Preface
This Test Bank was created for use with the Ninth Edition of the textbook, Psychology, by
Bernstein/Penner/Clarke-Stewart/Roy. Each Test Bank chapter, corresponding to one of the 20 chapters, includes
an average of 165 multiple-choice items and three essay questions with sample answers. In addition, 30 multiple-
choice items cover the Behavioral Genetics appendix, and 45 multiple-choice items cover the Statistics in
Psychological Research appendix. This Test Bank contains a total of 3433 questions.
Number range NL1Multiple-Choice Questions
Approximately 15% of the multiple-choice questions are new or revised for this edition. Chapters 1-18 have each
received approximately 12% new or revised content. In addition to revisions, chapters 19 and 20 have each been
increased from 100 to 165 questions.
With every multiple-choice item, I list the correct answer (ANS), the learning objective (OBJ) that the question
covers, and whether the question requires simple factual recall (MSC: TYPE: F) or deeper conceptual or applied
understanding (MSC: TYPE: C/A). New to this edition is the inclusion of the corresponding chapter heading in
the text (REF: ) where the answer for each question can be found. A question that is used on the website for
additional quizzing is indicated by NOT: www, and the level of Bloom’s Taxonomy the question reaches is found
under the tag, KEY.
Beyond being able to formulate the appropriate balance between factual and conceptual/applied items for the test
or quiz you wish to construct, the information provided in the Test Bank will allow you to formulate the
appropriate balance between easy, moderately difficult, and highly discriminating items. The following section
pertaining to class-tested information describes three statistics (% correct by quintile, the point biserial correlation
coefficient, and % correct by item option) that can be used to judge the difficulty of a particular item. More than
1,700 of the items have been class-tested with between 1,500 and 2,500 introductory psychology students.
Number range NL1Using the Class-Testing Information
Class-testing information (Test Item Analysis) appears with items that have been class-tested item. Class-testing
information is presented in the form of quintiles, a list of the percentage of students choosing each alternative
answer, and a point biserial correlation coefficient. Items that were not class tested can be easily distinguished
from class-tested items by the absence of this information.
The quintiles show how students at different performance levels responded to a particular item. Next to each
class-tested item, the percentage of students in each quintile who answered that particular item correctly will be
displayed. The quintiles contain data from students whose exam scores fell within the following percentile ranges:
Quintiles Percentiles
first eighty-first to one hundredth
second sixty-first to eightieth
third forty-first to sixtieth
fourth twenty-first to fortieth
, fifth first to twentieth
For an ideal question, the first quintile (representing the students who have the best overall exam performance)
will show a greater proportion of students selecting the correct answer than the second quintile will show. The
second quintile will show a greater proportion than the third quintile, and so on. The difficulty level of an item can
be determined by examining what percentage of students in each quintile answered the item correctly.
The following example illustrates a moderately difficult item. While it discriminates between students who are
knowledgeable and those who are not, the overall percentage of correct answers is neither high nor low. Although
easy items generally do not distinguish between students who performed well and those who performed poorly on
the exam, they are often important tests of basic information.
Also provided is a list of the percentage of students who selected each alternative answer on an item. Based on
this information, the instructor can determine the degree to which each alternative answer acted as a distracter.
The final piece of class-testing information is the point biserial correlation coefficient, which can be used to
measure a test’s capacity to differentiate between two groups. In this case, we are using it to assess how well a
particular test item discriminates between students who are knowledgeable and those who are not. In the sample
graph, the point biserial correlation is .45, a moderate value. This indicates a modest tendency for students who
answered this item correctly to obtain higher total exam scores on the test on which this particular item appeared.
Students who answered this item incorrectly tended to obtain lower total exam scores on the test on which this
particular item appeared.
Number range NL1Essay Questions
The Test Bank chapters include three short-answer essay questions. Each question is accompanied by a sample
answer that provides key points a student’s answer should include. This sample answer should help to make
grading essay questions easier, more routine, and less subjective. The sample essays can easily be modified to fit
each instructor’s presentation of and individual emphasis on the material.
