EPPP Practice Exam Questions With
Complete Solutions
J. Berry acculturation, integration - CORRECT ANSWER✔✔-J. Barry
| | | | | | | |
conceptualizes acculturation as many models existing on a continuum,| | | | | | | | |
with the minority culture and the majority or mainstream culture at
| | | | | | | | | | |
opposite poles. Integration would be displayed by an individual who has
| | | | | | | | | |
high retention of the minority culture and high maintenance of the
| | | | | | | | | | | |
mainstream culture. |
Lenore Walker cycle of violence, battered women - CORRECT
| | | | | | | | |
ANSWER✔✔-Lenore Walker describes a cycle of violence that involves | | | | | | | | |
three stags: tension building, acute battering incident, and loving
| | | | | | | | |
contrition. According to Walker, most of the benefits of the relationship
| | | | | | | | | | |
occur in the third stage, when the batterer offers apologies, assurances
| | | | | | | | | | |
that the attacks will never happen again, and declarations of love. The
| | | | | | | | | | | |
relationship tends to remain stable when the balance between the costs
| | | | | | | | | |
of the abuse and the benefits of the relationship are fairly similar. As
| | | | | | | | | | | | | |
violence escalates, the relationship becomes more unstable, and the
| | | | | | | | |
man escalates his charming behavior in an attempt to restore stability.
| | | | | | | | | |
behavioral contrast effect - CORRECT ANSWER✔✔-If we are reinforced
| | | | | | | | |
for performing two different operants, and reinforcement for one of
| | | | | | | | | |
these behaviors stops, we tend to increase the rate of the remaining
| | | | | | | | | | | |
,reinforced behavior. That is probably because the reinforcement that
| | | | | | | | |
remains seems to become more valuable.
| | | | |
doctrine of comparable worth - CORRECT ANSWER✔✔-States that
| | | | | | | |
workers (in particular, men and women) should get equal pay for
| | | | | | | | | | |
performing jobs that have equivalent worth (use job evaluation)
| | | | | | | |
M. Seligman theory of learned optimism - CORRECT ANSWER✔✔-In
| | | | | | | | |
Seligman's theory of learned optimism, attributions of optimistic people
| | | | | | | |
are believed to be the opposite of attributions of depressed people.
| | | | | | | | | | | |
Since depressed people make internal, stable, and global attributions to
| | | | | | | | | |
negative events, optimistic people would tend to make external,
| | | | | | | | |
unstable, and specific attributions in response to negative events.
| | | | | | | | |
Therefore, we can readily eliminate "B" ("I didn't study enough") since
| | | | | | | | | | |
that's an internal attribution. Choice "C" ("the teacher is always a tough
| | | | | | | | | | | |
grader") is a stable attribution. That leaves Choices "A" ("I was unlucky")
| | | | | | | | | | |
and Choice "D" ("the test was hard this time") - which are both external
| | | | | | | | | | | | | | |
and unstable attributions. Of the two, however, Choice "D" is better
| | | | | | | | | | |
since being unlucky would imply that success is a matter of luck.
| | | | | | | | | | |
Course of Antisocial Personality Disorder - CORRECT ANSWER✔✔-The
| | | | | | | |
symptoms of Antisocial Personality Disorder (APD), particularly criminal
| | | | | | | |
behaviors, often become less evident as an individual grows older (DSM-
| | | | | | | | | |
TR-IV, p. 704). APD has a chronic course and while some symptoms like
| | | | | | | | | | | | |
criminal behaviors may decrease, other symptoms such as difficulties
| | | | | | | | |
with interpersonal relationships may persist. (See: Paris, J. (2004).
| | | | | | | | |
,Personality disorders over time: Implications for therapy, American
| | | | | | | |
Journal of Psychotherapy, 58(4), 420-429.)
| | | |
Group polarization - CORRECT ANSWER✔✔-A group's decisions tend to
| | | | | | | | |
be more extreme (in one direction or the other) than those that would
| | | | | | | | | | | | |
be made by individuals in the group acting alone. This phenomenon is
| | | | | | | | | | | |
referred to as group polarization. One explanation for group polarization
| | | | | | | | |
is that group members are more willing to support extreme decisions
| | | | | | | | | | | |
because, as group members, they won't have to take as much personal
| | | | | | | | | | | |
responsibility for their decisions as they would if they were acting alone.
| | | | | | | | | | |
Solomon's four group design - CORRECT ANSWER✔✔-a true
| | | | | | | |
experimental design used to evaluate the effects of pretesting, since
| | | | | | | | | |
some groups are pretested and others are not.
