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AP Psychology Name: ______________________________________

Topic 1: History and Approaches, Review of Chapter 1

Part I Describe the major contribution(s) of each of the following famous names in psychology. When applicable, tie them to a psychological perspective.

Wilhelm Wundt: 1 st Psych Lab, __________ introspection, structuralism _________________________________________________Perspective Structuralism_______________

Sigmund Freud: Father of Psychoanalysis, id, ego, superego, defense mechanisms, unconscious, dream interpretation and analysis, manifest vs latent content, stages of development (oral, anal, phallic, latency, genital), free association, iceberg metaphor, fixation .

Perspective Psychoanalysis______________

John Watson: Classic Conditioning, Little Albert, advertising ________________________________________________________Perspective Behaviorist_________________

William James: American Psychologist, First Psych Textbook, Functionalism, James Lange Theory of Emotion ______________Perspective: Functionalism______________

B.F. Skinner Operant conditioning, operant chamber, schedules of reinforcement, positive reinforcement, negative reinforcement, primary reinforcement, secondary reinforcement, shaping, generalization, discrimination, extinction, theory of language development .

Perspective Behaviorist_________________

Jean Piaget Cognitive development, assimilation v. accommodation, sensorimotor, preoperational, concrete operations, formal operations, schemas, conservation, object permanence, animism, hierarchical classification, abstract reasoning .

Perspective Cognitive/Developmental_____

Albert Bandura Social Learning, Bobo Doll, Observational Learning, Theory of Reciprocal Determinism a Social ‐ cognitive theory of personality (internal mental events, external environmental, and behavior all interact

reciprocally) Perspective Behaviorist/Cognitive________

G. Stanley Hall First president of the APA__________________________________________________________________________Perspective Developmental______________

Mary Whiton Calkins First Female President of the APA _____________________________________________________________Perspective Functionalism______________

Ivan Pavlov Classical Conditioning, Dogs, generalization, discrimination, extinction, stimulus, response, spontaneous recover, UCS, UCR, CS, CR, neutral stimulus, digestion research _____________________________________________________

Perspective Behaviorist_________________

Abraham Maslow Humanism, Hierarchy of Needs, Self Actualization, Self Esteem____ ____________________________________Perspective Humanistic_________________

Roger Sperry Nobel prize winner ‐ split brain research ________________________________________________________________Perspective Biological/Neuroscience______

Part II Multiple-Choice

1. You are at a lecture about the history of psychology and the speaker states that Wilhelm Wundt’s theory of structuralism was the first scientific psychological theory. On what historical fact might the speaker be basing her or his argument?

A. Wundt was internationally known at the time, and this led credence to his theory in the scientific community.

B. Wundt studied under Ivan Pavlov for his graduate training, and Pavlov required scientific methods to be used.

C. Structuralism was based on the results of his introspection experiments, so it is, at least in part, empirical.

D. Structuralism was based on careful anecdotes gathered from Wundt’s extensive clinical career. E. Wundt was the first person to study psychology in an academic setting.


2. Sigmund Freud’s theory of the unconscious mindA. was revolutionary because it was the first comprehensive explanation of human thought and behavior. B. Resulted from discoveries about the human brain obtained by cadaver dissection. C. Is outdated and has no relevance for modern psychology. D. Focused entirely on human males’ sex drive. E. Depends on the idea that humans can remember events but not be consciously aware of the memory.

3. In what way might a behaviorist disagree with a cognitive psychologist about the cause of aggression?A. A behaviorist might state that aggression is caused by memories or ways we think about aggressive

behavior, while a cognitive psychologist might say aggression is caused by a past repressed experience.

B. A behaviorist might state that aggression is a behavior encouraged by our genetic code, while a cognitive psychologist might state that aggression is caused by memories or ways we think about aggressive behavior.

C. A behaviorist might state that aggression is caused by past rewards for aggressive behavior, while a cognitive psychologist might believe aggression is caused by an expressed desire to fulfill certain life needs.

D. A behaviorist might state that aggression is caused by past rewards for aggressive behavior, while a cognitive psychologist might believe aggression is caused by memories or ways we think about aggressive behavior.

E. A behaviorist would not disagree with a cognitive psychologist about aggression because they both believe that aggressive behavior is caused by the way we cognitively process certain behaviors.

4. Dr. Marco explains to a client that his feelings of hostility toward a coworker are most likely caused by the way the client interprets the coworker’s actions, and the way he thinks that people should behave at work. Dr. Marco is most likely working from what perspective?

A. behavioral B. cognitive C. psychoanalytic D. humanist E. social-cultural

Part III Describe the major viewpoint of each of the following perspectives.

Psychoanalysis How we are affected by__________ unconscious drives and conflicts___________________________________________________________________________________________________

Humanism How healthy people strive to reach their full potential; humans have free will ________________________________________________________________________________________________

Behaviorism How we learn through rewards,______ punishments, and observation; only observable___ events can be studied scientifically._______________________________________________________

Cognitive How we process information________________________________________________________________________________________________________________________________________

Biological How our biological structures and_____substances underlie a given behavior, thought, or__emotion_____________________________________________________________________________

Evolutionary Behavior patterns have evolved as we adapt for survival; natural selections favors ______reproductive success___________________________________________________________________


Topic 2: Research Methodology, Review of Chapter 2

1. Amber, a fifth grade teacher, believes that s short recess before her afternoon classes will improve the memory of her students. She designs an experiment to test this idea. Identify the following for her experiment:

a. Hypothesis: A short recess before afternoon class will improve student memory.b. independent variable: Recessc. dependent variable: Memoryd. a possible confounding variable: Student answers will vary.

2. Assume that a questionnaire was handed out only to the firs twenty-five people to arrive to a clinic. What is wrong with this method of distributing surveys?Not a representative random sample.

3. A private school is trying to determine whether or not wearing uniforms will improve the behavior of its students. During the month of October and November, an experiment is conducted to compare the behavior of students who wear uniforms to those who do not.

a. Who is the control group in this experiment? Students without uniforms.b. The experimental group? Students with uniforms.c. What is the dependent variable? Behavior.

4. For the following correlational coefficients, give an example of a relationship between variables that would give these statistical outcomes.

a. +1.0 = Student answers will vary.b. -1.0 = Student answers will vary.c. 0.0 = Student answers will vary.

5. A new drug has been developed which is believed to have the capability to reduce hand tremors in patients with Parkinson’s disease. Design an experiment to show that there is a scientific basis for the claims of the company that has introduced this drug. Include all of the following in your design:

a. random selection: sample of population, so long as people in sample suffer from Parkinson’sb. random assignment: randomly assign to control/experimental groupc. the independent variable: Drugd. the dependent variable: Hand tremorse. the control group: Placebo group, or no drugf. a placebo: Sugar pill

6. The essence of the experimental method isA. accurate calculation of correlations B. obtaining direct reports from subjects about their subjective experiences. C. careful measurement and record keeping D. using control to identify cause and effect connections

7. Which of the following is an appropriate use of naturalistic observation?A. to raise questions and suggest hypotheses B. to develop formal psychological theory C. to test hypotheses derived from theory D. to answer questions about cause and effect relationships

8. In the simplest experiment, the two groups of subjects are treated exactly alike except for the _________ variable.A. independent


B. dependent C. extraneous D. control

9. The conditions that a researcher wishes to prevent from affecting the experiment are calledA. constants B. dependent variables C. extraneous variables D. independent variables

10. A researcher wants to determine the effect of sleep deprivation on human problem solving. Subjects in an appropriate control group for such an experiment would be described as having

A. Much more sleep than normal. B. Much less sleep than normal C. A normal amount of sleep D. The same amount of sleep as the experimental group

11. Which type of variable is measured in both the experimental and control groups of an experiment?A. the dependent variable B. the independent variable C. extraneous variables D. the reference variable

12. One of the limitations of the survey method isA. observer bias B. that it sets up an artificial situation C. that replies may not be accurate D. the self-fulfilling prophecy

13. Professor Ma wants to design a project studying emotional response to date rape. He advertises for participants in the school newspaper, informs them about the nature of the study, gets their consent, conducts an interview, and debriefs them about the results when the experiment is over. If you were on the IRB, which ethical consideration would you most likely have the most concern about in Professor Ma’s study?

