1. When Kevin started his car in the parking lot, he also turned on the radio to his favorite station. As he entered the street next to the campus, he turned the radio up due to the increased background noise in the car. Entering the highway, he again increased the volume until he could hear the music clearly. Driving into the driveway at home, he saw his mother watering her roses in the front yard. “Kevin! Turn down that radio. We are going to be deaf before you are twenty five!” she instructed as he open the car door. He had not noticed how very loud the radio was until she mentioned it. Kevin had experienced:
A. absolute threshold constancy.
B. Weber’s Law.
C. sensory adaptation.
D. sensory deprivation.
2. Classical and operant conditioning both result in learning, but are quite different in that:
A. classical conditioning is an artificial process, while operant conditioning is only found outside of the laboratory.
B. classical conditioning tends to increase behavior, while operant conditioning decreases behavior.
C. classical conditioning broadens the types of responses, while operant conditioning may increase or decrease responses.
D. classical conditioning is an involuntary process, while operant conditioning is voluntary.
3. “Tell me how to put it together!” Kent demanded. “I can’t.” Alvin complained. “I know how to do it, but I can’t just tell you or write it down. It just all comes together one step after another.” Alvin is attempting to explain:
A. the importance of timing in semantic memory.
B. the difference between declarative and procedural memory.
C. the primacy and recency effect.
D. the effect of aging on memory.
4. The disadvantages of group intelligence tests include that:
A. all test takers must wait until all registered individuals arrive.
B. proctors are often inconsistent and allow some test takers a longer time to respond or to take testing breaks.
C. some test takers talk to themselves and disturbs others.
D. some test takers are more motivated to perform at their highest level in a one-one testing situation.
5. It may be difficult to sooth a crying baby who needs to be fed and changed with cuddling and toys. The strength of the physical needs in this situation support:
A. secondary drive approach theory.
B. the incentive approach to motivation.
C. Maslow’s hierarchy of needs.
D. the level of arousal approach to motivation.
6. The biosocial approach suggests that gender differences are based on:
A. the hormone and neurological differences between men and women.
B. how men and women think about their environment.
C. the physical ability of men to protect the home and of women to bear children.
D. the cognitive ability of men to solve problems and of women to organize the home.
7. The research of Solomon Asch revealed that:
A. participants in the study conformed to the erroneous group response in one-half of the trials.
B. all participants in the study conformed to the erroneous group response in each trial.
C. participants in the study conformed to the erroneous group response in one-third of the trials.
D. ninety percent of the participants refused to conform to the erroneous group response throughout the trials.
8. Kevin hates his job, his girl friend dropped him, and he had a headache this morning from staying up too late eating hamburgers and drinking beer by himself. He has decided to initiate a new attack today and take control of his life. He will find a new job, forget the girlfriend, and improve his life style. By the end of the day, he has scheduled three interviews, eaten properly, and plans to retire early. He is still working on “forgetting.” Kevin is beginning:
A. a personal rescue.
B. to cope with his problems.
C. to respond to decreased stress.
D. to rebound from isolation.
9. “He is never going to change. He is set in his ways,” the client complained. “Let’s think about it. Does this hurt you or him?” The therapist is applying:
A. a cognitive treatment approach.
B. a behavioral therapy.
C. psychodynamic therapy.
D. contingency contracting.