Understanding Abnormal Behavior – 10th Edition Sue (Complete Test Bank with Verified Questions and Answers)

This document provides the full test bank for Understanding Abnormal Behavior, 10th Edition by Sue. It contains multiple-choice, conceptual, applied, and essay questions with verified answers, organized by chapters. Topics covered include the definition and criteria of abnormal behavior, historical and cultural perspectives, psychopathology, diagnostic models, epidemiology, stereotypes about mental illness, and contemporary trends in abnormal psychology. The material is structured to support exam preparation and in-depth learning of key psychological concepts. Instructor’s Manual with Test Bank for Margaret W. Matlin’s The Psychology of Women Seventh Edition (2012) prepared by Margaret W. Matlin State University of New York at Geneseo Lucinda A. DeWitt DeWitt DeConstruction, Minneapolis, MN Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) Contents Syllabus from Dr. Matlin’s Course 1 Research Project Handout 8 Details About Research Projects 13 Chapter Outlines 18 Test Bank 127 1 Introduction 127 2 Gender Stereotypes and Other Gender Biases 151 3 Infancy and Childhood 171 4 Adolescence 194 5 Gender Comparisons in Cognitive Abilities and Attitudes About Achievement 213 6 Gender Comparisons in Social and Personality Characteristics 232 7 Women and Work 248 8 Love Relationships 269 9 Sexuality 288 10 Pregnancy, Childbirth, and Motherhood 307 11 Women and Physical Health 324 12 Women and Psychological Health 343 13 Violence Against Women 361 14 Women and Older Adulthood 378 15 Moving Onward . . . 395 Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) SYLLABUS FROM DR. MARGARET W. MATLIN’S COURSE My syllabus changes somewhat from one semester to the next, but the syllabus below is the version I used in Fall Semester, 2010. (However, the textbook for that course was the 6th edition.) I think it’s important for a syllabus to include a brief description of the course, as well as the goals. From the first page of the syllabus, students should be able to understand the general scope of the course. You can find several additional syllabi for courses on the Psychology of Women or the Psychology of Gender on the website for the Society for the Teaching of Psychology (Division 2 of the American Psychological Association): Scroll down the list of courses on the right-hand side, and you will find the topic “Women and Gender.” Additional note: Psychology of Women Quarterly now includes a “Teaching Section” in each issue. It features between one and three short articles in each issue, which focus on topics related to women and gender, such as critical thinking, social class, social justice advocacy. I am the current editor of this Teaching Section; please email me at , if you have an idea about a potential article related to this teaching! On the first day of class, students also receive a description of the Psychology of Women Research Project, an important component of my course. Later in this document you can find a description of this project, as well as some details about the project. 1 of 381 Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) Psychology of Women Dr. Margaret W. Matlin Psychology 308 Department of Psychology Fall, 2010 SUNY Geneseo SYLLABUS COURSE DESCRIPTION The purpose of this course is to examine the lives of girls and women. We will include topics such as gender stereotypes, the development of gender roles, gender comparisons, women and work, love relationships, sexuality, women’s physical and mental health, violence against women, and women in later adulthood. Students who take this course should acquire a better understanding about girls, women, and gender in North America. As the course instructor, I’m hopeful that each of you will work toward the following goals: 1. To understand the relevant information about the lives of girls and women—as well as gender—with a particular emphasis on the complexity of the issues. 2. To develop critical-thinking skills, so that you can evaluate both the research in professional journals and information described in the popular media. 3. To know how to design your own psychology research project, to conduct the research, and to write an appropriately professional summary of your own research, emphasizing the potential methodological flaws and strengths in your study. 