Psychology Comprehensive Exam Q&A Bank
Psychology Comprehensive Exam
Q&A Bank
This comprehensive exam Q&A bank provides 30 meticulously crafted questions across all
major psychology domains: research methods, biological foundations, cognitive processes,
developmental stages, social influences, and abnormal psychology. Tailored for university
students at all levels, from introductory to advanced, it includes 20 multiple-choice, 6
true/false, and 4 short-answer questions, each with detailed step-by-step rationales that
clarify reasoning, eliminate incorrect options, and connect to academic contexts such
as exam preparation, group collaboration, and mental health. Grounded in seminal
research, rationales incorporate evidence-based insights, practical revision strategies, and
level-specific guidance to foster critical thinking and ensure exam success. This bank is
designed as a robust resource for comprehensive exam preparation, supporting students
in mastering key concepts and applying them confidently in diverse exam formats.
1 Research Methods in Psychology
Research methods are the cornerstone of psychological science, enabling students to design
rigorous studies, interpret data, and adhere to ethical standards. This section tests exper-
imental design, statistical analysis, and research ethics through university-relevant scenar-
ios, with questions spanning basic to advanced concepts. Step-by-step rationales clarify
methodological principles and provide revision strategies, such as creating study design
outlines or practicing statistical interpretation, to enhance exam performance across all
levels.
1.1 Multiple-Choice Questions
1. A student investigates whether peer tutoring improves exam scores.
What is the independent variable?
a) Exam scores
b) Peer tutoring
c) Student motivation
d) Study duration
Answer: b
Step-by-Step Rationale:
(a) Define the independent variable (IV): the factor manipulated to observe its
effect (Campbell Stanley, 1963).
1
, Psychology Comprehensive Exam Q&A Bank
(b) Option a: Exam scores are measured, making them the dependent variable
(DV).
(c) Option b: Peer tutoring is manipulated (tutoring vs. no tutoring), fitting the
IV definition.
(d) Option c: Motivation is a potential confound, not manipulated.
(e) Option d: Study duration is not specified as manipulated.
(f) Conclusion: Peer tutoring is the IV.
Revision Tip: Create flashcards for IV and DV, using examples like peer tutor-
ing. For advanced students, design a mock study identifying variables to reinforce
application.
2. A study finds a relationship between screen time and student stress. Can
it claim causation?
a) Yes, with a large sample
b) No, correlation does not imply causation
c) Yes, if longitudinal
d) No, unless experimental
Answer: b
Step-by-Step Rationale:
(a) Identify the study type: a relationship suggests correlation (Rosenbaum, 2002).
(b) Correlation cannot prove causation due to confounds (e.g., academic pressure
causing both).
(c) Option a: Sample size doesnt address confounds.
(d) Option b: Correctly states correlations limitation.
(e) Option c: Longitudinal studies track over time but remain correlational with-
out manipulation.
(f) Option d: Experiments are needed, but the question implies correlation.
(g) Conclusion: The study cannot claim causation.
Revision Tip: Summarize correlation vs. causation in a table. Intermediate
students can list potential confounds, while advanced students should critique study
designs for causal inferences.
3. What ensures ethical participation in a study on academic anxiety?
a) Anonymity
b) Informed consent
2
, Psychology Comprehensive Exam Q&A Bank
c) Random sampling
d) Debriefing
Answer: b
Step-by-Step Rationale:
(a) Recall APA (2017) ethical guidelines: participant rights are paramount.
(b) Option a: Anonymity protects privacy but isnt the primary requirement.
(c) Option b: Informed consent ensures participants understand the studys pur-
pose, risks, and rights (Belmont Report, 1979).
(d) Option c: Random sampling enhances generalizability, not ethics.
(e) Option d: Debriefing occurs post-study, not ensuring participation ethics.
(f) Conclusion: Informed consent is essential.
Revision Tip: Memorize APA ethical principles using mnemonics. Advanced
students should analyze ethical dilemmas in sensitive studies like anxiety research.
4. A study on mindfulness with a p-value of 0.02 indicates:
a) A 2% chance of a true effect
b) Statistical significance
c) A 98% chance of error
d) No effect
Answer: b
Step-by-Step Rationale:
(a) Understand p-value: probability of results occurring by chance (Fisher, 1925).
(b) P < 0.05 indicates significance, rejecting the null hypothesis.
(c) Option a: Misinterprets p-value as effect probability.
(d) Option b: Correctly identifies significance.
(e) Option c: Inverts the p-values meaning.
(f) Option d: Contradicts the low p-value.
(g) Conclusion: The result is statistically significant.
Revision Tip: Practice interpreting p-values with mock data. Advanced students
should explain significance in the context of mindfulness interventions.