A. coercion B. deceptionC. confounding variablesD. anonymity


Topic 3: Social Psychology, Review of Chapter 16

Part I Find the Social Psychology terms that correspond to the descriptions of the various situations and scenarios that are described below.

ALTRUISMBYSTANDER EFFECTCOGNITIVE DISSONANCEDEINDIVIDUATION DISCRIMINATION

FOOT-IN-THE-DOORFRUSTRATION-AGGRESSION HYPOTHESISFUNDAMENTAL ATTRIBUTION ERRORGROUP POLARIZATIONGROUPTHINK

PREJUDICESCAPEGOATSOCIAL FACILITATIONSOCIAL LOAFINGSTEREOTYPE

1. SCAPEGOAT: Disgruntled taxpayers blame welfare recipients for a large increase in their property taxes, and unfairly blame these folks for “using the system” when in fact these individuals are poverty stricken and need help from government funding.Definition: People may be prejudice toward a group in order to vent their anger. In essence, they use the group they dislike as their target for all of their anger.

2. ALTRUISM: A young college student risks his life by rescuing a young child who has fallen through the ice on a lake while playing there.Definition: Altruism refers to unselfish behaviors or actions done for the sake of someone else.

3. COGNITIVE DISSONANCE: A thirteen-year old is uncomfortable with her smoking habit since this is inconsistent with what her parents have taught her about the risks of starting this habit at such a young age.Definition: A psychological state that exists when related cognitions are inconsistent.

4. PREJUDICE: Nine-year old Maria has developed the attitude that elderly people are mean and stingy.Definition: A negative attitude held toward members of a group.

5. FUNDAMENTAL ATTRIBUTION ERROR: Kevin assumed on the first day of school that his math teacher, Mr. Wallaby, was going to be a mean teacher based solely on the fact that he saw him arguing in the hall with another teacher before class. It turned out Mr. Wallaby was one of the most personable teachers he had ever had.Definition: Inferences that people draw about the causes of events, others' behavior, and their own behavior.

6. FOOT-IN-THE-DOOR: A local car dealership offers customers a $25 gift certificate for coming in to test drive on of their new cars in hopes that they will then agree to buy a car.Definition: Getting people to agree to a small request to increase the chances that they will agree to a larger request later.

7. SOCIAL FACILITATION: When Angela is running laps after work at the high school track, she notices that she runs faster if other runners are also out there running with her.Definition: People perform certain tasks better when they are in the presence of other people. This is true for simple tasks, tasks people are good at already, or already learned tasks, but not for difficult or novel tasks.

8. STEREOTYPE: Mary, an elderly woman, believes that all teenagers are rebellious, rude, and have little regard for the feelings of others.Definition: Widely held beliefs that people have certain characteristics because of their membership in a particular group.

9. DEINDIVIDUATION: When Jeremy, a junior in college, participated in an anti-war demonstration on his campus, he was overwhelmed by the emotions of the protests and found himself throwing rocks at cars and windows. This was behavior highly uncharacteristic of him and something he would not even consider doing if alone.Definition: People in groups tend to lose some of their own self-awareness and self-restraint when in groups. They become less of an individual and more anonymous. In a sense, people will do things in groups they otherwise would not because they feel less responsible for their actions and less like an individual.

10. DISCRIMINATION: Eleven neighborhood children are invited to a birthday party for ten-year old Steven. The only children who are not invited are the two kids who belong to the family of immigrants who just moved into the neighborhood.Definition: Behaving differently, usually unfairly, toward the members of a group.

11. GROUP POLARIZATION: As a group of college students who agree on their stance on gun control talk about their opinions on this, their feelings seem to get stronger as the discussion proceeds.

AP Psychology Name: ______________________________________Definition: A phenomenon that occurs when group discussion strengthens a group's dominant point of view and produces a shift toward a more extreme decision in that direction.

12. GROUPTHINK: As a group of generals make a major tactical error while planning a military battle. When later polled individually about their decision, most of them indicate individually that they were not in favor of the decision, but went along with what seemed to be the group’s consensus.Definition: A process in which members of a cohesive group emphasize concurrence at the expense of critical thinking in arriving at a decision.

13. BYSTANDER EFFECT: While an elderly man is beaten and robbed on a busy city street, several people stand by and watch, assuming that someone else will intervene or call for help.Definition: A paradoxical social phenomenon in which people are less likely to provide needed help when they are in groups than when they are alone.

14. SOCIAL LOAFING: Daniel noticed that when he was at a basketball game with a large crowd the he did not cheer and scream as loud as when the crowd was small and he seemed like a large part of the action.Definition: Social loafing is the tendency for people in a group to put less effort into the task when the effort is pooled (when they are all supposed to work on the task) compared to when they are all responsible for their own contributions.

15. FRUSTRATION-AGGRESSION HYPOTHESIS: James, a running back on the football team, gets into a fist fight after a shouting match on the practice field with his best friend, Mike. When he talked about this later, he indicated that this may not have happened if the coach had not denied everyone a water break causing everyone to feel agitated.Definition: Frustration is a feeling of tension that occurs when our efforts to reach some goal are blocked. When this occurs, it can produce feelings of anger, which in turn can generate feelings of aggression and aggressive behavior.

Part II

16. Give an example to show how discrimination differs from prejudice. Prejudice: Prejudice is a negative, usually unjustified attitude directed toward people simply because they are members of a specific social group.Discrimination: Actions or practices of dominant-group members (or their representatives) that have a harmful effect on members of a subordinate group.

17. Give an example to show how the “just-world phenomenon” contributes to stereotyping.Just-World Phenomenon: The just-world phenomenon is the tendency for people to believe that the world is just and that people therefore get what they deserve and deserve what they get. If you have this belief, and something good happens to you, you may conclude that the world is just because you are a good person and so good things happen to you. In the same way, when you see something bad happen to someone else, you may conclude that they did something to bring on this bad event. Otherwise, it would not have occurred since the world is a just place.

18. Give an example to show how prejudice differs from stereotyping.Prejudice: Prejudice is a negative, usually unjustified attitude directed toward people simply because they are members of a specific social group.Stereotype: A stereotype is a "fixed" way of thinking about people in which you classify others into specific categories without much room for individualism or variation.

