Chapter 16 Positive Psychology Exam PDF

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1. _____ is a social and intellectual movement within the discipline of psychology that focuses on human strengths and how people can flourish and be successful. a. Behaviorism b. Cognitive psychology c. Psychoanalysis

d. Positive psychology d Easy

ANSWER: DIFFICULTY:

REFERENCES: The Scope of Positive Psychology LEARNING OBJECTIVES: PSYC.WEIT.11.16.01 - Define positive psychology, and explain why it is a counterweight to the historic and dominant negative focus in the discipline. KEYWORDS: Factual 2. Positive psychology requires a shift in perspective toward a. blind optimism. b. the equivalent of putting on rose-colored glasses. c. helping people harness their strengths, virtues, and other good qualities to enhance their lives. d. denying that psychological suffering exists. c Easy

ANSWER: DIFFICULTY:

REFERENCES: The Scope of Positive Psychology LEARNING OBJECTIVES: PSYC.WEIT.11.16.01 - Define positive psychology, and explain why it is a counterweight to the historic and dominant negative focus in the discipline. KEYWORDS: Factual 3. Lianne argued that much of psychology focuses on negative aspects. She is looking for an approach that accepts the reality of negative states, but includes experiences such as awe. Lianne should investigate _____ psychology. a. cognitive b. happiology c. positive ANSWER: DIFFICULTY:

d. Seligism c Easy

REFERENCES: The Scope of Positive Psychology LEARNING OBJECTIVES: PSYC.WEIT.11.16.01 - Define positive psychology, and explain why it is a counterweight to the historic and dominant negative focus in the discipline. KEYWORDS: Factual NOTES:

New

4. The founding of positive psychology has been attributed to a. a 5-year-old who pointed out that if she could stop whining, her father could stop being a grouch. b. a past president of the American Psychological Association. c. an epiphany about how we raise children by nurturing their strengths. d. all of the above. ANSWER:

d

DIFFICULTY: REFERENCES:

Moderate The Scope of Positive Psychology

LEARNING OBJECTIVES: PSYC.WEIT.11.16.01 - Define positive psychology, and explain why it is a counterweight to the historic and dominant negative focus in the discipline. KEYWORDS:

Factual

5. A person who has low well-being and low mental health is said to be a. languishing. b. mentally incompetent. c. a negative thinker. d. a zeitgeist. ANSWER:

a

DIFFICULTY: REFERENCES:

Easy The Scope of Positive Psychology

LEARNING OBJECTIVES: PSYC.WEIT.11.16.01 - Define positive psychology, and explain why it is a counterweight to the historic and dominant negative focus in the discipline. KEYWORDS: NOTES:

Conceptual New

6. Martin Seligman developed positive psychology a. in response to criticism from cognitive psychologists. b. asacounterweighttothediscipline’snegativelyorientedhistory. c. to make the discipline of psychology more popular among the general public. d. as a political strategy designed to appease nonclinical psychologists. ANSWER:

b

DIFFICULTY: REFERENCES:

Easy The Scope of Positive Psychology

LEARNING OBJECTIVES: PSYC.WEIT.11.16.01 - Define positive psychology, and explain why it is a counterweight to the historic and dominant negative focus in the discipline. KEYWORDS: NOTES:

Factual New

7. Positive psychology has been said to be a change in the _____ for the discipline of psychology. a. educational requirements b. zeitgeist c. diagnosis of disorders d. research goals ANSWER:

b

DIFFICULTY: REFERENCES:

Moderate The Scope of Positive Psychology

LEARNING OBJECTIVES: PSYC.WEIT.11.16.02 - Explain why positive psychology provides a framework for new as well as older research on well-being. KEYWORDS:

Factual

8. When studying positive psychology, we should look a. only at new research. b. both older research and newer research. c. only at research occurring after 1998. d. There is no research on positive psychology. ANSWER:

b

DIFFICULTY: REFERENCES:

Difficult The Scope of Positive Psychology

LEARNING OBJECTIVES: PSYC.WEIT.11.16.02 - Explain why positive psychology provides a framework for new as well as older research on well-being. KEYWORDS:

Conceptual

9. Which of the following theoretical orientations is most similar to positive psychology? a. Humanism b. Behaviorism c. Psychodynamic ANSWER: DIFFICULTY:

d. Evolutionary a Easy

REFERENCES: The Scope of Positive Psychology LEARNING OBJECTIVES: PSYC.WEIT.11.16.02 - Explain why positive psychology provides a framework for new as well as older research on well-being. KEYWORDS: Conceptual NOTES:

