Psychology Quiz and Answer Key PDF

I. Quiz Answer the following questions in 2-3 sentences each. ​ Define intelligence according to Wechsler (1939). What are the three facets of this definition? ​ Explain the formula for calculating Intelligence Quotient (IQ) as initially proposed. Why are current IQ tests...

I. Quiz Answer the following questions in 2-3 sentences each. ​ Define intelligence according to Wechsler (1939). What are the three facets of this definition? ​ Explain the formula for calculating Intelligence Quotient (IQ) as initially proposed. Why are current IQ tests no longer solely based on this formula? ​ Describe Cattell's distinction between fluid and crystallized intelligence. Provide an example of a task that would primarily test fluid intelligence. ​ What are teratogens? Provide two examples of teratogens mentioned in the text and briefly describe their potential effects on prenatal development. ​ According to Piaget's stages of cognitive development, what is a key limitation of children in the preoperational stage regarding mental operations? Give an example. ​ Briefly describe Freud's psychodynamic theory of personality, focusing on the three psychic systems: id, ego, and superego. ​ What are the Big Five personality traits (OCEAN)? Name all five traits. ​ Define the fundamental attribution error (FAE). Provide an example illustrating this bias. ​ Explain the concept of cognitive dissonance. Describe one way individuals might reduce this feeling of discomfort. ​ What are the four core features used to define abnormality in psychology? II. Quiz Answer Key ​ Wechsler (1939) defined intelligence as a person's global capacity to act purposefully, reason, and deal effectively with the environment. The three facets are acting purposefully (creating plans), reasoning (scientific thinking), and adapting to the environment (handling challenges). ​ The initial formula for IQ was [(Mental Age (MA) / Chronological Age (CA)) x 100]. Current IQ tests are based on deviance IQ, which compares an individual's performance to a statistically normal curve within their age group, rather than solely relying on the ratio of mental to chronological age. ​ Fluid intelligence is innate intellectual potential, not based on prior knowledge, and is involved in creative problem-solving. Crystallized intelligence is accumulated knowledge and skills gained through experience and education. An example of a fluid intelligence task is describing different uses for a pen. ​ Teratogens are substances that can cause damage to a fetus during prenatal development. Alcohol consumption during pregnancy can lead to Fetal Alcohol Syndrome, characterized by physical and psychological problems. Tobacco use is associated with premature birth and low birth weight. ​ A key limitation of the preoperational stage is the lack of understanding of conservation, the idea that changing an object's appearance does not change its quantity. For example, a  child might believe that more water is present in a tall, thin glass than in a short, wide glass, even if the same amount was poured. ​ Freud's psychodynamic theory posits that personality results from the interaction between the id (instincts seeking immediate gratification), the superego (internalized social rules and conscience), and the ego (the observable self that mediates between the id and superego in socially acceptable ways). ​ The Big Five personality traits are Openness, Conscientiousness, Extroversion, Agreeableness, and Neuroticism (often remembered by the acronym OCEAN). These traits represent broad dimensions of personality. ​ The fundamental attribution error is the tendency to overestimate dispositional (internal) factors and underestimate situational (external) factors when explaining other people's behavior. For example, assuming someone is a bad driver (disposition) after they cut you off, without considering they might be rushing to an emergency (situation). ​ Cognitive dissonance is the feeling of discomfort experienced when holding conflicting beliefs, values, or attitudes, or when one acts in a way that contradicts them. One way to reduce dissonance is by changing one's attitude to align with the behavior or belief. ​ The four core features used to define abnormality are deviance (statistical infrequency and violation of social norms), distress (subjective feelings of unpleasantness), dysfunction (impairment in personal, social, or occupational functioning), and danger (risk of harm to self or others). III. Essay Format Questions ​ Compare and contrast different theories of intelligence discussed in the provided material (e.g., Spearman, Cattell, Gardner). Analyze the strengths and weaknesses of each theory in explaining human intellectual abilities. ​ Trace the stages of development discussed in the provided excerpts (prenatal, newborn, childhood, adolescence, young adulthood). Discuss the significant cognitive, social, and physical changes that occur in at least three of these stages. ​ Examine the major theoretical perspectives on personality (psychodynamic, behaviorist, trait theories). How do these perspectives differ in their explanations of personality development and individual differences? ​ Discuss the factors that contribute to substance use disorders, drawing on the biological, psychological, and social aspects mentioned in the text. How do these factors interact in the development and maintenance of addiction? ​ Critically evaluate the usefulness and limitations of diagnostic labels in abnormal psychology, using examples from the mood disorders or childhood onset disorders discussed in the provided materials. IV. Glossary of Key Terms ​ Intelligence: A person’s global capacity to act purposefully, think