19. What do each of the following experiments validate about human behavior:a. The “Robbers-Cave” Experiment

One conclusion that can be drawn from this experiment is that building peaceful relations between conflicting groups can be accomplished by having the groups work together to solve problems. In this way, people from different groups come to see their interdependence and the benefits of cooperation.

b. The Milgram ExperimentMilgram’s experiments in particular demonstrate how “ordinary” people will behave cruelly while just trying to do the jobs they’ve been asked to do and without explicitly malicious intentions. The fact that the teachers

AP Psychology Name: ______________________________________increased the shocks incrementally allowed them to feel better about and to justify their actions more than if they had been instructed to give a very heavy shock immediately.

c. The Asch-Line ExperimentThe results of this experiment suggest the power of conformity. Subsequent experiments have found that people are likely to conform to group standards under the following conditions:

•when they feel incompetent or insecure•when the group has at least three people•when everyone in the group agrees on an answer•when the group is perceived to be of high status•when a person comes from a culture that places high value on respecting group standards

20. How do each of the following contribute to prejudicial behavior:d. In-group bias

Ingroup Bias: Ingroup bias is a simple concept, but one that has very powerful affects on people, societies, and life in general. Ingroup bias is simply the tendency to favor one's own group. This is not one group in particular, but whatever group you associate with at a particular time. So, for example, when you play on an intramural softball team that meets once a week, you are part of that softball team's ingroup. Or, it can be something on a much more grand scale like, the situation between religious groups in Ireland. They have been killing each other for years, because they each perceive their own group as being the "right" and "good" group, while the other group (the outgroup) is "bad" and "evil".

e. The “just-world phenomenon”Just-World Phenomenon: The just-world phenomenon is the tendency for people to believe that the world is just and that people therefore get what they deserve and deserve what they get. If you have this belief, and something good happens to you, you may conclude that the world is just because you are a good person and so good things happen to you. In the same way, when you see something bad happen to someone else, you may conclude that they did something to bring on this bad event. Otherwise, it would not have occurred since the world is a just place.

21. Give two examples of situations where social conformity is a positive behavior.Students’ answers will vary.

22. Give two examples of situations where social conformity is a negative behavior.Students’ answers will vary.


Topic 4: Biological Basis of Behavior, Review of Chapter 3

I. Which specific brain function or nervous system is affected in the following examples:a. Following a head injury, Jack has ongoing problems staying awake and focusing attention. RETICULAR

FORMATIONb. After a gunshot wound, Sandy is uninhibited, irritable, and profane. FRONTAL LOBEc. A rat attacks another rat in the same cage after this area is electrically stimulated. AMYGDALAd. Roger “wets his pants” while running away from a bear that is chasing him through the woods.

SYMPATHETIC NERVOUS SYSTEM or HYPOTHALAMUSe. Kathy cannot remember last Christmas after this area was damaged. HIPPOCAMPUSf. Jessica had difficulty keeping her balance after receiving a blow during a gymnastics routine. CEREBELLUM

II. a) What is aphasia?An acquired language disorder in which there is an impairment of any language modality. This may include difficulty in producing or comprehending spoken or written language.

b) Give two examples of how this can occur.Damage to either Broca’s area or Wernicke’s area.

III. Multiple Choice1. A split-brain patient has a picture of a knife flashed to her left hemisphere and that of a fork to her right hemisphere.

She will be able to:a. identify the fork using her left handb. identify a knife using her left handc. identify a knife using either handd. identify a fork using either hande. stand on her head and eat with both hands

2. Dr. Johnson briefly flashed a picture of a key in the right visual field of a split-brain patient. The patient could probably:

a. write the word “key” using the left handb. draw a picture of a key using the left handc. draw a picture of a key using the right handd. verbally report that a key was seene. do none of the above

3. Dr. Frankenstein made a mistake during neurosurgery on his monster. After the operation, the monster “saw” with his ears and “heard” with his eyes. It is likely that Dr. Frankenstein “rewired” neural connections in the monster’s:

a. hypothalamusb. cerebellumc. frontal lobed. thalamuse. pituitary gland

4. A body builder friend of yours suddenly seems to have grown several inches in height. You suspect that your friend has been using drugs that affect the:

a. thalamus b. adrenal glandsc. medullad. pituitary glande. dopamine


5. Blindness could result from damage to which cortex and lobe of the brain?a. visual cortex in the frontal lobe b. visual cortex in the temporal lobe c. sensory cortex in the parietal lobe d. visual cortex in the occipital lobe e. cerebral cortex in the occipital lobe

6. Paralysis of the left arm might be explained by a problem in thea. motor cortex in the frontal lobe in the left hemisphere. b. motor cortex in the frontal lobe in the right hemisphere. c. sensorimotor cortex in the temporal lobe in the left hemisphere. d. motor cortex in the parietal lobe in the left hemisphere. e. motor cortex in the occipital lobe in the right hemisphere.

7. Deafness can result from damage to the inner ear or damage to what area of the brain?a. the auditory cortex in the frontal lobe. b. the auditory cortex in the temporal lobe. c. the areas of the sensory cortex that receive messages from the ears. d. the hypothalamus. e. the left and right sensory areas of the cerebellum.

8. Which chemicals pass across the synaptic gap and increase the possibility the next neuron in the chain will fire?a. synaptic peptides b. inhibitory neurotransmitters c. adrenaline-type exciters d. excitatory neurotransmitters e. potassium and sodium

9. You eat some bad sushi and feel that you are slowly losing control over your muscles. The bacteria you ingested from the bad sushi most likely interferes with the use of

a. serotonin b. dopamine c. acetylcholine d. thorazine e. adrenaline

10. Which sentence most closely describes neural transmission?a. An electric charge is created in the neuron, the charge travels down the cell, and chemicals are released that

cross the synapse to the next cell. b. A chemical change occurs within the cell, the change causes an electric charge to be produced, and the charge

jumps the gap between the nerve cells. c. The electric charge produced chemically inside a group of neurons causes chemical changes in surrounding

cells. d. Neurotransmitters produced in the hindbrain are transmitted to the forebrain, causing electric changes in the

cerebral cortex. e. Neural transmission is an electrochemical process both inside and outside the cell.

11. When brain researchers refer to brain plasticity, they are talking abouta. the brain’s ability to regrow damaged neurons. b. The surface texture and appearance caused by the layer known as the cerebral cortex. c. The brain’s versatility caused by the millions of different neural connections. d. Our adaptability to different problems ranging from survival needs to abstract reasoning. e. New connections forming in the brain to take over for damaged sections.


IV. Which type of procedure is described in each of the following methods of evaluating activity in the brain.a. Uses radio waves and magnetic fields to produce computer generated images to distinguish among different

types of brain tissue. MRIb. Uses glucose to develop a visual display of brain activity. PETc. Measures electrical activity across the surface of the brain. EEG

V. As a summer camp counselor you have been able to identify your ten-year old campers as either “right-brained” or “left-brained.” After dividing them into two groups based on their thinking styles, decide on three group tasks that you could assign to each group that should correspond to their cognitive abilities.

Left-brained Campers: Right-brained Campers:

Speech VisualReading SpatialWriting Musical


Topic 5: Sensation & Perception, Review of Chapter 4Part I Multiple Choice

1. The cochlea is responsible for a. protecting the surface of the eye b. transmitting vibrations received by the eardrum, hammer, anvil, and stirrup. c. the receptors at the top of each nostril connect with the cortex d. smell is a powerful cue for encoding memories into long-term memory e. strong smells encourage us to process events deeply so they will most likely be remembered.

2. In a perception research lab, you are asked to describe the shape of the top of a box as the box is slowly rotated. Which concept are the researchers most likely investigating?

a. feature detectors in the retina b. feature detectors in the occipital lobe c. placement of rods and cones in the retina d. binocular depth cues e. shape constancy

3. The blind spot in our eye results from a. the lack of receptors at the spot where the optic nerve connects to the retina b. the shadow the pupil makes on the retina c. competing processing between the visual cortices in the left and right hemisphere d. floating debris in the space between the lens and the retina e. retinal damage from bright light

4. Smell and taste are called _______ because a. energy senses; they send impulses to the brain in the form of electric energy b. chemical senses; they detect chemicals in what we taste and smell c. flavor senses; smell and taste combine to create flavor. d. chemical senses; they send impulses to the brain in the form of chemicals. e. memory senses; they both have powerful connections to memory

5. What is the principal difference between amplitude and frequency in the context of sound waves ? a. Amplitude is the tone or timbre of a sound, while frequency is the pitch. b. Amplitude is detected in the cochlea, while frequency is detected in the auditory cortex. c. Amplitude is the height of the sound wave, while frequency is a measure of how frequently the sound waves

pass a given point. d. Both measure qualities of sound, but frequency is a more accurate measure since it measures the shapes of the

waves rather than the strength of the waves. e. Frequency is a measure for light waves, while amplitude is a measure for sound waves.

