. Why should parents not give their crying child candy at the checkout counter in a store?

Answer: Parents who give their crying children candy at the checkout counter are actually rewarding their ―bad behavior‖ by giving the children something they want. This increases the likelihood that the child will cry again in the future to get what she or he wants.

Difficulty Level: Difficult Topic: How Far Can Behavior Modification Go? Learning Objective: 8.3 Explain the process of behavior modification and how it can affect personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

67. You are trying to decide whether you should go to a friend‘s party. As you consider this, you remember that in the past, you have had fun at her parties. What did Julian Rotter call these considerations?

Answer: These considerations are called expectancies: what someone expects to happen based on past experiences that were rewarding.

Difficulty Level: Difficult Topic: Expectancies and Locus of Control Learning Objective: 8.4 Define internal and external locus of control and how they relate to expectancies.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

68. Give an example of classical conditioning related to food or drink.

Answer: Classical conditioning is the association of two things not normally associated with each other. For many people, there is an association between something they ate or drank when they were sick and the food itself. An example might be eating hummus and then contracting the flu. The flu miseries would be associated with the incidental hummus eating, but hummus likely would be avoided in the future.

Difficulty Level: Difficult Topic: Classical Conditioning: How to Get People (and Pets) to Drool Learning Objective: 8.5 Explain how classical conditioning works.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

69. Roxanne‘s new apartment is close to the fire station downtown. At first, she has trouble sleeping at night because every time the trucks go out, the noise wakes her. After a few days she has gotten used to it. What has Roxanne experienced?

Answer: Roxanne has experienced habituation; she got used to something in the environment and does not respond as strongly to it anymore.

Difficulty Level: Difficult Topic: Habituation Learning Objective: 8.5 Explain how classical conditioning works.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

70. Alejandro is in therapy to learn how to cope with his snake phobia. Alejandro‘s counselor is slowly getting him ready for the day when he can be in the same room as a snake without experiencing significant distress.

What is the treatment for phobias called that attempts to reduce fear in small steps?

Answer: Alejandro is experiencing systematic desensitization, a treatment for phobias that attempts to reduce fear over the course of many small steps.

Difficulty Level: Difficult Topic: Phobias and Their Cure Learning Objective: 8.5 Explain how classical conditioning works.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Essay Questions 71. List four ways to modify behavior and give an example of how you can use each way to increase your studying or decrease your time off-task.

Answer: A good answer would include the following key points:  Positive reinforcement: I can reward myself for studying for three hours by then making time to watch my favorite television program.  Negative reinforcement: I can set aside two hours to study but give myself a quiz after the first hour. If I get a 90% or better on my quiz, I can stop studying for the night.  Positive punishment: If I am not studying effectively, I will have to study four more hours today.  Negative punishment: If I am not studying effectively, I will have to miss watching my favorite television program.

Difficulty Level: Difficult Topic: Four Ways of Modifying Behavior Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

72. Why is positive reinforcement more effective than punishment?

Answer: A good answer would include the following key points:  Positive reinforcement focuses on what a person (or animal) is doing well, instead of what she or he is not doing well. This is especially true with children, as it is easier to continue doing a desired behavior than it is to learn to behave differently.  Reinforcing a desired behavior has the effect of strengthening that behavior.  Punishing an undesired behavior stops that behavior in the short term but provides little information about what the desired behavior should be.

Difficulty Level: Difficult Topic: Four Ways of Modifying Behavior Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

73. How would the process of negative reinforcement encourage a person to use sunblock when heading to the beach?

Answer: A good answer would include the following key points:  Negative reinforcement involves rewarding good behavior with the removal of something aversive.  In this case, the good behavior is applying sunblock and the removal of something aversive is the risk of sunburn or skin cancer.  If a person forgets or neglects to use sunblock, ―punishment‖ will result in the form of a sunburn.

Difficulty Level: Difficult Topic: Four Ways of Modifying Behavior Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

74. Why are variable-ratio reinforcement schedules effective in maintaining behavior?

Answer: A good answer would include the following key points:  Variable-ratio reinforcement schedules involve giving out a reward after a random number of behaviors.  Because the contingency between behavior and reinforcement is unpredictable, steadily and continuously enacting the behavior is the best means of obtaining reinforcement.  The result is that a high rate of behavior will occur.  Slot machines are an example of variable-ratio schedules. A person will continue pumping money into the machine, never knowing when or whether a payout will result.

Difficulty Level: Difficult Topic: Reinforcement Schedules Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

75. What is ―reciprocal‖ about reciprocal determinism?

Answer: A good answer would include the following key points:  Unidirectional influences move in one direction only; one event causes another event.  Reciprocal influences are bidirectional; one thing influences another thing, but the second thing also influences the first thing.  In the case of reciprocal determinism, personality characteristics influence the environments we seek and the behaviors we enact, but the behaviors we enact and the environments we find ourselves in also influence the development of our personalities.  Similarly, environments influence the behaviors that are enacted in those environments, just as our behaviors shape the environments in which they take place.

Difficulty Level: Difficult Topic: Socialization and Reciprocal Determinism Learning Objective: 8.2 Explain and compare socialization and reciprocal determinism.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

76. How does behavior modification work for addictions, such as an addiction to alcohol?

Answer: A good answer would include the following key points:  Behavior modification for the treatment of addictions uses a variety of methods.  For example, alcoholics might take a drug that makes them nauseous when they drink alcohol. Instead of being rewarded from drinking, they are punished with throwing up when they drink.  A token economy might also be used. For every day of abstinence, a person with an addiction might receive one token.

Difficulty Level: Difficult Topic: How Behavior Modification Works Learning Objective: 8.3 Explain the process of behavior modification and how it can affect personality.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

77. How does having an internal locus of control affect academic performance?

Answer: A good answer would include the following key points:  People differ in their locus of control, having a generally external or internal locus.  Having an internal locus of control is a strong predictor of getting better grades.  Believing that studying matters leads to more studying, which leads to better grades.

Difficulty Level: Difficult Topic: Expectancies and Locus of Control Learning Objective: 8.4 Define internal and external locus of control and how they relate to expectancies.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

78. How can someone‘s external locus of control affect his or her personality?

Answer: A good answer would include the following key points:  People with an external locus of control are more likely to be anxious and depressed.  They are also likely to have lower conscientiousness and self-control.  Developing an external locus of control may be a response to negative life circumstances as well.  People who have had bad experiences may give up and decide they cannot have an impact on their life outcomes.  That makes them more vulnerable to poor academic performance, anxiety, and depression, creating a vicious cycle.

Difficulty Level: Difficult Topic: Expectancies and Locus of Control Learning Objective: 8.4 Define internal and external locus of control and how they relate to expectancies.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

79. How can classical conditioning principles be applied to getting a better night‘s sleep?

Answer: A good answer would include the following key points:  Classical conditioning principles can be used to help create a mind-set in which sleep can occur.  By associating the bed with sleep, the presence of a stimulus (the bed) contributes to the desired response (sleep).  Therefore, studying, eating, conversing, sitting, or engaging in other activities while on the bed would be detrimental; the sole and strongest association should be between the presence of the bed and the feeling of sleepiness.

Difficulty Level: Difficult Topic: Sleep Conditioning: How Did You Sleep Last Night?

Learning Objective: 8.5 Explain how classical conditioning works.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

80. Gregory has an extreme fear of frogs. What are some classical conditioning techniques that may help Gregory with his fear?

Answer: A good answer would include the following key points:  Systematic desensitization, which involves reducing fear in small steps, may help Gregory get over his fear of frogs.  Slowly and over time, Gregory can learn to think about, then look at, and eventually be in the same room as frogs without experiencing high levels of anxiety.  He can also learn progressive relaxation, which involves systematically relaxing his body so that his mind calms down.  Another technique is called flooding, in which Gregory would be confronted with frogs right away and, in theory, learn that his worst fears about the frogs are not realized.

Difficulty Level: Difficult Topic: Phobias and Their Cure Learning Objective: 8.5 Explain how classical conditioning works.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Revel Quiz Questions The following questions appear at the end of each module and at the end of the chapter in Revel for Personality Psychology: Understanding Yourself and Others, 2e.

End of Module Quiz 8.1 Operant Conditioning: How to Get People (and Pets) to Do What You Want EOM Q8.1.1 __________ is the general term for shaping behavior through rewards and punishments.

a) Operant conditioning b) Classical conditioning Consider This: It is a way of modifying behavior. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

c) Social conditioning Consider This: It is a way of modifying behavior. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

d) Physical conditioning Consider This: It is a way of modifying behavior. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Answer: a Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q8.1.2 Gerald is given a sticker every time he spells a list of words correctly. This is an example of __________.

a) positive reinforcement b) negative reinforcement Consider This: This is an incentive for good behavior. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

c) positive punishment Consider This: This is an incentive for good behavior. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

d) negative punishment Consider This: This is an incentive for good behavior. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Answer: a Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q8.1.3 Spanking is an example of a __________.

a) positive punishment b) negative punishment Consider This: This is an example of administering something aversive. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

c) positive reinforcement Consider This: This is an example of administering something aversive. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

d) negative reinforcement Consider This: This is an example of administering something aversive. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Answer: a Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q8.1.4 Naomi continued to text with her friends at the dinner table even after being told numerous times not to do so.

Her parents then took her phone away for a week. This is an example of __________.

a) negative punishment b) positive punishment Consider This: This involves taking away something good. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

c) positive reinforcement Consider This: This involves taking away something good. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

d) negative reinforcement Consider This: This involves taking away something good. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Answer: a Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q8.1.5 Chuck goes to work five days a week and is paid after every two weeks. This is an example of a __________ reinforcement schedule.

a) fixed-interval b) variable-interval Consider This: This is when a reward is administered after a certain amount of time has passed. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

c) variable-ratio Consider This: This is when a reward is administered after a certain amount of time has passed. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

d) fixed-ratio Consider This: This is when a reward is administered after a certain amount of time has passed. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Answer: a Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Difficulty Level: Difficult Skill Level: Apply What You Know

End of Module Quiz 8.2 Socialization and Reciprocal Determinism EOM Q8.2.1 How children slowly learn to become mature members of society and learn their culture‘s rules is referred to as __________.

a) socialization b) reciprocal determinism Consider This: Another term for this is acculturation. LO 8.2 Explain and compare socialization and reciprocal determinism.

c) self-actualization Consider This: Another term for this is acculturation. LO 8.2 Explain and compare socialization and reciprocal determinism.

d) negative reinforcement Consider This: Another term for this is acculturation. LO 8.2 Explain and compare socialization and reciprocal determinism.

Answer: a Learning Objective: 8.2 Explain and compare socialization and reciprocal determinism.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q8.2.2 Which of the following statements regarding socialization is true?

a) Both cultures and individual families have different standards for socialization. b) Some cultures engage in socialization while others do not.

Consider This: In some families, yelling and arguing might be considered relatively acceptable. LO 8.2 Explain and compare socialization and reciprocal determinism.

c) All families socialize their children in the same way.

Consider This: In some families, yelling and arguing might be considered relatively acceptable. LO 8.2 Explain and compare socialization and reciprocal determinism.

d) All cultures are similar in what they consider to be acceptable behavior.

Consider This: In some families, yelling and arguing might be considered relatively acceptable. LO 8.2 Explain and compare socialization and reciprocal determinism.

Answer: a Learning Objective: 8.2 Explain and compare socialization and reciprocal determinism.

Difficulty Level: Difficult Skill Level: Analyze It

EOM Q8.2.3 Boys often learn to not cry and to exhibit other typically masculine behaviors as children through __________.

a) operant conditioning b) classical conditioning Consider This: For example, boys experience more disapproval for crying. LO 8.2 Explain and compare socialization and reciprocal determinism.

c) reciprocal determinism Consider This: For example, boys experience more disapproval for crying. LO 8.2 Explain and compare socialization and reciprocal determinism.

d) self-actualization Consider This: For example, boys experience more disapproval for crying. LO 8.2 Explain and compare socialization and reciprocal determinism.

Answer: a Learning Objective: 8.2 Explain and compare socialization and reciprocal determinism.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q8.2.4 In an experiment, preschool children watched an adult woman repeatedly punch a Bobo doll (a large plastic toy that bounces back when hit), punctuating her smacks and kicks with instructive comments. They then saw what consequences she received. This experiment was emulating whose theory?

a) Bandura b) Erikson Consider This: This was testing social learning theory. LO 8.2 Explain and compare socialization and reciprocal determinism.

c) Freud Consider This: This was testing social learning theory. LO 8.2 Explain and compare socialization and reciprocal determinism.

d) Jung Consider This: This was testing social learning theory. LO 8.2 Explain and compare socialization and reciprocal determinism.

Answer: a Learning Objective: 8.2 Explain and compare socialization and reciprocal determinism.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q8.2.5 Bandura‘s theory that a person‘s behavior causes the environment as well as the environment causing behavior is called __________.

a) reciprocal determinism b) social learning Consider This: Bandura came to believe that behaviorism, which focuses on how the environment shapes behavior, was too simplistic. LO 8.2 Explain and compare socialization and reciprocal determinism.

c) classical conditioning Consider This: Bandura came to believe that behaviorism, which focuses on how the environment shapes behavior, was too simplistic. LO 8.2 Explain and compare socialization and reciprocal determinism.

d) locus of control Consider This: Bandura came to believe that behaviorism, which focuses on how the environment shapes behavior, was too simplistic. LO 8.2 Explain and compare socialization and reciprocal determinism.

Answer: a Learning Objective: 8.2 Explain and compare socialization and reciprocal determinism.

Difficulty Level: Easy Skill Level: Remember the Facts

End of Module Quiz 8.3 Behavior Modification: Operant Conditioning in Action EOM Q8.3.1 In Felicia‘s first-grade class, the children receive buttons every time they behave well. At the end of the week, the children can trade in the buttons for small prizes. This is an example of __________.

a) a token economy b) classical conditioning Consider This: This is a type of behavior modification. LO 8.3 Explain the process of behavior modification and how it can affect personality.

c) socialization Consider This: This is a type of behavior modification. LO 8.3 Explain the process of behavior modification and how it can affect personality.

d) negative reinforcement Consider This: This is a type of behavior modification. LO 8.3 Explain the process of behavior modification and how it can affect personality.

Answer: a Learning Objective: 8.3 Explain the process of behavior modification and how it can affect personality.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q8.3.2 Which of the following is the best definition of behavior modification?

a) practical application of operant conditioning to improve behavior b) practical application of classical conditioning to improve behavior Consider This: This is also known as ―b-mod.‖ LO 8.3 Explain the process of behavior modification and how it can affect personality.

c) practical application of negative punishment to improve behavior Consider This: This is also known as ―b-mod.‖ LO 8.3 Explain the process of behavior modification and how it can affect personality.

d) practical application of negative reinforcement to improve behavior Consider This: This is also known as ―b-mod.‖ LO 8.3 Explain the process of behavior modification and how it can affect personality.

Answer: a Learning Objective: 8.3 Explain the process of behavior modification and how it can affect personality.

Difficulty Level: moderate Skill Level: Understand the Concepts

EOM Q8.3.3 In order to help employees stop smoking, what might an employer do to effectively use behavior modification to reward positive behavior with its employees?

a) Give employees who demonstrate that they have quit smoking incrementally larger gift cards each week ($15 the first week, $20 the second week, and so on). b) Limit employees to three smoke breaks a day.

Consider This: There are a variety of behavioral modification methods that are used to treat addictions focusing on rewarding positive behavior. LO 8.3 Explain the process of behavior modification and how it can affect personality.

c) Require employees who smoke to attend a workshop on why smoking is bad for you.

Consider This: There are a variety of behavioral modification methods that are used to treat addictions focusing on rewarding positive behavior. LO 8.3 Explain the process of behavior modification and how it can affect personality.

d) Ban smoking from the office grounds.

Consider This: There are a variety of behavioral modification methods that are used to treat addictions focusing on rewarding positive behavior. LO 8.3 Explain the process of behavior modification and how it can affect personality.

Answer: a Learning Objective: 8.3 Explain the process of behavior modification and how it can affect personality.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q8.3.4 One of the best therapies for depression is called behavioral __________.

a) activation b) determinism Consider This: Depressed people are encouraged to do specific things that will lead to rewards, based on values that are important to them. LO 8.3 Explain the process of behavior modification and how it can affect personality.

c) reinforcement Consider This: Depressed people are encouraged to do specific things that will lead to rewards, based on values that are important to them. LO 8.3 Explain the process of behavior modification and how it can affect personality.

d) actualization Consider This: Depressed people are encouraged to do specific things that will lead to rewards, based on values that are important to them. LO 8.3 Explain the process of behavior modification and how it can affect personality.

Answer: a Learning Objective: 8.3 Explain the process of behavior modification and how it can affect personality.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q8.3.5 Todd is prone to negative self-talk, always putting himself down. Which of the following would be the most helpful line he could say to himself to correct this tendency should something not go his way?

a) ―This was your first attempt; you will do better next time with more practice.‖ b) ―I am awesome.‖ Consider This: Self-praise should be specific and real. LO 8.3 Explain the process of behavior modification and how it can affect personality.

c) ―You‘re a failure, and your only way not to be is to work even harder.‖ Consider This: Self-praise should be specific and real. LO 8.3 Explain the process of behavior modification and how it can affect personality.

d) ―People love me no matter what I do.‖ Consider This: Self-praise should be specific and real. LO 8.3 Explain the process of behavior modification and how it can affect personality.

Answer: a Learning Objective: 8.3 Explain the process of behavior modification and how it can affect personality.

Difficulty Level: Difficult Skill Level: Apply What You Know

End of Module Quiz 8.4 Expectancies and Locus of Control EOM Q8.4.1 The decisions people think about and make every day based on past experiences are called __________.

a) expectancies b) conditions Consider This: Julian Rotter and colleagues coined this term. LO 8.4 Define internal and external locus of control and how they relate to expectancies.

c) dilemmas Consider This: Julian Rotter and colleagues coined this term. LO 8.4 Define internal and external locus of control and how they relate to expectancies.

d) crises Consider This: Julian Rotter and colleagues coined this term. LO 8.4 Define internal and external locus of control and how they relate to expectancies.

Answer: a Learning Objective: 8.4 Define internal and external locus of control and how they relate to expectancies.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q8.4.2 The degree to which a particular reward is enticing to a particular person is referred to as its __________.

a) reinforcement value b) generalized expectancy Consider This: Our personalities and motivations influence what rewards we regard the most. LO 8.4 Define internal and external locus of control and how they relate to expectancies.

c) fixed-ratio reinforcement Consider This: Our personalities and motivations influence what rewards we regard the most. LO 8.4 Define internal and external locus of control and how they relate to expectancies.

d) external locus of control Consider This: Our personalities and motivations influence what rewards we regard the most. LO 8.4 Define internal and external locus of control and how they relate to expectancies.

Answer: a Learning Objective: 8.4 Define internal and external locus of control and how they relate to expectancies.

Difficulty Level: Easy Skill Level: Remember the Facts

EOM Q8.4.3 Sophie is applying to colleges this year. She works hard, but ultimately believes she has little control over whether she gets in or not. Sophie likely has __________.

a) an external locus of control b) an internal locus of control Consider This: This is a belief that events are more a matter of luck. LO 8.4 Define internal and external locus of control and how they relate to expectancies.

c) implicit motivation Consider This: This is a belief that events are more a matter of luck. LO 8.4 Define internal and external locus of control and how they relate to expectancies.

d) explicit motivation Consider This: This is a belief that events are more a matter of luck. LO 8.4 Define internal and external locus of control and how they relate to expectancies.

Answer: a Learning Objective: 8.4 Define internal and external locus of control and how they relate to expectancies.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q8.4.4 Frieda finds calculus difficult, but studies long hours and goes for tutoring because she believes these things will help her do better in the class. Frieda likely has __________.

a) an internal locus of control b) an external locus of control Consider This: This is a belief that your actions have an effect on events. LO 8.4 Define internal and external locus of control and how they relate to expectancies.

c) implicit motivation Consider This: This is a belief that your actions have an effect on events. LO 8.4 Define internal and external locus of control and how they relate to expectancies.

d) explicit motivation Consider This: This is a belief that your actions have an effect on events. LO 8.4 Define internal and external locus of control and how they relate to expectancies.

Answer: a Learning Objective: 8.4 Define internal and external locus of control and how they relate to expectancies.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q8.4.5 People with an external locus of control are more likely to be __________.

a) anxious and depressed b) happy and content Consider This: They also tend to have lower conscientiousness and self-control. LO 8.4 Define internal and external locus of control and how they relate to expectancies.

c) married Consider This: They also tend to have lower conscientiousness and self-control. LO 8.4 Define internal and external locus of control and how they relate to expectancies.

d) in powerful positions in business Consider This: They also tend to have lower conscientiousness and self-control. LO 8.4 Define internal and external locus of control and how they relate to expectancies.

Answer: a Learning Objective: 8.4 Define internal and external locus of control and how they relate to expectancies.

Difficulty Level: Moderate Skill Level: Understand the Concepts

End of Module Quiz 8.5 Classical Conditioning: How to Get People (and Pets) to Drool EOM Q8.5.1 A dog that eats canned food typically comes running to its owner when it hears the can being opened. The food in this instance is the __________.

a) unconditioned stimulus b) conditioned stimulus Consider This: This is normally produced by the UCR. LO 8.5 Explain how classical conditioning works.

c) conditioned response Consider This: This is normally produced by the UCR. LO 8.5 Explain how classical conditioning works.

d) unconditioned response Consider This: This is normally produced by the UCR. LO 8.5 Explain how classical conditioning works.

Answer: a Learning Objective: 8.5 Explain how classical conditioning works.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q8.5.2 A dog that eats canned food typically comes running to its owner when it hears the can being opened. The sound of the can opener in this instance is the __________.

a) conditioned stimulus b) unconditioned stimulus Consider This: This is the bell in Pavlov‘s experiment. LO 8.5 Explain how classical conditioning works.

c) conditioned response Consider This: This is the bell in Pavlov‘s experiment. LO 8.5 Explain how classical conditioning works.

d) unconditioned response Consider This: This is the bell in Pavlov‘s experiment. LO 8.5 Explain how classical conditioning works.

Answer: a Learning Objective: 8.5 Explain how classical conditioning works.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q8.5.3 Craig was stung by a jellyfish when he was little. Now Craig has a fear of all fish, as well as the ocean. Craig‘s fear has __________.

a) generalized b) habituated Consider This: This is when a response to one thing leads to the same response to anything that might be somehow associated with that one thing. LO 8.5 Explain how classical conditioning works.

c) extinguished Consider This: This is when a response to one thing leads to the same response to anything that might be somehow associated with that one thing. LO 8.5 Explain how classical conditioning works.

d) deconditioned Consider This: This is when a response to one thing leads to the same response to anything that might be somehow associated with that one thing. LO 8.5 Explain how classical conditioning works.

Answer: a Learning Objective: 8.5 Explain how classical conditioning works.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q8.5.4 __________ is relearning a conditioned response.

a) Spontaneous recovery b) Generalization Consider This: This is what happened when further pairing of a white rat with something frightening brought back Albert‘s fear in Watson and Rayner‘s experiment. LO 8.5 Explain how classical conditioning works.

c) Flooding Consider This: This is what happened when further pairing of a white rat with something frightening brought back Albert‘s fear in Watson and Rayner‘s experiment. LO 8.5 Explain how classical conditioning works.

d) Systematic desensitization Consider This: This is what happened when further pairing of a white rat with something frightening brought back Albert‘s fear in Watson and Rayner‘s experiment. LO 8.5 Explain how classical conditioning works.

Answer: a Learning Objective: 8.5 Explain how classical conditioning works.

Difficulty Level: Easy Skill Level: Remember the Facts

EOM Q8.5.5 Reversing conditioning to eliminate the conditioned response is referred to as __________.

a) deconditioning b) generalization Consider This: Unfortunately, Watson and Rayner did not do this with Albert. LO 8.5 Explain how classical conditioning works.

c) flooding Consider This: Unfortunately, Watson and Rayner did not do this with Albert. LO 8.5 Explain how classical conditioning works.

d) systematic desensitization Consider This: Unfortunately, Watson and Rayner did not do this with Albert. LO 8.5 Explain how classical conditioning works.

Answer: a Learning Objective: 8.5 Explain how classical conditioning works.

Difficulty Level: Moderate Skill Level: Understand the Concepts

Chapter Quiz: How Learning Shapes Behavior EOC Q8.1 Spencer has been naughty all day long, and his parents finally give him a time-out. What operant conditioning principle are they employing?

a) negative punishment b) positive punishment Consider This: This is when you take something good away. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

c) negative reinforcement Consider This: This is when you take something good away. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

d) positive reinforcement Consider This: This is when you take something good away. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Answer: a Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q8.2 B. F. Skinner‘s classic experiments with animals relied on __________.

a) positive reinforcement b) negative reinforcement Consider This: Animals in ―Skinner boxes‖ would learn to press a lever to receive food. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

c) positive punishment Consider This: Animals in ―Skinner boxes‖ would learn to press a lever to receive food. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

d) negative punishment Consider This: Animals in ―Skinner boxes‖ would learn to press a lever to receive food. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Answer: a Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q8.3 Edward Thorndike‘s research confined cats to puzzle boxes. When the cats pressed a lever or pulled a string, a door would open and the cats would escape and be rewarded with food—a combination of __________ and __________.

a) negative reinforcement; positive reinforcement b) negative punishment; positive reinforcement Consider This: The cats slowly learned what would help them escape and then repeated that behavior. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

c) positive punishment; positive reinforcement Consider This: The cats slowly learned what would help them escape and then repeated that behavior. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

d) negative punishment; positive punishment Consider This: The cats slowly learned what would help them escape and then repeated that behavior. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Answer: a Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Difficulty Level: Difficult Skill Level: Analyze It EOC Q8.4 Trish‘s parents give her money for taking out the trash every once in a while. Trish can never predict exactly when she will get paid. What reinforcement schedule is this?

a) variable-ratio b) fixed-ratio Consider This: There is no consistency to when she gets a reward. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

c) continuous Consider This: There is no consistency to when she gets a reward. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

d) fixed-interval Consider This: There is no consistency to when she gets a reward. LO 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Answer: a Learning Objective: 8.1 Describe the types of reinforcement in operant conditioning and how they may impact personality.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q8.5 Terence and Alisha often look to their parents for how to behave in certain situations. This is known as __________.

a) social learning b) classical conditioning Consider This: This is learning by observing others. LO 8.2 Explain and compare socialization and reciprocal determinism.

c) operant conditioning Consider This: This is learning by observing others. LO 8.2 Explain and compare socialization and reciprocal determinism.

d) shaping Consider This: This is learning by observing others. LO 8.2 Explain and compare socialization and reciprocal determinism.

Answer: a Learning Objective: 8.2 Explain and compare socialization and reciprocal determinism.

Difficulty Level: Moderate Skill Level: Apply What You Know EOC Q8.6 In the famous Bobo doll experiments, which children were more likely to copy the adult woman‘s actions?

a) the children who saw the woman be rewarded or receive no consequences b) the children who saw the woman be punished or rewarded Consider This: Children look to adults to see how to behave. LO 8.2 Explain and compare socialization and reciprocal determinism.

c) only the children who saw the woman not receive any consequences for her actions Consider This: Children look to adults to see how to behave. LO 8.2 Explain and compare socialization and reciprocal determinism.

d) the children who saw the woman be punished or receive no consequences Consider This: Children look to adults to see how to behave. LO 8.2 Explain and compare socialization and reciprocal determinism.

Answer: a Learning Objective: 8.2 Explain and compare socialization and reciprocal determinism.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q8.7 Who came up with a theory of personality that argues that a personality arises from the environment‘s effect on behavior, behavior‘s effect on the environment, and the way people process their experiences?

a) Bandura b) Freud Consider This: Reciprocal determinism was part of his theory. LO 8.2 Explain and compare socialization and reciprocal determinism.

c) Thorndike Consider This: Reciprocal determinism was part of his theory. LO 8.2 Explain and compare socialization and reciprocal determinism.

d) Maslow Consider This: Reciprocal determinism was part of his theory. LO 8.2 Explain and compare socialization and reciprocal determinism.

Answer: a Learning Objective: 8.2 Explain and compare socialization and reciprocal determinism.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q8.8 Students who go far away from home for college may have different personalities from those who stay closer to home, and the experience of being far away from home may shape their personalities. This is an example of __________.

a) reciprocal determinism b) self-actualization Consider This: This is Bandura‘s theory that integrates influences in people‘s lives. LO 8.2 Explain and compare socialization and reciprocal determinism.

c) psychodynamic theory Consider This: This is Bandura‘s theory that integrates influences in people‘s lives. LO 8.2 Explain and compare socialization and reciprocal determinism.

d) classical conditioning Consider This: This is Bandura‘s theory that integrates influences in people‘s lives. LO 8.2 Explain and compare socialization and reciprocal determinism.

Answer: a Learning Objective: 8.2 Explain and compare socialization and reciprocal determinism.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q8.9 Jake has had problems with alcohol abuse. He is in a program in which he takes a drug that will make him nauseous whenever he drinks alcohol. Jake is taking part in __________.

a) behavior modification b) reciprocal determinism Consider This: This is the term for the everyday application of operant conditioning principles. LO 8.3 Explain the process of behavior modification and how it can affect personality.

c) extinction Consider This: This is the term for the everyday application of operant conditioning principles. LO 8.3 Explain the process of behavior modification and how it can affect personality.

d) classical conditioning Consider This: This is the term for the everyday application of operant conditioning principles. LO 8.3 Explain the process of behavior modification and how it can affect personality.

Answer: a Learning Objective: 8.3 Explain the process of behavior modification and how it can affect personality.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q8.10 Ben doesn‘t believe in luck. He thinks that everything that happens to him in life is a result of choices he made and actions he took. Ben exemplifies a(n) __________.

a) internal locus of control b) social learning Consider This: Having this is a predictor of getting better grades. LO 8.4 Define internal and external locus of control and how they relate to expectancies.

c) external locus of control Consider This: Having this is a predictor of getting better grades. LO 8.4 Define internal and external locus of control and how they relate to expectancies.

d) shaping Consider This: Having this is a predictor of getting better grades. LO 8.4 Define internal and external locus of control and how they relate to expectancies.

Answer: a Learning Objective: 8.4 Define internal and external locus of control and how they relate to expectancies.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q8.11 Melissa believes she can accomplish anything she wants to do in life. Ty believes life is a matter of chance and that people have little control for better or worse. Which of the following statements is likely to be true based on this information?

a) Melissa is likely to be more successful than Ty. b) Ty is likely to be happier than Melissa.

Consider This: Melissa displays an internal locus of control. LO 8.4 Define internal and external locus of control and how they relate to expectancies.

c) Ty will probably live longer than Melissa.

Consider This: Melissa displays an internal locus of control. LO 8.4 Define internal and external locus of control and how they relate to expectancies.

d) Melissa is likely to get married sooner than Ty. Consider This: Melissa displays an internal locus of control. LO 8.4 Define internal and external locus of control and how they relate to expectancies.

Answer: a Learning Objective: 8.4 Define internal and external locus of control and how they relate to expectancies.

Difficulty Level: Difficult Skill Level: Analyze It EOC Q8.12 Extinction, in the context of classical conditioning, means the __________.

a) elimination of a conditioned response b) spontaneous recovery of a conditioned response Consider This: Extinction is typically preceded by a process of discrimination. LO 8.5 Explain how classical conditioning works.

c) process for deconditioning a response Consider This: Extinction is typically preceded by a process of discrimination. LO 8.5 Explain how classical conditioning works.

d) end of a lab experiment Consider This: Extinction is typically preceded by a process of discrimination. LO 8.5 Explain how classical conditioning works.

Answer: a Learning Objective: 8.5 Explain how classical conditioning works.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q8.13 Darla recently moved into a new apartment and discovered that she could hear the people above her walking around all day long. At first this drove her crazy, but now she rarely notices it. This is called __________.

a) habituation b) shaping Consider This: This is the process of getting used to something in your environment. LO 8.5 Explain how classical conditioning works.

c) discrimination Consider This: This is the process of getting used to something in your environment. LO 8.5 Explain how classical conditioning works.

d) flooding Consider This: This is the process of getting used to something in your environment. LO 8.5 Explain how classical conditioning works.

Answer: a Learning Objective: 8.5 Explain how classical conditioning works.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q8.14 Shannon is terrified of spiders. To overcome her fear, she enters a room that contains spiders and touches one.

This therapy is known as __________.

a) flooding b) habituation Consider This: This therapy is commonly used to treat phobias. LO 8.5 Explain how classical conditioning works.

c) shaping Consider This: This therapy is commonly used to treat phobias. LO 8.5 Explain how classical conditioning works.

d) discrimination Consider This: This therapy is commonly used to treat phobias. LO 8.5 Explain how classical conditioning works.

Answer: a Learning Objective: 8.5 Explain how classical conditioning works.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q8.15 Which of the following statements is true?

a) Classical conditioning is the associating of two things not normally associated with each other. b) Classical conditioning is an effective way to strengthen muscle tone.

Consider This: The process of classical conditioning was discovered during an experiment with dogs. LO 8.5 Explain how classical conditioning works.

c) Classical conditioning was once widely acknowledged, but has now been largely debunked.

Consider This: The process of classical conditioning was discovered during an experiment with dogs. LO 8.5 Explain how classical conditioning works.

d) Classical conditioning is known to be more powerful for altering behavior than operant conditioning.

Consider This: The process of classical conditioning was discovered during an experiment with dogs. LO 8.5 Explain how classical conditioning works.

Answer: a Learning Objective: 8.5 Explain how classical conditioning works.

Difficulty Level: Difficult Skill Level: Analyze It

TOTAL ASSESSMENT Chapter 9 Personality Across the Lifespan Multiple Choice Questions GUIDE 1. Dawn is a graduate student investigating the development of social skills. She selects one group of 3-year-old children and assesses their socialRemember skills everythe 6 months over a 2-year this example, Dawn is using Learning Understand the period.

ApplyInWhat a(n) __________ research design.

Objective Facts Concepts You Know Analyze It a. cross-sectional Learning Multiple 9 2, 5 1, 3, 6, 7 4, 8 b. sequential Objective 9.1 Choice c. longitudinal Short Answer 61 d. cohort Essay 71 Answer: c Learning Multiple 10, 15, 17, 18 11, 12, 13, 14, 16, 20 22, 23 Difficulty Level: Moderate Objective 9.2 Choice 19, 21 Topic: Methods for Measuring Personality over Time Short Answer 62, 64 methods of studying 63 Learning Objective: 9.1 Name and define the two primary age differences in personality.

Essay 72, 73, 75 74 Skill Level: Apply What You Know Learning APA Learning Multiple Objective: 1.3 Describe 25, 27, applications 30, 34 24, of psychology.

26, 28, 29, Objective 9.3 Choice 31, 32, 33 2. In a __________research Short Answerdesign, 66 one group of participants is followed 65and assessed as the group ages. a. cohort Essay 79 76, 77, 78 b. longitudinal Learning Multiple 42, 43, 44, 45, 36, 37, 38, 39, 35, 46, 50, 51 56 c. cross-sequential Objective 9.4 Choice 47, 48, 53, 54 40, 41, 49, 52, d. cross-sectional 55 Answer: b Short Answer 67 68, 69 70 Difficulty Level: Moderate Essay 80 Topic: Methods for Measuring Personality over Time Learning Multiple 57 define the two primary 59, 60 methods of studying 58 Learning Objective: 9.1 Name and age differences in personality.

Objective 9.5 Choice Skill Level: Understand the Concepts Answer APA Learning Short Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

Essay 3. A psychologist believes that increased TV watching by young children is responsible for increased neuroticism when these children enter elementary school. To explore her hypothesis, she records the TV viewing habits of toddlers in a suburban community. She examines these habits again when the children enter kindergarten and again every year until the children enter the sixth grade. Which research strategy is the investigator using? a. retrospective b. longitudinal c. experimental d. cross-sectional Answer: b Difficulty Level: Moderate Topic: Methods for Measuring Personality over Time Learning Objective: 9.1 Name and define the two primary methods of studying age differences in personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

4. Which outcome is a disadvantage of a longitudinal research design? a. Individuals of different ages are being compared to one another. b. Longitudinal samples cannot be representative of the overall population. c. Longitudinal studies fail to track changes over time. d. Research participants may drop out due to moving, loss of interest, or death.

Answer: d Difficulty Level: Difficult Topic: Methods for Measuring Personality over Time Learning Objective: 9.1 Name and define the two primary methods of studying age differences in personality.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

5. In a __________ study, data collected at one time is used to compare people of different ages. a. longitudinal b. retrospective cohort c. cross-sectional d. prospective cohort Answer: c Difficulty Level: Moderate Topic: Methods for Measuring Personality over Time Learning Objective: 9.1 Name and define the two primary methods of studying age differences in personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

6. A researcher decides to study cognitive changes in children by simultaneously studying groups of 3-yearolds, 6-year-olds, 9-year-olds, and 12-year-olds. What kind of research design is this person using? a. cross-sectional b. cross-sequential c. time-lagged d. longitudinal Answer: a Difficulty Level: Moderate Topic: Methods for Measuring Personality over Time Learning Objective: 9.1 Name and define the two primary methods of studying age differences in personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

7. Professor Grant is interested in studying how a sense of humor changes over time. She collects data from separate groups of 6-year-olds, 16-year-olds, 26-year-olds, and 46-year-olds. What type of research design is Professor Grant using? a. retrospective b. longitudinal c. experimental d. cross-sectional Answer: d Difficulty Level: Moderate Topic: Methods for Measuring Personality over Time Learning Objective: 9.1 Name and define the two primary methods of studying age differences in personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

8. Which outcome is a disadvantage of a cross-sectional design? a. Individuals of different ages and different experiences are being compared to one another. b. Participants may drop out due to moving, loss of interest, or death. c. It takes a longer amount of time than a longitudinal study. d. It is expensive to collect data.

Answer: a Difficulty Level: Difficult Topic: Methods for Measuring Personality over Time Learning Objective: 9.1 Name and define the two primary methods of studying age differences in personality.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

9. __________ studies are typically used to describe age differences in personality. a. Cross-sectional b. Retrospective cohort c. Prospective cohort d. Longitudinal Answer: d Difficulty Level: Easy Topic: Methods for Measuring Personality over Time Learning Objective: 9.1 Name and define the two primary methods of studying age differences in personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10. Genetically based behavior tendencies that are evident at an early age are known as __________. a. conditioning b. temperament c. conscience d. control Answer: b Difficulty Level: Easy Topic: Child Temperament Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11. What does temperament eventually develop into? a. personality b. learned behavior c. conscience d. sensitivity Answer: a Difficulty Level: Moderate Topic: Child Temperament Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

12. Which Big Five personality traits overlap the most with temperament? a. extraversion, agreeableness, openness to experience b. agreeableness, neuroticism, openness to experience c. conscientiousness, extraversion, agreeableness d. extraversion, neuroticism, conscientiousness Answer: d Difficulty Level: Moderate Topic: Child Temperament Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

13. A study of 3-year-old children in New Zealand who were characterized as ―undercontrolled‖ found that these children were more likely to __________ as young adults. a. have liberal political views b. be uncontrollable c. be impulsive d. have conservative political views Answer: c Difficulty Level: Difficult Topic: Child Temperament Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

14. An investigation of 3-year-old children who were characterized as ―overcontrolled‖ found that these children were more likely to __________ as young adults. a. have conservative political views b. have liberal political views c. be uncontrollable d. be impulsive Answer: a Difficulty Level: Difficult Topic: Child Temperament Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

15. As children grow from 18 months to 9 years, emotionality __________. a. remains the same b. increases c. fluctuates d. declines Answer: d Difficulty Level: Easy Topic: Changes in the Big Five Personality Traits During Childhood and Adolescence Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16. Assuming that Becky is typical of most children her age, how did Becky‘s shyness likely change from when she was 18 months old to when she was 8 years old? a. It decreased. b. It remained the same. c. It increased. d. It fluctuated.

Answer: c Difficulty Level: Difficult Topic: Changes in the Big Five Personality Traits During Childhood and Adolescence Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

17. As children grow from 18 months to 9 years, activity __________. a. declines b. increases c. fluctuates d. remains unchanged Answer: a Difficulty Level: Easy Topic: Changes in the Big Five Personality Traits During Childhood and Adolescence Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

18. Both longitudinal and cross-sectional studies find that boys‘ and girls‘ openness to experience __________ between age 11 and age 18. a. increases b. decreases c. fluctuates d. remains unchanged Answer: a Difficulty Level: Easy Topic: Changes in the Big Five Personality Traits During Childhood and Adolescence Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19. Self-esteem is __________ during elementary school, dips during the early teen years, and then __________ during high school and young adulthood. a. minimal; decreases b. minimal; increases c. moderate; increases d. moderate; decreases Answer: c Difficulty Level: Moderate Topic: Changes in Self-Esteem During Childhood and Adolescence Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

20. Connie is 12 years old. What stage of the lifespan is she in? a. school age b. early adolescence c. middle adolescence d. late adolescence Answer: b Difficulty Level: Moderate Topic: Changes in Self-Esteem During Childhood and Adolescence Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21. About how much of the variance in Big Five personality traits is explained by birth order? a. 4% b. 9% c. 25% d. 40% Answer: a Difficulty Level: Difficult Topic: Birth Order and Personality Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

22. Which birth order finding shows a reasonable amount of consistency across research studies? a. Firstborn children are lower in conscientiousness compared to their siblings. b. Middleborn children are higher in dominance than firstborn children. c. Only children show poorer self-control compared to children with siblings. d. Lastborn children tend to be higher in agreeableness compared to their siblings.

Answer: d Difficulty Level: Difficult Topic: Birth Order and Personality Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

23. How do only children differ from children with siblings on measures of leadership, cooperativeness, and extraversion? a. Only children are higher on leadership and cooperativeness, but lower on extraversion, compared to children with siblings. b. Only children tend to score lower on all of these dimensions compared to children with siblings. c. Children with siblings tend to score higher on leadership, lower on cooperativeness, and higher on extraversion, compared to only children. d. There are no differences between only children and children with siblings on any of these dimensions.

Answer: d Difficulty Level: Difficult Topic: Birth Order and Personality Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

24. Based on cross-sectional data, how does a typical 65-year-old compare to a typical early adolescent in selfdiscipline? a. The adult is about 55% more disciplined than the adolescent. b. The adult is about 85% more disciplined than the adolescent. c. The adolescent is about 95% more disciplined than the adult. d. The adolescent is about 10% more disciplined than the adult.

Answer: b Difficulty Level: Easy Topic: Changes in the Big Five Personality Traits from Young Adulthood to Old Age Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

25. Studies have found that much of the change that takes place in adult personality is complete by age __________. a. 18 b. 25 c. 30 d. 40 Answer: c Difficulty Level: Easy Topic: Changes in the Big Five Personality Traits from Young Adulthood to Old Age Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

26. Between the teen years and age 40, many people __________ in assertiveness. a. experience no change b. fluctuate c. increase d. decrease Answer: c Difficulty Level: Moderate Topic: Changes in the Big Five Personality Traits from Young Adulthood to Old Age Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

27. Conscientiousness tends to increase over time, showing its highest levels between the ages of __________. a. 25 and 35 b. 30 and 40 c. 40 and 50 d. 65 and 75 Answer: d Difficulty Level: Moderate Topic: Changes in the Big Five Personality Traits from Young Adulthood to Old Age Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

28. Openness to experience increases between the ages of __________ and declines between the ages of __________. a. 4 and 8; 60 and 70 b. 12 and 16; 40 and 50 c. 16 and 20; 35 and 65 d. 18 and 22; 60 and 70 Answer: d Difficulty Level: Moderate Topic: Changes in the Big Five Personality Traits from Young Adulthood to Old Age Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

29. Two studies found that by their fourth year after high school, people generally are __________ in agreeableness, conscientiousness, and openness and __________ in neuroticism, while extraversion remained unchanged. a. lower; lower b. higher; higher c. lower; higher d. higher; lower Answer: d Difficulty Level: Difficult Topic: Changes in the Big Five Personality Traits from Young Adulthood to Old Age Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

30. One out of __________ students decrease in neuroticism from their first year to their last year of college. a. two b. three c. four d. five Answer: c Difficulty Level: Moderate Topic: Changes in the Big Five Personality Traits from Young Adulthood to Old Age Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31. Shifts in a population‘s average scores that occur with age are known as __________. a. rank-order consistency b. mean-level changes c. quantum changes d. temperament fluctuations Answer: b Difficulty Level: Moderate Topic: Changes in the Big Five Personality Traits from Young Adulthood to Old Age Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

32. What does rank-order consistency involve? a. identifying a shift in average scores across population groups on a personality trait b. establishing the criteria needed to confirm the replication of a research result c. comparing someone to the average person of her or his own age d. estimating the amount of variability of a given trait within a person over time Answer: c Difficulty Level: Moderate Topic: Changes in the Big Five Personality Traits from Young Adulthood to Old Age Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

33. Most studies suggest that self-esteem __________ as people age from their 20s to their 60s and __________ after that. a. slightly increases; skyrockets b. slightly increases; decreases c. slightly decreases; increases d. significantly decreases; increases Answer: b Difficulty Level: Moderate Topic: Changes in Self-Esteem and Narcissism from Young Adulthood to Old Age Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

34. Hypersensitive narcissism, a feeling of entitlement and resentment of criticism, tends to decline significantly between the ages of __________. a. 5 and 15 b. 16 and 32 c. 25 and 35 d. 38 and 58 Answer: d Difficulty Level: Difficult Topic: Changes in Self-Esteem and Narcissism from Young Adulthood to Old Age Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35. Which event represents a quantum change in personality? a. Ronald, who wants to lose weight, commits to a diet plan and sticks to it. b. Vernon, unhappy in his job, decides to enroll in continuing education courses. c. Emily, a lifelong drug abuser, finally decides to get sober at age 52. d. Zelda, who is an undeclared major, takes courses in sociology to explore her interests.