4. To explore your own ideas and attitudes about gender, appreciating that we do not need to be constrained by our culture’s traditional gender roles. 5. To appreciate the inequalities that many individuals face, based on social categories other than gender. These categories include age, disability, sexual orientation, ethnicity, religion, social class, and country of residence. We will also consider some information about inequalities in other cultures, outside North America. READING MATERIALS Our textbook for the course will be: Matlin, M. W. (2008). The psychology of women (6th ed.). Belmont, CA: Cengage/Wadsworth. You’ll need to use this 6th edition, which has a brown and gold cover and a photo of a girl, a young woman, and an older woman. This edition has more than 1,400 new references that were published since the earlier 5th edition, as well as many concepts and research-based studies that were not discussed in the 5th edition. (Do not use the 5th edition, which has a purple cover and a 2 of 381 Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) photo of three middle-aged women, and do not use any shortened paperback version of the textbook.) Your textbook is one I have written, and you’ll need to understand the material in the textbook in order to do well in the course. You will not be able to achieve this knowledge from a superficial reading of the chapters. You should master the terminology and concepts in the textbook. During the lectures and class discussions, I will assume that you are familiar with this information. However, if any part of the textbook is not clear, please let me know! Then we can discuss that topic in class! ** You will also receive one journal article, which you will read and analyze for class discussion. (See below for details.) OFFICE HOURS My scheduled office hours are Monday, 1:15-2:15 p.m., Tuesday, 11:30-12:30, and Thursday, 11:30-12:45. I may need to reschedule an occasional office hour on days when other commitments arise. If my office hours are not convenient, please check with me, and we can schedule an alternate time! My office is in Sturges, Room 121C (main floor, right-hand side). I check my e-mail frequently, usually until about 9 p.m. (). Before contacting me, be sure to check the syllabus and project description to be certain that your question is not answered there. Please include the term “Psychology of Women” in the subject of your e-mail message. Also, proofread the message to make sure that your question is clear. This way, I will not delete your email by mistake, and I can quickly provide you with the most helpful response! You can also leave a brief message on my voice mail (5214). I will check my voice-mail messages several times each week, but not as often as e-mail. REQUIREMENTS 1. Examinations: You will have two 75-minute-long exams, as well as a comprehensive final. The format for all tests will be a combination of essays and multiple-choice questions. Each 75-minute exam will be worth about 50-55 points, and the final exam (about 2 hours long) will be worth about 75 points. The final exam is cumulative, with an emphasis on the last part of the course. 2. Research Paper: The independent research paper is described in detail on a second handout, entitled “Psychology of Women Research Project.” This paper will be worth 55 points. Your preview for your independent research project will be due on Monday, October 18. In one to two pages, you 3 of 381 Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) should state at least two of your hypotheses. Also describe how and where you plan to locate the participants (or the media resources) for your study. The preview must be double-spaced and printed on only one side of the paper, so that I can make comments that you’ll be able to read. In a couple of weeks, I’ll provide details about how to prepare this preview. The paper itself will be due at the beginning of class on Monday, November 22. (One point will be subtracted for each day that either the paper preview or the paper is late.) You must turn in a paper in order to pass this course. The purpose of this paper is to help you understand research