TEST ITEM FILEGary W. Piggrem

DeVry University, Columbus

UNDERSTANDING PSYCHOLOGY

EIGHTH EDITION

Charles G. MorrisUniversity of Michigan

Albert A. MaistoUniversity of North Carolina at Charlotte

Upper Saddle River, New Jersey 07458

© 2008 by PEARSON EDUCATION, INC.Upper Saddle River, New Jersey 07458

All rights reserved

10 9 8 7 6 5 4 3 2 1

ISBN 0-13-233517-4

Published in the United States of America

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Table of Contents

Preface iv

Chapter 1: The Science of Psychology 1

Chapter 2: The Biological Basis of Behavior 47

Chapter 3: Sensation and Perception 98

Chapter 4: States of Consciousness 146

Chapter 5: Learning 183

Chapter 6: Memory 219

Chapter 7: Cognition and Mental Abilities 251

Chapter 8: Motivation and Emotion 303

Chapter 9: Life-Span Development 338

Chapter 10: Personality 389

Chapter 11: Stress and Health Psychology 424

Chapter 12: Psychological Disorders 453

Chapter 13: Therapies 495

Chapter 14: Social Psychology 524

Appendix A: Measurement and Statistical Methods 554

Appendix B: Psychology Applied in the Workplace 567

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Preface

The purpose of this test item file is to provide users of Understanding Psychology , 8/e , by Charles G. Morris and Albert A. Maisto with questions designed to test students' comprehension of materials in the text. The file contains 5,480 questions, an increase of 374 questions from the previous edition. Of these, there are 4,544 multiple-choice questions, 631 true-false questions, and 305 essay questions, averaging approximately 342 questions per chapter (counting the two appendices). Of this total, 459 of the multiple-choice questions are new to this edition. Another 107 of the multiple-choice questions are revised versions of questions from the previous edition. Revisions were made based on reviews and student testing to improve the content and clarity of the questions. The remaining 3,978 of the multiple-choice questions were chosen from the test item files developed for earlier editions of the text. Of the multiple-choice questions, 1,037 are of the "applied" category, 1,174 are of the "conceptual" category, and the remaining 2,338 are listed as "factual."

The following features have been included in this test item file to facilitate its use by a wide range of instructors with differing requirements for testing their students:

1. Each question is listed with the page number from which the correct answer to that question can be found.

2. Each question is categorized according to the chapter topic (or major chapter heading). The majority of questions are

listed chronologically, according to how the items being tested appear in the text.

3. Each multiple-choice question is listed according to whetherit is an "old" question, taken verbatim from the previous edition; a "revised" question, modified from a question in theprevious edition; or a "new" question, developed for this edition of the text.

4. Each question is listed according to the item type (factual, conceptual, or applied).

5. Each of the above categories is listed in a column on the right-hand side of each page, adjacent to the appropriatequestion. Category notation for multiple-choice questions is arranged as follows:

422F, dOld

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The top line lists the page number of the material in the text from which the test item was drawn. As such, it also indicates where the material for verifying the correct answerto the question can be found.

On the second line, the "F" indicates that the question is factual in nature (applied questions are noted with an "A"and conceptual questions are noted with a "C"). The "d" indicates the correct answer to the test item.

FACTUAL questions derive mainly from the text's own wording. They include research findings, statistics, names of researchers, dates, key distinctions between closelyrelated topics and the like.

CONCEPTUAL questions involve definitions of key terms and concepts presented in the text, as well asconceptual understanding of some topics.

APPLIED questions generally appear in "minicase" form.A brief illustration or example is presented in the item, andstudents must choose which of four alternatives is best illustrated by this example. Some of these questions are quite demanding, so be sure to screen them before incorporating them into a test. You should insure that thequestions match the level of understanding you expect from your students.

On the third line, "Old" indicates that the question is drawn verbatim from the test bank for the previous edition of the text. A "Rev" on this line would indicate that the item is arevised version of an item drawn from the test bank fromthe previous edition of the text. A "New" on this line indicate that the item is original for this edition of the text.

6. For true-false questions, category notation is listed as follows:

3, FT

The number in the top line indicates the page number of thematerial in the text from which the question was drawn. Theletter in the top line indicates whether the item is “factual,”“conceptual,” or “applied.”

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The letter on the second line indicates whether the item is “true” (T) or “false” (F).

7. For essay questions, category notation is listed as follows:

22-31F, Old

The numbers in the top line indicates the page numbers of thematerial in the text from which the question was drawn. Theletter in the second line indicates whether the item is “factual,” “conceptual,” or “applied.”

The word on the right in the second line lists whether the question is “old,” “revised,” or “new.”

8. For many questions in the test item file, you will find an almost identical "shadow" question. These questions test the same material in a slightly different way. The presence of shadow questions throughout the test item file allows you to prepare similar, but different versions of tests for use in different sections of the same course or in alternate terms or years. Note that many important chapter topics, concepts, and research studies have more than one shadow to test that material. In some previous editions of this test item file, a shadow question accompanied every test item in the file. In this edition, some items were not given shadow questions so that questions could be included for a greater number of items from the text.

9. On the left-hand side of each page, underneath the itemnumber, you will sometimes see three asterisks ("***"). These identify the question as an "Authors’ Choice" item. These items were selected by Charles Morris and Albert Maisto as being the best questions in the test bank because of their challenging nature or interesting focus. When looking

for some challenging and representative items in a hurry, thesequestions can be easily identified by the three asterisks andcan provide you with a good selection of items from each chapter while allowing you to avoid having to read throughevery item in the test item file.

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10. Underneath many items you will see a set of statistics, such as:

4 yr.: 32% r=.21

The first statistic ("4 yr.") identifies the test item as one that was class-tested on students at a 4-year university or college. Many items were also class-tested on students at 2-year colleges. These items are identified as "2 yr."

The second statistic (32%) presents the percentage of students who correctly answered the item in class-testing.This statistic will hopefully provide you with a referencebase when trying to determine the difficulty of the test item.Although it should be added that any item could be moreor less difficult for a given class depending on how much the material was emphasized in the classroom and how theinstructor explained the material.

The third statistic (r=.21) presents the correlation between those students who got the item correct and those studentswho earned high overall scores on their test. This statisticessentially states how good a predictor this item was of astudent's final score on the test.

In many cases, you will see several sets of statistics per question, as many questions were tested at multiple sites. You may find that the statistics vary greatly depending uponwhether the question was tested at a 4-year university or a2-year college. Hopefully, by presenting these multiple statistics, you will be better able to decide which questionsare most appropriate for the students in your classes.

This Test Item File is available as electronic TestGen software; also available is Prentice Hall’s new outcomes assessment platform, MyPsychLab. Please visit our website, www.prenhall.com, or www.mypsychlab.com, for more information. As always, you can contact your Prentice Hall field representative for details.

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