Comprehensive Psychology Exam Q&A for Graduate
Students
Prepared for Stuvia
June 21, 2025
Abstract
This document provides a comprehensive Q&A resource for graduate students preparing for
psychology exams, covering core areas, research methods, applied psychology, theories,
ethics, and a practice exam. Designed to meet Stuvias standards, it ensures academic rigor and
practical utility.
,Table of Contents
1 Introduction 5
1.1 Tips for Exam Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2 Core Areas of Psychology 5
2.1 Cognitive Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.1.1 Question 1.1: How does the dual-process theory explain decision-making
errors in high-pressure situations, and what interventions can mitigate
these errors? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.1.2 Question 1.2: Discuss the role of working memory in problem-solving,
including its limitations as outlined in Baddeleys model. . . . . . . . . 5
2.1.3 Question 1.3: How does selective attention influence perception, and
what are the implications for eyewitness testimony? . . . . . . . . . . . 6
2.1.4 Question 1.4: Explain the concept of cognitive load and its impact on
learning in educational settings. . . . . . . . . . . . . . . . . . . . . . 6
2.1.5 Question 1.5: How does the concept of schemas influence memory re-
construction, and what are the potential drawbacks? . . . . . . . . . . . 6
2.2 Developmental Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
2.2.1 Question 1.6: How does Vygotskys sociocultural theory differ from
Piagets cognitive development theory in explaining cognitive growth? . 6
2.2.2 Question 1.7: Discuss the impact of attachment styles on adult romantic
relationships, referencing Ainsworths work. . . . . . . . . . . . . . . . 7
2.2.3 Question 1.8: How does bullying in adolescence affect long-term men-
tal health, and what interventions are effective? . . . . . . . . . . . . . 7
2.2.4 Question 1.9: Explain Eriksons psychosocial stages and their relevance
to identity development in adolescence. . . . . . . . . . . . . . . . . . 7
2.2.5 Question 1.10: How does neuroplasticity influence cognitive develop-
ment in early childhood? . . . . . . . . . . . . . . . . . . . . . . . . . 7
2.3 Biological/Neuropsychology . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2.3.1 Question 1.11: How do neurotransmitters influence mood disorders,
and what are the implications for pharmacological treatments? . . . . . 8
2.3.2 Question 1.12: Discuss the role of the amygdala in emotional process-
ing and its dysfunction in anxiety disorders. . . . . . . . . . . . . . . . 8
2.3.3 Question 1.13: How does the prefrontal cortex contribute to executive
functioning, and what happens when it is impaired? . . . . . . . . . . . 8
2.3.4 Question 1.14: Explain the role of neuroplasticity in recovery from
brain injury. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2.3.5 Question 1.15: How does the hypothalamic-pituitary-adrenal (HPA)
axis influence stress responses, and what are the implications for chronic
stress? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.4 Social Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.4.1 Question 1.16: How does social identity theory explain prejudice, and
what strategies reduce intergroup bias? . . . . . . . . . . . . . . . . . . 9
2.4.2 Question 1.17: Discuss the bystander effect and its implications for
emergency interventions. . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.4.3 Question 1.18: How does conformity influence group behavior, and
what factors modulate its effects? . . . . . . . . . . . . . . . . . . . . 9
2
, Comprehensive Psychology Exam Q&A for Graduate Students Prepared for Stuvia
2.4.4 Question 1.19: Explain the role of cognitive dissonance in attitude
change, with a real-world example. . . . . . . . . . . . . . . . . . . . . 9
2.4.5 Question 1.20: How does stereotype threat impact academic perfor-
mance, and what interventions are effective? . . . . . . . . . . . . . . . 10
2.5 Clinical and Counseling Psychology . . . . . . . . . . . . . . . . . . . . . . . 10
2.5.1 Question 1.21: A client presents with symptoms of depression but is
reluctant to engage in therapy. How would you apply motivational in-
terviewing to increase engagement? . . . . . . . . . . . . . . . . . . . 10
2.5.2 Question 1.22: Compare CBT and psychodynamic therapy for treating
anxiety disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.5.3 Question 1.23: How does the DSM-5 define PTSD, and what are evidence-
based treatments? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.5.4 Question 1.24: Discuss the role of cultural competence in clinical prac-
tice with diverse populations. . . . . . . . . . . . . . . . . . . . . . . . 10
