Psychology
.201. Arranging objects in sequence according to one aspect is:
· (a) Seriation 
· (b) Centration
· (c) Animism
· (d) Egocentrism
202. Focusing on only one characteristic is:
· (a) Seriation
· (b) Animism
· (c) Centration
· (d) Assimilation
203. The ability to logically combine relations to understand certain conclusions is:
· (a) Seriation
· (b) Transitivity
· (c) Centration
· (d) Classification
204. The phase at which a child can master a task if given appropriate help and support is:
· (a) Action zone
· (b) Zone of proximal development
· (c) Zone of maturation
· (d) Active zone
205. A sense of concern for future generations is:
· (a) Generativity
· (b) Identity
· (c) Integrity
· (d) Industry
206. The complex answer to the question “who am I?” is:
· (a) Industry
· (b) Integrity
· (c) Identity
· (d) Initiative
207. Eagerness to engage in productive work is:
· (a) Industry
· (b) Integrity
· (c) Identity
· (d) Initiative
208. Willingness to begin new activities and explore new directions is:
· (a) Industry
· (b) Generativity
· (c) Identity
· (d) Initiative
209. Sense of self-acceptance and fulfillment is:
· (a) Generativity
· (b) Identity
· (c) Integrity
· (d) Industry
210. A technique that involves changing the level of support for learning is:
· (a) Zone of maturation
· (b) Zone of proximal development
· (c) Action zone
· (d) Scaffolding
211. The value that one places on one’s characteristics, abilities, or behaviors is:
· (a) Self-esteem
· (b) Self-actualization
· (c) Self-determination
· (d) Self-efficacy
212. Learning in which a neutral stimulus becomes associated with a meaningful stimulus and acquires the capacity to elicit a similar response is:
· (a) Classical conditioning
· (b) Operant conditioning
· (c) Both a and b
· (d) None of a and b
213. Learning in which the consequences of behavior produce changes in the probability that the behavior will occur is:
· (a) Classical conditioning
· (b) Operant Conditioning
· (c) Both a and b
· (d) None of a and b
214. Memory that holds the information from the world in its original form for an instant is:
· (a) Working memory
· (b) Long-term memory
· (c) Short-term memory
· (d) Sensory memory
215. Memory in which information is retained as long as 30 seconds is:
· (a) Working memory
· (b) Sensory memory
· (c) Short-term memory
· (d) Long-term memory
216. Memory that holds a lot of information in a relatively permanent fashion is:
· (a) Working memory
· (b) Sensory memory
· (c) Short-term memory
· (d) Long-term memory
217. A general approach that views learning as an active mental process of acquiring, remembering, and using knowledge is:
· (a) Cognitive view
· (b) Social cognitive view
· (c) Behavioral view
· (d) Social constructivist view
218. A continuous process that never comes to an end is:
· (a) Learning
· (b) Evaluation
· (c) Instruction
· (d) Assessment
219. Punishment is an example of:
· (a) Positive motivation
· (b) Social cognitive view
· (c) Intrinsic motivation
· (d) Extrinsic motivation
220. Approach to motivation that emphasizes personal freedom, choice, self-determination, and striving for personal growth is:
· (a) Humanistic
· (b) Cognitive
· (c) Social
· (d) Social cognitive
221. Motivation associated with activities that are their own reward is:
· (a) Intrinsic motivation
· (b) Extrinsic motivation
· (c) Both a and b
· (d) None of a and b
222. The area of the classroom where the greatest amount of interaction takes place is:
· (a) Content area
· (b) Passive area
· (c) Zone of proximal development
· (d) Action zone
223. The approach of psychology that focuses on the analysis of components of consciousness is:
· (a) Structuralism
· (b) Functionalism
· (c) Behaviourism
· (d) Psychoanalysis
224. According to William James, understanding the activities of the mind for adjustment to the environment is important rather than the composition:
· (a) Structuralism
· (b) Functionalism
· (c) Behaviourism
· (d) Psychoanalysis
225. The school of thought that focuses its attention totally on observable and measurable aspects is:
· (a) Structuralism
· (b) Functionalism
· (c) Behaviourism
· (d) Transpersonal Psychology
226. An individual perceives things as a whole and not as a mere collection of its constituents:
· (a) Gestalt Psychology
· (b) Transpersonal Psychology
· (c) Psychoanalysis
· (d) Cognitive Psychology
227. Human behavior includes conscious, sub-conscious, and unconscious by the school of thought called:
· (a) Gestalt Psychology
· (b) Transpersonal Psychology
· (c) Psychoanalysis
· (d) Cognitive Psychology
228. What we think and how we feel in our altered states of awareness is the subject area of:
· (a) Humanistic Psychology
· (b) Transpersonal Psychology
· (c) Gestalt Psychology
· (d) Cognitive Psychology
229. Bronfenbrenner’s theory consists of how many environmental systems?
· (a) 3
· (b) 4
· (c) 5
· (d) 6
230. A setting in which the individual spends considerable time is:
· (a) Microsystem
· (b) Mesosystem
· (c) Exosystem
· (d) Macrosystem
231. Bronfenbrenner’s theory emphasizes:
· (a) Micro dimensions of environment in which child lives
· (b) Macro dimensions of environment in which child lives
· (c) Both a and b
· (d) None of a and b
232. McDougall maintained that all human behavior could be explained in terms of some:
· (a) Instinct
· (b) Punishment
· (c) Reward
· (d) Incentive
233. The main instinct picked up by Freud to account for all human behaviors in his psychoanalytical theory of motivation is:
· (a) Life instinct
· (b) Death instinct
· (c) Both a and b
· (d) None of a and b
