Accounting
Anthropology
Archaeology
Art History
Banking
Biology & Life Science
Business
Business Communication
Business Development
Business Ethics
Business Law
Chemistry
Communication
Computer Science
Counseling
Criminal Law
Curriculum & Instruction
Design
Earth Science
Economic
Education
Engineering
Finance
History & Theory
Humanities
Human Resource
International Business
Investments & Securities
Journalism
Law
Management
Marketing
Medicine
Medicine & Health Science
Nursing
Philosophy
Physic
Psychology
Real Estate
Science
Social Science
Sociology
Special Education
Speech
Visual Arts
Counseling
Q:
Researchers argue that changes in_________ with aging, such as declines in working memory, may lead to an increase in a need for closure with age.
a. personal control
b. possible selves
c. emotional selectivity
d. processing resources
Q:
The need for______ results in a desire for predictability, being uncomfortable with ambiguity, and a preference for quick and decisive answers.
a. personal control
b. closure
c. emotional selectivity
d. ego integrity
Q:
How we approach problems is known as our
a. personal control.
b. cognitive style.
c. attributional style.
d. processing goal.
Q:
The positivity effect can be defined as
a. when older adults achieve wisdom with increasing age.
b. when having one chronic disease increases the likelihood that one will experience additional chronic diseases.
c. when older adults avoid negative information and focus on positive information.
d. the tendency to experience more positive emotions with increasing age.
Q:
Selective optimization with compensation (SOC) is an important theoretical model that suggests that development occurs as we continually update our_________to match our appraisal of our .
a. personal goals; available resources
b. perceptions; expectations
c. skills; abilities
d. abilities; personal goals
Q:
In a cross-cultural study comparing Chinese and American adults, which group showed the greatest correspondence bias?
a. older Americans
b. older Chinese
c. younger Americans
d. younger Chinese
Q:
The explanations that people create to account for behavior vary depending on
a. the type of situation.
b. the age of the person.
c. the strength of the social beliefs and whether they have been violated.
d. all of these.
Q:
Blanchard-Fields and colleagues found that when participants were presented with different situations with positive or negative outcomes, older adults were more likely to make________ about the main character.
a. situational attributions
b. causal attributions
c. interactive attributions
d. dispositional attributions
Q:
One day you walk past your Adult Development and Aging professor and say "Hi," but your instructor does not respond. You decide that she is rude, but what you failed to notice is that she was in deep conversation with the chair of her department and other faculty and did not hear you. This is an example of a
a. correspondence bias.
b. causal attribution.
c. implicit bias.
d. explicit bias.
Q:
The fact that young adults tend to rely more on dispositional information and ignore compelling situational information is an example of
a. correspondence bias.
b. causal attribution.
c. implicit bias.
d. explicit bias.
Q:
"I didn"t do well on that exam because the teacher is unfair" is an example of a
a. situational attribution.
b. causal attribution.
c. causation.
d. dispositional attribution.
Q:
When people develop explanations of behavior based on things outside the person's control, this is known as a(n)
a. situational attribution.
b. inherent attribution.
c. causation.
d. dispositional attribution.
Q:
Deciding that you did poorly on an exam because you did not study is which type of attribution
a. effort attribution.
b. personality attribution.
c. dispositional attribution
d. situational attribution.
Q:
"John is such a good person" is an example of a
a. situational attribution.
b. environmental attribution.
c. causation.
d. dispositional attribution.
Q:
When people develop explanations of behavior based on things inside themselves or others, this is known as a
a. situational attribution.
b. causal attribution.
c. causation.
d. dispositional attribution.
Q:
Deciding that you did poorly on an exam because you did not study is called a(n)
a. effort attribution.
b. causal attribution.
c. causation effect.
d. situational attribution.
Q:
When people develop explanations of behavior, this is known as a
a. situational attribution.
b. causal attribution.
c. causation.
d. dispositional attribution.
Q:
Older adults consistently________of why negative events occur more often than younger adults.
a. change their appraisal
b. hold to their initial judgments or conclusions
c. forget the reasons
d. use global attributions
Q:
_________ is an important factor in understanding how older adults process and access social information.
a. Processing resources
b. Memory
c. General intelligence
d. Social belief
Q:
Studies have shown that older adults are more susceptible to false information. Neuroimaging techniques reveal this may be related to damage or age-related changes in
a. short-term memory.
b. negativity bias.
c. the prefrontal cortex.
d. the hippocampus.
