Question 1

Cross-cultural research on group differences in IQ scores has shown that:

Accepted Answer

A) the stereotype threat is not a cross-cultural phenomenon. 
B) standard IQ tests can be translated and used in any cultural setting. 
C) minority groups who are discriminated against tend to have lower average IQ scores than the dominant group, whatever their racial or ethnic identity. 
D) test-taking behavior does not vary from one culture or society to another. 
A) the stereotype threat is not a cross-cultural phenomenon. 
B) standard IQ tests can be translated and used in any cultural setting. 
C) minority groups who are discriminated against tend to have lower average IQ scores than the dominant group, whatever their racial or ethnic identity. 
D) test-taking behavior does not vary from one culture or society to another.

Question 2

Emily is planning a trip to northern Canada in January. She decides to buy the warmest coat she can find, no matter what its cost or appearance. Emily is relying on the _____ to decide which coat to buy.

Accepted Answer

A) additive model 
B) single-feature model 
C) elimination-by-aspects model 
D) insight and intuition 
A) additive model 
B) single-feature model 
C) elimination-by-aspects model 
D) insight and intuition

Question 3

ESP believers and ESP disbelievers participated in a study in which they watched two attempts to demonstrate telepathic communication. Although the participants didn't know it, one attempt was rigged to appear successful, and the other attempt was rigged to fail. Following the demonstration:

Accepted Answer

A) all of the participants incorrectly remembered both attempts as being unsuccessful. 
B) the ESP disbelievers thought that ESP did not occur in either the successful or the unsuccessful demonstration. 
C) only the ESP believers said that ESP had taken place in the unsuccessful attempt, thus demonstrating the belief-bias effect. 
D) only the ESP disbelievers said that ESP had taken place in the unsuccessful attempt, thus demonstrating the fallacy of positive instances. 
A) all of the participants incorrectly remembered both attempts as being unsuccessful. 
B) the ESP disbelievers thought that ESP did not occur in either the successful or the unsuccessful demonstration. 
C) only the ESP believers said that ESP had taken place in the unsuccessful attempt, thus demonstrating the belief-bias effect. 
D) only the ESP disbelievers said that ESP had taken place in the unsuccessful attempt, thus demonstrating the fallacy of positive instances.

Question 4

_____ refers to the percentage of variation within a given population that is due to genetic factors.

Accepted Answer

A) Intelligibility 
B) Heritability 
C) Epigenesis 
D) Shared environmental influences 
A) Intelligibility 
B) Heritability 
C) Epigenesis 
D) Shared environmental influences

Exam 7: Section 4: Thinking, Language, and Intelligence

Cross-cultural research on group differences in IQ scores has shown that:

Emily is planning a trip to northern Canada in January. She decides to buy the warmest coat she can find, no matter what its cost or appearance. Emily is relying on the _____ to decide which coat to buy.

ESP believers and ESP disbelievers participated in a study in which they watched two attempts to demonstrate telepathic communication. Although the participants didn't know it, one attempt was rigged to appear successful, and the other attempt was rigged to fail. Following the demonstration:

_____ refers to the percentage of variation within a given population that is due to genetic factors.

Section 1: Introduction and Research Methods

Section 2: Introduction and Research Methods

Section 3: Introduction and Research Methods

Section 4: Introduction and Research Methods

Section 5: Introduction and Research Methods

Section 1: Neuroscience and Behavior

Section 2: Neuroscience and Behavior

Section 3: Neuroscience and Behavior

Section 4: Neuroscience and Behavior

Section 5: Neuroscience and Behavior

Section 1: Sensation and Perception

Section 2: Sensation and Perception

Section 3: Sensation and Perception

Section 4: Sensation and Perception

Section 5: Sensation and Perception

Section 1: Consciousness and Its Variations

Section 2: Consciousness and Its Variations

Section 3: Consciousness and Its Variations

Section 4: Consciousness and Its Variations

Section 5: Consciousness and Its Variations

Section 1: Learning

Section 2: Learning

Section 3: Learning

Section 4: Learning

Section 5: Learning

Section 1: Memory

Section 2: Memory

Section 3: Memory

Section 4: Memory

Section 5: Memory

Section 1: Thinking, Language, and Intelligence

Section 2: Thinking, Language, and Intelligence

Section 3: Thinking, Language, and Intelligence

Section 5: Thinking, Language, and Intelligence

Section 1: Motivation and Emotion

Section 2: Motivation and Emotion

Section 3: Motivation and Emotion

Section 4: Motivation and Emotion

Section 5: Motivation and Emotion

Section 1: Lifespan Development

Section 2: Lifespan Development

Section 3: Lifespan Development

Section 4: Lifespan Development

Section 5: Lifespan Development

Section 1: Personality

Section 2: Personality

Section 3: Personality

Section 4: Personality

Section 5: Personality

Section 1: Social Psychology

Section 2: Social Psychology

Section 3: Social Psychology

Section 4: Social Psychology

Section 5: Social Psychology

Section 1: Stress, Health, and Coping

Section 2: Stress, Health, and Coping

Section 3: Stress, Health, and Coping

Section 4: Stress, Health, and Coping

Section 5: Stress, Health, and Coping

Section 1: Psychological Disorders

Section 2: Psychological Disorders

Section 3: Psychological Disorders

Section 4: Psychological Disorders

Section 5: Psychological Disorders

Section 1: Therapies

Section 2: Therapies

Section 3: Therapies

Section 4: Therapies

Section 5: Therapies

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