Chapter 3 Quiz - Psychopathology PDF

\_\_\_\_\_\_\_\_ is the process of determining whether the particular problem affecting an individual meets all criteria for a psychological disorder. +-----------------------------------------------------------------------+ | -- ------------------------- -- |...

\_\_\_\_\_\_\_\_ is the process of determining whether the particular problem affecting an individual meets all criteria for a psychological disorder. +-----------------------------------------------------------------------+ | -- ------------------------- -- | | a\. Clinical assessment | | -- ------------------------- -- | +=======================================================================+ | -- ---------------- -- | | \*b. Diagnosis | | -- ---------------- -- | +-----------------------------------------------------------------------+ | -- -------------- -- | | c\. Etiology | | -- -------------- -- | +-----------------------------------------------------------------------+ | -- ---------------- | | d\. Prevalence | | -- ---------------- | +-----------------------------------------------------------------------+ Nicholas is taken to the doctor because he suffers from an ear infection. While there, he is asked to step on the scale and his weight is recorded as 85 pounds. When he comes back a week later for a follow-up, he steps on the scale again. Once again his weight comes back at 85 pounds. The scale in the doctor\'s office appears to be \_\_\_\_\_\_\_\_. +-----------------------------------------------------------------------+ | -- ------------------ -- | | a\. standardized | | -- ------------------ -- | +=======================================================================+ | -- ---------------- -- | | b\. nomothetic | | -- ---------------- -- | +-----------------------------------------------------------------------+ | -- ----------- -- | | c\. valid | | -- ----------- -- | +-----------------------------------------------------------------------+ | -- --------------- | | \*d. reliable | | -- --------------- | +-----------------------------------------------------------------------+ Why is it necessary that an assessment measure be standardized before it is used in real clinical settings? +-----------------------------------------------------------------------+ | -- ---------------------------------------------------------------- | | --- -- | | a\. The use of standardized assessment tools is required by | | | | insurance companies and third-party payers of medical benefits i | | n | | order to approve mental health services. | | | | -- ---------------------------------------------------------------- | | --- -- | +=======================================================================+ | -- ---------------------------------------------------------------- | | --------------------------------------------------------------------- | | ---------------- -- | | \*b. Standardization makes sure that a person\'s scores are comp | | ared to others who are similar on important dimensions, such as age, | | race, and sex. | | -- ---------------------------------------------------------------- | | --------------------------------------------------------------------- | | ---------------- -- | +-----------------------------------------------------------------------+ | -- ---------------------------------------------------------------- | | ----- -- | | c\. A measure that is standardized is the only one that can prod | | uce | | results that are consistent with the DSM-5 criteria for a | | | | psychological disorder. | | | | -- ---------------------------------------------------------------- | | ----- -- | +-----------------------------------------------------------------------+ | -- ---------------------------------------------------------------- | | -- | | d\. Standardization ensures that the findings of a given measure | | will be both reliable and valid. | | -- ---------------------------------------------------------------- | | -- | +-----------------------------------------------------------------------+ What is the primary risk of applying a semistructured interview too rigidly when working to make an initial assessment of a client\'s particular difficulties? +-----------------------------------------------------------------------+ | -- ---------------------------------------------------------------- | | --- -- | | a\. It eliminates the need for an actual person to administer th | | e | | interview; that is, it creates the potential for a computer to | | | | gather exactly the same information. | | | | -- ---------------------------------------------------------------- | | --- -- | +=======================================================================+ | -- ---------------------------------------------------------------- | | - -- | | b\. It eliminates the validity of the interview since it is not | | | | being given in a standardized way. | | | | -- ---------------------------------------------------------------- | | - -- | +-----------------------------------------------------------------------+ | -- ---------------------------------------------------------------- | | ----- -- | | c\. It can lead to an underdiagnosis (false-negative) when a per | | son | | truly does suffer from a psychological condition. | | | | -- ---------------------------------------------------------------- | | ----- -- | +-----------------------------------------------------------------------+ | -- ---------------------------------------------------------------- | | ------------------------------------------------ | | \*d. It can inhibit the patient from volunteering important info | | rmation that was not specifically asked about. | | -- ---------------------------------------------------------------- | | ------------------------------------------------ | +-----------------------------------------------------------------------+ The primary theory of how measures like the Rorschach inkblot test and Thematic Apperception Test (TAT)work is that +-----------------------------------------------------------------------+ | -- -------------------------------------------------------------- - | | - | | a\. depression and anxiety are "two sides of the same coin." | | -- -------------------------------------------------------------- - | | - | +=======================================================================+ | -- -------------------------------------------------------------- - | | - | | b\. People