Q:
When you are determining where particular pieces of information originated, you make a(n)
a. social context judgment.
b. source judgment.
c. implicit source judgment.
d. impression formation.
Q:
Before you are told the details about a car accident your friend was in, you are told that the other person involved in the accident was an older man who is hard of hearing. Whether this information will influence your interpretation of the events is related to your
a. social context effect.
b. implicit priming.
c. implicit theories.
d. impression formation.
Q:
The likelihood that information in memory will be used to guide social judgments is related to
a. how easily the information can be accessed.
b. one's social context base.
c. how quickly the information is processed.
d. one's implicit memory.
Q:
When you draw upon your prior experiences at restaurants to guide your behavior at a new restaurant, you are using your
a. knowledge base.
b. social context base.
c. social knowledge.
d. implicit memory
Q:
When confronted with a new situation, you draw upon prior experiences. This is known as your
a. knowledge base.
b. social context base.
c. social knowledge.
d. implicit memory.
Q:
When older adults take their time to form social judgments, they process information similarly to younger adults. But what happens when older adults have to make social judgments and are given a time limit?
a. They make better, more informed decisions than younger adults.
b. They have difficulty remembering the information they need to make their social judgments.
c. They become confused.
d. They show a positivity bias.
Q:
Older adults are more likely to pay attention to and seek out emotional information than younger adults. This might help explain why older adults have a______ bias.
a. positivity
b. negativity
c. first impression
d. age
Q:
Which theory argues that when confronted with age-related stereotypes, older adults are likely to incorporate these into their self-perceptions?
a. perceived competence theory
b. stereotype threat theory
c. labeling theory
d. resilience theory
Q:
Generational differences are apparent when people make social judgments. For example, when considering the social rule "you can't stop true love," results from a research study showed a__________ relationship.
a. X-shaped
b. U-shaped
c. Y-shaped
d. random
Q:
Adults of different generations invoke the social rule "marriage is more important than career" more so with increasing age. This is evidence of
a. cohort effects of how different generations were socialized with respect to the social rules of marriage.
b. differences in religiosity across time with respect to the rules of marriage.
c. stereotype threat's impact on views of marriage.
d. changing morals regarding sexual behavior.
Q:
Even though older and younger adults may believe it is wrong to live together before marriage, older adults may be more rigid or adamant in this belief. This is evidence of age differences in
a. stereotyping.
b. sexual norms.
c. social beliefs.
d. levels of religiosity.
Q:
In one recent study,_________had the most positive view of successful aging.
a. children
b. adolescents
c. middle-aged individuals
d. the oldest adults
Q:
The influence of negative aging stereotypes on performance
a. has been found only in studies of memory.
b. has been found in studies of memory, balance, and cardiovascular response.
c. has been found only in the United States.
d. was found only in the oldest adults.
Q:
When older adults were told they were going to take a memory test, they performed more poorly than younger adults on a task. However, when they were told the task emphasized learning new information, they performed similarly to younger adults. This provides an example of
a. negative personal control.
b. internal attributions.
c. implicit social beliefs.
d. stereotype threat.
Q:
If older adults are primed with negative aging stereotypes, and their subsequent performance on memory tests is worse than older adults who were primed with positive aging stereotypes, then we can conclude that older persons are vulnerable to
a. bias in memory testing.
b. stereotype threat.
c. activation of implicit beliefs.
d. learned helplessness.
Q:
When Tina talks to her mother ,she talks slowly while exaggerating the intonation of her voice. This is an example of
a. stereotyped speech.
b. age-based language.
c. patronizing speech.
d. infantile speech.
Q:
One way in which implicit stereotypes are often observed is in how
a. people communicate with each other.
b. people think of each other.
c. people rate other peoples' behaviors toward older adults.
d. threatened a person feels.
Q:
The results of Bargh and colleagues and Hummert and colleagues reveal that
a. causal attributions of older adults are more likely to be dispositional in nature.
b. negative stereotypes are activated when we are unaware of them.
c. patronizing speech is common among nursing home workers.
d. personal control is related to memory performance.
Q:
Which research technique overcomes the challenges associated with implicit aging stereotyping?
a. Young-Old Implicit Attitudes test
b. hypnosis
c. functional magnetic resonance imaging (fMRI)
d. There is no technique that can overcome this, as by definition, these stereotypes are implicit and, therefore, inaccessible.