rationally, and deal effectively with the environment (Wechsler, 1939); involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn from experience (Gottfredson, 1997). ​ Mental Age (MA): The age to which intellectual functions belong, based on performance on intelligence tests (Binet). ​ Chronological Age (CA): The actual age of an individual. ​ Intelligence Quotient (IQ): A score originally calculated as (MA/CA) x 100, now based on deviance scores relative to age norms with a mean of 100 and a standard deviation of 15. ​ Fluid Intelligence: Innate intellectual potential; the ability to think and reason abstractly and solve novel problems, independent of prior knowledge. ​ Crystallized Intelligence: Accumulated knowledge and skills gained through education and experience. ​ Teratogens: Substances or agents that can cause developmental malformations in a fetus during pregnancy (e.g., alcohol, tobacco). ​ Reflexes: Innate, involuntary responses to specific stimuli present at birth (e.g., sucking reflex, Moro reflex). ​ Conservation: The understanding that the quantity of a substance remains the same even if its appearance changes. ​ Preoperational Stage: Piaget's second stage of cognitive development (2-6 years), characterized by limitations such as lack of conservation and egocentrism. ​ Psychodynamic Theory: Freud's theory of personality that emphasizes unconscious psychological processes and the influence of early childhood experiences on personality development, involving the id, ego, and superego. ​ Id: The unconscious part of the personality present at birth, driven by instincts and the pleasure principle seeking immediate gratification. ​ Ego: The part of the personality that develops in early childhood, mediating between the id and the external world according to the reality principle. ​ Superego: The part of the personality that represents internalized societal rules and moral standards; the conscience. ​ Trait: A stable and enduring pattern of behavior, thought, and feeling. ​ Big Five Theory: A trait theory proposing five broad dimensions of personality: Openness, Conscientiousness, Extroversion, Agreeableness, and Neuroticism (OCEAN). ​ Locus of Control: The extent to which individuals believe they can control events affecting them; can be internal (belief in personal control) or external (belief in fate or chance). ​ Self-Concept: An individual's perception and description of their own characteristics. ​ Self-Schema: An organized unit of information about oneself that influences how self-relevant information is processed. ​ Self-Esteem: An individual's subjective evaluation of their own worth or value. ​ Fundamental Attribution Error (FAE): The tendency to overemphasize dispositional (internal) factors and underestimate situational (external) factors when explaining others' behavior. ​ Cognitive Dissonance: The state of psychological discomfort resulting from holding conflicting beliefs, attitudes, or behaviors. ​ Conformity: Adjusting one's behavior or thinking to coincide with a group standard. ​ Obedience: Compliance with the directives of an authority figure. ​ Social Loafing: The tendency for people in a group to exert less effort when pooling their efforts toward a common goal than when individually accountable. ​ Emotions: A combination of arousal, physical sensations, and subjective feelings that occurs in response to environmental stimuli.  ​ Mood: A generalized, longer-lasting emotional state not necessarily linked to a specific stimulus. ​ Motivation: A process that arouses, maintains, and guides behavior toward a goal. ​ Abnormality: Behavior that is unusual and adversely affects the individual or others, often characterized by deviance, distress, dysfunction, and danger. ​ DSM-5: The Diagnostic and Statistical Manual of Mental Disorders, 5th Edition, used for classifying and diagnosing mental disorders. ​ ADHD (Attention-Deficit/Hyperactivity Disorder): A childhood-onset disorder characterized by persistent patterns of inattention and/or hyperactivity-impulsivity. ​ ASD (Autism Spectrum Disorder): A neurodevelopmental disorder characterized by persistent deficits in social communication and social interaction, and restricted, repetitive patterns of behavior, interests, or activities. ​ MDD (Major Depressive Disorder): A mood disorder characterized by a persistent sad or empty mood and loss of interest or pleasure in usual activities, along with other symptoms for at least two weeks. ​ Anhedonia: Inability to experience pleasure in usually pleasurable activities. ​ Bipolar Disorder: A mood disorder characterized by extreme shifts in mood, energy, activity levels, concentration, and the ability to carry out day-to-day tasks, with episodes of mania or hypomania and often depression. ​ Mania: A distinct period of abnormally and persistently elevated, expansive, or irritable mood and abnormally and persistently increased activity or energy, lasting at least one week. ​ Hypomania: A less severe form of mania, lasting at least four days, with similar but less impairing symptoms. ​ Substance Use Disorder: A pattern of maladaptive behaviors resulting from repeated use of substances, characterized by craving, salience, tolerance, withdrawal, and continued use despite harmful effects. ​ Tolerance: The need for increasing amounts of a substance to achieve the desired effect. ​ Withdrawal: Unpleasant physical and psychological symptoms that occur when a substance is discontinued or its use is reduced. ​ Reward Deficiency Syndrome: A theory suggesting that overstimulation of the brain's reward circuit by drugs can lead to reduced activation by natural rewards, contributing to substance use disorders. convert_to_textConvert to source