New

10. Marin wants to study positive psychology. She has determined that her best approach would be to examine research a. that relates to positive psychology questions, regardless of date of the research. b. published before 1998. c. done after 1998. d. that uses positive psychology in the title of the study. ANSWER: DIFFICULTY:

a Moderate

REFERENCES: The Scope of Positive Psychology LEARNING OBJECTIVES: PSYC.WEIT.11.16.02 - Explain why positive psychology provides a framework for new as well as older research on well-being. KEYWORDS: Conceptual 11. According to your text, positive psychology pursues _____ lines of inquiry. a. three b. four c. five

d. unlimited

ANSWER: DIFFICULTY:

a Easy

REFERENCES: The Scope of Positive Psychology LEARNING OBJECTIVES: PSYC.WEIT.11.16.03 - Identify positive psychology's three lines of inquiry. KEYWORDS:

Factual

12. Which of the following is NOT a line of inquiry in positive psychology? a. Positive subjective experiences b. Positive individual traits c. Positive institutions ANSWER: DIFFICULTY:

d. Mental disorders d Easy

REFERENCES: The Scope of Positive Psychology LEARNING OBJECTIVES: PSYC.WEIT.11.16.03 - Identify positive psychology's three lines of inquiry. KEYWORDS: NOTES:

Factual New

13. Good moods, happiness, and love are examples of a. positive individual traits. b. positive subjective experiences. c. positive objective experiences. ANSWER: DIFFICULTY:

d. positive thinking.

b Moderate

REFERENCES: The Scope of Positive Psychology LEARNING OBJECTIVES: PSYC.WEIT.11.16.03 - Identify positive psychology's three lines of inquiry. KEYWORDS:

Conceptual

14. People’sattitudestowardhope,resilience,andspiritualityareexamplesof a. positive institutions. b. positive individual traits. c. positive thinking. d. positive subjective experiences. ANSWER:

b

DIFFICULTY: REFERENCES:

Moderate The Scope of Positive Psychology

LEARNING OBJECTIVES: PSYC.WEIT.11.16.03 - Identify positive psychology's three lines of inquiry. KEYWORDS: Conceptual 15. Positive institutions studied in positive psychology include all of the following EXCEPT a. safe and supportive neighborhoods. b. close-knit families. c. all religious institutions. ANSWER: DIFFICULTY:

d. good work environments. c Moderate

REFERENCES: The Scope of Positive Psychology LEARNING OBJECTIVES: PSYC.WEIT.11.16.03 - Identify positive psychology's three lines of inquiry. KEYWORDS:

Conceptual

16. Brian is looking for a safe and supportive community. He is searching for a a. positive subjective experience. b. positive individual trait. c. therapy group. ANSWER: DIFFICULTY:

d. positive institution. d Moderate

REFERENCES: The Scope of Positive Psychology LEARNING OBJECTIVES: PSYC.WEIT.11.16.03 - Identify positive psychology's three lines of inquiry. KEYWORDS:

Conceptual

17. The positive but private feelings and thoughts people have about themselves and events in their lives are a. cognitive epiphanies. b. cognitive dissonance. c. positive subjective experiences. d. positive individual traits. ANSWER:

c

DIFFICULTY: REFERENCES:

Moderate Positive Subjective Experiences

LEARNING OBJECTIVES: PSYC.WEIT.11.16.04 - Distinguish between moods and emotions, and discuss how thought speed and the broaden-and-build model are linked to positive states. KEYWORDS:

Conceptual

18. The most common positive subjective state is a. happiness. b. sensual pleasure. c. job satisfaction. d. a good relationship. ANSWER:

a

DIFFICULTY: REFERENCES:

Moderate Positive Subjective Experiences

LEARNING OBJECTIVES: PSYC.WEIT.11.16.04 - Distinguish between moods and emotions, and discuss how thought speed and the broaden-and-build model are linked to positive states. KEYWORDS: NOTES:

Factual New

19. Positive subjective experiences tend to be a. focused in the present. b. rarely researched. c. unaffected by sensual pleasures. ANSWER: DIFFICULTY:

d. exclusive to the state of happiness.

a Moderate

REFERENCES: Positive Subjective Experiences LEARNING OBJECTIVES: PSYC.WEIT.11.16.04 - Distinguish between moods and emotions, and discuss how thought speed and the broaden-and-build model are linked to positive states. KEYWORDS: Factual 20. When people reflect upon past experiences of satisfaction or contentment, they are a. living in a fantasy. b. able to recall a subjective state. c. unable to move from a neutral state to a more positive one if it has been too far in the past. d. probably suffering from a delusional disorder. ANSWER:

b

DIFFICULTY: REFERENCES:

Moderate Positive Subjective Experiences

LEARNING OBJECTIVES: PSYC.WEIT.11.16.04 - Distinguish between moods and emotions, and discuss how thought speed and the broaden-and-build model are linked to positive states. KEYWORDS:

Conceptual

21. A mood is a. an emotion. c. a specific response to an experience.

b. less distinct than an emotion. d. less long-lasting than an emotion.

