Question 1

Your textbook discussed research on the effects of stereotype threat involving all of the following stereotypes EXCEPT:

Accepted Answer

A) physical appearance. 
B) race. 
C) age. 
D) gender. 
A) physical appearance. 
B) race. 
C) age. 
D) gender.

Question 2

Why can't heritability estimates be used to explain group differences in intelligence?

Accepted Answer

A) Heritability estimates can only be used to predict individual variation from standardized test scores, and do not apply to group differences. 
B) Heritability estimates apply only to characteristics that are determined by a single gene or gene pair. 
C) Heritability estimates can only be applied to differences within a particular group, because environmental conditions vary for different groups. 
D) Heritability estimates only apply to intelligence scores that are averaged over a period of at least 20 years, and group data does not exist for that period. 
A) Heritability estimates can only be used to predict individual variation from standardized test scores, and do not apply to group differences. 
B) Heritability estimates apply only to characteristics that are determined by a single gene or gene pair. 
C) Heritability estimates can only be applied to differences within a particular group, because environmental conditions vary for different groups. 
D) Heritability estimates only apply to intelligence scores that are averaged over a period of at least 20 years, and group data does not exist for that period.

Question 3

When tests were described as measuring intelligence, Hispanic students performed more poorly than white students; children from a low socioeconomic background performed more poorly than students from higher socioeconomic backgrounds; and social science majors scored lower than natural science majors. These examples all illustrate which of the following?

Accepted Answer

A) neurotypical threat 
B) stereotype threat 
C) neurotypical lift 
D) stereotype lift 
A) neurotypical threat 
B) stereotype threat 
C) neurotypical lift 
D) stereotype lift

Question 4

The Focus on Neuroscience box, "Seeing Faces and Places in the Mind's Eye," reported on an fMRI study of mental imagery. What was the central question being investigated in this study?

Accepted Answer

A) whether all emotions activate the same areas of the brain or different areas of the brain. 
B) whether forming a mental image activates a different part of the brain than that used in solving an arithmetic problem. 
C) whether a mental image activates the same brain areas that are involved in the perception of the actual scene or object. 
D) whether auditory mental images of sounds activate the same brain area as do visual mental images. 
A) whether all emotions activate the same areas of the brain or different areas of the brain. 
B) whether forming a mental image activates a different part of the brain than that used in solving an arithmetic problem. 
C) whether a mental image activates the same brain areas that are involved in the perception of the actual scene or object. 
D) whether auditory mental images of sounds activate the same brain area as do visual mental images.

Question 5

A strategy in which the likelihood of an event is estimated by comparing how similar it is to the typical prototype of the event is a definition of:

Accepted Answer

A) the availability heuristic. 
B) the confirmation bias. 
C) the representativeness heuristic. 
D) mental set. 
A) the availability heuristic. 
B) the confirmation bias. 
C) the representativeness heuristic. 
D) mental set.

Question 6

When decisions are complex and involve the comparison of many choices that have multiple features, people usually use:

Accepted Answer

A) only the single-feature model. 
B) both the single-feature model and the additive model. 
C) both the elimination by aspects model and the additive model. 
D) both the single-feature model and the elimination by aspects model. 
A) only the single-feature model. 
B) both the single-feature model and the additive model. 
C) both the elimination by aspects model and the additive model. 
D) both the single-feature model and the elimination by aspects model.

Question 7

Approximately _____ percent of the population will have IQ scores between 70 and 130.

Accepted Answer

A) 50 
B) 95 
C) 100 
D) 68 
A) 50 
B) 95 
C) 100 
D) 68

Question 8

When Binet developed the first intelligence test, he believed that:

Accepted Answer

A) he was measuring an innate, fixed level of mental ability. 
B) he was measuring multiple intelligences, including musical intelligence, spatial intelligence, personal intelligence, practical intelligence, and others. 
C) he was NOT measuring an innate or permanent level of intelligence. 
D) a single global intellectual ability could be quantified in an individual IQ score. 
A) he was measuring an innate, fixed level of mental ability. 
B) he was measuring multiple intelligences, including musical intelligence, spatial intelligence, personal intelligence, practical intelligence, and others. 
C) he was NOT measuring an innate or permanent level of intelligence. 
D) a single global intellectual ability could be quantified in an individual IQ score.

