Which systems in the body are used to distinguish emotional approach and emotional avoidance
20 MC questions psychology
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FIND ANSWER FROM: CHAPTER 7 –MAKING THE MOST OF EMOTIONAL EXPERIENCES
QUESTION 1
1.Research on emotions in the 21st century demonstrates that ______.
| a. | positive emotions determine how adaptive we are, and negative emotions determine our areas for improvement | |
| b. | both positive and negative emotions may determine how adaptive we are in our daily lives | |
| c. | negative emotions have very little to do with adaptive functioning | |
| d. | positive emotions determine how adaptive we are in our daily lives |
0.5 points
QUESTION 2
1.Which of the following is true about the measurement of emotion-focused coping skills?
| a. | There was a wide disparity in items used to measure emotion-focused coping. | |
| b. | Most statements about emotion-focused coping were overly optimistic and self-congratulatory. | |
| c. | Scales measuring emotion-focused coping disregarded those emotions marked by distress or psychopathology. | |
| d. | Emotion-focused coping is generally inferior to problem-focused coping. |
0.5 points
QUESTION 3
1.Which systems in the body are used to distinguish emotional approach and emotional avoidance?
| a. | the reticular formation and visual pathway | |
| b. | the sympathetic and parasympathetic nervous systems | |
| c. | the behavioral activation and behavioral inhibition systems | |
| d. | the motor cortex and temporoparietal junction |
0.5 points
QUESTION 4
1.What are the two related, but distinct processes involved in approach-oriented emotion-focused coping?
| a. | emotional processing and emotional expression | |
| b. | emotional identification and emotional development | |
| c. | emotional management and emotional displays | |
| d. | emotional consumption and emotional regulation |
0.5 points
QUESTION 5
1.In a study about dealing with the stress of chronic racism, who exhibited greater self-esteem and life satisfaction?
| a. | People who suppressed their negative emotions in focused on their positive emotions. | |
| b. | People who were able to distance themselves from people expressing negative emotions. | |
| c. | People who felt that they had ways of coping emotionally with their experiences. | |
| d. | People who had more positive emotions toward the dominant group in society. |
0.5 points
QUESTION 6
1.What do studies on emotional expression indicate about the differences between Chinese and Western individuals?
| a. | Chinese individuals commonly use emotional expression and experience the same positive correlations as Westerners. | |
| b. | Chinese individuals seldom use emotional expression, but do not experience negative or positive correlations with other life factors. | |
| c. | Chinese individuals seldom use emotional suppression, and experience positive correlations with other life factors as a result. | |
| d. | Chinese individuals commonly use emotional suppression, but do not experience the same negative correlations as Westerners. |
0.5 points
QUESTION 7
1.According to LeDoux during more stressful times, our thinking and coping are powered by the ______.
| a. | amygdala | |
| b. | hippocampus | |
| c. | prefrontal cortex | |
| d. | reticular formation |
0.5 points
QUESTION 8
1.A person has begun to realize that their angry feelings toward their spouse are valid and important. What process involved in approach-oriented emotion-focused coping is Jim demonstrating?
| a. | emotional processing | |
| b. | emotional regulation | |
| c. | emotional management | |
| d. | emotional expression |
0.5 points
QUESTION 9
1.How does Branch 4 differ from Branches 1–3 in Salovey and Mayer’s model of emotional intelligence?
| a. | Branches 1–3 require less cognition. | |
| b. | Branch 4 is composed of understanding emotions. | |
| c. | Branch 4 involves the difficult task of mood regulation. | |
| d. | Branches 1–3 each include emotional suppression. |
0.5 points
QUESTION 10
1.Appreciating the dynamic relationship among emotions and behaviors is a skill obtained in which branch of Salovey and Mayer’s four-branch model of emotional intelligence?
| a. | Branch 3 | |
| b. | Branch 1 | |
| c. | Branch 4 | |
| d. | Branch 2 |
0.5 points
QUESTION 11
1.How does the MSCEIT assess the respondents’ ability to use emotions to facilitate thought?
| a. | Respondents are asked to describe feelings arising in other people. | |
| b. | Respondents are asked to describe feelings using non-feeling words. | |
| c. | Respondents are asked to describe feelings using pictures and drawings. | |
| d. | Respondents are asked to describe feelings suggested by artistic designs. |
0.5 points
QUESTION 12
1.Which of the following is a positive trait that can be manifested using emotional intelligence?
| a. | candidness | |
| b. | conscientiousness | |
| c. | wisdom | |
| d. | mindfulness |
0.5 points
QUESTION 13
1.People who are high in emotional intelligence are likely to ______.
| a. | use their abilities to exploit others | |
| b. | directly involve themselves in situations to assist other people | |
| c. | score lower on traditional assessments of intelligence | |
| d. | avoid involving themselves in situations where there is conflict |
0.5 points
QUESTION 14
1.What is the name of Carstensen’s theory which says that older adults focus less on negative emotions, engage more deeply with emotional content, and savor the positive in life?
| a. | the socioemotional selectivity theory | |
| b. | the emotional process-approach theory | |
| c. | the life-space emotional theory | |
| d. | the emotional intelligence theory |
0.5 points
QUESTION 15
1.Unlike young people, older individuals seem to orient to what type of goals?
| a. | long-term goals | |
| b. | future-oriented goals | |
| c. | here-and-now goals | |
| d. | emotion-related goals |
0.5 points
QUESTION 16
1.Which of the following best describes the findings of Dr. Pennebaker’s study on processing intense emotions?
| a. | Writing about emotional topics proved to be distressing for the experimental group initially, but more beneficial in the long term. | |
| b. | Creating art related to emotional topics proved to be distressful for both the experimental group and the control group. | |
| c. | Speaking to a significant other about emotional topics was beneficial in the short term but proved to be distressing in the long term. | |
| d. | Talking to friends about emotional topics proved to be beneficial in the short term, and was neither beneficial nor distressful in the long term. |
0.5 points
QUESTION 17
1.Which of the following descriptions is fitting of someone with the trait of alexithymia?
| a. | An individual who has trouble making emotional connections with others. | |
| b. | An individual who has trouble writing about emotionally traumatic events. | |
| c. | An individual who has trouble identifying and making sense of emotions. | |
| d. | An individual who has trouble expressing emotions. |
0.5 points
QUESTION 18
1.When parents allow their own emotional responses to characters in a story to be seen, children may benefit through which process?
| a. | empathy | |
| b. | modeling | |
| c. | reinforcement | |
| d. | catharsis |
0.5 points
QUESTION 19
1.Dealing with negative emotions in a manner that result in rumination might be described as what?
| a. | avoidant | |
| b. | regressive | |
| c. | maladaptive | |
| d. | dysfunctional |
0.5 points
QUESTION 20
1.What can be the result of unbalanced attempts at processing feelings?
| a. | indecisiveness | |
| b. | poor physical health | |
| c. | cognitive dissonance | |
| d. | poor decision-making |
CHAPTER 7 –MAKING THE MOST OF EMOTIONAL EXPERIENCES
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