5. Which method best studies a rare case of exam phobia?
a) Experiment
b) Case study
3
Psychology Comprehensive Exam
Q&A Bank
This comprehensive exam Q&A bank provides 30 meticulously crafted questions across all
major psychology domains: research methods, biological foundations, cognitive processes,
developmental stages, social influences, and abnormal psychology. Tailored for university
students at all levels, from introductory to advanced, it includes 20 multiple-choice, 6
true/false, and 4 short-answer questions, each with detailed step-by-step rationales that
clarify reasoning, eliminate incorrect options, and connect to academic contexts such
as exam preparation, group collaboration, and mental health. Grounded in seminal
research, rationales incorporate evidence-based insights, practical revision strategies, and
level-specific guidance to foster critical thinking and ensure exam success. This bank is
designed as a robust resource for comprehensive exam preparation, supporting students
in mastering key concepts and applying them confidently in diverse exam formats.
1 Research Methods in Psychology
Research methods are the cornerstone of psychological science, enabling students to design
rigorous studies, interpret data, and adhere to ethical standards. This section tests exper-
imental design, statistical analysis, and research ethics through university-relevant scenar-
ios, with questions spanning basic to advanced concepts. Step-by-step rationales clarify
methodological principles and provide revision strategies, such as creating study design
outlines or practicing statistical interpretation, to enhance exam performance across all
levels.
1.1 Multiple-Choice Questions
1. A student investigates whether peer tutoring improves exam scores.
What is the independent variable?
a) Exam scores
b) Peer tutoring
c) Student motivation
d) Study duration
Answer: b
Step-by-Step Rationale:
(a) Define the independent variable (IV): the factor manipulated to observe its
effect (Campbell Stanley, 1963).
1
, Psychology Comprehensive Exam Q&A Bank
(b) Option a: Exam scores are measured, making them the dependent variable
(DV).
(c) Option b: Peer tutoring is manipulated (tutoring vs. no tutoring), fitting the
IV definition.
(d) Option c: Motivation is a potential confound, not manipulated.
(e) Option d: Study duration is not specified as manipulated.
(f) Conclusion: Peer tutoring is the IV.
Revision Tip: Create flashcards for IV and DV, using examples like peer tutor-
ing. For advanced students, design a mock study identifying variables to reinforce
application.
2. A study finds a relationship between screen time and student stress. Can
it claim causation?
a) Yes, with a large sample
b) No, correlation does not imply causation
c) Yes, if longitudinal
d) No, unless experimental
Answer: b
Step-by-Step Rationale:
(a) Identify the study type: a relationship suggests correlation (Rosenbaum, 2002).
(b) Correlation cannot prove causation due to confounds (e.g., academic pressure
causing both).
(c) Option a: Sample size doesnt address confounds.
(d) Option b: Correctly states correlations limitation.
(e) Option c: Longitudinal studies track over time but remain correlational with-
out manipulation.
(f) Option d: Experiments are needed, but the question implies correlation.
(g) Conclusion: The study cannot claim causation.
Revision Tip: Summarize correlation vs. causation in a table. Intermediate
students can list potential confounds, while advanced students should critique study
designs for causal inferences.
3. What ensures ethical participation in a study on academic anxiety?
a) Anonymity
b) Informed consent
2
, Psychology Comprehensive Exam Q&A Bank
c) Random sampling
d) Debriefing
Answer: b
Step-by-Step Rationale:
(a) Recall APA (2017) ethical guidelines: participant rights are paramount.
(b) Option a: Anonymity protects privacy but isnt the primary requirement.
(c) Option b: Informed consent ensures participants understand the studys pur-
pose, risks, and rights (Belmont Report, 1979).
(d) Option c: Random sampling enhances generalizability, not ethics.
(e) Option d: Debriefing occurs post-study, not ensuring participation ethics.
(f) Conclusion: Informed consent is essential.
Revision Tip: Memorize APA ethical principles using mnemonics. Advanced
students should analyze ethical dilemmas in sensitive studies like anxiety research.
4. A study on mindfulness with a p-value of 0.02 indicates:
a) A 2% chance of a true effect
b) Statistical significance
c) A 98% chance of error
d) No effect
Answer: b
Step-by-Step Rationale:
(a) Understand p-value: probability of results occurring by chance (Fisher, 1925).
(b) P < 0.05 indicates significance, rejecting the null hypothesis.
(c) Option a: Misinterprets p-value as effect probability.
(d) Option b: Correctly identifies significance.
(e) Option c: Inverts the p-values meaning.
(f) Option d: Contradicts the low p-value.
(g) Conclusion: The result is statistically significant.
Revision Tip: Practice interpreting p-values with mock data. Advanced students
should explain significance in the context of mindfulness interventions.
5. Which method best studies a rare case of exam phobia?
a) Experiment
b) Case study
3