ANSWER:

b

DIFFICULTY: REFERENCES:

Moderate Positive Subjective Experiences

LEARNING OBJECTIVES: PSYC.WEIT.11.16.04 - Distinguish between moods and emotions, and discuss how thought speed and the broaden-and-build model are linked to positive states. KEYWORDS: NOTES:

Factual New

22. Daniel is in a good mood. He is likely to be all of the following EXCEPT a. more agreeable. b. more helpful. c. more aggressive. d. a better decision-maker. ANSWER:

c

DIFFICULTY: REFERENCES:

Easy Positive Subjective Experiences

LEARNING OBJECTIVES: PSYC.WEIT.11.16.04 - Distinguish between moods and emotions, and discuss how thought speed and the broaden-and-build model are linked to positive states. KEYWORDS:

Conceptual

23. Isen and colleagues found that people who saw a funny film before solving a problem creatively were ______ than those seeing a neutral film. a. slower at solving the problem b. faster at solving the problem c. more likely to solve the problem correctly ANSWER: DIFFICULTY:

d. solved the problem faster, but incorrectly

c Difficult

REFERENCES: Positive Subjective Experiences LEARNING OBJECTIVES: PSYC.WEIT.11.16.04 - Distinguish between moods and emotions, and discuss how thought speed and the broaden-and-build model are linked to positive states. KEYWORDS: Factual 24. Thoughts that are faster than usual are associated with ____ moods, and thoughts that are too fast are associated with _____ moods. a. positive; manic b. depressive; manic c. manic; anxious ANSWER: DIFFICULTY:

d. anxious; manic a Difficult

REFERENCES: Positive Subjective Experiences LEARNING OBJECTIVES: PSYC.WEIT.11.16.04 - Distinguish between moods and emotions, and discuss how thought speed and the broaden-and-build model are linked to positive states. KEYWORDS: Conceptual NOTES:

New

25. According to Pronin and Jacobs, thought speed is one property of a more general concept called a. mental motion. b. thought variability. c. affect. d. mood adjustment. ANSWER:

a

DIFFICULTY: REFERENCES:

Moderate Positive Subjective Experiences

LEARNING OBJECTIVES: PSYC.WEIT.11.16.04 - Distinguish between moods and emotions, and discuss how thought speed and the broaden-and-build model are linked to positive states. KEYWORDS:

Factual

26. Joseph kept thinking about the argument he had the day before. He found himself feeling more and more worried that he had spoken too harshly, replaying the conversation over and over in his mind, thinking about what else he might have said. He is engaged in something called a. dejection. b. rumination. c. depression. d. mental motion. ANSWER:

b

DIFFICULTY: REFERENCES:

Moderate Positive Subjective Experiences

LEARNING OBJECTIVES: PSYC.WEIT.11.16.04 - Distinguish between moods and emotions, and discuss how thought speed and the broaden-and-build model are linked to positive states. KEYWORDS:

Conceptual

27. According to Pronin and Jacobs, people feel ______ when thoughts are quick and varied and _____ when thoughts are plodding and repetitive. a. excited; anxious b. elated; dejected c. depressed; anxious ANSWER: DIFFICULTY:

d. anxious; depressed b Moderate

REFERENCES: Positive Subjective Experiences LEARNING OBJECTIVES: PSYC.WEIT.11.16.04 - Distinguish between moods and emotions, and discuss how thought speed and the broaden-and-build model are linked to positive states. KEYWORDS: Conceptual 28. Besides good feelings, faster thoughts are also linked with a. depression. b. fear. c. greater risk taking. d. self-generated mood states. ANSWER:

c

DIFFICULTY: REFERENCES:

Difficult Positive Subjective Experiences

LEARNING OBJECTIVES: PSYC.WEIT.11.16.04 - Distinguish between moods and emotions, and discuss how thought speed and the broaden-and-build model are linked to positive states. KEYWORDS: NOTES:

Factual New

29. _____ are powerful, largely uncontrollable feelings, accompanied by physiological changes. a. Positive emotions b. Emotions c. Traits ANSWER: DIFFICULTY:

d. Moods b Moderate

REFERENCES: Positive Subjective Experiences LEARNING OBJECTIVES: PSYC.WEIT.11.16.04 - Distinguish between moods and emotions, and discuss how thought speed and the broaden-and-build model are linked to positive states. KEYWORDS: Conceptual

