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| 1 | |
Craig believes that we possess powerful ideas and impulses of which we're unaware but that exert a strong influence on our behavior. He is most likely taking what approach? |
| | A) | a psychoanalytic approach |
| | B) | a behavioral approach |
| | C) | a cognitive developmental approach |
| | D) | a sociocultural approach |
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| 2 | |
Thomas is in the store when he sees a CD that he really wants. He has no money to buy it. Although he really wants the CD, he knows that stealing is wrong and he will feel very guilty if he steals it. Thomas chooses not to steal. Which part of the personality, according to Freud, is ruling his behavior? |
| | A) | id |
| | B) | ego |
| | C) | superego |
| | D) | plateau |
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| 3 | |
According to Freud, the part of the personality that operates on the pleasure principal is the |
| | A) | id. |
| | B) | ego. |
| | C) | superego. |
| | D) | plateau. |
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| 4 | |
According to Freud, the part of the personality that operates on the reality principal is the |
| | A) | id. |
| | B) | ego. |
| | C) | superego. |
| | D) | plateau. |
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| 5 | |
According to Freud, the part of the personality that acts as our conscience is the |
| | A) | id. |
| | B) | ego. |
| | C) | superego. |
| | D) | plateau. |
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| 6 | |
Whereas the ________ acts as a moral compass, the ________ acts only on having needs met. |
| | A) | id; ego |
| | B) | ego; superego |
| | C) | superego; id |
| | D) | id; superego |
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| 7 | |
A theory that emphasizes the impact of social experiences throughout human development is the ________ |
| | A) | psychoanalytic theory. |
| | B) | behavioral theory. |
| | C) | psychosocial theory |
| | D) | sociocultural theory. |
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| 8 | |
Whose theory emphasizes life crises as a factor in development? |
| | A) | Erikson |
| | B) | Bandura |
| | C) | Watson |
| | D) | Piaget |
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| 9 | |
Parvati is 2 ½ years old. She is starting to become very independent in her behavior. Erikson would argue that she is being confronted with what stage of life crisis? |
| | A) | basic trust versus mistrust |
| | B) | autonomy versus shame and guilt |
| | C) | initiative versus guilt |
| | D) | industry versus inferiority |
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| 10 | |
Katie is 1½ years of age. She has learned that when she cries her mother comes. All of her needs are being met by her parents. Erikson would argue that she is being confronted with what stage of life crisis? |
| | A) | basic trust versus mistrust |
| | B) | autonomy versus shame and guilt |
| | C) | initiative versus guilt |
| | D) | industry versus inferiority |
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| 11 | |
Rose is starting college and realizes that her relationships with her high school boyfriends are nothing like the kinds of relationships she is interested in developing now that she is an adult. Erikson would argue that she is being confronted with what stage of life crisis? |
| | A) | intimacy versus isolation |
| | B) | identity versus identity confusion |
| | C) | generativity versus stagnation |
| | D) | integrity versus despair |
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| 12 | |
Caleb has recently become much more of an environmentalist. He wants to make sure the world is a better place for his young kids. Erikson would argue that he is being confronted with what stage of life crisis? |
| | A) | intimacy versus isolation |
| | B) | identity versus identity confusion |
| | C) | generativity versus stagnation |
| | D) | integrity versus despair |
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| 13 | |
Peter is in high school and is grappling with what "group" he belongs to. Although he likes sports, he also likes to act in the theater and plays trumpet in the band. In addition, he is being influenced by images on TV of what a high school student should be like. Erikson would argue that he is being confronted with what stage of life crisis? |
| | A) | intimacy versus isolation |
| | B) | identity versus identity confusion |
| | C) | generativity versus stagnation |
| | D) | integrity versus despair |
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| 14 | |
The idea that objects continue to exist when you can't see them is |
| | A) | conservation. |
| | B) | egocentrisim. |
| | C) | imitation. |
| | D) | object permanence. |
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| 15 | |
Baby Angelina is playing with a toy in the restaurant. She drops her rattle and her mom puts it away. Angelina acts as though the rattle never existed. Piaget would argue this demonstrates that she has not developed a sense of |
| | A) | conservation. |
| | B) | egocentrisim. |
| | C) | imitation. |
| | D) | object permanence. |
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| 16 | |