who suffer from serious psychopathology will have | | different neurological activity. | | -- -------------------------------------------------------------- - | | - | +-----------------------------------------------------------------------+ | -- ---------------------------------------------------------------- | | ------------------------------------------------------------------- - | | - | | \*c. people project their own personality and unconscious fears | | onto ambiguous stimuli, revealing such thoughts to the therapist. | | -- ---------------------------------------------------------------- | | ------------------------------------------------------------------- - | | - | +-----------------------------------------------------------------------+ | -- ---------------------------------------------------------------- | | ---- | | d\. people are well-aware of their own personality issues and th | | us | | can honestly assess their own functioning in a pen-and-paper | | format. | | -- ---------------------------------------------------------------- | | ---- | +-----------------------------------------------------------------------+ Nozomi has been having seizures lately, so her physician decides to send her for a neuroimaging test so that she can see Nozomi's brain structures in multiple layers. Nozomi is placed in a high strength magnetic field through which radio signals are transmitted, and these signals excite different areas of brain tissue. Nozomi has been sent by her doctor for a \_\_\_\_\_\_\_\_. +-----------------------------------------------------------------------+ | -- ----------------------------------------- -- | | a\. computerized axial tomography (CAT) | | -- ----------------------------------------- -- | +=======================================================================+ | -- ---------------------------------------------------------------- | | -- | | b\. Blood-Oxygen-Level-Dependent functional magnetic resonance | | | | imaging (BOLD fMRI) | | | | -- ---------------------------------------------------------------- | | -- | +-----------------------------------------------------------------------+ | -- --------------------------------------- -- | | \*c. magnetic resonance imaging (MRI) | | -- --------------------------------------- -- | +-----------------------------------------------------------------------+ | -- -------------------------------------------------------- | | d\. single photon emission computed tomography (SPECT) | | -- -------------------------------------------------------- | +-----------------------------------------------------------------------+ Dr. McCutcheon is trying to formulate a means of identifying people who are likely to develop antisocial personality disorder. He administers the MMPI-2 to several thousand people -- some of whom do and some of whom do not have this diagnosis -- and determines a specific MMPI profile for people with antisocial personality disorder. He then suggests that this can be used to accurately anticipate who will and who will not develop this condition. Dr. McCutcheon is using a \_\_\_\_\_\_\_\_ strategy in his work. +-----------------------------------------------------------------------+ | -- ----------------- -- | | \*a. nomothetic | | -- ----------------- -- | +=======================================================================+ | -- ------------------ -- | | b\. culture-fair | | -- ------------------ -- | +-----------------------------------------------------------------------+ | -- ------------------ -- | | c\. standardized | | -- ------------------ -- | +-----------------------------------------------------------------------+ | -- ----------------- | | d\. idiographic | | -- ----------------- | +-----------------------------------------------------------------------+ In1980, DSM-III was published. It was regarded as a significant departure from the editions to come before it. In which of the following ways did DSM-III change compared to DSM-II? +-----------------------------------------------------------------------+ | -- ---------------------------------------------------------------- | | ----- -- | | a\. DSM-III was the first to consider physiological contributors | | to | | mental disorders. | | | | -- ---------------------------------------------------------------- | | ----- -- | +=======================================================================+ | -- ---------------------------------------------------------------- | | ------ -- | | b\. DSM-III was the first to actually list the symptoms needed f | | or a | | specific diagnosis. | | | | -- ---------------------------------------------------------------- | | ------ -- | +-----------------------------------------------------------------------+ | -- ---------------------------------------------------------------- | | ----------- -- | | \*c. DSM-III was the first to take an atheoretical approach to d | | iagnosis. | | -- ---------------------------------------------------------------- | | ----------- -- | +-----------------------------------------------------------------------+ | -- ---------------------------------------------------------------- | | ---- | | d\. DSM-III was the first to include homosexuality as a psycholo | | gy | | illness. | | -- ---------------------------------------------------------------- | | ---- | +-----------------------------------------------------------------------+ Which of the following is a legitimate criticism of the DSM-5 that is discussed by your textbook? +-----------------------------------------------------------------------+ | -- ---------------------------------------------------------------- | | --- -- | | a\. The manual has placed too much emphasis on the 5-axis system | |. | | -- ---------------------------------------------------------------- | | --- -- | +=======================================================================+ | -- ---------------------------------------------------------------- | | ----- -- | | b\. The manual makes too many recommendations regarding appropri | | ate | | treatment approaches. | | | | -- ---------------------------------------------------------------- | | ----- -- | +-----------------------------------------------------------------------+ | -- ---------------------------------------------------------------- | | ------------------------ -- | | \*c. The manual strongly emphasizes reliability, sometimes at th | | e expense of