Answer: c Difficulty Level: Moderate Topic: Significant Life Experiences and Social Investment Theory Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

36. __________ proposes that personalities mature as people enter important adult social roles. a. Attachment theory b. Social learning theory c. Humanism d. Social investment theory Answer: d Difficulty Level: Moderate Topic: Significant Life Experiences and Social Investment Theory Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

37. Which trait is consistent with the maturation of personality? a. higher neuroticism b. lower neuroticism c. lower conscientiousness d. lower agreeableness Answer: b Difficulty Level: Easy Topic: Significant Life Experiences and Social Investment Theory Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

38. Several studies across cultures indicate that people who began working in their 20s rather than attending college tended to be __________. a. lower in extraversion b. higher in neuroticism c. higher in conscientiousness d. lower in agreeableness Answer: c Difficulty Level: Difficult Topic: Entering the Full-Time Workforce Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

39. Which developmental period has been proposed between adolescence and adulthood? a. senescence b. emerging adulthood c. exploratory maturation d. extended adolescence Answer: b Difficulty Level: Easy Topic: Entering the Full-Time Workforce Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

40. A longitudinal study of German young adults found that those who had settled into a stable romantic relationship __________ in conscientiousness and __________ in neuroticism. a. decreased; increased b. increased; decreased c. increased; increased d. decreased; decreased Answer: b Difficulty Level: Moderate Topic: Being in a Serious Relationship or Getting Married Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

41. A longitudinal study of middle-aged men who married or remarried found that they __________ in neuroticism __________ than those who did not get married during that same period. a. declined; faster b. increased; faster c. declined; slower d. increased; slower Answer: a Difficulty Level: Moderate Topic: Being in a Serious Relationship or Getting Married Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

42. Which theorist proposed that every individual must pass through eight interrelated stages over the entire life cycle? a. Sigmund Freud b. B. F. Skinner c. Erik Erikson d. Albert Bandura Answer: c Difficulty Level: Easy Topic: Being in a Serious Relationship or Getting Married Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43. Which of Erikson‘s life stages occurs from 0 to 1½ years old? a. early childhood b. infancy c. preschool d. school age Answer: b Difficulty Level: Easy Topic: Being in a Serious Relationship or Getting Married Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

44. According to Erik Erikson, __________ is the period during which people confront the conflict of autonomy versus shame. a. school age b. early childhood c. adolescence d. middle adulthood Answer: b Difficulty Level: Moderate Topic: Being in a Serious Relationship or Getting Married Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45. The preschool life stage deals with the conflict of __________. a. initiative versus guilt b. industry versus inferiority c. trust versus mistrust d. autonomy versus shame Answer: a Difficulty Level: Moderate Topic: Being in a Serious Relationship or Getting Married Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

46. Lacey is 13 years old. According to Erikson‘s life stages, what main personality development will she face? a. learning who she is and forming her own identity b. feeling competent about her abilities c. learning independence d. developing trust in her caregivers Answer: a Difficulty Level: Difficult Topic: Being in a Serious Relationship or Getting Married Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

47. According to Erik Erikson, __________ is the life stage that deals with intimacy versus isolation. a. older adulthood b. early childhood c. adolescence d. young adulthood Answer: d Difficulty Level: Difficult Topic: Being in a Serious Relationship or Getting Married Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

48. Erikson‘s young adulthood stage occurs between the ages of __________. a. 15 and 30 b. 18 and 40 c. 25 and 45 d. 30 and 60 Answer: b Difficulty Level: Moderate Topic: Being in a Serious Relationship or Getting Married Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49. During the middle adulthood stage, what is the central conflict that people face? a. generativity versus stagnation b. intimacy versus isolation c. ego integrity versus despair d. industry versus inferiority Answer: a Difficulty Level: Easy Topic: Being in a Serious Relationship or Getting Married Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

50. Rudolph just celebrated his 85th birthday. According to Erikson‘s life stages, what main personality development will he face?

a. feeling competent about his skills b. nurturing his children and grandchildren c. contributing to society d. preserving his identity as his roles change Answer: d Difficulty Level: Difficult Topic: Being in a Serious Relationship or Getting Married Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

51. Helga is in the older adulthood life stage. What is likely to be the main conflict she is experiencing? a. generativity versus stagnation b. ego integrity versus despair c. intimacy versus isolation d. ego identity versus role confusion Answer: b Difficulty Level: Difficult Topic: Being in a Serious Relationship or Getting Married Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

52. A Finnish study examined personality traits in people who either became or did not become parents over a 9-year period. What conclusion was reached? a. People low in agreeableness were more likely to become parents than those higher in agreeableness. b. Those who were low in openness to experience were unlikely to have children. c. Neurotic people who had two or more children became more neurotic. d. Conscientiousness was the best predictor of who became parents and who did not.

Answer: c Difficulty Level: Difficult Topic: Becoming a Parent Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

53. Longitudinal studies have demonstrated that __________ does not change significantly over the course of a person‘s pre-parent to parent status. a. conscientiousness b. agreeableness c. extraversion d. social dominance Answer: a Difficulty Level: Moderate Topic: Becoming a Parent Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

54. Studies have found that long-term unemployment consistently leads to decreases in __________ in women and decreases in __________ in men. a. neuroticism; openness to experience b. agreeableness; conscientiousness c. agreeableness; neuroticism d. conscientiousness; extraversion Answer: b Difficulty Level: Moderate Topic: Experiencing Negative or Positive Life Events Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55. People affected by natural disasters tend to experience an increase in which Big Five personality trait? a. extraversion b. openness to experience c. neuroticism d. conscientiousness Answer: c Difficulty Level: Easy Topic: Experiencing Negative or Positive Life Events Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

56. Taking the available evidence into account, what is the causal direction linking life events and personality traits? a. Traits predict experiences and experiences predict changes in traits. b. Changes in traits predict experiences. c. Changes in experiences predict traits. d. Changes in experiences and changes in traits are unrelated to one another.

Answer: a Difficulty Level: Moderate Topic: Experiencing Negative or Positive Life Events Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

57. Among the Big Five traits, __________ is the best predictor of health, long life, and school and work performance. a. high conscientiousness b. low openness to experience c. high neuroticism d. low agreeableness Answer: a Difficulty Level: Easy Topic: Life Outcomes Learning Objective: 9.5 Understand how personality predicts life outcomes.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

58. Tina was an ―easy‖ child who was nice to others and was able to manage her emotions as a child. Based on what you know about agreeableness and conscientiousness, Tina likely __________. a. started a successful nonprofit agency b. began using drugs during adolescence c. graduated from college d. was arrested later in life Answer: c Difficulty Level: Difficult Topic: Life Outcomes Learning Objective: 9.5 Understand how personality predicts life outcomes.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

59. Which factor is the best predictor of succeeding at work? a. socioeconomic status (SES) b. intelligence (IQ) c. personality d. birth order Answer: b Difficulty Level: Easy Topic: Life Outcomes Learning Objective: 9.5 Understand how personality predicts life outcomes.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

60. The correlation between personality traits and important life outcomes usually is no greater than __________.

a. r = .10 b. r = .15 c. r = .25 d. r = .70 Answer: c Difficulty Level: Moderate Topic: Life Outcomes Learning Objective: 9.5 Understand how personality predicts life outcomes.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

Short Answer Questions 61. How does a longitudinal research design compare to a cross-sectional research design?

Answer: A longitudinal study follows a group of people as they age; the people in that group are measured at multiple points over time. A cross-sectional study collects data from people of different ages at the same point in time.

Difficulty Level: Moderate Topic: Methods for Measuring Personality over Time Learning Objective: 9.1 Name and define the two primary methods of studying age differences in personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

62. Does temperament predict personality?

Answer: Childhood temperament is a reasonably good predictor of personality during early young adulthood.

Difficulty Level: Moderate Topic: Child Temperament Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

63. Juanita is currently in high school. How has her self-esteem likely changed during elementary, middle, and high school?

Answer: Self-esteem is moderate during elementary school, dips during the early teen years, and then increases during high school and young adulthood.

Difficulty Level: Difficult Topic: Changes in Self-Esteem During Childhood and Adolescence Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

64. How does birth order affect personality?

Answer: Birth order does affect personality, but not as much as most people would predict. Sulloway (1995) found that, at most, birth order explains 4% of the variability in Big Five traits, which is about one-tenth of the variance explained by genetics.

Difficulty Level: Moderate Topic: Birth Order and Personality Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

65. Liam is getting older. How might his personality change into adulthood?

Answer: Typically, people become less neurotic and more conscientious from young adulthood to middle adulthood, with neuroticism continuing to decline into old age.

Difficulty Level: Difficult Topic: Personality from Young Adulthood to Old Age Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

66. What is rank-order consistency?

Answer: Rank-order consistency is the idea of comparing someone to the average person of her or his own age.

Difficulty Level: Moderate Topic: Changes in the Big Five Personality Traits from Young Adulthood to Old Age Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67. What is a quantum change?

Answer: A quantum change is a radical personality change. Such changes are relatively rare during the lifespan.

Difficulty Level: Moderate Topic: Significant Life Experiences and Social Investment Theory Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

68. How does social investment theory relate to personality?

Answer: Social investment theory proposes that personalities mature as people enter important social roles, such as establishing a career, entering a committed relationship, or starting a family.

Difficulty Level: Moderate Topic: Significant Life Experiences and Social Investment Theory Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

69. What does the term ―maturation of personality‖ mean?

Answer: The developmental pattern of greater conscientiousness, greater agreeableness, and less neuroticism has been dubbed ―maturation of personality‖ by researchers.

Difficulty Level: Moderate Topic: Significant Life Experiences and Social Investment Theory Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

70. Isabella and Bradley are in love. How might falling in love and starting a serious relationship affect their personalities?

Answer: Young adults who settle into a stable romantic relationship tend to increase in conscientiousness and decrease in neuroticism. By comparison, young adults who remain single do not show much change.

Difficulty Level: Difficult Topic: Being in a Serious Relationship or Getting Married Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Essay Questions 71. What are the benefits and drawbacks of a cross-sectional study compared to a longitudinal study?

Answer: A good answer would include the following key points:  A cross-sectional study collects data at one time and compares people of different ages. The benefits are that cross-sectional studies are easier to conduct and can be less costly. The downside is that the younger participants are different people from the older participants, so they may differ in ways other than age because they represent different generations.  A longitudinal study measures the same people, repeatedly, over time. A benefit is that each person acts as her or his own control group, allowing the researcher to see the timing, type, and amount of change within a person over time. The drawback is that longitudinal studies take as long as they are designed to take. A researcher interested in measuring personality over 40 years has to wait 40 years to finish collecting data.

Difficulty Level: Difficult Topic: Methods for Measuring Personality over Time Learning Objective: 9.1 Name and define the two primary methods of studying age differences in personality.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

72. You and your partner have a 1-year-old daughter. Based on her temperament, what can you expect her personality to be like in young adulthood?

Answer: A good answer would include the following key points:  Childhood temperament is a fairly good predictor of adult personality, and many models of temperament overlap with some of the Big Five personality traits.  One view of temperament characterizes children in terms of extraversion/positive emotion, effortful control (similar to high conscientiousness), and negative affect (high neuroticism).  Agreeableness and openness are not as clearly seen among young children.  A child who exhibits effortful control at a young age would be predicted to be higher in conscientiousness later in life, just as a child who demonstrates a lot of negative affect is likely to later show higher levels of neuroticism.

Difficulty Level: Difficult Topic: Child Temperament Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

73. How does a typical child‘s personality change during childhood?

Answer: A good answer would include the following key points:  Children‘s personalities generally mature as they learn to better control their emotions and actions.  As children grow from 18 months to 9 years, emotionality declines, shyness increases, and activity declines.  Children become more inhibited, especially between the ages of 4 and 9.

Difficulty Level: Difficult Topic: Changes in the Big Five Personality Traits During Childhood and Adolescence Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

74. How does puberty affect personality?

Answer: A good answer would include the following key points:  As children go through puberty, they begin to resemble adults—physically—although their cognitive, social, emotional, and personality changes may not always keep pace.  Personality changes during this period but not very much.  One consistent change is that both boys‘ and girls‘ openness to experience increases between ages 11 and 18.

Difficulty Level: Difficult Topic: Changes in the Big Five Personality Traits During Childhood and Adolescence Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

75. Zhenya is an only child. People often tell her parents that if they do not give Zhenya a sibling, she will grow up to be selfish, poorly adjusted, and somehow deficient in stable personality characteristics. Based on what you know about birth order and personality, is this likely to be true?

Answer: A good answer would include the following key points:  No.  Although many people believe that children without siblings are selfish and poorly adjusted, research evidence does not support this conclusion.  A meta-analysis found no differences between only children and children with siblings on a variety of traits.  These include leadership, maturity, cooperativeness, autonomy, self-control, anxiety, popularity with peers, and extraversion.  Given that these traits encompass a wide range of personality dimensions, it is reasonable to conclude that Zhenya‘s overall personality makeup would not deviate from that of other people merely because she had no siblings.

Difficulty Level: Difficult Topic: Birth Order and Personality Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

76. When does personality change the most?

Answer: A good answer would include the following key points:  Personality develops and changes the most during childhood, becoming the most stable when people are in their 40s and 50s.  One notable exception is agreeableness, which increases to a greater extent after age 50.  At younger ages and over shorter time spans, changes in personality are more noticeable.  For example, four years after high school, people tend to be higher in agreeableness, openness to experience, and conscientiousness and lower in neuroticism. Similar changes across the college years have also been documented.

Difficulty Level: Difficult Topic: Changes in the Big Five Personality Traits from Young Adulthood to Old Age Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

77. How does self-esteem change across the lifespan?

Answer: A good answer would include the following key points:  Self-esteem increases slightly as people age from their 20s to 60s.  After that, self-esteem decreases, possibly due to retirement and declines in income.  Families, relationships, and careers take time, energy, and commitment to build during adulthood, and self-esteem appears to suffer as these identities become less central during old age.  Health issues also suppress self-esteem into old age.

Difficulty Level: Difficult Topic: Changes in Self-Esteem and Narcissism from Young Adulthood to Old Age Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

78. How do the benefits and costs of narcissism change from one developmental period to another?

Answer: A good answer would include the following key points:  The benefits and costs of narcissism may differ from one stage of life to another.  Narcissism feels good and works well for a young person. Relationships are casual, life is fun, and the consequences of self-centeredness are not yet apparent.  As the narcissist gets older, however, his or her relationships might fall apart, leading to anxiety and depression.

Difficulty Level: Difficult Topic: Changes in Self-Esteem and Narcissism from Young Adulthood to Old Age Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

79. Ella and Sandra are debating whether personality predicts experiences or vice versa. Ella thinks that personality predicts experiences. What evidence is there for her point of view?

Answer: A good answer would include the following key points:  There is evidence that personality predicts experiences.  For example, highly neurotic people are more likely to have sexual problems or quit a job.  Extraverted people are more likely to experience positive events, such as starting a new relationship or traveling to another country.  Highly conscientious people are more likely to have won an academic award, gotten promoted at work, or successfully quit smoking.  However, there is also evidence that life experiences can impact and shape personality, so Sandra has expressed a piece of the truth as well.  As with many psychological processes, the influences of personality and experiences are bidirectional and reciprocal.

Difficulty Level: Difficult Topic: Experiencing Negative or Positive Life Events Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

80. Lucas scores high on measures of conscientiousness. What does research evidence indicate about conscientiousness and personality in general as a predictor of important life events?

Answer: A good answer would include the following key points:  Studies show that personality traits in general are a significant predictor of important life outcomes, such as health, long life, having a successful marriage, and performing well at work and at school.  Among the Big Five traits, high conscientiousness is the best predictor of health, long life, and school and work performance.  Low levels of neuroticism and high levels of agreeableness are the best predictors of staying married.

Difficulty Level: Difficult Topic: Life Outcomes Learning Objective: 9.5 Understand how personality predicts life outcomes.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Revel Quiz Questions The following questions appear at the end of each module and at the end of the chapter in Revel for Personality Psychology: Understanding Yourself and Others, 2e.

End of Module Quiz 9.1 Methods for Measuring Personality Over Time EOM Q9.1.1 Which research method is commonly used to study personality over time? a) longitudinal study b) correlational experiment Consider This: This method follows a group of people as they age. LO 9.1 Name and define the two primary methods of studying age differences in personality. c) cross-sectional study Consider This: This method follows a group of people as they age. LO 9.1 Name and define the two primary methods of studying age differences in personality. d) field study Consider This: This method follows a group of people as they age. LO 9.1 Name and define the two primary methods of studying age differences in personality.

Answer: a Learning Objective: 9.1 Name and define the two primary methods of studying age differences in personality.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q9.1.2 What type of study involves comparing the same people at different ages over time? a) longitudinal study b) cross-sectional study Consider This: For example, this type of research would compare the same people at age 10 and age 20. LO 9.1 Name and define the two primary methods of studying age differences in personality. c) experiment Consider This: For example, this type of research would compare the same people at age 10 and age 20. LO 9.1 Name and define the two primary methods of studying age differences in personality. d) field study Consider This: For example, this type of research would compare the same people at age 10 and age 20. LO 9.1 Name and define the two primary methods of studying age differences in personality.

Answer: a Learning Objective: 9.1 Name and define the two primary methods of studying age differences in personality.

Difficulty Level: Easy Skill Level: Remember the Facts

EOM Q9.1.3 Which of the following statements is true? a) Longitudinal studies are relatively complex to conduct because they occur over a long period of time. b) Cross-sectional studies collect data from one group of people of the same age at the same time.

Consider This: Personality is best understood over time and across contexts. LO 9.1 Name and define the two primary methods of studying age differences in personality. c) A benefit of longitudinal studies is that researchers only need to collect data on different people once.

Consider This: Personality is best understood over time and across contexts. LO 9.1 Name and define the two primary methods of studying age differences in personality. d) Cross-sectional studies can separate the effects of age and generation.

Consider This: Personality is best understood over time and across contexts. LO 9.1 Name and define the two primary methods of studying age differences in personality.

Answer: a Learning Objective: 9.1 Name and define the two primary methods of studying age differences in personality.

Difficulty Level: Difficult Skill Level: Analyze It EOM Q9.1.4 Which type of study do personality researchers commonly use to study different age and generation groups at the same time? a) cross-sectional study b) correlational experiment Consider This: This type of study takes much less time to conduct than one that follows people as they age.

LO 9.1 Name and define the two primary methods of studying age differences in personality. c) longitudinal study Consider This: This type of study takes much less time to conduct than one that follows people as they age.

LO 9.1 Name and define the two primary methods of studying age differences in personality. d) field study Consider This: This type of study takes much less time to conduct than one that follows people as they age.

LO 9.1 Name and define the two primary methods of studying age differences in personality.

Answer: a Learning Objective: 9.1 Name and define the two primary methods of studying age differences in personality.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q9.1.5 Longitudinal studies help describe age differences in personality because they __________. a) collect data from the same people over time b) survey a large number of people at once to ask them about their personality characteristics Consider This: A disadvantage of this method is that it is time-consuming. LO 9.1 Name and define the two primary methods of studying age differences in personality. c) collect data from numerous members of one family at one time Consider This: A disadvantage of this method is that it is time-consuming. LO 9.1 Name and define the two primary methods of studying age differences in personality. d) collect data over time, using different participants at each collection point Consider This: A disadvantage of this method is that it is time-consuming. LO 9.1 Name and define the two primary methods of studying age differences in personality.

Answer: a Learning Objective: 9.1 Name and define the two primary methods of studying age differences in personality.

Difficulty Level: Moderate Skill Level: Understand the Concepts

End of Module Quiz 9.2 Personality During Childhood and Adolescence EOM Q9.2.1 What is temperament? a) genetically based behavioral tendencies seen in young children b) the natural tendency for some children to have temper tantrums Consider This: Temperament can be seen in infants. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order. c) the personality children acquire based only on their environment Consider This: Temperament can be seen in infants. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order. d) a process by which parents attempt to pacify emotional children Consider This: Temperament can be seen in infants. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Answer: a Learning Objective: LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q9.2.2 Child temperament constructs relate to the Big Five in which of the following ways? a) Generally, the primary temperament constructs overlap with each of the Big Five traits. b) Generally, the primary temperament constructs do not align with the Big Five traits.

Consider This: A newborn baby‘s temperament resembles a blob of clay that slowly becomes molded into shape as the baby grows up. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order. c) Extraversion and agreeableness overlap with temperament constructs; the others do not.

Consider This: A newborn baby‘s temperament resembles a blob of clay that slowly becomes molded into shape as the baby grows up. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order. d) Conscientiousness is the only Big Five trait that overlaps with temperament constructs.

Consider This: A newborn baby‘s temperament resembles a blob of clay that slowly becomes molded into shape as the baby grows up. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Answer: a Learning Objective: LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q9.2.3 Which of the following statements regarding self-esteem and childhood is true? a) Self-esteem dips during the early teen years, and then increases during high school and young adulthood. b) A large segment of children have lower self-esteem during high school than middle school.

Consider This: Self-esteem has to do with people‘s regard for themselves. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order. c) Girls tend to have higher self-esteem than boys in both middle school and high school.

Consider This: Self-esteem has to do with people‘s regard for themselves. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order. d) Self-esteem tends to peak during the early high school years for both girls and boys.

Consider This: Self-esteem has to do with people‘s regard for themselves. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Answer: a Learning Objective: LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Difficulty Level: Difficult Skill Level: Analyze It EOM Q9.2.4 What does the data on birth order show? a) Birth order has a small effect on personality. b) Personality is determined by birth order.

Consider This: Birth order is whether you are the oldest, middle, or youngest in your family or an only child. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order. c) All firstborn children are high in conscientiousness.

Consider This: Birth order is whether you are the oldest, middle, or youngest in your family or an only child. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order. d) Birth order explains 50% of personality.

Consider This: Birth order is whether you are the oldest, middle, or youngest in your family or an only child. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Answer: a Learning Objective: LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Difficulty Level: Difficult Skill Level: Analyze It

EOM Q9.2.5 When another study finds the same result, the first study is said to have __________. a) been replicated b) been repeated Consider This: Some studies may find differences and others do not. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order. c) been validated Consider This: Some studies may find differences and others do not. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order. d) demonstrated nature vs. nurture Consider This: Some studies may find differences and others do not. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Answer: a Learning Objective: LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Difficulty Level: Easy Skill Level: Remember the Facts

End of Module Quiz 9.3 Personality from Young Adulthood to Old Age EOM Q9.3.1 As people age from young adulthood to old age, they tend to become __________. a) less neurotic b) more neurotic Consider This: People‘s personalities tend to change over time—for the better. LO 9.3 Explain how personality changes from young adulthood to old age and why. c) less conscientious Consider This: People‘s personalities tend to change over time—for the better. LO 9.3 Explain how personality changes from young adulthood to old age and why. d) more neurotic and more conscientious Consider This: People‘s personalities tend to change over time—for the better. LO 9.3 Explain how personality changes from young adulthood to old age and why.

Answer: a Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q9.3.2 Which of the Big Five traits continues to increase after the age of 50? a) agreeableness b) neuroticism Consider This: This increases only a little between childhood and age 50. LO 9.3 Explain how personality changes from young adulthood to old age and why. c) openness Consider This: This increases only a little between childhood and age 50. LO 9.3 Explain how personality changes from young adulthood to old age and why. d) extraversion Consider This: This increases only a little between childhood and age 50. LO 9.3 Explain how personality changes from young adulthood to old age and why.

Answer: a Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q9.3.3 When does openness increase? a) between ages 18 and 22 b) between ages 30 and 40 Consider This: This is a time when people tend to be enrolled in college. LO 9.3 Explain how personality changes from young adulthood to old age and why. c) between ages 50 and 55 Consider This: This is a time when people tend to be enrolled in college. LO 9.3 Explain how personality changes from young adulthood to old age and why. d) between ages 60 and 70 Consider This: This is a time when people tend to be enrolled in college. LO 9.3 Explain how personality changes from young adulthood to old age and why.

Answer: a Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q9.3.4 Which of the following statements about self-esteem in adulthood is true? a) Self-esteem increases slightly as people age from their 20s to their 60s and then decreases. b) Self-esteem remains the same through early and middle adulthood, then increases in late adulthood.

Consider This: Retirement may play a role. LO 9.3 Explain how personality changes from young adulthood to old age and why. c) Self-esteem rises dramatically through early adulthood, and then begins to fall thereafter.

Consider This: Retirement may play a role. LO 9.3 Explain how personality changes from young adulthood to old age and why. d) Self-esteem decreases slowly but steadily after adolescence.

Consider This: Retirement may play a role. LO 9.3 Explain how personality changes from young adulthood to old age and why.

Answer: a Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Difficulty Level: Difficult Skill Level: Analyze It EOM Q9.3.5 A __________ is a shift in a population‘s average personality trait scores with age. a) mean-level change b) rank-order consistency Consider This: Most of the discussion in the chapter comparing differences involved this. LO 9.3 Explain how personality changes from young adulthood to old age and why. c) cross-sectional study Consider This: Most of the discussion in the chapter comparing differences involved this. LO 9.3 Explain how personality changes from young adulthood to old age and why. d) self-report Consider This: Most of the discussion in the chapter comparing differences involved this. LO 9.3 Explain how personality changes from young adulthood to old age and why.

Answer: a Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Difficulty Level: Difficult Skill Level: Analyze It

End of Module Quiz 9.4 Significant Life Experiences and Social Investment Theory EOM Q9.4.1 __________ is a radical personality change. a) Quantum change b) Generativity Consider This: This happens infrequently. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality. c) Social Investment Consider This: This happens infrequently. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality. d) Ego integrity Consider This: This happens infrequently. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Answer: a Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q9.4.2 What combination of personality changes has been labeled the ―maturation of personality‖? a) higher conscientiousness, higher agreeableness, and lower neuroticism b) higher conscientiousness, higher agreeableness, and lower extraversion Consider This: This is a growth in traits consistent with being more mature and grown-up. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality. c) higher extraversion, higher agreeableness, and lower conscientiousness Consider This: This is a growth in traits consistent with being more mature and grown-up. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality. d) higher extraversion, lower agreeableness, and lower neuroticism Consider This: This is a growth in traits consistent with being more mature and grown-up. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Answer: a Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q9.4.3 Many young people use their 20s to explore different career options and romantic partners, postponing the traditional markers of adulthood until later. This new life stage is known as __________. a) emerging adulthood b) late adolescence Consider This: It‘s a stage between adolescence and adulthood. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality. c) new narcissism Consider This: It‘s a stage between adolescence and adulthood. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality. d) protracted immaturity Consider This: It‘s a stage between adolescence and adulthood. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Answer: a Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q9.4.4 According to Erikson‘s life stages, what is the central crisis of young adulthood? a) intimacy versus isolation b) generativity versus stagnation Consider This: Settling into a relationship is one way of resolving this conflict. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality. c) ego identity versus role confusion Consider This: Settling into a relationship is one way of resolving this conflict. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality. d) ego integrity versus despair Consider This: Settling into a relationship is one way of resolving this conflict. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Answer: a Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q9.4.5 A study of people in their 40s and 50s found that negative experiences had a negligible effect on personality, though those who said their lives had changed significantly for the worse increased in __________. a) neuroticism b) stagnation Consider This: This suggests that the effect of events partially depends on how you perceive them. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality. c) role confusion Consider This: This suggests that the effect of events partially depends on how you perceive them. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality. d) agreeableness Consider This: This suggests that the effect of events partially depends on how you perceive them. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Answer: a Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Difficulty Level: Difficult Skill Level: Analyze It

End of Module Quiz 9.5 Life Outcomes EOM Q9.5.1 Emma is 75 years old. She‘s been married to the same person for 40 years. She‘s had a very successful career, and she‘s in great health. What is a likely Big Five combination for Emma? a) high in conscientiousness and high in agreeableness b) low in conscientiousness and high in extraversion Consider This: Certain Big Five traits have been associated with positive life outcomes. LO 9.5 Understand how personality predicts life outcomes. c) high in conscientiousness and low in agreeableness Consider This: Certain Big Five traits have been associated with positive life outcomes. LO 9.5 Understand how personality predicts life outcomes. d) high in extraversion and low in neuroticism Consider This: Certain Big Five traits have been associated with positive life outcomes. LO 9.5 Understand how personality predicts life outcomes.

Answer: a Learning Objective: 9.5 Understand how personality predicts life outcomes.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q9.5.2 One study followed people from ages 10 to 30 and found that children higher in conscientiousness were more likely to __________. a) graduate from college and to succeed at work b) drop out of high school Consider This: Children who did poorly in school or acted aggressively experienced more neuroticism. LO 9.5 Understand how personality predicts life outcomes. c) finish high school but drop out of college Consider This: Children who did poorly in school or acted aggressively experienced more neuroticism. LO 9.5 Understand how personality predicts life outcomes. d) graduate from college but do poorly at work Consider This: Children who did poorly in school or acted aggressively experienced more neuroticism. LO 9.5 Understand how personality predicts life outcomes.

Answer: a Learning Objective: 9.5 Understand how personality predicts life outcomes.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q9.5.3 Research has found that the most important factor in succeeding at work is __________. a) IQ b) personality Consider This: Personality is an important factor, but not the most important. LO 9.5 Understand how personality predicts life outcomes. c) family SES Consider This: Personality is an important factor, but not the most important. LO 9.5 Understand how personality predicts life outcomes. d) parental attachment Consider This: Personality is an important factor, but not the most important. LO 9.5 Understand how personality predicts life outcomes.

Answer: a Learning Objective: 9.5 Understand how personality predicts life outcomes.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q9.5.4 __________ are the best predictors of staying married versus getting divorced. a) Low neuroticism and high agreeableness b) High neuroticism and high agreeableness Consider This: Two studies found that students who smiled more broadly in their yearbook photograph were more likely—even three decades later—to have a happy marriage. LO 9.5 Understand how personality predicts life outcomes. c) Low neuroticism and low agreeableness Consider This: Two studies found that students who smiled more broadly in their yearbook photograph were more likely—even three decades later—to have a happy marriage. LO 9.5 Understand how personality predicts life outcomes. d) High neuroticism and low agreeableness Consider This: Two studies found that students who smiled more broadly in their yearbook photograph were more likely—even three decades later—to have a happy marriage. LO 9.5 Understand how personality predicts life outcomes.

Answer: a Learning Objective: 9.5 Understand how personality predicts life outcomes.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q9.5.5 Which of the following statements about personality in relation to living a long life is true? a) Personality plays a measurable role in longevity. b) Personality is the best predictor of longevity.

Consider This: Personality does play a role for all people in how long they might live. LO 9.5 Understand how personality predicts life outcomes. c) Personality plays a primary role in longevity for women, but not men.

Consider This: Personality does play a role for all people in how long they might live. LO 9.5 Understand how personality predicts life outcomes. d) Personality plays no role in longevity.

Consider This: Personality does play a role for all people in how long they might live. LO 9.5 Understand how personality predicts life outcomes.

Answer: a Learning Objective: 9.5 Understand how personality predicts life outcomes.

Difficulty Level: Moderate Skill Level: Understand the Concepts

Chapter Quiz: Personality Across the Lifespan EOC Q9.1 Jeanine has been studying the personalities of the same group of 50 men and women for more than a decade now. Jeanine is in the process of conducting a(n) __________. a) longitudinal study b) cross-sectional study Consider This: This type of research method looks at personality over time. LO 9.1 Name and define the two primary methods of studying age differences in personality. c) experiment Consider This: This type of research method looks at personality over time. LO 9.1 Name and define the two primary methods of studying age differences in personality. d) field study Consider This: This type of research method looks at personality over time. LO 9.1 Name and define the two primary methods of studying age differences in personality.

Answer: a Learning Objective: 9.1 Name and define the two primary methods of studying age differences in personality.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q9.2 Harris is an easy-going baby who seems to enjoy being around other children. Based on what we know from this description, which Big Five trait is Harris likely to measure high on as an adult? a) agreeableness b) openness Consider This: Harris displays an affiliative temperament. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order. c) neuroticism Consider This: Harris displays an affiliative temperament. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order. d) conscientiousness Consider This: Harris displays an affiliative temperament. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Answer: a Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q9.3 Teo is more interested in talking about intellectual ideas and concepts and has become curious about philosophy.

Based on the research, Teo is likely at what age? a) 15 b) 10 Consider This: Openness to experience tends to increase around this time. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order. c) 5 Consider This: Openness to experience tends to increase around this time. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order. d) 65 Consider This: Openness to experience tends to increase around this time. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Answer: a Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q9.4 What is the primary difference between girls‘ and boys‘ self-esteem during adolescence? a) Girls‘ and boys‘ self-esteem declines a little in middle school, but girls‘ doesn‘t increase as fast in high school. b) Boys‘ self-esteem increases and girls‘ decreases.

Consider This: There‘s a widely held belief that girls‘ self-esteem is much lower than boys‘—but the data does not show this. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order. c) Girls‘ self-esteem increases and boys‘ decreases.

Consider This: There‘s a widely held belief that girls‘ self-esteem is much lower than boys‘—but the data does not show this. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order. d) Girls‘ and boys‘ self-esteem declines a little in middle school, but boys‘ doesn‘t increase as fast in high school.

Consider This: There‘s a widely held belief that girls‘ self-esteem is much lower than boys‘—but the data does not show this. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Answer: a Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Difficulty Level: Difficult Skill Level: Analyze It

EOC Q9.5 Maya is an only child. Which of the following is most likely true of Maya compared to children who have siblings? a) She shows no discernable difference in personality from children who have siblings. b) She is more narcissistic.

Consider This: There are many false myths about only children. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order. c) She is more neurotic, but also more open to experience.

Consider This: There are many false myths about only children. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order. d) She is more neurotic.

Consider This: There are many false myths about only children. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Answer: a Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q9.6 What does the research say about middle-born children? a) There is no conclusive difference compared to their siblings. b) They are often neglected.

Consider This: The idea that middle-born children are the more neglected than their other siblings doesn‘t show up conclusively in the research. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order. c) They tend to be more narcissistic than only children, but less neurotic.

Consider This: The idea that middle-born children are the more neglected than their other siblings doesn‘t show up conclusively in the research. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order. d) They tend to be more neurotic than only children, but less narcissistic.

Consider This: The idea that middle-born children are the more neglected than their other siblings doesn‘t show up conclusively in the research. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Answer: a Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q9.7 According to the research, what is the biggest difference that‘s been found between only children and children with siblings? a) Only children tend to inherit more money from their parents. b) Only children tend to perform less well in sports.

Consider This: The other major difference was that the parents of only children tend to have more money to send their child to college. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order. c) Only children are more maladjusted.

Consider This: The other major difference was that the parents of only children tend to have more money to send their child to college. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order. d) Only children tend to get divorced at higher rates.

Consider This: The other major difference was that the parents of only children tend to have more money to send their child to college. LO 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Answer: a Learning Objective: 9.2 Describe how childhood temperament and adult personality are similar and different concepts, explain how personality changes between childhood and adolescence, and understand how personality differs (or not) based on birth order.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q9.8 A cross-sectional study found that the typical 65-year-old is more self-disciplined than __________ of early adolescents. a) 85% b) 50% Consider This: Personality seems to mellow over time. LO 9.3 Explain how personality changes from young adulthood to old age and why. c) 25% Consider This: Personality seems to mellow over time. LO 9.3 Explain how personality changes from young adulthood to old age and why. d) 15% Consider This: Personality seems to mellow over time. LO 9.3 Explain how personality changes from young adulthood to old age and why.

Answer: a Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q9.9 Caleb is 68 years old and recently retired. As a result, his social interactions are fewer and he is living on a fixed income. Which of the following statements is likely true of Caleb? a) His self-esteem may decline a little. b) His neuroticism is likely to increase.

Consider This: Research shows a decline in this measure in later adulthood. LO 9.3 Explain how personality changes from young adulthood to old age and why. c) His extraversion will increase.

Consider This: Research shows a decline in this measure in later adulthood. LO 9.3 Explain how personality changes from young adulthood to old age and why. d) His agreeableness will probably decline.

Consider This: Research shows a decline in this measure in later adulthood. LO 9.3 Explain how personality changes from young adulthood to old age and why.

Answer: a Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q9.10 DeAnna is 21 years old and is constantly examining herself in the mirror and talking about herself in public. She needs to be the center of attention. Over time, DeAnna‘s narcissism is likely to __________. a) decrease b) remain the same Consider This: The benefits and costs of narcissism may differ from one stage of life to another. LO 9.3 Explain how personality changes from young adulthood to old age and why. c) decrease in middle adulthood, but increase again in later adulthood Consider This: The benefits and costs of narcissism may differ from one stage of life to another. LO 9.3 Explain how personality changes from young adulthood to old age and why. d) increase dramatically Consider This: The benefits and costs of narcissism may differ from one stage of life to another. LO 9.3 Explain how personality changes from young adulthood to old age and why.

Answer: a Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q9.11 Comparing someone to an average person in their age group is called __________. a) rank-order consistency b) mean-level change Consider This: This tends to be fairly high in personality, with a correlation about r = .50. LO 9.3 Explain how personality changes from young adulthood to old age and why. c) cross-sectional study Consider This: This tends to be fairly high in personality, with a correlation about r = .50. LO 9.3 Explain how personality changes from young adulthood to old age and why. d) self-report Consider This: This tends to be fairly high in personality, with a correlation about r = .50. LO 9.3 Explain how personality changes from young adulthood to old age and why.

Answer: a Learning Objective: 9.3 Explain how personality changes from young adulthood to old age and why.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q9.12 The idea that personalities mature as people enter important adult social roles is known as __________. a) social investment theory b) habituation Consider This: Getting married and starting a career are examples of this maturation. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality. c) socialization Consider This: Getting married and starting a career are examples of this maturation. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality. d) social learning Consider This: Getting married and starting a career are examples of this maturation. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Answer: a Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Difficulty Level: Easy Skill Level: Remember the Facts EOC Q9.13 According to research, which of the following is a true statement regarding personality maturation across cultures? a) Personality maturation varies across cultures. b) There is no concept of ―personality maturation‖ beyond the United States and Europe.

Consider This: The economies and cultural norms play a part in when people begin to take on adult responsibilities. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality. c) Personality maturation starts later than it once did across all cultures.

Consider This: The economies and cultural norms play a part in when people begin to take on adult responsibilities. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality. d) Personality maturation starts earlier than it once did across all cultures.

Consider This: The economies and cultural norms play a part in when people begin to take on adult responsibilities. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Answer: a Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Difficulty Level: Difficult Skill Level: Analyze It

EOC Q9.14 Based on research, which of the following can be said about people after they settle into committed relationships? a) Neuroticism tends to decrease. b) Neuroticism tends to increase.

Consider This: Relationships tend to create stability. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality. c) Extraversion tends to increase.

Consider This: Relationships tend to create stability. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality. d) Extraversion tends to decrease.

Consider This: Relationships tend to create stability. LO 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Answer: a Learning Objective: 9.4 Describe how working at a job, having a stable romantic relationship, becoming a parent, or experiencing positive or negative life events changes personality.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q9.15 Which of the following statements regarding personality and life outcomes is true? a) Personality is an important predictor of health, relationships, and work performance. b) Personality is an important predictor of health and relationships, but not work performance.

Consider This: Personality plays a part in determining life outcomes. LO 9.5 Understand how personality predicts life outcomes. c) Personality is not an important predictor of health or relationships, but it is for work performance.

Consider This: Personality plays a part in determining life outcomes. LO 9.5 Understand how personality predicts life outcomes. d) Personality is an important predictor of health, but not relationships and work performance.

Consider This: Personality plays a part in determining life outcomes. LO 9.5 Understand how personality predicts life outcomes.

Answer: a Learning Objective: 9.5 Understand how personality predicts life outcomes.

Difficulty Level: Difficult Skill Level: Analyze It

TOTAL ASSESSMENT Chapter 10 Gender and Personality Multiple Choice Questions GUIDE 1. How do most laypeople use the terms sex and gender? a. as synonyms for each other Learning Remember Understand Apply What b. as both referring to social roles Objective the Facts the Concepts You Know Analyze It c. as both referring to biology Learning 6 1, 4, 7 d. as sex referringMultiple to biology and gender referring to5,social categories 2, 3 Objective 10.1 Choice Answer: a Short Answer 61 62 Difficulty Level: Moderate Essay 71 Topic: Sex Versus Gender Learning Multiple 11, 12 8, 9, 10, 19, 20, 13, 14, 15, 17, Learning Objective: 10.1 Distinguish between the terms sex and gender.

Objective 21, 23, 24, 26, 27 22, 25 Skill Level:10.2 AnalyzeChoice It Short Answer 63 interpret psychological 64 APA Learning Objective: 2.1 Use scientific reasoning to phenomena.

Essay 73 72, 74 2.Learning ―Gustav has an XY chromosome pattern, and Lydia 31 has an XX pattern,‖33Dr. Rodriguez told Multiple 32his assistant.

Objective Choice breasts, and Gustav‘s testicles have descended.‖ What aspect of Gustav and ―Lydia has 10.3.1 clearly developed Answer and his assistant discussing?

Lydia‘s makeup are Short Dr. Rodriguez Essay 75 76, 77 a. personality Learning Multiple 35, 36, 37 b. gender Objective c. sex 10.3.2 Choice 65 d. gender roles Short Answer Essay 78 Answer: c Learning Multiple 39, 40 38 Difficulty Level: Easy Objective 10.3.3 Choice Topic: Sex Versus Gender Answer Learning Objective: Short 10.1 Distinguish between the terms66sex and gender.

Essay 79 Skill Level: Apply What You Know Learning Multiple 41, 42 APA Learning Objective: 1.3 Describe applications of psychology.

Objective 10.3.4

Choice Answer 3. ―Armando usuallyShort presents himself in a suit and tie, 67 with short hair and a neatly trimmed beard. Most of the Essay time we talk about sports or his job as a sales representative,‖ Dr. Mahoney told her assistant. ―Rachel will Learning Multiple 44 43 typically up wearing Objectiveshow 10.3.5 Choice a dress, a pearl necklace, and high heels, and she‘s usually focused on celebrity gossip or the latest sales the mall.‖ What aspect of Armando and Rachel‘s are Dr. Mahoney and her ShortinAnswer 68, makeup 69 assistant discussing?Essay 80 a. sex differencesMultiple Learning 45, 49 46, 47, 48 b. personality Objective 10.3.6 Choice c. sex Short Answer d. gender Essay Answer: Learningd Multiple 54, 55, 56 52 50, 51 53 Difficulty ObjectiveLevel: 10.3.7 Difficult Choice Topic: Sex Versus Gender Short Answer 70 Learning Objective: Essay 10.1 Distinguish between the terms sex and gender.

Skill Level: Apply What You Know 6057 Learning Multiple 58, 59 Objective 10.3.8 Choice1.3 Describe applications of psychology.

APA Learning Objective: Short Answer Essay

4. Sex is to __________ as gender is to __________ . a. society; self b. biology; psychology c. self; society d. psychology; biology Answer: b Difficulty Level: Moderate Topic: Sex Versus Gender Learning Objective: 10.1 Distinguish between the terms sex and gender.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

5. What is the origin of most sex differences? a. biological differences between females and males b. cultural values that determine female and male roles c. behavioral differences sparked by society‘s expectations d. a complex interplay of biology and social factors Answer: d Difficulty Level: Moderate Topic: Sex Versus Gender Learning Objective: 10.1 Distinguish between the terms sex and gender.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

6. Why are most researchers interested in sex differences rather than gender differences? a. Most research comparisons are between stereotypically female and stereotypically male social roles. b. Most research comparisons are between biological females and males. c. Comparing anatomical differences are of greatest interest to researchers. d. The cultural bases of differences are of greatest interest to researchers.

Answer: b Difficulty Level: Moderate Topic: Sex Versus Gender Learning Objective: 10.1 Distinguish between the terms sex and gender.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

7. What does the distinction between sex and gender logically imply? a. Biological males will behave in stereotypically masculine ways. b. Biological females will behave in stereotypically feminine ways. c. Gender differences and sex differences have common origins. d. Biological males can adopt stereotypically female roles and behaviors and vice versa.

Answer: d Difficulty Level: Difficult Topic: Sex Versus Gender Learning Objective: 10.1 Distinguish between the terms sex and gender.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

8. What did the presumed success of raising Bruce as Brenda provide apparent support for? a. the inadequacy of research on sex differences b. the view that gender is purely a cultural construct c. the view that gender is biologically determined d. the primacy of biology in determining behavior Answer: b Difficulty Level: Moderate Topic: Biology, Culture, and Their Interaction: Origins of Sex Differences Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

9. What difficult lesson was revealed to researchers by the Bruce/Brenda case study? a. Sex and gender cannot be changed at will. b. Gender identity is a purely social category. c. Sex differences do not have biological origins. d. Both sex and gender are cultural constructions.

Answer: a Difficulty Level: Moderate Topic: Biology, Culture, and Their Interaction: Origins of Sex Differences Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

10. Keith is a little boy who is just becoming aware that he is male. What is the term for what he is experiencing? a. gender role b. gender bias c. gender identity d. gender dysphoria Answer: c Difficulty Level: Easy Topic: Biology, Culture, and Their Interaction: Origins of Sex Differences Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

11. People whose gender identity and biological sex are congruent are called __________. a. cisgender b. heterosexual c. homosexual d. transgender Answer: a Difficulty Level: Easy Topic: Biology, Culture, and Their Interaction: Origins of Sex Differences Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12. A person who was born as a biological male but identifies as female is known as __________. a. heterosexual b. homosexual c. cisgender d. transgender Answer: d Difficulty Level: Easy Topic: Biology, Culture, and Their Interaction: Origins of Sex Differences Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13. Jo was born as a biological female but identifies as a male. Jo is __________. a. cisgender b. transgender c. homosexual d. heterosexual Answer: b Difficulty Level: Easy Topic: Biology, Culture, and Their Interaction: Origins of Sex Differences Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

14. Which person would likely agree with the designation of cisgender? a. Willie, who was born a biological male and who feels psychologically like a woman b. Lois, who was born a biological female and who feels psychologically like a man c. Marcus, who was born a biological male and who feels psychologically like a man d. Sue, who was born a biological female and who has not adopted a consistent gender identity Answer: c Difficulty Level: Easy Topic: Biology, Culture, and Their Interaction: Origins of Sex Differences Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

15. Which person would likely agree with the designation of transgender? a. Travis, who was born a biological male and who feels psychologically like a man b. Tom, who was born a biological female and who has not adopted a consistent gender identity c. Betsey, who was born a biological female and who feels psychologically like a woman d. Iris, who was born a biological female and who feels psychologically like a man Answer: d Difficulty Level: Easy Topic: Biology, Culture, and Their Interaction: Origins of Sex Differences Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

16. What did the case of Thomas Beatie illustrate about the nature of sex and gender? a. A female can become a man but still give birth to children. b. Biological sex must be consistent with gender identity. c. Transgender men can impregnate women. d. Cisgender and transgender are interchangeable terms.

Answer: a Difficulty Level: Moderate Topic: Biology, Culture, and Their Interaction: Origins of Sex Differences Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

17. Which of the following people would be ideal participants for an investigation of the contributions of genetics and the environment to a developmental question? a. identical twins raised by different parents b. identical twins raised by the same parents c. daughters raised by single fathers d. sons raised by single mothers Answer: a Difficulty Level: Moderate Topic: The Origins of Gender Roles Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

18. Why would twin studies not contribute much to our understanding of the roles of genetics and the environment in the development of sex differences? a. Fraternal twins don‘t differ in their genetic makeup, ruling out a role for biology. b. Identical twins are always the same sex, and they are subject to hormonal influences prenatally. c. Identical twins would need to be compared to fraternal twins within the same family. d. Not enough identical twins are put up for adoption worldwide.

Answer: b Difficulty Level: Difficult Topic: The Origins of Gender Roles Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

19. The term __________ refers to the DNA living beings have at conception. a. phenotype b. biology c. hormone pattern d. genetics Answer: d Difficulty Level: Easy Topic: The Origins of Gender Roles Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

20. The most common chromosomal pattern for females is __________. a. XX b. XY c. XXY d. YYZ Answer: a Difficulty Level: Moderate Topic: The Origins of Gender Roles Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

21. The most common chromosomal pattern for males is __________. a. XX b. XYY c. XY d. XXY Answer: c Difficulty Level: Moderate Topic: The Origins of Gender Roles Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

22. Tothepoint Hospital has a unique way of announcing the many births that occur there each day. Whereas most obstetricians happily proclaim, ―It‘s a boy!‖ or ―It‘s a girl!‖ to parents eager to receive such news, the doctors at Tothepoint instead issue a laconic, ―XX. XY. XXY. XX.‖ Assunta and Giacomo just delivered their first child, and the physician declared, ―XY.‖ What is the biological sex of Giacomo and Assunta‘s newborn? a. a transgender male b. male c. a transgender female d. female Answer: b Difficulty Level: Moderate Topic: The Origins of Gender Roles Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

23. Which gene determines sex? a. FDT b. FTD c. TDF d. TFD Answer: c Difficulty Level: Easy Topic: The Origins of Gender Roles Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

24. Most studies find that aggressive and violent males have __________ levels compared to their lessaggressive counterparts. a. lower testosterone b. higher testosterone c. lower cortisone d. higher cortisone Answer: b Difficulty Level: Moderate Topic: The Origins of Gender Roles Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

25. Dr. Kravitz argues that most sex differences in personality and sexuality are due to fundamental differences in reproductive strategies and the reproductive costs incurred by women and men. Which theoretical perspective is Dr. Kravitz most likely to adopt? a. social psychology b. developmental psychology c. evolutionary psychology d. behavioral psychology Answer: c Difficulty Level: Difficult Topic: The Roles of Evolution and Culture Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

26. Some cross-cultural studies find __________ sex differences in countries that have greater degrees of gender equality compared to countries with more traditional gender divisions. a. larger b. the same amount of c. clearer d. nonexistent Answer: d Difficulty Level: Moderate Topic: Cultural Change and Cross-Cultural Variations in Sex Differences Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

27. Which term refers to the ability to mentally rotate objects? a. cognitive rotation b. mental imagery c. artistic aptitude d. spatial ability Answer: d Difficulty Level: Moderate Topic: Cultural Change and Cross-Cultural Variations in Sex Differences Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

28. Commonly held beliefs about groups are also known as __________. a. sexual scripts b. sex differences c. sex roles d. stereotypes Answer: d Difficulty Level: Easy Topic: Comparing Men and Women Learning Objective: None Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29. Which statement is correct? a. Women always talk more than men do. b. Women cry more often than men do. c. Men always talk more than women do. d. Men are safer drivers than women are.

