Download Study Guide and Practice Problems for Test 2 | PSY 101 F and more Study notes Psychology in PDF only on Docsity!
Dr. Julie Felender
GENERAL PSYCHOLOGY – SHORT ANSWER STUDY
GUIDE FOR TEST
Color Key: Blue font means this is college level vocabulary that is relevant to any college course (not just psychology). Each term’s definition also is in blue. Sometimes I’m giving simple definitions (that is, they are not written using college level vocabulary) and sometimes they are written with higher level vocabulary. Purple font indicates a study tip. Pink indicates a word in the English language known by most educated people. If you aren’t yet familiar with it, look it up. Bold, Green font tells you when there are now sample questions for you to try. Many of these sample questions WILL be on the test, exactly as they are worded here. Abbreviation Key: Where does this information come from? Txt = From assigned textbook pages. Lec = From lecture. Both = From both the textbook and lectures. Im = From your imagination.
Don’t forget to study
the material from
Test
How do I find the information, once I know where it comes from? RT = It’s stated R ight T here; it’s stated in one simple section. PiT = P ull i t T ogether from many parts; figure it out from reading several areas in the book or lecture. A&M = A uthor & M e. Use what the author has written or said, and then based on that, use your own experience to figure out something. Dictionary = If you don’t know what the word means, look it up.
THE NERVOUS SYSTEM
NEURONS
1. A) Define “neuron.” (Say what it is.) (RT) (Lec) Sample Question: 1B. The main cell that makes up our nervous system is called a a. neurotransmitter b. neuron c. dendrite d. soma e. axon 2. A) State the parts of the neuron and what each one does. (RT) (Lec.) Sample Question: 2B. The part of the neuron that has a nerve impulse is the soma. a. True b. False 2C. Which part of the neuron keeps it alive? a. neurotransmitter b. axon buttons c. dendrites d. soma e. axon NEUROTRANSMITTERS 3. A) Define “neurotransmitter.” (RT) (Lec.) Sample Question: 3B. Neurons release chemicals called a. hormones. b. neurotransmitters. 4. A) State the function of each of the following (what it does; its job). There may be many things done by each one. Anandamide ; Dopamine ; Serotonin (RT) (Lec.) Sample Questions: 4B. Dopamine seems to be related to a. hallucinations. b. addiction. c. a and b both are correct
For the next 6 questions, use the following answers: a. Your brain c. Your Somatic Nervous System b. Your Peripheral Nervous System d. Your Autonomic Nervous System 5C. Which part of your nervous system thinks? 5D. Which part of your nervous system salivates? 5E. Which part of your nervous system ”remembers? 5F. Which part of your nervous system “processes information”? 5G. Which part of your nervous system fantasizes? 5H. Which part of your nervous system most directly ambulates? (Dictionary)
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6. A. State the 2 parts of the peripheral nervous system. State the function of
each (its job; what it does). (RT) (Lec.)
For the following 4 questions, use the following answers: a. Autonomic Nervous System b. Somatic Nervous System Sample Questions: 6B. Which part of your nervous system most directly allows your arm to swing a baseball bat? 6C. Which part of your nervous system most directly speeds up your heart? 6D. Which part of your nervous system most directly clenches your fist when you are angry? 6E. Which part of your nervous system causes you to sweat?
(Notice, the numbering begins again.)
EMOTIONS
1. A) Define “emotion” as per lecture. (according to) (RT) (Lec.) Name some of its synonyms (words that mean the same thing.) Sample Questions: For question 1B , use these answers: a. Voluntary Observable Actions c. Cognition b. Emotions d. Physiological Responses 1B. Another word for “feelings” is ____________. 1C. Emotions are also called a. feelings because they can be expressed. b. feelings because we feel a physiological change. c. cognition. COGNITIVE THEORIES OF EMOTIONS LAZARUS’ COGNITIVE THEORY OF EMOTIONS 2. A) State Lazarus’ main point about emotions. (RT) (Lec.) Sample Questions 2B. Who is famous for saying that the way we look at events will influence which emotions we have? a. Freud b. Lazarus c. Maslow d. Cannon/Bard e. James/Lange 2C. Ricardo tends to look at the problems as a puzzle to solve. Omar looks at problems as a potential threat. Both men get laid off work. Lazarus would say that a. Ricardo will feel less upset than Omar will. b. They will feel equally upset. 2D. The MAIN POINT of Lazarus’ cognitive theory of how emotions are produced is that a. we can interpret our physiological symptoms as being due to the wrong emotion. b. we can change our emotions by getting rid of our physiological symptoms. c. the way we look at an event influences which (if any) emotion we have. d. our emotions cause us to have physiological symptoms. e. different emotions cause different cognitive responses. 2E. Skip’s boss tells him he’s a stupid idiot. Skip feels angry when this happens. According to many cognitive psychologists, a. Skip’s boss and his actions produced Skip’s hurt feelings. b. Skip caused himself to feel hurt.