Number range NL1Final Words
I have tried to provide you, the instructor, with the finest Test Bank available in introductory psychology. I am
especially happy that I have been able to provide special information designed to help you choose appropriate
items for exams and quizzes, and I hope that you find it useful. Enjoy!
-Christopher Armstrong
,Appendix A- Behaviorial Genetics
LEARNING OBJECTIVES
1Number range NL_a. Explain how behavioral genetics is a study of both environment and heredity. (see
introductory section)
2Number range NL_a. Define genetics. (see The Biology of Genetics and Heredity)
3Number range NL_a. Define chromosomes, genes, and deoxyribonucleic acid (DNA). (see The Biology of
Genetics and Heredity)
4Number range NL_a. Define mitosis. Name the elements involved in meiosis and describe the process itself.
(see The Biology of Genetics and Heredity)
5Number range NL_a. Explain how dominant and recessive genes affect the expression of a trait. Define
polygenic. (see The Biology of Genetics and Heredity)
6Number range NL_a. Define genotype and phenotype. (see The Biology of Genetics and Heredity)
7Number range NL_a. Discuss the history of behavioral genetics, including studies by Galton and the factors
that inhibited research in behavioral genetics. (see A Brief History of Genetic Research in Psychology)
8Number range NL_a. Describe some of the misunderstandings about behavioral genetics. Define heritability.
(see The Focus of Research in Behavioral Genetics)
9Number range NL_a. Describe the results of research on genetic influences over the life span and the genetic
influence of multiple traits. Discuss the studies of the genes responsible for Huntington’s and Alzheimer’s
diseases. (see The Role of Genetic Factors in Psychology)
10Number range NL_a. Discuss how nonshared environmental factors may explain differences between
siblings. (see Behavioral Genetics and Environmental Influences)
11Number range NL_a. Discuss the influence of genetics on environmental events. (see Behavioral Genetics
and Environmental Influences)
MULTIPLE CHOICE
*1. Ruofan is a psychology graduate student who studies how genes affect behavior, In other words, she
conducts research in the field of
a. experimental psychology.
b. introspection.
c. behavioral genetics.
d. psychoanalysis.
ANS: C
OBJ: 1
REF: Appendix A: Behavioral Genetics
KEY: Comprehension
, MSC: TYPE: C/A
2. Balint is a behavioral geneticist who focuses on human behavior and mental processes. Which of the
following is he most likely to investigate?
a. The effects of the environment on learned behavior
b. The way heredity and the environment influence personality
c. How learning influences genotypes
d. Cultural influences on mitosis
ANS: B
OBJ: 1
REF: Appendix A: Behavioral Genetics
KEY: Comprehension
MSC: TYPE: C/A
*3. Rebecca spends a great deal of time researching her family tree. She begins to suspect that she probably has
inherited several physical features and personality traits from her ancestors. To determine if her suspicions
are correct, Rebecca will need to learn more about
a. behaviorism.
b. genetics.
c. humanism.
d. cognitive psychology.
ANS: B
OBJ: 2
REF: Appendix A: Behavioral Genetics/The Biology of Genetics and Heredity
KEY: Comprehension
MSC: TYPE: C/A
*4. The biology of inheritance is called
a. immunology.
b. environmental psychology.
c. biochemistry.
d. genetics.
ANS: D
OBJ: 2
REF: Appendix A: Behavioral Genetics/The Biology of Genetics and Heredity
KEY: Knowledge
MSC: TYPE: F
5. The genes contained in a single cell contain information for constructing
a. every aspect of that individual cell and nothing else.
b. every aspect of the individual organ/muscle to which that cell belongs and nothing else.
c. every aspect of the organ/muscle system to which that cell belongs and nothing else.
d. every aspect of the physical human being to which the cell belongs.