Answer: b Difficulty Level: Easy Topic: Comparing Men and Women Learning Objective: None Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

30. Which statement is correct? a. Women always talk more than men do. b. Among spouses, men talk more than women do. c. Men always talk more than women do. d. Among spouses, women talk more than men do.

Answer: b Difficulty Level: Easy Topic: Comparing Men and Women Learning Objective: None Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

31. Compared to men, women tend to score __________ in neuroticism and agreeableness and __________ in extraversion. a. much lower; higher b. slightly higher; lower c. lower; slightly lower d. higher; slightly higher Answer: d Difficulty Level: Moderate Topic: The Big Five Personality Traits Learning Objective: 10.3.1 Describe sex differences in personality traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

32. How should most sex differences in personality traits be characterized? a. Most differences are nonexistent. b. Most differences are small to moderate in size. c. Most differences are large to very large in size. d. Most differences show nonoverlapping distributions of women‘s and men‘s personality scores.

Answer: b Difficulty Level: Moderate Topic: The Big Five Personality Traits Learning Objective: 10.3.1 Describe sex differences in personality traits.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

33. Samantha is high in __________, which is a risk factor for developing anxiety disorders and depression. a. assertiveness b. neuroticism c. agreeableness d. extroversion Answer: b Difficulty Level: Moderate Topic: The Big Five Personality Traits Learning Objective: 10.3.1 Describe sex differences in personality traits.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

34. Although the average sex difference in aggression is moderate in size, __________ times as many men as women are arrested for violent crimes. a. two b. three c. four d. ten Answer: c Difficulty Level: Moderate Topic: The Big Five Personality Traits Learning Objective: 10.3.1 Describe sex differences in personality traits. and cognitive abilities.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

35. How do women‘s portraits on LinkedIn accounts differ from men‘s portraits on their LinkedIn accounts? a. Women are likely to show emotion, whereas men are likely to show their status. b. Women are likely to display professional photographs, whereas men show amateur ones. c. Women‘s facial images tend to be larger than those of men. d. Women are likely to show a three-quarter side view, whereas men are likely to show a full-face image.

Answer: a Difficulty Level: Moderate Topic: Leadership Learning Objective: 10.3.2 Explain how the sexes differ in leadership.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

36. How do women and men compare in leadership ability? a. Women perform better than men in most areas of leadership; the differences are substantial. b. Men perform slightly better than women in most areas of leadership, and the difference is consistent. c. Men perform much better than women in leadership areas of open discussion and group cohesiveness. d. Women perform better than men in most areas of leadership, although the differences are relatively small.

Answer: d Difficulty Level: Moderate Topic: Leadership Learning Objective: 10.3.2 Explain how the sexes differ in leadership.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37. Marlo and her brother Thomas are fraternal twins and are working in the same field. Overall, Marlo probably makes __________ cents to every dollar her brother makes. a. 28 b. 42 c. 57 d. 81 Answer: d Difficulty Level: Easy Topic: Leadership Learning Objective: 10.3.2 Explain how the sexes differ in leadership.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

38. Janet Spence and Robert Helmreich developed the __________, a measure that focuses on stereotypically masculine personality traits and stereotypically feminine personality traits. a. Mood Awareness Scale (MAS) b. Personality Descriptor Questionnaire (PDQ) c. Indiana Personality Questionnaire (IPQ) d. Personal Attributes Questionnaire (PAQ) Answer: d Difficulty Level: Moderate Topic: ―Masculinity‖ and ―Femininity‖ Learning Objective: 10.3.3 Understand how stereotypical masculinity and femininity have been defined and measured.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

39. Based on scores on the Personal Attributes Questionnaire (PAQ), a person who scored low in femininity and low in masculinity would have a(n) __________ gender personality type. a. feminine b. undifferentiated c. masculine d. androgynous Answer: b Difficulty Level: Easy Topic: ―Masculinity‖ and ―Femininity‖ Learning Objective: 10.3.3 Understand how stereotypical masculinity and femininity have been defined and measured.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

40. Based on scores on the Personal Attributes Questionnaire (PAQ), a person who scored high in femininity and high in masculinity would have a(n) __________ gender personality type. a. androgynous b. feminine c. masculine d. undifferentiated Answer: a Difficulty Level: Easy Topic: ―Masculinity‖ and ―Femininity‖ Learning Objective: 10.3.3 Understand how stereotypical masculinity and femininity have been defined and measured.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41. What general conclusion applies to the hobbies and interests of women and men? a. Men are more interested in sports; women are more interested in television. b. Women are more interested in books; men are more interested in relationships. c. Women are more interested in people; men are more interested in things. d. Men are more interested in hobbies; women are more interested in careers.

Answer: c Difficulty Level: Moderate Topic: Jobs and Hobbies Learning Objective: 10.3.4 Describe ways that sex differences influence preferences for jobs and hobbies.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

42. Which attitude is prevalent in individualistic societies? a. Females who do male things are acceptable, just as males who do female things are acceptable. b. Both females and males can do female things, but only males are supposed to do male things. c. Both females and males should be encouraged to do all the things they want to do. d. Both females and males can do male things, but only females are supposed to do female things.

Answer: d Difficulty Level: Difficult Topic: Jobs and Hobbies Learning Objective: 10.3.4 Describe ways that sex differences influence preferences for jobs and hobbies.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

43. Who is most likely to display body expansiveness? a. Terry, a girl in her teens b. Chris, a woman in her early 20s c. George, a man in his mid-50s d. Margo, a woman in her late 40s Answer: c Difficulty Level: Easy Topic: Nonverbal Behaviors and Appearance Learning Objective: 10.3.5 Describe how sex differences are reflected by nonverbal behaviors and appearance.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

44. What is self-objectification? a. a concern with how others view one‘s physical appearance b. presentation of oneself to others as an object rather than as an individual c. presentation of oneself in the most favorable light possible d. attentions directed toward one‘s self-esteem Answer: a Difficulty Level: Moderate Topic: Nonverbal Behaviors and Appearance Learning Objective: 10.3.5 Describe how sex differences are reflected by nonverbal behaviors and appearance.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

45. About __________ of females score higher than the average male in general self-esteem. a. 18% b. 29% c. 37% d. 43% Answer: d Difficulty Level: Moderate Topic: Self-Esteem Learning Objective: 10.3.6 Discuss sex differences in self-esteem.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

46. The largest sex difference in self-esteem occurs during which time period? a. elementary school b. adolescence c. ages 20 to 25 d. ages 40 to 50 Answer: b Difficulty Level: Easy Topic: Self-Esteem Learning Objective: 10.3.6 Discuss sex differences in self-esteem.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

47. Why do sex differences in self-esteem narrow during the high school years? a. girls‘ self-esteem increases b. boys‘ self-esteem increases c. girls‘ self-esteem decreases d. boys‘ self-esteem decreases Answer: b Difficulty Level: Moderate Topic: Self-Esteem Learning Objective: 10.3.6 Discuss sex differences in self-esteem.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

48. Which facet of self-esteem tends to show a larger sex difference than the others? a. athletic self-esteem b. academic self-esteem c. appearance self-esteem d. artistic self-esteem Answer: c Difficulty Level: Moderate Topic: Self-Esteem Learning Objective: 10.3.6 Discuss sex differences in self-esteem.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

49. About __________ more men than women fit the diagnosis for narcissistic personality disorder. a. 10% b. 20% c. 40% d. 60% Answer: d Difficulty Level: Moderate Topic: Self-Esteem Learning Objective: 10.3.6 Discuss sex differences in self-esteem.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

50. Denise, an attractive undergraduate, walked up to a random male student and said, ―Hi, I‘ve been noticing you around campus lately, and I find you very attractive. Would you have sex with me tonight?‖ Based on ample research evidence, what is the man most likely to say? a. ―I don‘t think I should.‖ b. ―Sorry, but I don‘t even know you.‖ c. ―No, I don‘t want to.‖ d. ―Sure thing; absolutely.‖ Answer: d Difficulty Level: Moderate Topic: Sexual Behaviors and Attitudes Learning Objective: 10.3.7 Describe sex differences in sexual behaviors and attitudes.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

51. A meta-analysis of sex differences in sexual behaviors and attitudes found that the largest sex difference was related to __________. a. number of sex partners b. consumption of pornography c. masturbation d. frequency of premarital sex Answer: b Difficulty Level: Moderate Topic: Sexual Behaviors and Attitudes Learning Objective: 10.3.7 Describe sex differences in sexual behaviors and attitudes.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

52. A survey of 18- to 26-year-olds found that __________ of young men and __________ of young women reported using pornography. a. 15%; 75% b. 31%; 87% c. 87%; 31% d. 75%; 15% Answer: c Difficulty Level: Moderate Topic: Sexual Behaviors and Attitudes Learning Objective: 10.3.7 Describe sex differences in sexual behaviors and attitudes.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

53. How do women and men compare on most dimensions of sexual attitudes and sexual behaviors? a. Women and men differ only slightly on most dimensions. b. Men are more conservative than women in their sexual behavior and their sexual attitudes. c. Women are vastly different from men in their sexual attitudes but not their sexual behaviors. d. On most dimensions, men and women differ to a great extent.

Answer: a Difficulty Level: Moderate Topic: Sexual Behaviors and Attitudes Learning Objective: 10.3.7 Describe sex differences in sexual behaviors and attitudes.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

54. On average, men said they wanted at least __________ sex partners during their lives. a. 5 b. 18 c. 23 d. 35 Answer: b Difficulty Level: Easy Topic: Sexual Behaviors and Attitudes Learning Objective: 10.3.7 Describe sex differences in sexual behaviors and attitudes.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55. On average, women said they wanted __________ sex partners during their lives. a. two or three b. four or five c. seven or eight d. nine or ten Answer: b Difficulty Level: Easy Topic: Sexual Behaviors and Attitudes Learning Objective: 10.3.7 Describe sex differences in sexual behaviors and attitudes.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

56. In a poll of college students, what percentage of men reported that they intended to settle down with one mutually exclusive sexual partner in the future? a. 99% b. 86% c. 64% d. 47% Answer: a Difficulty Level: Easy Topic: Sexual Behaviors and Attitudes Learning Objective: 10.3.7 Describe sex differences in sexual behaviors and attitudes.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57. What pattern describes sex differences in general mathematics ability over the past several decades? a. Sex differences have decreased significantly over time, to the point of virtually identical performance by women and men. b. Sex differences have remained stable over this time period, with men outscoring women on virtually all measures of mathematics ability. c. Sex differences have widened over time; women now outperform men by a moderate to large degree. d. Sex differences have remained stable over this time period, with women outscoring men on virtually all measures of mathematics ability.

Answer: a Difficulty Level: Easy Topic: Cognitive Abilities Learning Objective: 10.3.8 Describe how sex differences impact cognitive abilities.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

58. The largest sex difference in cognitive skills is seen in the area of __________. a. spatial abilities b. vocabulary c. mathematics ability d. reading skills Answer: a Difficulty Level: Difficult Topic: Cognitive Abilities Learning Objective: 10.3.8 Describe how sex differences impact cognitive abilities.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

59. Jenelle is giving her husband directions. Based on what you know about the differences between males and females, Jenelle is likely to __________ when finding the way to the new restaurant. a. use landmarks b. use vectors c. only use a map d. go by sight Answer: a Difficulty Level: Difficult Topic: Cognitive Abilities Learning Objective: 10.3.8 Describe how sex differences impact cognitive abilities.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

60. Generally, how large are sex differences in language arts?

a. nonexistent b. small c. moderate d. large Answer: b Difficulty Level: Difficult Topic: Cognitive Abilities Learning Objective: 10.3.8 Describe how sex differences impact cognitive abilities.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Short Answer Questions 61. Define sex in the context of personality research investigating differences among people.

Answer: Sex is a biological division of females and males based on chromosomes, genitals, and secondary sex characteristics.

Difficulty Level: Moderate Topic: Sex Versus Gender Learning Objective: 10.1 Distinguish between the terms sex and gender.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

62. What is the difference between genetics and biological attributes?

Answer: Genetics are the DNA living beings have at the time of conception. Biological attributes, such as height or brain activity, can be due to a combination of genetics and environmental factors.

Difficulty Level: Moderate Topic: Sex Versus Gender Learning Objective: 10.1 Distinguish between the terms sex and gender.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

63. How does testis-determining factor impact fetal development?

Answer: Testis-determining factor, or TDF, determines biological sex. It directs the early fetal development of testes, which produce male hormones such as testosterone, which in turn results in biologically based differences between the sexes.

Difficulty Level: Moderate Topic: The Origins of Gender Roles Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

64. To what do evolutionary psychologists attribute sex differences in sexuality, and why?

Answer: Evolutionary psychologists argue that many sex differences in sexuality occur due to fundamental differences in reproduction. Having a child is a much bigger investment for women; therefore, women should be more cautious about engaging in casual sex.

Difficulty Level: Difficult Topic: The Roles of Evolution and Culture Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

65. What is the basis of the ―women are wonderful‖ stereotype?

Answer: Compared to men, women are more agreeable, less impulsive, less aggressive, and less likely to take sexual advantage of someone else.

Difficulty Level: Difficult Topic: Leadership Learning Objective: 10.3.2 Explain how the sexes differ in leadership.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

66. What assumption did Lewis Terman and Catherine Cox Miles make in their assessment of masculinity and femininity, and how was that corrected in later measures?

Answer: Terman and Miles assumed that masculinity and femininity were endpoints on a single dimension, so it was not possible to score high on both. Later measures, such as the Personal Attributes Questionnaire, conceived of femininity and masculinity as two separate dimensions.

Difficulty Level: Moderate Topic: ―Masculinity‖ and ―Femininity‖ Learning Objective: 10.3.3 Understand how stereotypical masculinity and femininity have been defined and measured.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

67. What do gender-―neutral‖ toys look like?

Answer: Toys marketed as being for ―both boys and girls‖ are more similar in color to those aimed at boys than to toys aimed at girls. Neutral toys are often blue, green, or red, just like ―boy‖ toys.

Difficulty Level: Moderate Topic: Jobs and Hobbies Learning Objective: 10.3.4 Describe ways that sex differences influence preferences for jobs and hobbies.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

68. You have been accused of manspreading. What are you likely doing?

Answer: Manspreading is a term describing how men take up more physical space than women by sprawling over chairs, stretching their arms, or sitting with their legs spaced widely apart. Manspreading is more commonly known as body expansiveness.

Difficulty Level: Difficult Topic: Nonverbal Behaviors and Appearance Learning Objective: 10.3.5 Describe how sex differences are reflected by nonverbal behaviors and appearance.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

69. Imagine you are the parent of fraternal twins who are entering adolescence. What might you expect in terms of differences in how your son and daughter focus on their bodies?

Answer: Women are more likely than men to focus on how others view their physical appearance—a process known as self-objectification. On average, women focus on how their bodies look, whereas men focus on how their bodies perform (such as in sports).

Difficulty Level: Difficult Topic: Nonverbal Behaviors and Appearance Learning Objective: 10.3.5 Describe how sex differences are reflected by nonverbal behaviors and appearance.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

70. What evidence indicates that men generally have a stronger sex drive than women do?

Answer: Compared to women, men think about sex more often, desire sex more often, masturbate more often, consume pornography to a greater extent, and desire a greater number of lifetime sex partners.

Difficulty Level: Moderate Topic: Sexual Behaviors and Attitudes Learning Objective: 10.3.7 Describe sex differences in sexual behaviors and attitudes.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

Essay Questions 71. Which phrasing is more accurate, gender differences or sex differences?

Answer: A good answer would include the following key points:  Sex differences is usually the preferred terminology, because the implication is that differences between women and men are due to biology.  This terminology would be more accurate because most studies compare females and males, the two biologically based categories.  By comparison, gender differences implies that differences are due to culture.  The reality is that most differences are likely caused by a complex interplay between biology and culture.

Difficulty Level: Difficult Topic: Sex Versus Gender Learning Objective: 10.1 Distinguish between the terms sex and gender.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

72. Based on the lessons from the Bruce/Brenda/David case, what have we learned about the feasibility of arbitrarily raising a child as a girl or a boy?

Answer: A good answer would include the following key points:  Sex and gender cannot be changed at will and are not purely cultural constructs.  Some sex differences have biological origins, and trying to socialize a boy to be a girl (or vice versa) is an unrealistic pursuit.  More important in this case specifically, trying to raise a person as a girl who does not have a gender identity as a girl can have disastrous consequences.

Difficulty Level: Difficult Topic: Biology, Culture, and Their Interaction: Origins of Sex Differences Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

73. Explain how the social roles traditionally adopted by women and men are rooted in biologically based differences but are not biological themselves. What evolutionary forces were at work in these situations?

Answer: A good answer would include the following key points:  In early societies women gathered food and men hunted, in part because it was easier for women to combine their gathering role with their responsibilities during pregnancy, breastfeeding, and childcare.  These roles became ingrained in society and were culturally encouraged in children from a young age.  As such, biologically based differences between women and men (e.g., women can give birth and breastfeed, whereas men cannot) were subjected to evolutionary pressures (e.g., hunting and gathering to ensure survival) leading to differences in social roles.  These differences in roles are therefore rooted in biology but are not biological themselves.

Difficulty Level: Difficult Topic: The Roles of Evolution and Culture Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

74. How have the gender roles adopted by a young man growing up today shifted in comparison to the roles adopted by that young man‘s grandparents?

Answer: A good answer would include the following key points:  Men‘s gender roles have shifted considerably over the past several generations.  Men have entered traditionally female professions, such as nursing, serving as airline flight attendants, or working as elementary school teachers.  Men spend triple the time caring for children as the elder males in their family did.  Interpersonally, it is more acceptable for males to freely express caring traits, which stands in stark contrast to the stoic role adopted by males many generations ago.

Difficulty Level: Difficult Topic: Cultural Change and Cross-Cultural Variations in Sex Differences Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

75. How do women and men differ in their personality traits?

Answer: A good answer would include the following key points:  Women score higher than men do in neuroticism and agreeableness and slightly higher in extraversion.  On average, women are warmer, more outgoing, more anxious, and more sympathetic than men are.  Sex differences in openness to experience and conscientiousness vary depending on the facets being measured; women score higher on the aesthetics facet of openness, whereas men score higher on the ideas facet.  Extraversion also shows varying sex differences by facet; women score higher in warmth and gregariousness, and men score higher in assertiveness and excitement-seeking.

Difficulty Level: Difficult Topic: Big Five Personality Traits Learning Objective: 10.3.1 Describe sex differences in personality traits.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

76. What would nonoverlapping distributions of women‘s and men‘s scores on a given ability (e.g., verbal skills, personality traits, talkativeness) indicate about sex differences on that ability? How likely would this outcome be?

Answer: A good answer would include the following key points:  Nonoverlapping distributions would indicate that women and men are vastly different on the ability under consideration.  The sex difference would be huge, given that the highest-scoring men still fall below the lowest-scoring women (or vice versa).  This kind of difference is virtually nonexistent. Even large sex differences, such as height, show overlapping distributions of scores.

Difficulty Level: Difficult Topic: Big Five Personality Traits Learning Objective: 10.3.1 Describe sex differences in personality traits.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

77. You are debating with your friend that research into sex differences should actually focus on similarities between the sexes. You argue that women and men are more alike than they are different. What is your evidence for this position?

Answer: A good answer would include the following key points:  Women and men are more similar than they are different on the vast majority of psychological traits.  In an analysis of multiple studies comparing females and males on psychological traits, the average sex difference was d = .21, indicating relatively small differences overall.  Comparing women and men is not like comparing apples and oranges but rather like comparing apples and applesauce—the same basic stuff with a little variety here and there.

Difficulty Level: Difficult Topic: Big Five Personality Traits Learning Objective: 10.3.1 Describe sex differences in personality traits.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

78. Why have some researchers suggested that the ―women are wonderful‖ stereotype instead be called the ―women are wonderful when they are not in charge‖ effect?

Answer: A good answer would include the following key points:  The ―women are wonderful‖ stereotype refers to the constellation of women displaying more agreeableness, less impulsivity, less aggressiveness, and fewer duplicitous characteristics compared to men.  Women with more dominant personality traits, however, are often judged more harshly than men displaying the same power and dominance.  Ambitious women, more so than men, may have to choose between being respected but not liked or being liked but not respected.  This double bind places women at a disadvantage at every stage of work, from hiring to salary negotiations to promotions.

Difficulty Level: Difficult Topic: Leadership Learning Objective: 10.3.2 Explain how the sexes differ in leadership.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

79. By distinguishing femininity and masculinity as two independent dimensions, what do scores on the Personal Attributes Questionnaire (PAQ) reveal about a person‘s gender personality type?

Answer: A good answer would include the following key points:  Early measures of masculinity and femininity conceived of these constructs as endpoints of a single continuum.  By separating these dimensions, the PAQ allows a person to score high or low on each of them.  Scoring patterns on these two dimensions yield four general gender personality types.  A person low in both femininity and masculinity would be categorized as undifferentiated in her or his gender personality type.  A pattern of high masculinity and low femininity would result in a stereotypically masculine personality type.  The opposite pattern—high femininity and low masculinity—would result in a stereotypically feminine personality type.  Scoring high on both femininity and masculinity would be classified as androgynous.

Difficulty Level: Difficult Topic: ―Masculinity‖ and ―Femininity‖ Learning Objective: 10.3.3 Understand how stereotypical masculinity and femininity have been defined and measured.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

80. You and your partner are expectant parents. Based on what you know about sex differences in emotional expression, what can you anticipate if your baby is a girl? What can you anticipate if your baby is a boy?

Answer: A good answer would include the following key points:  Female babies and male babies do not differ in how much they cry, and at later developmental stages, the increase in heart rate after seeing emotional content is similar between women and men.  Girls and women do cry more often than do boys and men.  The stereotype that women are more emotional than men is true, especially in regard to expressing emotions.  However, women and men experience the same emotions to the same degree of intensity.

Difficulty Level: Difficult Topic: Nonverbal Behaviors and Appearance Learning Objective: 10.3.5 Describe how sex differences are reflected by nonverbal behaviors and appearance.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Revel Quiz Questions The following questions appear at the end of each module and at the end of the chapter in Revel for Personality Psychology: Understanding Yourself and Others, 2e.

End of Module Quiz 10.1 Sex Versus Gender EOM Q10.1.1 Which term refers to biological categories based on chromosomes and genitals?

a) sex b) gender Consider This: This term is also based on secondary sex characteristics. LO 10.1 Distinguish between the terms sex and gender.

c) homosexual Consider This: This term is also based on secondary sex characteristics. LO 10.1 Distinguish between the terms sex and gender.

d) transsexual Consider This: This term is also based on secondary sex characteristics. LO 10.1 Distinguish between the terms sex and gender.

Answer: a Learning Objective: 10.1 Distinguish between the terms sex and gender.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q10.1.2 Which term refers to roles and behavior caused by biology, culture, or both?

a) gender b) sex Consider This: This can also include cognitive abilities. LO 10.1 Distinguish between the terms sex and gender.

c) heterosexual Consider This: This can also include cognitive abilities. LO 10.1 Distinguish between the terms sex and gender.

d) transsexual Consider This: This can also include cognitive abilities. LO 10.1 Distinguish between the terms sex and gender.

Answer: a Learning Objective: 10.1 Distinguish between the terms sex and gender.

Difficulty Level: Easy Skill Level: Remember the Facts

EOM Q10.1.3 Hair length, clothing, and even careers are attributes of __________.

a) gender b) sex Consider This: Associations such as pink is a ―girl color‖ and blue is a ―boy color‖ fall into this as well. LO 10.1 Distinguish between the terms sex and gender.

c) heterosexuality Consider This: Associations such as pink is a ―girl color‖ and blue is a ―boy color‖ fall into this as well. LO 10.1 Distinguish between the terms sex and gender.

d) transsexuality Consider This: Associations such as pink is a ―girl color‖ and blue is a ―boy color‖ fall into this as well. LO 10.1 Distinguish between the terms sex and gender.

Answer: a Learning Objective: 10.1 Distinguish between the terms sex and gender.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q10.1.4 Female breasts and copious male facial hair are considered to be attributes of __________.

a) secondary sex characteristics b) gender differences Consider This: These are associated biological differences. LO 10.1 Distinguish between the terms sex and gender.

c) sexual orientation Consider This: These are associated biological differences. LO 10.1 Distinguish between the terms sex and gender.

d) primary sex characteristics Consider This: These are associated biological differences. LO 10.1 Distinguish between the terms sex and gender.

Answer: a Learning Objective: 10.1 Distinguish between the terms sex and gender.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q10.1.5 The term the authors prefer to use to describe average differences between males and females is __________.

a) sex differences b) gender differences Consider This: They regard this term as being more accurate since most studies compare males and females—the two biologically based categories. LO 10.1 Distinguish between the terms sex and gender.

c) gender identity Consider This: They regard this term as being more accurate since most studies compare males and females—the two biologically based categories. LO 10.1 Distinguish between the terms sex and gender.

d) sexuality Consider This: They regard this term as being more accurate since most studies compare males and females—the two biologically based categories. LO 10.1 Distinguish between the terms sex and gender.

Answer: a Learning Objective: 10.1 Distinguish between the terms sex and gender.

Difficulty Level: Moderate Skill Level: Understand the Concepts

End of Module Quiz 10.2 Biology, Culture, and Their Interaction: Origins of Sex Differences EOM Q10.2.1 People whose gender identity and biological sex are congruent are called __________.

a) cisgender b) transgender Consider This: This term means ―the same.‖ LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

c) homosexual Consider This: This term means ―the same.‖ LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

d) transsexual Consider This: This term means ―the same.‖ LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

Answer: a Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q10.2.2 Jamie‘s sex at birth was designated as male. But Jamie identifies herself as a woman. Jamie is __________.

a) transgender b) cisgender Consider This: Some of these people will choose sex reassignment surgery. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

c) homosexual Consider This: Some of these people will choose sex reassignment surgery. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

d) transsexual Consider This: Some of these people will choose sex reassignment surgery. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

Answer: a Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q10.2.3 Most experts agree today that one‘s gender role is influenced by __________.

a) a combination of biology, genetics, social roles, and culture b) primarily genetics Consider This: Gender identity is complex and multifaceted. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

c) primarily social roles and culture Consider This: Gender identity is complex and multifaceted. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

d) primarily biology Consider This: Gender identity is complex and multifaceted. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

Answer: a Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q10.2.4 Which of the following statements about evolution and culture as they relate to gender is true?

a) The social roles traditionally taken by men versus women are often rooted in biologically based differences. b) Only a few societies have men in positions of social power and assign different roles to men and women.

Consider This: Evolutionary psychology argues that many sex differences in personality and sexuality occur due to fundamental differences in reproduction. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

c) Biology and culture do not interact.

Consider This: Evolutionary psychology argues that many sex differences in personality and sexuality occur due to fundamental differences in reproduction. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

d) The social roles traditionally taken by men versus women are biological.

Consider This: Evolutionary psychology argues that many sex differences in personality and sexuality occur due to fundamental differences in reproduction. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

Answer: a Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Difficulty Level: Difficult Skill Level: Analyze It

EOM Q10.2.5 Which of the following statements about spatial ability is true?

a) Research has generally shown men are better than women at spatial ability. b) Research has generally shown women are better than men at spatial ability.

Consider This: Gender dynamics and evolution are complex and multifaceted. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

c) Boys have better spatial ability than girls, but by puberty the difference goes away.

Consider This: Gender dynamics and evolution are complex and multifaceted. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

d) Few sex differences exist in spatial ability.

Consider This: Gender dynamics and evolution are complex and multifaceted. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

Answer: a Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Difficulty Level: Difficult Skill Level: Analyze It

End of Module Quiz 10.3 Comparing Men and Women EOM Q10.3.1 Which three Big Five traits do women, on average, score higher on than men?

a) neuroticism, agreeableness, and extraversion b) conscientiousness, openness to experience, and extraversion Consider This: This combination would mean, on average, women are warmer, more outgoing, more anxious, and more sympathetic than men. LO 10.3.1 Describe sex differences in personality traits.

c) neuroticism, openness to experience, and extraversion Consider This: This combination would mean, on average, women are warmer, more outgoing, more anxious, and more sympathetic than men. LO 10.3.1 Describe sex differences in personality traits.

d) conscientiousness, agreeableness, and openness to experience Consider This: This combination would mean, on average, women are warmer, more outgoing, more anxious, and more sympathetic than men. LO 10.3.1 Describe sex differences in personality traits.

Answer: a Learning Objective: 10.3.1 Describe sex differences in personality traits.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q10.3.2 Data shows that sex differences in the Big Five personality traits tend to be __________.

a) small to moderate in size b) non-existent Consider This: Sex differences in the Big Five personality traits are considerably smaller than those in height. LO 10.3.1 Describe sex differences in personality traits.

c) large in scope and size Consider This: Sex differences in the Big Five personality traits are considerably smaller than those in height. LO 10.3.1 Describe sex differences in personality traits.

d) insignificant Consider This: Sex differences in the Big Five personality traits are considerably smaller than those in height. LO 10.3.1 Describe sex differences in personality traits.

Answer: a Learning Objective: 10.3.1 Describe sex differences in personality traits.

Difficulty Level: Difficult Skill Level: Analyze It

EOM Q10.3.3 More recent scales such as the Personal Attributes Questionnaire (PAQ) measure masculinity and femininity by using which of the following?

a) two different scales—one related to masculinity and one related to femininity b) one scale with masculinity on one continuum and femininity on the other Consider This: The PAQ focuses on stereotypical personality traits. LO 10.3.3 Understand how stereotypical masculinity and femininity have been defined and measured.

c) one scale that assesses sexual orientation Consider This: The PAQ focuses on stereotypical personality traits. LO 10.3.3 Understand how stereotypical masculinity and femininity have been defined and measured.

d) three different scales—masculinity, femininity, and sexual orientation Consider This: The PAQ focuses on stereotypical personality traits. LO 10.3.3 Understand how stereotypical masculinity and femininity have been defined and measured.

Answer: a Learning Objective: 10.3.3 Understand how stereotypical masculinity and femininity have been defined and measured.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q10.3.4 Which of the following statements related to sex differences and careers is true?

a) On average, men are more interested in things and women in people. b) On average, men are more interested in people and women in things.

Consider This: Many traditionally male professions such as car mechanic and engineer fit this profile of interest. LO 10.3.4 Describe ways that sex differences influence preferences for jobs and hobbies.

c) On average, men are more interested in careers and women in things.

Consider This: Many traditionally male professions such as car mechanic and engineer fit this profile of interest. LO 10.3.4 Describe ways that sex differences influence preferences for jobs and hobbies.

d) On average, men are more interested in things and women in careers.

Consider This: Many traditionally male professions such as car mechanic and engineer fit this profile of interest. LO 10.3.4 Describe ways that sex differences influence preferences for jobs and hobbies.

Answer: a Learning Objective: 10.3.4 Describe ways that sex differences influence preferences for jobs and hobbies.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q10.3.5 Which of the following statements regarding sex differences and emotions is true?

a) Girls and women cry more often than boys and men. b) Girls cry more often than boys but there are no differences in crying between women and men.

Consider This: Men and women experience the same emotions at the same intensity but express them differently. LO 10.3.5 Describe how sex differences are reflected by nonverbal behaviors and appearance.

c) Girls cry less often than boys but there are no differences in crying between women and men.

Consider This: Men and women experience the same emotions at the same intensity but express them differently. LO 10.3.5 Describe how sex differences are reflected by nonverbal behaviors and appearance..

d) Girls and boys cry about the same amount, but there are substantial differences in crying between women and men.

Consider This: Men and women experience the same emotions at the same intensity but express them differently. LO 10.3.5 Describe how sex differences are reflected by nonverbal behaviors and appearance.

Answer: a Learning Objective: 10.3.5 Describe how sex differences are reflected by nonverbal behaviors and appearance.

Difficulty Level: Difficult Skill Level: Analyze It

Chapter Quiz: Gender and Personality EOC Q10.1 What is the difference between sex and gender?

a) Sex refers to biological categories while gender refers to roles and behaviors. b) There is no difference in meaning.

Consider This: These terms are often used synonymously but they are considered to be different in the social sciences. LO 10.1 Distinguish between the terms sex and gender.

c) Sex refers to the social role derived from someone‘s gender.

Consider This: These terms are often used synonymously but they are considered to be different in the social sciences. LO 10.1 Distinguish between the terms sex and gender.

d) Sex refers to preferences for sexual partners while gender refers to being male or female.

Consider This: These terms are often used synonymously but they are considered to be different in the social sciences. LO 10.1 Distinguish between the terms sex and gender.

Answer: a Learning Objective: 10.1 Distinguish between the terms sex and gender.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q10.2 Sex differences in actual genes are minimal with which of the following being the main difference chromosomally between females and males?

a) Females have two X chromosomes; males have one X and one Y chromosome. b) Females have two Y chromosomes; males have two X chromosomes.

Consider This: Females and males differ in one way. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

c) Females have one X and one Y chromosome; males have two Y chromosomes.

Consider This: Females and males differ in one way. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

d) Females have two Y chromosomes; males have one X and one Y chromosome.

Consider This: Females and males differ in one way. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

Answer: a Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q10.3 The testis-determining factor determines sex by directing the testes to develop testosterone, which begins differences such as a tendency for males to be more __________.

a) aggressive b) sensitive Consider This: Correlational studies do not prove if testosterone causes this trait or if this trait causes more testosterone. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

c) tender Consider This: Correlational studies do not prove if testosterone causes this trait or if this trait causes more testosterone. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

d) nurturing Consider This: Correlational studies do not prove if testosterone causes this trait or if this trait causes more testosterone. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

Answer: a Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q10.4 Which of the following is a gender role that appears to be more universal across cultures?

a) women caring for children b) men having shorter hair Consider This: Gender is complex and multifaceted. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

c) women being the breadwinner Consider This: Gender is complex and multifaceted. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

d) men being more expressive emotionally Consider This: Gender is complex and multifaceted. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

Answer: a Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q10.5 Which of the following statements is true regarding gender and education in the United States today?

a) Women earn the majority of college degrees. b) Men earn the majority of college degrees.

Consider This: Gender roles change over time. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

c) Women earn more bachelor‘s degrees, but men earn more master‘s and doctoral degrees.

Consider This: Gender roles change over time. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

d) Men earn more bachelor‘s degrees, but women earn more master‘s and doctoral degrees.

Consider This: Gender roles change over time. LO 10.2 Explain how biology, culture, and their interaction shape sex differences.

Answer: a Learning Objective: 10.2 Explain how biology, culture, and their interaction shape sex differences.

Difficulty Level: Easy Skill Level: Remember the Facts EOC Q10.6 Which sex difference has been verified by research?

a) Men are more aggressive than women. b) Men are better at math than women.

Consider This: The average sex difference in this is moderate in size. LO 10.3 Describe sex differences in personality traits.

c) Women are better caregivers than men.

Consider This: The average sex difference in this is moderate in size. LO 10.3 Describe sex differences in personality traits.

d) Women are too emotional for leadership positions.

Consider This: The average sex difference in this is moderate in size. LO 10.3 Describe sex differences in personality traits.

Answer: a Learning Objective: 10.3 Describe sex differences in personality traits.

Difficulty Level: Difficult Skill Level: Analyze It

EOC Q10.7 On which Big Five trait do women and men differ the most, on average?

a) neuroticism b) conscientiousness Consider This: Sex differences in the Big Five are typically small. LO 10.3 Describe sex differences in personality traits.

c) openness to experience Consider This: Sex differences in the Big Five are typically small. LO 10.3 Describe sex differences in personality traits.

d) extraversion Consider This: Sex differences in the Big Five are typically small. LO 10.3 Describe sex differences in personality traits.

Answer: a Learning Objective: 10.3 Describe sex differences in personality traits.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q10.8 What does the data show regarding sex differences and leadership?

a) Women perform slightly better as leaders in most areas. b) Men perform slightly better as leaders in most areas.

Consider This: Cultural change has also had its effects; between the 1960s and the 2010s, the sex difference in perceptions of leader effectiveness, which once heavily favored men, now favors women. LO 10.3.2 Explain how the sexes differ in leadership.

c) Women perform substantially better as leaders in most areas.

Consider This: Cultural change has also had its effects; between the 1960s and the 2010s, the sex difference in perceptions of leader effectiveness, which once heavily favored men, now favors women. LO 10.3.2 Explain how the sexes differ in leadership.

d) Men perform substantially better as leaders in most areas.

Consider This: Cultural change has also had its effects; between the 1960s and the 2010s, the sex difference in perceptions of leader effectiveness, which once heavily favored men, now favors women. LO 10.3.2 Explain how the sexes differ in leadership.

Answer: a Learning Objective: 10.3.2 Explain how the sexes differ in leadership.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q10.9 Terman and Miles wrote one of the earliest assessments of psychological masculinity and femininity with which assumption?

a) Masculinity and femininity were on the same scale. b) Masculinity and femininity were the same things.

Consider This: It was not possible to score high on both using their measure. LO 10.3.3 Understand how stereotypical masculinity and femininity have been defined and measured.

c) Masculinity and femininity were on the same scale along with sexual orientation.

Consider This: It was not possible to score high on both using their measure. LO 10.3.3 Understand how stereotypical masculinity and femininity have been defined and measured.

d) Masculinity and femininity were on different scales.

Consider This: It was not possible to score high on both using their measure. LO 10.3.3 Understand how stereotypical masculinity and femininity have been defined and measured.

Answer: a Learning Objective: 10.3.3 Understand how stereotypical masculinity and femininity have been defined and measured.

Difficulty Level: Moderate Skill Level: Apply What You Know EOC Q10.10 According to the text, there have been increases in which two professions that are focused on people but have previously been dominated by men?

a) doctors and lawyers b) teachers and engineers Consider This: About 50% of graduates in these programs are now women. LO 10.3.4 Describe ways that sex differences influence preferences for jobs and hobbies.

c) doctors and teachers Consider This: About 50% of graduates in these programs are now women. LO 10.3.4 Describe ways that sex differences influence preferences for jobs and hobbies.

d) nurses and doctors Consider This: About 50% of graduates in these programs are now women. LO 10.3.4 Describe ways that sex differences influence preferences for jobs and hobbies.

Answer: a Learning Objective: 10.3.4 Describe ways that sex differences influence preferences for jobs and hobbies.

Difficulty Level: Difficult Skill Level: Analyze It

EOC Q10.11 ―Neutral‖ toys are often ___________.

a) blue, green, or red b) red, pink, or purple Consider This: These colors are often the same as ―boy‖ toys. LO 10.3.4 Describe ways that sex differences influence preferences for jobs and hobbies.

c) black, blue, pink Consider This: These colors are often the same as ―boy‖ toys. LO 10.3.4 Describe ways that sex differences influence preferences for jobs and hobbies.

d) pink, blue, or yellow Consider This: These colors are often the same as ―boy‖ toys. LO 10.3.4 Describe ways that sex differences influence preferences for jobs and hobbies.

Answer: a Learning Objective: 10.3.4 Describe ways that sex differences influence preferences for jobs and hobbies.

Difficulty Level: Difficult Skill Level: Analyze It EOC Q10.12 Chad and Melinda are sitting together on the couch, but Chad appears to be taking up much more space with his legs spread apart and his arms spread out on the back of the couch. The space consumed by Chad compared to Melinda is known as __________.

a) body expansiveness b) stereotypical margins Consider This: Male behavior related to space is often called ―manspreading.‖ LO 10.3.5 Describe how sex differences are reflected by nonverbal behaviors and appearance.

c) sexism Consider This: Male behavior related to space is often called ―manspreading.‖ LO 10.3.5 Describe how sex differences are reflected by nonverbal behaviors and appearance.

d) territory marking Consider This: Male behavior related to space is often called ―manspreading.‖ LO 10.3.5 Describe how sex differences are reflected by nonverbal behaviors and appearance.

Answer: a Learning Objective: 10.3.5 Describe how sex differences are reflected by nonverbal behaviors and appearance.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q10.13 Research shows women are more focused on how others view their physical appearance. This is known as __________.

a) self-objectification b) vanity Consider This: On average, women focus on how their bodies look, and men on how their bodies perform (such as in sports). LO 10.3.5 Describe how sex differences are reflected by nonverbal behaviors and appearance.

c) narcissism Consider This: On average, women focus on how their bodies look, and men on how their bodies perform (such as in sports). LO 10.3.5 Describe how sex differences are reflected by nonverbal behaviors and appearance.

d) self-delusion Consider This: On average, women focus on how their bodies look, and men on how their bodies perform (such as in sports). LO 10.3.5 Describe how sex differences are reflected by nonverbal behaviors and appearance.

Answer: a Learning Objective: 10.3.5 Describe how sex differences are reflected by nonverbal behaviors and appearance.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q10.14 Which of the following statements regarding the origins of men‘s and women‘s self-esteem is true?

a) For women, feeling accepted by their fathers was most important for their self-esteem and adjustment, but for men, feeling accepted by their mothers was most important. b) For women, feeling accepted by both their fathers and mothers was most important for their self-esteem and adjustment, but for men, feeling accepted by their mothers was most important.

Consider This: One study of people across 23 cultures examined links between self-esteem and how much participants felt accepted by their parents as children. LO 10.3.6 Discuss sex differences in self-esteem.

c) For women, feeling accepted by their mothers was most important for their self-esteem and adjustment, but for men, feeling accepted by their fathers was most important.

Consider This: One study of people across 23 cultures examined links between self-esteem and how much participants felt accepted by their parents as children. LO 10.3.6 Discuss sex differences in self-esteem.

d) For women, feeling accepted by their fathers was most important for their self-esteem and adjustment, but for men, feeling accepted by both their fathers and mothers was most important.

Consider This: One study of people across 23 cultures examined links between self-esteem and how much participants felt accepted by their parents as children. LO 10.3.6 Discuss sex differences in self-esteem.

Answer: a Learning Objective: 10.3.6 Discuss sex differences in self-esteem.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q10.15 Which of the following statements regarding gender and math ability is true?

a) Recent studies show few sex differences in basic math assessments. b) On average, women now score consistently higher on basic math assessments than men.

Consider This: Differences have often been exaggerated in the media. LO 10.3.8 Describe how sex differences impact cognitive abilities.

c) The gender gap in math has widened over the last two decades.

Consider This: Differences have often been exaggerated in the media. LO 10.3.8 Describe how sex differences impact cognitive abilities.

d) Studies show that differences in math abilities appear to be rooted in biology and genetics.

Consider This: Differences have often been exaggerated in the media. LO 10.3.8 Describe how sex differences impact cognitive abilities.

Answer: a Learning Objective: 10.3.8 Describe how sex differences impact cognitive abilities.

Difficulty Level: Difficult Skill Level: Analyze It

TOTAL ASSESSMENT Chapter 11 Culture and Personality Multiple Choice Questions GUIDE 1. __________ are rules for behavior within a society.

Learning Remember Understand the Apply What a. Cross-cultural differences Objective the Facts Concepts You Know Analyze It b. Sex differences 13, 15, 18 10, 11, 12, 16 14, 19 17, 20 Learning c. Social norms Multiple Choice Objective 11.1 d. Personality dimensions Short Answer 62, 63 Answer: c Essay 71, 72, 73 Difficulty Level: Easy 22, 30, 32, 33, 21, 28, 29, 38, 24, 25, 26, 27, Learning Topic: IntroductionMultiple Choice 45, 46 39, 41, 42, 43, 34, 35, 40, 48 Objective 11.2 Learning Objective: None 44, 47 Skill Level: Remember the Facts Short Answer 65, 66 64, 67 themes in psychology.

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching Essay 74, 75, 76, 77, 2. Culture refers to the customs, values, and __________ characteristic of a78 nation, an ethnicity group, a class, or a time period.

Multiple 51, 53, 55, 56, 50, 52, 58, 59 49, 54 Learning a. genetics Choice 57, 60 Objective 11.3 b. behaviors Short Answer 68 69 70 c. economics Essay 79 80 d. geography Answer: b Difficulty Level: Easy Topic: Introduction Learning Objective: None Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3. In psychological science, what does the acronym WEIRD stand for? a. ―weigh each individual‘s recognized differences‖ b. wait-evaluate-interview-repeat-demonstrate c. watch/enter/interrogate/review/dismiss d. Western, educated, industrialized, rich, democratic Answer: d Difficulty Level: Moderate Topic: Introduction Learning Objective: None Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4. Why can WEIRD research participants be problematic? a. They are difficult to identify and therefore are under-represented in most research studies. b. They tend to score higher on extraversion and lower on neuroticism than the general population. c. Their behaviors and experiences are likely to be unrepresentative of human beings overall. d. They generally don‘t participate in personality research studies.

Answer: c Difficulty Level: Moderate Topic: Introduction Learning Objective: None Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

5. Which group represents a culture within a culture? a. Lithuanian Americans b. office workers c. Brazilians d. children Answer: a Difficulty Level: Moderate Topic: Introduction Learning Objective: None Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

6. How are the dimensions of social class, income level, and education level combined into a single cultural measure? a. They are all aspects of a person‘s birth cohort. b. These are the basic elements of a culture. c. These dimensions, when combined, represent socioeconomic status. d. They help to define the breakpoints between one generation and another.

Answer: c Difficulty Level: Moderate Topic: Introduction Learning Objective: None Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

7. Manny, Moe, and Jack were all born in 2002. They are part of the same __________. a. social status b. generation c. birth cohort d. socioeconomic status Answer: c Difficulty Level: Easy Topic: Introduction Learning Objective: None Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

8. Rebecca was born in 1981 and Timmy was born in 1996. Which statement about them is correct? a. They are in the same birth cohort. b. They are in the same birth cohort but not the same generation. c. They are not in the same birth cohort or generation. d. They are not in the same birth cohort but they are in the same generation.

Answer: d Difficulty Level: Difficult Topic: Introduction Learning Objective: None Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

9. How are generations defined? a. clearly, based on demographic changes that take place every 5 years b. arbitrarily, representing 15- to 20-year periods c. arbitrarily, changing from culture to culture d. arbitrarily, based on the start of significant historical events Answer: b Difficulty Level: Moderate Topic: Introduction Learning Objective: None Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

10. How do children learn the social norms of their culture? a. through extensive comparisons with other cultures b. through formal education in the school system c. through the process of socialization d. through trial and error Answer: c Difficulty Level: Difficult Topic: How Cultures Shape People Learning Objective: 11.1 Describe some of the reasons why personality might vary by culture.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

11. How do parent-child interactions in the United States differ from those in many Asian countries? a. Asian parents tend to ask children their preferences, whereas American parents tend to make decisions for their children. b. Asian parents tend to socialize their children explicitly, whereas American parents tend to let their children deduce social norms on their own. c. American parents tend to socialize their children explicitly, whereas Asian parents tend to let their children deduce social norms on their own. d. American parents tend to ask children their preferences, whereas Asian parents tend to make decisions for their children.