4C. Who is famous for saying that emotions come from a combination of physiological responses and cognition? a. James-Lange b. Cannon-Bard. c. Schacter & Singer d. Lazarus e. Piaget
JAMES-LANGE vs. CANNON-BARD
5. A) State the debate (academic argument) between James-Lange & Cannon-Bard. State who is most correct. (PiT) (Txt) Sample Questions 5B. Who says that several different emotions seem to be associated with different amounts of physiological changes? A. James-Lange B. Cannon-Bard. 5C. Does current research show that different emotions show differences in physiological changes? a. Of course not. b. Yep. CHANGING EMOTIONS 6. A) Explain how our cognitive appraisals (the value we see in the situation) affect our emotions, and then state at least 4 ways to change an emotion. (PiT) (Lec) Sample Question 6B. Using your lecture notes as a guide, make up your own example of how our interpretations or secondary appraisals can be the first steps in leading us to have the emotion, “disgusted.” (2 points) Then give examples to show three different ways to change the disgust. Each example Why might it be that “clip art” uses red or orange in so many pictures that show “angry”?
should make a different point from lecture. (3 points) (PiT) (A&M) (Both) 6C. Explain what is meant when cognitive psychologists say that we create our own emotions. (RT)/(PiT) (Lec) (A&M)
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SOCIAL DEVELOPMENT
SENSITIVE CARE/SENSITIVE PARENTING/RESPONSIVE PARENTING
7. A) Define (say what it means) sensitive care/sensitive parenting/responsive parenting. (mostly, RT) (Lec.) Sample Questions 7B. The most complete definition of “sensitive care” (sensitive parenting) is a. holding a baby tenderly. b. knowing when to begin and end a baby’s feeding. c. responding accurately and quickly to a baby’s needs. 7C. Responsive parenting is in part defined as knowing a child’s emotional experience and then responding accurately to your child’s response (rather than to responding based on your own triggers). A. True B. False 7D. Giving sensitive care is defined as giving your child a. lots and lots of attention and affection, and by showing your emotions. b. pretty much everything he or she wants. c. A and B both are correct. d. responses that appropriately fit what the child is experiencing. 8. A) State the outcomes of receiving sensitive care/responsive parenting. (PiT) (Both) 8B. Sensitive care a. hurts brain development. b. helps brain development. 8C. Mercedes did not receive sensitive care is; compared to kids who received sensitive care, Mercedes is more likely to a. be a leader. b. ask for help when it is not truly needed. c. be spoiled. d. A, B and C all are correct. e. Only B and C are correct.
9D. Who studied emotional/social development? a. Piaget b. Erikson c. Both men did. 9E. Who studied stages that we go through as we develop? a. Piaget b. Erikson c. Both men did. 9F. Who studied the emotional/social conflicts we go through throughout life? a. Piaget b. Erikson c. Both men did. 9G. Who is famous for studying trust and/or attachments during childhood? a. Ainsworth b. Erikson c. Piaget d. A & B only e. All three are famous for studying trust and/or attachments. **______________________________________________________________________________
REMEMBER: when you take a test, TO AVOID LOSING POINTS, YOU MUST PUT THE COLOR OF YOUR TEST AND ITS NUMBER ON YOUR SCAN TRON.**
STRESS
DEFINTIONS
10. A) Define “Stress” according to Lazarus & Felender. (RT) (Txt) Then distinguish between (tell the differences between) the textbook’s definition of “stressor” and Lazarus’ definition of stress. (RT) (A&M) (Both) Sample Questions 10 B. Lazarus defines “stress” as a. an event that is perceived as harmful. b. the feeling one gets when we don’t think we can cope. 10C. Give the definition of stress given in class (Lazarus’ definition). (1 point) 10D. Joe is stressed. He says it’s because he works full time, has family responsibilities, and is taking a lot of units at school. Lazarus might argue that these things are not what is making Joe stressed. a. Give a cognitive explanation of the thinking behind Lazarus’ belief. b. Now elaborate. In other words, explain why those things are not the cause of Joe’s stress, and, perhaps, explain how you know. (2 points) Be careful; for two points, you need to make two different (but, of course, related) points, and they should not repeat what you write for #16 or you will not earn points for it.
PSYCHOSOMATIC ILLNESSES
11. A) Define Psychosomatic Illnesses. (RT) (Lec) Sample Questions 11B. Research shows that psychosomatic illnesses are imaginary. A. True B. False 11C. Stress and worrying can increase our chances of getting a. colds or flues. b. rashes or asthma attacks. c. heart attacks. d. cancer. e. all of these. 11D. When we think about something threatening over and over, we are a. worrying. b. increasing our levels of a chemical called cortisol. c. probably reducing the effectiveness of our immune systems. d. All of the above are correct. 11E. A main point of Selye’s GAS model of stress is that (Textbook) a. eventually, we get sick from prolonged stress. b. the more life hassles we have, the more stress we have. c. work is the main source of stress for most adults. d. psychosomatic illnesses are imagined. 11F. Holmes and Rahe created and tested the Social Readjustment Rating Scale. A similar scale also has been created that focuses on students and their stressors, (this part is true.) Research on these scales finds that the more changes in one’s life, the more chance of illness. A. True B. False (Textbook) _______________________________________________ EXPECTATIONS 12. A) State whether expected or unexpected stressors are more upsetting. Explain your answer. (RT) (Txt) Sample Questions 12B. Based on the textbook, we could argue that, generally speaking, getting cancer at age 80 would be ________ stressful than getting it when one is in their 20s or 30s. This is because _________________. a. more; we’re more sure we’ll die from it. b. less; we’re more likely to expect a fatal illness when we’re that old. _______________________________________________ HASSLES
16C. Alexis is upset because she was fired from her job. Current research suggests that which of the following could reduce stress or illness? (Hint: Think about the styles and ways of coping covered in the textbook.) A. Find a new job. B. Talk to someone who can help her see things differently. C. Talk to a friend who listens well so Alexis can feel more relaxed. D. Only A and B are correct. E. A, B and C all are correct.
DON’T FORGET TO GO OVER THE
OLD MATERIAL
FROM TEST #1.
DON’T FORGET TO GO OVER THE
OLD MATERIAL FROM TEST #1.
DON’T FORGET TO GO OVER THE
OLD MATERIAL FROM TEST #1.