30. _____ consist of pleasant responses to events that promote connections with others, including subjective states such as euphoria. a. Positive emotions b. Negative emotions c. Positive moods ANSWER: DIFFICULTY:

d. Negative moods a Easy

REFERENCES: Positive Subjective Experiences LEARNING OBJECTIVES: PSYC.WEIT.11.16.04 - Distinguish between moods and emotions, and discuss how thought speed and the broaden-and-build model are linked to positive states. KEYWORDS: Conceptual 31. Carol heard a sound in the dark bushes behind her psychology building as she went to her car one evening. She began to feel fear. She was experiencing a a. negative mood. b. positive emotion. c. paranoid state. d. negative emotion. ANSWER:

d

DIFFICULTY: REFERENCES:

Moderate Positive Subjective Experiences

LEARNING OBJECTIVES: PSYC.WEIT.11.16.04 - Distinguish between moods and emotions, and discuss how thought speed and the broaden-and-build model are linked to positive states. KEYWORDS:

Conceptual

32. Joan is relaxing on the beach and feeling contented. She is experiencing a. zeitgeist. b. a positive emotion. c. the negative emotion of worrying about things like skin cancer. d. a positive mood. ANSWER: DIFFICULTY:

b Easy

REFERENCES: Positive Subjective Experiences LEARNING OBJECTIVES: PSYC.WEIT.11.16.04 - Distinguish between moods and emotions, and discuss how thought speed and the broaden-and-build model are linked to positive states. KEYWORDS: Conceptual NOTES:

New

33. Positiveemotionscanbroadenpeople’scognitiveresponsesbypromotingbeneficial a. nonspecific action tendencies. b. broaden-and-build tendencies. c. thought-action tendencies. d. specific-action tendencies. ANSWER:

c

DIFFICULTY: REFERENCES:

Difficult Positive Subjective Experiences

LEARNING OBJECTIVES: PSYC.WEIT.11.16.04 - Distinguish between moods and emotions, and discuss how thought speed and the broaden-and-build model are linked to positive states. KEYWORDS:

Factual

34. Beth is feeling contented with her life. She is more likely to _____ than her friend Deanna, who is just going to work and home without much emotional reaction. a. focus on what makes her happy b. have a reduced range of possible actions c. think of future possible activities d. think of anything that might change her activities ANSWER: DIFFICULTY:

c Difficult

REFERENCES: Positive Subjective Experiences LEARNING OBJECTIVES: PSYC.WEIT.11.16.04 - Distinguish between moods and emotions, and discuss how thought speed and the broaden-and-build model are linked to positive states. KEYWORDS: Conceptual 35. FredricksonandBranigan’sstudyfoundthatpeoplewhowatchedafilmclipelicitingafeelingof_____wrote more items on an activity list afterward than those who viewed a neutral eliciting film. a. joy b. anger c. contentment d. fear ANSWER:

a

DIFFICULTY: REFERENCES:

Difficult Positive Subjective Experiences

LEARNING OBJECTIVES: PSYC.WEIT.11.16.04 - Distinguish between moods and emotions, and discuss how thought speed and the broaden-and-build model are linked to positive states. KEYWORDS: NOTES:

Factual New

36. Positiveemotionsbroadenpeople’scognitiveresponsesbypromotingnewandbeneficial_____inwhich established ways of positive thinking are associated with particular acts or behaviors. a. thought-action tendencies b. emotion-eliciting tendencies c. specific-action tendencies ANSWER: DIFFICULTY:

d. neutral emotional state tendencies a Moderate

REFERENCES: Positive Subjective Experiences LEARNING OBJECTIVES: PSYC.WEIT.11.16.04 - Distinguish between moods and emotions, and discuss how thought speed and the broaden-and-build model are linked to positive states. KEYWORDS: Factual

37. Thebroadenandbuildmodelproposesthat_____people’soutlooksandthenbuildsonsubsequentlearningto develop future emotional and intellectual resources. a. flow broadens b. negative emotions broaden c. positive emotions broaden ANSWER: DIFFICULTY:

d. flexibility broadens c Moderate

REFERENCES: Positive Subjective Experiences LEARNING OBJECTIVES: PSYC.WEIT.11.16.04 - Distinguish between moods and emotions, and discuss how thought speed and the broaden-and-build model are linked to positive states. KEYWORDS: Factual 38. Fredrickson, Joiner, and Levenson have supported the ____, which posits that positive emotions aid the mind and the body by recovering a sense of balance and flexibility following an episode experience of _____ emotion. a. undoing hypothesis; positive b. broaden-and-build model; negative c. broaden-and-build model; positive d. undoing hypothesis; negative ANSWER:

d

DIFFICULTY: REFERENCES:

Difficult Positive Subjective Experiences

LEARNING OBJECTIVES: PSYC.WEIT.11.16.04 - Distinguish between moods and emotions, and discuss how ...