Answer: d Difficulty Level: Moderate Topic: How Cultures Shape People Learning Objective: 11.1 Describe some of the reasons why personality might vary by culture.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

12. What kind of comparisons are based on average variations across countries or world regions? a. cross-cultural differences b. biological differences c. socioeconomic differences d. personality differences Answer: a Difficulty Level: Easy Topic: How Cultures Shape People Learning Objective: 11.1 Describe some of the reasons why personality might vary by culture.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

13. The presence of large land mammals led Europeans toward an agricultural culture based on domestication of wildlife, rather than a hunting and gathering culture. This is an example of a cultural difference based on __________.

a. biology b. geography c. national borders d. language Answer: b Difficulty Level: Easy Topic: How Cultures Shape People Learning Objective: 11.1 Describe some of the reasons why personality might vary by culture.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14. Which of these situations represents collective action in service of meeting a social norm? a. Some construction workers decide to work overtime so they will be paid more than their coworkers. b. Three typists compete to see who can make the fewest errors in a 10-page document. c. Amish farmers work together to raise a barn in the spirit of cooperation and mutual support. d. A family of four decides to move from Wyoming to Arkansas.

Answer: c Difficulty Level: Difficult Topic: How Cultures Shape People Learning Objective: 11.1 Describe some of the reasons why personality might vary by culture.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

15. The physical items created within a given culture are called __________. a. cultural differences b. interpersonal yield c. social output d. cultural products Answer: d Difficulty Level: Easy Topic: How Cultures Shape People Learning Objective: 11.1 Describe some of the reasons why personality might vary by culture.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16. Which of these groups represents cultural output? a. song lyrics, TV shows, advertisements, or books from the same cultural setting b. the dominant personality traits of a nation‘s populace c. genetics, biology, and their interaction within a cultural context d. citizenship status in Belgium, Andorra, and Tuvalu Answer: a Difficulty Level: Moderate Topic: How Cultures Shape People Learning Objective: 11.1 Describe some of the reasons why personality might vary by culture.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

17. Why are cultural products often a better measure of cultural differences than comparing individuals from different cultures? a. Individuals usually don‘t consent to being studied, but products are always freely available. b. Individuals differ culturally but also differ in terms of genetics, traits, and idiosyncratic experiences. c. Cultural products represent individually crafted items, which reveal more about a person than traits or life experiences do. d. There are usually fewer cultural products than there are members of a culture, so a more focused comparison is available.

Answer: b Difficulty Level: Moderate Topic: How Cultures Shape People Learning Objective: 11.1 Describe some of the reasons why personality might vary by culture.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

18. The idea that culture shapes individuals and individuals shape culture is known as the __________ model. a. mutual constitution b. behavioral c. cognitive d. psychodynamic Answer: a Difficulty Level: Easy Topic: How Cultures Shape People Learning Objective: 11.1 Describe some of the reasons why personality might vary by culture.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19. Residents of the small country of Ruritania adopted the slogan, ―Put your own needs before the needs of others.‖" Over time this saying caught on, such that successive generations of Ruritanians became more individualistic than their forebears. This cultural change is an example of __________. a. cognitive revolution b. behavioral inhibition c. mutual constitution d. psychodynamic influence Answer: c Difficulty Level: Difficult Topic: How Cultures Shape People Learning Objective: 11.1 Describe some of the reasons why personality might vary by culture.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

20. Why is the mutual constitution model reciprocal in its formulation? a. Daily life influences the attributes of individuals in a cultural context. b. Individuals influence cultural values, but cultural values also influence individuals. c. Institutions and products influence the cultural values held by a group. d. Cultural values determine the products, life events, and characteristics of individuals in a culture.

Answer: b Difficulty Level: Difficult Topic: How Cultures Shape People Learning Objective: 11.1 Describe some of the reasons why personality might vary by culture.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

21. The cultural difference that has been studied the most is the relationship between __________ and __________.

a. the self; others b. mother; child c. father; child d. husband; wife Answer: a Difficulty Level: Moderate Topic: Cultural Differences in Individualism and Collectivism Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

22.A cultural system that prioritizes the needs of the self over the needs of others represents __________. a. collectivism b. Darwinism c. cognitivism d. individualism Answer: d Difficulty Level: Easy Topic: Cultural Differences in Individualism and Collectivism Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23. Socialist countries tend to look out for the welfare of all their citizens, valuing the needs of the whole above the needs of the one. Which cultural system is this philosophy aligned with? a. mutualism b. constructivism c. collectivism d. individualism Answer: c Difficulty Level: Moderate Topic: Cultural Differences in Individualism and Collectivism Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

24. Which cultural outlook would emphasize putting personal goals ahead of group goals? a. communalism b. individualism c. interdependency d. collectivism Answer: b Difficulty Level: Moderate Topic: Cultural Differences in Individualism and Collectivism Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

25. Which cultural outlook would emphasize defining one‘s identity as part of a larger unit? a. communalism b. individualism c. interdependency d. collectivism Answer: d Difficulty Level: Moderate Topic: Cultural Differences in Individualism and Collectivism Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

26. Donaldo has a collectivistic cultural outlook. When asked to describe himself, how might he respond? a. ―I am rugged and handsome.‖ b. ―I am the son of Maria and Marcello.‖ c. ―I am an outgoing, enthusiastic person.‖ d. ―I am 22 years old.‖ Answer: b Difficulty Level: Difficult Topic: Cultural Differences in Individualism and Collectivism Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

27. Ada has an individualistic cultural outlook. When asked about her personal attributes, how might she respond? a. ―I am Korean.‖ b. ―I‘m one of several brothers and sisters.‖ c. ―I‘m a no-nonsense go-getter.‖ d. ―I am my mother‘s daughter.‖ Answer: c Difficulty Level: Difficult Topic: Cultural Differences in Individualism and Collectivism Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

28. The U.S. government allowing citizens to be responsible for their own retirement finances rather than relying on Social Security benefits is an example of __________. a. individualism b. constructivism c. collectivism d. cognitivism Answer: a Difficulty Level: Moderate Topic: Cultural Differences in Individualism and Collectivism Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

29. Employees at a manufacturing plant begin each day by giving each other praise. This is an example of __________. a. collectivism b. constructivism c. individualism d. cognitivism Answer: a Difficulty Level: Moderate Topic: Cultural Differences in Individualism and Collectivism Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

30. __________ made an explicit link between individualism–collectivism and personality traits, arguing that the cultural context directly shaped the personality of individuals in a culture. a. David Kolb b. Harry Triandis c. Edward Thorndike d. John Watson Answer: b Difficulty Level: Easy Topic: Cultural Differences in Individualism and Collectivism Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31. What are attributions? a. stereotypes about a particular individual b. inferences about causality c. the basis of attitude formation d. unique characteristics of an individual Answer: b Difficulty Level: Moderate Topic: Cultural Differences in Attributions Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

32. Explaining a person‘s behavior by focusing on the individual and her or his personality is known as __________ attribution. a. fundamental b. interpersonal c. internal d. external Answer: c Difficulty Level: Easy Topic: Cultural Differences in Attributions Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33. An explanation for behavior focusing on the surrounding situation a person is in is known as __________ attribution. a. fundamental b. interpersonal c. internal d. external Answer: d Difficulty Level: Easy Topic: Cultural Differences in Attributions Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

34. Which statement represents Kira‘s internal attribution for Greg‘s behavior? a. ―He found himself in a difficult situation.‖ b. ―That‘s just the way Greg is.‖ c. ―The circumstances made him do it.‖ d. ―He‘s responding to societal pressures.‖ Answer: b Difficulty Level: Moderate Topic: Cultural Differences in Attributions Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

35. Which statement represents Chavo‘s external attribution for Chuck‘s behavior? a. ―He had no choice, given the situation.‖ b. ―He‘s lazy.‖ c. ―He‘s courageous.‖ d. ―He‘s an outgoing person.‖ Answer: a Difficulty Level: Moderate Topic: Cultural Differences in Attributions Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

36. If you were raised in an individualistic culture, how might you describe yourself compared with how your friends might describe you? a. You would refuse to describe yourself. b. You would describe yourself the same way that others would describe you. c. You would describe yourself a little more negatively than others would describe you. d. You would describe yourself a little more positively than others would describe you.

Answer: d Difficulty Level: Difficult Topic: Cultural Differences in Views of the Self Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

37. If you were raised in a collectivistic culture, how might your friends describe you compared with how you would describe yourself? a. Your friends would refuse to describe you. b. Your friends would describe you the same way that you would describe yourself. c. Your friends would describe you more negatively than you would describe yourself. c. Your friends would describe you more positively than you would describe yourself.

Answer: d Difficulty Level: Difficult Topic: Cultural Differences in Views of the Self Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

38. What does the term self-enhancement refer to? a. promoting one‘s own subculture at the expense of another b. holding unrealistically positive views of oneself and one‘s abilities c. a cultural system that values collective self-esteem d. making an internal attribution for personal failures Answer: b Difficulty Level: Easy Topic: Cultural Differences in Views of the Self Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

39. What term is used to describe a culture within a culture? a. cross-culture b. social culture c. cultural diversity d. subculture Answer: d Difficulty Level: Easy Topic: Cultural Differences in Views of the Self Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

40. Erick derives his self-esteem from the pride he feels in being an Albanian; in other words, he is an example of the concept of __________ self-esteem. a. mutual b. collective c. common d. shared Answer: b Difficulty Level: Easy Topic: Cultural Differences in Views of the Self Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

41. In the United States, __________ have the highest self-esteem on average when compared with whites. a. American Indians b. Latinos c. Asian Americans d. African Americans Answer: d Difficulty Level: Moderate Topic: Cultural Differences in Views of the Self Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

42. In the United States, __________ have the lowest self-esteem on average when compared with whites. a. American Indians b. Latinos c. Asian Americans d. African Americans Answer: c Difficulty Level: Moderate Topic: Cultural Differences in Views of the Self Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

43. What does the term relational mobility refer to? a. the shift from making an internal to an external attribution b. a progression from individual self-esteem to collective self-esteem c. the ease with which a person can move in and out of relationships d. a person‘s ability to move from one subculture to another Answer: c Difficulty Level: Moderate Topic: Cultural Differences in Views of the Self Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

44. In traditional collectivistic cultures, divorce is __________. a. four times as likely to occur than in an individualistic culture b. widely accepted c. twice as likely to occur than in an individualistic culture d. rare Answer: d Difficulty Level: Moderate Topic: Cultural Differences in Views of the Self Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

45. In the 1950s, __________ of American boys received one of the ten most popular names. a. one-half b. one-third c. two-thirds d. one-fourth Answer: b Difficulty Level: Easy Topic: Cultural Differences in Views of the Self Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

46. In the 1950s, __________ of girls received one of the ten most popular names. a. one-fourth b. one-half c. two-thirds d. three-fourth Answer: a Difficulty Level: Easy Topic: Cultural Differences in Views of the Self Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47. Participants in a research study were told to select a gift from a group of three green pens and one orange pen. Which gift were Americans more likely to select? a. one green pen b. two green pens c. the orange pen d. three green pens Answer: c Difficulty Level: Difficult Topic: Cultural Differences in Views of the Self Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

48. Based on her cultural background, who is most likely to see failure as an opportunity for improvement? a. Amber, a resident of London, England b. Sherri, a resident of Toronto, Ontario, Canada c. Fumiko, a resident of Osaka, Honshu, Japan d. Whitney, a resident of Butte, Montana Answer: c Difficulty Level: Difficult Topic: Cultural Differences in Views of the Self Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

49. When answering questions on a personality test, Francisco thinks about other men he knows and compares himself to them. What is Francisco relying on? a. reference-group effect b. perception of national character c. mutual constitution d. power distance Answer: a Difficulty Level: Difficult Topic: Challenges in Studying Personality Traits Across Cultures Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits and explain how researchers try to accurately assess these differences.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

50. People primarily compare themselves to __________. a. other people in other cultures b. other people in their own culture c. their imagined self d. their past selves Answer: b Difficulty Level: Moderate Topic: Challenges in Studying Personality Traits Across Cultures Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits and explain how researchers try to accurately assess these differences.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

51. Where were most personality questionnaires developed? a. Canada b. Great Britain c. France d. the United States Answer: d Difficulty Level: Easy Topic: Challenges in Studying Personality Traits Across Cultures Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits and explain how researchers try to accurately assess these differences.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

52. Why are perceptions of national character sometimes more accurate than self-reports from members of that culture? a. Perceptions of national character are based on a broader cultural viewpoint than are self-reports. b. National character doesn‘t change over time. c. National character is usually well established and agreed on, whereas self-reports lack reliability. d. Perceptions of national character are collected by combining many individual self-reports.

Answer: a Difficulty Level: Moderate Topic: Challenges in Studying Personality Traits Across Cultures Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits and explain how researchers try to accurately assess these differences.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

53. A common stereotype is that Americans are __________.

a. introverted b. extroverted c. neurotic d. conscientious Answer: b Difficulty Level: Easy Topic: Cultural Differences in Extraversion Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits and explain how researchers try to accurately assess these differences.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

54. Mario is a child who obeys his parents without question. What kind of culture might he be from? a. high power-distance b. low power-distance c. no power-distance d. medium power-distance Answer: a Difficulty Level: Difficult Topic: Cultural Differences in Extraversion Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits and explain how researchers try to accurately assess these differences.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

55. In the United States, who scores highest on extraversion? a. Native Americans b. Asian Americans c. white Americans d. black Americans Answer: c Difficulty Level: Easy Topic: Cultural Differences in Extraversion Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits and explain how researchers try to accurately assess these differences.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

56. White Americans score higher than __________ on the dominance facet of extraversion. a. Native Americans b. Asian Americans c. white Americans d. Hispanics Answer: b Difficulty Level: Easy Topic: Cultural Differences in Extraversion Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits and explain how researchers try to accurately assess these differences.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57. Black Americans score moderately higher than __________ on the sociability facet of extraversion. a. Native Americans b. Asian Americans c. white Americans d. Hispanics Answer: b Difficulty Level: Easy Topic: Cultural Differences in Extraversion Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits and explain how researchers try to accurately assess these differences.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

58. How do Americans and Canadians compare in their responses to self-report measures of personality? a. The average score on agreeableness is about the same in Canada as it is in the United States. b. The average score on extraversion is about the same in Canada as it is in the United States. c. The average score on agreeableness is a great deal higher in Canada than it is in the United States. d. The average score on extraversion is a great deal higher in Canada than it is in the United States.

Answer: a Difficulty Level: Moderate Topic: Cultural Differences in Agreeableness Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits and explain how researchers try to accurately assess these differences.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

59. Researchers investigated conscientiousness in 25 countries. In which country were bank clocks the most accurate? a. Germany b. Indonesia c. Switzerland d. Greece Answer: c Difficulty Level: Moderate Topic: Cultural Differences in Conscientiousness Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits and explain how researchers try to accurately assess these differences.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

60. The term __________ refers to a cultural system of rules that minimize ambiguity. a. uncertainty avoidance b. certainty avoidance c. uncertainty attribution d. certainty attribution Answer: a Difficulty Level: Easy Topic: Cultural Differences in Neuroticism Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits and explain how researchers try to accurately assess these differences.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Short Answer Questions 61. Define what social norms are, and provide an example of a norm.

Answer: Social norms are rules for behavior within a society. Examples include how to greet people, where you can smoke, and how punctual you need to be when meeting someone.

Difficulty Level: Moderate Topic: Introduction Learning Objective: None Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

62. What are cultural products?

Answer: Cultural products are the artifacts of a culture, such as song lyrics, television shows, advertisements, and books. Cultural products are useful for studying culture at a broad level.

Difficulty Level: Moderate Topic: How Cultures Shape People Learning Objective: 11.1 Describe some of the reasons why personality might vary by culture.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

63. What is the mutual constitution model?

Answer: The mutual constitution model is the idea that the way in which cultures shape individuals and individuals shape cultures.

Difficulty Level: Moderate Topic: How Cultures Shape People Learning Objective: 11.1 Describe some of the reasons why personality might vary by culture.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

64. Becca is a member of a collectivistic society. Knowing this, what can you predict about her values, goals, and behaviors?

Answer: Becca probably places the needs of others and her society first and endorses the idea that we need other people just as they need us.

Difficulty Level: Difficult Topic: Cultural Differences in Individualism and Collectivism Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

65. You read about a major bank robbery on both a United States news site and a Japanese news site. How might the focus of each story differ?

Answer: The U.S. news site is more likely to focus on the robber, mentioning her or his motivations, background, or traits. The Japanese news site, however, is more likely to focus on the situation, noting that the person was experiencing financial difficulties or had just been fired from a job.

Difficulty Level: Moderate Topic: Cultural Differences in Attributions Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

66. What type of attributions do members of individualistic cultures tend to make?

Answer: Individualistic cultural systems focus on the individual, leading members of those cultures to make internal attributions about a person‘s traits, dispositions, or choices.

Difficulty Level: Moderate Topic: Cultural Differences in Attributions Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

67. How are members of an individualistic culture likely to describe themselves?

Answer: Members of individualistic cultures are more likely than members of collectivistic cultures to describe the more positive aspects of themselves.

Difficulty Level: Difficult Topic: Cultural Differences in Views of the Self Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

68. What does the term ―perception of national character‖ refer to?

Answer: The term ―perception of national character‖ refers to people‘s descriptions of the typical member of a culture.

Difficulty Level: Moderate Topic: Challenges in Studying Personality Traits Across Cultures Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits and explain how researchers try to accurately assess these differences.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

69. What is power distance?

Answer: Power distance is a cultural system emphasizing formality and differences in power among people.

Difficulty Level: Moderate Topic: Cultural Differences in Extraversion Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits and explain how researchers try to accurately assess these differences.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

70. Barry scores high in extraversion. How would this likely affect his view of power distance?

Answer: People from countries that score high in extraversion tend to be lower in power distance. Barry would be unlikely to endorse formal hierarchies of power and status.

Difficulty Level: Difficult Topic: Cultural Differences in Extraversion Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits and explain how researchers try to accurately assess these differences.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Essay Questions 71. Evaluate the idea that cross-cultural differences arise from geography.

Answer: A good answer would include the following key points:  Some theorists have proposed that cross-cultural differences arise from geographical constraints such as terrain, climate, or other environmental characteristics.  This approach makes sense, as a variety of examples will attest.  A culture that develops within a gloomy, snowbound setting is likely to foster collectivism, as inhabitants realize the benefits of cooperating with one another to combat the harsh conditions of their climate.  Similarly, a culture that develops along a major seaport or river is likely to foster traits of extraversion, agreeableness, or conscientiousness, as inhabitants recognize the value of working well with others to the mutual benefit of all.  Rich farmland should promote cooperative motives, just as bleak deserts are likely to inspire an individualistic, nomadic lifestyle.  In short, many geographic differences could contribute to cross-cultural differences in personality, experience, or motives.

Difficulty Level: Difficult Topic: How Cultures Shape People Learning Objective: 11.1 Describe some of the reasons why personality might vary by culture.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

72. How do cultural products illustrate cross-cultural differences?

Answer: A good answer would include the following key points:  Cultural products can illustrate cross-cultural differences on a variety of dimensions.  By analyzing themes that emerge in a culture‘s writing, clothing styles, music, advertisements, media figures, or other artifacts, researchers can assess the degree to which cultural values (such as individualism or collectivism) or specific traits (such as extraversion or agreeableness) are present.  Cultural products often offer a more reliable measure of overall patterns, as they are based on long-term, large-scale trends, rather than the responses of specific individuals (which can be colored by genetics, experience, or motives) Difficulty Level: Difficult Topic: How Cultures Shape People Learning Objective: 11.1 Describe some of the reasons why personality might vary by culture.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

73. How does cultural change occur through the process of mutual constitution?

Answer: A good answer would include the following key points:  Cultural change can take place through mutual constitution, in which cultures and selves each cause one another.  For example, increasingly more people in American culture might give individualistic advice to their offspring, which in turn causes the next generation to be more individualistic.  People exist within a cultural context, and cultures arise from the interactions among individuals, so it makes sense that each shapes and influences the other.

Difficulty Level: Difficult Topic: How Cultures Shape People Learning Objective: 11.1 Describe some of the reasons why personality might vary by culture.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

74. You are from the United States and your friend Duc is from Vietnam. How might you differ in the way you would each finish the phrase, ―I am . . . ‖?

Answer: A good answer would include the following key points:  People from individualistic cultures are more likely to mention personal attributes when they finish the sentence ―I am . . .,‖ such as ―I am tall,‖ ―I am ambitious,‖ or ―I am amazing.‖  People from collectivistic cultures are more likely to mention group memberships and affiliations, such as ―I am a daughter,‖ ―I am Indonesian,‖ or ―I am a Teamster.‖  Individualism tends to separate the self from others, whereas collectivism tends to unite the self and others.

Difficulty Level: Difficult Topic: Cultural Differences in Individualism and Collectivism Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

75. How do individualistic and collectivistic societies differ in their attributional style? Provide an example.

Answer: A good answer would include the following key points:  Individualistic cultures focus more on the individual, leading members of those cultures to emphasize internal attributions.  When explaining why a neighbor hasn‘t mowed his lawn, a person from an individualistic culture might conclude ―because he‘s lazy.‖  Collectivistic cultures focus more on the surrounding situation, leading members of those cultures to emphasize external attributions.  When explaining why a neighbor hasn‘t mowed his lawn, a person from a collectivistic culture might conclude ―because his lawnmower is broken.‖ Difficulty Level: Difficult Topic: Cultural Differences in Attributions Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

76. How do self-assessments of self-esteem in individualistic cultures compare with those same assessments among people from collectivistic cultures? Use the United States and other countries that have been studied as examples.

Answer: A good answer would include the following key points:  People from individualistic cultures such as the United States have higher self-esteem than those from collectivistic cultures.  In one large international study, the residents of Serbia, Chile, and Israel reported the highest selfesteem, whereas residents of Japan scored the lowest, followed by Hong Kong, Bangladesh, and Taiwan.

Difficulty Level: Difficult Topic: Cultural Differences in Views of the Self Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

77. Define what a subculture is, and give three examples of subcultures within the United States.

Answer: A good answer would include the following key points:  A subculture is a culture within a culture. It is an identifiable group based on social class, geographic region, ethnicity, or some other distinguishing variable.  Examples of subcultures in the United States would include Southerners; Asian Americans; kids who listen to drone metal music; bikers; nudists; fans of steampunk; straightedge adherents; Game of Thrones fans; queer culture communities; military families; members of the upper class; bodybuilders; nerds, and so on.

Difficulty Level: Difficult Topic: Cultural Differences in Views of the Self Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

78. What is relationship mobility like in collectivistic cultures? Give an example of marriage and divorce.

Answer: A good answer would include the following key points:  In traditional collectivistic cultures, dating and divorce are both rare.  Such cultures often practice arranged marriages, so courtship, attraction, and other aspects of dating that are common in individualistic cultures are uncommon in collectivistic cultures.  Divorce is also less common than it is in individualistic cultures, because family relationships are tightly enmeshed.  Divorcing a spouse under these cultural circumstances is more than just separating from an individual; it reflects disrupting an entire family social system.

Difficulty Level: Difficult Topic: Cultural Differences in Views of the Self Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

79. You are a researcher exploring cultural differences on the Big Five personality dimensions. How can you get around reference-group effects?

Answer: A good answer would include the following key points:  One way to get around the problem of respondents relying on reference groups is to ask people to describe the typical member of a culture, known as perception of national character.  Although this technique actually measures stereotypes, it can offer an accurate description of the overall personality of a culture.  Self-reports, by comparison, are more likely to be swayed by comparisons to reference groups, as well as by an individual respondent‘s personal history.

Difficulty Level: Difficult Topic: Challenges in Studying Personality Traits Across Cultures Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits and explain how researchers try to accurately assess these differences.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

80. Why might people from individualistic cultures find personality to be a more useful and relevant concept compared to people from collectivistic cultures?

Answer: A good answer would include the following key points:  People from individualistic cultures may find the idea of ―personality‖ to be more useful, given their focus on internal attributions, heightened self-esteem, and greater self-focus in general.  ―She‘s just like that‖ or ―he‘s an extravert‖ are useful shorthand statements to summarize the complex interplay of personal qualities, genetics, and environmental forces, and these assessments are consistent with an individualistic focus.  People from collectivistic cultures are more likely to believe that roles or duties describe people better than personality traits do, and they recognize that behavior will differ depending on the situation.  As such, shortcut reliance on trait descriptors should be less prevalent in these cultural settings.

Difficulty Level: Difficult Topic: Challenges in Studying Personality Traits Across Cultures Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits and explain how researchers try to accurately assess these differences.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

Revel Quiz Questions The following questions appear at the end of each module and at the end of the chapter in Revel for Personality Psychology: Understanding Yourself and Others, 2e.

End of Module Quiz 11.1 How Cultures Shape People EOM Q11.1.1 Artifacts of a culture, such as television shows are referred to as __________.

a) cultural products b) social norms Consider This: These convey cultural messages about proper behavior. LO 11.1 Describe some of the reasons why personality might vary by culture.

c) cultural liabilities Consider This: These convey cultural messages about proper behavior. LO 11.1 Describe some of the reasons why personality might vary by culture.

d) propaganda Consider This: These convey cultural messages about proper behavior. LO 11.1 Describe some of the reasons why personality might vary by culture.

Answer: a Learning Objective: 11.1 Describe some of the reasons why personality might vary by culture.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q11.1.2 Cultural differences are usually viewed in terms of __________.

a) people and what they produce as their cultural artifacts b) socioeconomic comparisons Consider This: Cultural products are examples. LO 11.1 Describe some of the reasons why personality might vary by culture.

c) birth cohorts versus generational changes Consider This: Cultural products are examples. LO 11.1 Describe some of the reasons why personality might vary by culture.

d) collectivism rather than individualism Consider This: Cultural products are examples. LO 11.1 Describe some of the reasons why personality might vary by culture.

Answer: a Learning Objective: 11.1 Describe some of the reasons why personality might vary by culture.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q11.1.3 The __________ shows us how culture shapes individuals and individuals shape culture.

a) mutual constitution model b) classical conditioning model Consider This: Cultural differences are viewed in terms of people. LO 11.1 Describe some of the reasons why personality might vary by culture.

c) operant conditioning model Consider This: Cultural differences are viewed in terms of people. LO 11.1 Describe some of the reasons why personality might vary by culture.

d) self-determination model Consider This: Cultural differences are viewed in terms of people. LO 11.1 Describe some of the reasons why personality might vary by culture.

Answer: a Learning Objective: 11.1 Describe some of the reasons why personality might vary by culture.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q11.1.4 Throughout his youth, Raj was told he‘s unique and special and to ―believe in yourself and anything is possible.‖ He has also seen many movies supporting this theory. Now a young adult, Raj is known to be somewhat narcissistic and his life goal is to become rich. What does this example help to illustrate?

a) how cultural norms and beliefs might help shape personality and values b) how people are completely in control of who they are and what they do Consider This: Cultures and individuals constantly interact with each other. LO 11.1 Describe some of the reasons why personality might vary by culture.

c) how culture is separate from individual development Consider This: Cultures and individuals constantly interact with each other. LO 11.1 Describe some of the reasons why personality might vary by culture.

d) how narcissism is necessary for personal ambition Consider This: Cultures and individuals constantly interact with each other. LO 11.1 Describe some of the reasons why personality might vary by culture.

Answer: a Learning Objective: 11.1 Describe some of the reasons why personality might vary by culture.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q11.1.5 What do we definitely know about culture and individuals?

a) Cultures and individuals constantly interact with each other. b) Culture shapes individuals, but individuals have no influence on their culture.

Consider This: For example, progressively more people in American culture might give individualistic advice. LO 11.1 Describe some of the reasons why personality might vary by culture.

c) Individuals shape culture, but culture has no impact on individuals.

Consider This: For example, progressively more people in American culture might give individualistic advice. LO 11.1 Describe some of the reasons why personality might vary by culture.

d) Individuals and culture are completely separate and have no impact on each other.

Consider This: For example, progressively more people in American culture might give individualistic advice. LO 11.1 Describe some of the reasons why personality might vary by culture.

Answer: a Learning Objective: 11.1 Describe some of the reasons why personality might vary by culture.

Difficulty Level: Difficult Skill Level: Analyze It

End of Module Quiz 11.2 Cultural Differences in Individualism and Collectivism EOM Q11.2.1 __________ is a cultural system that favors the needs of the self over those of others and the society.

a) Individualism b) Collectivism Consider This: The United States is an example of this cultural system. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

c) Cross culturalism Consider This: The United States is an example of this cultural system. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

d) Cultural appropriation Consider This: The United States is an example of this cultural system. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Answer: a Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q11.2.2 __________ is a cultural system that places the needs of others and the society first.

a) Collectivism b) Individualism Consider This: Japan is an example of this cultural system. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

c) Cross culturalism Consider This: Japan is an example of this cultural system. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

d) Macroculture Consider This: Japan is an example of this cultural system. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Answer: a Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Difficulty Level: Easy Skill Level: Remember the Facts

EOM Q11.2.3 Brady is the star basketball player on his varsity high school team. When recently interviewed for the local news, he said his coach and parents‘ support was why he has done so well. This is considered an example of __________.

a) external attribution b) social attribution Consider This: This is an explanation for behavior focusing on the surrounding situation. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

c) affiliative attribution Consider This: This is an explanation for behavior focusing on the surrounding situation. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

d) internal attribution Consider This: This is an explanation for behavior focusing on the surrounding situation. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Answer: a Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q11.2.4 People from individualistic cultural systems tend to make __________ when considering the behavior of others.

a) internal attributions b) external attributions Consider This: People in individualistic cultures tend to focus on the person rather than the context. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

c) narcissistic attributions Consider This: People in individualistic cultures tend to focus on the person rather than the context. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

d) judgmental attributions Consider This: People in individualistic cultures tend to focus on the person rather than the context. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Answer: a Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q11.2.5 Which of the following statements regarding self-esteem and culture is true?

a) People from collectivistic cultures tend to have slightly lower self-esteem than those from individualistic cultures. b) People from individualistic cultures tend to have slightly lower self-esteem than those from collectivistic cultures.

Consider This: The need for self-enhancement in this cultural system isn‘t as strong. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

c) Women in collectivistic cultures have higher self-esteem on average than do women in individualistic cultures.

Consider This: The need for self-enhancement in this cultural system isn‘t as strong. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

d) Studies have found no reliable difference in self-esteem between individualistic and collectivistic cultures.

Consider This: The need for self-enhancement in this cultural system isn‘t as strong. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Answer: a Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Difficulty Level: Moderate Skill Level: Understand the Concepts

End of Module Quiz 11.3 Cultural Differences in the Big Five Personality Traits EOM Q11.3.1 What is one phenomenon that makes cross-cultural comparison difficult?

a) reference-group effect b) national pride Consider This: People tend to compare themselves to other people in the same culture. LO 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

c) location bias Consider This: People tend to compare themselves to other people in the same culture. LO 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

d) math Consider This: People tend to compare themselves to other people in the same culture. LO 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

Answer: a Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q11.3.2 Countries high in power distance also tend to measure lower in which Big Five trait?

a) extraversion b) agreeableness Consider This: Power distance is formal hierarchies of power and status. LO 11.3 Describe the crosscultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

c) neuroticism Consider This: Power distance is formal hierarchies of power and status. LO 11.3 Describe the crosscultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

d) conscientiousness Consider This: Power distance is formal hierarchies of power and status. LO 11.3 Describe the crosscultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

Answer: a Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q11.3.3 Which country‘s residents score highest in neuroticism?

a) Japan b) Sweden Consider This: Countries high in neuroticism tend to have more formal systems of rules that attempt to minimize cultural and situational ambiguity. LO 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

c) United States Consider This: Countries high in neuroticism tend to have more formal systems of rules that attempt to minimize cultural and situational ambiguity. LO 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

d) Russia Consider This: Countries high in neuroticism tend to have more formal systems of rules that attempt to minimize cultural and situational ambiguity. LO 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

Answer: a Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q11.3.4 __________ is when countries tend to have more formal systems of rules that attempt to minimize cultural and situational ambiguity.

a) Uncertainty avoidance b) Overreach Consider This: Countries high in neuroticism tend to have more formal systems of rules. LO 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

c) Power motive Consider This: Countries high in neuroticism tend to have more formal systems of rules. LO 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

d) Reference group effect Consider This: Countries high in neuroticism tend to have more formal systems of rules. LO 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

Answer: a Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q11.3.5 Which of the following statements regarding culture and openness to experience is true?

a) High socioeconomic status and more education tend to be associated with higher openness to experience. b) The United States measures highest among all other countries in openness to experience.

Consider This: Openness to experience is lower in more recent generations. LO 11.3 Describe the crosscultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

c) Openness to experience tends to be on the rise across cultures.

Consider This: Openness to experience is lower in more recent generations. LO 11.3 Describe the crosscultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

d) High-school students are now more likely to agree that ―finding meaning and purpose in life‖ is important.

Consider This: Openness to experience is lower in more recent generations. LO 11.3 Describe the crosscultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

Answer: a Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

Difficulty Level: Difficult Skill Level: Analyze It

Chapter Quiz: Culture and Personality EOC Q11.1 Europeans often greet each other with a kiss. This is an example of __________.

a) social norms b) internal attribution Consider This: These are rules for behavior in society. Chapter 11 Introduction

c) birth cohorts Consider This: These are rules for behavior in society. Chapter 11 Introduction

d) cultural products Consider This: These are rules for behavior in society. Chapter 11 Introduction Answer: a Learning Objective: Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q11.2 Children learn the social norms of their culture through __________.

a) socialization b) socioeconomic status Consider This: This is how they learn to become mature members of their society. LO 11.1 Describe some of the reasons why personality might vary by culture.

c) cross-cultural differences Consider This: This is how they learn to become mature members of their society. LO 11.1 Describe some of the reasons why personality might vary by culture.

d) genetics Consider This: This is how they learn to become mature members of their society. LO 11.1 Describe some of the reasons why personality might vary by culture.

Answer: a Learning Objective: 11.1 Describe some of the reasons why personality might vary by culture.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q11.3 In terms of the study of culture, songs by Taylor Swift would be known as __________.

a) cultural products b) residual artifacts Consider This: These convey beliefs of a culture. LO 11.1 Describe some of the reasons why personality might vary by culture.

c) collectivist propaganda Consider This: These convey beliefs of a culture. LO 11.1 Describe some of the reasons why personality might vary by culture.

d) residual products Consider This: These convey beliefs of a culture. LO 11.1 Describe some of the reasons why personality might vary by culture.

Answer: a Learning Objective: 11.1 Describe some of the reasons why personality might vary by culture.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q11.4 When it comes to attribution, which of the following statements is true?

a) Individualistic cultures tend to attribute actions to the person, while collectivistic cultures tend to attribute actions to the situation. b) Individualistic cultures tend to attribute actions to the situation, while collectivistic cultures attribute actions to the person.

Consider This: Individualistic cultures focus more on the person. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

c) Both individualistic and collectivistic cultures tend to attribute actions to the person.

Consider This: Individualistic cultures focus more on the person. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

d) Both individualistic and collectivistic cultures tend to attribute actions to the situation.

Consider This: Individualistic cultures focus more on the person. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Answer: a Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q11.5 __________ encourages more positive self-views and a view of the self as separate from others.

a) Individualism b) Collectivism Consider This: This promotes uniqueness. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

c) Neuroticism Consider This: This promotes uniqueness. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

d) Freudianism Consider This: This promotes uniqueness. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Answer: a Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q11.6 Jesse was driving when someone cut in front of her and sped away down the highway. Jesse assumed that person was probably late for work or in the middle of an emergency. Jesse‘s assessment is an example of a(n) __________.

a) external attribution b) internal attribution Consider This: This kind of thinking focuses more on context than the person. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

c) attribution error Consider This: This kind of thinking focuses more on context than the person. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

d) self-serving bias Consider This: This kind of thinking focuses more on context than the person. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Answer: a Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q11.7 Roland was driving when someone cut in front of him and sped away down the highway. Roland shook his head and muttered ―jerk‖ under his breath. ―Why are people so stupid?!‖ he said. Roland‘s assessment is an example of a(n) __________.

a) internal attribution b) self-serving bias Consider This: People in individualist cultures tend to make attributions such as Roland did. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

c) attribution error Consider This: People in individualist cultures tend to make attributions such as Roland did. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

d) external attribution Consider This: People in individualist cultures tend to make attributions such as Roland did. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Answer: a Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q11.8 What is self-enhancement?

a) unrealistically positive views of the self and personal abilities b) accurate views of the self and personal abilities Consider This: Self-enhancement is found to occur more frequently in individualistic cultures. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

c) views of the group that one belongs to that tend to create bias and prejudice Consider This: Self-enhancement is found to occur more frequently in individualistic cultures. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

d) a view of the self that is found to be consistent across cultures Consider This: Self-enhancement is found to occur more frequently in individualistic cultures. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Answer: a Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q11.9 What do the cultural products of individualistic cultures and collectivistic cultures convey?

a) Cultural products from individualistic cultures focus on the self, and those from collectivist cultures focus on the group. b) The cultural products of both cultural systems focus on the group rather than the individual.

Consider This: Cultural products consist of books, among other things. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

c) The cultural products of both cultural systems focus on the individual rather than the group.

Consider This: Cultural products consist of books, among other things. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

d) Cultural products from individualistic cultures focus on the group, and those from collectivist cultures focus on the self.

Consider This: Cultural products consist of books, among other things. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Answer: a Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Difficulty Level: Difficult Skill Level: Analyze It EOC Q11.10 __________ is a culture within a culture.

a) A subculture b) A generation Consider This: It is based on ethnicity, class, region, or some other variable. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

c) Collective self-esteem Consider This: It is based on ethnicity, class, region, or some other variable. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

d) An attribution Consider This: It is based on ethnicity, class, region, or some other variable. LO 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Answer: a Learning Objective: 11.2 Explain how individualistic and collectivistic cultures differ in self-views.

Difficulty Level: Easy Skill Level: Remember the Facts

EOC Q11.11 Dr. Dufton is interested in studying stereotypes and is asking participants in her study to describe the typical member of different cultures. She is measuring __________.

a) perceptions of national character b) reference group effects Consider This: This method can sometimes be more accurate in describing the overall personality of a culture. LO 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

c) social norms Consider This: This method can sometimes be more accurate in describing the overall personality of a culture. LO 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

d) cross-sectional perspectives Consider This: This method can sometimes be more accurate in describing the overall personality of a culture. LO 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

Answer: a Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q11.12 Which of the following Big Five traits has a substantial link to individualistic cultures?

a) extraversion b) agreeableness Consider This: This trait has a subfacet of dominance. LO 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

c) conscientiousness Consider This: This trait has a subfacet of dominance. LO 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

d) neuroticism Consider This: This trait has a subfacet of dominance. LO 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

Answer: a Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q11.13 The residents of the hypothetical country are higher on neuroticism compared to other countries. Given the cross-cultural research on neuroticism, which of the following factors is also likely to be present in it culture?

a) The culture has systems in place to avoid uncertainty and ambiguity. b) The culture tends to have flexible rules and inconsistent enforcement of laws.

Consider This: Japan is a culture that is higher in neuroticism. LO 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

c) The culture is high in extraversion.

Consider This: Japan is a culture that is higher in neuroticism. LO 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

d) The culture is also high in agreeableness.

Consider This: Japan is a culture that is higher in neuroticism. LO 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

Answer: a Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

Difficulty Level: Difficult Skill Level: Analyze It EOC Q11.14 What trend have researchers seen in regards to openness to experience?

a) Openness to experience tends to be lower in recent generations. b) Openness to experience tends to be higher in recent generations.

Consider This: This may be a result of a shift from intrinsic to extrinsic values. LO 11.3 Describe the crosscultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

c) Scores on tests of creative thinking have increased.

Consider This: This may be a result of a shift from intrinsic to extrinsic values. LO 11.3 Describe the crosscultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

d) Scores on tests of creative thinking have decreased for high school students but increased for college students.

Consider This: This may be a result of a shift from intrinsic to extrinsic values. LO 11.3 Describe the crosscultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

Answer: a Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

Difficulty Level: Difficult Skill Level: Analyze It

EOC Q11.15 Why is conscientiousness the most problematic of the Big Five traits to assess across cultures?

a) Reference-group effects seem to be the issue. b) People are not honest about their conscientiousness.

Consider This: Researchers find that behavioral measures do not line up well with self-reports. LO 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

c) There are no cultural differences in regards to conscientiousness.

Consider This: Researchers find that behavioral measures do not line up well with self-reports. LO 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

d) Conscientiousness cannot be measured.

Consider This: Researchers find that behavioral measures do not line up well with self-reports. LO 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

Answer: a Learning Objective: 11.3 Describe the cross-cultural and generational differences in the Big Five traits, and explain how researchers try to accurately assess these differences.

Difficulty Level: Difficult Skill Level: Analyze It

TOTAL ASSESSMENT Chapter 12 Multiple Choice QuestionsPersonality in the Workplace GUIDE 1. The term __________ refers to professions that a person might be interested in. a. vocational interests Learning Remember Understand Apply What b. human resources Objective the Facts the Concepts You Know Analyze It c. resource selections Learning Multiple Choice 2, 30, 31 1, 4, 9, 11, 12, 6, 7, 8, 10, 16, 3, 5 d. job requirements Objective 12.1 13, 14, 15, 18, 17, 23 Answer: a 19, 20, 21, 22, Difficulty Level: Easy 24, 25, 26, 27, Topic: Vocational Fit 28, 29, 32, 33, Learning Objective: 12.1 Understand the relationship between 34, 35,careers 36, 37 and personality.

Skill Level: Understand the Concepts Short Answer 64 61, 62, 63 APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

Essay 72 71, 73 Multiple 42, 43, 44, 48, characteristics 38, 39, 41, 49,is known 40, 46 2. Learning Matching a profession to anChoice individual‘s personality as making (a)45__________.

Objective 12.2 50, 51, 53 52 a. opportunity Short Answer 65, 66, 67, 68 b. interest c. vocational fit Essay 76, 77 74, 75 d. requirement Multiple Choice Learning 54, 55 56, 57, 58 Answer: c 12.3 Short Answer Objective 69 Difficulty Level: Easy Essay 78 79 Topic: Vocational Fit Learning Multiple Choice 60 59 Learning Objective: 12.1 Understand the relationship between Objective 12.4 Short Answer 70 careers and personality.

Skill Level: Remember the Facts Essay 80 APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3. How does a vocation differ from a job? a. Vocations pay better than jobs do. b. A job is some type of employment, but a vocation involves a strong calling to fulfill a career path. c. A vocation is a short-term pursuit, whereas a job is usually retained for a longer period. d. Jobs involve getting paid, but vocations are usually voluntary activities.

Answer: b Difficulty Level: Moderate Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

4. Finding a career path that brings a person meaning is the essence of establishing a __________. a. workplace role b. positive job structure c. job interest d. vocation Answer: d Difficulty Level: Easy Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

5. Which person would be least suited for a job as a researcher in the archives of a university library? a. Benny, who is high in extraversion b. Theresa, who is high in agreeableness c. Roxie, who is high in conscientiousness d. Arnold, who is low in neuroticism Answer: a Difficulty Level: Moderate Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

6. Maxwell has a PhD in Comparative Languages, is a former recipient of the Bon Prix de Langue from the Institute of Speech and Sound, and has been recognized as one of the few remaining speakers of Bwatoo, a dying language from the Solomon Islands. Maxwell‘s full-time job is teaching introductory French to high school students. How would most people view Maxwell‘s current occupation? a. Maxwell is likely to be satisfied with his employment situation. b. Maxwell needs more training to fulfill his job responsibilities. c. Maxwell is legitimately overqualified for his occupation. d. Maxwell has the appropriate amount of training necessary to perform his job duties.

Answer: c Difficulty Level: Moderate Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

7. Shirley dropped out of high school after her sophomore year. She took a few cosmetology classes at the local community college over a period of 5 years, while she bounced from job to job, usually after being fired. She recently turned down the job of hair sweeper at a local salon, arguing, ―I‘m much better than that!‖ What is Shirley demonstrating? a. vocational fit b. organizational commitment c. agreeableness d. perceived overqualification Answer: d Difficulty Level: Moderate Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

8. Which person is most likely to perceive herself as overqualified for a job? a. Carla, who is high in extraversion b. Sara, who is high in narcissism c. Bridgette, who is high in agreeableness d. Anita, who is high in conscientiousness Answer: b Difficulty Level: Easy Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

9. According to the Oregon Vocational Interest Scales, which career path fits an individual who is good at directing others? a. organization b. leadership c. production d. erudition Answer: b Difficulty Level: Moderate Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

10. Traci excels at telling other people what to do and directing their duties. According to the Oregon Vocational Interest Scales, which career path would suit her best? a. leadership b. erudition c. analysis d. creativity Answer: a Difficulty Level: Difficult Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

11. Which job is an individual who has followed a leadership career path (according to the Oregon Vocational Interest Scales) likely to have? a. physicist working for the federal government b. personal chef for an international banker c. upper management of a corporation d. dock worker in the shipyards Answer: c Difficulty Level: Easy Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

12. Based on the Oregon Vocational Interest Scales, which career path fits an individual who is proficient at coordinating large amounts of data or materials? a. organization b. analysis c. adventure d. erudition Answer: a Difficulty Level: Moderate Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

13. Which job is an individual who has followed an organization career path (according to the Oregon Vocational Interest Scales) likely to have?

a. truck driver b. nurse c. gardener d. budget planner Answer: d Difficulty Level: Moderate Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

14. According to the Oregon Vocational Interest Scales, which career path fits an individual who finds happiness in helping others? a. production b. creativity c. altruism d. adventure Answer: c Difficulty Level: Moderate Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

15. Which job is an individual who has followed an altruism career path (according to the Oregon Vocational Interest Scales) likely to have? a. nurse b. auto mechanic c. physicist d. artist Answer: a Difficulty Level: Moderate Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

16. Valentina is good at writing short stories. Which career path, according to the Oregon Vocational Interest Scales, would likely be a good fit for her? a. creativity b. erudition c. analysis d. organization Answer: a Difficulty Level: Difficult Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

17. Painter Salvador Dali likely would have followed the __________ career path, according to the Oregon Vocational Interest Scales. a. analysis b. altruism

c. creativity d. erudition Answer: c Difficulty Level: Moderate Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

18. An individual who is proficient in assessing information should follow the __________ career path, according to the Oregon Vocational Interest Scales. a. production b. analysis c. erudition d. organization Answer: b Difficulty Level: Difficult Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

19. Which job is an individual who has followed an analysis career path (according to the Oregon Vocational Interest Scales) likely to have? a. author b. librarian c. chemist d. budget planner Answer: c Difficulty Level: Moderate Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

20. An individual who is proficient in building things should follow the __________ career path, according to the Oregon Vocational Interest Scales. a. organization b. erudition c. production d. adventure Answer: c Difficulty Level: Moderate Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

21. Which job is an individual who has followed a production career path (according to the Oregon Vocational Interest Scales) likely to have? a. artist b. biologist c. counselor d. diesel mechanic

Answer: d Difficulty Level: Moderate Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

22. According to the Oregon Vocational Interest Scales, which career path fits an individual who enjoys risk and engaging in experiences? a. production b. adventure c. creativity d. erudition Answer: b Difficulty Level: Moderate Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

23. Sven, an avid outdoorsperson and survivalist, is likely to have followed the __________ career path as outlined by the Oregon Vocational Interest Scales. a. production b. altruism c. creativity d. adventure Answer: d Difficulty Level: Easy Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

24. According to the Oregon Vocational Interest Scales, which career path fits an individual who values gaining knowledge on many topics? a. analysis b. production c. organization d. erudition Answer: d Difficulty Level: Moderate Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

25. Which job is an individual who has followed an erudition career path (according to the Oregon Vocational Interest Scales) likely to have? a. police officer b. librarian c. accountant d. nurse Answer: b Difficulty Level: Moderate

Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

26. The organization career type on the Oregon Vocational Interest Scales is correlated with which Big Five personality trait? a. openness to experience b. neuroticism c. conscientiousness d. agreeableness Answer: c Difficulty Level: Moderate Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

27. The creativity career type on the Oregon Vocational Interest Scales is correlated with which Big Five personality trait? a. openness to experience b. extraversion c. conscientiousness d. neuroticism Answer: a Difficulty Level: Moderate Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

28. The analysis career type on the Oregon Vocational Interest Scales is correlated with which Big Five personality trait? a. agreeableness b. none of the Big Five traits c. openness to experience d. conscientiousness Answer: c Difficulty Level: Difficult Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

29. The production career type on the Oregon Vocational Interest Scales is correlated with which Big Five personality trait? a. conscientiousness b. agreeableness c. neuroticism d. none of the Big Five traits Answer: d Difficulty Level: Difficult Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

30. Which vocational interest inventory is based on six career types labeled realistic, investigative, artistic, social, enterprising, and conventional? a. Oregon Vocational Interest Scales b. Jung Typology test c. Holland scales d. Myers–Briggs Type Indicator Answer: c Difficulty Level: Easy Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31. Which of the following is a career type found on Holland‘s RIASEC? a. organization b. enterprising c. extraversion d. erudition Answer: b Difficulty Level: Easy Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

32. The enterprising dimension of the Holland scales is correlated with which Big Five dimension? a. openness to experience b. conscientiousness c. extraversion d. no correlation Answer: c Difficulty Level: Difficult Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

33. The social dimension of the Holland scales is correlated with which Big Five dimension? a. agreeableness b. neuroticism c. extraversion d. openness to experience Answer: a Difficulty Level: Difficult Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

34. The creativity career type on the Oregon Vocational Interest Scales is correlated with which Holland scale dimension? a. realistic b. enterprising c. erudition d. artistic Answer: d Difficulty Level: Moderate Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

35. The investigative dimension of the Holland scales is correlated with which Big Five dimension? a. conscientiousness b. openness to experience c. extraversion d. agreeableness Answer: b Difficulty Level: Difficult Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

36. The production career type on the Oregon Vocational Interest Scales is correlated with which Holland scale dimension? a. conventional b. realistic c. investigative d. social Answer: b Difficulty Level: Moderate Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

37. The adventure career type on the Oregon Vocational Interest Scales is correlated with which Holland scale dimension? a. realistic b. none c. enterprising d. social Answer: a Difficulty Level: Difficult Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

38. Research has shown that job satisfaction and job performance are __________. a. negatively correlated b. independent of one another c. positively correlated but more weakly than expected d. positively correlated and more strongly than expected Answer: c Difficulty Level: Moderate Topic: Job Satisfaction: What Traits Make You Happy at Work?

Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

39. Which of the Big Five personality dimensions is the best predictor of work performance? a. extraversion b. openness to experience c. agreeableness d. conscientiousness Answer: d Difficulty Level: Moderate Topic: Job Performance: What Traits Make for a Good Worker?

Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

40. In an occupation in which it is important to voice one‘s opinions, the __________ dimension of the Big Five would lead to better performance. a. agreeableness b. extraversion c. openness to experience d. conscientiousness Answer: b Difficulty Level: Difficult Topic: Job Performance: What Traits Make for a Good Worker?

Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

41. __________ is useful for jobs requiring creativity but could lead to dissatisfaction and poor performance in jobs comprising routine tasks. a. Openness to experience b. Agreeableness c. Extraversion d. Conscientiousness Answer: a Difficulty Level: Moderate Topic: Job Performance: What Traits Make for a Good Worker?

Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

42. The term __________ behavior is used to describe the behavior of a worker who does positive things for an organization beyond a defined job description. a. counterproductive workplace b. positive workplace c. organizational citizenship d. desired workplace Answer: c Difficulty Level: Easy Topic: Job Performance: What Traits Make for a Good Worker?

Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43. Organizing employee birthday celebrations and coaching the company‘s bocce ball team are examples of __________ behavior. a. counterproductive workplace b. positive workplace c. desired workplace d. organizational citizenship Answer: d Difficulty Level: Easy Topic: Job Performance: What Traits Make for a Good Worker?

Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

44. __________ behavior is evident in a work displaying unethical, illegal, or unwise workplace behaviors. a. Counterproductive workplace b. Organizational citizenship c. Negative workplace d. Substandard workplace Answer: a Difficulty Level: Easy Topic: Job Performance: What Traits Make for a Good Worker?

Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45. Which workplace behavior is an example of counterproductive workplace behavior? a. Samantha organizing a company kickball team b. Enrique and Susan planning the company‘s annual Christmas party c. Sarah Ann spreading an unfounded rumor about her boss d. Kenisha starting a Birthday Club so each employee will feel special on her or his birthday Answer: c Difficulty Level: Easy Topic: Job Performance: What Traits Make for a Good Worker?

Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

46. Dixon engages in counterproductive workplace behavior. He likely is low in __________ and __________. a. extraversion; openness to experience b. conscientiousness; agreeableness c. extraversion; leadership d. conscientiousness; creativity Answer: b Difficulty Level: Difficult Topic: Job Performance: What Traits Make for a Good Worker?

Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

47. High __________ and low __________ are personality traits that predict higher pay. a. conscientiousness; neuroticism b. neuroticism; conscientiousness c. openness to experience; agreeableness d. agreeableness; openness to experience Answer: a Difficulty Level: Moderate Topic: Compensation: What Traits Predict High Pay? Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

48. Across three large surveys, low agreeable men made __________ a year more than high agreeable men. a. $7,992 b. $9,772 c. $10,972 d. $12,792 Answer: b Difficulty Level: Difficult Topic: Compensation: What Traits Predict High Pay? Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49. How is leadership defined? a. the ability to motivate individuals to reach a shared goal b. the character trait of showing grace under pressure c. a role that emerges from situational forces d. the power to administer rewards and punishments Answer: a Difficulty Level: Moderate Topic: Leadership: What Personality Traits Make for a Good Leader?

Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

50. A(n) __________ leader is an individual who changes her or his organization in significant and fundamental ways. a. transformational b. emergent c. effective d. neurotic Answer: a Difficulty Level: Moderate Topic: Leadership: What Personality Traits Make for a Good Leader?

Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51. The capacity for a leader to rise in an organization is called __________ leadership. a. effective b. good c. evolving d. emergent Answer: d Difficulty Level: Easy Topic: Leadership: What Personality Traits Make for a Good Leader?

Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

52. What are the two forms that emergent leadership can take?

a. distinction and uniqueness b. dominance and prestige c. extraversion and neuroticism d. tyranny and mutation Answer: b: Difficulty Level: Easy Topic: Leadership: What Personality Traits Make for a Good Leader?

Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

53. __________ involves intimidating others to gain social status. a. Prestige b. Dominance c. Power d. Sway Answer: b Difficulty Level: Easy Topic: Leadership: What Personality Traits Make for a Good Leader?

Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

54. __________ is especially important for jobs that require face-to-face interactions with others, such as that of being a host in a restaurant. a. Neuroticism b. Conscientiousness c. Agreeableness d. Openness to experience Answer: c Difficulty Level: Easy Topic: What Traits Do Employers Want?

Learning Objective: 12.3 Describe the traits that are used to select good employees.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

55. Among the Big Five personality dimensions, __________ and __________ are not as important in job selection as the other dimensions, primarily because their necessity varies so much from one job to another. a. extraversion; openness to experience b. introversion; neuroticism c. extraversion; neuroticism d. introversion; openness to experience Answer: a Difficulty Level: Moderate Topic: What Traits Do Employers Want?

Learning Objective: 12.3 Describe the traits that are used to select good employees.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

56. Judy‘s résumé states that she has experience as a food server; however, she has only scooped popcorn in a movie theater. This is an example of __________. a. extensive image creation

b. slight image creation c. faking good d. being modest Answer: b Difficulty Level: Moderate Topic: The Use (and Possible Misuse) of Personality Tests Learning Objective: 12.3 Describe the traits that are used to select good employees.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

57. Jackie states on his résumé that he is proficient in programming the latest video graphics software, when in reality he has never heard of it. This is an example of __________. a. extensive image creation b. slight image creation c. tooting one‘s own horn d. fake good Answer: a Difficulty Level: Moderate Topic: The Use (and Possible Misuse) of Personality Tests Learning Objective: 12.3 Describe the traits that are used to select good employees.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

58. Questionnaire responses that paint oneself in a favorable light are known as __________. a. slight image creation b. extensive image creation c. image creation d. faking good Answer: d Difficulty Level: Moderate Topic: The Use (and Possible Misuse) of Personality Tests Learning Objective: 12.3 Describe the traits that are used to select good employees.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

59. __________ occurs when our challenges match our abilities and we become deeply engaged in what we are doing. a. Flow b. Progression c. Rhythm d. Flux Answer: a Difficulty Level: Moderate Topic: Finding Passion at Work Learning Objective: 12.4 Evaluate the role of passion and motivation at work.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

60. A state of having no motivation is known as __________. a. extrinsic motivation b. intrinsic motivation c. dystopia d. amotivation Answer: d Difficulty Level: Easy Topic: Finding Passion at Work Learning Objective: 12.4 Evaluate the role of passion and motivation at work.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Short Answer Questions 61. What is vocational fit, and what is an example of an appropriate vocational fit?

Answer: Vocational fit involves determining which profession suits a particular personality. An example might be matching the job of outdoor trail guide to someone high in adventure-seeking, or recommending an accounting job to someone high in conscientiousness.

Difficulty Level: Difficult Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

62. Describe the organization career path and list some of the items from the Oregon Vocational Interest Scales (ORVIS) that would be relevant to this dimension.

Answer: The organization career path involves organizing large amounts of data or materials. Items from ORVIS would include ―Keep track of a company‘s inventory‖ or ―Plan budgets.‖ Difficulty Level: Difficult Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

63. Describe the adventure career path and list some of the items from the Oregon Vocational Interest Scales (ORVIS) that would be relevant to this dimension.

Answer: The adventure career path involves having risky and engaging experiences. Items from ORVIS would include ―Survive in the wilderness‖ and ―Be a bounty hunter.‖ Difficulty Level: Difficult Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

64. Stanley is taking the Holland RIASEC scale. What career types does this scale measure?

Answer: Holland‘s RIASEC measures six career types: realistic, investigative, artistic, social, enterprising, and conventional. These types overlap with the Oregon Vocational Interest Scales (ORVIS) on all but the last ORVIS category of erudition.

Difficulty Level: Moderate Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

65. Veta demonstrates organizational citizenship behavior (OCB). What does that mean, and what is an example of such behavior?

Answer: Organizational citizenship behavior (OCB) involves doing positive things for an organization beyond a defined job. If Veta was a bookkeeper and maintained the company‘s records, that would be within the expectations of her position. If she also took it on herself to reorganize the employee lounge and create a master spreadsheet of employee birthdays, she would be showing OCB. Difficulty Level: Moderate Topic: Job Performance: What Traits Make for a Good Worker?

Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

66. Leadership involves two different skills. What are they?

Answer: In general, leadership involves two skills: emergent leadership, or the ability to become a leader in an organization, and effective leadership, or the ability to be a successful leader after the job has been attained.

Difficulty Level: Moderate Topic: Leadership: What Personality Traits Make for a Good Leader?

Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

67. Archie has demonstrated dominance in his leadership role. What does this mean?

Answer: Dominance involves intimidating others to gain social status. Dominance can involve many different behaviors, including emotional bullying, ruthlessness, or personal force.

Difficulty Level: Moderate Topic: Leadership: What Personality Traits Make for a Good Leader?

Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

68. How do dominant leaders and prestigious leaders differ in agreeableness?

Answer: Dominant leaders tend to be low in agreeableness, whereas prestigious leaders tend to be high in agreeableness.

Difficulty Level: Moderate Topic: Leadership: What Personality Traits Make for a Good Leader?

Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

69. If you were to administer a personality test following the U.S. Department of Labor guidelines, what would you have to keep in mind?

Answer: The U.S. Department of Labor specifies that personality tests should be for normal (rather than clinical) populations, the tests should not be inherently discriminatory, and they should be clearly related to job outcomes.

Difficulty Level: Difficult Topic: The Use (and Possible Misuse) of Personality Tests Learning Objective: 12.3 Describe the traits that are used to select good employees.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

70. You are intrinsically motivated to do a good job at work. What does this mean?

Answer: The term intrinsic motivation refers to acting on internalized motives such as maintaining self-esteem, meeting goals, and fulfilling core values. Pure intrinsic motivation involves true passion and joy in doing a job.

Difficulty Level: Moderate Topic: Finding Passion at Work Learning Objective: 12.4 Evaluate the role of passion and motivation at work.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

Essay Questions 71. Explain how personality can affect job performance and job satisfaction, and provide examples of personality mismatches that would affect these outcomes.

Answer: A good answer would include the following key points:  The fit between a job and a worker‘s personality characteristics is important in predicting job performance and job satisfaction.  An introvert might find it difficult to perform a service job that involves constant interaction with strangers.  Individuals high in openness to experience might find it challenging to work in jobs that offer little opportunity for creativity or personal expression.  People low in conscientiousness would find it difficult to perform well in jobs requiring planning and organization.

Difficulty Level: Difficult Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

72. Your friend Jimmy has been encouraged to take the Oregon Vocational Interest Scales (ORVIS) but does not think it will be a valid assessment. Based on what you know about the ORVIS, explain why Jimmy is mistaken.

Answer: A good answer would include the following key points:  Scales such as the Oregon Vocational Interest Scales (ORVIS) do not directly measure personality.  However, most people have their personality traits in mind when they think about which jobs might suit them. As such, vocational interest scales can be surprisingly accurate.  ORVIS suggests a range of careers that might fit different personality types, rather than indicating specific jobs.  In that regard, the fit between a general pattern of personality dimensions and a general occupational profile provides a more valid assessment process.

Difficulty Level: Difficult Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

73. How do the Oregon Vocational Interest Scales (ORVIS) overlap with measures of the Big Five personality dimensions and other measures of career paths? Why would this overlap be expected?

Answer: A good answer would include the following key points:  Many of the ORVIS categories are correlated with the Big Five and other vocational measures.  For example, leadership correlates with the Big Five trait of extraversion and with the Holland scale dimension of being enterprising.  Organization correlates with conscientiousness and Holland‘s conventional scale.  Altruism is related to agreeableness and the social dimension of the Holland measure.  Both creativity and analysis are correlated with openness to experience. Creativity is also correlated with the artistic dimension of the Holland scales, whereas analysis is correlated with the investigative dimension.  Neither production nor adventure correlate with the Big Five, but both correlate with the realistic subscale of Holland.  Erudition is related to openness to experience but has no counterpart on the Holland scales.  This overlap is to be expected, given that the goal of all these measures—ORVIS, Big Five, and Holland—is to identify a core set of traits that are related to the constructs in question. As such, there are only so many vocation-related traits to go around, leading to overlap in their conceptualization.

Difficulty Level: Difficult Topic: Vocational Fit Learning Objective: 12.1 Understand the relationship between careers and personality.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

74. How is job satisfaction related to job performance? What might account for their relationship?

Answer: A good answer would include the following key points:  Job satisfaction has been studied extensively, primarily because researchers assume that satisfied employees are also high-performing employees.  That would predict a large, positive correlation between these two variables.  However, research has shown that although performance and satisfaction are positively correlated, the relationship is weaker than might be expected.  Job satisfaction is partially determined by the nature of the job itself, which in turn means that some people will like some jobs better than others.

Difficulty Level: Difficult Topic: Job Satisfaction: What Traits Make You Happy at Work?

Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

75. How do the Big Five personality dimensions relate to job satisfaction?

Answer: A good answer would include the following key points:  Individuals high in conscientiousness are typically the most satisfied at their jobs, because they tend to find meaning in whatever they‘re doing.  Individuals high in extraversion or agreeableness also tend to be above average in job satisfaction, mainly because they get to interact with and help people in their jobs.  People high in neuroticism usually are the least satisfied, because they are not happy or satisfied people in general.  Those individuals high in openness to experience will likely see their satisfaction depending on the nature of the job and the specific work involved.

Difficulty Level: Difficult Topic: Job Satisfaction: What Traits Make You Happy at Work?

Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

76. If you wanted to predict who might be the next president of the United States based on what researchers have found about past presidents and their personality traits, what would you look for?

Answer: A good answer would include the following key points:  Presidential biographers were asked to rate the president they wrote about on the Big Five dimensions.  Typically, U.S. presidents score high on conscientiousness.  Most presidents are about average in neuroticism.  Presidents are higher than average in extraversion but are lower in agreeableness.  Most U.S. presidents are low in openness to experience, but those who were high in openness were more likely to be considered great leaders.  A safe prediction about an effective president would be someone high on conscientiousness and openness to experience.

Difficulty Level: Difficult Topic: Leadership: What Personality Traits Make for a Good Leader?

Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

77. Chad is considered an emergent leader and Jeremy is an effective leader. What personality similarities and differences might the two have?

Answer: A good answer would include the following key points:  Emergent leaders and effective leaders have some key personality similarities but also have some differences.  Both emergent and effective leaders are high in extraversion, openness to experience, and conscientiousness and low on neuroticism.  The main difference is in agreeableness; emergent leaders such as Chad are just average in agreeableness, but effective leaders such as Jeremy are high in agreeableness.

Difficulty Level: Difficult Topic: Leadership: What Personality Traits Make for a Good Leader?

Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

78. Shawn is high in narcissism. Why might he come off well in an interview but not be a good employee?

Answer: A good answer would include the following key points:  People with some personality types come off well in interviews even though they often do not make good employees in the long run.  Narcissists such as Shawn often appear knowledgeable and confident during interviews, making them more likely to be hired.  Yet, after they are hired and on the job, they do not work well with others and do not take responsibility for their mistakes.

Difficulty Level: Difficult Topic: The Use (and Possible Misuse) of Personality Tests Learning Objective: 12.3 Describe the traits that are used to select good employees.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

79. What impact does job candidates trying to fake good on a personality test have on the test‘s effectiveness for employee selection?

Answer: A good answer would include the following key points:  Perhaps surprisingly, trying to fake good on a personality test does not have a major impact on its effectiveness for employee selection.  This observation applies mainly to measures of the Big Five dimensions; however, those are the measures that are used most often and that have shown substantial correlations with many aspects of vocations.  Because applicants may not realize what a given personality test (or set of items on a test) is measuring, nor realize which traits are predictive for which kinds of jobs, faking good has little effect on the effectiveness of the measurement.

Difficulty Level: Difficult Topic: The Use (and Possible Misuse) of Personality Tests Learning Objective: 12.3 Describe the traits that are used to select good employees.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

80. What has research into teachers‘ flow experiences revealed, and how might it be applied more broadly?

Answer: A good answer would include the following key points:  Investigators measured teachers‘ flow state experiences and what contributed to them.  Supportive work environments encouraged flow, and teachers who experienced flow eventually created better work environments.  This finding suggests that the joy people experience at work can create a better work environment for others.  In applying this finding, employers might poll their workers on the job facets that give them the greatest happiness, satisfaction, and pleasure and then use those responses to emphasize, restructure, or modify the work environment.

Difficulty Level: Difficult Topic: Finding Passion at Work Learning Objective: 12.4 Evaluate the role of passion and motivation at work.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Revel Quiz Questions The following questions appear at the end of each module and at the end of the chapter in Revel for Personality Psychology: Understanding Yourself and Others, 2e.

End of Module Quiz 12.1 Vocational Fit EOM Q12.1.1 Brandon thinks accounting is really fun and challenging; his best friend Kyle has always wanted to be a writer.

These two friends appear to have very different __________.

a) vocational interests b) world views Consider This: This term means the type of professions that a person finds interesting. LO 12.1 Understand the relationship between careers and personality.

c) qualifications Consider This: This term means the type of professions that a person finds interesting. LO 12.1 Understand the relationship between careers and personality.

d) values Consider This: This term means the type of professions that a person finds interesting. LO 12.1 Understand the relationship between careers and personality.

Answer: a Learning Objective: 12.1 Understand the relationship between careers and personality.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q12.1.2 Finding a vocation that brings you meaning and matches who you are is called __________.

a) vocational fit b) vocational interest Consider This: This means figuring out which personalities are best suited to which jobs. LO 12.1 Understand the relationship between careers and personality.

c) job satisfaction Consider This: This means figuring out which personalities are best suited to which jobs. LO 12.1 Understand the relationship between careers and personality.

d) personal fit Consider This: This means figuring out which personalities are best suited to which jobs. LO 12.1 Understand the relationship between careers and personality.

Answer: a Learning Objective: 12.1 Understand the relationship between careers and personality.

Difficulty Level: Easy Skill Level: Remember the Facts

EOM Q12.1.3 Isabella thinks that her current position in the company as an assistant is beneath her and, given her knowledge and skills, that she should be a manager. She thinks this despite the fact that she doesn‘t have any experience or background in management. This is an example of __________.

a) perceived overqualification b) vocational fit Consider This: Narcissist people tend to engage in a similar thinking. LO 12.1 Understand the relationship between careers and personality.

c) vocational overqualification Consider This: Narcissist people tend to engage in a similar thinking. LO 12.1 Understand the relationship between careers and personality.

d) inconceivable qualification Consider This: Narcissist people tend to engage in a similar thinking. LO 12.1 Understand the relationship between careers and personality.

Answer: a Learning Objective: 12.1 Understand the relationship between careers and personality.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q12.1.4 The ORVIS is designed to __________.

a) help you find a career path that aligns with your interests b) directly measure your personality Consider This: ORVIS stands for the Oregon Vocational Interest Scales. LO 12.1 Understand the relationship between careers and personality.

c) assess your mental health Consider This: ORVIS stands for the Oregon Vocational Interest Scales. LO 12.1 Understand the relationship between careers and personality.

d) decide which career is the perfect fit for you Consider This: ORVIS stands for the Oregon Vocational Interest Scales. LO 12.1 Understand the relationship between careers and personality.

Answer: a Learning Objective: 12.1 Understand the relationship between careers and personality.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q12.1.5 Which of the following statements regarding the ORVIS and the Holland scales is true?

a) They overlap much more than they differ. b) One measures job fit, the other measures career path fit.

Consider This: The Holland scales and ORVIS are designed to help you find a career path that aligns with your interests. LO 12.1 Understand the relationship between careers and personality.

c) Both have proven to be relatively unreliable when applied to real-world business contexts.

Consider This: The Holland scales and ORVIS are designed to help you find a career path that aligns with your interests. LO 12.1 Understand the relationship between careers and personality.

d) They both fail to measure leadership interests.

Consider This: The Holland scales and ORVIS are designed to help you find a career path that aligns with your interests. LO 12.1 Understand the relationship between careers and personality.

Answer: a Learning Objective: 12.1 Understand the relationship between careers and personality.

Difficulty Level: Moderate Skill Level: Understand the Concepts

End of Module Quiz 12.2 The Role of Personality in Job Success EOM Q12.2.1 Which combination of Big Five traits is most correlated to high job performance and satisfaction?

a) high conscientiousness and low neuroticism b) low agreeableness and high neuroticism Consider This: The research on this correlation is fairly strong. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

c) high conscientiousness and high neuroticism Consider This: The research on this correlation is fairly strong. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

d) high agreeableness and high extraversion Consider This: The research on this correlation is fairly strong. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Answer: a Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q12.2.2 Bryan is considered a bully at his workplace. He is often rude to his coworkers and has been known to take credit for their ideas. His behavior is considered to be __________.

a) counterproductive workplace behavior b) organizational citizenship behavior Consider This: These behaviors are considered unethical. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

c) counterproductive organizational leadership Consider This: These behaviors are considered unethical. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

d) strong leadership behavior Consider This: These behaviors are considered unethical. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Answer: a Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q12.2.3 Samantha is the CEO of a Fortune 500 company. When she took over as CEO, the company was foundering.

Under her leadership, the company has thrived, and she‘s transformed the company to be highly competitive on a global scale now and in the future. Which of the following traits is Samantha most likely to possess?

a) high openness to experience b) low openness to experience Consider This: This trait tends to be associated with leaders deemed to be great and transformational. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

c) high neuroticism Consider This: This trait tends to be associated with leaders deemed to be great and transformational. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

d) high agreeableness Consider This: This trait tends to be associated with leaders deemed to be great and transformational. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Answer: a Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q12.2.4 The ability to rise to a leadership position in an organization is called __________.

a) emergent leadership b) effective leadership Consider This: Individuals with this skill usually have just average agreeableness. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

c) counterproductive citizenship Consider This: Individuals with this skill usually have just average agreeableness. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

d) organizational productive behavior Consider This: Individuals with this skill usually have just average agreeableness. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Answer: a Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q12.2.5 Carlton is the manager of a local retail store. He is very strict with his policies and he often yells at his employees for minor mistakes. His employees know that if they do one thing that makes him mad, they will likely have their hours reduced as a punishment. Carlton‘s leadership style is one of __________.

a) dominance b) prestige Consider This: This leadership style is marked by instilling fear to gain social status. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

c) affiliation Consider This: This leadership style is marked by instilling fear to gain social status. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

d) respect Consider This: This leadership style is marked by instilling fear to gain social status. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Answer: a Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Difficulty Level: Difficult Skill Level: Apply What You Know

End of Module Quiz 12.3 How Employers Use Personality for Job Selection EOM Q12.3.1 You‘re the hiring manager of a large firm. If you‘re like most employers who are seeking new employees, you are likely looking for which combination of Big Five traits?

a) high conscientiousness, low neuroticism, and high agreeableness b) low conscientiousness, low neuroticism, and low agreeableness Consider This: The hiring manager would be looking for someone who does the job responsibly and is emotionally calm. LO 12.3 Describe the traits that are used to select good employees.

c) high conscientiousness, high neuroticism, and high agreeableness Consider This: The hiring manager would be looking for someone who does the job responsibly and is emotionally calm. LO 12.3 Describe the traits that are used to select good employees.

d) high conscientiousness, high neuroticism, and low agreeableness Consider This: The hiring manager would be looking for someone who does the job responsibly and is emotionally calm. LO 12.3 Describe the traits that are used to select good employees.

Answer: a Learning Objective: 12.3 Describe the traits that are used to select good employees.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q12.3.2 Dorian is a server at a restaurant near her college campus. Which trait is especially important in Dorian's current job?

a) high agreeableness b) high neuroticism Consider This: Having this trait might even pay off directly in tips. LO 12.3 Describe the traits that are used to select good employees.

c) high openness to experience Consider This: Having this trait might even pay off directly in tips. LO 12.3 Describe the traits that are used to select good employees.

d) low extraversion Consider This: Having this trait might even pay off directly in tips. LO 12.3 Describe the traits that are used to select good employees.

Answer: a Learning Objective: 12.3 Describe the traits that are used to select good employees.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q12.3.3 What has the research shown about people‘s truthfulness when filling out job applications?

a) People frequently engage in slight or extensive image creation. b) People are typically truthful.

Consider This: Embellishing job applications occurs at a surprisingly high rate. LO 12.3 Describe the traits that are used to select good employees.

c) A small portion of people tend to engage in extensive image creation.

Consider This: Embellishing job applications occurs at a surprisingly high rate. LO 12.3 Describe the traits that are used to select good employees.

d) Men tend to engage in slight image creation at a far greater rate than women.

Consider This: Embellishing job applications occurs at a surprisingly high rate. LO 12.3 Describe the traits that are used to select good employees.

Answer: a Learning Objective: 12.3 Describe the traits that are used to select good employees.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q12.3.4 Which of the following statements regarding people filling out personality questionnaires for employment purposes is true?

a) Personality questionnaires are constructed in such a way as to make it difficult to lie effectively. b) Personality questionnaires are easy to cheat, which is why employers do not use them in the hiring process.

Consider This: Applicants may not always realize what personality tests are measuring or which traits would be a good fit for the job. LO 12.3 Describe the traits that are used to select good employees.

c) Most employers today do not use personality questionnaires as part of the application process.

Consider This: Applicants may not always realize what personality tests are measuring or which traits would be a good fit for the job. LO 12.3 Describe the traits that are used to select good employees.

d) Studies have found that personality questionnaires for employment measure men‘s responses more accurately than women‘s.

Consider This: Applicants may not always realize what personality tests are measuring or which traits would be a good fit for the job. LO 12.3 Describe the traits that are used to select good employees.

Answer: a Learning Objective: 12.3 Describe the traits that are used to select good employees.

Difficulty Level: Difficult Skill Level: Analyze It

EOM Q12.3.5 Fake good refers to __________.

a) personality questionnaire responses putting the self in a positive light b) a large amount of positive self-presentation on the job Consider This: Surprisingly, this doesn‘t have a major impact on the effectiveness of personality tests for employee selection. LO 12.3 Describe the traits that are used to select good employees.

c) a small amount of positive self-presentation on the job Consider This: Surprisingly, this doesn‘t have a major impact on the effectiveness of personality tests for employee selection. LO 12.3 Describe the traits that are used to select good employees.

d) an intimidating stance to others Consider This: Surprisingly, this doesn‘t have a major impact on the effectiveness of personality tests for employee selection. LO 12.3 Describe the traits that are used to select good employees.

Answer: a Learning Objective: 12.3 Describe the traits that are used to select good employees.

Difficulty Level: Difficult Skill Level: Analyze It

End of Module Quiz 12.4 Finding Passion at Work EOM Q12.4.1 Which of the following is a key predictor of workplace satisfaction and workplace performance?

a) intrinsic motivation b) extrinsic motivation Consider This: A person who has this probably also possesses passion. LO 12.4 Evaluate the role of passion and motivation at work.

c) amotivation Consider This: A person who has this probably also possesses passion. LO 12.4 Evaluate the role of passion and motivation at work.

d) intelligence Consider This: A person who has this probably also possesses passion. LO 12.4 Evaluate the role of passion and motivation at work.

Answer: a Learning Objective: 12.4 Evaluate the role of passion and motivation at work.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q12.4.2 What is it called when someone appears not to be motivated by anything?

a) amotivation b) transformation Consider This: This might be very applicable to the classic slacker. LO 12.4 Evaluate the role of passion and motivation at work.

c) image creation Consider This: This might be very applicable to the classic slacker. LO 12.4 Evaluate the role of passion and motivation at work.

d) emergent leadership Consider This: This might be very applicable to the classic slacker. LO 12.4 Evaluate the role of passion and motivation at work.

Answer: a Learning Objective: 12.4 Evaluate the role of passion and motivation at work.

Difficulty Level: Easy Skill Level: Remember the Facts

EOM Q12.4.3 Harold has done well in earning money and titles throughout his career, yet he isn‘t truly happy with what he does. This may be due to the fact that Harold has focused too much on __________.

a) extrinsic motivation b) intrinsic motivation Consider This: Happiness in the workplace is typically derived from personal beliefs and passions, not things outside of oneself. LO 12.4 Evaluate the role of passion and motivation at work.

c) selfishness Consider This: Happiness in the workplace is typically derived from personal beliefs and passions, not things outside of oneself. LO 12.4 Evaluate the role of passion and motivation at work.

d) doing his job well Consider This: Happiness in the workplace is typically derived from personal beliefs and passions, not things outside of oneself. LO 12.4 Evaluate the role of passion and motivation at work.

Answer: a Learning Objective: 12.4 Evaluate the role of passion and motivation at work.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q12.4.4 Intrinsic motivation includes internalized motives such as meeting goals, fulfilling core values, and __________.

a) maintaining self-esteem b) making a lot of money Consider This: Intrinsic motivation is derived from within oneself. LO 12.4 Evaluate the role of passion and motivation at work.

c) acquiring a lot of power Consider This: Intrinsic motivation is derived from within oneself. LO 12.4 Evaluate the role of passion and motivation at work.

d) receiving a higher status Consider This: Intrinsic motivation is derived from within oneself. LO 12.4 Evaluate the role of passion and motivation at work.

Answer: a Learning Objective: 12.4 Evaluate the role of passion and motivation at work.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q12.4.5 The more you can enjoy your work and the more that your work aligns with who you are as a person, the more __________.

a) satisfied you will be b) money you will make Consider This: You also will be more productive. LO 12.4 Evaluate the role of passion and motivation at work.

c) power you will have Consider This: You also will be more productive. LO 12.4 Evaluate the role of passion and motivation at work.

d) prestige you will have Consider This: You also will be more productive. LO 12.4 Evaluate the role of passion and motivation at work.

Answer: a Learning Objective: 12.4 Evaluate the role of passion and motivation at work.

Difficulty Level: Moderate Skill Level: Understand the Concepts

Chapter Quiz Personality in the Workplace EOC Q12.1 Jasmine is at the career services department. She has taken a personality questionnaire and is now talking with a counselor about her vocational interests. At this stage of her career search, Jasmine is likely trying to determine __________.

a) vocational fit b) how much money she can make Consider This: This means trying to figure out which personalities are best suited to which jobs. LO 12.1 Understand the relationship between careers and personality.

c) her job satisfaction Consider This: This means trying to figure out which personalities are best suited to which jobs. LO 12.1 Understand the relationship between careers and personality.

d) her leadership style Consider This: This means trying to figure out which personalities are best suited to which jobs. LO 12.1 Understand the relationship between careers and personality.

Answer: a Learning Objective: 12.1 Understand the relationship between careers and personality.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q12.2 As part of the process of choosing a good career path for himself, Eric is taking a questionnaire that is designed to appraise eight different career paths. Eric is likely taking the __________.

a) ORVIS b) RIASEC Consider This: This scale includes erudition. LO 12.1 Understand the relationship between careers and personality.

c) TAT Consider This: This scale includes erudition. LO 12.1 Understand the relationship between careers and personality.

d) SAT Consider This: This scale includes erudition. LO 12.1 Understand the relationship between careers and personality.

Answer: a Learning Objective: 12.1 Understand the relationship between careers and personality.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q12.3 The RIASEC measures how many career types?

a) 6 b) 8 Consider This: The RAISEC measures fewer career paths than the ORVIS. LO 12.1 Understand the relationship between careers and personality.

c) 10 Consider This: The RAISEC measures fewer career paths than the ORVIS. LO 12.1 Understand the relationship between careers and personality.

d) 12 Consider This: The RAISEC measures fewer career paths than the ORVIS. LO 12.1 Understand the relationship between careers and personality.

Answer: a Learning Objective: 12.1 Understand the relationship between careers and personality.

Difficulty Level: Easy Skill Level: Remember the Facts EOC Q12.4 On what measure do the RAISEC and the ORVIS not overlap?

a) erudition b) leadership Consider This: The ORVIS measures a career path for continually acquiring knowledge. LO 12.1 Understand the relationship between careers and personality.

c) altruism Consider This: The ORVIS measures a career path for continually acquiring knowledge. LO 12.1 Understand the relationship between careers and personality.

d) creativity Consider This: The ORVIS measures a career path for continually acquiring knowledge. LO 12.1 Understand the relationship between careers and personality.

Answer: a Learning Objective: 12.1 Understand the relationship between careers and personality.

Difficulty Level: Difficult Skill Level: Analyze It

EOC Q12.5 Which of the following statements about job satisfaction is true?

a) Satisfied employees are not always high-performing employees, and vice versa. b) Satisfied employees are always high-performing.

Consider This: There is a correlation between the two, but not as strong as researchers once assumed. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

c) High-performing employees are rarely satisfied.

Consider This: There is a correlation between the two, but not as strong as researchers once assumed. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

d) Satisfied employees tend to be lower-performing employees.

Consider This: There is a correlation between the two, but not as strong as researchers once assumed. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Answer: a Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Difficulty Level: Difficult Skill Level: Analyze It EOC Q12.6 On average, people with which Big Five personality trait tend to be the most satisfied at their job?

a) conscientiousness b) neuroticism Consider This: This type of person tends to find meaning in the work. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

c) extraversion Consider This: This type of person tends to find meaning in the work. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

d) openness to experience Consider This: This type of person tends to find meaning in the work. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Answer: a Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q12.7 Which of the Big Five traits has the weakest correlation with job satisfaction?

a) openness to experience b) extraversion Consider This: Correlations can be positive or negative. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

c) conscientiousness Consider This: Correlations can be positive or negative. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

d) neuroticism Consider This: Correlations can be positive or negative. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Answer: a Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Difficulty Level: Difficult Skill Level: Analyze It EOC Q12.8 Alex shows up for work on time each day and is accountable and responsible. This best exemplifies someone who measures high for which Big Five trait?

a) conscientiousness b) extraversion Consider This: This trait is correlated to high job performance. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

c) openness to experience Consider This: This trait is correlated to high job performance. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

d) agreeableness Consider This: This trait is correlated to high job performance. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Answer: a Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q12.9 Based on the research, someone who measures high for openness to experience is more likely to have a higher job performance in a vocation that requires __________.

a) creativity b) organization Consider This: People high in openness might be more inclined to think beyond conventional norms. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

c) leadership Consider This: People high in openness might be more inclined to think beyond conventional norms. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

d) routine Consider This: People high in openness might be more inclined to think beyond conventional norms. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Answer: a Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Difficulty Level: Difficult Skill Level: Analyze It EOC Q12.10 What is the difference between emergent and effective leadership?

a) Emergent leadership is the ability to become a leader in an organization; effective leadership is the ability to be a successful leader once you have the job. b) Emergent leadership is the ability to be a successful leader once you have the job; effective leadership is the ability to become a leader.

Consider This: In general, leadership involves two different skills. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

c) Emergent leadership is leading ―from the front‖; effective leadership is leading ―from behind.‖ Consider This: In general, leadership involves two different skills. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

d) Emergent leadership is leading ―from behind‖; effective leadership is leading ―from the front.‖ Consider This: In general, leadership involves two different skills. LO 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Answer: a Learning Objective: 12.2 Name the traits that make people satisfied, high-performing, well compensated, and good leaders at work.

Difficulty Level: Difficult Skill Level: Analyze It

EOC Q12.11 Slight image creation refers to __________.

a) a small amount of positive self-presentation during a job search b) a large amount of positive self-presentation during a job search Consider This: An example of this is saying you have worked as a librarian in the past, but really you were a clerk in a library. LO 12.3 Describe the traits that are used to select good employees.

c) personality questionnaire responses putting the self in a positive light Consider This: An example of this is saying you have worked as a librarian in the past, but really you were a clerk in a library. LO 12.3 Describe the traits that are used to select good employees.

d) an intimidating stance to others Consider This: An example of this is saying you have worked as a librarian in the past, but really you were a clerk in a library. LO 12.3 Describe the traits that are used to select good employees.

Answer: a Learning Objective: 12.3 Describe the traits that are used to select good employees.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q12.12 Demi has her own companies with tight profit margins. To be productive, she must ensure that things run smoothly and that there‘s not drama among her employees. They all need to be emotionally calm and stable.

Demi is likely to seek people low in __________.

a) neuroticism b) extraversion Consider This: People high in this trait typically are more anxious and less stable. LO 12.3 Describe the traits that are used to select good employees.

c) conscientiousness Consider This: People high in this trait typically are more anxious and less stable. LO 12.3 Describe the traits that are used to select good employees.

d) openness to experience Consider This: People high in this trait typically are more anxious and less stable. LO 12.3 Describe the traits that are used to select good employees.

Answer: a Learning Objective: 12.3 Describe the traits that are used to select good employees.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q12.13 Katy just completed a job interview in which she lied on many of the questions in order to make herself look better. This is known as __________.

a) extensive image creation b) slight image creation Consider This: A surprisingly high percentage of people do this. LO 12.3 Describe the traits that are used to select good employees.

c) delusion Consider This: A surprisingly high percentage of people do this. LO 12.3 Describe the traits that are used to select good employees.

d) self-serving bias Consider This: A surprisingly high percentage of people do this. LO 12.3 Describe the traits that are used to select good employees.

Answer: a Learning Objective: 12.3 Describe the traits that are used to select good employees.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q12.14 People who have had 30-year careers but claim they‘ve ―never worked a day‖ in their life are likely __________.

a) passionate about their work b) unable to be honest Consider This: This typically goes along with intrinsic motivation. LO 12.4 Evaluate the role of passion and motivation at work.

c) amotivated Consider This: This typically goes along with intrinsic motivation. LO 12.4 Evaluate the role of passion and motivation at work.

d) focused on extrinsic motivation Consider This: This typically goes along with intrinsic motivation. LO 12.4 Evaluate the role of passion and motivation at work.

Answer: a Learning Objective: 12.4 Evaluate the role of passion and motivation at work.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q12.15 David often tells his friends that he doesn‘t care if he gets fired or promoted at his job at the local pizzeria. He is demonstrating __________.

a) amotivation b) dominance Consider This: This is considered to be a state of no motivation. LO 12.4 Evaluate the role of passion and motivation at work.

c) organizational citizenship behavior Consider This: This is considered to be a state of no motivation. LO 12.4 Evaluate the role of passion and motivation at work.

d) fake good Consider This: This is considered to be a state of no motivation. LO 12.4 Evaluate the role of passion and motivation at work.

Answer: a Learning Objective: 12.4 Evaluate the role of passion and motivation at work.

Difficulty Level: Difficult Skill Level: Apply What You Know

TOTAL ASSESSMENT Chapter 13 Multiple Choice QuestionsPersonality and Relationships GUIDE 1. __________ examines how a child‘s early relationships with her or his parents carry over to that person‘s later relationships with adults.

Learning Remember the Understand the Apply What a.

Neuroticism Objective Facts Concepts You Know Analyze It b. Internalization theory Learning Multiple 1, 4, 6, 7, 8, 10, 2, 5, 9, 12, 13, 16, 20, 21, 22, 3, 19 c. Attachment theory Objective 13.1 Choice 11, 14, 15, 17, 18, 23, 29, 30, 24, 25, 26, 27, d. Openness to experience 32 31, 33, 34, 36, 28, 35, 37, 39, Answer: c 38, 40 41 Difficulty Level: Easy Short Answer 61, 62, 63 Topic: Attachment: The Building Blocks of Relationships 71 how they impact 72,adult 73 Learning Objective:Essay 13.1 Name the three main types of attachment and explain Learning Multiple 42, 44 43 45 relationships.

Objective Choice Skill Level: 13.2 Remember the Facts Short Answer 64, 65,themes 66 APA Learning Objective: 1.1 Describe key concepts, principles, and overarching in psychology.

Essay 74, 75 2.Learning How is attachment defined in attachment theory?

Multiple 46, 49, 50, 51 47, 48 a. a daily13.3 recordChoice of caregiving from parent to child Objective b. the amount ofShort love aAnswer parent shows to a child 68 67 c. a child‘s sense of stability within a family unit Essay 77 76 d. the link between a child and her or his primary caregiver Learning Multiple 56, 57 52, 53, 54, 55 Answer: d Objective 13.4 Choice Difficulty Level: Easy Short Answer 69 Topic: Childhood Attachment 78, 79 Learning Objective:Essay 13.1 Name the three main types of attachment and explain how they impact adult Learning Multiple 58 59, 60 relationships.

Objective Choice Skill Level: 13.5 Understand the Concepts Short Answer 70a working knowledge of psychology‘s content domains.

APA Learning Objective: 1.2 Develop Essay 80 3. Six-month-old Lola is being raised in her neighbor Cheryl‘s home while her parents are exploring the Andes.

Although Cheryl has no biological relationship with Lola, what is nonetheless true? a. Lola provides a secure base for Cheryl. b. Cheryl is Lola‘s caregiver. c. Lola will develop an insecure attachment to Cheryl. d. Cheryl is not an object of attachment for Lola.

Answer: b Difficulty Level: Difficult Topic: Childhood Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

4. Which psychologist originally proposed attachment theory? a. John Bowlby b. Mary Ainsworth c. Eli Finkel d. Harry Harlow Answer: a Difficulty Level: Moderate Topic: Childhood Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5. How do a child‘s early attachment experiences become part of the child‘s personality? a. by the unfolding of genetic tendencies b. through the process of reinforcement c. through the process of internalization d. by interacting with the child‘s temperament Answer: c Difficulty Level: Difficult Topic: Childhood Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

6. John Bowlby thought that attachment theory applied to __________. a. all mammals b. humans only c. animals only d. females, but not males Answer: a Difficulty Level: Moderate Topic: Childhood Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7. Which researcher investigated attachment among rhesus monkeys? a. John Bowlby b. Mary Ainsworth c. Elliot Reis d. Harry Harlow Answer: d Difficulty Level: Easy Topic: Childhood Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8. How did Harry Harlow study attachment? a. raising infant monkeys with either a wire or cloth surrogate mother b. comparing humans raised in an orphanage with monkeys raised in a laboratory c. raising infant monkeys with either a surrogate mother or their biological mother d. comparing monkeys raised in the wild with monkeys raised in captivity Answer: a Difficulty Level: Difficult Topic: Childhood Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9. What conclusion did Harry Harlow reach based on his research with infant monkeys? a. Monkeys will seek food at any cost, illustrating an innate tendency for survival. b. When deprived of a caregiver, monkeys will die within an average of six weeks. c. Monkeys raised with contact comfort developed a sense of security. d. Availability of food is the basis for forming attachment with a caregiver.

Answer: c Difficulty Level: Difficult Topic: Childhood Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

10. The manner in which an individual relates to others is known as __________. a. security enactment b. bonding strength c. attachment style d. network establishment Answer: c Difficulty Level: Moderate Topic: Childhood Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11. __________ attachment develops when a child‘s caregiver is a source of comfort and security. a. Secure b. Anxious c. Avoidant d. Insecure Answer: a Difficulty Level: Easy Topic: Childhood Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12. The kind of attachment that develops when a child uses the caregiver as a source of help and comfort, allowing the child to explore the environment, is called the __________. a. Bowlby safety style b. Ainsworth attachment style c. secure attachment style d. strange situation response Answer: c Difficulty Level: Moderate Topic: Childhood Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

13. Which attachment style is associated with the best psychological outcomes? a. insecure attachment b. secure attachment c. anxious attachment d. avoidant attachment Answer: b Difficulty Level: Easy Topic: Childhood Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

14. Which of the following is a primary attachment style? a. anxious b. nervous c. connection d. disconnection Answer: a Difficulty Level: Easy Topic: Childhood Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15. __________ attachment is an uncertain and clingy style of attachment that often includes a negative view of the self. a. Insecure b. Secure c. Anxious d. Avoidant Answer: c Difficulty Level: Easy Topic: Childhood Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16. Gabe‘s mother, Ann, is a chronic alcoholic. Gabe is difficult to comfort when he is scared. He is clingy. He becomes upset when Ann leaves because he is afraid that she will not come back. These behaviors illustrate __________ attachment. a. insecure b. secure c. anxious d. avoidant Answer: c Difficulty Level: Moderate Topic: Childhood Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

17. A removed, isolated type of attachment characterizes the __________ attachment style. a. insecure b. secure c. anxious d. avoidant Answer: d Difficulty Level: Moderate Topic: Childhood Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

18. A child exposed to the Strange Situation __________. a. should receive immediate medical attention b. has been exposed to novel and disturbing stimuli c. was placed in a room with other children that they don‘t know d. has been left with a stranger in an unfamiliar situation Answer: d Difficulty Level: Moderate Topic: Childhood Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

19. What are researchers trying to determine when using the experimental method called the Strange Situation? a. the nature of gestural communication between mothers and babies b. aspects of purposeful exploration as the baby investigates a new environment c. parental discipline styles in the first year of life d. the nature of attachment between caretakers and infants Answer: d Difficulty Level: Moderate Topic: Childhood Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

20. Annika is placed in the Strange Situation. When her mother returns, Annika smiles and looks happy to see her. What kind of attachment style is Annika demonstrating? a. avoidant attachment b. anxious attachment c. secure attachment d. inhibited attachment Answer: c Difficulty Level: Moderate Topic: Childhood Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

21. Charles is placed in the Strange Situation, causing him to weep and wail. When his mother returns, he continues crying and is difficult to comfort. What kind of attachment style is Charles demonstrating? a. inhibited attachment b. avoidant attachment c. secure attachment d. anxious attachment Answer: d Difficulty Level: Moderate Topic: Childhood Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

22. Viktor is placed in the Strange Situation, causing him to be upset. When his mother returns, Viktor looks away from her and refuses to acknowledge her presence. What kind of attachment style is Viktor demonstrating? a. secure attachment b. avoidant attachment c. indifferent attachment d. anxious attachment Answer: b Difficulty Level: Moderate Topic: Childhood Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

23. How is childhood attachment style related to adult behavior? a. Attachment style cannot change over the lifespan; our childhood attachment patterns will persist through adulthood. b. The way we related to our caregivers in childhood influences how we relate to coworkers and employers as adults. c. The way we related to our caregivers in childhood influences how we relate to romantic partners as adults. d. Childhood attachment ends in late adolescence and is not related to adult behavior in any predictable way.