Question 9

In many cultures, bilingualism is

Accepted Answer

A) frowned upon. 
B) not taught in schools. 
C) first introduced in high school. 
D) the norm. 
A) frowned upon. 
B) not taught in schools. 
C) first introduced in high school. 
D) the norm.

Question 10

People are most creative when influenced by:

Accepted Answer

A) money. 
B) extrinsic factors. 
C) intrinsic motivation. 
D) creativity "managers." 
A) money. 
B) extrinsic factors. 
C) intrinsic motivation. 
D) creativity "managers."

Question 11

In a phenomenon known as _____, awareness of positive expectations can actually improve performance on tasks.

Accepted Answer

A) neurotypical threat 
B) stereotype threat 
C) neurotypical lift 
D) stereotype lift 
A) neurotypical threat 
B) stereotype threat 
C) neurotypical lift 
D) stereotype lift

Question 12

The Focus on Neuroscience box, "Seeing Faces and Places in the Mind's Eye," reported on an fMRI study of mental imagery. From simply looking at the brain scan images, the researchers were able to determine whether the research participants were:

Accepted Answer

A) imagining a sound or a visual scene. 
B) experiencing happiness, sadness, fear, or anger. 
C) imagining a face or a place. 
D) solving an arithmetic problem or scanning a visual image of a map. 
A) imagining a sound or a visual scene. 
B) experiencing happiness, sadness, fear, or anger. 
C) imagining a face or a place. 
D) solving an arithmetic problem or scanning a visual image of a map.

Question 13

A test designed to measure a person's level of knowledge, skill, or accomplishment in a particular area is called a(n):

Accepted Answer

A) achievement test. 
B) aptitude test. 
C) alpha test. 
D) beta test. 
A) achievement test. 
B) aptitude test. 
C) alpha test. 
D) beta test.

Question 14

Michelle Dawson and her colleagues gave children and adults with autism and a matched group of individuals without autism a Wechsler-based intelligence test and the Raven's Progressive Matrices test. What were the results of this research?

Accepted Answer

A) On average, the autistic group scored fully 30 percentile points lower on the Raven's test than on the Wechsler test. 
B) On average, the autistic children scored at the 26th percentile on the Wechsler test while their average score was 56 percent on the Raven's test. 
C) Members of the matched non-autistic control group achieved significantly lower scores on both tests than did the autistic group. 
D) Autistic children and adults scored below the 25th percentile on both tests. 
A) On average, the autistic group scored fully 30 percentile points lower on the Raven's test than on the Wechsler test. 
B) On average, the autistic children scored at the 26th percentile on the Wechsler test while their average score was 56 percent on the Raven's test. 
C) Members of the matched non-autistic control group achieved significantly lower scores on both tests than did the autistic group. 
D) Autistic children and adults scored below the 25th percentile on both tests.

Question 15

Problem solving is defined as:

Accepted Answer

A) thinking and behavior directed toward attaining a goal that is not readily available. 
B) the mental activities involved in acquiring, retaining, and using knowledge. 
C) the mental activities that involve learning rules and features. 
D) the tendency to view objects as functioning only in their usual or customary way. 
A) thinking and behavior directed toward attaining a goal that is not readily available. 
B) the mental activities involved in acquiring, retaining, and using knowledge. 
C) the mental activities that involve learning rules and features. 
D) the tendency to view objects as functioning only in their usual or customary way.

Question 16

How we use our cognitive abilities and accumulated knowledge to think, solve problems, and use language are all key dimensions of:

Accepted Answer

A) perception. 
B) sensation. 
C) intelligence. 
D) memory. 
A) perception. 
B) sensation. 
C) intelligence. 
D) memory.

Question 17

Which of the following is the BEST definition of heuristic?

Accepted Answer

A) the sudden realization of how a problem can be solved. 
B) a problem-solving strategy that involves following a specific rule, procedure, or method, which inevitably produces the correct solution. 
C) a problem-solving strategy that involves following a general rule of thumb to reduce the number of possible solutions. 
D) a problem-solving strategy that involves attempting different solutions and eliminating those that do not work. 
A) the sudden realization of how a problem can be solved. 
B) a problem-solving strategy that involves following a specific rule, procedure, or method, which inevitably produces the correct solution. 
C) a problem-solving strategy that involves following a general rule of thumb to reduce the number of possible solutions. 
D) a problem-solving strategy that involves attempting different solutions and eliminating those that do not work.