6. Weber’s law determines a. Absolute threshold. b. Focal length of the eye. c. Level of subliminal messages. d. Amplitude of sound waves. e. Just-noticeable difference.

7. Gate control theory refers to a. which sensory impulses are transmitted first from each sense b. which pain messages are perceived c. interfering sound waves, causing some waves to be undetected d. the gate at the optic chiasm controlling the destination hemisphere for visual information from each eye. e. how our minds choose to use either bottom-up or top-down processing.


8. Which of the following sentences best describes the relationship between sensation and perception? a. Sensation is a strictly mechanical process, while perception is a cognitive process. b. Perception is an advanced form of sensation. c. Sensation happens in the senses, while perception happens in the brain. d. Sensation is detecting stimuli, perception is interpreting stimuli detected. e. Sensation involves learning and expectations, and perception does not.

9. Color blindness and color afterimages are best explained by what theory of color vision? a. Trichromatic theory b. Visible hue theory c. Opponent-process theory d. Dichromatic theory e. Binocular disparity theory

10. What behavior would be difficult without our vestibular sense? a. integrating what we see and hear b. writing our name c. repeating a list of digits d. walking a straight line with our eyes closed e. reporting to a researcher the exact position and orientation of our limbs

Part II1. Johnny’s parents always complain that he doesn’t listen to them. They say that when he is watching TV or listening to

music, he acts like he just doesn’t hear them. Johnny claims that he doesn’t even remember them trying to talk to him. Johnny’s ability to choose what sensory information he perceives demonstrates SELECTIVE ATTENTION.

2. What is Gestalt? Give three examples of Gestalt principles as they relate to perception.Emphasizes that the whole is greater than the sum of its parts. We use Gestalt principles to explain how we perceive objects. STUDENT ANSWERS WILL VARY.

3. When I am standing in front of the class talking and you are focused on me, THE TEACHER is the figure and BOARD is the ground. However, when I begin to write on the board and you are focused on that, THE BOARD becomes the figure, and THE TEACHER becomes the ground.

4. What is a visual cliff? When do babies acquire depth perception?Test by Eleanor Gibson to assess depth perception in babies. Crawling age.

5. Why is it so hard to catch a ball with one eye closed? Name and describe two binocular cues help with depth perception.You need both eyes to experience this type of depth perception.Retinal disparity

a. Images from the two eyes differ. Convergence

b. Cues from your eye muscles.

6. You have been asked to paint a picture that includes buildings, fields, a river, and a mountain. Describe how you would use at least five monocular cues to give your painting a sense of depth.STUDENT ANSWERS WILL VARY. Relative Size, Interposition, Relative Clarity, Texture Gradient, Relative Height, Linear Perspective.

7. What is the phi phenomenon? Give an example.When lights flash at a certain speed they tend to present illusions of motion. Neon signs use this principle to create motion perception. STUDENT ANSWERS WILL VARY.


8. Objects that are further away appear to move more slowly than those that are close by. Give an example of this. STUDENT ANSWERS WILL VARY.

9. What is perceptual constancy? What are three forms of perceptual constancy that we have? How would your perception be altered if you lacked one or more form of constancy?We perceive objects as remaining the same, despite the images they cast on our retina.

◦ Size◦ Shape◦ Brightness◦ Hue◦ Location in space

STUDENT ANSWERS WILL VARY.

10. What is perceptual set? Give a specific example of how a perceptual set can alter one’s experience.An expectancy of what we are ready to perceive. Colored by our experiences. STUDENT ANSWERS WILL VARY.

Part III

1. When a stimulus is constant, sensory neurons fire less. What do we call this? SENSORY ADAPTATION

2. What is the name of the theory that states that absolute threshold varies depending on psychological factors? SIGNAL

DETECTION THEORY

3. The minimum stimulus you can detect at least 50% of the time is called what? ABSOLUTE THRESHOLD

4. What is the process by which your brain organizes and interprets information is called? PERCEPTION

5. What is the name of the center of the retina with greatest visual acuity? FOVEA

6. What is the part of the outer ear that you can easily see on your neighbor called? PINNA

7. What are the three types of cones according to the trichromatic theory? RED, GREEN, BLUE

8. What organ that regulates the vestibular sense? SEMICIRCULAR CANALS

9. What is another word for smell? OLFACTION

10. What is the only sense that does NOT go through the thalamus? SMELL

11. What sense knows the location of the body parts? KINESTHETIC


Topic 6: Learning, Review of Chapter 6

Part IClassical Conditioning

Contributor(s): Ivan Pavlov, John Watson

Key terms related to Pavlov’s experiment:Unconditioned Stimulus (UCS) = food Conditioned Stimulus (CS) = bellUnconditioned Response (UCR) = salivation Conditioned Response (CR) = salivation

Other important terms related to classical conditioning:

Acquisition: Learning begins with an association between a CS and a UCS. (The bell introduces the food and the dog salivates only to the bell.)

Extinction: The behavior stops when the CS no longer introduces the UCS. (The dog no longer salivates to the sound of the bell since no food is presented with the bell.)

Spontaneous Recovery:

The behavior resumes when the CS again is presented with the UCS after extinction and a rest period. (The dog again salivates to the bell alone.)

Generalization: A CR occurs to any stimulus that is similar to the original CS. (The flog responds to any bell similar to the one first presented.)

Discrimination: A CR only occurs to certain stimuli even if similar to the original CS. (The dog only responds to certain bells or the first one presented.)

Operant ConditioningContributor(s): B.F. Skinner, Thorndike

Key Terms: Positive Reinforcement = Receiving a positive reward for good behavior

Example: A piece of candy for buckling a seatbelt. STUDENT ANSWERS WILL VARY.Negative Reinforcement = Removing a negative stimulus to encourage good behavior

Example: The buzzing sound stops when you buckle the seatbelt. STUDENT ANSWERS WILL VARY.Punishment = Discourages undesirable behavior

Example: Getting spanked for not buckling or take away toy for not buckling seatbelt. STUDENT ANSWERS WILL VARY.

Other important terms related to operant conditioning:

Acquisition: Learning occurs when a behavior is rewarded or punished. (A child is given a dollar for a good grade.)

Extinction: The behavior stops when the consequence stops. (The child stops making good grades since there is no reward.)

Spontaneous The behavior resumes after extinction and a rest period when a consequence is againRecovery: presented with the behavior.

(The child resumes making good grades for getting a dollar.) Generalization: The behavior occurs to any reward similar to the original reward.

(The child makes good grades for a dollar or a quarter.) Discrimination: The behavior only occurs to rewards similar to the original reward.

(The child makes good grades for a dollar but not a quarter.) Part II Define the schedules listed below. Also, draw a graph of the rates of responding for each

schedule of reinforcement.

1. fixed-interval schedule: A reinforcement schedule in which the reinforcer is given for the first response that occurs after a fixed time interval has elapsed.

External events are initially recorded as sensory memory

which is either


2. variable-interval schedule: A reinforcement schedule in which the reinforcer is given for the first response after a variable time interval has elapsed.

3. fixed-ratio schedule: A reinforcement schedule in which the reinforcer is given after a fixed number of nonreinforced responses.

4. variable-ratio schedule: A reinforcement schedule in which the reinforcer is given after a variable number of nonreinforced responses

Instructions: Identify the reinforcement schedule being used in each of the examples that follow.

