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Deck 1: Section 3: Psychology: Evolution of a Science
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Question
Scenario I
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) The claim that students tend to procrastinate because most of the time there are no negative consequences for doing so is consistent with the school of psychology developed by:
A)Sigmund Freud.
B)E. O. Wilson.
C)B. F. Skinner.
D)Wilhelm Wundt.
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) The claim that students tend to procrastinate because most of the time there are no negative consequences for doing so is consistent with the school of psychology developed by:
A)Sigmund Freud.
B)E. O. Wilson.
C)B. F. Skinner.
D)Wilhelm Wundt.
Question
Scenario II
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) Which type of psychologists would be LEAST likely to investigate why gender differences in age of first memory are observed only in Asian cultures?
A)social
B)cognitive
C)developmental
D)evolutionary
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) Which type of psychologists would be LEAST likely to investigate why gender differences in age of first memory are observed only in Asian cultures?
A)social
B)cognitive
C)developmental
D)evolutionary
Question
Scenario II
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) Someone who reads this study and concludes that females have more accurate childhood memories than males is:
A)making a mistake because the study did not investigate this issue.
B)making a mistake because gender differences in memory accuracy were not found in all cultures.
C)reaching a reasonable conclusion given the results in Figure 1.2C.
D)reaching a reasonable conclusion only if the conclusion is limited to the Maori culture.
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) Someone who reads this study and concludes that females have more accurate childhood memories than males is:
A)making a mistake because the study did not investigate this issue.
B)making a mistake because gender differences in memory accuracy were not found in all cultures.
C)reaching a reasonable conclusion given the results in Figure 1.2C.
D)reaching a reasonable conclusion only if the conclusion is limited to the Maori culture.
Question
Scenario I
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) Which statement is true?
A)Procrastinators reported more symptoms than nonprocrastinators at both time points.
B)The end of the semester was associated with more symptoms than the beginning for both procrastinators and nonprocrastinators.
C)Procrastination appears to negatively affect health as early as the first month of the semester.
D)The beginning of the semester was the most likely time that nonprocrastinators became ill.
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) Which statement is true?
A)Procrastinators reported more symptoms than nonprocrastinators at both time points.
B)The end of the semester was associated with more symptoms than the beginning for both procrastinators and nonprocrastinators.
C)Procrastination appears to negatively affect health as early as the first month of the semester.
D)The beginning of the semester was the most likely time that nonprocrastinators became ill.
Question
Scenario I
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) William James might have been MOST interested in which question about procrastination?
A)Does the number of people in a class affect individuals' decisions to procrastinate on an assignment?
B)Can a procrastinator be taught to not procrastinate by harsh late penalties on assignments?
C)What areas of the brain become active when a person consciously decides to procrastinate?
D)In what way does procrastination reflect an adaptive mental process?
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) William James might have been MOST interested in which question about procrastination?
A)Does the number of people in a class affect individuals' decisions to procrastinate on an assignment?
B)Can a procrastinator be taught to not procrastinate by harsh late penalties on assignments?
C)What areas of the brain become active when a person consciously decides to procrastinate?
D)In what way does procrastination reflect an adaptive mental process?
Question
Scenario II
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) A psychologist is interested in whether cultural factors affect the composition of memories. She instructs participants to deconstruct each piece of information from their earliest memory into its visual and auditory elemental parts, such as perceptions of brightness and loudness. This research program is most consistent with that developed by:
A)William James.
B)Wilhelm Wundt.
C)B. F. Skinner.
D)Jean Piaget.
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) A psychologist is interested in whether cultural factors affect the composition of memories. She instructs participants to deconstruct each piece of information from their earliest memory into its visual and auditory elemental parts, such as perceptions of brightness and loudness. This research program is most consistent with that developed by:
A)William James.
B)Wilhelm Wundt.
C)B. F. Skinner.
D)Jean Piaget.
Question
Scenario II
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) A participant reports that his or her first memory is from the age of 6. In the absence of any other information, the BEST conclusion that can be reached is:
A)the person is more likely to be male than female.
B)the person is more likely to be Maori than Pakeha.
C)of the six combinations of gender and culture, the person is most likely to be an Asian female.
D)of the six combinations of gender and culture, the person is most likely to be a Maori female.
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) A participant reports that his or her first memory is from the age of 6. In the absence of any other information, the BEST conclusion that can be reached is:
A)the person is more likely to be male than female.
B)the person is more likely to be Maori than Pakeha.
C)of the six combinations of gender and culture, the person is most likely to be an Asian female.
D)of the six combinations of gender and culture, the person is most likely to be a Maori female.
Question
Scenario II
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) A cognitive neuroscientist argues that the age of first memory is determined largely by brain development. Which of these findings is consistent with the results in Figures 1.2A-C and would MOST support this claim?
