PSY-255_Quiz_2 For students.

Name: Diane Mazcareno Class: PSY-255 Date: 02/26/2020 Quiz 2 Chapters 7-10 All Question 2.5 Points Each 1. Which of the following assumptions underlies the trait approach to personality? a. Each person belongs in one and only one personality category. b. Personality characteristics can be represented along a continuum. c. People in one personality category are distinctly different from people in other categories. d. Personality can change as a function of the situation the person is in. 2. If we say Ted is high on the personality trait of assertiveness, we would expect that he will act assertively a. all of the time. b. more often than someone low in assertiveness. c. in some situations that call for assertiveness, but not in others. d. because he puts himself in situations that call for assertion. 3. A psychologist collects data from a large number of people. She places each person on a continuum ranging from high to low conscientiousness and makes predictions about how people in the high range will act compared to those in the low range. This psychologist is using the ________ approach to understand personality. a. type b. nomothetic c. idiographic d. common trait 4. Allport called the 5–10 traits that best describe an individual’s personality _________ traits. a. central b. common c. defining d. secondary 5. One of Henry Murray’s chief contributions to the field of personality psychology was the development of the ________. a. Minnesota Multiphasic Personality Inventory b. Thematic Apperception Test c. 16-PF (16 personality factors) d. Rorschach Inkblot Test 6. In his quest to understand the basic structure of personality, Cattell relied heavily on a. the idiographic approach. b. factor analysis. c. the examination of central traits. d. case studies. 7. Karen always approaches tasks in an organized, faithful manner. She persists at a difficult job longer than most people and generally accomplishes more. Karen is probably high in which of the Big Five traits? a. Agreeableness b. Openness c. Conscientiousness d. Extraversion 8. Alicia has an active imagination and a strong intellectual curiosity. She likes new ideas and unconventional ways of looking at problems. Alicia is probably high in the Big Five trait called a. agreeableness. b. neuroticism. c. conscientiousness. d. openness. 9. Among the Big Five personality dimensions, individual differences in _________ typically are the best predictors of job performance. a. Extraversion b. Openness c. Agreeableness d. Conscientiousness 10. Psychologists often use personality traits to predict behavior in the workplace. This research has benefited recently by looking at a. the Big Five personality dimensions. b. psychogenic needs. c. central traits. d. the idiographic approach. 11. Test-takers who “fake good” a. are able to fool most test givers with their inaccurate responses. b. are not likely to be detected unless they admit that they are faking their test answers. c. are trying to present a better image than is accurate. d. are not aware that they are distorting their responses to create a false image. 12. One strength of the trait approach to personality is that it a. predicts behavior in many situations. b. is not necessary to job counselors to do their work. c. does not rely on intuition but instead on objective measures. d. explains the development of personality traits. 13. A psychologist asks you to look at some pictures and tell a story about the people in them. Which test are you probably taking? a. Minnesota Multiphasic Personality Inventory (MMPI) b. Picture Description Test (PDT) c. Rorschach test d. Thematic Apperception Test (TAT) 14. Research sometimes finds that high need for Achievement people are ineffective when placed in positions of great responsibility. Researchers say this is probably because these people a. become “burnt-out” in the climb to this position. b. have difficulty delegating authority and relying on subordinates. c. have failed to develop other personality characteristics that might make them effective leaders. d. lose motivation once they reach their goal. 15. Research on achievement and gender finds that men and women often differ in a. how much they want to succeed. b. how they define success. c. the length of time it takes them to succeed. d. how long they persist in the face of setbacks. 16. Cross-cultural researchers investigating achievement motivation find a. individualistic cultures achieve more than collectivist cultures. b. cultures that emphasize group performance tend to achieve more. c. similar levels of need for Achievement in almost all cultures. d. the meaning of achievement varies as a function of culture. 17. According to an attribution analysis of achievement behavior, first-year student Arnold is most likely to improve his academic performance if he attributes poor freshman grades to a. his ability. b. the difficulty of college classes. c. his level of effort. d. inadequate preparation for college