FR 1. Paid 10 dollars for every 20 puzzles solved VI 2. Studying for a class that has surprise quizzes VR 3. Slot machines are based on this schedule VI 4. Trolling for fish in a lake in the summer VI 5. Speed traps on highways VR 6. Selling a product door to door FI 7. Getting the clothes out of the dryer once it buzzes FR 8. Going up a staircase to reach a landing with a nice view FR 9. Doing 20 pushups to help stay fit VR 10. Playing Bingo FI 11. Getting a paycheck at the end of 2 weeks VI 12. Random drug testing VR 13. A strike in bowling VI 14. Calling your mechanic to see if your car is fixed yet FR 15. Frequent flyer program where one gets a free flight after a specific number of miles flown VR 16. Child screams and cries in store to get what he wants, every so often it works FI 17. Child who likes to hear theme music from Jeopardy every night at 7PM VR 18. Trying to find a parking spot in Metropolis with a meter that works FI 19. Wife is watching boxing match with husband-she receives a kiss at the end of every 3-minute round VI 20. Waiting for a sunny day to go to the beach VI 21. Surfer waiting for the perfect wave to ride in VR 22. Looking under rocks for worms

Topic 7: Cognition, Review of Chapters 7 & 8

Part I

EFFORTFUL processing (facts for class, names)AUTOMATIC processing (where word was on page, what you ate for breakfast).

Requires REHEARSALDepends on the amount of TIME spent learning

Is enhanced by MNEMONICS

Encoding

Long-term MemoryVirtually UNLIMITED

capacity

Learning alters synaptic connections. Repeated stimulation of a neural pathway causes LONG-TERM POTENTIATION, thus less stimulation is required to create the same response (like a neuron bruise).

ADRENALINE (hormone released during acute stress) enhances memory. This explains FLASHBULB memories (clear memories of emotionally significant events).

Can be enhanced or hindered by STRESSCORTISOL (hormone released in response to chronic stress) can destroy the hippocampus.


Encoding strategies that enhance memory:1. Space out study sessions. It is better to study 10 minutes a night for 10 nights than to study 100 minutes in one night.

DISTRIBUTED PRACTICE/SPACING EFFECT2. You tend to remember the beginning (PRIMACY effect) and end (RECENCY effect) of a list better than the middle.

Start and end your studying with material that will be more represented on the test. SERIAL POSITION EFFECT3. Think about the meaning of words that you are trying to remember. For example, “serial position effect” means that the

position of the words in a series affects your ability to remember it. SEMANTIC ENCODING4. Think about how the material relates to you. We are much better at remembering information that relates to us in some

way. SELF-REFERENT ENCODING5. Use IMAGERY to create mnemonic devices (ie., a HIPPO on CAMPUS would be MEMORABLE). The more

outrageous the image, the better!

Pitfalls:1. STRUCTURAL encoding (thinking about what a word looks like) is not particularly effective for remembering terms. 2. PHONEMIC encoding (thinking about the sound of the word) is also not particularly effective for long-term retention.

The exception to this is if you set it to music (ie, the ABC song, “1-800-588-2300 Empire”, “Two all beef patties, special sauce, lettuce…”)

Forgetting

ENCODING Failure (we didn’t pay attention or rehearse it)STORAGE Failure (memories that aren’t rehearsed are lost)EBBINGHAUS FORGETTING curve – over 50% of what we learn is quickly forgotten (if not rehearsed), but the remainder sticks for a long time.

RETRIEVAL Failure (an inability to “locate” memories) A “Tip of the tongue” phenomenon

PROACTIVE Interference (when old memories interfere with new memories)

RETROACTIVE Interference (when new memories interfere with old memories)

REPRESSION(forgetting things we don’t want to remember)

MISINFORMATION EFFECT (we tend to incorporate misleading information into our memories)

SOURCE MONITORING ERROR (misattributing the source of information)

Memory Construction


Part II

1. When her teacher mentioned the arms race, Krista understood that the word “arms” referred to weapons and not to body parts. Krista’s correct interpretation best illustrates the importance of:

a. semantics b. the representativeness heuristic c. syntaxd. morphemes

2. Which of the following contributes most directly to people’s exaggerated perceptions of the likelihood of air travel disasters, nuclear power accidents, and terrorist violence?

a. the belief perseverance phenomenon b. the representativeness heuristic c. overconfidenced. the availability heuristic

3. Behaviorists such as B. F. Skinner have emphasized that the acquisition of language can be explained in terms of:a. the association of word sounds with various objects, events, actions and qualitiesb. children’s imitation of the words and grammar modeled by parents and othersc. the positive reinforcement that adults give children for speaking correctlyd. all of the above

4. Two-year-old Stephen’s sentences—“Dad come,” “Mom laugh,” and “Truck gone”—are examples of:a. babbling b. artificial grammar c. telegraphic speech d. universal grammar

5. After taking two years of college economics courses, Lionel thinks he knows enough about business to become a millionaire. Lionel should become more aware of:

a. the representativeness heuristicb. functional fixednessc. the belief perseverance d. overconfidence


6. According to Chomsky, the fact that young children overgeneralize certain rules of grammatical structure suggests that:a. Language skills are not developed simply through the processes of imitation and reinforcement.b. Language acquisition does not proceed in an orderly sequence.c. Language acquisition develops normally even in the absence of social interaction.d. Parents overemphasize correct grammatical usage.

7. Most people take less time to identify a cow as a mammal than a mouse as a mammal because a cow more closely resembles their _________ of a mammal.

a. Prototypeb. Mental set c. Heuristicd. Algorithm

8. Raul and Sophia were having a picnic when it started to rain. They did not think of using their big plastic tablecloth as a temporary rain shelter and so were drenched within minutes. Their oversight best illustrates:

a. The availability heuristicb. Confirmation biasc. Belief perseveranced. Functional fixedness

9. Lolita sold many more raffle tickets when she told potential buyers they had a 10 percent chance of winning a prize than when she told them they had a 90 percent chance of not winning. This best illustrates:

a. belief perseverance b. confirmation biasc. the framing biasd. the availability heuristic

10. The tendency to conclude that a person who likes to read poetry is more likely to be a college professor of classics than a construction worker illustrates the use of:

a. The availability heuristicb. The framing effectc. Belief perseveranced. The representativeness heuristic

11. In the words “lightly,” “neatly,” and “shortly,” the “ly” ending is a(n):a. Algorithmb. Phenotypec. Phonemed. Morpheme

12. Leland’s language does not distinguish between “family love” and “romantic love,” so he has difficulty realizing that he deeply loves his sister. Which of the following is most relevant to Leland’s difficulty?

a. the representativeness heuristicb. the belief perseverance phenomenonc. functional fixednessd. the linguistic relativity hypothesis


Topic 8: Developmental Psychology, Review of Chapter 11

1. Explain why the correlation between authoritative parenting and social competence does not necessarily reveal cause and effect.Correlation does not equal causation. Other factors, such as peers and other family members.

2. What was the specific relevance of Harry Harlow’s experiment?Importance of nurturing, contact comfort over basic needs.