ANS: D
OBJ: 3
REF: Appendix A: Behavioral Genetics/The Biology of Genetics and Heredity
KEY: Knowledge
MSC: TYPE: F
This Test Bank was created for use with the Ninth Edition of the textbook, Psychology, by
Bernstein/Penner/Clarke-Stewart/Roy. Each Test Bank chapter, corresponding to one of the 20 chapters, includes
an average of 165 multiple-choice items and three essay questions with sample answers. In addition, 30 multiple-
choice items cover the Behavioral Genetics appendix, and 45 multiple-choice items cover the Statistics in
Psychological Research appendix. This Test Bank contains a total of 3433 questions.
Number range NL1Multiple-Choice Questions
Approximately 15% of the multiple-choice questions are new or revised for this edition. Chapters 1-18 have each
received approximately 12% new or revised content. In addition to revisions, chapters 19 and 20 have each been
increased from 100 to 165 questions.
With every multiple-choice item, I list the correct answer (ANS), the learning objective (OBJ) that the question
covers, and whether the question requires simple factual recall (MSC: TYPE: F) or deeper conceptual or applied
understanding (MSC: TYPE: C/A). New to this edition is the inclusion of the corresponding chapter heading in
the text (REF: ) where the answer for each question can be found. A question that is used on the website for
additional quizzing is indicated by NOT: www, and the level of Bloom’s Taxonomy the question reaches is found
under the tag, KEY.
Beyond being able to formulate the appropriate balance between factual and conceptual/applied items for the test
or quiz you wish to construct, the information provided in the Test Bank will allow you to formulate the
appropriate balance between easy, moderately difficult, and highly discriminating items. The following section
pertaining to class-tested information describes three statistics (% correct by quintile, the point biserial correlation
coefficient, and % correct by item option) that can be used to judge the difficulty of a particular item. More than
1,700 of the items have been class-tested with between 1,500 and 2,500 introductory psychology students.
Number range NL1Using the Class-Testing Information
Class-testing information (Test Item Analysis) appears with items that have been class-tested item. Class-testing
information is presented in the form of quintiles, a list of the percentage of students choosing each alternative
answer, and a point biserial correlation coefficient. Items that were not class tested can be easily distinguished
from class-tested items by the absence of this information.
The quintiles show how students at different performance levels responded to a particular item. Next to each
class-tested item, the percentage of students in each quintile who answered that particular item correctly will be
displayed. The quintiles contain data from students whose exam scores fell within the following percentile ranges:
Quintiles Percentiles
first eighty-first to one hundredth
second sixty-first to eightieth
third forty-first to sixtieth
fourth twenty-first to fortieth
, fifth first to twentieth
For an ideal question, the first quintile (representing the students who have the best overall exam performance)
will show a greater proportion of students selecting the correct answer than the second quintile will show. The
second quintile will show a greater proportion than the third quintile, and so on. The difficulty level of an item can
be determined by examining what percentage of students in each quintile answered the item correctly.
The following example illustrates a moderately difficult item. While it discriminates between students who are
knowledgeable and those who are not, the overall percentage of correct answers is neither high nor low. Although
easy items generally do not distinguish between students who performed well and those who performed poorly on
the exam, they are often important tests of basic information.
Also provided is a list of the percentage of students who selected each alternative answer on an item. Based on
this information, the instructor can determine the degree to which each alternative answer acted as a distracter.
The final piece of class-testing information is the point biserial correlation coefficient, which can be used to
measure a test’s capacity to differentiate between two groups. In this case, we are using it to assess how well a
particular test item discriminates between students who are knowledgeable and those who are not. In the sample
graph, the point biserial correlation is .45, a moderate value. This indicates a modest tendency for students who
answered this item correctly to obtain higher total exam scores on the test on which this particular item appeared.
Students who answered this item incorrectly tended to obtain lower total exam scores on the test on which this
particular item appeared.
Number range NL1Essay Questions
The Test Bank chapters include three short-answer essay questions. Each question is accompanied by a sample
answer that provides key points a student’s answer should include. This sample answer should help to make
grading essay questions easier, more routine, and less subjective. The sample essays can easily be modified to fit
each instructor’s presentation of and individual emphasis on the material.