2.5.5 Question 1.25: How does the diathesis-stress model explain the devel-
opment of schizophrenia? . . . . . . . . . . . . . . . . . . . . . . . . . 11
3 Research Methods & Statistics 11
3.0.1 Question 2.1: What are the advantages and disadvantages of random-
ized controlled trials (RCTs) in psychological research? . . . . . . . . . 11
3.0.2 Question 2.2: Explain the difference between Type I and Type II errors
in hypothesis testing, and how they relate to statistical power. . . . . . . 11
3.0.3 Question 2.3: How do qualitative and quantitative methods complement
each other in mixed-methods research? . . . . . . . . . . . . . . . . . 11
3.0.4 Question 2.4: What is the role of effect size in interpreting research
findings, and how is it calculated? . . . . . . . . . . . . . . . . . . . . 12
3.0.5 Question 2.5: Discuss ethical considerations in psychological research
involving vulnerable populations. . . . . . . . . . . . . . . . . . . . . 12
3.0.6 Question 2.6: How does a factorial ANOVA differ from a one-way
ANOVA, and when is it used? . . . . . . . . . . . . . . . . . . . . . . 12
3.0.7 Question 2.7: Explain the concept of reliability and validity in psycho-
logical measurement. . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
4 Applied Psychology 12
4.0.1 Question 3.1: How can health psychology principles be applied to im-
prove adherence to medical treatments? . . . . . . . . . . . . . . . . . 12
4.0.2 Question 3.2: In organizational psychology, how does transformational
leadership influence employee motivation? . . . . . . . . . . . . . . . . 13
4.0.3 Question 3.3: How can educational psychology principles enhance in-
clusive classrooms for students with disabilities? . . . . . . . . . . . . 13
4.0.4 Question 3.4: In forensic psychology, how is risk assessment conducted
for violent offenders, and what tools are used? . . . . . . . . . . . . . . 13
4.0.5 Question 3.5: Case Study: A company experiences high employee
turnover. How can I/O psychology address this issue? . . . . . . . . . . 13
5 Theories & Perspectives 13
5.0.1 Question 4.1: Compare cognitive-behavioral and humanistic theories in
explaining mental health disorders. . . . . . . . . . . . . . . . . . . . . 13
5.0.2 Question 4.2: How do psychodynamic and biological perspectives dif-
fer in explaining personality disorders? . . . . . . . . . . . . . . . . . 14
3
Students
Prepared for Stuvia
June 21, 2025
Abstract
This document provides a comprehensive Q&A resource for graduate students preparing for
psychology exams, covering core areas, research methods, applied psychology, theories,
ethics, and a practice exam. Designed to meet Stuvias standards, it ensures academic rigor and
practical utility.
,Table of Contents
1 Introduction 5
1.1 Tips for Exam Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2 Core Areas of Psychology 5
2.1 Cognitive Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.1.1 Question 1.1: How does the dual-process theory explain decision-making
errors in high-pressure situations, and what interventions can mitigate
these errors? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.1.2 Question 1.2: Discuss the role of working memory in problem-solving,
including its limitations as outlined in Baddeleys model. . . . . . . . . 5
2.1.3 Question 1.3: How does selective attention influence perception, and
what are the implications for eyewitness testimony? . . . . . . . . . . . 6
2.1.4 Question 1.4: Explain the concept of cognitive load and its impact on
learning in educational settings. . . . . . . . . . . . . . . . . . . . . . 6
2.1.5 Question 1.5: How does the concept of schemas influence memory re-
construction, and what are the potential drawbacks? . . . . . . . . . . . 6
2.2 Developmental Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
2.2.1 Question 1.6: How does Vygotskys sociocultural theory differ from
Piagets cognitive development theory in explaining cognitive growth? . 6
2.2.2 Question 1.7: Discuss the impact of attachment styles on adult romantic
relationships, referencing Ainsworths work. . . . . . . . . . . . . . . . 7
2.2.3 Question 1.8: How does bullying in adolescence affect long-term men-
tal health, and what interventions are effective? . . . . . . . . . . . . . 7
2.2.4 Question 1.9: Explain Eriksons psychosocial stages and their relevance
to identity development in adolescence. . . . . . . . . . . . . . . . . . 7
2.2.5 Question 1.10: How does neuroplasticity influence cognitive develop-
ment in early childhood? . . . . . . . . . . . . . . . . . . . . . . . . . 7
2.3 Biological/Neuropsychology . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2.3.1 Question 1.11: How do neurotransmitters influence mood disorders,