Q:
Using the Young-Old Implicit Attitudes test, researchers discovered that
a. younger individuals were more likely to use patronizing talk toward older people.
b. younger people were faster to respond to young-pleasant and old-unpleasant trials rather than young- unpleasant and old-pleasant trials.
c. older people were faster to respond to young-unpleasant and old-pleasant trials.
d. all subjects, regardless of age, were faster to respond to young-pleasant and old-unpleasant trials rather than young-unpleasant and old-pleasant trials.
Q:
Hummert and colleagues found that, when primed with the subliminal message "old," adults responded faster to the word "ugly," and when primed with the subliminal message "young," adults responded faster to the word "pretty."
This is evidence for
a. implicit social beliefs.
b. implicit stereotyping.
c. implicit attributions.
d. explicit stereotyping.
Q:
John Bargh and colleagues' study of implicit stereotyping (1996) found that subliminally priming young people with the image of an elderly person caused them to
a. answer questions more slowly in interviews.
b. write more slowly on questionnaires.
c. walk down the hall more slowly after the experiment.
d. be more forgetful during the experiment.
Q:
Bargh and colleagues have found that subliminal messages about older persons made young adults walk down a hall slower. This is evidence for
a. implicit social beliefs.
b. implicit stereotyping.
c. implicit attributions.
d. explicit stereotyping.
Q:
The activation of an automatic, unconscious stereotype is known as
a. implicit social beliefs.
b. implicit stereotyping.
c. implicit attributions.
d. explicit stereotyping.
Q:
Social psychologists suggest that the reason stereotypes are automatically activated is that they become
________and are thus spontaneously activated when we encounter a member or members of a stereotyped group.
a. increasingly complicated
b. increasingly negative
c. impossible to change
d. overlearned
Q:
Stereotypes about older adults are
a. positive.
b. negative.
c. both positive and negative.
d. irrelevant because people take other factors into consideration when forming impressions of older persons.
Q:
When presented with examples of older and younger adults who are forgetful or not forgetful, both younger and older adults
a. judge the older forgetful person more harshly.
b. were more likely to have confidence in younger people, both forgetful and not forgetful.
c. were more likely to have confidence in younger and older people who were not forgetful.
d. showed an age-based double standard.
Q:
Viewing older people's forgetting of where they parked their cars at the mall as more serious than younger people's forgetting of where they parked their cars reflects a(n)
a. correspondence bias.
b. stereotype threat.
c. negativity bias.
d. age-based double standard.
Q:
Alice has misplaced her keys (which rarely happens), but her grandchildren are worried that something might be wrong with her, even though her granddaughter has done the same thing three times this week. The above is an example of
a. an age-based double standard.
b. an age-based stereotype.
c. the beginning signs of Alzheimer's disease.
d. senility.
Q:
When older adults' forgetfulness is rated as more serious than memory failures of younger adults, this is known as
a. an age-based double standard.
b. an age-based stereotype.
c. age-based attribution.
d. dispositional stereotype.
Q:
Older adults produce________ age stereotypes than younger adults.
a. more
b. fewer
c. similar
d. different
Q:
No area is more susceptible to negative stereotyped attributions of aging than
a. physical decline.
b. memory competence.
c. hearing impairment.
d. sexual behavior.
Q:
Stereotypes help us understand why people behave as they do, and they can help guide our behavior. However, they
a. are always negative.
b. are sometimes applied in ways that underestimate the potential of the person we are observing.
c. are resistant to change.
d. always overestimate the abilities of older persons.
Q:
Socially shared beliefs about characteristics and behaviors of a particular social group are called
a. assumptions.
b. biases.
c. evaluative adjectives.
d. stereotypes.
Q:
Images of older adults as slow, forgetful, and easily confused are based on
a. negative stereotypes.
b. negative attributions.
c. negative correlations.
d. biased research findings.
Q:
The fact that younger generations generally do better on primary mental abilities than older generations is an example of
a. a cohort effect.
b. changes in the information-processing system.
c. better health care improving mental functioning.
d. all of these.
Q:
Which of the following is not a moderator of intellectual change?
a. cohort
b. educational level
c. occupation
d. gender
Q:
The hypothesis states that intelligent people show weaker neural activations in a smaller number of areas than less intelligent people.
a. biological
b. neurophysiological
c. neural efficiency
d. neural activation
Q:
The P-FIT model examines the interrelations between the parietal lobe, located________, and the frontal lobe, located ___________.
a. behind the forehead; at the top of the head
b. at the top of the head; behind the forehead
c. at the base of the skull; behind the forehead
d. at the center of the brain; behind the forehead
Q:
On the basis of 37 studies using various brain imaging techniques, Jung and Haier (2007) proposed the
a. P-FIT.
b. cognitive structural approach.
c. concepts of assimilation and accomodation.
d. statistical technique known as factor analysis.