Answer: c Difficulty Level: Moderate Topic: Attachment in Adult Relationships Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

24. Martin is committed to his relationships and he trusts his current boyfriend, Lewis. Martin was upset when his prior relationship ended, but he maintained his composure and moved on in his life. It is likely that Martin has developed a(n) __________ attachment style. a. insecure b. secure c. avoidant d. anxious Answer: b Difficulty Level: Moderate Topic: Attachment in Adult Relationships Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

25. Rochelle has a habit of falling in love quickly. She spends all her free time with her boyfriend Jethro, but when they have a fight or he‘s unavailable due to business commitments, Rochelle thinks the worst and is visibly distraught. It is likely that Rochelle has developed a(n) __________ attachment style. a. avoidant b. disinhibited c. secure d. anxious Answer: d Difficulty Level: Moderate Topic: Attachment in Adult Relationships Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

26. Jocelyn dates casually, but she doesn‘t allow herself to get too close to anyone. Her few past boyfriends have wondered if she ever really cared about them. It‘s difficult to tell, because when Jocelyn breaks up with a dating partner, she doesn‘t seem too concerned about it. It is likely that Jocelyn has developed a(n) __________ attachment style. a. avoidant b. disinhibited c. secure d. anxious Answer: a Difficulty Level: Moderate Topic: Attachment in Adult Relationships Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

27. Dominic has a highly anxious attachment style. What is most likely to be true regarding his standing on the Big Five personality dimensions? a. Dominic is likely to be low in neuroticism. b. Dominic is likely to be high in neuroticism. c. Dominic is likely to be high in conscientiousness. d. Dominic is likely to be high in agreeableness.

Answer: b Difficulty Level: Difficult Topic: Attachment in Adult Relationships Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

28. Keshisha scores low on extraversion, agreeableness, and conscientiousness. Which attachment style would Keshisha be a little more likely to show, compared to the others? a. secure attachment b. anxious attachment c. inhibited attachment d. avoidant attachment Answer: d Difficulty Level: Difficult Topic: Attachment in Adult Relationships Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

29. The dimensional approach to attachment measures how people score on __________ and __________. a. agreeableness; aggressiveness b. happiness; sadness c. introversion; extraversion d. anxiety; avoidance Answer: d Difficulty Level: Moderate Topic: The Dimensional Approach to Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

30. Which attachment dimension is associated with a negative view of oneself? a. avoidance b. anxiety c. aggression d. agreeableness Answer: b Difficulty Level: Moderate Topic: The Dimensional Approach to Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

31. Which attachment dimension is associated with nervousness about relationships? a. anxiety b. avoidance c. agreeableness d. aggressiveness Answer: a Difficulty Level: Moderate Topic: The Dimensional Approach to Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

32. __________ is the attachment dimension assessing a person‘s desire not to be connected emotionally to relationship partners. a. Anxiety b. Aggressiveness c. Avoidance d. Agreeableness Answer: c Difficulty Level: Easy Topic: The Dimensional Approach to Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33. Which attachment dimension is associated with holding a negative view of others?

a. anxiety b. aggressiveness c. agreeableness d. avoidance Answer: d Difficulty Level: Easy Topic: The Dimensional Approach to Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

34. Which type of attachment is associated with being low on both dimensions of anxiety and avoidance? a. preoccupied attachment b. secure attachment c. dismissing attachment d. fearful attachment Answer: b Difficulty Level: Moderate Topic: The Dimensional Approach to Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

35. Arlene has a positive view of others and a positive view of herself. What kind of attachment would she demonstrate? a. fearful attachment b. dismissing attachment c. secure attachment d. preoccupied attachment Answer: c Difficulty Level: Moderate Topic: The Dimensional Approach to Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

36. Which type of attachment is associated with high anxiety and low avoidance? a. secure attachment b. fearful attachment c. preoccupied attachment d. dismissing attachment Answer: c Difficulty Level: Moderate Topic: The Dimensional Approach to Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

37. Felix has a positive view of others but a negative view of himself. What kind of attachment would he demonstrate?

a. fearful attachment b. dismissing attachment c. secure attachment d. preoccupied attachment Answer: d Difficulty Level: Moderate Topic: The Dimensional Approach to Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

38. Which type of attachment is associated with low anxiety and high avoidance? a. dismissing attachment b. secure attachment c. fearful attachment d. preoccupied attachment Answer: a Difficulty Level: Moderate Topic: The Dimensional Approach to Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

39. Phyllis has a negative view of others and a positive view of herself. What kind of attachment would she demonstrate? a. fearful attachment b. dismissing attachment c. secure attachment d. preoccupied attachment Answer: b Difficulty Level: Moderate Topic: The Dimensional Approach to Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

40. Which type of attachment is associated with high anxiety and high avoidance? a. fearful attachment b. dismissing attachment c. secure attachment d. preoccupied attachment Answer: a Difficulty Level: Moderate Topic: The Dimensional Approach to Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

41. Gino has a negative view of others and a negative view of himself. What kind of attachment would he demonstrate? a. fearful attachment

b. dismissing attachment c. secure attachment d. preoccupied attachment Answer: a Difficulty Level: Moderate Topic: The Dimensional Approach to Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

42. People who score high in __________ are good at forming relationships, are more satisfied in their relationships, and are likely to maintain a large number of relationships. a. extraversion b. introversion c. neuroticism d. openness to experience Answer: a Difficulty Level: Easy Topic: The Relationship Outcomes of Each of the Big Five Traits Learning Objective: 13.2 Describe the effect of Big Five traits on long-term relationships.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43. Emily finds relationships challenging, because she is preoccupied with how the relationship is progressing.

Her anxiety often causes problems for her many dating partners. Emily would likely score high in __________. a. agreeableness b. extraversion c. conscientiousness d. neuroticism Answer: d Difficulty Level: Moderate Topic: The Relationship Outcomes of Each of the Big Five Traits Learning Objective: 13.2 Describe the effect of Big Five traits on long-term relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

44. The motivation to incorporate aspects of a partner‘s identity into your own identity is a central feature of __________. a. self-expansion b. self-esteem c. self-reflection d. self-review Answer: a Difficulty Level: Easy Topic: The Relationship Outcomes of Each of the Big Five Traits Learning Objective: 13.2 Describe the effect of Big Five traits on long-term relationships.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45. What rule seems to govern relationship satisfaction based on personality matching? a. Opposites attract. b. Similarity predicts satisfaction. c. Opposites repel.

d. Similarity does not breed satisfaction.

Answer: d Difficulty Level: Difficult Topic: Do Opposites Really Attract (and Stay Together)?

Learning Objective: 13.2 Describe the effect of Big Five traits on long-term relationships.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

46. The ability to understand and feel the experiences that another person is having is known as __________. a. sympathy b. empathy c. compassion d. sensitivity Answer: b Difficulty Level: Moderate Topic: Empathy, Compassion, and Self-Control: Three Positive Forces in Relationships Learning Objective: 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

47. Wally sees the world through his eyes only. When his frustrated girlfriend asks him to please try to see situations as she sees them, he responds with a blank stare and mumbles, ―I don‘t know what you mean.‖ Wally would appear to be low in __________. a. neuroticism b. self-enhancement c. perspective-taking d. objectivity Answer: c Difficulty Level: Easy Topic: Empathy, Compassion, and Self-Control: Three Positive Forces in Relationships Learning Objective: 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

48. Bryce cannot stand to see someone suffer. When he sees people in pain, his first instinct is to help them.

Bryce is demonstrating __________. a. compassion b. perspective-taking c. subjectivity d. frame of reference Answer: a Difficulty Level: Moderate Topic: Empathy, Compassion, and Self-Control: Three Positive Forces in Relationships Learning Objective: 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

49. In the context of interpersonal relationships, how does accommodation take place? a. when each partner‘s relationship schema is compared and revised, if necessary b. through the process of empathic compassion c. when constructive behavior moves partners toward a transformed relationship d. only when perspective-taking is low and extraversion is high for both parties Answer: c Difficulty Level: Difficult Topic: Empathy, Compassion, and Self-Control: Three Positive Forces in Relationships Learning Objective: 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

50. How is relationship satisfaction related to self-control? a. Self-control causes relationship satisfaction to occur. b. People higher in self-control tend to experience greater relationship satisfaction. c. Surprisingly, research reveals no association between self-control and satisfaction. d. As self-control increases, relationship satisfaction tends to decrease.

Answer: b Difficulty Level: Difficult Topic: Empathy, Compassion, and Self-Control: Three Positive Forces in Relationships Learning Objective: 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

51. What can be done to increase one‘s self-control? a. consume alcohol b. practice mindfulness meditation c. stay up all night d. skip either breakfast or lunch Answer: b Difficulty Level: Moderate Topic: Empathy, Compassion, and Self-Control: Three Positive Forces in Relationships Learning Objective: 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

52. What is the dark triad composed of? a. psychopathy, Machiavellianism, and narcissism b. high neuroticism, low agreeableness, low openness to experience c. Machiavellianism, introversion, psychoticism d. narcissism, neuroticism, and negligence Answer: a Difficulty Level: Moderate Topic: The Dark Triad: Three Negative Forces in Relationships Learning Objective: 13.4 Describe the dark triad and its effects on relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

53. Which component of the dark triad includes a lack of empathy mixed with impulsivity? a. Machiavellianism b. narcissism c. agreeableness d. psychopathy Answer: d Difficulty Level: Moderate Topic: The Dark Triad: Three Negative Forces in Relationships Learning Objective: 13.4 Describe the dark triad and its effects on relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

54. Which component of the dark triad includes a lack of empathy coupled with a willingness to exploit others? a. Machiavellianism b. psychopathy c. psychology d. narcissism Answer: a Difficulty Level: Moderate Topic: The Dark Triad: Three Negative Forces in Relationships Learning Objective: 13.4 Describe the dark triad and its effects on relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

55. __________ is the component of the dark triad that includes a lack of empathy coupled with a sense of grandiosity. a. Machiavellianism b. Psychology c. Psychopathy d. Narcissism Answer: d Difficulty Level: Moderate Topic: The Dark Triad: Three Negative Forces in Relationships Learning Objective: 13.4 Describe the dark triad and its effects on relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

56. People high in the components of the dark triad are more likely to engage in game-playing in their relationships, as well as __________, compared to people not displaying those traits. a. perspective-taking b. accommodation c. mate-poaching d. empathic understanding Answer: c Difficulty Level: Moderate Topic: The Dark Triad: Three Negative Forces in Relationships Learning Objective: 13.4 Describe the dark triad and its effects on relationships.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57. The __________ model describes the tendency of a relationship with a narcissist to start positively but end very negatively. a. apple pie b. cheesecake c. pumpkin pie d. chocolate cake Answer: d Difficulty Level: Easy Topic: The Dark Triad: Three Negative Forces in Relationships Learning Objective: 13.4 Describe the dark triad and its effects on relationships.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

58. Online dating sites provide access, communication, and __________. a. commitment b. personality matching c. social comparison d. meeting coordination Answer: b Difficulty Level: Moderate Topic: Online Dating Learning Objective: 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59. Which characteristic is the best predictor of attraction among dating partners? a. physical attractiveness b. similarity c. extraversion d. conscientiousness Answer: a Difficulty Level: Moderate Topic: Online Dating Learning Objective: 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

60. Most studies find that people‘s personality on Facebook __________. a. changes regularly, depending on what they want people to see b. resembles their personality in the rest of their lives c. is nothing like their personality in real life d. is self-enhanced in an excessive way Answer: b Difficulty Level: Moderate Topic: Personality and Social Networking Sites Learning Objective: 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

Short Answer Questions 61. What is the basic premise behind John Bowlby‘s attachment theory?

Answer: The basic premise behind John Bowlby‘s view of attachment is that a child‘s experiences with a caregiver will eventually become internalized, or part of the child‘s personality, as the child develops.

Difficulty Level: Moderate Topic: Childhood Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

62. Darnell has an anxious attachment style. How did his attachment style likely develop?

Answer: When a caregiver is unreliable, a child is likely to develop anxiety about relationships. People with anxious attachment are nervous that another person will not return the love they are giving.

Difficulty Level: Moderate Topic: Childhood Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

63. What are the two dimensions associated with the dimensional approach to attachment? How does each impact an individual‘s relationships?

Answer: The two dimensions associated with the dimensional approach are anxiety and avoidance. The anxiety attachment dimension describes individuals who are nervous about relationships and who have a negative view of themselves. The avoidance attachment dimension describes individuals who have a desire not to be connected emotionally to relationship partners and who have a negative view of others.

Difficulty Level: Moderate Topic: The Dimensional Approach to Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

64. Andy is high in agreeableness. How might this impact his interpersonal relationships?

Answer: Agreeable people have more positive, satisfying relationships. They tend to have close relationships that are generally positive. Andy should enjoy these same benefits, given his standing on this Big Five trait.

Difficulty Level: Difficult Topic: The Relationship Outcomes of Each of the Big Five Traits Learning Objective: 13.2 Describe the effect of Big Five traits on long-term relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

65. Nikita is high in neuroticism. How might this impact her interpersonal relationships?

Answer: Neuroticism is linked to having troubled, unstable relationships. Neurotic people can find relationships challenging because they are anxious about how the relationship is going and because they can cause problems for their partners. The prognosis for Nikita‘s relationship satisfaction is not good.

Difficulty Level: Difficult Topic: The Relationship Outcomes of Each of the Big Five Traits Learning Objective: 13.2 Describe the effect of Big Five traits on long-term relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

66. Carlita is high in conscientiousness. How might this impact her interpersonal relationships?

Answer: Conscientiousness can help relationships because conscientious individuals experience less conflict and are more likely to catch themselves before they say something destructive during an argument. Carlita‘s conscientiousness should be a benefit to her relationships.

Difficulty Level: Difficult Topic: The Relationship Outcomes of Each of the Big Five Traits Learning Objective: 13.2 Describe the effect of Big Five traits on long-term relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

67. Peter and Gordon are teaching their kids the difference between empathy and compassion. What should they tell their children?

Answer: Empathy involves feeling others‘ emotional experiences, whether those are positive or negative.

Compassion does not necessarily involve feeling emotions but does involve a motivation to ease another person‘s suffering.

Difficulty Level: Difficult Topic: Empathy, Compassion, and Self-Control: Three Positive Forces in Relationships Learning Objective: 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

68. Describe the process of accommodation as it relates to relationships.

Answer: Accommodation refers to acting in a constructive way rather than a destructive way in response to a partner‘s behavior. As an example, when one partner starts complaining about messes all around the house, the other partner could complain in return (a destructive response) or look for solutions that benefit them both (a constructive response).

Difficulty Level: Moderate Topic: Empathy, Compassion, and Self-Control: Three Positive Forces in Relationships Learning Objective: 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

69. Why are psychopathy, Machiavellianism, and narcissism called ―dark‖ traits?

Answer: Psychopathy, Machiavellianism, and narcissism are called ―dark‖ traits because they describe an uncaring or callous interpersonal style, characterized by low levels of empathy and a willingness to use people in relationships.

Difficulty Level: Moderate Topic: The Dark Triad: Three Negative Forces in Relationships Learning Objective: 13.4 Describe the dark triad and its effects on relationships.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

70. What is personality matching?

Answer: Personality matching is a key component of online dating services. It involves using responses to personality test items to match potential mates.

Difficulty Level: Moderate Topic: Online Dating Learning Objective: 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Essay Questions 71. How is the Strange Situation used to study attachment in young children? What are typical patterns of findings?

Answer: A good answer would include the following key points:  One-year-old children and their mothers report to a laboratory, where they meet another adult.  The mother then leaves the room, prompting most babies to cry and become upset.  When the mother returns, differences in attachment are seen.  Securely attached babies tend to smile and look happy to see their mothers.  Anxious babies continue crying even after the mother‘s return and remain difficult to comfort.  Avoidant babies look away from their mothers and refuse to acknowledge them.

Difficulty Level: Difficult Topic: Childhood Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

72. What are the four types of attachment based on the dimensional approach? Where does each attachment type fall on the dimensions of anxiety and avoidance? Why are these two dimensions sufficient to produce the four outcomes?

Answer: A good answer would include the following key points:  According to the dimensional approach, the four types of attachment are secure attachment, preoccupied attachment, dismissing attachment, and fearful attachment.  Secure attachment represents being low in anxiety and low in avoidance.  Preoccupied attachment represents being high in anxiety and low in avoidance.  Dismissing attachment represents being low in anxiety and high in avoidance.  Fearful attachment represents being high in anxiety and high in avoidance.  Anxiety and avoidance are sufficient in this model, because ―security‖ can be conceptualized as low levels of each, just as ―fearfulness‖ can be conceptualized as high levels of each.  That is, ―fearfulness‖ is not necessarily its own distinct style but rather results from a combination of these other factors.

Difficulty Level: Difficult Topic: The Dimensional Approach to Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

73. Explain the difference between dismissing attachment and fearful attachment. Provide an example of each attachment style.

Answer: A good answer would include the following key points:  Both dismissing and fearful attachment are subtypes of the original avoidant attachment style.  Fearful people are afraid of getting hurt, whereas dismissing people do not care about relationships that much.  Fearfully attached individuals think others are difficult to trust and do want to form relationships, whereas dismissing people are not as interested in forming relationships in the first place.  For example, Manolo avoids relationships because he does not want to get emotionally close to other people, but he does not feel anxious about them or his lack of interpersonal connections. Manolo would exhibit dismissing attachment.  Laurel has a negative view of herself and a negative view of others, leading her to feel anxious about being in relationships. True to her fearful style, she therefore avoids relationships.

Difficulty Level: Difficult Topic: The Dimensional Approach to Attachment Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

74. Explain what self-expansion is, and provide an example.

Answer: A good answer would include the following key points:  Self-expansion is, understandably, the desire to expand the self.  This is usually accomplished by including traits, qualities, and skills of another person into one‘s selfconcept.  For example, dating someone from a different cultural background allows a person to learn about that culture and from there incorporate the values, traditions, and viewpoints of that individual.  High openness to experience is linked to self-expansion.

Difficulty Level: Difficult Topic: The Relationship Outcomes of Each of the Big Five Traits Learning Objective: 13.2 Describe the effect of Big Five traits on long-term relationships.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

75. Explain why similarity of personality traits would be a poor predictor of relationship satisfaction, and give examples drawn from each of the Big Five personality dimensions.

Answer: A good answer would include the following key points:  Although similarity of attitudes predicts interpersonal attraction and relationship satisfaction, similarity of personality does not. Attitudes are fleeting and can be changed, but personality is more stable and resistant to disruption. Examples can make clear why personality similarity is problematic.  Imagine two people, both high in extraversion, who are in a relationship. Their motivations to be outgoing, the focus of attention, gregarious, and so on, are likely to lead to competition between them as to who is more funny, who has more friends, or who can accumulate more party invitations. These forces are likely to pry the couple apart rather than bring them together.  Similarity in agreeableness could lead to similarly poor outcomes. When two highly agreeable people only want to smooth conflict or please one another, very little authentic communication is likely to take place and conflict is swept out of sight.  Two people high in conscientiousness are likely to madden one another with their insistence on order, the right way to do things, or nitpicking over household transgressions.  Partners who are both high in openness to experience probably want just that: new experiences, in the form of other dating partners, exotic travel, or hobbies that hold no interest for the other person.  Finally, two people who are high in neuroticism are likely to enter a spiral of sniping and discontent that does neither party any good.  Similar arguments can be constructed for pairing individuals who are low on each of these dimensions, such as two introverts content to never speak to one another or low conscientiousness dating partners who routinely experience legal trouble for forgetting to pay the bills.

Difficulty Level: Difficult Topic: Do Opposites Really Attract (and Stay Together)?

Learning Objective: 13.2 Describe the effect of Big Five traits on long-term relationships.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

76. Explain why empathy, compassion, and self-control each contribute benefits to an interpersonal relationship.

Answer: A good answer would include the following key points:  Empathy is the ability to experience the emotions of another person, whether those are positive or negative. An empathic person shares a partner‘s joys and sorrows; if both parties in a relationship respond in kind, a close bond and greater satisfaction develops.  Compassion involves the motivation to remove the suffering of another. A person who watched her or his romantic partner struggle through a difficult situation while doing nothing to alleviate that situation would be perceived as callous, uncommitted, and perhaps lacking in basic interpersonal skills.  Self-control is important for any relationship. Although we‘d all like to speak our minds whenever we please, decorum and respect for our partners dictates that we look for constructive solutions to conflict rather than destructive ones. By doing so, the process of accommodation takes place.

Difficulty Level: Difficult Topic: Empathy, Compassion, and Self-Control: Three Positive Forces in Relationships Learning Objective: 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

77. How can self-control be increased? Provide specific examples of how to accomplish this, and explain why self-control is beneficial to interpersonal relationships.

Answer: A good answer would include the following key points:  Self-control is associated with accommodation, and accommodation is an important element for making interpersonal relationships successful. Therefore, efforts to increase self-control contribute to the overall process of establishing and maintaining a healthy relationship.  Self-control can be increased by getting enough sleep, eating right, and not drinking too much alcohol.

These ―negative‖ activities (i.e., not staying up late, not getting drunk) can usually be enacted with a little purposeful attention.  Self-control can also be increased by practicing mindfulness meditation. This ―positive‖ activity (i.e., willfully engaging in a process to help oneself) also provides dividends in the form of relationship satisfaction.

Difficulty Level: Difficult Topic: Empathy, Compassion, and Self-Control: Three Positive Forces in Relationships Learning Objective: 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

78. Explain how each component of the dark triad affects relationships.

Answer: A good answer would include the following key points:  The dark triad is a combination of three negative traits: psychopathy, Machiavellianism, and narcissism.  Psychopathy includes a lack of empathy mixed with impulsivity. People with high levels of psychopathy tend not to be affected by the suffering of others.  Machiavellianism includes a lack of empathy and a willingness to exploit others. People high in this trait can be manipulative and deceptive, willing to do whatever it takes to stay in power, win a game, or succeed.  Narcissism includes a lack of empathy and a sense of grandiosity. Narcissistic people care only about themselves and preserving their positive self-image.  In each case a lack of empathy is a consistent factor, and empathic responding is one of the key elements in maintaining relationship satisfaction.  People high in the components of the dark triad are also more likely to mate-poach, make themselves appear more physically attractive than they are, or flit from one short-term relationship to another, none of which is conducive to maintaining a healthy long-term interpersonal relationship.

Difficulty Level: Difficult Topic: The Dark Triad: Three Negative Forces in Relationships Learning Objective: 13.4 Describe the dark triad and its effects on relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

79. Apply the chocolate cake model to a person who is attracted to someone high in narcissism.

Answer: A good answer would include the following key points:  The chocolate cake model was developed to explain attraction to narcissists and the subsequent relationships that might result.  ―Chocolate cake‖ is a proxy for ―attractive, good thing,‖ and, when faced with approaching an attractive, good thing, most people would indeed approach that good thing.  Narcissists appear just that way when first meeting someone; they are charming, witty, bon vivants who seem exciting and interesting.  The trouble with cake, however, is that the initial burst of goodness doesn‘t last; cake‘s nutritional value and long-term benefits are short-lived, and a feeling of regret eventually emerges from diving into the dessert tray too quickly.  So too with narcissists. As a relationship with a narcissist develops, it becomes clear that, on many dimensions, this person is not an empathic, involved, concerned, and caring partner.

Difficulty Level: Difficult Topic: The Dark Triad: Three Negative Forces in Relationships Learning Objective: 13.4 Describe the dark triad and its effects on relationships.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

80. Mirjami is hoping to find her soul mate online on a dating website. Do dating sites based on personality matching actually work?

Answer: A good answer would include the following key points:  Dating sites typically offer three benefits: access to other people, a platform for communication, and the possibility of matching dating partners based on personality traits.  The first two benefits are usually apparent; dating sites definitely allow people to see and communicate with a wide range of potential partners—in fact, much wider than anyone with a full-time job could ever hope to meet during the course of daily living.  However, the effectiveness of personality matching for forming good relationships is still unknown.

Difficulty Level: Difficult Topic: Online Dating Learning Objective: 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Revel Quiz Questions The following questions appear at the end of each module and at the end of the chapter in Revel for Personality Psychology: Understanding Yourself and Others, 2e.

End of Module Quiz 13.1 Attachment: The Building Blocks of Relationships EOM Q13.1.1 The formal term meaning the link between children and their primary caregiver is known as __________.

a) attachment b) accommodation Consider This: This link helps shape how a child views the world. LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

c) birth order Consider This: This link helps shape how a child views the world. LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

d) commitment Consider This: This link helps shape how a child views the world. LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Answer: a Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q13.1.2 Which of the following are considered to be the three primary attachment styles?

a) secure, anxious, avoidant b) abnormal, normal, unhealthy Consider This: Two of the styles are sometimes labeled as ―insecure‖ attachment. LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

c) avoidant, abnormal, healthy Consider This: Two of the styles are sometimes labeled as ―insecure‖ attachment. LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

d) depressed, anxious, avoidant Consider This: Two of the styles are sometimes labeled as ―insecure‖ attachment. LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Answer: a Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q13.1.3 Children‘s attachment styles were originally studied using a paradigm called the __________.

a) Strange Situation b) Visual Cliff Consider This: This involved 1-year-old children and their mothers coming to a lab to meet another adult.

LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

c) Attachment Assessor Consider This: This involved 1-year-old children and their mothers coming to a lab to meet another adult.

LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

d) Attachment Personality Test Consider This: This involved 1-year-old children and their mothers coming to a lab to meet another adult.

LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Answer: a Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q13.1.4 Jose, age 34, measures high for anxiety and tends to have a negative view of himself, but he generally has a high regard for other people. Jose would likely be considered to have what type of adult attachment?

a) preoccupied b) dismissing Consider This: Jose doesn‘t mind being around people. He doesn‘t try to avoid others. LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

c) secure Consider This: Jose doesn‘t mind being around people. He doesn‘t try to avoid others. LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

d) fearful Consider This: Jose doesn‘t mind being around people. He doesn‘t try to avoid others. LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Answer: a Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Difficulty Level: Difficult Skill Level: Analyze It

EOM Q13.1.5 Which type of attachment style is associated with high anxiety and high avoidance?

a) fearful b) dismissing Consider This: This is considered to be a subtype of the original avoidant subtype. LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

c) secure Consider This: This is considered to be a subtype of the original avoidant subtype. LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

d) preoccupied Consider This: This is considered to be a subtype of the original avoidant subtype. LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Answer: a Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Difficulty Level: Moderate Skill Level: Understand the Concepts

End of Module Quiz 13.2 The Big Five: Basic Personality Traits and Relationships EOM Q13.2.1 Which combination of the Big Five traits result in the most satisfying relationships?

a) high agreeableness, high conscientious, and low neuroticism b) high agreeableness, low conscientious, and high neuroticism Consider This: People are satisfied with kind, dutiful, and stable partners. LO 13.2 Describe the effect of Big Five traits on long-term relationships.

c) low agreeableness, high conscientious, and high neuroticism Consider This: People are satisfied with kind, dutiful, and stable partners. LO 13.2 Describe the effect of Big Five traits on long-term relationships.

d) high agreeableness, low conscientious, and low neuroticism Consider This: People are satisfied with kind, dutiful, and stable partners. LO 13.2 Describe the effect of Big Five traits on long-term relationships.

Answer: a Learning Objective: 13.2 Describe the effect of Big Five traits on long-term relationships.

Difficulty Level: Difficult Skill Level: Analyze It EOM Q13.2.2 Cal finds relationships challenging because he tends to be anxious about how the relationship is going. His anxiety then creates problems because he needs constant reassurance from his partner. Cal likely measures high for which Big Five trait?

a) neuroticism b) extraversion Consider This: People who measure high for this trait have a tendency to be depressed and need you to constantly lift their spirits. LO 13.2 Describe the effect of Big Five traits on long-term relationships.

c) conscientiousness Consider This: People who measure high for this trait have a tendency to be depressed and need you to constantly lift their spirits. LO 13.2 Describe the effect of Big Five traits on long-term relationships.

d) openness to experience Consider This: People who measure high for this trait have a tendency to be depressed and need you to constantly lift their spirits. LO 13.2 Describe the effect of Big Five traits on long-term relationships.

Answer: a Learning Objective: 13.2 Describe the effect of Big Five traits on long-term relationships.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q13.2.3 Someone high in openness to experience who gravitates toward relationships with individuals from different cultures is likely motivated by ___________.

a) self-expansion b) self-exploration Consider This: This is motivation to incorporate traits, qualities, and skills of another. LO 13.2 Describe the effect of Big Five traits on long-term relationships.

c) secure attachment Consider This: This is motivation to incorporate traits, qualities, and skills of another. LO 13.2 Describe the effect of Big Five traits on long-term relationships.

d) empathy Consider This: This is motivation to incorporate traits, qualities, and skills of another. LO 13.2 Describe the effect of Big Five traits on long-term relationships.

Answer: a Learning Objective: 13.2 Describe the effect of Big Five traits on long-term relationships.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q13.2.4 Research has found that when it comes to __________, being similar to your partner is associated with longer lasting relationships.

a) attitudes b) personalities Consider This: Data shows that strangers with this in common tend to find each other more attractive too.

LO 13.2 Describe the effect of Big Five traits on long-term relationships.

c) attachment styles Consider This: Data shows that strangers with this in common tend to find each other more attractive too.

LO 13.2 Describe the effect of Big Five traits on long-term relationships.

d) dominance Consider This: Data shows that strangers with this in common tend to find each other more attractive too.

LO 13.2 Describe the effect of Big Five traits on long-term relationships.

Answer: a Learning Objective: 13.2 Describe the effect of Big Five traits on long-term relationships.

Difficulty Level: Difficult Skill Level: Analyze It

EOM Q13.2.5 Which statement best describes the pattern that researchers have found between personality and relationship longevity?

a) Personality matching in relationships is not always helpful. b) Personality and attitude matching is always helpful.

Consider This: Early studies on attitudes differed from later studies on personalities. LO 13.2 Describe the effect of Big Five traits on long-term relationships.

c) Personality matching is helpful, but attitude matching is not.

Consider This: Early studies on attitudes differed from later studies on personalities. LO 13.2 Describe the effect of Big Five traits on long-term relationships.

d) Attitude matching is not helpful, but personality matching is.

Consider This: Early studies on attitudes differed from later studies on personalities. LO 13.2 Describe the effect of Big Five traits on long-term relationships.

Answer: a Learning Objective: 13.2 Describe the effect of Big Five traits on long-term relationships.

Difficulty Level: Difficult Skill Level: Analyze It

End of Module Quiz 13.3 Empathy, Compassion, and Self-Control: Three Positive Forces in Relationships EOM Q13.3.1 Empathy, compassion, and self-control are considered to be three __________.

a) positive forces in a relationship b) new personality types Consider This: Perspective-taking is an important part of making a relationship work. LO 13.3 Describe how compassion, empathy, and self-control can improve relationships.

c) forces of extraversion Consider This: Perspective-taking is an important part of making a relationship work. LO 13.3 Describe how compassion, empathy, and self-control can improve relationships.

d) forces of self-expansion Consider This: Perspective-taking is an important part of making a relationship work. LO 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Answer: a Learning Objective: 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q13.3.2 Keandra often senses when people are hurting and is inclined to try to help that person with whatever it is they‘re going through. Keandra could likely be described as being __________.

a) compassionate b) naïve Consider This: This involves feelings specifically toward people who are suffering. LO 13.3 Describe how compassion, empathy, and self-control can improve relationships.

c) resilient Consider This: This involves feelings specifically toward people who are suffering. LO 13.3 Describe how compassion, empathy, and self-control can improve relationships.

d) empathetic Consider This: This involves feelings specifically toward people who are suffering. LO 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Answer: a Learning Objective: 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q13.3.3 What is the primary difference between empathy and compassion?

a) Empathy is a general feeling of understanding for someone, whether they are doing well or not; compassion is feeling concern specifically toward people who are suffering. b) Empathy is a general feeling of concern for someone you know; compassion is feeling concern specifically toward people you don‘t know.

Consider This: One of these tends to focus on those who are suffering. LO 13.3 Describe how compassion, empathy, and self-control can improve relationships.

c) Empathy is feeling concern specifically toward people who are suffering; compassion is a general feeling and concern for someone, whether they are doing well or not.

Consider This: One of these tends to focus on those who are suffering. LO 13.3 Describe how compassion, empathy, and self-control can improve relationships.

d) Empathy is a general feeling of annoyance towards someone who is suffering; compassion is feeling concern specifically toward people who are suffering.

Consider This: One of these tends to focus on those who are suffering. LO 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Answer: a Learning Objective: 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Difficulty Level: Difficult Skill Level: Analyze It EOM Q13.3.4 Judy is very good at __________, seeing the world from another person‘s view.

a) perspective-taking b) role playing Consider This: This is a component of empathy. LO 13.3 Describe how compassion, empathy, and selfcontrol can improve relationships.

c) compassion Consider This: This is a component of empathy. LO 13.3 Describe how compassion, empathy, and selfcontrol can improve relationships.

d) conscientiousness Consider This: This is a component of empathy. LO 13.3 Describe how compassion, empathy, and selfcontrol can improve relationships.

Answer: a Learning Objective: 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q13.3.5 People high in self-control tend to be more __________.

a) accommodating b) empathetic Consider This: They are also less likely to engage in negative relationship behaviors. LO 13.3 Describe how compassion, empathy, and self-control can improve relationships.

c) friendly Consider This: They are also less likely to engage in negative relationship behaviors. LO 13.3 Describe how compassion, empathy, and self-control can improve relationships.

d) compassionate Consider This: They are also less likely to engage in negative relationship behaviors. LO 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Answer: a Learning Objective: 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Difficulty Level: Moderate Skill Level: Understand the Concepts

End of Module Quiz 13.4 The Dark Triad: Three Negative Forces in Relationships EOM Q13.4.1 Which characteristics form what‘s known as the dark triad?

a) psychopathy, Machiavellianism, and narcissism b) greed, Machiavellianism, and narcissism Consider This: Some people seem cold in their lack of empathy, are highly manipulative, or tend to put themselves first. LO 13.4 Describe the dark triad and its effects on relationships.

c) pride, Machiavellianism, and narcissism Consider This: Some people seem cold in their lack of empathy, are highly manipulative, or tend to put themselves first. LO 13.4 Describe the dark triad and its effects on relationships.

d) psychopathy, anger, and narcissism Consider This: Some people seem cold in their lack of empathy, are highly manipulative, or tend to put themselves first. LO 13.4 Describe the dark triad and its effects on relationships.

Answer: a Learning Objective: 13.4 Describe the dark triad and its effects on relationships.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q13.4.2 Jade seems to lack empathy for others and often displays impulsive behaviors. Jade shows signs of which characteristic?

a) psychopathy b) Machiavellianism Consider This: People with high levels of this tend not to be affected by the suffering of others. LO 13.4 Describe the dark triad and its effects on relationships.

c) passive-aggression Consider This: People with high levels of this tend not to be affected by the suffering of others. LO 13.4 Describe the dark triad and its effects on relationships.

d) narcissism Consider This: People with high levels of this tend not to be affected by the suffering of others. LO 13.4 Describe the dark triad and its effects on relationships.

Answer: a Learning Objective: 13.4 Describe the dark triad and its effects on relationships.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q13.4.3 Which of the following statements about those who display dark triad characteristics and mate poaching is true?

a) Dark triad people tend to steal other people‘s mates and also claim to have their mates poached by others. b) Dark triad people tend to steal other people‘s mates, but rarely claim to have their mates poached by others.

Consider This: People who start relationships with others‘ partners might be more likely to lose their partners the same way. LO 13.4 Describe the dark triad and its effects on relationships.

c) Dark triad people tend not to steal other people‘s mates, but claim to have their mates poached by others.

Consider This: People who start relationships with others‘ partners might be more likely to lose their partners the same way. LO 13.4 Describe the dark triad and its effects on relationships.

d) Dark triad people tend not to steal other people‘s mates and also claim not to have their mates poached by others.

Consider This: People who start relationships with others‘ partners might be more likely to lose their partners the same way. LO 13.4 Describe the dark triad and its effects on relationships.

Answer: a Learning Objective: 13.4 Describe the dark triad and its effects on relationships.

Difficulty Level: Difficult Skill Level: Analyze It EOM Q13.4.4 __________ individuals are often unemotional and ignore conventional morality.

a) Machiavellian b) Accommodating Consider This: People high in this trait can be manipulative and deceptive, willing to do whatever it takes to stay in power, win a game, or succeed. LO 13.4 Describe the dark triad and its effects on relationships.

c) Empathetic Consider This: People high in this trait can be manipulative and deceptive, willing to do whatever it takes to stay in power, win a game, or succeed. LO 13.4 Describe the dark triad and its effects on relationships.

d) Compassionate Consider This: People high in this trait can be manipulative and deceptive, willing to do whatever it takes to stay in power, win a game, or succeed. LO 13.4 Describe the dark triad and its effects on relationships.

Answer: a Learning Objective: 13.4 Describe the dark triad and its effects on relationships.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q13.4.5 Elizabeth‘s relationship with Brady started off so great she thought things were perfect. Within a short time, however, he was making her miserable in the relationship. This is an example of the __________.

a) chocolate cake model b) chocolate vs broccoli perspective Consider This: This model was first used to explain relationships with narcissists. LO 13.4 Describe the dark triad and its effects on relationships.

c) personality crash model Consider This: This model was first used to explain relationships with narcissists. LO 13.4 Describe the dark triad and its effects on relationships.

d) broccoli soup model Consider This: This model was first used to explain relationships with narcissists. LO 13.4 Describe the dark triad and its effects on relationships.

Answer: a Learning Objective: 13.4 Describe the dark triad and its effects on relationships.

Difficulty Level: Difficult Skill Level: Apply What You Know

End of Module Quiz 13.5 Online Relationships: The Next Frontier EOM Q13.5.1 Which of the following statements about some personality matching and online dating sites is true?

a) Dating sites match people by complementary personalities. b) Dating sites match people with individuals who have opposite personalities to them.

Consider This: Online dating definitely allows you to access a large pool of potential partners, but it‘s not clear if the matching some sites employ actually works or not. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

c) The data shows personality matching has proven to be an ineffective way to bring people together.

Consider This: Online dating definitely allows you to access a large pool of potential partners, but it‘s not clear if the matching some sites employ actually works or not. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

d) Personality matching has not been used with online dating sites.

Consider This: Online dating definitely allows you to access a large pool of potential partners, but it‘s not clear if the matching some sites employ actually works or not. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

Answer: a Learning Objective: 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

Difficulty Level: Difficult Skill Level: Analyze It EOM Q13.5.2 What characteristic tends to be a strong predictor of liking someone on your initial date?

a) physical attractiveness b) humor Consider This: A number of studies have shown this to be a strong indicator. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

c) wealth Consider This: A number of studies have shown this to be a strong indicator. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

d) personality Consider This: A number of studies have shown this to be a strong indicator. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

Answer: a Learning Objective: 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

Difficulty Level: Difficult Skill Level: Analyze It

EOM Q13.5.3 Which of the following statements regarding personality and social networking sites is true?

a) Initial liking based on first impressions of Facebook profiles is very similar to initial liking after meeting in real life. b) People who tend to self-enhance in real life do not tend to do so online.

Consider This: Most studies find that people‘s personality on Facebook looks a lot like their personality in the rest of their lives, with the exception that some neuroticism is hidden. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

c) The only Big Five trait that someone has in real life that appears accurately online is conscientiousness.

Consider This: Most studies find that people‘s personality on Facebook looks a lot like their personality in the rest of their lives, with the exception that some neuroticism is hidden. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

d) Social networking sites are causing people to become more narcissistic.

Consider This: Most studies find that people‘s personality on Facebook looks a lot like their personality in the rest of their lives, with the exception that some neuroticism is hidden. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

Answer: a Learning Objective: 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

Difficulty Level: Difficult Skill Level: Analyze It EOM Q13.5.4 Roberta embellishes her profile on a popular dating site to seem more active and financially well-off than she really is. Given what we know about people‘s self-enhancement tendencies, what can we expect about how she presents herself offline?

a) Roberta likely embellishes her lifestyle offline as well. b) Roberta will rarely embellish her lifestyle in an offline setting.

Consider This: Most studies find that people‘s personalities correlate to their online presence. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

c) Roberta will go overboard to downplay her lifestyle in an offline setting.

Consider This: Most studies find that people‘s personalities correlate to their online presence. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

d) Roberta will present herself offline in a completely opposite manner than her online display.

Consider This: Most studies find that people‘s personalities correlate to their online presence. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

Answer: a Learning Objective: 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

Difficulty Level: Difficult Skill Level: Analyze It

EOM Q13.5.5 Which two of the Big Five traits are associated with posting selfies online?

a) extraversion and narcissism b) narcissism and openness to experience Consider This: Selfies are taking a photograph of yourself (alone or with friends) and then sharing the photograph on social media. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

c) extraversion and conscientiousness Consider This: Selfies are taking a photograph of yourself (alone or with friends) and then sharing the photograph on social media. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

d) conscientiousness and neuroticism Consider This: Selfies are taking a photograph of yourself (alone or with friends) and then sharing the photograph on social media. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

Answer: a Learning Objective: 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

Difficulty Level: Moderate Skill Level: Understand the Concepts

Chapter Quiz: Personality and Relationships EOC Q13.1 A child whose caregiver serves as a secure base is likely to __________.

a) explore the environment independently, but always return to the caregiver for comfort b) cry immediately and often when not in the presence of the caregiver Consider This: A caregiver who serves as a secure base likely has formed a strong attachment with the child.

LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

c) avoid contact with the caregiver and rush to strangers Consider This: A caregiver who serves as a secure base likely has formed a strong attachment with the child.

LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

d) explore independently and rarely return to the caregiver Consider This: A caregiver who serves as a secure base likely has formed a strong attachment with the child.

LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Answer: a Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q13.2 According to attachment theory, internalizing attachment experiences means that the child‘s attachment experiences __________.

a) have become part of the child‘s personality b) are all negatively impacting the child and causing depression Consider This: This is a key part of attachment theory as it applies to adult relationships. LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

c) are likely to be expunged by adolescence Consider This: This is a key part of attachment theory as it applies to adult relationships. LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

d) have been repressed and the child will have no recollection of the attachment experience Consider This: This is a key part of attachment theory as it applies to adult relationships. LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Answer: a Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q13.3 When a caregiver is variably negligent and abuses drugs, the child is likely to develop __________ attachment.

a) anxious b) avoidant Consider This: Such a caregiver typically fosters a negative attachment style. LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

c) secure Consider This: Such a caregiver typically fosters a negative attachment style. LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

d) no Consider This: Such a caregiver typically fosters a negative attachment style. LO 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Answer: a Learning Objective: 13.1 Name the three main types of attachment and explain how they impact adult relationships.

Difficulty Level: Easy Skill Level: Remember the Facts EOC Q13.4 Clarice tends to form close relationships that are generally positive. Clarice likely measures high in __________.

a) agreeableness b) extraversion Consider This: A person high in this trait typically has satisfying relationships. LO 13.2 Describe the effect of Big Five traits on long-term relationships.

c) openness to experience Consider This: A person high in this trait typically has satisfying relationships. LO 13.2 Describe the effect of Big Five traits on long-term relationships.

d) neuroticism Consider This: A person high in this trait typically has satisfying relationships. LO 13.2 Describe the effect of Big Five traits on long-term relationships.

Answer: a Learning Objective: 13.2 Describe the effect of Big Five traits on long-term relationships.

Difficulty Level: Moderate Skill Level: Apply What You Know

EOC Q13.5 Johnny is very good about being on time for dates. In fact, he tends to show up a few minutes early to make sure there are seats at the restaurant or the lines for the movies are not too long. Johnny likely measures high for __________.

a) conscientiousness b) neuroticism Consider This: A person high in this trait typically experiences less conflict. LO 13.2 Describe the effect of Big Five traits on long-term relationships.

c) extraversion Consider This: A person high in this trait typically experiences less conflict. LO 13.2 Describe the effect of Big Five traits on long-term relationships.

d) agreeableness Consider This: A person high in this trait typically experiences less conflict. LO 13.2 Describe the effect of Big Five traits on long-term relationships.

Answer: a Learning Objective: 13.2 Describe the effect of Big Five traits on long-term relationships.

Difficulty Level: Moderate Skill Level: Apply What You Know EOC Q13.6 ―Birds of a feather flock together‖ is a phrase that describes what research into __________ and relationship success suggests.

a) attitudes b) personality Consider This: Views on politics and religion are components of this. LO 13.2 Describe the effect of Big Five traits on long-term relationships.

c) career focus Consider This: Views on politics and religion are components of this. LO 13.2 Describe the effect of Big Five traits on long-term relationships.

d) attachment Consider This: Views on politics and religion are components of this. LO 13.2 Describe the effect of Big Five traits on long-term relationships.

Answer: a Learning Objective: 13.2 Describe the effect of Big Five traits on long-term relationships.

Difficulty Level: Difficult Skill Level: Analyze It

EOC Q13.7 Your friend tells you that the three positive forces in a relationship are lust, sex, and greed. You correct your friend by listing the correct traits, which are __________.

a) empathy, compassion, and self-control b) pride, compassion, and humility Consider This: These forces help with perspective-taking. LO 13.3 Describe how compassion, empathy, and self-control can improve relationships.

c) empathy, pride, and dignity Consider This: These forces help with perspective-taking. LO 13.3 Describe how compassion, empathy, and self-control can improve relationships.

d) humility, neuroticism, and self-control Consider This: These forces help with perspective-taking. LO 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Answer: a Learning Objective: 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Difficulty Level: Moderate Skill Level: Apply What You Know EOC Q13.8 Whenever Cray and his girlfriend get into an argument, he is always able to see her perspective, which typically helps them resolve whatever problem they were having. The most accurate way to describe Cray‘s ability to see his girlfriend's point of view is to say he is __________.

a) empathic b) compassionate Consider This: Perspective-taking is an important part of relationships. LO 13.3 Describe how compassion, empathy, and self-control can improve relationships.

c) extraverted Consider This: Perspective-taking is an important part of relationships. LO 13.3 Describe how compassion, empathy, and self-control can improve relationships.

d) attached Consider This: Perspective-taking is an important part of relationships. LO 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Answer: a Learning Objective: 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q13.9 __________ is the process of acting in a constructive way, rather than a destructive way, in response to a partner‘s behavior.

a) Accommodation b) Contrition Consider This: Moving from a selfish, knee-jerk response to a more caring, relationship-centered response is an example of this. LO 13.3 Describe how compassion, empathy, and self-control can improve relationships.

c) Habituation Consider This: Moving from a selfish, knee-jerk response to a more caring, relationship-centered response is an example of this. LO 13.3 Describe how compassion, empathy, and self-control can improve relationships.

d) Humiliation Consider This: Moving from a selfish, knee-jerk response to a more caring, relationship-centered response is an example of this. LO 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Answer: a Learning Objective: 13.3 Describe how compassion, empathy, and self-control can improve relationships.

Difficulty Level: Easy Skill Level: Remember the Facts EOC Q13.10 In the context of relationships, psychopathy, Machiavellianism, and narcissism are known as __________.

a) the dark triad b) make-or-break forces Consider This: These characteristics typically doom a relationship. LO 13.4 Describe the dark triad and its effects on relationships.

c) game-playing tools Consider This: These characteristics typically doom a relationship. LO 13.4 Describe the dark triad and its effects on relationships.

d) subfacets of selfish love Consider This: These characteristics typically doom a relationship. LO 13.4 Describe the dark triad and its effects on relationships.