3. Define the following parenting styles:

Authoritarian: high obedience, low warmthAuthoritative: moderate obedience, high warmthPermissive: low obedience, high warmth

4. Give an example of how a baby would exhibit a lack of object permanence.Student answers will vary.

5. Into which stage of Piaget’s developmental theory do each of the following fit?

a) A child saying, “that’s my star in the sky!” = preoperationalb) A child getting anxious if someone other than their parents holds them = sensorimotorc) The ability to do a liquid conservation test = concrete operationald) The ability to pretend = preoperationale) A child asking if someone can “buy” their way into heaven by giving money to a church = formal operationsf) The ability to add, subtract, and do multiplication tables = concrete operational

6. What is plasticity?The ability for nerve cells to change through new experiences.

7. What type of development did each of the stage theorists that we discussed focus on? (cognitive, social, etc.)

a) Erikson = psychosocialb) Kohlberg = moralityc) Piaget = cognitive

8. According to these three theorists, what stage of development would a three year old be at according to their theories?

a) Erikson = initiative vs. guiltb) Kohlberg = preconventionalc) Piaget = preoperational

9. According to these three theorists, what stage of development would a twelve year old be at according to their theories?

a) Erikson = competence vs. inferiorityb) Kohlberg = conventionalc) Piaget = formal operations

10. A local computer company tries to hire new employees who are under the age of 30, because these prospects seem to have higher reasoning skills. What type of intelligence is it theorized that these young people have? Fluid


11. A large department store chain only promotes individuals to top management positions who have at least 10 years of retail and marketing experience. What type of intelligence do these prospects for these upper management positions have due to their extensive experience? Crystallized

12. Tom finished college at age 23, married at age 25, had two children by the age of 31. What term in the text refers to this progression at which he made these life commitments? Social clock

13. Tony, a 73 year old man, was recently told that he had only six months to live due to a very rare kidney condition. Give a specific example of how this individual would deal emotionally with each of the five stages of the grief cycle as proposed by Elizabeth Kubler Ross. Denial, anger, bargaining, depression, acceptance. STUDENT ANSWERS WILL VARY.

14. What neurotransmitter plays a role in the development of Alzheimer’s disease? Acetylcholine.

15. What neurotransmitter plays a role in the development of Parkinson’s disease? Dopamine.


Topic 9: Motivation and Emotion & Stress and Health, Review of Chapters 10 and 13Part I

SITUATION 1: You are a Theory Y shift manager for a Burger King restaurant here in Hialeah. Based on the description of the Theory Y management style, what are three specific applications of this management style that you could use to motivate you employees?

GOOD WORK POLICIES

SITUATION 2: You are a Theory X manager for a factory that makes hospital equipment. The workers on your shift are involved in tasks such as welding, assembling, and packaging this equipment. What are three specific applications of this management style that you could use to motivate you employees?

REWARD W/ BENEFITS; PUNISHMENT

SITUATION 3: You are the owner of an employment agency. After interviewing Tim, a 23-year old college graduate, you have decided that he is mostly intrinsically motivated. What are five occupations that you would recommend for him to satisfy his intrinsic needs?

NEED TO FEEL CHALLENGED.

SITUATION 4: You are the guidance counselor in a large inner city high school in Michigan. You have just finished a discussion with Tamara, a seventeen-year old senior about her plans for college. It is obvious that Tamara is extrinsically motivated. What are five college majors that you would suggest that she consider?

EXTERNAL REWARDS.

SITUATION 5: Your management consulting company has been offered a contract to do some independent contract work for a small community hospital. The personnel manager has contacted your agency because she has noticed a significant morale problem among the employees. This seems to be especially true of those involved in direct patient care (nurses, physician’s assistants, etc.) Using Maslow’s triangle as a basis for your recommendations for these employees, what is a specific suggestion for each of the four bottom levels of the triangle that would help these employees reach the top of the ladder (self-actualization).

SELF-ACTUALIZATIONESTEEM: APPROVAL & RECOGNITION

BELONGINGNESSSAFETY

PHYSIOLOGICAL

Student suggestions will vary.

SITUATION 6: You walk into a movie theatre and see your significant other of two years hugging an attractive person of the opposite sex in the lobby. After an initial response of anger and rage, you quickly calm down when they introduce the other person as the cousin they have not seen in over five years. How would each of the following theories of human emotion explain your reactions in this situation:

a) Cannon-Bard: FLUSH FACE + ANGER

b) James-Lange: FLUSH FACE = ANGER & RAGE

c) Two-Factor Theory: FLUSH FACE + LABELING EVENT AS CHEATING = ANGER & RAGE


Part II

1. List four adjectives to describe an individual who exhibits TYPE A behavior:

HOSTILE, COMPETITIVE, IMPATIENT, VERBALLY AGGRESSIVE, HARD-DRIVING

2. List four adjectives to describe an individual who exhibits TYPE B behavior:

EASY-GOING, RELAXED, PATIENT, NOT EASILY ANGERED, NOT ANXIOUS

3. Who came up with the notion of the General Adaptation Syndrome to describe prolonged stress reactions?

HANS SEYLE

4. Describe how the General Adaptation Syndrome would apply to a young mother who had just given birth: ALARM: PANIC, WATER BREAKS, PAINRESISTANCE: GIVING BIRTHEXHAUSTION: SLEEP, BABY SLEEPS, PAIN GONE

5. Give an example of each of the following types of conflict:APPROACH-APPROACH= TWO-ATTRACTIVE GOALS; STUDENT EXAMPLES WILL VARY.

AVOIDANCE-APPROACH= ATTRACTIVE & UNATTRACTIVE ASPECTS TO GOAL; STUDENT EXAMPLES WILL VARY.

AVOIDANCE-AVOIDANCE= TWO-UNATTRACTIVE GOALS; STUDENT EXAMPLES WILL VARY.

MULTIPLE-APPROACH-AVOIDANCE= MULTIPLE GOALS, EACH HAS BOTH ATTRACTIVE & UNATTRACTIVE GOALS; STUDENT EXAMPLES WILL VARY.


Topic 10: Theories of Personality, Review of Chapter 12Summary of Perspectives Psychoanalytic – personality is determined by how our ego mediates UNCONSCIOUS conflicts between pleasure-seeking impulses and social restraints.Trait – Personality is the expression of BIOLOGICALLY CONSISTENT influenced dispositions.Humanistic – Personality is how each person attempts to meet their needs, especially the need for SELF-ACTUALIZATION.Behavioral – Personality is learned through REINFORCEMENT and PUNISHMENT.

Part I

Matching Set I:1. oral stage (B)2. anal stage (F)3. phallic stage (E)4. identification (A)5. id (G)6. ego (H)7. latency period (C)8. superego (I)9. genital stage (D)

A. A child’s attempt to be similar to a same sex parent.B. Fixation here may cause one to be overly dependent on others as an adultC. Children’s sexual concerns are temporarily put aside.D. Marked by mature sexual behavior.E. This is a period of learning to cope with natural incestuous feelingsF. Fixation at this stage may lead to one being overly controlling as an adult.G. Operates on the pleasure principle (immediate gratification)H. Operates on the reality principleI. Provides standards and judgments for future aspiration

Matching Set II:1. repression (C)2. regression (E)3. displacement (A)4. rationalization (B)5. projection (D)6. reaction formation (F)7. sublimation (G)

A. Directing an unwanted feeling or thought toward a weaker person or object instead of the one who elicited the feeling.

B. Justifying a negative thought, feeling, or behavior to protect self-esteem.C. Unacceptable or unpleasant id impulses are pushed back into the unconscious.D. Attribute one’s own inadequacies or faults to someone else.E. Exhibiting behavior reminiscent of an earlier stage of development.F. Adopting behaviors that are opposite of your true (but unwanted) feelings.G. The diversion of unwanted impulses into socially acceptable thoughts, feelings, or behaviors.

What type of test uses the image to the left (don’t answer “inkblot test”)? RORSCHACH TEST

Which personality theory would use a test like this? PSYCHOANALYSIS

Why are such tests rarely used anymore?

IT’S NOT EMPIRICAL/SCIENTIFICALLY VALID; HIGHLY

What is Jung’s concept of the collective unconscious?

HUMAN BEINGS SHARE A COLLECTION OF MEMORIES; ARCHETYPES.