Q:
Evidence concerning crystallized and fluid intelligence shows that
a. all abilities change at the same rate.
b. all abilities decline.
c. intellectual development is constant.
d. intellectual development is diverse.
Q:
From the research on intelligence, we know that, with increasing age,
a. there are gains in information-processing abilities.
b. there are losses in information-processing abilities.
c. there are declines in experience-based processes.
d. information-processing abilities and experience-based processes remain stable.
Q:
Based on the research on fluid and crystallized intelligence, we know that
a. learning continues through adulthood.
b. learning gets easier through adulthood.
c. you can"t teach an old dog new tricks.
d. learning in adulthood is tedious and should be avoided.
Q:
Based on the developmental changes in fluid and crystallized intelligence, on which type of test would you expect an older person to receive a high score?
a. vocabulary
b. perceptual speed
c. spatial relations
d. inductive reasoning
Q:
In general, crystallized and fluid intelligence show
a. opposite developmental trends.
b. identical developmental trends.
c. no developmental trends.
d. unknown developmental trends.
Q:
On the television show Who Wants toBe a Millionaire, many of the big winners have been in their 40s and 50s. This is likely due to their superiority in which type of intelligence?
a. fluid
b. emotional
c. crystallized
d. inductive reasoning
Q:
Knowing all the names of each president and vice president of the United States of America draws on which intelligence?
a. fluid intelligence
b. crystallized intelligence
c. primary intelligence
d. tertiary intelligence
Q:
Which of the following tests would not measure crystallized intelligence?
a. vocabulary
b. intentional learning
c. comprehension
d. inductive reasoning
Q:
Knowledge acquired through experience and education constitutes
a. fluid intelligence.
b. crystallized intelligence.
c. primary intelligence.
d. tertiary intelligence.
Q:
An individual's innate abilities independent of acquired knowledge and experience constitute
a. fluid intelligence.
b. crystallized intelligence.
c. primary intelligence.
d. tertiary intelligence.
Q:
The question "Which comes next in this series of letters: d f i m r x e?" is a test of
a. auditory organization.
b. visual organization.
c. crystallized intelligence.
d. fluid intelligence.
Q:
Individual differences in crystallized intelligence increase with age because maintaining crystallized intelligence depends on
a. one's IQ level.
b. normative biological aging of the brain.
c. lifestyle factors such as diet and exercise.
d. being in situations that require its use.
Q:
Popular television shows such as Jeopardy! are based on contestants' accumulated
a. fluid intelligence.
b. crystallized intelligence.
c. unexercised abilities.
d. multidirectionality of thinking.
Q:
Because it is difficult to study all the primary mental abilities, researchers have focused on five representative ones. These are number, word fluency, verbal meaning, inductive reasoning, and
a. deductive reasoning.
b. reflective judgment.
c. spatial orientation.
d. crystallized intelligence.
Q:
Which of the following is not a primary mental ability?
a. verbal meaning
b. inductive reasoning
c. word fluency
d. fluid intelligence
Q:
If one's performance on a test is highly related to one's performance on another test, then the abilities measured by the two tests are interrelated and are called a
a. collection.
b. trait.
c. factor.
d. correlation.
Q:
The hierarchy of intelligence from the lowest to highest levels is
a. test questions, tests, primary mental abilities, secondary mental abilities, third-order mental abilities, general intelligence
b. primary mental abilities, secondary mental abilities, third-order mental abilities, general intelligence, test questions, tests
c. primary mental abilities, secondary mental abilities, test questions, tests, third-order mental abilities, general intelligence
d. primary mental abilities, test questions, tests, general intelligence, secondary mental abilities, third-order mental abilities
Q:
The approach to intelligence that focuses on developmental changes in the way people conceptualize problems and styles of thinking is known as the
a. psychometric approach.
b. dual-component model.
c. cognitive structural approach.
d. practical intelligence.
Q:
Testing problem-solving and verbal abilities by using measures specifically designed to assess these components is characteristic of which approach?
a. Piaget's cognitive developmental approach
b. the cognitive structural approach
c. the psychometric approach
d. the information-processing approach
Q:
Which approach to intelligence emphasizes scores on standardized tests?
a. psychometric
b. neofunctionalist
c. cognitive
d. applied