| | | | | | |
MANOVA - CORRECT ANSWER✔✔-A MANOVA (multivariate analysis of
| | | | | | | |
variance) is used to analyze the effects of one or more independent
| | | | | | | | | | | |
variables on two or more dependent variables that are each measured
| | | | | | | | | | |
on an interval or ratio scale.
| | | | |
factorial ANOVA - CORRECT ANSWER✔✔-A factorial ANOVA (a.) is used
| | | | | | | | | |
to analyze data when a factorial design, which includes two or more
| | | | | | | | | | | |
independent variables, is used and the dependent variable is measured
| | | | | | | | | |
on an interval or ratio scale.
| | | | |
, Factorial designs also allow for the assessment of both main effects (the
| | | | | | | | | | | |
effects of each independent variable considered individually) and
| | | | | | | |
interaction effects (the effects of each variable at the different levels of
| | | | | | | | | | | |
the other variable). The study described in this question has two
| | | | | | | | | |
|"significant main effects" for the independent variables: type of reading
| | | | | | | | |
|program and past level of reading comprehension. And a "significant
| | | | | | | | | |
interaction effect" means that the effects of the different reading
| | | | | | | | | |
programs varied significantly for students at different reading levels. For
| | | | | | | | | |
example, "Reading Program A" may have been highly effective for above
| | | | | | | | | |
|average students, moderately effective for average students, yet
| | | | | | | |
ineffective for below average students. On the other hand, "Reading
| | | | | | | | | |
Program B" may have been only effective for below average students,
| | | | | | | | | | |
while "Reading Program C" may not have been effective for any
| | | | | | | | | | |
students.
One-Way ANOVA - CORRECT ANSWER✔✔-A one-way ANOVA (c.) is used
| | | | | | | | |
|when a study has one independent variable and more than two
| | | | | | | | | | |
independent groups. |
Split-Plot (mixed) ANOVA - CORRECT ANSWER✔✔-The split-plot (mixed)
| | | | | | |
ANOVA (d.) is the appropriate technique when at least one independent
| | | | | | | | | | |
variable is a between-groups variable and another independent
| | | | | | | | |
variable is a within-subjects variable.
| | | |
experiment wise error rate - CORRECT ANSWER✔✔-alpha (chance of
| | | | | | | | |
Type I error) for all analyses done on a data set
| | | | | | | | | |
Complete Solutions
J. Berry acculturation, integration - CORRECT ANSWER✔✔-J. Barry
| | | | | | | |
conceptualizes acculturation as many models existing on a continuum,| | | | | | | | |
with the minority culture and the majority or mainstream culture at
| | | | | | | | | | |
opposite poles. Integration would be displayed by an individual who has
| | | | | | | | | |
high retention of the minority culture and high maintenance of the
| | | | | | | | | | | |
mainstream culture. |
Lenore Walker cycle of violence, battered women - CORRECT
| | | | | | | | |
ANSWER✔✔-Lenore Walker describes a cycle of violence that involves | | | | | | | | |
three stags: tension building, acute battering incident, and loving
| | | | | | | | |
contrition. According to Walker, most of the benefits of the relationship
| | | | | | | | | | |
occur in the third stage, when the batterer offers apologies, assurances
| | | | | | | | | | |
that the attacks will never happen again, and declarations of love. The
| | | | | | | | | | | |
relationship tends to remain stable when the balance between the costs
| | | | | | | | | |
of the abuse and the benefits of the relationship are fairly similar. As
| | | | | | | | | | | | | |
violence escalates, the relationship becomes more unstable, and the
| | | | | | | | |
man escalates his charming behavior in an attempt to restore stability.
| | | | | | | | | |
behavioral contrast effect - CORRECT ANSWER✔✔-If we are reinforced
| | | | | | | | |
for performing two different operants, and reinforcement for one of
| | | | | | | | | |
these behaviors stops, we tend to increase the rate of the remaining
| | | | | | | | | | | |
,reinforced behavior. That is probably because the reinforcement that
| | | | | | | | |
remains seems to become more valuable.
| | | | |
doctrine of comparable worth - CORRECT ANSWER✔✔-States that
| | | | | | | |
workers (in particular, men and women) should get equal pay for
| | | | | | | | | | |
performing jobs that have equivalent worth (use job evaluation)
| | | | | | | |
M. Seligman theory of learned optimism - CORRECT ANSWER✔✔-In
| | | | | | | | |
Seligman's theory of learned optimism, attributions of optimistic people
| | | | | | | |
are believed to be the opposite of attributions of depressed people.