Answer: a Learning Objective: 13.4 Describe the dark triad and its effects on relationships.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q13.11 Jerod enjoys the ―thrill of the hunt‖ in dating. He typically tells girls what they want to hear in order to get what he wants. He then has no problem cutting off contact with them when he‘s bored. Jerod is illustrating __________.

a) Machiavellianism b) empathy Consider This: This term comes from a classic piece of literature. LO 13.4 Describe the dark triad and its effects on relationships.

c) lust Consider This: This term comes from a classic piece of literature. LO 13.4 Describe the dark triad and its effects on relationships.

d) extraversion Consider This: This term comes from a classic piece of literature. LO 13.4 Describe the dark triad and its effects on relationships.

Answer: a Learning Objective: 13.4 Describe the dark triad and its effects on relationships.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q13.12 It‘s believed that the dark triad characteristics are so prevalent and have persisted for so long because __________.

a) they are useful for forming sexual relationships. b) people are competitive by nature and these traits allow for game-playing and manipulation Consider This: These characteristics are passed on down through generations. LO 13.4 Describe the dark triad and its effects on relationships.

c) women tend not to respect ―nice‖ guys, which has reinforced ―bad boy‖ behavior in men Consider This: These characteristics are passed on down through generations. LO 13.4 Describe the dark triad and its effects on relationships.

d) at our core, humans are callous, selfish individuals and civilization has not been able to change that reality Consider This: These characteristics are passed on down through generations. LO 13.4 Describe the dark triad and its effects on relationships.

Answer: a Learning Objective: 13.4 Describe the dark triad and its effects on relationships.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q13.13 What are the three key benefits to online dating?

a) access to a large pool of potential mates, the ability to communicate with them, and personality matching b) the ability to play games more frequently, the ability to communicate with partners, and personality matching Consider This: With the increasing popularity of the Internet, many relationships have moved online. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

c) access to a large pool of potential mates, the ability to self-enhance, and attitude matching Consider This: With the increasing popularity of the Internet, many relationships have moved online. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

d) access to a large pool of potential mates, the ability to try on different personalities, and attitude matching Consider This: With the increasing popularity of the Internet, many relationships have moved online. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

Answer: a Learning Objective: 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

Difficulty Level: Difficult Skill Level: Analyze It EOC Q13.14 Nicole likes to be the center of attention, dresses provocatively, and tends to have shallow relationships. Which of the following statements about Nicole is likely to be true?

a) Her personality is likely to be the same online. b) She will tend to be much more reserved online.

Consider This: There appears to be a positive correlation between real-life and online personalities of a person. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

c) She will still seek attention, but her online relationships will, ironically, be more ―real‖ and have more depth.

Consider This: There appears to be a positive correlation between real-life and online personalities of a person. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

d) Her personality online will come across as more fun-loving and extraverted, which will win over more friends and dates.

Consider This: There appears to be a positive correlation between real-life and online personalities of a person. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

Answer: a Learning Objective: 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

Difficulty Level: Difficult Skill Level: Analyze It

EOC Q13.15 One recent meta-analysis found that __________ had the strongest links to social media use.

a) extraversion and openness b) narcissism and neuroticism Consider This: Social media sites often seem to pull for certain personality traits. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

c) narcissism and openness Consider This: Social media sites often seem to pull for certain personality traits. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

d) conscientiousness and openness Consider This: Social media sites often seem to pull for certain personality traits. LO 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

Answer: a Learning Objective: 13.5 List the key benefits of online dating and describe how personality is expressed on social media.

Difficulty Level: Moderate Skill Level: Understand the Concepts

TOTAL ASSESSMENT Chapter 14 Personality and Mental Health Multiple Choice Questions GUIDE 1. How do psychologists define a mental disorder? a. a disintegration of mental control b. a pattern of mental symptoms Remember causing significant problems inthe life Apply What Learning Understand c. an inability to foresee the consequences actions coupled with a lack of remorseAnalyze It Objective the Facts of one‘sConcepts You Know d. any disruption to the daily expected routine Multiple 9, 10, 11, 12, activities 6, 8 of a given individual 7 Learning Answer: b Choice 13, 14, 15, 16, Objective Difficulty Level: Moderate 17, 18, 19, 20, 14.1 Topic: Introduction 21 Learning Objective: None Short Answer 61 Skill Level: Remember Essay the Facts 73, 74 71, 72 APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Multiple 26, 30, 32 22, 23, 24, 25, Learning Choice 27, 28, 29, 31, 33 Objective 2. Which term is Short a synonym for mental disorder? 64 14.1.1 Answer 63 a. psychopathology b. personality Essay disorder Multiple 34, 42, 44, 55 40, 41, 43, 47, 35, 37, 39, 45, 36, 38, 53 Learning c. character flaw Choice 48, 50, 52, 54 46, 49, 51 Objective d. insanity 14.2 Short Answer 65, 67 66, 68, 69 Answer: a 78 75, 76, 77 Difficulty Level: Essay Moderate Multiple 56, 58, 59 60 57 Learning Topic: Introduction Choice Objective Learning Objective: None 14.3 Short Answer 70 Skill Level: Understand the Concepts APA Learning Objective: Essay 1.2 Develop a working knowledge of psychology‘s 80 content domains.

79 3. Why are mental disorders classified as disorders? a. They result in transgressions against another person or society as a whole. b. They always involve bizarre or unnatural behavior patterns. c. Unlike diseases, disorders can be treated but not cured. d. They cause distress beyond what would be expected, typical, or appropriate for a person.

Answer: d Difficulty Level: Moderate Topic: Introduction Learning Objective: None Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

4. How is personality related to psychopathology? a. ―Personality disorders‖ and ―psychopathology‖ are synonyms. b. All forms of psychopathology studied to date eventually originate in character flaws evident in personality traits. c. Research methods that were developed in personality science became the basis for diagnosing mental disorders. d. Personality and psychopathology represent a continuum along which people can range from healthy to disordered levels of a particular trait or characteristic.

Answer: d Difficulty Level: Moderate Topic: Introduction Learning Objective: None Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

5. What does the term ―medical student syndrome‖ refer to? a. believing that a large number of rare diseases personally apply to someone first learning about them b. the increased risk that people in the medical profession have for developing psychopathology c. the tendency for medical students to be better at diagnosing mental illness than seasoned doctors d. a cluster of personality disorders prevalent in third-year medical students Answer: a Difficulty Level: Moderate Topic: Introduction Learning Objective: None Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

6. How are personality disorders defined? a. extreme and inflexible personality configurations that lead to significant impairment b. personal problems that take on an undue significance in a person‘s life c. character flaws that manifest themselves over the course of normal development d. disorders with no known biological correlates Answer: a Difficulty Level: Moderate Topic: Personality Disorders Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

7. Why are personality disorders seen as distinct from other mental disorders a. The origin of most personality disorders remains unknown, whereas other forms of mental illness have a clearer path of onset and development. b. Personality disorders represent some deep-seated element of a person‘s character, rather than something that was ―contracted,‖ as a disease might be. c. Personality disorders are the most recent classification of psychopathology to be recognized by the psychiatric and medical establishment. d. Personality disorders are usually easier to cure than other forms of mental illness.

Answer: b Difficulty Level: Moderate Topic: Personality Disorders Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

8. Why do personality disorders need to be considered within a cultural context? a. Only mental health professionals from a person‘s culture of origin are qualified to make a diagnosis of that person‘s mental status. b. No one‘s personality develops in isolation; therefore, personality disorders can only develop within a person‘s culture of origin. c. Behavior that may seem odd or eccentric in one cultural setting may be perceived as quite normal in a different cultural setting. d. Some cultural products can be mistaken for specific forms of personality disorders.

Answer: c Difficulty Level: Easy Topic: Diagnosing Personality Disorders Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

9. For a person to be diagnosed with a personality disorder, she or he must fit __________ specific requirements. a. two b. four c. six d. eight Answer: c Difficulty Level: Easy Topic: Diagnosing Personality Disorders Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10. Which technique is typically used to diagnose a personality disorder? a. self-report measures b. blood sample c. projective test d. structured clinical interview Answer: d Difficulty Level: Moderate Topic: Diagnosing Personality Disorders Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11. What guidebook serves as the ―official‖ basis for the diagnosis of psychopathology? a. International Statistical Classification of Diseases and Related Health Problems, 11th Edition (ICD-11) b. The Physicians’ Desk Reference, 7th Edition (PDR-71) c. Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) d. Psychological Disorders and Their Treatment, 2nd Edition (PDTT2) Answer: c Difficulty Level: Easy Topic: Diagnosing Personality Disorders Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12. The Diagnostic and Statistical Manual of Mental Disorders arranges personality disorders into __________ clusters. a. two b. three c. four d. five Answer: b Difficulty Level: Easy Topic: Diagnosing Personality Disorders Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13. According to the Diagnostic and Statistical Manual of Mental Disorders (DSM), which cluster contains odd or eccentric personality disorders? a. Cluster A b. Cluster B c. Cluster C d. Cluster D Answer: a Difficulty Level: Easy Topic: Diagnosing Personality Disorders Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14. According to the Diagnostic and Statistical Manual of Mental Disorders (DSM), which cluster contains dramatic or emotional personality disorders? a. Cluster A b. Cluster B c. Cluster C d. Cluster D Answer: b Difficulty Level: Easy Topic: Diagnosing Personality Disorders Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15. According to the Diagnostic and Statistical Manual of Mental Disorders (DSM), which cluster contains anxious or fearful personality disorders? a. Cluster A b. Cluster B c. Cluster C d. Cluster D Answer: c Difficulty Level: Easy Topic: Diagnosing Personality Disorders Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16. Personality disorders are sometimes classified as ―mad, bad, and sad.‖ Which specific disorder falls under the ―sad‖ cluster? a. antisocial personality disorder b. avoidant personality disorder c. paranoid personality disorder d. borderline personality disorder Answer: b Difficulty Level: Difficult Topic: Diagnosing Personality Disorders Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17. Personality disorders are sometimes classified as ―mad, bad, and sad.‖ Which specific disorder falls under the ―mad‖ cluster?

a. dependent personality disorder b. antisocial personality disorder c. paranoid personality disorder d. narcissistic personality disorder Answer: c Difficulty Level: Difficult Topic: Diagnosing Personality Disorders Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

18. Personality disorders are sometimes classified as ―weird,‖ ―wild,‖ and ―worried.‖ Which specific disorder falls under the ―wild‖ cluster? a. obsessive-compulsive personality disorder b. avoidant personality disorder c. paranoid personality disorder d. narcissistic personality disorder Answer: d Difficulty Level: Difficult Topic: Diagnosing Personality Disorders Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19. Personality disorders are sometimes classified as ―weird,‖ ―wild,‖ and ―worried.‖ Which specific disorder falls under the ―weird‖ cluster? a. avoidant personality disorder b. obsessive-compulsive personality disorder c. borderline personality disorder d. schizoid personality disorder Answer: d Difficulty Level: Difficult Topic: Diagnosing Personality Disorders Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

20. About 1 in 4 people presenting symptoms of a personality disorder are diagnosed as __________. a. narcissistic personality disorder b. avoidant personality disorder c. dependent personality disorder d. personality disorder not otherwise specified Answer: d Difficulty Level: Easy Topic: Diagnosing Personality Disorders Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21. According to some estimates, as many as __________ people in the general population have some form of personality disorder. a. 1 in 3 b. 1 in 5 c. 1 in 10 d. 1 in 20 Answer: c Difficulty Level: Easy Topic: Diagnosing Personality Disorders Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

22. What pattern of personality traits do almost all people with any personality disorder have? a. high neuroticism and high openness to experience b. low extraversion and low neuroticism c. low conscientiousness and high extraversion d. high neuroticism and low agreeableness Answer: d Difficulty Level: Moderate Topic: Personality Disorders and the Big Five Learning Objective: 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. and explain how they relate to the Big Five traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

23. Compared to a mentally healthy person, a person with borderline personality disorder typically displays __________. a. higher neuroticism, lower conscientiousness, and lower agreeableness b. higher extraversion, lower openness to experience, and lower neuroticism c. lower extraversion, higher agreeableness, and lower openness to experience d. lower conscientiousness, lower neuroticism, and lower agreeableness Answer: a Difficulty Level: Difficult Topic: Personality Disorders and the Big Five Learning Objective: 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. and explain how they relate to the Big Five traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

24. Compared to a mentally healthy person, a person with schizoid personality disorder typically displays __________. a. higher neuroticism, higher conscientiousness, and higher agreeableness b. higher extraversion, lower conscientiousness, and higher agreeableness c. lower neuroticism, higher openness to experience, and higher extraversion d. lower extraversion, lower agreeableness, and lower openness to experience Answer: d Difficulty Level: Difficult Topic: Personality Disorders and the Big Five Learning Objective: 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. and explain how they relate to the Big Five traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

25. Compared to a mentally healthy person, a person with dependent personality disorder typically displays __________. a. lower neuroticism, higher extraversion, and lower agreeableness b. higher openness to experience, lower agreeableness, and higher conscientiousness c. higher neuroticism, lower extraversion, and higher agreeableness d. higher openness to experience, higher agreeableness, and higher extraversion Answer: c Difficulty Level: Difficult Topic: Personality Disorders and the Big Five Learning Objective: 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. and explain how they relate to the Big Five traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

26. How much of the variation in personality disorders is explained by genetics? a. 5% b. 25% c. 50% d. 75% Answer: c Difficulty Level: Moderate Topic: Developing Personality Disorders Learning Objective: 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. and explain how they relate to the Big Five traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27. How does the likelihood of a man suffering from narcissistic personality disorder, obsessive–compulsive personality disorder, schizotypal personality disorder, and antisocial personality disorder compare to the likelihood for a woman? a. A man is more likely to suffer from these personality disorders. b. A woman is more likely to suffer from these personality disorders. c. There is no notable difference in the likelihood of a man suffering from these personality disorders than there is for a woman. d. No studies have been done to determine whether a man or a woman is more likely to suffer from these personality disorders.

Answer: a Difficulty Level: Moderate Topic: Developing Personality Disorders Learning Objective: 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. and explain how they relate to the Big Five traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

28. A man is __________ times as likely to have a personality disorder in Cluster A (paranoid, schizoid, or schizotypal) than a woman is. a. 5 b. 10 c. 17 d. 23 Answer: a Difficulty Level: Moderate Topic: Developing Personality Disorders Learning Objective: 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. and explain how they relate to the Big Five traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

29. Which trait on the Personality Inventory for DSM-5 is associated with extreme neuroticism? a. detachment b. antagonism c. negative affectivity d. disinhibition Answer: c Difficulty Level: Moderate Topic: The PID-5 Diagnostic Model Learning Objective: 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. and explain how they relate to the Big Five traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

30. __________ is the trait on the Personality Inventory for DSM-5 associated with extreme introversion. a. Negative affectivity b. Detachment c. Psychoticism d. Disinhibition Answer: b Difficulty Level: Moderate Topic: The PID-5 Diagnostic Model Learning Objective: 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. and explain how they relate to the Big Five traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31. Which trait on the Personality Inventory for DSM-5 is associated with extreme low agreeableness? a. disinhibition b. negative affectivity c. antagonism d. psychoticism Answer: c Difficulty Level: Moderate Topic: The PID-5 Diagnostic Model Learning Objective: 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. and explain how they relate to the Big Five traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

32. __________ is the trait on the Personality Inventory for DSM-5 associated with extreme low conscientiousness. a. Antagonism b. Negative affectivity c. Disinhibition d. Psychoticism Answer: c Difficulty Level: Moderate Topic: The PID-5 Diagnostic Model Learning Objective: 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. and explain how they relate to the Big Five traits.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33. Which trait on the Personality Inventory for DSM-5 is associated with extreme openness to experience? a. detachment b. disinhibition c. negative affectivity d. psychoticism Answer: d Difficulty Level: Moderate Topic: The PID-5 Diagnostic Model Learning Objective: 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. and explain how they relate to the Big Five traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

34. Which mood disorder features episodes of depressed mood or loss of pleasure in life that last at least 2 weeks? a. anxiety disorder b. generalized anxiety disorder c. panic disorder d. major depressive disorder Answer: d Difficulty Level: Easy Topic: Major Depressive Disorder Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35. Which constellation of personality traits describes people who are more likely to suffer from depression? a. low neuroticism, low extraversion, and high conscientiousness b. high neuroticism, low extraversion, and low conscientiousness c. high neuroticism, high extraversion, and high conscientiousness d. low neuroticism, high extraversion, and low conscientiousness Answer: b Difficulty Level: Difficult Topic: Major Depressive Disorder Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

36. Which statement is accurate about generalized anxiety disorder?

a. It tends to be the basis for other mood disorders, such as major depression or bipolar disorder. b. It represents all five of the dimensions on the PAINeD model. c. It is the only mood disorder associated with personality traits. d. It is a form of free-floating anxiety not tied to any identifiable stimulus.

Answer: d Difficulty Level: Moderate Topic: Anxiety Disorders Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

37. Benito wakes up each morning feeling on edge. He has trouble sleeping because he is consumed by worrying. For more than 6 months he has felt nervous at work, nervous at home, and nervous in most settings.

Benito is exhibiting symptoms associated with __________. a. social phobia b. bipolar disorder c. generalized anxiety disorder d. agoraphobia Answer: c Difficulty Level: Moderate Topic: Anxiety Disorders Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

38. Why would panic attacks be accompanied by physical symptoms such as heart palpitations, sweating, and chills? a. These symptoms represent the body‘s first attempts to quiet the physical system and return to a state of normalcy. b. These same physical symptoms would be evident in the presence of an actual threat causing fear and anxiety. c. Panic attacks are usually a precursor to legitimate physical ailments, such as a stroke or heart attack. d. Without these symptoms, a person wouldn‘t recognize that she or he is experiencing anything out of the ordinary.

Answer: b Difficulty Level: Difficult Topic: Anxiety Disorders Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

39. Gretchen has suffered from panic attacks in the past, so she has started avoiding the places that trigger those attacks. Now, in addition to her panic disorder, it is likely that Gretchen is suffering from __________. a. generalized anxiety disorder b. agoraphobia c. major depressive disorder d. bipolar disorder Answer: b Difficulty Level: Moderate Topic: Anxiety Disorders Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

40. __________ is an intense fear of social situations. a. Agoraphobia b. Somniphobia c. Social phobia d. Personal phobia Answer: c Difficulty Level: Easy Topic: Anxiety Disorders Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

41. Which personality pattern characterizes most forms of anxiety disorders? a. low agreeableness, high openness to experience, high extraversion b. low neuroticism, high conscientiousness, high agreeableness c. high neuroticism, low agreeableness, high extraversion d. high neuroticism, low extraversion, and low conscientiousness Answer: d Difficulty Level: Difficult Topic: Anxiety Disorders Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

42. Which mood disorder is characterized by periods of elevated and expansive mood, followed by depressive episodes? a. schizophrenia b. bipolar disorder c. panic disorder d. generalized anxiety disorder Answer: b Difficulty Level: Easy Topic: Bipolar Disorder Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43. Which personality pattern is associated with bipolar disorder?

a. high neuroticism, high extraversion, high openness to experience b. high neuroticism, low agreeableness, low conscientiousness c. low neuroticism, low openness to experience, high conscientiousness d. low neuroticism, low extraversion, low openness to experience Answer: a Difficulty Level: Difficult Topic: Bipolar Disorder Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

44. Which mental disorder is characterized by delusions and disordered perceptions and thinking? a. bipolar disorder b. schizophrenia c. generalized anxiety disorder d. panic disorder Answer: b Difficulty Level: Easy Topic: Schizophrenia Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45. Percy has been diagnosed with schizophrenia. He reports hearing voices that command him to arrange a meeting with Milton the Chicken, the mascot of his favorite fast-food restaurant. He believes that Milton is working with INTERPOL to keep Percy from attaining his rightful position as leader of JfhkX. The voices Percy hears are __________ and the plots Percy believes are __________ . a. delusions; hallucinations b. delusions; delusions c. hallucinations; hallucinations d. hallucinations; delusions Answer: d Difficulty Level: Difficult Topic: Schizophrenia Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

46. Bethany has been diagnosed with schizophrenia. If she is typical of most people with this disorder, which personality profile is she most likely to exhibit? a. low neuroticism, high agreeableness, low openness to experience b. high neuroticism, low agreeableness, low openness to experience c. low agreeableness, low extraversion, low conscientiousness d. high neuroticism, high extraversion, high openness to experience Answer: c Difficulty Level: Difficult Topic: Bipolar Disorder Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

47. The pathological desire to maintain a low body weight is known as __________. a. bulimia nervosa b. dieting c. body dysmorphic disorder d. anorexia nervosa Answer: d Difficulty Level: Easy Topic: Eating Disorders Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

48. __________ is an eating disorder characterized by binging and purging. a. Bulimia nervosa b. Body dysmorphic disorder c. Dieting d. Anorexia nervosa Answer: a Difficulty Level: Easy Topic: Eating Disorders Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

49. Anna has an eating disorder but continues to function reasonably well. What kind of personality type would she have? a. undercontrolled/emotionally dysregulated b. resilient/high-functioning c. overcontrolled/constricted growth d. resilient/emotionally dysregulated Answer: b Difficulty Level: Difficult Topic: Eating Disorders Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

50. Which constellation of personality traits would an individual with an eating disorder have who is overcontrolled/constrictive? a. high extraversion, high agreeableness, high neuroticism b. low agreeableness, low conscientiousness, high openness to experience c. high neuroticism, high conscientiousness, low openness to experience d. low openness to experience, high agreeableness, low conscientiousness Answer: c Difficulty Level: Difficult Topic: Eating Disorders Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

51. One beer used to be enough to make Johnny feel a little tipsy; now it takes four beers to produce the same effect. Johnny has developed a(n) __________ for alcohol. a. immunity b. tolerance c. resistance d. endurance Answer: b Difficulty Level: Moderate Topic: Addictive Disorders Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

52. Which personality profile describes most people with substance use disorders? a. high neuroticism and low extraversion b. low agreeableness and high extraversion c. low openness to experience and high conscientiousness d. high neuroticism and high conscientiousness Answer: a Difficulty Level: Difficult Topic: Eating Disorders Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

53. At what point does gambling become a gambling disorder? a. when the gambler also abuses substances such as drugs or alcohol while gambling b. when gambling behavior takes place in the context of high extraversion and high agreeableness c. when any two of six formal criteria for the disorder are met d. when gambling leads to major disruptions that threaten a person‘s day-to-day life Answer: d Difficulty Level: Moderate Topic: Addictive Disorders Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

54. Gambling involves a breakdown in self-control. Which Big Five personality trait is this disruption related to? a. conscientiousness b. openness to experience c. agreeableness d. extraversion Answer: a Difficulty Level: Moderate Topic: Addictive Disorders Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

55. How many criteria does the DSM-5 use to diagnose pathological gambling? a. three b. five c. seven d. nine Answer: d Difficulty Level: Easy Topic: Addictive Disorders Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

56. Across hundreds of studies, __________ of people who receive some kind of therapy improve more (or faster) than those who do not get therapy. a. 15% b. 30% c. 52% d. 75% Answer: d Difficulty Level: Moderate Topic: Therapy and Personality Change Learning Objective: 14.3 Describe strategies for personality change and mental health.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57. According to meta-analytic results, what kind of effect does psychotherapy have on personality? a. Interventions can change personality disorders but not fundamentally change personality itself. b. Psychotherapy causes a shift in attitudes, which is sufficient to then alter behavior. c. Psychotherapy is less effective than drug treatments in changing personality. d. Effective psychotherapy has the power to change personality.

Answer: d Difficulty Level: Easy Topic: Therapy and Personality Change Learning Objective: 14.3 Describe strategies for personality change and mental health.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

58. __________ therapy emphasizes changing current thoughts and behaviors. a. Psychoanalytic b. Cognitive-behavioral c. Existential d. Psychodynamic Answer: b Difficulty Level: Easy Topic: Therapy and Personality Change Learning Objective: 14.3 Describe strategies for personality change and mental health.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59. Kindness involves __________. a. high agreeableness b. high neuroticism c. low conscientiousness d. low agreeableness Answer: a Difficulty Level: Easy Topic: Therapy and Personality Change Learning Objective: 14.3 Describe strategies for personality change and mental health.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

60. Fundamentally, what is the source of many behavioral problems? a. high neuroticism manifested in a stress-filled context b. low self-control, low conscientiousness, and impulsivity c. low agreeableness and low conscientiousness d. low extraversion and low openness to experience Answer: b Difficulty Level: Moderate Topic: Therapy and Personality Change Learning Objective: 14.3 Describe strategies for personality change and mental health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

Short Answer Questions 61. What is a personality disorder?

Answer: A personality disorder is an extreme and inflexible personality configuration that leads to significant impairment in a person‘s life.

Difficulty Level: Moderate Topic: Personality Disorders Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

62. Identify the three clusters into which personality disorders are arranged by the Diagnostic and Statistical Manual of Mental Disorders (DSM).

Answer: Cluster A contains personality disorders that are odd or eccentric. Cluster B contains personality disorders that are dramatic or emotional. Cluster C contains personality disorders that are anxious or fearful.

These clusters are sometimes referred to as ―weird,‖ ―wild,‖ and ―worried,‖ respectively.

Difficulty Level: Moderate Topic: Diagnosing Personality Disorders Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

63. Marissa and José are going to be new parents. What role might their parenting play in their child developing a personality disorder?

Answer: Parents of people with personality disorders were likely to have extreme parenting styles, use guilt or shame to control their children, and/or not express affection. People with personality disorders had parents who were emotionally cold and distant. The more negative experiences children have, the more likely they are to develop a personality disorder as an adult. Knowing all this, Marissa and José could be mindful of their parenting behaviors as they raise their child.

Difficulty Level: Difficult Topic: Developing Personality Disorders Learning Objective: 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

64. List the five main traits of the Personality Inventory for DSM-5 (PID-5) and how they relate to the Big Five traits.

Answer: The five main traits of the Personality Inventory for DSM-5 are (1) Negative affectivity, which relates to extreme neuroticism; (2) Detachment, which relates to extreme introversion; (3) Antagonism, which relates to extreme low agreeableness; (4) Disinhibition, which relates to extreme low conscientiousness; and (5) Psychoticism, which relates to extreme openness to experience.

Difficulty Level: Moderate Topic: The PID-5 Diagnostic Model Learning Objective: 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

65. What are mood disorders, and what form do they take?

Answer: Mood disorders are disorders characterized by significant problems with mood and emotion. They can appear as major depressive disorder, anxiety disorders, or bipolar disorder.

Difficulty Level: Moderate Topic: Major Depressive Disorder Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

66. Monty is experiencing a major depressive episode. What are his symptoms?

Answer: Monty is likely experiencing a depressed mood or loss of pleasure in life, but to qualify as a major depressive episode, these feelings must have been present for at least 2 weeks. He may also experience problems sleeping, low energy, low self-esteem, trouble thinking and focusing, thoughts of suicide, and unintended changes in weight.

Difficulty Level: Difficult Topic: Major Depressive Disorder Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

67. What is panic disorder?

Answer: Panic disorder is a mood disorder involving panic attacks, which are intense, short bursts of fear and anxiety.

Difficulty Level: Moderate Topic: Anxiety Disorders Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

68. Sandi is experiencing a panic attack. What are some of the symptoms that he may have?

Answer: Sandi is likely to be hit with a sudden wave of anxiety. She may experience heart palpitations, sweating, chest pain, a fear of going crazy or dying, and chills, numbness, or hot flashes. Sandi may think that she is having a heart attack, the symptoms of which resemble those of a panic attack.

Difficulty Level: Difficult Topic: Anxiety Disorders Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

69. Regina is worried that her brother might have schizophrenia. What are the symptoms she should look for?

Answer: If Regina‘s brother has schizophrenia, he may experience hallucinations or delusions. He also may exhibit disorganized speech, disorganized or catatonic behavior, and flat affect.

Difficulty Level: Difficult Topic: Schizophrenia Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

70. Ingrid is receiving cognitive-behavioral therapy. What does this approach entail?

Answer: Cognitive-behavioral therapy emphasizes changing a person‘s current thoughts and behaviors. This approach is unlike psychodynamic therapies, which focus on resolving deep-seated issues in a person‘s childhood.

Difficulty Level: Difficult Topic: Therapy and Personality Change Learning Objective: 14.3 Describe strategies for personality change and mental health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Essay Questions 71. What are the six specific requirements that an individual must meet in order to be diagnosed with a personality disorder? Explain why these criteria are necessary for diagnosis.

Answer: A good answer would include the following key points:  To be diagnosed with a personality disorder, a person must fit six specific requirements: 1. Experiencing problems in most aspects of life, such as relationships and thinking 2. Being inflexible in her or his behavior, such as not acting differently even when she or he should 3. Experiencing major life problems 4. Showing signs of the personality disorder since adolescence 5. The problematic behaviors cannot be due to another mental disorder 6. The problematic behaviors cannot be due to a physical disorder, such as a brain tumor or a reaction to drugs.  These criteria need to be in place because personality disorders can be seen as an extreme on a continuum.  For example, someone‘s eccentric behavior all by itself might be within the range of typical or expected behavior, especially within a particular cultural context.  The presence of multiple criteria, however, move the interpretation from one of normal manifestations to one of disordered personality.

Difficulty Level: Difficult Topic: Diagnosing Personality Disorders Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

72. What do each of the DSM-5‘s three clusters of personality disorders represent, and what are the defining features of each cluster? Explain why a cluster approach aids in diagnosis.

Answer: A good answer would include the following key points:  Although there are 10 distinct personality disorders recognized in the DSM-5, they cluster into three groups.  Cluster A represents disorders characterized by odd or eccentric behaviors.  Cluster B contains personality disorders that involve dramatic or impulsive behaviors.  Cluster C contains personality disorders marked by anxious and fearful behaviors.  The cluster approach aids diagnosis because it highlights common features underlying specific disorders.  Rather than thinking about antisocial, borderline, and histrionic personality disorders as separate entities, it can be beneficial to think of them as having features in common coupled with different manifestations of those features.

Difficulty Level: Difficult Topic: Diagnosing Personality Disorders Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

73. Using the three personality disorders in the DSM-5‘s Cluster C (anxious-fearful), explain the features they share in common and their likely correlates with the Big Five personality dimensions.

Answer: A good answer would include the following key points:  The three disorders in the DSM-5‘s Cluster C are avoidant personality disorder, dependent personality disorder, and obsessive-compulsive personality disorder.  Avoidant personality disorder is characterized by being socially anxious and withdrawn.  Dependent personality disorder is characterized by a need to be cared for by another individual.  Obsessive-compulsive personality disorder is characterized by being overly concerned with order and perfection.  Although virtually all personality disorders show an association with high neuroticism and low agreeableness, some specific predictions can be made for associations between the Big Five personality dimensions and the Cluster C disorders.  For example, it would be reasonable to predict that someone with avoidant personality disorder would be low in openness to experience, someone with dependent personality disorder would likely be a bit higher on agreeableness, and someone with obsessive-compulsive personality disorder would likely be high in conscientiousness.

Difficulty Level: Difficult Topic: Diagnosing Personality Disorders Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

74. What is the relationship between personality disorders and neuroticism and agreeableness?

Answer: A good answer would include the following key points:  People with any personality disorder are usually high in neuroticism and low in agreeableness.  They are more anxious, depressive, hostile, callous, grandiose, and manipulative than the average person.  Only those with dependent PD (who want to please their partners) score a little above average in agreeableness.

Difficulty Level: Difficult Topic: Diagnosing Personality Disorders Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

75. How are the Big Five personality dimensions related to major depressive disorder? Why might some traits confer protections against mood disorders whereas others might exacerbate them?

Answer: A good answer would include the following key points:  People high in neuroticism, low in extraversion, and low in conscientiousness are the most likely to suffer from major depressive disorder.  The correlation is especially strong for neuroticism, because anxiety and depression are closely linked.

Anxiety can be thought of as the anticipation of negative events, and depression can be considered the emotional state that results after the negative events occur (or are perceived to occur).  Extraversion is linked with positive emotions and happiness, so it tends to protect against depression.

Difficulty Level: Difficult Topic: Major Depressive Disorder Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

76. What are the four anxiety disorders linked to personality? What are the main characteristics associated with each, and what personality features do they share in common?

Answer: A good answer would include the following key points:  The four anxiety disorders linked to personality are generalized anxiety disorder, panic disorder, agoraphobia, and social phobia.  Generalized anxiety disorder is a disorder characterized by high levels of anxiety over a period of 6 months or more.  Panic disorder is a mood disorder involving panic attacks, which are short bursts of intense fear and anxiety.  Agoraphobia is a fear or phobia of public places and often results as a response to panic attacks.  Social phobia is an intense fear of social situations.  All anxiety disorders are linked to high neuroticism, low extraversion, and low conscientiousness.

Although they differ in their manifestations, they share this underlying pattern of personality traits.

Difficulty Level: Difficult Topic: Anxiety Disorders Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

77. Which of the Big Five personality dimensions is bipolar disorder linked to? Why would this disorder be especially likely to differ in its personality profile compared to other disorders?

Answer: A good answer would include the following key points:  Bipolar disorder is linked to higher neuroticism, but the correlation is smaller than the link between neuroticism and depression.  Bipolar disorder is also linked to higher extraversion, which is in opposition to the low extraversion seen in depression.  Because bipolar disorder involves different and conceptually opposite behavior patterns—periods of mania followed by periods of depression—it is especially likely to differ from other disorders.  For example, major depressive disorder is characterized by depression, just as the anxiety disorders are characterized by fear, worry, and anxiety. Although they manifest themselves in different ways, a core feature is present.  Bipolar disorder, by comparison, has core features of extreme excitation and negative emotionality, making patterns of association with and prediction of personality correlates more complex.

Difficulty Level: Difficult Topic: Bipolar Disorder Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

78. Antonio thinks he has a problem with alcohol, Dee Dee thinks he has a problem with drugs, and Gustavo thinks he has a problem with gambling. What would they each need to know in order to determine whether their behaviors are pathological?

Answer: A good answer would include the following key points:  People certainly drink, take prescription and nonprescription drugs, and gamble, but like personality, these behaviors exist on a continuum from normal to pathological.  Addiction to alcohol and to drugs can be seen as tolerance develops (i.e., it takes more of a substance to produce the same effects) or withdrawal symptoms are present after suspending ingestion of the substance.  Gambling addiction occurs when a person‘s gambling habits result in major life problems, such as foreclosure on a home, losing one‘s job, or being arrested. The DSM-5 uses nine specific criteria for diagnosis.  Antonio and Dee Dee should also know that alcohol and drug addiction share a personality profile: high neuroticism, low extraversion, low conscientiousness, and low agreeableness.  Gustavo should be told that gambling disorder is characterized by high neuroticism and low conscientiousness.

Difficulty Level: Difficult Topic: Addictive Disorders Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

79. What is the relationship between self-help books and cognitive-behavioral therapy (CBT)?

Answer: A good answer would include the following key points:  CBT is effective for treating a wide range of mental disorders. It focuses on changing a person‘s thoughts and behaviors.  Many self-help books teach a form of cognitive-behavioral therapy. In this context the therapeutic approach is known as bibliotherapy, or, basically, ―reading books to help oneself.‖  CBT teaches clients to question their erroneous beliefs, and this same training can be promoted through bibliotherapy.

Difficulty Level: Difficult Topic: Therapy and Personality Change Learning Objective: 14.3 Describe strategies for personality change and mental health.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

80. Li-Mei wants to be a happier person. What are some of the things she can do to help herself feel happier?

Answer: A good answer would include the following key points:  Li-Mei can practice happiness strategies, such as trying to be optimistic and showing gratitude.  Another simple but effective approach to increasing happiness is to count her acts of kindness, keeping track of the kind things she does for a week or two.  She should feel a shift toward greater happiness and perhaps find herself becoming a nicer person in a short period of time.

Difficulty Level: Difficult Topic: Therapy and Personality Change Learning Objective: 14.3 Describe strategies for personality change and mental health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Revel Quiz Questions The following questions appear at the end of each module and at the end of the chapter in Revel for Personality Psychology: Understanding Yourself and Others, 2e.

End of Module Quiz 14.1 Personality Disorders EOM Q14.1.1 How do personality disorders differ from other mental disorders? a) Personality disorders are different from other mental disorders because they are often considered a part of a person‘s personality or character rather than a disease that exists outside the personality. b) Personality disorders are different from other mental disorders because they cause someone to experience distress whereas people with mental disorders do not experience distress.

Consider This: Personality disorders are about who a person is rather than what a person has. LO 14.1 Understand how mental disorders are diagnosed. c) Personality disorders are different from other mental disorders because they are considered to be abnormal in the person‘s culture whereas people with mental disorders experience something that is considered to be normal in their culture.

Consider This: Personality disorders are about who a person is rather than what a person has. LO 14.1 Understand how mental disorders are diagnosed. d) Personality disorders are different from other mental disorders because they affect people‘s behaviors whereas people with mental disorders only experience effects in their thinking.

Consider This: Personality disorders are about who a person is rather than what a person has. LO 14.1 Understand how mental disorders are diagnosed.

Answer: a Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q14.1.2 Personality disorders are arranged in which of the following three clusters? a) (A) odd or eccentric, (B) dramatic or emotional, and (C) anxious or fearful b) (A) irrational or illogical, (B) dramatic or emotional, and (C) anxious or fearful Consider This: Sometimes students refer to Clusters A, B, and C as ―mad, bad, and sad‖ respectively. LO 14.1 Understand how mental disorders are diagnosed. c) (A) odd or eccentric, (B) melancholic or sad, and (C) anxious or fearful Consider This: Sometimes students refer to Clusters A, B, and C as ―mad, bad, and sad‖ respectively. LO 14.1 Understand how mental disorders are diagnosed. d) (A) angry or violent, (B) dramatic or emotional, and (C) anxious or fearful Consider This: Sometimes students refer to Clusters A, B, and C as ―mad, bad, and sad‖ respectively. LO 14.1 Understand how mental disorders are diagnosed.

Answer: a Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q14.1.3 Gia has recently been diagnosed with paranoid personality disorder. Gia likely is __________. a) high in neuroticism and low in agreeableness b) low in extraversion and high in conscientiousness Consider This: A person with this disorder has trouble trusting friends. LO 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. c) low in neuroticism and low in conscientiousness Consider This: A person with this disorder has trouble trusting friends. LO 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. d) low in openness and low in conscientiousness Consider This: A person with this disorder has trouble trusting friends. LO 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits.

Answer: a Learning Objective: 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q14.1.4 With which personality disorder do people tend to score somewhat higher than average on agreeableness but also high in neuroticism? a) dependent b) paranoid Consider This: People with this disorder tend to need a lot of reassurance. LO 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. c) obsessive-compulsive Consider This: People with this disorder tend to need a lot of reassurance. LO 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. d) avoidant Consider This: People with this disorder tend to need a lot of reassurance. LO 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits.

Answer: a Learning Objective: 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q14.1.5 Which of the following statements regarding personality disorders is true? a) Personality disorders and their severity tend to decline with age and maturity. b) Personality disorders and their severity tend to increase with age.

Consider This: Personality disorders peak in adolescence. LO 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. c) The prevalence of personality disorders appears to be higher in non–Western countries.

Consider This: Personality disorders peak in adolescence. LO 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. d) The elderly are most susceptible to developing personality disorders.

Consider This: Personality disorders peak in adolescence. LO 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits.

Answer: a Learning Objective: 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits.

Difficulty Level: Difficult Skill Level: Analyze It

End of Module Quiz 14.2 Other Mental Disorders Associated with Personality EOM Q14.2.1 Which of the following people is most likely to be diagnosed with major depressive disorder? a) Kate, who has been depressed and rarely able to leave the house for over a month b) Usha, who has been feeling anxious lately due to troubles at work Consider This: Depressed mood or loss of pleasure in life that lasts at least 2 weeks is the primary criterion.

LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders. c) Clyde, who couldn‘t get out of bed for a week after he broke up with his girlfriend Consider This: Depressed mood or loss of pleasure in life that lasts at least 2 weeks is the primary criterion.

LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders. d) Moses, who feels alienated from his family lately since returning from college Consider This: Depressed mood or loss of pleasure in life that lasts at least 2 weeks is the primary criterion.

LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Answer: a Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Difficulty Level: Difficult Skill Level: Analyze It EOM Q14.2.2 Theo is completely stressed with finals, work, and trouble at home. He‘s had trouble dealing with everything lately. On his way to class, he feels paralyzed with fear and a severe tightness in his chest, almost like he‘s having a heart attack. Which anxiety disorder is Theo showing symptoms of? a) panic disorder b) generalized anxiety disorder Consider This: This anxiety disorder is characterized by panic attacks. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders. c) agoraphobia Consider This: This anxiety disorder is characterized by panic attacks. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders. d) social phobia Consider This: This anxiety disorder is characterized by panic attacks. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Answer: a Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q14.2.3 The disorder characterized by manic episodes of high energy followed by a crash into depression is called __________. a) bipolar disorder b) generalized anxiety disorder Consider This: This was once called manic depression. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders. c) obsessive-compulsive disorder Consider This: This was once called manic depression. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders. d) panic disorder Consider This: This was once called manic depression. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Answer: a Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Difficulty Level: Easy Skill Level: Remember the Facts EOM Q14.2.4 What is a common personality profile of someone diagnosed with schizophrenia? a) low agreeableness, low extraversion, and low conscientiousness b) low agreeableness, low extraversion, and high conscientiousness Consider This: This pattern is even evident in the initial stages of schizophrenia. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders. c) high agreeableness, low extraversion, and high conscientiousness Consider This: This pattern is even evident in the initial stages of schizophrenia. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders. d) high agreeableness, low extraversion, and low conscientiousness Consider This: This pattern is even evident in the initial stages of schizophrenia. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Answer: a Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Difficulty Level: Difficult Skill Level: Analyze It

EOM Q14.2.5 Melissa has a distorted view of herself. She believes she‘s overweight even though she‘s severely underweight.

Her distorted perception of self is driving her to eat less and less. Melissa likely is suffering from __________. a) anorexia nervosa b) schizophrenia Consider This: She suffers from an eating disorder. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders. c) bulimia nervosa Consider This: She suffers from an eating disorder. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders. d) obsessive-compulsive disorder Consider This: She suffers from an eating disorder. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Answer: a Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Difficulty Level: Difficult Skill Level: Apply What You Know

End of Module Quiz 14.3 Therapy and Personality Change EOM Q14.3.1 Marlena isn‘t feeling like herself lately. She‘s feeling distant from her boyfriend, she‘s not into her classes, and she can‘t even seem to have fun with her friends. So she starts buying self-help books to see if she can get herself out of the rut she‘s in. This is called __________. a) bibliotherapy b) cognitive-behavioral therapy Consider This: This is when someone reads books to help resolve a personal issue. LO 14.3 Describe strategies for personality change and mental health. c) self-medicating Consider This: This is when someone reads books to help resolve a personal issue. LO 14.3 Describe strategies for personality change and mental health. d) pharmacological therapy Consider This: This is when someone reads books to help resolve a personal issue. LO 14.3 Describe strategies for personality change and mental health.

Answer: a Learning Objective: 14.3 Describe strategies for personality change and mental health.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q14.3.2 __________ is a form of therapy that emphasizes changing your thoughts and behaviors. a) Cognitive-behavioral therapy b) Pharmacological therapy Consider This: This type of therapy teaches people to change beliefs. LO 14.3 Describe strategies for personality change and mental health. c) Immersion therapy Consider This: This type of therapy teaches people to change beliefs. LO 14.3 Describe strategies for personality change and mental health. d) Behavioral therapy Consider This: This type of therapy teaches people to change beliefs. LO 14.3 Describe strategies for personality change and mental health.

Answer: a Learning Objective: 14.3 Describe strategies for personality change and mental health.

Difficulty Level: Easy Skill Level: Remember the Facts

EOM Q14.3.3 Which of the following statements regarding antidepressants is true? a) Antidepressant drugs are effective for treating a wide array of mood, anxiety, and depressive disorders. b) Antidepressants have proven to be much more effective than psychotherapy in treating mood disorders.

Consider This: Antidepressants have proven to be a viable way of treating some mental disorders. LO 14.3 Describe strategies for personality change and mental health. c) Antidepressants are especially effective in treating mild depression.

Consider This: Antidepressants have proven to be a viable way of treating some mental disorders. LO 14.3 Describe strategies for personality change and mental health. d) Antidepressants show no effectiveness for lowering neuroticism.

Consider This: Antidepressants have proven to be a viable way of treating some mental disorders. LO 14.3 Describe strategies for personality change and mental health.

Answer: a Learning Objective: 14.3 Describe strategies for personality change and mental health.

Difficulty Level: Difficult Skill Level: Analyze It EOM Q14.3.4 Which of the following have studies shown to be an effective way of increasing happiness? a) trying to be more optimistic and showing gratitude b) doing 50 jumping jacks each day Consider This: This involves focusing on good things in life. LO 14.3 Describe strategies for personality change and mental health. c) practicing detachment Consider This: This involves focusing on good things in life. LO 14.3 Describe strategies for personality change and mental health. d) engaging in downward social comparisons Consider This: This involves focusing on good things in life. LO 14.3 Describe strategies for personality change and mental health.

Answer: a Learning Objective: 14.3 Describe strategies for personality change and mental health.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q14.3.5 Which character trait has proven to be associated with many behavioral problems? a) low conscientiousness b) low neuroticism Consider This: Impulsivity is another source of behavioral problems. LO 14.3 Describe strategies for personality change and mental health. c) high openness to experience Consider This: Impulsivity is another source of behavioral problems. LO 14.3 Describe strategies for personality change and mental health. d) high extraversion Consider This: Impulsivity is another source of behavioral problems. LO 14.3 Describe strategies for personality change and mental health.

Answer: a Learning Objective: 14.3 Describe strategies for personality change and mental health.

Difficulty Level: Easy Skill Level: Remember the Facts

Chapter Quiz: Personality and Mental Health EOC Q14.1 Which of the following effectively sums up the criteria for being diagnosed with a personality disorder? a) A personality disorder must cause problems, be pervasive, and not be caused by something else. b) A personality disorder must cause occasional problems, be pervasive, and must be caused by something else.

Consider This: Personality disorders are extreme and inflexible personality configurations. LO 14.1 Understand how mental disorders are diagnosed. c) A personality disorder must be self-reported, occur only in specific situations, and not be caused by something else.

Consider This: Personality disorders are extreme and inflexible personality configurations. LO 14.1 Understand how mental disorders are diagnosed. d) A personality disorder must cause problems, be pervasive, and must be caused by something else.

Consider This: Personality disorders are extreme and inflexible personality configurations. LO 14.1 Understand how mental disorders are diagnosed.

Answer: a Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Difficulty Level: Difficult Skill Level: Analyze It EOC Q14.2 Approximately how many people suffer from a personality disorder? a) 1 in 10 people b) 1 in 100 people Consider This: Personality disorders are not rare. LO 14.1 Understand how mental disorders are diagnosed. c) 1 in 1,000 people Consider This: Personality disorders are not rare. LO 14.1 Understand how mental disorders are diagnosed. d) 1 in 1,000,000 people Consider This: Personality disorders are not rare. LO 14.1 Understand how mental disorders are diagnosed.

Answer: a Learning Objective: 14.1 Understand how mental disorders are diagnosed.

Difficulty Level: Easy Skill Level: Remember the Facts

EOC Q14.3 What is a common trait combination for those diagnosed with antisocial personality disorder? a) low agreeableness and low conscientiousness b) low agreeableness and low neuroticism Consider This: Antisocial personality disorder is an unwillingness to follow social norms and obey authority. LO 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. c) low conscientiousness and high neuroticism Consider This: Antisocial personality disorder is an unwillingness to follow social norms and obey authority. LO 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. d) high neuroticism and low openness Consider This: Antisocial personality disorder is an unwillingness to follow social norms and obey authority. LO 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits.