A)Females had earlier first memories than males.
B)Age of first memory was positively correlated with the amount of information associated with that memory.
C)The percentage of people reporting that their first memory increased from ages 0 to 4.
D)Age of first memory was a decreasing function of the amount of information associated with that memory.
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) A cognitive neuroscientist argues that the age of first memory is determined largely by brain development. Which of these findings is consistent with the results in Figures 1.2A-C and would MOST support this claim?
A)Females had earlier first memories than males.
B)Age of first memory was positively correlated with the amount of information associated with that memory.
C)The percentage of people reporting that their first memory increased from ages 0 to 4.
D)Age of first memory was a decreasing function of the amount of information associated with that memory.
Question
Scenario II
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) Which finding is consistent with the results shown in Figures 1.2A-C and constitutes the BEST evidence that cultural variables influence first memories?
A)For all three cultures, females recalled more information than males about their first memories.
B)For all three cultures, the most common age of earliest memory was between 3 and 4 years.
C)Asian males had earlier first memories than Pakeha males.
D)Participants from the Maori culture had earlier memories than those from the other two cultures.
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) Which finding is consistent with the results shown in Figures 1.2A-C and constitutes the BEST evidence that cultural variables influence first memories?
A)For all three cultures, females recalled more information than males about their first memories.
B)For all three cultures, the most common age of earliest memory was between 3 and 4 years.
C)Asian males had earlier first memories than Pakeha males.
D)Participants from the Maori culture had earlier memories than those from the other two cultures.
Question
Scenario I
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) Which type of psychologist would be LEAST likely to study the adverse effects of procrastination on overall health and academic performance?
A)clinical
B)health
C)school/educational
D)cognitive
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) Which type of psychologist would be LEAST likely to study the adverse effects of procrastination on overall health and academic performance?
A)clinical
B)health
C)school/educational
D)cognitive
Question
Scenario I
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) A defender of procrastination argues that while it is true that procrastinators suffer in terms of physical illness later in the semester, because this period of suffering is limited to a very brief period of time, overall they suffer less than nonprocrastinators. How could the study described in Scenario I be altered to test this claim?
A)For both groups, all instances of adverse health symptoms should be recorded for the entire semester.
B)The study should be replicated almost exactly with the exception that participants should be randomly assigned to groups.
C)The study should consider only serious instances of physical illness, such as hospitalizations.
D)The experiment described in Scenario I actually tested this claim and the results shown in Figure 1.1 clearly refute it.
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) A defender of procrastination argues that while it is true that procrastinators suffer in terms of physical illness later in the semester, because this period of suffering is limited to a very brief period of time, overall they suffer less than nonprocrastinators. How could the study described in Scenario I be altered to test this claim?
A)For both groups, all instances of adverse health symptoms should be recorded for the entire semester.
B)The study should be replicated almost exactly with the exception that participants should be randomly assigned to groups.
C)The study should consider only serious instances of physical illness, such as hospitalizations.
D)The experiment described in Scenario I actually tested this claim and the results shown in Figure 1.1 clearly refute it.
Question
Scenario I
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) Which benefit of procrastination is supported by the results shown in Figure 1.1?
A)If all instances of illness are considered over the course of the entire semester, procrastinators would have fewer symptoms of physical illness than nonprocrastinators.
B)Procrastinators appear to have studied harder than nonprocrastinators later in the semester and, thus, may have performed better on final examinations.
C)There may be health benefits to procrastinating when assignment due dates are not soon.
D)Procrastinators have no increased risk of negative health symptoms at any time point, and experience savings in work, relative to nonprocrastinators.
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) Which benefit of procrastination is supported by the results shown in Figure 1.1?
A)If all instances of illness are considered over the course of the entire semester, procrastinators would have fewer symptoms of physical illness than nonprocrastinators.
B)Procrastinators appear to have studied harder than nonprocrastinators later in the semester and, thus, may have performed better on final examinations.
C)There may be health benefits to procrastinating when assignment due dates are not soon.
D)Procrastinators have no increased risk of negative health symptoms at any time point, and experience savings in work, relative to nonprocrastinators.
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Deck 1: Section 3: Psychology: Evolution of a Science
1
Scenario I
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) The claim that students tend to procrastinate because most of the time there are no negative consequences for doing so is consistent with the school of psychology developed by:
A)Sigmund Freud.
B)E. O. Wilson.
C)B. F. Skinner.
D)Wilhelm Wundt.
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) The claim that students tend to procrastinate because most of the time there are no negative consequences for doing so is consistent with the school of psychology developed by:
A)Sigmund Freud.
B)E. O. Wilson.
C)B. F. Skinner.
D)Wilhelm Wundt.
B. F. Skinner.
2
Scenario II
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) Which type of psychologists would be LEAST likely to investigate why gender differences in age of first memory are observed only in Asian cultures?