| | | | | | | | | | | |
Since depressed people make internal, stable, and global attributions to
| | | | | | | | | |
negative events, optimistic people would tend to make external,
| | | | | | | | |
unstable, and specific attributions in response to negative events.
| | | | | | | | |
Therefore, we can readily eliminate "B" ("I didn't study enough") since
| | | | | | | | | | |
that's an internal attribution. Choice "C" ("the teacher is always a tough
| | | | | | | | | | | |
grader") is a stable attribution. That leaves Choices "A" ("I was unlucky")
| | | | | | | | | | |
and Choice "D" ("the test was hard this time") - which are both external
| | | | | | | | | | | | | | |
and unstable attributions. Of the two, however, Choice "D" is better
| | | | | | | | | | |
since being unlucky would imply that success is a matter of luck.
| | | | | | | | | | |
Course of Antisocial Personality Disorder - CORRECT ANSWER✔✔-The
| | | | | | | |
symptoms of Antisocial Personality Disorder (APD), particularly criminal
| | | | | | | |
behaviors, often become less evident as an individual grows older (DSM-
| | | | | | | | | |
TR-IV, p. 704). APD has a chronic course and while some symptoms like
| | | | | | | | | | | | |
criminal behaviors may decrease, other symptoms such as difficulties
| | | | | | | | |
with interpersonal relationships may persist. (See: Paris, J. (2004).
| | | | | | | | |
,Personality disorders over time: Implications for therapy, American
| | | | | | | |
Journal of Psychotherapy, 58(4), 420-429.)
| | | |
Group polarization - CORRECT ANSWER✔✔-A group's decisions tend to
| | | | | | | | |
be more extreme (in one direction or the other) than those that would
| | | | | | | | | | | | |
be made by individuals in the group acting alone. This phenomenon is
| | | | | | | | | | | |
referred to as group polarization. One explanation for group polarization
| | | | | | | | |
is that group members are more willing to support extreme decisions
| | | | | | | | | | | |
because, as group members, they won't have to take as much personal
| | | | | | | | | | | |
responsibility for their decisions as they would if they were acting alone.
| | | | | | | | | | |
Solomon's four group design - CORRECT ANSWER✔✔-a true
| | | | | | | |
experimental design used to evaluate the effects of pretesting, since
| | | | | | | | | |
some groups are pretested and others are not.
| | | | | | |
MANOVA - CORRECT ANSWER✔✔-A MANOVA (multivariate analysis of
| | | | | | | |
variance) is used to analyze the effects of one or more independent
| | | | | | | | | | | |
variables on two or more dependent variables that are each measured
| | | | | | | | | | |
on an interval or ratio scale.
| | | | |
factorial ANOVA - CORRECT ANSWER✔✔-A factorial ANOVA (a.) is used
| | | | | | | | | |
to analyze data when a factorial design, which includes two or more
| | | | | | | | | | | |
independent variables, is used and the dependent variable is measured
| | | | | | | | | |
on an interval or ratio scale.
| | | | |
, Factorial designs also allow for the assessment of both main effects (the
| | | | | | | | | | | |
effects of each independent variable considered individually) and
| | | | | | | |
interaction effects (the effects of each variable at the different levels of
| | | | | | | | | | | |
the other variable). The study described in this question has two
| | | | | | | | | |
|"significant main effects" for the independent variables: type of reading
| | | | | | | | |
|program and past level of reading comprehension. And a "significant
| | | | | | | | | |
interaction effect" means that the effects of the different reading
| | | | | | | | | |
programs varied significantly for students at different reading levels. For
| | | | | | | | | |
example, "Reading Program A" may have been highly effective for above
| | | | | | | | | |
|average students, moderately effective for average students, yet
| | | | | | | |
ineffective for below average students. On the other hand, "Reading
| | | | | | | | | |
Program B" may have been only effective for below average students,
| | | | | | | | | | |
while "Reading Program C" may not have been effective for any
| | | | | | | | | | |
students.
One-Way ANOVA - CORRECT ANSWER✔✔-A one-way ANOVA (c.) is used
| | | | | | | | |
|when a study has one independent variable and more than two
| | | | | | | | | | |
independent groups. |
Split-Plot (mixed) ANOVA - CORRECT ANSWER✔✔-The split-plot (mixed)
| | | | | | |
ANOVA (d.) is the appropriate technique when at least one independent
| | | | | | | | | | |
variable is a between-groups variable and another independent
| | | | | | | | |
variable is a within-subjects variable.
| | | |
experiment wise error rate - CORRECT ANSWER✔✔-alpha (chance of
| | | | | | | | |
Type I error) for all analyses done on a data set
| | | | | | | | | |