Answer: a Learning Objective: 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q14.4 Carly has a tendency to be very affectionate with her partner, then becomes angry, and then begs him not to leave. Carly is showing a pattern associated with which personality disorder? a) borderline personality disorder b) antisocial personality disorder Consider This: This is also associated with a feeling of emptiness and thoughts of suicide. LO 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. c) histrionic personality disorder Consider This: This is also associated with a feeling of emptiness and thoughts of suicide. LO 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. d) narcissistic personality disorder Consider This: This is also associated with a feeling of emptiness and thoughts of suicide. LO 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits.

Answer: a Learning Objective: 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q14.5 People with personality disorders usually, but not always, display which of the following traits? a) high neuroticism and low agreeableness b) high agreeableness and low extraversion Consider This: People diagnosed with personality disorders are more anxious, depressive, hostile, callous, grandiose, and manipulative than the average person. LO 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. c) low extraversion and low neuroticism Consider This: People diagnosed with personality disorders are more anxious, depressive, hostile, callous, grandiose, and manipulative than the average person. LO 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. d) low openness to experience and low extraversion Consider This: People diagnosed with personality disorders are more anxious, depressive, hostile, callous, grandiose, and manipulative than the average person. LO 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits.

Answer: a Learning Objective: 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits.

Difficulty Level: Difficult Skill Level: Analyze It EOC Q14.6 The PID-5 is basically an extreme, negative version of the Big Five. It consists of what five traits? a) negative affectivity, detachment, antagonism, disinhibition, psychoticism b) positivity, detachment, antagonism, disinhibition, psychoticism Consider This: The PID-5 is meant to measure elements of extreme personality that the Big Five does not.

LO 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. c) negative affectivity, detachment, antagonism, violence, psychoticism Consider This: The PID-5 is meant to measure elements of extreme personality that the Big Five does not.

LO 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits. d) negative affectivity, detachment, dependency, disinhibition, psychoticism Consider This: The PID-5 is meant to measure elements of extreme personality that the Big Five does not.

LO 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits.

Answer: a Learning Objective: 14.1.1 Name the personality disorders and explain how they relate to the Big Five traits.

Difficulty Level: Difficult Skill Level: Analyze It

EOC Q14.7 Which of the following is an example of someone who has a mood disorder? a) Kyle, who has major depressive disorder b) Rosemary, who has panic attacks Consider This: A mood disorder is characterized by significant problems with mood and emotion. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addictive disorders. c) Ricardo, who has generalized anxiety disorder Consider This: A mood disorder is characterized by significant problems with mood and emotion. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addictive disorders. d) Salim, who has a social phobia Consider This: A mood disorder is characterized by significant problems with mood and emotion. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addictive disorders.

Answer: a Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Difficulty Level: Difficult Skill Level: Analyze It EOC Q14.8 A diagnosis of generalized anxiety disorder requires which of the following? a) high levels of anxiety over a period of 6 months or more b) a person self-reporting feeling of sadness multiple times in the same month Consider This: This anxiety is not linked to a specific situation or context. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addictive disorders. c) severe depression with thoughts of suicide that is reoccurring over the course of 2 years Consider This: This anxiety is not linked to a specific situation or context. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addictive disorders. d) a person having trouble adjusting to a new environment for 2 months or more Consider This: This anxiety is not linked to a specific situation or context. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addictive disorders.

Answer: a Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q14.9 Eli has had anxiety attacks, so he started avoiding the places that triggered them. He eventually spent most of his time in his apartment. Eli suffers from __________. a) agoraphobia b) obsessive-compulsive disorder Consider This: This is when someone becomes fearful of public places and starts to avoid them. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders. c) schizophrenia Consider This: This is when someone becomes fearful of public places and starts to avoid them. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders. d) borderline personality disorder Consider This: This is when someone becomes fearful of public places and starts to avoid them. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Answer: a Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q14.10 Anxiety disorders are linked to which combination of personality traits? a) high neuroticism, low extraversion, and low conscientiousness b) high neuroticism, high extraversion, and high conscientiousness Consider This: This same combination is also linked to depression. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders. c) low neuroticism, high extraversion, and low conscientiousness Consider This: This same combination is also linked to depression. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders. d) low neuroticism, low extraversion, and low conscientiousness Consider This: This same combination is also linked to depression. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Answer: a Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Difficulty Level: Difficult Skill Level: Analyze It

EOC Q14.11 The typical personality profile for someone with an eating disorder is __________. a) high neuroticism and low extraversion, with some evidence of low conscientiousness and low agreeableness b) low neuroticism and high extraversion, with some evidence of low conscientiousness and low agreeableness Consider This: This eating disorder personality profile is not found among people who are simply trying to lose weight in a program such as Weight Watchers. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders. c) high neuroticism and high extraversion, with some evidence of low conscientiousness and low agreeableness Consider This: This eating disorder personality profile is not found among people who are simply trying to lose weight in a program such as Weight Watchers. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders. d) low neuroticism and low extraversion, with some evidence of high conscientiousness and high agreeableness Consider This: This eating disorder personality profile is not found among people who are simply trying to lose weight in a program such as Weight Watchers. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Answer: a Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Difficulty Level: Difficult Skill Level: Analyze It EOC Q14.12 Peyton used to go out and have a few drinks with his friends on the weekend. Over time, he needed more and more drinks to have the same effect. Eventually his drinking begins to cause problems with his school work and his relationship with his girlfriend and close friends. Peyton is suffering from a substance-related disorder, which means his personality is characterized by likely __________. a) low agreeableness and low extraversion b) high extraversion and high openness to experience Consider This: This is an addictive disorder. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders. c) low conscientiousness and low agreeableness Consider This: This is an addictive disorder. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders. d) low conscientiousness and low neuroticism Consider This: This is an addictive disorder. LO 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Answer: a Learning Objective: 14.2 Explain how personality and the Big Five traits are related to other mental disorders, such as depression, anxiety disorder, schizophrenia, and eating and addiction disorders.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q14.13 Adrina is anxious and often down on herself. She is going to therapy that helps her change her way of thinking so that she can hopefully begin to feel differently about life and herself. Adrina is engaging in what type of therapy? a) cognitive-behavioral therapy b) pharmacological therapy Consider This: This kind of therapy focuses on changing both thoughts and behaviors. LO 14.3 Describe strategies for personality change and mental health. c) psychodynamic therapy Consider This: This kind of therapy focuses on changing both thoughts and behaviors. LO 14.3 Describe strategies for personality change and mental health. d) behavioral therapy Consider This: This kind of therapy focuses on changing both thoughts and behaviors. LO 14.3 Describe strategies for personality change and mental health.

Answer: a Learning Objective: 14.3 Describe strategies for personality change and mental health.

Difficulty Level: Moderate Skill Level: Apply What You Know EOC Q14.14 Which of the following statements regarding happiness is true? a) It appears possible to make oneself happier. b) Happiness is a fairly static condition that can‘t really be changed.

Consider This: With effort, happiness levels can be increased. LO 14.3 Describe strategies for personality change and mental health. c) Trying to be more optimistic is not an effective way to make oneself happier.

Consider This: With effort, happiness levels can be increased. LO 14.3 Describe strategies for personality change and mental health. d) Research concludes that active attempts to increase happiness often have the opposite effect.

Consider This: With effort, happiness levels can be increased. LO 14.3 Describe strategies for personality change and mental health.

Answer: a Learning Objective: 14.3 Describe strategies for personality change and mental health.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q14.15 Which of the following statements about increasing social confidence is true? a) Relaxation techniques help in lowering anxiety. b) Putting people in social situations even if they are uncomfortable will not help them to overcome the fear.

Consider This: Cognitive behavioral techniques help to increase self-confidence. LO 14.3 Describe strategies for personality change and mental health. c) Trying to think about other people as less competent helps relieve stress in social environments.

Consider This: Cognitive behavioral techniques help to increase self-confidence. LO 14.3 Describe strategies for personality change and mental health. d) Teaching people to introduce themselves and make small talk decreases social confidence.

Consider This: Cognitive behavioral techniques help to increase self-confidence. LO 14.3 Describe strategies for personality change and mental health.

Answer: a Learning Objective: 14.3 Describe strategies for personality change and mental health.

Difficulty Level: Difficult Skill Level: Analyze It

TOTAL Chapter 15 ASSESSMENT Multiple Choice Questions Personality and Physical Health Multiple Choice Questions GUIDE 1. When a psychologist talks about ―types,‖ what is being referred to? a. a pattern of responses to a personality test b. specific states of physiologicalRemember arousal Learning Understand the Apply What c. personality profiles linked to certain diseases Concepts Objective the Facts You Know Analyze It d. a system forMultiple identifying mental Learning 2, disorders 4, 8, 11, 15, 3, 10, 12, 14, 17, 5, 7, 13, 19, 26, 6, 9, 16, 25, 32, Answer: Objectivec Choice 22, 23, 24, 28, 18, 20, 21, 27, 30, 31, 40 38 Difficulty Level: Moderate 15.1 29, 33, 34, 35, 37, 39, 41 Topic: Introduction 36, 42, 43, 44 Learning Objective: None Short Answer 61 62, 63, 64, 65 66 Skill Level: Understand Essay the Concepts 72, 73 71, 74, 75, 76, APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

77, 78 Learning Multiple 50, 53 45, 47, 49, 56, 46, 51, 52, 54, 48 2.

Who was the Stanford longitudinal study ever Objective Choice University psychologist who 57,initiated 59, 60 the longest-running 55, 58 conducted?

15.2 Short Answer 67, 70 68, 69 a. Lewis Terman Essay 79, 80 b. Mary Ainsworth c. Gordon Allport d. Solomon Asch Answer: a Difficulty Level: Easy Topic: Conscientiousness Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3. What did Terman‘s longitudinal study of California schoolchildren involve? a. investigating different forms of instruction from primary school through college b. correlating height and weight as children grew from infancy to adolescence c. examining their social connections, friendships, and parental relationships during middle school d. measuring personality, habits, and behaviors at regular intervals every few years Answer: d Difficulty Level: Moderate Topic: Conscientiousness Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

4. The participants in Lewis Terman‘s longitudinal study were referred to as __________. a. Turtles b. Tarantulas c. Termites d. Turkeys Answer: c Difficulty Level: Easy Topic: Conscientiousness Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5. Casey is high in the personality trait that best predicts who will live the longest. Which trait is that? a. extraversion b. openness to experience c. agreeableness d. conscientiousness Answer: d Difficulty Level: Moderate Topic: Conscientiousness Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

6. Why is conscientiousness the best personality predictor of longevity? a. People low in conscientiousness tend to have a genetic tendency toward ill health. b. Conscientious people practice behaviors that contribute to longevity. c. People high in conscientious are inherently more fit than people low in conscientiousness. d. Conscientious people exercise more often than people with other personality profiles.

Answer: b Difficulty Level: Moderate Topic: Conscientiousness Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

7. Which behavioral profile would be consistent with a person high in conscientiousness? a. avoiding drugs, exercising, smoking cigarettes b. having unprotected sex, getting drunk, starting fights c. taking medication, wearing a seat belt, eating vegetables d. avoiding danger, keeping doctor‘s appointments, overeating Answer: c Difficulty Level: Easy Topic: Conscientiousness Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

8. __________ involves overriding inner responses and regulating behaviors. a. Self-esteem b. Self-control c. Self-worth d. Self-exploration Answer: b Difficulty Level: Moderate Topic: Conscientiousness Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9. Which personality trait does impulsivity represent? a. low conscientiousness b. low agreeableness c. high neuroticism d. high openness to experience Answer: a Difficulty Level: Difficult Topic: Conscientiousness Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

10. Which personality factor is linked to obesity? a. impulsivity b. narcissism c. indecisiveness d. agreeableness Answer: a Difficulty Level: Moderate Topic: Conscientiousness Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

11. Highly impulsive people weigh __________ pounds more than people very low in impulsivity. a. 6 b. 12 c. 24 d. 35 Answer: c Difficulty Level: Moderate Topic: Conscientiousness Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12. How is self-control best conceptualized? a. as a reservoir b. as a muscle c. as a concrete foundation d. as an infinite resource Answer: b Difficulty Level: Moderate Topic: Conscientiousness Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

13. Which strategy is most effective for developing self-control? a. Evaluate each life element in need of control, and exert effort in each of those areas simultaneously. b. Pick a date in the future to begin changing bad habits, and become more purposeful after that date. c. Identify one or two areas in need of change, and develop routines to meet desired goals in those areas. d. Practice mindfulness meditation until a conception of self-control guides your thoughts and actions.

Answer: c Difficulty Level: Moderate Topic: Conscientiousness Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

14. People high in __________ experience more negative emotions, regardless of whether those emotions are inner-directed or outer-directed. a. neuroticism b. aggressiveness c. conscientiousness d. extraversion Answer: a Difficulty Level: Moderate Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

15. A large longitudinal study found that women high in anxiety were more than __________ likely to have a heart attack compared to those lower in anxiety. a. five times less b. seven times less c. five times more d. seven times more Answer: d Difficulty Level: Easy Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16. Which behavioral profile would be consistent with a person high in neuroticism? a. displaying creativity and openness to experience b. soliciting social support and engaging in mindfulness meditation c. smoking cigarettes and experiencing depression d. practicing yoga and maintaining a vegan diet Answer: c Difficulty Level: Difficult Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

17. What is social inhibition? a. stifling the urge to pursue social activities b. the rejection of forming long-term relationships c. a reluctance to express emotions that risk others‘ disapproval d. denying the motivation to make friends and seek new social partners Answer: c Difficulty Level: Moderate Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

18. Which of the Big Five personality traits is linked to social inhibition? a. high conscientiousness b. low neuroticism c. high agreeableness d. low extraversion Answer: d Difficulty Level: Moderate Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

19. Rose has a personality type that combines high neuroticism and high social inhibition. Which type is it? a. Type D b. Type A c. Type T d. Type B Answer: a Difficulty Level: Moderate Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

20. What does the ―D‖ in ―Type D personality‖ stand for? a. distraught b. disorganized c. depressed d. distressed Answer: d Difficulty Level: Easy Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

21. Vernon is visiting the bank to deposit some money. As he completes the deposit slip, the ink in the pen suddenly runs dry. Vernon feels an odd combination of anger, sadness, and worry. ―Why has this happened now?! I don‘t need another setback in my life. I‘m not going to be able to complete this transaction! This is yet another failure in a failed life,‖ he thinks to himself. What personality type is Vernon exhibiting? a. Type A b. Type B c. Type C d. Type D Answer: d Difficulty Level: Difficult Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

22. People with a Type D personality are __________ times more likely to have had psychotherapy in the past month compared to non–Type D people. a. four b. six c. ten d. twenty Answer: a Difficulty Level: Moderate Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23. Teenagers with a Type D personality are __________ more likely to have trouble sleeping compared to non– Type D teenagers. a. two b. three c. four d. five Answer: c Difficulty Level: Easy Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

24. If a person with a Type D personality develops heart disease, she or he is __________ times as likely to have a heart attack, develop cancer, or die from any cause compared to a non-Type D person. a. one to five b. two to seven c. three to five d. four to seven Answer: b Difficulty Level: Difficult Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25. A correlation between neuroticism and illness has been established over many studies. What can be concluded from this result? a. Being more neurotic causes people to become ill. b. Becoming ill causes people to become more neurotic. c. A third variable causes both neuroticism and illness to occur. d. There is an association between neuroticism and illness.

Answer: d Difficulty Level: Difficult Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

26. Cynthia lets stressful thoughts run over and over in her mind, dwelling on them, examining them, and concentrating on them. What behavior is Cynthia engaging in? a. reality monitoring b. negative reasoning c. rumination d. rationalization Answer: c Difficulty Level: Moderate Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

27. Which bodily system is responsible for fighting disease? a. circulatory system b. immune system c. respiratory system d. nervous system Answer: b Difficulty Level: Easy Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

28. Among men high in neuroticism, those whose neuroticism decreased were __________ less likely to die over the next 18 years than men whose neuroticism increased. a. 10% b. 25% c. 40% d. 50% Answer: d Difficulty Level: Moderate Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29. Which personality type is associated with being hardworking, scheduled, and impatient? a. Type A b. Type B c. Type D d. Type T Answer: a Difficulty Level: Easy Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

30. Chester is visiting the bank to deposit some money. As he completes the deposit slip, the ink in the pen suddenly runs dry. ―You‘ve gotta be kidding me with this!!‖ he screams, to no one in particular. ―Don‘t waste my time!! Somebody get me a pen that works!!!‖ What personality type is Chester exhibiting? a. Type A b. Type B c. Type C d. Type D Answer: a Difficulty Level: Moderate Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

31. Ingo is visiting the bank to deposit some money. As he completes the deposit slip, the ink in the pen suddenly runs dry. ―Huh,‖ he says, to no one in particular. ―No ink. We all reach the end sometime. Circle of life, baby. . . .‖ What personality type is Ingo exhibiting? a. Type A b. Type B c. Type C d. Type D Answer: b Difficulty Level: Moderate Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

32. Which behavioral profile would be consistent with a person who has a Type A personality? a. planning a vacation, leaving work early, watching television b. attending a sporting event, preparing a four-course meal, getting a massage c. keeping a detailed calendar, showing impatience, reacting with hostility to setbacks d. practicing meditation, practicing yoga, practicing Reiki Answer: c Difficulty Level: Easy Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

33. A Type A person is __________ more likely to have a heart attack than a Type B person. a. 23% b. 43% c. 67% d. 82% Answer: b Difficulty Level: Moderate Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

34. What are the defining features of hostility? a. rumination and self-regulation b. constipation and lung disease c. low self-esteem and high extraversion d. feelings of anger and frustration Answer: d Difficulty Level: Easy Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35. In one investigation, people high in hostility were __________ more likely to have a heart attack compared to people displaying less hostility. a. 27% b. 39% c. 56% d. 65% Answer: c Difficulty Level: Moderate Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

36. What bodily state exists when tissues swell in response to a perceived or a real threat? a. magnification b. exacerbation c. exaggeration d. inflammation Answer: d Difficulty Level: Easy Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37. Hostility leads to __________, which in turn damages and inflames arteries, which in turn leads to heart disease. a. elevated body temperature b. elevated blood pressure c. shortness of breath d. chest pains Answer: b Difficulty Level: Moderate Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

38. What degree of association between hostility and heart disease would allow researchers to conclude that one definitively causes the other? a. a correlation of 1.00 b. a correlation of .50 c. a correlation of -.75 d. a correlation of -1.00 Answer: d Difficulty Level: Moderate Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

39. What does the ―T‖ in ―Type T personality‖ stand for? a. tenacious b. thrill-seeking c. traumatized d. turbulent Answer: b Difficulty Level: Easy Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

40. Reggie is visiting the bank to deposit some money. As he reaches for the deposit slip, he notices that one pen is balanced crossways over another. ―Look!,‖ he says to the person next to him. ―I‘ll bet I can flip this pen in the air and have it land in my shirt pocket! Check it out, man!‖ What personality type is Reggie exhibiting? a. Type C b. Type A c. Type D d. Type T Answer: d Difficulty Level: Moderate Topic: Extraversion (and Type T) Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

41. Which of the Big Five personality traits is linked to sensation-seeking? a. high neuroticism b. high conscientiousness c. high extraversion d. high agreeableness Answer: c Difficulty Level: Moderate Topic: Extraversion (and Type T) Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

42. The comfort, care, and help that is available to us from a network of friends and family members is known as __________. a. kindness personified b. social support c. misery reduction d. loving compassion Answer: b Difficulty Level: Easy Topic: Agreeableness Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43. A large longitudinal study found that the only Big Five trait not related to self-reported health or living longer was __________. a. extraversion b. agreeableness c. neuroticism d. openness to experience Answer: d Difficulty Level: Easy Topic: Openness to Experience Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

44. In a longitudinal comparison, older men who described themselves as more creative were __________ likely to die over 18 years than those who were uncreative. a. 6% less b. 12% less c. 6% more d. 12% more Answer: b Difficulty Level: Moderate Topic: Openness to Experience Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45. People high in power motive usually __________ compared to people low in power motive. a. suffer from heart disease at higher rates b. suffer from heart disease at lower rates c. suffer from heart disease and asthma at higher rates d. do not suffer from heart disease at higher rates Answer: d Difficulty Level: Moderate Topic: Psychological Motives Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

46. Lucille has a thwarted need for power. This will likely lead her to feelings of __________. a. stress b. relief c. happiness d. satisfaction Answer: a Difficulty Level: Moderate Topic: Psychological Motives Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

47. Which hormone has been associated with feelings of closeness to others? a. progesterone b. testosterone c. epinephrine d. melatonin Answer: a Difficulty Level: Moderate Topic: Psychological Motives Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

48. The tend-and-befriend response to stress would predict that __________. a. men faced with a stressful situation are likely to enlist social support from friends and loved ones b. men faced with a stressful situation are likely to make new friends as a distraction from their worries c. women faced with a stressful situation are likely to engage in affiliation-related behaviors d. women faced with a stressful situation are likely to deny and devalue the impact of the stressor Answer: c Difficulty Level: Moderate Topic: Psychological Motives Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

49. Which group tends to have better immune system functioning and recovers more quickly from heart attacks and surgery?

a. optimistic people b. pessimistic people c. women d. men Answer: a Difficulty Level: Moderate Topic: Pessimistic Versus Optimistic Explanatory Style Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

50. In the study in which people agreed to be exposed to a cold virus, those who described themselves as happy, cheerful, and lively were __________ times less likely to catch a cold. a. two b. three c. four d. five Answer: b Difficulty Level: Moderate Topic: Pessimistic Versus Optimistic Explanatory Style Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51. Marcella believes that negative events are temporary and specific, rather than lingering and global. What kind of explanatory style is she showing? a. optimistic b. pessimistic c. self-actualized d. efficacious Answer: a Difficulty Level: Moderate Topic: Pessimistic Versus Optimistic Explanatory Style Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

52. Heather has an optimistic explanatory style. What is a component of this explanatory style? a. believing that bad events are specific to a situation b. believing that bad events are stable in their nature c. believing that bad events are global in their application d. believing that bad events are due to internal causes Answer: a Difficulty Level: Difficult Topic: Pessimistic Versus Optimistic Explanatory Style Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

53. Optimists believe that good events are __________. a. transient b. stable c. external d. specific Answer: b Difficulty Level: Easy Topic: Pessimistic Versus Optimistic Explanatory Style Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

54. Fito has a pessimistic explanatory style. How is he likely to interpret bad events? a. He will see bad events as transient. b. He will see bad events as specific. c. He will see bad events as external. d. He will see bad events as stable.

Answer: d Difficulty Level: Moderate Topic: Pessimistic Versus Optimistic Explanatory Style Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

55. Zuri believes that bad events are all-encompassing. She is __________. a. catastrophizing b. intensifying c. personifying d. generalizing Answer: a Difficulty Level: Moderate Topic: Pessimistic Versus Optimistic Explanatory Style Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

56. Defensive pessimism and a pessimistic explanatory style __________. a. refer to the same thing b. differ, because defensive pessimists are not convinced that the worst will continue to happen but try to prepare in case it does c. are similar, because both styles assume that the worst will continue to happen d. differ, because defensive pessimists are convinced that the worst will continue, whereas those with a pessimistic explanatory style are not Answer: b Difficulty Level: Moderate Topic: Pessimistic Versus Optimistic Explanatory Style Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

57. A longitudinal study of 1,000 men followed over a 50-year period investigated __________. a. whether optimism predicted a longer life b. whether conscientiousness predicted health issues c. whether Type A or Type B individuals were happier d. whether obedience affected mental and physical health Answer: a Difficulty Level: Moderate Topic: Pessimistic Versus Optimistic Explanatory Style Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

58. Pedro is a pessimist. Based on longitudinal evidence, he is more likely to die __________ than his optimistic brother. a. of cancer b. of heart disease c. from accidents or violence d. of lung disease Answer: c Difficulty Level: Difficult Topic: Pessimistic Versus Optimistic Explanatory Style Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

59. Adopting a pessimistic explanatory style is like embracing a __________ personality style, because both orientations assume there is little to lose. a. Type A b. Type B c. Type D d. Type T Answer: d Difficulty Level: Moderate Topic: Pessimistic Versus Optimistic Explanatory Style Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

60. How are depression and optimism related? a. People who report being less depressed generally are more optimistic than they should be. b. Depression causes people to become more optimistic over time. c. Optimism, when coupled with neuroticism, leads to greater depression. d. Depressed people show little optimism and a great deal of pessimism.

Answer: a Difficulty Level: Moderate Topic: Pessimistic Versus Optimistic Explanatory Style Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

Short Answer Questions 61. Who were the ―Termites?‖ Answer: The Termites were a group of California schoolchildren studied by Lewis Terman. Even after Terman‘s death, the study continued, making it the longest longitudinal study ever conducted.

Difficulty Level: Moderate Topic: Conscientiousness Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

62. Why is conscientiousness a strong predictor of longevity?

Answer: Conscientiousness itself does not produce longevity, but the behaviors that conscientiousness promotes—keeping doctor‘s appointments, watching weight and food intake, avoiding dangerous situations, lowered risk-taking—contribute to a long life.

Difficulty Level: Moderate Topic: Conscientiousness Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

63. How does low conscientiousness manifest itself, and what health outcomes may result from this trait?

Answer: Low conscientiousness manifests itself as impulsivity, and impulsivity is linked to poorer health outcomes, notably obesity. Lack of self-control usually contributes to overeating and other poor health choices.

Difficulty Level: Moderate Topic: Conscientiousness Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

64. Audrey is considered a Type D personality. What are the notable features of her personality profile?

Answer: The Type D (distressed) personality is high in negative emotions and high in social inhibition.

Difficulty Level: Moderate Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

65. Why is journaling different from rumination?

Answer: Putting things on paper through journaling allows people to express their negative emotions so they can stop thinking about them so much. Rumination, on the other hand, allows people to let stressful thoughts run through their minds repeatedly.

Difficulty Level: Moderate Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

66. Rollo is considered a Type A personality. What are the notable features of his personality profile?

Answer: As a Type A personality, Rollo is probably hardworking, scheduled, and impatient. If a component of hostility is also present, Rollo may be in danger of a heart attack.

Difficulty Level: Difficult Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

67. Judy is considered a Type B personality. What are the notable features of her personality profile?

Answer: As a Type B personality, Judy is probably laid back and less scheduled, especially in comparison to a Type A personality. Judy is also likely to be higher in agreeableness and lower in conscientiousness.

Difficulty Level: Difficult Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

65. Kathleen is considered a Type T personality. What are the notable features of her personality profile?

Answer: Kathleen is likely to be high in extraversion, especially the facets of sensation-seeking and risk taking.

Difficulty Level: Difficult Topic: Extraversion (and Type T) Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

66. Ashley is high in agreeableness. Will she live a healthier, longer life than others because of this?

Answer: It is difficult to know for sure. Some studies find agreeable people live longer, some find they die sooner, and some find no connection.

Difficulty Level: Difficult Topic: Agreeableness Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

67. What does being high in power motive mean?

Answer: Being high in power motive means that a person has a strong desire to control her or his own actions and the actions of others.

Difficulty Level: Moderate Topic: Psychological Motives Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

68. Cho has an optimistic explanatory style. How does he interpret negative events?

Answer: People with an optimistic explanatory style believe negative events are temporary, specific, and external.

Difficulty Level: Difficult Topic: Pessimistic Versus Optimistic Explanatory Style Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

69. Tamara has a pessimistic explanatory style. How does she interpret negative events?

Answer: People with a pessimistic explanatory style see bad events as stable, all-encompassing or global, and internal.

Difficulty Level: Difficult Topic: Pessimistic Versus Optimistic Explanatory Style Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

70. What are the benefits of optimism?

Answer: Optimism holds benefits for mental health, which can then lead to better physical health and recovery.

People with positive illusions (an overly optimistic attitude) adjust better to difficult circumstances.

Difficulty Level: Moderate Topic: Pessimistic Versus Optimistic Explanatory Style Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology‘s content domains.

Essay Questions 71. Explain the links between conscientiousness, impulsivity, self-control, and self-regulation. Despite these different terms, why are similar underlying concepts present?

Answer: A good answer would include the following key points:  Conscientiousness is one of the Big Five personality dimensions and summarizes a profile of being orderly, dutiful, and cautious. Describing someone as conscientious usually means ―this person exhibits attitudes and behaviors that are consistent with someone scoring high on this dimension.‖  Impulsivity can be conceptualized as low conscientiousness. Someone who is disorderly, reckless, or who shirks duties is likely to be high in impulsivity.  Self-control and self-regulation are synonyms indicating the ability to control impulses and make good choices. Conscientiousness would be positively associated with this ability, whereas impulsivity would be negatively associated.  Conscientiousness and impulsivity can be thought of as opposite endpoints of the same dimension.  Self-control and self-regulation (and ―willpower,‖ for that matter) describe a behavioral manifestation of practicing conscientiousness.

Difficulty Level: Difficult Topic: Conscientiousness Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

72. Based on what you know about research into self-control, should someone try to change her or his entire life at once?

Answer: A good answer would include the following key points:  No, changing multiple aspects of a person‘s life simultaneously is a bad idea, because the self-control ―muscle‖ will get tired quickly and the person will be more likely to give up.  In laboratory experiments, people who exerted self-control on one task were more likely to fail at another task that required self-control.  To use the analogy of a muscle, self-control can get tired if used too much during a short period.

Difficulty Level: Difficult Topic: Conscientiousness Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

73. Erika is a Type D personality type. Based on what you know about personality types, what is Erika‘s physical and mental health probably like?

Answer: A good answer would include the following key points:  As a Type D (distressed) personality, Erika likely has a combination of high neuroticism and high social inhibition.  Type Ds are four times more likely to have had psychotherapy in the past month compared to non–Type Ds.  If someone with Type D personality develops heart disease, she is two to seven times as likely to have a heart attack, develop cancer, or die from any cause as a non–Type D person.

Difficulty Level: Difficult Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

74. What relationship exists between journaling and immune system functioning?

Answer: A good answer would include the following key points:  Journaling has surface similarities to rumination, as both involve a focus on negative or troubling events.  However, journaling offers health benefits to a person, whereas rumination usually exacerbates poor physical and mental health.  In one study, students wrote either about a traumatic event or about an innocuous topic. Those who journaled about their trauma were less likely to get sick, as measured by increased production of white blood cells.  Even people who threw away what they wrote experienced health benefits.  In addition, writing for 2 minutes can result in better health, though the benefits appear to be stronger if the writing is done over a period of weeks or months.

Difficulty Level: Difficult Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

75. How does inflammation affect health? Explain how personality factors are implicated in this relationship.

Answer: A good answer would include the following key points:  Inflammation is increasingly believed to cause a long list of diseases, including heart disease, arthritis, and asthma.  In heart disease, the elevated blood pressure caused by hostility damages and inflames the arteries, making it easier for fat and cholesterol deposits to collect at these injured places and block the arteries.

When an artery becomes completely or mostly blocked and blood can no longer pass, a heart attack occurs.  People with a Type A personality are likely to manifest the hostility facet of that personality type, which in turn leads to these bodily changes associated with poor health.

Difficulty Level: Difficult Topic: Neuroticism Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

76. Why is extraversion not the most precise predictor of health-related behaviors such as engaging in unprotected sex, pursuing risky hobbies, or taking chances in life?

Answer: A good answer would include the following key points:  Like all Big Five personality dimensions, extraversion has many facets.  Extraversion in and of itself may be a better or worse predictor of health-related behaviors, but the sensation-seeking and risk-taking facets of extraversion show clearer associations with health outcomes.  For example, someone high in sensation-seeking may engage in unprotected sex with multiple partners, choose to snowboard in restricted areas, or cliff dive into unfamiliar waters, all behaviors that carry with them a risk to life and limb.  The impulsivity associated with these sensation-seeking acts also pulls the concept a bit further away from extraversion. In fact, impulsivity is a better predictor of risk-taking behaviors relevant to health than is sensation-seeking.  So, a shorthand assessment that someone is ―so extraverted‖ misses the nuances of what that may or may not entail. A person can be quite extraverted (in terms of gregariousness, cheerfulness, or assertiveness) but lack the sensation-seeking, risk-taking, or impulsive elements that predict poorer health outcomes.

Difficulty Level: Difficult Topic: Extraversion (and Type T) Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

77. Agreeableness shows an inconsistent pattern or predicting health outcomes, but a variable correlated with agreeableness does. What is that variable, and how is it related to health benefits? What are the likely links among these variables?

Answer: A good answer would include the following key points:  Some studies find that agreeable people live longer, some studies find they die sooner, and some studies find no connection between this trait and health outcomes. As a predictor on its own, agreeableness does not show much consistency.  Agreeableness is correlated with social support, however, and social support does show clearer health benefits.  People with a lot of social support tend to be healthier and live longer than those with less support.  The links between the variables therefore appear to be that agreeableness fosters social support seeking and social support receipt, which in turn offer benefits of good health and longevity.

Difficulty Level: Difficult Topic: Agreeableness Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

78. Why would openness to experience be the least predictive of the Big Five personality dimensions when it comes to physical health?

Answer: A good answer would include the following key points:  By its very nature, openness to experience is the least well defined and most amorphous of the Big Five personality dimensions.  As such, its ability to predict a variety of attitudes and behaviors is tenuous at times.  Strong predictions for health outcomes, therefore, would be unlikely.  Some facets of openness to experience, such as creativity, are associated with longevity.  Other facets, such as exploring new ideas, may lead a person toward dubious medical treatments or idiosyncratic lifestyle choices that either hold no health benefits or may actually be harmful.

Difficulty Level: Difficult Topic: Openness to Experience Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

79. You have just had a deep and disclosive conversation with your best friend. If you are a woman, how might your progesterone levels change, and how will this impact you?

Answer: A good answer would include the following key points:  Progesterone increases after women have an intimate conversation with someone compared to a neutral conversation.  Progesterone may promote a ―tend and befriend‖ response to stress (seeking social support from others) instead of the fight-or-flight response to stress.  In the long run, the tend and befriend response, which is indeed found more often among women, might be healthier for the immune system and possibly for heart health as well.  This could be one contributing factor to why women are less likely to have heart attacks than men are.

Difficulty Level: Difficult Topic: Psychological Motives Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

80. How can you train yourself to be more optimistic?

Answer: A good answer would include the following key points:  Your focus in training yourself to be more optimistic would be on teaching yourself a more optimistic explanatory style, leading you to see negative events as unlikely to occur again.  By seeing impediments and obstacles as transient, specific, and external, you can develop a mindset of positivity and optimism.  This technique has parallels with cognitive-behavioral therapy, which seeks to have clients examine the accuracy of their thoughts and beliefs.  In fact, a program based on cognitive-behavioral therapy trained pessimistic college students to question their automatic negative thoughts and stay on task using time management and anti-procrastination techniques.

Difficulty Level: Difficult Topic: Pessimistic Versus Optimistic Explanatory Styles Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Revel Quiz Questions

The following questions appear at the end of each module and at the end of the chapter in Revel for Personality Psychology: Understanding Yourself and Others, 2e.

End of Module Quiz 15.1 The Big Five and Physical Health EOM Q15.1.1 Which of the Big Five traits appears to be most related to living longer?

a) conscientiousness b) neuroticism Consider This: People with this trait are more likely to adhere to proper safety and medical advice. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

c) extraversion Consider This: People with this trait are more likely to adhere to proper safety and medical advice. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

d) agreeableness Consider This: People with this trait are more likely to adhere to proper safety and medical advice. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Answer: a Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q15.1.2 Which of the following traits is linked to a host of health problems, including heart disease, high blood pressure, and obesity?

a) high neuroticism b) high extraversion Consider This: People with this trait are prone to worry about their health. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

c) high openness to experience Consider This: People with this trait are prone to worry about their health. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

d) high agreeableness Consider This: People with this trait are prone to worry about their health. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Answer: a Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q15.1.3 Which two characteristics are typical of Type D personality?

a) high neuroticism and high social inhibition b) low social inhibition and low openness to experience Consider This: Someone with this type of personality might find it hard to start a conversation. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

c) narcissism and low social inhibition Consider This: Someone with this type of personality might find it hard to start a conversation. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

d) narcissism and high neuroticism Consider This: Someone with this type of personality might find it hard to start a conversation. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Answer: a Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM Q15.1.4 DeAndre periodically suffers from depression. Lately he has been thinking about all the things that could go wrong during his public speaking project. He‘s constantly worried about his teammates, his own performance, and all the technical problems that could occur with the lighting and sound system. This thought process is best described as __________.

a) rumination b) meditation Consider This: This type of thinking is linked to depression. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

c) escalation Consider This: This type of thinking is linked to depression. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

d) negative mind set Consider This: This type of thinking is linked to depression. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Answer: a Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q15.1.5 Which of the following most accurately defines Type A and Type B personalities?

a) Type A personality is hardworking, scheduled, and impatient. Type B personality is laid-back and less scheduled. b) Type A personality is laid back. Type B personality is uptight and neurotic.

Consider This: Type A personalities are more likely to have heart attacks. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

c) Type A personality is outgoing and positive. Type B personality is shy and nervous.

Consider This: Type A personalities are more likely to have heart attacks. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

d) Type A personality is lazy and temperamental. Type B personality is hardworking and affiliative.

Consider This: Type A personalities are more likely to have heart attacks. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Answer: a Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Difficulty Level: Difficult Skill Level: Analyze It

End of Module Quiz 15.2 Motives and Explanatory Style EOM Q15.2.1 Toby is always trying to take over situations. His friends consider him bossy, and his girlfriend has almost broken up with him a number of times for being too controlling. Which of the following is the best way to describe Toby‘s personality?

a) He is high in power motive. b) He is too high in affiliation.

Consider This: People such as this have a strong desire for control. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

c) He is high in extraversion.

Consider This: People such as this have a strong desire for control. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

d) He is low in conscientiousness.

Consider This: People such as this have a strong desire for control. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Answer: a Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Difficulty Level: Difficult Skill Level: Apply What You Know EOM Q15.2.2 Toby is known for his micro-management leadership style. Many of his employees have left the company or have found ways to go around him thereby thwarting his power, both of which frustrate him greatly. If this continues, Toby is most likely to develop which of the following conditions?

a) high blood pressure and possible immune system problems b) sleep disorder with elevated progesterone Consider This: Thwarted efforts to control others can lead to stress. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

c) cancer Consider This: Thwarted efforts to control others can lead to stress. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

d) borderline personality disorder Consider This: Thwarted efforts to control others can lead to stress. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Answer: a Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOM Q15.2.3 Which of the following statements regarding personality and physical health is true?

a) People high in affiliation motive tend to have better immune system function. b) People high in power motive tend to have better immune system function.

Consider This: Having a lot of friends tends to lead to better health outcomes. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

c) People low in affiliation motive tend to live longer lives.

Consider This: Having a lot of friends tends to lead to better health outcomes. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

d) People high in extraversion tend to have high blood pressure.

Consider This: Having a lot of friends tends to lead to better health outcomes. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Answer: a Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Difficulty Level: Difficult Skill Level: Analyze It EOM Q15.2.4 Which of the following hormones is associated with feelings of closeness to others?

a) progesterone b) testosterone Consider This: This hormone might compel someone to seek social support from others. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

c) estrogen Consider This: This hormone might compel someone to seek social support from others. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

d) serotonin Consider This: This hormone might compel someone to seek social support from others. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Answer: a Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOM Q15.2.5 What is the difference between optimistic explanatory style and pessimistic explanatory style?

a) Optimistic explanatory style involves seeing bad events as transient and external while pessimistic explanatory style involves seeing bad events as stable and global. b) Optimistic explanatory style involves seeing bad events as stable while pessimistic explanatory style involves seeing bad events as transient.

Consider This: These explanatory styles have significant influence on health outcomes. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

c) Optimistic explanatory style involves seeing bad events as internal while pessimistic explanatory style involves seeing bad events as external.

Consider This: These explanatory styles have significant influence on health outcomes. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

d) Optimistic explanatory style involves seeing good events as external while pessimistic explanatory style involves seeing good events as internal.

Consider This: These explanatory styles have significant influence on health outcomes. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Answer: a Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Difficulty Level: Difficult Skill Level: Analyze It

Chapter Quiz: Personality and Physical Health EOC Q15.1 Which of the following statements regarding Lewis Terman‘s study is true?

a) It collected data on habits, personalities, and behaviors in the longest-running longitudinal study ever conducted. b) It collected intelligence data on different children from around the United States over a fiveyear period.

Consider This: After Terman died, other researchers continued the project. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

c) It compared school performance of children in the late 1800s with children born 50 years later.

Consider This: After Terman died, other researchers continued the project. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

d) It collected personality data on children, teens, and adults who were identical twins separated at birth.

Consider This: After Terman died, other researchers continued the project. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Answer: a Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Difficulty Level: Easy Skill Level: Remember the Facts EOC Q15.2 Haley wants to stop eating so many sweets. What do we know about strengthening one‘s self-control that can help her accomplish her goal?

a) Self-control is like a muscle that needs to be exercised incrementally over time for the best results, so Haley should consider practicing her self-control in another area first. b) Self-control is an all-or-nothing concept, so Haley should simply stop eating sweets if that‘s her goal.

Consider This: There are ways to increase self-control. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

c) Self-control is an illusion; the only real way for Haley to reach her goal is to completely change her environment to avoid sweets altogether.

Consider This: There are ways to increase self-control. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

d) Self-control is completely determined by situation so sometimes people have it and sometimes they don‘t, making it very difficult for Haley to achieve her goal.

Consider This: There are ways to increase self-control. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Answer: a Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Difficulty Level: Difficult Skill Level: Apply What You Know

EOC Q15.3 Negative emotions turned inward result in __________; negative emotions turned outward result in __________.

a) anxiety; anger b) positive health outcomes; negative health outcomes Consider This: Both of these are typical of people high in neuroticism. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

c) frustration; fear Consider This: Both of these are typical of people high in neuroticism. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

d) high blood pressure; low blood pressure Consider This: Both of these are typical of people high in neuroticism. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Answer: a Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Difficulty Level: Difficult Skill Level: Analyze It EOC Q15.4 Which term best describes a Type D personality?

a) anxious b) domineering Consider This: Type D is high in negative emotions. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

c) calm Consider This: Type D is high in negative emotions. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

d) hostile Consider This: Type D is high in negative emotions. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Answer: a Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q15.5 Jacob is always busy. He keeps a daily calendar of his responsibilities. Any time he gets delayed or has to wait, he gets impatient and a little hostile—even angry. Which best describes Jacob‘s personality?

a) Type A b) Type B Consider This: This type is characterized by being more detailed. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

c) Type D Consider This: This type is characterized by being more detailed. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

d) Type T Consider This: This type is characterized by being more detailed. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Answer: a Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q15.6 Why might Type A personalities have an increased risk of heart attacks?

a) Hostile people have elevated white blood cell counts, which can lead to inflammation of bodily tissue. b) Hostile people have elevated red blood cell counts, which lead people to exert more energy than they need to.

Consider This: This personality type has been associated with a number of health problems. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

c) Hostile people tend to be lower in conscientiousness, and so eat poorly and drink too much.

Consider This: This personality type has been associated with a number of health problems. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

d) Hostile people become ensnared in just-world syndrome, where they get what they deserve.

Consider This: This personality type has been associated with a number of health problems. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Answer: a Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Difficulty Level: Difficult Skill Level: Analyze It

EOC Q15.7 Which activity is a Type T person most likely to enjoy?

a) bungee jumping off a high bridge b) trying to control everything that goes on at a party Consider This: The Type T personality is associated with extraversion. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

c) seeing the doctor about a bad feeling Consider This: The Type T personality is associated with extraversion. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

d) reading a book alone in the library Consider This: The Type T personality is associated with extraversion. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Answer: a Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q15.8 What is the most likely outcome of being high in agreeableness?

a) having a strong social support system of friends and loved ones b) maintaining a good diet Consider This: Agreeable people tend to get along well with others. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

c) being less likely to be manipulated and controlled Consider This: Agreeable people tend to get along well with others. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

d) being more likely to develop high blood pressure Consider This: Agreeable people tend to get along well with others. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Answer: a Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q15.9 Which of the Big Five has the weakest association with health outcomes?

a) openness to experience b) conscientiousness Consider This: This trait is often the most difficult to assess in relation to other factors and outcomes. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

c) neuroticism Consider This: This trait is often the most difficult to assess in relation to other factors and outcomes. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

d) extraversion Consider This: This trait is often the most difficult to assess in relation to other factors and outcomes. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Answer: a Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Difficulty Level: Difficult Skill Level: Analyze It

EOC Q15.10 Why do people high in extraversion run a somewhat greater risk of dying earlier?

a) They are more likely to abuse drugs and die in accidents. b) They are too open and honest and so get hurt more frequently.

Consider This: Extraversion is associated with Type T personalities. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

c) They have higher white blood cell counts.

Consider This: Extraversion is associated with Type T personalities. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

d) People high in extraversion also tend to be high in neuroticism, which is the real source of increased risk.

Consider This: Extraversion is associated with Type T personalities. LO 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Answer: a Learning Objective: 15.1 Explain the influence of the Big Five and the types (A, D, and T) on physical health.

Difficulty Level: Difficult Skill Level: Analyze It EOC Q15.11 What is the best explanation for why being high in power motive can be detrimental to your health?

a) Thwarted attempts for power can lead to stress and chronic high blood pressure, which can then lead to immune system problems. b) Thwarted attempts for power can lead to depression and suicidal thoughts.

Consider This: People high in power motive don‘t usually suffer from heart disease any more than those low in power motive. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

c) People high in power motive often eventually get betrayed by those who they lead.

Consider This: People high in power motive don‘t usually suffer from heart disease any more than those low in power motive. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

d) People high in power motive become stressed about maintaining power, which often leads to unhealthy dieting and substance abuse.

Consider This: People high in power motive don‘t usually suffer from heart disease any more than those low in power motive. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Answer: a Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Difficulty Level: Moderate Skill Level: Understand the Concepts

EOC Q15.12 What might be one reason that women are less likely than men to have heart attacks?

a) They are more likely to have a ―tend and befriend‖ style in dealing with stress, which is thought to be better for the immune system. b) The ―women are wonderful‖ concept applies to heart disease.

Consider This: Progesterone may impact this. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

c) Women have less testosterone than men, and testosterone causes heart attacks.

Consider This: Progesterone may impact this. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

d) Women take fewer risks, and those risks often induce heart attacks in men.

Consider This: Progesterone may impact this. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Answer: a Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Difficulty Level: Moderate Skill Level: Understand the Concepts EOC Q15.13 Thinking that even small negative events are major problems is known as __________.

a) catastrophizing b) belittling Consider This: It‘s sometimes called ―Chicken Littling.‖ LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

c) ballooning Consider This: It‘s sometimes called ―Chicken Littling.‖ LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

d) imploding Consider This: It‘s sometimes called ―Chicken Littling.‖ LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Answer: a Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Difficulty Level: Easy Skill Level: Remember the Facts

EOC Q15.14 Chris just got a laid off at work. He figured that he lost his job because there were too many qualified people in his role and that the company had to let someone go, not because his performance was poor. This is an example of a(n) __________.

a) optimistic explanatory style b) pessimistic explanatory style Consider This: People such as Chris will be more likely to think of bad events as temporary. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

c) practical realism style Consider This: People such as Chris will be more likely to think of bad events as temporary. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

d) internal explanatory style Consider This: People such as Chris will be more likely to think of bad events as temporary. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Answer: a Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Difficulty Level: Difficult Skill Level: Apply What You Know EOC Q15.15 Dominque broke her leg right before she was to go on spring break with her friends. ―It figures,‖ she says. ―Things like this always happen to me exactly when they shouldn‘t. That‘s just the way it is.‖ This is an example of a(n) __________.

a) pessimistic explanatory style b) truth-telling style Consider This: People such as Dominque are more likely to explain bad things as stable and global. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

c) optimistic explanatory style Consider This: People such as Dominque are more likely to explain bad things as stable and global. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

d) practical realism style Consider This: People such as Dominque are more likely to explain bad things as stable and global. LO 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Answer: a Learning Objective: 15.2 Explain the influence of power and affiliation motives and explanatory style on physical health.

Difficulty Level: Difficult Skill Level: Apply What You Know