A)social
B)cognitive
C)developmental
D)evolutionary
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) Which type of psychologists would be LEAST likely to investigate why gender differences in age of first memory are observed only in Asian cultures?
A)social
B)cognitive
C)developmental
D)evolutionary
evolutionary
3
Scenario II
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) Someone who reads this study and concludes that females have more accurate childhood memories than males is:
A)making a mistake because the study did not investigate this issue.
B)making a mistake because gender differences in memory accuracy were not found in all cultures.
C)reaching a reasonable conclusion given the results in Figure 1.2C.
D)reaching a reasonable conclusion only if the conclusion is limited to the Maori culture.
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) Someone who reads this study and concludes that females have more accurate childhood memories than males is:
A)making a mistake because the study did not investigate this issue.
B)making a mistake because gender differences in memory accuracy were not found in all cultures.
C)reaching a reasonable conclusion given the results in Figure 1.2C.
D)reaching a reasonable conclusion only if the conclusion is limited to the Maori culture.
making a mistake because the study did not investigate this issue.
4
Scenario I
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) Which statement is true?
A)Procrastinators reported more symptoms than nonprocrastinators at both time points.
B)The end of the semester was associated with more symptoms than the beginning for both procrastinators and nonprocrastinators.
C)Procrastination appears to negatively affect health as early as the first month of the semester.
D)The beginning of the semester was the most likely time that nonprocrastinators became ill.
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) Which statement is true?
A)Procrastinators reported more symptoms than nonprocrastinators at both time points.
B)The end of the semester was associated with more symptoms than the beginning for both procrastinators and nonprocrastinators.
C)Procrastination appears to negatively affect health as early as the first month of the semester.
D)The beginning of the semester was the most likely time that nonprocrastinators became ill.
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5
Scenario I
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) William James might have been MOST interested in which question about procrastination?
A)Does the number of people in a class affect individuals' decisions to procrastinate on an assignment?
B)Can a procrastinator be taught to not procrastinate by harsh late penalties on assignments?
C)What areas of the brain become active when a person consciously decides to procrastinate?
D)In what way does procrastination reflect an adaptive mental process?
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) William James might have been MOST interested in which question about procrastination?
A)Does the number of people in a class affect individuals' decisions to procrastinate on an assignment?
B)Can a procrastinator be taught to not procrastinate by harsh late penalties on assignments?
C)What areas of the brain become active when a person consciously decides to procrastinate?
D)In what way does procrastination reflect an adaptive mental process?
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6
Scenario II
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) A psychologist is interested in whether cultural factors affect the composition of memories. She instructs participants to deconstruct each piece of information from their earliest memory into its visual and auditory elemental parts, such as perceptions of brightness and loudness. This research program is most consistent with that developed by:
A)William James.
B)Wilhelm Wundt.
C)B. F. Skinner.
D)Jean Piaget.
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) A psychologist is interested in whether cultural factors affect the composition of memories. She instructs participants to deconstruct each piece of information from their earliest memory into its visual and auditory elemental parts, such as perceptions of brightness and loudness. This research program is most consistent with that developed by:
A)William James.
B)Wilhelm Wundt.
C)B. F. Skinner.
D)Jean Piaget.
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7
Scenario II
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) A participant reports that his or her first memory is from the age of 6. In the absence of any other information, the BEST conclusion that can be reached is:
A)the person is more likely to be male than female.
B)the person is more likely to be Maori than Pakeha.
C)of the six combinations of gender and culture, the person is most likely to be an Asian female.
D)of the six combinations of gender and culture, the person is most likely to be a Maori female.
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) A participant reports that his or her first memory is from the age of 6. In the absence of any other information, the BEST conclusion that can be reached is:
A)the person is more likely to be male than female.
B)the person is more likely to be Maori than Pakeha.
C)of the six combinations of gender and culture, the person is most likely to be an Asian female.
D)of the six combinations of gender and culture, the person is most likely to be a Maori female.
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8
Scenario II
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) A cognitive neuroscientist argues that the age of first memory is determined largely by brain development. Which of these findings is consistent with the results in Figures 1.2A-C and would MOST support this claim?
A)Females had earlier first memories than males.
B)Age of first memory was positively correlated with the amount of information associated with that memory.
C)The percentage of people reporting that their first memory increased from ages 0 to 4.
D)Age of first memory was a decreasing function of the amount of information associated with that memory.
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) A cognitive neuroscientist argues that the age of first memory is determined largely by brain development. Which of these findings is consistent with the results in Figures 1.2A-C and would MOST support this claim?
A)Females had earlier first memories than males.
B)Age of first memory was positively correlated with the amount of information associated with that memory.
C)The percentage of people reporting that their first memory increased from ages 0 to 4.