Matching Set III:1. Allport (B)2. Freud (A)3. Jung (A)4. Rogers (D)5. Skinner (C)6. Maslow (D)7. Bandura (E)

A. PsychoanalyticB. TraitC. BehavioristD. HumanistE. Social-cognitive


Part II The Grinch

Do you know the Grinch? He lives alone on top of Mt. Crumpit and hates X-mas (all the “noise, noise, noise, NOISE!”). He has a dog (Max) that he treats cruelly. His heart and his shoes are too small. He pretended to be Santa (and disguised Max as a reindeer) and stole all the presents (and trimmings and trappings, shoving trees up the “chimbly”) from Who-ville. He even took the last can of who-hash and left crumbs too small even for the Who’s mouses. He lied to poor Cindy-Lou Who when she caught him taking her X-mas tree. Despite his efforts to ruin X-mas, the Who’s woke up X-mas morning and sang (“Fah who for-aze! Dah who dor-aze!”) and held hands in a big circle, clearly undeterred by the Grinch’s efforts. When the Grinch heard this, his heart grew three sizes and he pulled the sleigh bearing gifts from the edge of the cliff and carried them down to the Who’s, who accepted him and let him carve the roast beast.

Analyze the Grinch from the various perspectives. For each perspective, explain: 1) Why is the Grinch so neurotic?2) How is the Grinch healed?

A. Freud Freudian Concepts:

Death Instincts -- the Grinch demonstrates a drive toward aggression and destruction. His desire was to destroy the Whos and their love of Christmas; perhaps indicative of an unconscious desire for his own death, but turned against the Whos.

Projection -- the Grinch projected his own feelings of disappointment and misery onto the Whos when he predicted that they would all cry "boo, who" upon discovering that Christmas would not be coming.

Oral Aggressive or Sadistic -- the Grinch's tendency toward pessimism, hostility, and aggressiveness typifies this personality. The Grinch can also be seen biting his nails and eating on a toothpick.

Id -- the Grinch had an overactive id. He sought to reduce the tension, created by the Whos' enthusiasm for Christmas, by trying to keep it from coming. The Grinch wanted the Whos' merry-making to stop, and he had no regard for their wants and wishes.

Possible Explanation for the Grinch's Personality Transformation:The Grinch's unconscious motives became conscious. Freud would say that the Grinch gained insight into his desire for destruction. Perhaps he also developed a stronger superego that led him to rescue the sled before it toppled off the mountain.

B. Allport Allport’s Trait Concepts:

o Cardinal Traito Central Traito Secondary Traito Genotypeso Phenotypeso Functional Autonomy

Possible Explanation for the Grinch's Personality Transformation:

C. Adler Adlerian Concepts:

o Organic Source of Inferiority -- the Grinch's heart was two sizes too small o Superiority Complex -- characterized by an exaggerated opinion of one's abilities and accomplishments. The Grinch's need

to demonstrate his dominance over the Whos by taking away Christmas is indicative of this complex. o Avoiding Style of life -- an avoiding type stays safe by not facing life's problems so as to avoid possible failure. For years

the Grinch lived alone on Mount Crumpit and avoided contact with the Whos. o Social Interest -- innate potential to cooperate with others and serve society. Demonstrated by the Grinch at the end when

the Grinch returned all the presents and even carved the Roast Beast. Possible Explanation for the Grinch's Personality Transformation:

Adler posited that we all have the innate potential to cooperate with others and to work toward societal goals (social interest). Adler also believed that environmental influences were stronger than biological influence; therefore, only when the Grinch encountered the "socially useful" environmental influences of the Whos did his potential for social interest become activated. Conversely, it may have been that his heart grew three sizes that day, thus compensating for his original source of organic inferiority.

D. Maslow Maslow's Humanistic Concepts:

o Deficiency Needs (physiological and safely needs) -- the Grinch had food, water, shelter, order, and stability in his life on Mount Crumpit.

o Belongingness and Love Needs -- the Grinch had adequately satisfied his physiological and safely needs, but he was lacking in the area of belongingness and love. He lacked others with whom he could feel as sense of affiliation, affection, and acceptance. Without fulfilling this level of the hierarchy, the Grinch was unable to progress any farther up the hierarchy.

AP Psychology Name: ______________________________________o Peak Experience -- a moment of complete ecstasy when the self is transcended. The Grinch may have had a peak

experience when he realized that the Whos did not need their decorations and presents, but that "Christmas perhaps means a little bit more." When the Grinch saves the sled from sliding off the mountain, his eyes change from red to blue, perhaps signaling a peak experience.

o Jonah Complex -- our doubts about our own abilities and our fears that we are not up to the task of becoming self-actualized. The Grinch spent so many years hating the Whos because he was afraid to maximize his innate tendencies and live in a different way.

Possible Explanation for the Grinch's Personality Transformation:The Grinch experienced from the Whos a sense of belongingness and love that he had never known. It allowed him to proceed up the hierarchy, possibly to becoming self-actualized at the end when he gives back all the decorations and presents and functions harmoniously with the Whos.

E. Rogers Rogerian Concepts:

o Positive Regard -- the Grinch most likely did not receive much approval, acceptance, or love in his life. This deficiency led him to live a life of withdrawal.

o Unconditional Positive Regard -- the Grinch experienced this acceptance of him even though he had tried to stop the Whos' Christmas from coming. They cared about him regardless of his behaviors.

o Incongruence -- discrepancy between one's self-concept and experience or behavior. At the end, the Grinch experienced a discrepancy after his heart grew; he found himself having just stolen the Whos' Christmas and now desperately needed to return their belongings to establish congruency within himself.

o Fully Functioning Person -- at the end, the Grinch exhibited many characteristics of a fully functioning person (or Grinch). He lived fully and richly in the moment. He had a more open awareness to all experience. He became open to positive as well as negative feelings.

Possible Explanation for the Grinch's Personality Transformation:The Whos provided the Grinch with a curative relationship. They were genuine and empathic, and they provided the Grinch and his dog Max with unconditional positive regard. Roger believed that experiencing such a relationship could be curative and that it was not necessary to enter therapy to experience this acceptance. The Whos' acceptance of the Grinch allowed him to accept himself and become fully functioning.

F. Skinner1) His behaviors were reinforced (i.e. feeling happy when others were sad).2) Behaviors were extinguished when the Who’s did not provide reinforcement. Skinnerian Concepts:

o Possible Explanation for the Grinch's Personality Transformation:

G. Bandura1) He watched and modeled his parents behavior.2) Watched and modeled the Who’s behavior. Bandurian Concepts:

o Reciprocal Determinismo Observational Learning

Possible Explanation for the Grinch's Personality Transformation:

Topic 11: Testing and Individual Differences, Review of Chapter 91. Mention a major accomplishment or theory about human intelligence that is credited to each of the following

individuals:a. Alfred Binet: FIRST TO ASSESS CHILDREN’S MENTAL ABILITIES; WAS MEANT TO ASSIST,

NOT LABEL, THEM.b. David Wechsler: (WAIS) WECHSLER ADULT INTELLIGENCE SCALEc. Charles Spearman: GENERAL INTELLIGENCE (g); SPECIAL ABILITIES


d. Lewis Terman: CAME UP WITH THE IQ FORMULAe. Howard Gardner: THEORY OF MULTIPLE INTELLIGENCES.