Number range NL1Final Words
I have tried to provide you, the instructor, with the finest Test Bank available in introductory psychology. I am
especially happy that I have been able to provide special information designed to help you choose appropriate
items for exams and quizzes, and I hope that you find it useful. Enjoy!
-Christopher Armstrong
,Appendix A- Behaviorial Genetics
LEARNING OBJECTIVES
1Number range NL_a. Explain how behavioral genetics is a study of both environment and heredity. (see
introductory section)
2Number range NL_a. Define genetics. (see The Biology of Genetics and Heredity)
3Number range NL_a. Define chromosomes, genes, and deoxyribonucleic acid (DNA). (see The Biology of
Genetics and Heredity)
4Number range NL_a. Define mitosis. Name the elements involved in meiosis and describe the process itself.
(see The Biology of Genetics and Heredity)
5Number range NL_a. Explain how dominant and recessive genes affect the expression of a trait. Define
polygenic. (see The Biology of Genetics and Heredity)
6Number range NL_a. Define genotype and phenotype. (see The Biology of Genetics and Heredity)
7Number range NL_a. Discuss the history of behavioral genetics, including studies by Galton and the factors
that inhibited research in behavioral genetics. (see A Brief History of Genetic Research in Psychology)
8Number range NL_a. Describe some of the misunderstandings about behavioral genetics. Define heritability.
(see The Focus of Research in Behavioral Genetics)
9Number range NL_a. Describe the results of research on genetic influences over the life span and the genetic
influence of multiple traits. Discuss the studies of the genes responsible for Huntington’s and Alzheimer’s
diseases. (see The Role of Genetic Factors in Psychology)
10Number range NL_a. Discuss how nonshared environmental factors may explain differences between
siblings. (see Behavioral Genetics and Environmental Influences)
11Number range NL_a. Discuss the influence of genetics on environmental events. (see Behavioral Genetics
and Environmental Influences)
MULTIPLE CHOICE
*1. Ruofan is a psychology graduate student who studies how genes affect behavior, In other words, she
conducts research in the field of
a. experimental psychology.
b. introspection.
c. behavioral genetics.
d. psychoanalysis.
ANS: C
OBJ: 1
REF: Appendix A: Behavioral Genetics
KEY: Comprehension
, MSC: TYPE: C/A
2. Balint is a behavioral geneticist who focuses on human behavior and mental processes. Which of the
following is he most likely to investigate?
a. The effects of the environment on learned behavior
b. The way heredity and the environment influence personality
c. How learning influences genotypes
d. Cultural influences on mitosis
ANS: B
OBJ: 1
REF: Appendix A: Behavioral Genetics
KEY: Comprehension
MSC: TYPE: C/A
*3. Rebecca spends a great deal of time researching her family tree. She begins to suspect that she probably has
inherited several physical features and personality traits from her ancestors. To determine if her suspicions
are correct, Rebecca will need to learn more about
a. behaviorism.
b. genetics.
c. humanism.
d. cognitive psychology.
ANS: B
OBJ: 2
REF: Appendix A: Behavioral Genetics/The Biology of Genetics and Heredity
KEY: Comprehension
MSC: TYPE: C/A
*4. The biology of inheritance is called
a. immunology.
b. environmental psychology.
c. biochemistry.
d. genetics.
ANS: D
OBJ: 2
REF: Appendix A: Behavioral Genetics/The Biology of Genetics and Heredity
KEY: Knowledge
MSC: TYPE: F
5. The genes contained in a single cell contain information for constructing
a. every aspect of that individual cell and nothing else.
b. every aspect of the individual organ/muscle to which that cell belongs and nothing else.
c. every aspect of the organ/muscle system to which that cell belongs and nothing else.
d. every aspect of the physical human being to which the cell belongs.
ANS: D
OBJ: 3
REF: Appendix A: Behavioral Genetics/The Biology of Genetics and Heredity
KEY: Knowledge
MSC: TYPE: F