and what are the implications for pharmacological treatments? . . . . . 8
2.3.2 Question 1.12: Discuss the role of the amygdala in emotional process-
ing and its dysfunction in anxiety disorders. . . . . . . . . . . . . . . . 8
2.3.3 Question 1.13: How does the prefrontal cortex contribute to executive
functioning, and what happens when it is impaired? . . . . . . . . . . . 8
2.3.4 Question 1.14: Explain the role of neuroplasticity in recovery from
brain injury. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2.3.5 Question 1.15: How does the hypothalamic-pituitary-adrenal (HPA)
axis influence stress responses, and what are the implications for chronic
stress? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.4 Social Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.4.1 Question 1.16: How does social identity theory explain prejudice, and
what strategies reduce intergroup bias? . . . . . . . . . . . . . . . . . . 9
2.4.2 Question 1.17: Discuss the bystander effect and its implications for
emergency interventions. . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.4.3 Question 1.18: How does conformity influence group behavior, and
what factors modulate its effects? . . . . . . . . . . . . . . . . . . . . 9
2
, Comprehensive Psychology Exam Q&A for Graduate Students Prepared for Stuvia
2.4.4 Question 1.19: Explain the role of cognitive dissonance in attitude
change, with a real-world example. . . . . . . . . . . . . . . . . . . . . 9
2.4.5 Question 1.20: How does stereotype threat impact academic perfor-
mance, and what interventions are effective? . . . . . . . . . . . . . . . 10
2.5 Clinical and Counseling Psychology . . . . . . . . . . . . . . . . . . . . . . . 10
2.5.1 Question 1.21: A client presents with symptoms of depression but is
reluctant to engage in therapy. How would you apply motivational in-
terviewing to increase engagement? . . . . . . . . . . . . . . . . . . . 10
2.5.2 Question 1.22: Compare CBT and psychodynamic therapy for treating
anxiety disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.5.3 Question 1.23: How does the DSM-5 define PTSD, and what are evidence-
based treatments? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.5.4 Question 1.24: Discuss the role of cultural competence in clinical prac-
tice with diverse populations. . . . . . . . . . . . . . . . . . . . . . . . 10
2.5.5 Question 1.25: How does the diathesis-stress model explain the devel-
opment of schizophrenia? . . . . . . . . . . . . . . . . . . . . . . . . . 11
3 Research Methods & Statistics 11
3.0.1 Question 2.1: What are the advantages and disadvantages of random-
ized controlled trials (RCTs) in psychological research? . . . . . . . . . 11
3.0.2 Question 2.2: Explain the difference between Type I and Type II errors
in hypothesis testing, and how they relate to statistical power. . . . . . . 11
3.0.3 Question 2.3: How do qualitative and quantitative methods complement
each other in mixed-methods research? . . . . . . . . . . . . . . . . . 11
3.0.4 Question 2.4: What is the role of effect size in interpreting research
findings, and how is it calculated? . . . . . . . . . . . . . . . . . . . . 12
3.0.5 Question 2.5: Discuss ethical considerations in psychological research
involving vulnerable populations. . . . . . . . . . . . . . . . . . . . . 12
3.0.6 Question 2.6: How does a factorial ANOVA differ from a one-way
ANOVA, and when is it used? . . . . . . . . . . . . . . . . . . . . . . 12
3.0.7 Question 2.7: Explain the concept of reliability and validity in psycho-
logical measurement. . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
4 Applied Psychology 12
4.0.1 Question 3.1: How can health psychology principles be applied to im-
prove adherence to medical treatments? . . . . . . . . . . . . . . . . . 12
4.0.2 Question 3.2: In organizational psychology, how does transformational
leadership influence employee motivation? . . . . . . . . . . . . . . . . 13
4.0.3 Question 3.3: How can educational psychology principles enhance in-
clusive classrooms for students with disabilities? . . . . . . . . . . . . 13
4.0.4 Question 3.4: In forensic psychology, how is risk assessment conducted
for violent offenders, and what tools are used? . . . . . . . . . . . . . . 13
4.0.5 Question 3.5: Case Study: A company experiences high employee
turnover. How can I/O psychology address this issue? . . . . . . . . . . 13
5 Theories & Perspectives 13
5.0.1 Question 4.1: Compare cognitive-behavioral and humanistic theories in
explaining mental health disorders. . . . . . . . . . . . . . . . . . . . . 13
5.0.2 Question 4.2: How do psychodynamic and biological perspectives dif-
fer in explaining personality disorders? . . . . . . . . . . . . . . . . . 14
3
