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| 1 | |
The four broad theoretical perspectives on personality are (Learning Goal 1) |
| | A) | psychodynamic, behavioral and social cognitive, humanistic, and sociocultural. |
| | B) | psychodynamic, behavioral and social cognitive, humanistic, and trait. |
| | C) | psychodynamic, behavioral, social, and cognitive. |
| | D) | Behavioral, social cognitive, humanistic, and trait |
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| 2 | |
Freud’s stages of psychosexual development are (Learning Goal 2) |
| | A) | anal, phallic, genital, oedipal, and latency. |
| | B) | oral, anal, genital, oedipal and latency. |
| | C) | oral, anal, phallic, latency, and genital. |
| | D) | oral, anal, phallic, genital, and oedipal. |
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| 3 | |
As an adult, Snookey Larson bit his fingernails, chewed the tops of pencils, smoked and drank excessively and was extremely gullible. Freud would suggest that Snookey is (Learning Goal 2) |
| | A) | still trying to resolve his Oedipal complex. |
| | B) | orally fixated. |
| | C) | anally fixated. |
| | D) | consciously following the pleasure principle. |
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| 4 | |
Millicent witnessed her mother’s accidental drowning in the family swimming pool when she was nine years old. When she was thirty, someone asked he how her mother dies and she said she died from a heart attack. This is an example of (Learning Goal 2) |
| | A) | reaction formation. |
| | B) | sublimation. |
| | C) | fantasy. |
| | D) | repression. |
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| 5 | |
According to Horney, the prime motive in human existence is (Learning Goal 2) |
| | A) | the need for sex. |
| | B) | the need for aggression. |
| | C) | the need for superiority. |
| | D) | the need for security. |
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| 6 | |
The mandala and the shadow are examples of (Learning Goal 2) |
| | A) | the personal self. |
| | B) | sociocultural factors. |
| | C) | archetypes. |
| | D) | Defense mechanisms |
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| 7 | |
Sandy Sampson is barely an average student in academics but he is a star athlete. Adler suggests that this is an example of (Learning Goal 2) |
| | A) | an inferiority complex. |
| | B) | compensation. |
| | C) | overcompensation. |
| | D) | feelings of superiority. |
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| 8 | |
A persistent criticism of the psychodynamic perspectives is (Learning Goal 2) |
| | A) | that they are too concerned with change and situational influences on adjustment |
| | B) | that their main concepts have been difficult to test. |
| | C) | that they are too optimistic about human nature |
| | D) | that they are descriptive and are not predictive. |
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| 9 | |
When your cat hears you opening a can of cat food with the electric can opener, she comes running. This is an example of (Learning Goal 3) |
| | A) | classical conditioning. |
| | B) | operant conditioning. |
| | C) | observational learning |
| | D) | instrumental conditioning |
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| 10 | |
The components of classical conditioning (Learning Goal 3) |
| | A) | unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response. |
| | B) | unconditioned stimulus, unconditioned response, neutral stimulus, and conditioned response. |
| | C) | unconditioned stimulus, unconditioned response, orientation reflex, and conditioned response. |
| | D) | none of the above. |
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| 11 | |
When Billy’s mother put him on punishment, Bill started howling and screaming until his mother relented and took him off punishment. The next time she put Billy on punishment he started to howl and scream. This is an example of (Learning Goal 3) |
| | A) | punishment. |
| | B) | positive reinforcement. |
| | C) | negative reinforcement. |
| | D) | Extinction. |
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| 12 | |
When Johnny saw that Shorty was wearing his pants about six inches below his waist, he decided to do it also. Soon all of his friends were wearing their pants super low also. This is an example of (Learning Goal 3) |
| | A) | classical conditioning. |
| | B) | operant conditioning. |
| | C) | observational learning |
| | D) | instrumental conditioning |
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| 13 | |
The guys on the team asked Bubba to go clubbing with them. After thinking it over, he decided to stay in his room and study for tomorrow’s test. This is an example of(Learning Goal 3) |
| | A) | self-efficay. |
| | B) | reciprocal determinism. |
| | C) | external locus of control. |
| | D) | delay of gratification. |
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| 14 | |
A criticism of the behavioral and social cognitive perspectives is (Learning Goal 3) |
| | A) | that they are too concerned with change and situational influences on adjustment |
| | B) | that their main concepts have been difficult to test. |
| | C) | that they are too optimistic about human nature |
| | D) | that they are descriptive and are not predictive. |
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| 15 | |
Whenever Gertrude had a problem she would talk to her friend Hermione because Hermione always listened attentively and knew how Gertrude was feeling. According to Rogers, Hermione exhibited (Learning Goal 4) |
| | A) | conditional positive regard. |
| | B) | empathy. |
| | C) | genuineness. |
| | D) | a helpful schema |
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| 16 | |
Sedgewick decided that he must make changes in his life in order to become self-actualized. Which of the following is not an adjustment strategy for self-actualization?(Learning Goal 4) |
| | A) | be responsible. |
| | B) | avoid risk-taking behavior. |
| | C) | be motivated to change |
| | D) | have a mission in life |
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| 17 | |
A criticism of the humanistic perspectives is (Learning Goal 4) |
| | A) | that they are too concerned with change and situational influences on adjustment. |
| | B) | that their main concepts have been difficult to test. |
| | C) | that there is too much emphasis on conscious experience |
| | D) | that they are descriptive and are not predictive |
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| 18 | |
Eysenck said that three main dimensions are needed to explain personality. They are (Learning Goal 5) |
| | A) | openness, conscientiousness, intnroversion-extraversion. |
| | B) | introversion-extraversion, agreeableness, stable-unstable. |
| | C) | conscientiousness, neuroticism, psychoticism |
| | D) | introversion-extraversion, stable-unstable, psychoticism. |
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| 19 | |
Situationism refers to (Learning Goal 5) |
| | A) | one’s capacity for positive growth. |
| | B) | dispositions that tend to lead to characteristic responses. |
| | C) | the degree to which people are in contact with reality |
| | D) | the fact that personality often varies from one context to another. |
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| 20 | |
A good personality assessment instrument should be (Learning Goal 6) |
| | A) | empirically keyed and have face validity. |
| | B) | projective and subjective. |
| | C) | reliable and valid |
| | D) | subjective and reliable |
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