Psych 220 quiz assesses understanding of key psychological theories and concepts, focusing on Piaget, Skinner, Bronfenbrenner, and research methodologies. It's designed to evaluate knowledge of developmental stages, behavioral conditioning, ecological systems, and experimental design.
Rewards and punishments shape behavior
A behavior followed by a rewarding stimulus is likely to be repeated.
A behavior followed by a punishing stimulus is less likely to recur.
A behavior that is ignored will be repeated.
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Mesosystem
Exosystem
Chronosystem
Macrosystem.
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They assume that a person's behavior is consistent and stable
They do not provide any information about differences among people
They assume that people will perform differently depending on the setting of the test
They do not allow a person's performance to be compared with the performance of other people.
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Radioactive glucose, brain
Electrical activity levels, heart
X-rays, brain
Radio waves, brain
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Experimental design uses experimental control groups
Experimental design uses experimental groups only
All experiments involve at least one independent variable and one dependent variable
Experiments must demonstrate cause and effect.
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People must be paid for their time
People may be too relaxed in a laboratory setting
People who are willing to come to a laboratory might not be representative of the general population
People behave more naturally when they are away from the stresses of the "real world."
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Freud, Erikson
Eirkson, Blos
Blos, Erikson
Erikson, Freud
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Identity exploration
Stability
Self focus
Feeling in-between
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Terminal adulthood
Emerging old age
Middle adulthood
Late adulthood
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School readiness
Beginning of symbolic thought
Beginning of sensorimotor skills 3
Extreme dependence on adults
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Lifelong
Plastic
Multidimensional
Contextual
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Multidimensional
Cultural
Multidirectional
Multidisciplinary
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Development is elastic
Development is contextual
Development is multidisciplinary
Development is multicultural
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Nonnormative life events
Normative history-graded influence
Normative age-graded influences
Normative life-events
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Multidirectional influence
Bidirectional influence
Nonnormative age-graded influence
Normative age-graded influence
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Are an example of a broad ethnic group in the United States
Are not an ethnic group since they are too broad a category
Do not form an ethnic group, because there is a lack of diversity within this group
Are an example of a broad ethnic group in the United States
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Socialized equity programs
Social policy
Programmatic legislation
Socialized equity programs
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Less likely to be living alone
More likely to be married
Less likely to be living alone
More likely to be childless
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Infancy
Late childhood
Early childhodd
Middle childhood
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They have little potential for physical and cognitive fitness
They can develop strategies to cope with the gains and losses of aging
They show considerable loss in cognitive skills
They are people between 60 and 70 years of age.
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Plasticity, frailty
Plasticity, adaptability
Adaptability, flexibility
Adaptability, plasticity
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Older, psychological
Younger, social
Older, chronological
Younger, biological
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Social age
Historical age
Chronological age
Psychological age
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Chronological age is becoming irrelevant in the US
Developmental age is becoming more irrelevant in the US
Social age is becoming irrelevant in the US
Chronological age is becoming increasingly relevant in the US
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Quantitative change
Cumulative change
Qualitative change
Gradual change
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Tend to align themselves rigidly with certain positions
Do not take extreme positions
Give primacy to the first issue
Refuse to consider the opposite position.
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Overemphasized cultural experiences as determinants of an individual's development
Proposed a theory that has stood the test of time and needs no revisions
Overemphasized sexual instincts
Underestimated the role of the unconscious in determining development
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Span from conception to adulthood
Span from birth to 15 years of age
Span from conception to death
Start at birth and continue through adulthood
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Theological
Existential
Ecological
Ethological
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In the first half of life
Over the first year of life
Within the first 2 years
Through childhood
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Biology, cognitive influences
Most social contexts, consequences of behavior
Social contexts beyond the family, critical periods
Connections between environment settings; cognitive processes
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Euphemizing
Assimilation
Ethnic gloss
Acculturation
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Control group
Experimental group
Dependent group
Independent group
Multidirectional
Plastic
Contextual
Multidimensional
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Smaller families
Migration to rural areas
Increase in mothers' employment
Greater family mobility
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PKU
Sickle-cell anemia
Tay-Sachs disease
Hemophelia
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Physical and oxygen theraphy, synthetic enzymes, and antibiotics
Corrective surgery at birth, orthopedic devices
Special diet
Blood transfusions/injections
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Tay-Sachs disease
PKU
Spina Bifida
Huntington disease
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Spina bifida
Diabetes
Hemophelia
PKU
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Spina Bifida
Tay Sachs
Huntington disease
Sickle-cell anemia
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Tay-Sachs disease
PKU
Huntington disease
Spina Bifida
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Almost immediately
Over many generations
When the species is ready for it
After active attempts at change on the part of the species
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Natural selection
Adaptive behavior
Evolution
Genetic code
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Gender variability
The number of males
Genetic variability
The number of females
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Females
Intersex
Hemopheliacs
Males
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Genes work together to specify our characteristics
Each gene programs one protein
Genes are influences by their environment
Events inside and outside of the cell can excite or inhibit gene expression.
Parents suggest music lessons for their musically talented children.
A nervous adolescent displays anxiety at school
A highschool student bound for an agricultural college signs up for courses in plant biology
Musical parents buy a piano for their children.
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A nature versus nurture
Physical and psychological consequences for children
Couples' motivation to terminate a pregnancy
Causing mental retardation in fetuses.
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