Organized patterns of thoughts and actions is what Piaget called |
| | A) | schemas. |
| | B) | adaptation. |
| | C) | assimilation. |
| | D) | accommodation. |
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| 17 | |
Which of the following is not one of Piaget's stages? |
| | A) | preoperational |
| | B) | concrete operational |
| | C) | formal operations |
| | D) | accommodating operations |
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| 18 | |
The order of Piaget's stages from birth on is |
| | A) | sensorimotor; preoperational; concrete operations; formal operations. |
| | B) | preoperational; concrete operations; formal operations; sensorimotor. |
| | C) | formal operations; concrete operations; preoperational; accommodating operations. |
| | D) | accommodating operations; concrete operations; formal operations; preoperational. |
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| 19 | |
Processes that are biological in nature are those Vygotsky termed |
| | A) | elementary processes. |
| | B) | secondary processes. |
| | C) | psychological processes. |
| | D) | bio social processes. |
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| 20 | |
Which of the following is NOT one of Vygotsky's major propositions? |
| | A) | factors such as speech, thought, and learning are biological at the core, yet are manifest in the context of psychological functions. |
| | B) | We must examine the social and cultural processes shaping children. |
| | C) | Speech is one of the most powerful tools humans use to progress developmentally. |
| | D) | Peers are useful only because they cause disequilibrium. |
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| 21 | |
Myrtle is learning how to read. She gets help from a more skilled peer. This social interaction allows her to reach a higher level of reading than she would have been able to achieve by herself. Vygotsky argued this was the best way to learn as instruction is taking place in |
| | A) | elementary processes. |
| | B) | secondary processes. |
| | C) | the zone of proximal development. |
| | D) | a scaffolding manner. |
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| 22 | |
The view of cognitive development that uses a computer metaphor to talk about human thinking is |
| | A) | the psychoanalytic perspective. |
| | B) | the information processing perspective. |
| | C) | the behavioral perspective. |
| | D) | the social learning perspective. |
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| 23 | |
Pavlov is to ________ as Skinner is to ________. |
| | A) | operant conditioning; classical conditioning |
| | B) | social learning; operant conditioning |
| | C) | classical conditioning; operant conditioning |
| | D) | associative learning; social learning |
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| 24 | |
When a neutral stimulus produces an involuntary response that would have otherwise been elicited by another stimulus it is called |
| | A) | classical conditioning. |
| | B) | operant conditioning. |
| | C) | social learning. |
| | D) | the Garcia effect. |
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| 25 | |
Baby Hugo is going to the pediatrician for his 2 year old shots. When the nurse comes in with the syringe, Hugo begins to cry. Watson would argue this illustrates |
| | A) | classical conditioning. |
| | B) | operant conditioning. |
| | C) | social learning. |
| | D) | the Garcia effect. |
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| 26 | |
Minerva has a cat that comes running every time he hears the electric can opener. Pavlov would argue this illustrates |
| | A) | classical conditioning. |
| | B) | operant conditioning. |
| | C) | social learning. |
| | D) | the Garcia effect. |
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| 27 | |
Skinner is to ________, as Watson is to ________. |
| | A) | operant conditioning; classical conditioning |
| | B) | social learning; operant conditioning |
| | C) | classical conditioning; operant conditioning |
| | D) | associative learning; social learning |
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| 28 | |
Putting on a jacket when you are cold is an example of a |
| | A) | positive reinforcer. |
| | B) | negative reinforcer. |
| | C) | positive punishment. |
| | D) | negative punishment. |
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| 29 | |
Your boss paying you for coming to work is a |
| | A) | positive reinforcer. |
| | B) | negative reinforcer. |
| | C) | positive punishment. |
| | D) | negative punishment. |
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| 30 | |
Getting a speeding ticket is a |
| | A) | positive reinforcer. |
| | B) | negative reinforcer. |
| | C) | punishment. |
| | D) | neutral factor. |
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| 31 | |
Giving your dog a treat after he sits is an example of a |
| | A) | positive reinforcer. |
| | B) | negative reinforcer. |
| | C) | positive punishment. |
| | D) | negative punishment. |
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| 32 | |
Anything that increases the probability of a behavior occurring is a ________, anything that decreases the probability of a behavior occurring is a ________. |
| | A) | punishment; reinforcer |
| | B) | reinforcer; punishment |