techniques, increase your critical-thinking skills, and write professionally. You are not required to see me to discuss the project. However, students who meet with me sometime in September tend to develop the best projects. Print two copies of your paper. Give me a copy that is printed on only one side of the paper. (Again, this allows me to comment in detail, and it will therefore be easier for you to read my comments.) Your second copy can be back-to-back. I’ll return to you the original version with the comments, and you can give me the back-to-back version for my files. The last day on which the paper will be accepted is Thursday, December 2, at 11:30 a.m. This final deadline is firm, so please respect it. 3. Journal Article: You will read one article from the professional journal Sex Roles. You’ll receive a short list of questions about the article, which you must answer (typed, not handwritten). This assignment will be due on October 25. You will need to write at least 2/3 of a page (single spaced) in order to provide enough detail about the research. Make two printed copies of your answers, one to keep for discussion, and one to hand in at the beginning of class, so that I can note that you turned it in. We will discuss the article in small groups on the day that the assignment is due. You will not receive a letter grade on this assignment; you are handing in your answers to the questions to demonstrate that you have read and thought about the article. I will also ask questions about the article on your exams. One point will be subtracted for every day that each assignment is late. In order to pass the course, you must hand in the journal-article summary no later than 10 days after its due date. The purpose of this assignment is to help you to think critically about research, so that you can appreciate how to critique your own research project and other psychology research. 4. Event Summaries: By Monday, December 6, please turn in a typed one-page summary for each of the two programs about women or diversity that you attended outside of class. I will specify which programs can be included in this assignment. They will include films, plays, and invited speakers—both in Geneseo and in the Rochester area. Also, please let me know about any potentially relevant programs you have heard about! Then we can share this information with others in the class. (However, do not substitute another program unless you check with me beforehand.) 4 of 381 Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) Each summary must be at least 2/3 of a page in length (double spaced). I need a hard-copy version, rather than an e-mail version. It will be graded pass-fail, and one point will be subtracted for every day that the event summaries are late. In order to pass the course, you must turn in both summaries no later than Monday, December 13. Please see me in advance if some component of this event-summary assignment is difficult for you. Do not announce on the due date that you could not complete it. Also, do not attend an event unless we discussed it in class or in an email. Please note: Two students failed this course because they did not turn in appropriate event summaries. Another student failed the course because the summaries had been plagiarized. The purpose of this assignment is to broaden your understanding of the many aspects of women’s lives—and other dimensions of diversity—including areas outside psychology. Last semester, for instance, these areas included theater, political science, literature, multicultural programs, sociology, and criminal justice. Most students report that they found the programs very interesting and thought provoking! GRADING T0 determine y0ur grade in the c0urse, I will add up the t0tal number 0f p0ints y0u have 0btained in the c0urse. The f0ll0wing percentages will be used t0 determine y0ur grade: A = 88 - 100% B = 78 - 87% C = 68 - 77% D = 58 - 67% E = bel0w 58% Plus and minus grades will be given t0 students wh0se grades are near the b0undaries. N0TICE AB0UT DISABILITY SERVICES: SUNY Genese0 will make reas0nable acc0mm0dati0ns f0r pers0ns with d0cumented physical, em0ti0nal, 0r learning disabilities. Students sh0uld c0ntact Tabitha Buggie-Hunt, wh0 is the Direct0r 0f the 0ffice 0f Disability Services (Erwin 105D) and als0 c0ntact me t0 discuss needed acc0mm0dati0ns. Please make these arrangements as s00n as p0ssible, s0 that y0u can d0 well in the c0urse. Als0, m0re inf0rmati0n ab0ut services is available at <>. 