Question 1

Sigmund Freud's school of thought, called _____, emphasized the role of unconscious conflicts in determining behavior and personality.

Accepted Answer

A) structuralism 
B) functionalism 
C) psychoanalysis 
D) behaviorism 
A) structuralism 
B) functionalism 
C) psychoanalysis 
D) behaviorism

Question 2

In an online survey, people were asked if they would cheat on their partner if there was no chance of getting caught. Approximately 23,000 Internet users responded to the survey. Almost half of those responding said they would not, while the other half said they probably would. What is a significant limitation with surveys like this one?

Accepted Answer

A) Not enough people responded to the survey, which means the results are not valid. 
B) The survey involved respondents who volunteered to participate, so the sample was not representative of the population. 
C) There was no experimental control group. 
D) The survey did not follow a double-blind procedure, which means that expectancy effects probably slanted the results. 
A) Not enough people responded to the survey, which means the results are not valid. 
B) The survey involved respondents who volunteered to participate, so the sample was not representative of the population. 
C) There was no experimental control group. 
D) The survey did not follow a double-blind procedure, which means that expectancy effects probably slanted the results.

Question 3

The second step of the scientific method is to:

Accepted Answer

A) analyze the data to arrive at conclusions. 
B) formulate a specific question that can be tested. 
C) report the results. 
D) design a study and collect relevant data. 
A) analyze the data to arrive at conclusions. 
B) formulate a specific question that can be tested. 
C) report the results. 
D) design a study and collect relevant data.

Question 4

A correlational study is useful because it can:

Accepted Answer

A) provide compelling evidence of cause-and-effect relationships. 
B) examine how strongly two variables are related to one another. 
C) provide a detailed description of a single individual. 
D) promote the acceptance of pseudosciences. 
A) provide compelling evidence of cause-and-effect relationships. 
B) examine how strongly two variables are related to one another. 
C) provide a detailed description of a single individual. 
D) promote the acceptance of pseudosciences.

Question 5

When thinking like a scientist, it is important to:

Accepted Answer

A) engage in critical thinking. 
B) utilize a costs-benefits analysis. 
C) identify unconscious motivations. 
D) avoid speculating about the truth. 
A) engage in critical thinking. 
B) utilize a costs-benefits analysis. 
C) identify unconscious motivations. 
D) avoid speculating about the truth.

Question 6

Professor Wallace studied over 3,000 elderly individuals for a decade and found a statistically significant relationship between survival rate and number of close friends. Specifically, he found that elderly individuals with few close friends had a much higher death rate. To say that the results of his study are "statistically significant" means that:

Accepted Answer

A) the finding has great practical value and significance. 
B) there is a cause-and-effect relationship between the two variables. 
C) the finding does not have to be replicated to be accepted by the scientific community. 
D) the results are unlikely to have occurred by chance. 
A) the finding has great practical value and significance. 
B) there is a cause-and-effect relationship between the two variables. 
C) the finding does not have to be replicated to be accepted by the scientific community. 
D) the results are unlikely to have occurred by chance.

Exam 1: Section 4: Introduction and Research Methods

Sigmund Freud's school of thought, called _____, emphasized the role of unconscious conflicts in determining behavior and personality.

The second step of the scientific method is to:

A correlational study is useful because it can:

When thinking like a scientist, it is important to:

Section 1: Introduction and Research Methods

Section 2: Introduction and Research Methods

Section 3: 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 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

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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