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Psych Exam
| Question | Answer |
|---|---|
| Define attitude | |
| Explain the tri-component theory of attitudes including clear examples of each of the three components. | |
| Define stereotype, prejudice and discrimination and how they are different | |
| What is racial segregation. Explain in terms of prejudice and discrimination. | |
| Explain the difference between modern and old fashioned prejudice | |
| What are the factors that reduce prejudice and how do they work? (sustained contact, mutual interdependence, equality, super-ordinate goals and cognitive interventions) | |
| What is social influence? | |
| What is a group? | |
| The different types of power. Explain each one and be able to apply them. | |
| What is the difference between status and power? | |
| Define and apply the concept of conformity. | |
| How is conformity influenced in Asch’s research? | |
| What is obedience? Be able to apply Milgram’s findings. | |
| What were the main findings of the Zimbardo experiment? | |
| Define peer pressure. | |
| Be able to explain risk taking behaviour. | |
| What is pro-social behaviour, how is it different to anti-social behaviour? | |
| What is the bystander effect? What is bystander intervention? | |
| What is diffusion of responsibility? | |
| Be able to explain the smoke filled room experiment | |
| What are social norms? Be able to differentiate between the reciprocity principle, the social responsibility norm. | |
| How does empathy, competence and mood affect helping behaviour? | |
| What is audience inhibition? | |
| How does cost-benefit analysis affect helping behaviour? | |
| What is altruism and how is altruism different to other helping behaviour? | |
| How would Bandura (social learning theory)explain aggressive behaviour? | |
| How does the biological, ethological , psychodynamic theories explain aggression? | |
| Define intelligence | |
| In the CHC theory of intelligence model, be able to name the three strata and have a general idea about how the strata start with a very generalised ability and progress through to quite specific abilities. | |
| How many intelligences does Gardner believe there are? What is his basic idea about intelligence? | |
| Be able to explain Sternberg’s theory of intelligence. | |
| Be able to define and explain emotional intelligence. | |
| Why is an IQ test standardised? | |
| Understand what a standardised IQ test would show (including the average IQ score (mean) for standardised tests, and what constitutes the average range of IQ scores, Also be able to explain the standard graph for standardised IQ test including what a sta | |
| Explain how heredity (genetics ) and environment work together in explaining intelligence | |
| 2 criticisms of traditional IQ tests | |
| Be able to explain the Binet and Simon intelligence test and the Wechsler intelligence test. | |
| The WISC (Wechsler Intelligence scale for children) is described in your textbook and was demonstrated in class by Neville the school Psychologist. You must be able to explain the four test categories that are used in this test to make up an IQ test . | |
| The specific requirements and ethics involved in administering intelligence tests. | |
| Define personality | |
| Explain the differences between the ID, EGO and superego in Freud’s theory of personality. | |
| Be able to describe the 5 stages in Freud’s personality (psychodynamic) theory | |
| What are the basic differences between trait, humanistic and psychodynamic theories of personality. | |
| What are the basic parts of Rogers theory of personality? | |
| Pick one of the trait theories covered in class. Study it in some detail. You must be able to name it correctly, explain how it works, and how it is different to other personality theories | |
| Explain how heredity (genetics ) and environment work together in explaining personality | |
| What is the Myer Briggs personality model and how many dimensions does it use? | |
| Explain how the Holland, Self-Directed Search (SDS) inventory can be used to work out a broad personality type and then match it with a career. | |
| Explain what a projective test is and be able to accurately name at least one test in full. | |
| Give one advantage and one limitation of both projective tests and personality inventories. | |
| The specific requirements and ethics involved in administering personality tests. | |
| 2 limitations and 2 advantages of the survey method. | |
| What is a Likert scale? What does it measure and how does it work. | |
| Be able to recognise a normal, positive, negative and bi-modal frequency distribution | |
| Be able to explain the difference between mean, median and mode. | |
| Be able to interpret a scatterplot and be able to explain what type of correlation is shown eg positive or negative, none, weak or strong correlation. Also be able to say what a positive or negative correlation which is weak, none or strong would look li | |
| Be able to apply a correlation coefficient to a description of a piece of research ie a high correlation coefficient to a clear strong result and a weak correlation coefficient to a weak result. | |
| Explain clearly validity and reliability, how they are used and what each means. | |
| What is the difference between an IV and a DV. Why is the DV operationalized in research | |
| The ethics involved in all research including informed consent, withdrawal rights, voluntary participation, deception and debriefing | |
| General research methods such as : Practice writing operational hypotheses, identifying IV and DV, experimental and control group, participants and being able to write a valid conclusion. |
Created by:
Monique Mair
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