5 0f 381 Instruct0r’s Manual with Test Bank f0r Margaret W. Matlin’s Psych0l0gy 0f W0men, 7e (2012) ATTENDANCE I d0 n0t take attendance in this c0urse. H0wever, ab0ut half 0f the questi0ns 0n exams are based 0n inf0rmati0n that we discuss in class. Thus, students with high grades in the c0urse are typically th0se with perfect attendance. If y0u miss a class, be sure t0 get the n0tes and assignments fr0m s0me0ne in class. If y0u kn0w y0u will be absent, arrange t0 have a friend pick up any material handed 0ut in class. Make-up examinati0ns will n0t be all0wed unless y0u are seri0usly ill 0r have an extreme pers0nal emergency. In th0se cases, please c0ntact me bef0re the exam, if p0ssible, but n0 later than 2 days after the exam. CLASS SCHEDULE (Classes meet 0n M0ndays fr0m 4:00 t0 6:30 p.m.) Date C0urse C0ntent Reading August 30 Intr0ducti0n Chapter 1 *** M0nday, September 6 is Lab0r Day—N0 classes *** September 13 Gender Stere0types Chapter 2 September 20 Infancy & Childh00d Chapter 3 September 27 Ad0lescence Chapter 4 C0gnitive Abilities & Achievement Chapter 5 0ct0ber 4 EXAMINATI0N #1 (includes Chapters 1-5) Gender C0mparis0ns in S0cial & Pers0nality Chapter 6 *** M0nday 0ct0ber 11 is Fall Break—N0 classes *** 0ct0ber 18 Preview Due f0r Y0ur Research Paper W0men and W0rk Chapter 7 0ct0ber 25 Summary 0f J0urnal Article is Due L0ve Relati0nships Chapter 8 N0vember 1 Sexuality Chapter 9 N0vember 8 EXAMINATI0N #2 (includes class material discussed 0n 0ct.18, 0ct. 25, and N0v. 1, as well as textb00k Chapters 6-9) Pregnancy Chapter 10 6 0f 381 Instruct0r’s Manual with Test Bank f0r Margaret W. Matlin’s Psych0l0gy 0f W0men, 7e (2012) N0vember 15 Physical Health Chapter 11 N0vember 22 Research Paper is Due Psych0l0gical Dis0rders Chapter 12 N0vember 29 Vi0lence Against W0men Chapter 13 December 6 Event Summaries Are Due 0lder Adulth00d Chapter 14 December 13 M0ving 0nward... Chapter 15 FINAL EXAMINATI0N: The c0mprehensive final exam includes all chapters and all lectures. It is scheduled f0r M0nday, December 20, 6:45 t0 9:30 p.m. Half 0f the questi0ns will f0cus 0n the t0pics in the m0st recent material, Chapters 10-15, and half will f0cus 0n earlier t0pics, fr0m Chapters 1-9. 7 0f 381 Instruct0r’s Manual with Test Bank f0r Margaret W. Matlin’s Psych0l0gy 0f W0men, 7e (2012) PSYCH0L0GY 0F W0MEN RESEARCH PR0JECT HAND0UT Psych0l0gy 0f W0men Dr. Margaret W. Matlin Psych0l0gy 308 Department 0f Psych0l0gy Spring, 2007 SUNY Genese0 Psych0l0gy 0f W0men Research Pr0ject The purp0se 0f this pr0ject is t0 intr0duce y0u t0 research ab0ut the Psych0l0gy 0f W0men. Y0u are n0t expected t0 c0nduct the ideal, perfectly c0ntr0lled experiment. Instead, I h0pe that this exercise will pr0vide y0u with a first-hand experience 0f the kinds 0f issues that researchers need t0 c0nsider and the variety 0f challenges that research 0ften presents. The pr0jects generally fall int0 f0ur categ0ries: 1. Archival analyses, 0r quantified inspecti0ns 0f magazines, b00ks, and 0ther aspects 0f media, etc. A typical pr0ject here w0uld be whether males and females are represented differently in the illustrati0ns in elementary-sch00l mathematics textb00ks. 2. Questi0nnaires ab0ut interests, activities, and beliefs. A typical pr0ject w0uld be whether students think that a wife sh0uld perf0rm a greater p0rti0n 0f the h0useh0ld tasks than a husband perf0rms. 3. Naturalistic 0bservati0n, 0r rec0rding 0f behavi0r in a natural setting. A typical pr0ject w0uld be t0 determine whether girls and b0ys differ in their aggressive behavi0r at a public playgr0und. 4. Experiments, with the c0ntr0lled manipulati0n 0f variables. A typical pr0ject w0uld be the study ab0ut aggressi0n, described in the preview 0n p. 2. In all cases, y0u must test at least three hyp0theses. Each hyp0thesis typically c0mpares tw0 numbers (e.g., “This sample 0f mathematics textb00ks will sh0w m0re males than females in the illustrati0ns.”). 8 0f 381 Instruct0r’s Manual with Test Bank f0r Margaret W. Matlin’s Psych0l0gy 0f W0men, 7e (2012) Preparing the Preview 0f Y0ur Paper