validity. | | -- ---------------------------------------------------------------- | | ------------------------ -- | +-----------------------------------------------------------------------+ | -- ---------------------------------------------------------------- | | ---- | | d\. The manual is too tied to one specific theoretical approach | | to | | psychopathology (the behavioral model). | | -- ---------------------------------------------------------------- | | ---- | +-----------------------------------------------------------------------+ You read about a group of people who are described as a \"cult,\" and you start to wonder how people come to join such an organization. You decide that people must be very lonely and vulnerable to persuasion in order to join a cult. Your guess about why a person would join a cult is an example of a(n) \_\_\_\_\_\_\_\_. +-----------------------------------------------------------------------+ | -- ------------------------ -- | | a\. dependent variable | | -- ------------------------ -- | +=======================================================================+ | -- ----------------- -- | | \*b. hypothesis | | -- ----------------- -- | +-----------------------------------------------------------------------+ | -- -------------------------- -- | | c\. independent variable | | -- -------------------------- -- | +-----------------------------------------------------------------------+ | -- -------------------------- | | d\. empirical conclusion | | -- -------------------------- | +-----------------------------------------------------------------------+ With regard to research design, which of the following statements is true? +-----------------------------------------------------------------------+ | -- ---------------------------------------------------------------- | | ----- -- | | a\. Independent variables are generally measured or observed by | | the | | researcher. | | | | -- ---------------------------------------------------------------- | | ----- -- | +=======================================================================+ | -- --------------------------------------------------------------- | | -- | | b\. Dependent variables are hypothesized to have an impact on | | independent variables. | | -- --------------------------------------------------------------- | | -- | +-----------------------------------------------------------------------+ | -- ---------------------------------------------------------------- | | ------ -- | | c\. Dependent variables are generally manipulated by the researc | | her. | | -- ---------------------------------------------------------------- | | ------ -- | +-----------------------------------------------------------------------+ | -- ---------------------------------------------------------------- | | ----------------------- -- | | \*d. Independent variables are hypothesized to have an impact on | | dependent variables. | | -- ---------------------------------------------------------------- | | ----------------------- -- | +-----------------------------------------------------------------------+ A researcher studies the impact of ambient music on the exam scores of college students. Whether the results of this study help us to understand the relationship between external distractions and real-life job performance is a question of +-----------------------------------------------------------------------+ | -- ------------------------- -- | | \*a. external validity. | | -- ------------------------- -- | +=======================================================================+ | -- ------------------------ -- | | b\. internal validity. | | -- ------------------------ -- | +-----------------------------------------------------------------------+ | -- ---------------------- -- | | c\. study confounds. | | -- ---------------------- -- | +-----------------------------------------------------------------------+ | -- --------------------------------------- | | d\. the original research hypothesis. | | -- --------------------------------------- | +-----------------------------------------------------------------------+ The purpose of \_\_\_\_\_\_\_\_ is to make sure that each research participant has an equal chance of being in the treatment or control group. +-----------------------------------------------------------------------+ | -- -------------------- -- | | \*a. randomization | | -- -------------------- -- | +=======================================================================+ | -- --------------------- -- | | b\. standardization | | -- --------------------- -- | +-----------------------------------------------------------------------+ | -- ----------------- -- | | c\. confounding | | -- ----------------- -- | +-----------------------------------------------------------------------+ | -- ------------------ | | d\. generalizing | | -- ------------------ | +-----------------------------------------------------------------------+ Dr. Clayton is a psychiatrist who is seeing a new patient in his office. This patient begins to discuss the fact that he has been experiencing symptoms of depression, and as soon as it becomes clear that a mood disorder is present Dr. Clayton starts thinking that he will prescribe the same antidepressant that he has used with many other patients. While he is thinking this he does not listen carefully as his patient describes the recent life events that have led to the depression. Dr. Clayton\'s willingness to treat this patient like others who have suffered from similar symptoms without considering the individuality of each patient is an example of +-----------------------------------------------------------------------+ | -- ---------------------------------------------------------------- | | -- | | a\. a lack of clinical significance of many research findings. | | | | -- ---------------------------------------------------------------- | | -- | +=======================================================================+ | -- ------------------------------------------------ -- | | b\. internal validity of the research studies. | | -- ------------------------------------------------ -- | +-----------------------------------------------------------------------+ | -- -------------------------------------------------- -- | | c\. the external validity of the prior research. | | -- -------------------------------------------------- -- | +-----------------------------------------------------------------------+ | -- ----------------------------------- | | \*d. the patient uniformity myth. | | -- ----------------------------------- | +-----------------------------------------------------------------------+ The basis of \_\_\_\_\_\_\_\_ is manipulation of an independent variable and examining its effect on a dependent variable. +-----------------------------------------------------------------------+ | -- ------------------- -- | | a\. a correlation | | -- ------------------- -- | +=======================================================================+ | -- ------------------------------ -- | | b\. naturalistic observation | | -- ------------------------------ -- | +-----------------------------------------------------------------------+ | -- ------------------ -- | | c\. a case study | | -- ------------------ -- | +-----------------------------------------------------------------------+ | -- -------------------- | | \*d. an experiment | | -- -------------------- | +-----------------------------------------------------------------------+ The purpose of a \_\_\_\_\_\_\_\_ group in experimental research is to determine whether a treatment or independent variable actually influenced change in the independent variable. +-----------------------------------------------------------------------+ | -- -------------- -- | | a\. confound | | -- -------------- -- | +=======================================================================+ | -- ------------------ -- | | b\. experimental | | -- ------------------ -- | +-----------------------------------------------------------------------+ | -- -------------- -- | | c\. validity | | -- -------------- -- | +-----------------------------------------------------------------------+ | -- -------------- | | \*d. control | | -- -------------- | +-----------------------------------------------------------------------+ One important difference between a typical case study and the single-case experiment is that the single-case experiment attempts to improve internal validity. It does so by +-----------------------------------------------------------------------+ | -- ---------------------------------------------------------------- | | ----------------------------------------- -- | | \*a. making systematic observations of the same individuals unde | | r a variety of experimental conditions. | | -- ---------------------------------------------------------------- | | ----------------------------------------- -- | +=======================================================================+ | -- ------------------------------------------------------------- -- | | b\. gathering as much data as possible about a single case, | | particularly one that is unique or unusual. | | -- ------------------------------------------------------------- -- | +-----------------------------------------------------------------------+ | -- ---------------------------------------------------------------- | | ----- -- | | c\. matching each participant to a \"partner\" so that you can m | | ake | | one-to-one comparisons of experimental effects. | | | | -- ---------------------------------------------------------------- | | ----- -- | +-----------------------------------------------------------------------+ | -- ---------------------------------------------------------- | | d\. observing only one participant instead of a group of | | participants in the study. | | -- ---------------------------------------------------------- | +-----------------------------------------------------------------------+ An inherited characteristic that is assessed at the same time as a family disorder is called a \_\_\_\_\_\_\_\_. They are useful because if a connection can be made between them and the family disorder it lends evidence to the genetic nature of that disorder. They are useful because if a connection can be made between them and the family disorder it lends evidence to the genetic nature of that disorder. +-----------------------------------------------------------------------+ | -- ------------- -- | | a\. proband | | -- ------------- -- | +=======================================================================+ | -- --------------------- -- | | \*b. genetic marker | | -- --------------------- -- | +-----------------------------------------------------------------------+ | -- --------------- -- | | c\. phenotype | | -- --------------- -- | +-----------------------------------------------------------------------+ | -- ------------------- | | d\. cross-section | | -- ------------------- | +-----------------------------------------------------------------------+ A researcher is studying how anxiety tends to be experienced by people of different ages. The researcher interviews depressed adolescents, young adults, individuals in their 30s and 50s, and those over 70. The individuals in each age group are studied at the same time. The researcher is employing a(n) \_\_\_\_\_\_\_\_ design to her study. +-----------------------------------------------------------------------+ | -- ----------------------- -- | | a\. repeated measures | | -- ----------------------- -- | +=======================================================================+ | -- ------------------ -- | | b\. longitudinal | | -- ------------------ -- | +-----------------------------------------------------------------------+ | -- ---------------------- -- | | \*c. cross-sectional | | -- ---------------------- -- | +-----------------------------------------------------------------------+ | -- ---------------- | | d\. Sequential | | -- ---------------- | +-----------------------------------------------------------------------+ The function of \_\_\_\_\_\_\_\_ in research is to rule out the idea that a particular study's findings were achieved by coincidence. +-----------------------------------------------------------------------+ | -- ------------------- -- | | a\. randomization | | -- ------------------- -- | +=======================================================================+ | -- ------------------ -- | | \*b. replication | | -- ------------------ -- | +-----------------------------------------------------------------------+ | -- ------------- -- | | c\. norming | | -- ------------- -- | +-----------------------------------------------------------------------+ | -- ----------------- | | d\. publication | | -- ----------------- | +-----------------------------------------------------------------------+