Question 18

Unlike the Stanford-Binet intelligence test, the WAIS:

Accepted Answer

A) provided subtest scores on different abilities. 
B) provided only a single global IQ score. 
C) measured multiple intelligences such as musical intelligence, practical intelligence, creativity, and others. 
D) measured componential intelligence, experiential intelligence, and contextual intelligence. 
A) provided subtest scores on different abilities. 
B) provided only a single global IQ score. 
C) measured multiple intelligences such as musical intelligence, practical intelligence, creativity, and others. 
D) measured componential intelligence, experiential intelligence, and contextual intelligence.

Question 19

Foster has been a clinical psychologist for 15 years and has worked with hundreds of patients. One day, a patient came to Dr. Foster's office and began to describe his concerns and problems. Dr. Foster listened to what the patient said and observed the patient's posture, movements, and facial expressions. Based upon this information, Dr. Foster began to get a sense of what the pattern of symptoms probably meant. In which stage of Bowers's model of intuition was Dr. Foster operating?

Accepted Answer

A) the integrative stage 
B) the generativity stage 
C) the displacement stage 
D) the guiding stage 
A) the integrative stage 
B) the generativity stage 
C) the displacement stage 
D) the guiding stage

Question 20

As discussed in the chapter prologue, Tom had been diagnosed with Asperger's syndrome (now considered a mild form of autism spectrum disorder). According to the In Focus box on neurodiversity, Tom is likely to:

Accepted Answer

A) show abnormal and slow language development, to have narrow interests and inflexible behavior, and by definition, have an IQ of 70 or below. 
B) show normal, even advanced language development, to have narrow interests and inflexible behavior, and by definition, have normal-to-above-average intelligence. 
C) have a low score on the Raven's Progressive Matrices test (50 or below) and a high score on the WAIS (100 or above). 
D) have an IQ score of 70 or below accompanied by a high level of social competence. 
A) show abnormal and slow language development, to have narrow interests and inflexible behavior, and by definition, have an IQ of 70 or below. 
B) show normal, even advanced language development, to have narrow interests and inflexible behavior, and by definition, have normal-to-above-average intelligence. 
C) have a low score on the Raven's Progressive Matrices test (50 or below) and a high score on the WAIS (100 or above). 
D) have an IQ score of 70 or below accompanied by a high level of social competence.

Exam 7: Section 2: Thinking, Language, and Intelligence

Your textbook discussed research on the effects of stereotype threat involving all of the following stereotypes EXCEPT:

Why can't heritability estimates be used to explain group differences in intelligence?

The Focus on Neuroscience box, "Seeing Faces and Places in the Mind's Eye," reported on an fMRI study of mental imagery. What was the central question being investigated in this study?

A strategy in which the likelihood of an event is estimated by comparing how similar it is to the typical prototype of the event is a definition of:

When decisions are complex and involve the comparison of many choices that have multiple features, people usually use:

Approximately _____ percent of the population will have IQ scores between 70 and 130.

When Binet developed the first intelligence test, he believed that:

In many cultures, bilingualism is

People are most creative when influenced by:

In a phenomenon known as _____, awareness of positive expectations can actually improve performance on tasks.

The Focus on Neuroscience box, "Seeing Faces and Places in the Mind's Eye," reported on an fMRI study of mental imagery. From simply looking at the brain scan images, the researchers were able to determine whether the research participants were:

A test designed to measure a person's level of knowledge, skill, or accomplishment in a particular area is called a(n):

Michelle Dawson and her colleagues gave children and adults with autism and a matched group of individuals without autism a Wechsler-based intelligence test and the Raven's Progressive Matrices test. What were the results of this research?

Problem solving is defined as:

How we use our cognitive abilities and accumulated knowledge to think, solve problems, and use language are all key dimensions of:

Which of the following is the BEST definition of heuristic?

Unlike the Stanford-Binet intelligence test, the WAIS:

As discussed in the chapter prologue, Tom had been diagnosed with Asperger's syndrome (now considered a mild form of autism spectrum disorder). According to the In Focus box on neurodiversity, Tom is likely to:

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 3: Thinking, Language, and Intelligence

Section 4: 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