| | C) | positive reinforcement; negative reinforcement |
| | D) | negative reinforcement; positive reinforcement |
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| 33 | |
Baby Harry learns that when he cries his mom will come and pick him up. As a result, he cries in order to be held. Being picked up is a ________ for Harry. |
| | A) | positive reinforcer |
| | B) | negative reinforcer |
| | C) | positive punishment |
| | D) | negative punishment |
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| 34 | |
Arthur learns that when he is experiencing symptoms of withdrawal, he should go shoot up heroin to feel better. This is an example of |
| | A) | classical conditioning. |
| | B) | operant conditioning. |
| | C) | social learning. |
| | D) | the Garcia effect. |
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| 35 | |
Many argue that spanking is bad parenting because it teaches kids to hit when angry or when they're not getting their own way. This perspective would be supported best by ________ theory. |
| | A) | classical conditioning |
| | B) | operant conditioning |
| | C) | social learning |
| | D) | the Garcia effect |
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| 36 | |
Learning that your behavior has an effect on things increases your |
| | A) | self-esteem. |
| | B) | self-efficacy. |
| | C) | self-concept. |
| | D) | mirror image effect. |
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| 37 | |
George sees Fred throw a ball through a window. All the other kids tell Fred how cool he is. The next day George throws a ball through a window. This illustrates |
| | A) | classical conditioning. |
| | B) | operant conditioning. |
| | C) | social learning. |
| | D) | the Garcia effect. |
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| 38 | |
The theory that argues we learn by observing others is |
| | A) | classical conditioning. |
| | B) | operant conditioning. |
| | C) | social learning. |
| | D) | the Garcia effect |
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| 39 | |
Bronfenbrenner visualized the environment as a set of nested systems, each inside the next. The home or school makes up the |
| | A) | microsystem. |
| | B) | mesosystem. |
| | C) | exosystem. |
| | D) | macrosystem. |
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| 40 | |
Bronfenbrenner visualized the environment as a set of nested systems, each inside the next. An environment in which the developing person is not actually present, but which nevertheless affects development (for example, your friend's curfew) would be the |
| | A) | microsystem. |
| | B) | mesosystem. |
| | C) | exosystem. |
| | D) | macrosystem. |
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| 41 | |
Bronfenbrenner visualized the environment as a set of nested systems, each inside the next. The relationship among microsystems, (for example, if your parents talk to your teachers regularly), makes up the |
| | A) | microsystem. |
| | B) | mesosystem. |
| | C) | exosystem. |
| | D) | macrosystem. |
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| 42 | |
The theory that focuses on the continuity and change in one's environment is the |
| | A) | classical conditioning theory. |
| | B) | operant conditioning theory. |
| | C) | social learning theory. |
| | D) | bioecological model. |
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| 43 | |
Which of the following is NOT one of the levels of analysis that developmental systems theory argues for? |
| | A) | knowledge of the characteristics of those being studied |
| | B) | understanding of a person's context and a justification for why this portion of the context is significant for analysis |
| | C) | conceptualization of the relationship between individual characteristics and the portion of the context |
| | D) | examination of the idea that children cause their own development through activity |
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| 44 | |
Which theory refers to a sequence of socially defined, age-graded events and roles that individuals enact over time? |
| | A) | life course theory |
| | B) | developmental systems approach |
| | C) | Maslow's hierarchal theory |
| | D) | evolutionary theory |
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| 45 | |
Which theory studies how genes are expressed during development and how the context of development influences the expression of genetic action? |
| | A) | life course theory |
| | B) | developmental systems approach |
| | C) | Maslow's hierarchal theory |
| | D) | evolutionary theory |
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| 46 | |
Lily is studying how language areas of the brain may have developed phylogenetically. She is most interested in |
| | A) | life course theory. |
| | B) | developmental systems approach. |
| | C) | Maslow's hierarchal theory. |
| | D) | evolutionary theory. |
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| 47 | |
Cedric is a researcher who focuses on how people come to be self-actualized. He is interested in |
| | A) | life course theory. |
| | B) | developmental systems approach. |
| | C) | Maslow's hierarchal theory. |
| | D) | evolutionary theory. |
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