D)Age of first memory was a decreasing function of the amount of information associated with that memory.
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9
Scenario II
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) Which finding is consistent with the results shown in Figures 1.2A-C and constitutes the BEST evidence that cultural variables influence first memories?
A)For all three cultures, females recalled more information than males about their first memories.
B)For all three cultures, the most common age of earliest memory was between 3 and 4 years.
C)Asian males had earlier first memories than Pakeha males.
D)Participants from the Maori culture had earlier memories than those from the other two cultures.
Scenario II is based on and presents fabricated data consistent with the following study:
MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8(6), 365-376. doi:10.1080/09658210050156822
MacDonald and colleagues (2000) investigated cultural and gender influences on the age and quality of first childhood memories. Specifically, they interviewed males and females from three cultures-Asian, Pakeha, and Maori-and asked them to describe their earliest childhood memory in as much detail as possible. The researchers recorded the age of the earliest memory and also quantified the total amount of information given in the memory description. Figure 1.2A shows the number of participants reporting their first memory as a function of age not separated by gender or culture. Figure 1.2B shows the mean age of the first memory as a function of gender and culture, and Figure 1.2C shows the mean total information present in that memory as a function of gender and culture.
Figure 1.2A (left), Figure 1.2B (middle), and 1.2C (right)
(Scenario II) Which finding is consistent with the results shown in Figures 1.2A-C and constitutes the BEST evidence that cultural variables influence first memories?
A)For all three cultures, females recalled more information than males about their first memories.
B)For all three cultures, the most common age of earliest memory was between 3 and 4 years.
C)Asian males had earlier first memories than Pakeha males.
D)Participants from the Maori culture had earlier memories than those from the other two cultures.
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10
Scenario I
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) Which type of psychologist would be LEAST likely to study the adverse effects of procrastination on overall health and academic performance?
A)clinical
B)health
C)school/educational
D)cognitive
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) Which type of psychologist would be LEAST likely to study the adverse effects of procrastination on overall health and academic performance?
A)clinical
B)health
C)school/educational
D)cognitive
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11
Scenario I
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) A defender of procrastination argues that while it is true that procrastinators suffer in terms of physical illness later in the semester, because this period of suffering is limited to a very brief period of time, overall they suffer less than nonprocrastinators. How could the study described in Scenario I be altered to test this claim?
A)For both groups, all instances of adverse health symptoms should be recorded for the entire semester.
B)The study should be replicated almost exactly with the exception that participants should be randomly assigned to groups.
C)The study should consider only serious instances of physical illness, such as hospitalizations.
D)The experiment described in Scenario I actually tested this claim and the results shown in Figure 1.1 clearly refute it.
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) A defender of procrastination argues that while it is true that procrastinators suffer in terms of physical illness later in the semester, because this period of suffering is limited to a very brief period of time, overall they suffer less than nonprocrastinators. How could the study described in Scenario I be altered to test this claim?
A)For both groups, all instances of adverse health symptoms should be recorded for the entire semester.
B)The study should be replicated almost exactly with the exception that participants should be randomly assigned to groups.
C)The study should consider only serious instances of physical illness, such as hospitalizations.
D)The experiment described in Scenario I actually tested this claim and the results shown in Figure 1.1 clearly refute it.
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12
Scenario I
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) Which benefit of procrastination is supported by the results shown in Figure 1.1?
A)If all instances of illness are considered over the course of the entire semester, procrastinators would have fewer symptoms of physical illness than nonprocrastinators.
B)Procrastinators appear to have studied harder than nonprocrastinators later in the semester and, thus, may have performed better on final examinations.
C)There may be health benefits to procrastinating when assignment due dates are not soon.
D)Procrastinators have no increased risk of negative health symptoms at any time point, and experience savings in work, relative to nonprocrastinators.
Scenario I is based on and presents fabricated data consistent with the following study:
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tice and Baumeister (1997) studied the relationship between procrastination and symptoms of physical illness in college students during an academic semester. Participants completed a questionnaire measuring procrastination. From this, they were classified as either procrastinators or nonprocrastinators. All participants also were instructed to record the number of negative health symptoms that they experienced during the first (early) and last (late) month of the semester. Figure 1.1 shows the major results of the study.
Figure 1.1
(Scenario I) Which benefit of procrastination is supported by the results shown in Figure 1.1?
A)If all instances of illness are considered over the course of the entire semester, procrastinators would have fewer symptoms of physical illness than nonprocrastinators.
B)Procrastinators appear to have studied harder than nonprocrastinators later in the semester and, thus, may have performed better on final examinations.
C)There may be health benefits to procrastinating when assignment due dates are not soon.
D)Procrastinators have no increased risk of negative health symptoms at any time point, and experience savings in work, relative to nonprocrastinators.
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