2. What is the formula for determining IQ? MENTAL AGE/CHRONOLOGICAL AGE x 100

Apply it to determine the IQ for the following individual: A twelve-year old with a mental age of eight: 8/12 x 100 = 66

What would be the special classification of this individual? MILD MENTAL RETARDATION

3. Give a specific example of each of the following:a. Savant syndrome: People with savant syndrome typically score poorly on intelligence tests, but have specific

talent or skill for which they are exceptional. For example, someone who may be of limited intelligence may be a remarkable painter or musician. Another example may be someone who is barely able to speak correctly but is a mathematical genius. STUDENT EXAMPLES WILL VARY.

b. Practical intelligence: The ability to translate theory into practice and abstract ideas into practical accomplishments. If you recognize that you're not good at taking tests, get yourself a tutor or enroll in a pretest class. STUDENT EXAMPLES WILL VARY.

c. Factor Analysis: Factor analysis is a type of statistical procedure that is conducted to identify clusters or groups of related items (called factors) on a test. For example, when you take a multiple choice Introductory Psychology test, a factor analysis can be done to see what types of questions you did best on and worst on (maybe they did best on factual types of questions but really poorly on conceptual types of questions). STUDENT EXAMPLES WILL VARY.

4. Indicate how an IQ test could be classified as either an achievement test or as an aptitude test? WHAT YOU KNOW VS. POTENTIAL

Which one is it considered to be? APTITUDE

5. A second grade teacher is giving the FCAT to her students. Briefly discuss the importance of each of the following with the administration of this test:a. Validity: MEASURES WHAT IT CLAIMS TO MEASUREb. Reliability: CONSISTENT SCORESc. Standardization: COMPARISON TO A PRE-TESTED GROUP; EQUAL TESTING OPPORTUNITY

6. Describe the normal distribution. (Include standard deviations).


Symmetrical, bell-shaped curve. Mean, median, and mode are the same or very similar, and in the center of the curve.

7. Describe positively and negatively skewed distributions. (Discuss mean, median, and mode.)

Majority of the data fall on either the right or left end of the scale. Asymmetrical.In a negatively skewed distribution, the order is = mean, median, mode; mean is the smallest.In a positively skewed distribution, the order is = mode, median, mean; mean is the largest.

Topics 12 & 13: Abnormal Psychology & Treatment of Psychological Disorders,


Review of Chapters 14 & 15

For the following five case studies of abnormal behavior, determine the following:

a) What is the specific mental illness? (hypochondriasis, paranoid schizophrenia, bipolar, etc.)b) What general classification does the illness fall into? (dissociative disorder, somatic disorder, anxiety

disorder, etc.)c) What type of therapy would you recommend for this patient? (cognitive, humanistic, behavior

modification, etc.)d) Why would you recommend this type of treatment?e) Would medication be appropriate for this patient?f) If so, what would you prescribe and why?

Case 1: The Case of Neat Freak Nellie:

Nellie is a 32 year old medical lab technician who is very successful at her job because she is very meticulous and detailed in her work. What her co-workers do not know about her, however, is that Nellie is so concerned with neatness and order that she is causing a dramatic amount of stress at home because she is constantly cleaning and rearranging things. She recently color coded all of her husband’s shirts and placed an identification label on all her son’s toys which had a number to identify which room it should be stored in and a letter to determine what time of day he should play with each one.

a) Illness? OCPDb) General classification? PERSONALITYc) Type of therapy? COGNITIVE-BEHAVIORAL THERAPYd) Why this type? CHANGE THE WAY THEY THINK TO CHANGE THE BEHAVIORe) Would you prescribe medication? YESf) What type and why? XANAX, ATIVAN; DEPRESS CNS ACTIVITYg)

Case 2: The Case of Missing Mike:

Michael is a 54 year old administrator for the United Way in Sacramento, California. He is known for his public relations skills and his political adeptness. When he was featured in a news story in the Sacramento Bess his sister, Evelyn, recognized him as her long lost brother who she had not seen in several years. Michael had mysteriously left Simi Valley, a few hours away, and had been given up for dead. Evelyn was amazed at the story because her brother had always been extremely quiet and never socialized.

a) Illness? DISSOCIATIVE AMNESIAb) General classification? DISSOCIATIVEc) Type of therapy? CLIENT-CENTERED; PSYCHONALYSISd) Why this type?e) Would you prescribe medication? f) What type and why?

Case 3: The Case of Paralyzed Phillip:


Phillip, a 43 year old father of three, was enjoying success running a business from his home involving computer graphics until he began to experience dramatic nightmares that made it difficult for him to go to sleep at night. Soon after this, he noticed that his right arm began to go numb and eventually his arm became paralyzed. Upon the completion of several neurological tests, it was found that there was nothing medically wrong with Phillip.

a) Illness? HYPOCHONDRIAb) General classification? SOMATICc) Type of therapy? COGNITIVE-BEHAVIORALd) Why this type?e) Would you prescribe medication?f) What type and why?

Case 4: The Case of “Hick-Up Harry”:

Harry, a 34 year old former architect, was institutionalized because he began to have episodes where he believed he was Al Gore. He was also hearing voices that were telling him that it was time to “get out of politics and do something more useful with his life.” These auditory hallucinations caused him to hick-up uncontrollably until he would pass out from exhaustion. His therapist, Ura Nutt, was unsuccessful at helping Harry to realize the extent of his psychosis which made it necessary for him to continue a long-term in-patient treatment program.

a) Illness? PARANOID SCHIZOPHRENIAb) General classification? SCHIZOPHRENIA

Type of therapy? BIOMEDICALc) Why this type? d) Would you prescribe medication? YESe) What type and why? ANTIPHSYCHOTICS; DOPOMINE BLOCKERS; SEROQUEL, ABILIFY

Case 5: The Case of Restless Ryan:

Ryan is an 18 year old vendor at a baseball stadium. Lately, he’s noticed that when he is in a crowded location, he has started feeling a sense of breathlessness, he sweats, and he feels pain in his chest. He only feels better when he leaves the situation or the environment. Ryan fears he will lose his job if these attacks continue and that is his only means of support.

a) Illness? AGORAPHOBIA + PANIC DISORDERb) General classification? ANXIETYc) Type of therapy? BEHAVIORALd) Why this type? EXPOSURE THERAPY; SYSTEMATIC DESENSITIZATIONe) Would you prescribe medication? YESf) What type and why? ANTIANXIETY; XANAX, ATIVAN

Topic 14: States of Consciousness, Review of Chapter 5


Sleep Stages Type of Brain Waves

Stage 1 ALPHA to THETA

Stage 2 THETA & SLEEP SPINDLES

Stage 3 DELTA (SWS)

Stage 4 DELTA (SWS)

REM Sleep BETA

1. Sleep StagesDuring which of the stages of sleep that we discussed in class do each of the following occur:

a) “sleep spindles”: STAGE 2b) dreams involving imagery: REMc) very light dreams related to conscious activity: STAGE 1d) rapid heart rate and breathing: REMe) sleep-walking: STAGES 3 & 4f) physical restfulness: STAGE 4g) sleep-talking: STAGE 2h) introduction to deep sleep: STAGE 3i) introduction to alpha wave sleep: STAGE 1j) genital arousal: REM

2. Sleep DisordersPick one of the sleep disorders that we discussed and determine if drug treatment for that disorder would involve a stimulant or depressant drug. Briefly justify your answer.STUDENT ANSWERS WILL VARY.

3. Drugs


List the three general classifications of types of drugs that we discussed in class. For each classification give one specific drug as an example and explain how this particular drug affects typically affects an individual using it.

Classification Example Effects of the drug listed as an examplea)DEPRESSANTS STUDENT ANSWERS WILL VARY

b)STIMULANTS STUDENT ANSWERS WILL VARY

c)HALLUCINOGENS STUDENT ANSWERS WILL VARY

Hypnosis:

____________:the process in which a hypnotist creates a state of hypnosis in a subject, generally by voicing a series of suggestions.

Two theories of hypnosis

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