PSYCH 1XX3 - Quiz Questions With
Complete Solutions
Emmanuel is the only male child in his family who suffers from
| | | | | | | | | | | |
colourblindness. What is the most likely reason for this? | | | | | | | |
A) Emmanuel's father is colourblind but his mother is neither
| | | | | | | | | |
colourblind, nor a carrier of the gene. | | | | | | |
B) Emmanuel's mother is a carrier of this gene but his father is not
| | | | | | | | | | | | | |
colourblind. The rest of Emmanuel's siblings are females, so they do not
| | | | | | | | | | | |
exhibit the colourblind phenotype.
| | | |
C) Emmanuel's mother is colourblind but his father is not. This results in
| | | | | | | | | | | | |
a 1 in 4 chance of expressing the colourblind phenotype in males, so
| | | | | | | | | | | | |
despite having a monozygotic twin, he was the only one who is afflicted.
| | | | | | | | | | | |
|
D) Both Emmanuel's parents are colourblind, but he is the only male
| | | | | | | | | | | |
child they had so none of his sisters show this phenotype. - CORRECT
| | | | | | | | | | | | |
ANSWER✔✔-B) Emmanuel's mother is a carrier of this gene but his | | | | | | | | | | |
father is not colourblind. The rest of Emmanuel's siblings are females, so
| | | | | | | | | | |
|they do not exhibit the colourblind phenotype.
| | | | | |
A research study examines the internet search skills for different-aged
| | | | | | | | | |
groups of people at the same time and then again for two additional
| | | | | | | | | | | | |
,sessions after a set number of years. Which of the following would be
| | | | | | | | | | | | |
false in this study?
| | |
|
A) Researchers can assess individual developmental change.
| | | | | | |
B) Performance may benefit from practice effects.
| | | | | |
C) The study would be more expensive than a cross-sectional design.
| | | | | | | | | | |
D) The study is protected from selective attrition. - CORRECT
| | | | | | | | | |
ANSWER✔✔-D) The study is protected from selective attrition. | | | | | | |
Which of the following statements most accurately describes
| | | | | | | |
monozygotic and dizygotic twins? | | | |
A) Monozygotic twins begin as the same zygote, whereas dizygotic twins
| | | | | | | | | |
begin as two separate zygotes.
| | | | |
B) Monozygotic twins have exactly the same chromosomes and genes,
| | | | | | | | | |
whereas dizygotic twins have exactly the same genes but different
| | | | | | | | | |
chromosomes.
C) Monozygotic twins have exactly the same genotype and phenotype,
| | | | | | | | | |
whereas dizygotic twins do not.
| | | |
D) Dizygotic twins are less similar genetically than monozygotic twins,
| | | | | | | | | |
but more similar genetically than regular siblings. - CORRECT
| | | | | | | | |
ANSWER✔✔-A) Monozygotic twins begin as the same zygote, whereas | | | | | | | | |
dizygotic twins begin as two separate zygotes.
| | | | | |
,Anita is a developmental psychologist who wants to study how speech
| | | | | | | | | | |
develops over childhood, at 6 months, 1, 3, and 6 years of age. Anita's
| | | | | | | | | | | | | |
study design involves a day-long battery of cognitive testing with
| | | | | | | | | |
children from each of the four age groups. Which of the following
| | | | | | | | | | | |
statements is TRUE with regards to her study? | | | | | | | |
A) Anita would not be able to make any conclusions about speech
| | | | | | | | | | | |
development, since she is using different children for each age group. | | | | | | | | | |
B) One limitation of Anita's design is that she cannot make any definitive
| | | | | | | | | | | |
conclusions about how speech develops across individuals, only the
| | | | | | | | | |
groups as a whole. | | | |
C) A significant problem with this longitudinal design is losing subjects
| | | | | | | | | | |
before the study is completed.
| | | |
D) Anita's experimental design is more expensive to run than if she were
| | | | | | | | | | | |
to follow children as they age, rather than using different children at
| | | | | | | | | | | | |
each age group. - CORRECT ANSWER✔✔-B) One limitation of Anita's
| | | | | | | | | |
design is that she cannot make any definitive conclusions about how
| | | | | | | | | | |
speech develops across individuals, only the groups as a whole.
| | | | | | | | |
Which of the following best describes the difference between the
| | | | | | | | | |
canalization and range-of-reaction principles? | | |
|
A) The canalization principle is only affected by extreme environments,
| | | | | | | | | |
while the range of reaction can be affected by less extreme
| | | | | | | | | | |
environments. |
, B) The canalization principle explains the development of behaviours
| | | | | | | | |
necessary for survival, while the range-of-reaction principle explains
| | | | | | | |
non-essential behaviours. |
C) The canalization principle states that the phenotype is fully
| | | | | | | | | |
independent of the environment, while the range-of-reaction principle
| | | | | | | |
states that the phenotype is affected by the environment.
| | | | | | | |
D) The canalization principle is responsible for phenotypes in the early
| | | | | | | | | | |
years of life, while the range-of-reaction principle takes over in later
| | | | | | | | | | |
years. - CORRECT ANSWER✔✔-A) The canalization principle is only
| | | | | | | | |
affected by extreme environments, while the range of reaction can be
| | | | | | | | | | |
affected by less extreme environments.
| | | |
Which of the following correctly outlines a difference between critical
| | | | | | | | | |
periods and sensitive periods?
| | |
|
A) Critical periods state that our genes affect the environmental
| | | | | | | | | |
stimulation our brain receives during childhood, whereas sensitive
| | | | | | | |
periods state that our genes affect the environmental stimulation we
| | | | | | | | | |
seek, which can span into adulthood.
| | | | | |
B) The window of opportunity for critical periods exists from birth until
| | | | | | | | | | | |
adulthood, whereas the window of opportunity for sensitive periods
| | | | | | | | |
exists during adulthood only.
| | | |
C) Critical periods highlight the narrowness of the window of
| | | | | | | | | |
opportunity for brain modification, whereas sensitive periods highlight
| | | | | | | |
the flexibility of the window of opportunity for brain modification.
| | | | | | | | |
Complete Solutions
Emmanuel is the only male child in his family who suffers from
| | | | | | | | | | | |
colourblindness. What is the most likely reason for this? | | | | | | | |
A) Emmanuel's father is colourblind but his mother is neither
| | | | | | | | | |
colourblind, nor a carrier of the gene. | | | | | | |
B) Emmanuel's mother is a carrier of this gene but his father is not
| | | | | | | | | | | | | |
colourblind. The rest of Emmanuel's siblings are females, so they do not
| | | | | | | | | | | |
exhibit the colourblind phenotype.
| | | |
C) Emmanuel's mother is colourblind but his father is not. This results in
| | | | | | | | | | | | |
a 1 in 4 chance of expressing the colourblind phenotype in males, so
| | | | | | | | | | | | |
despite having a monozygotic twin, he was the only one who is afflicted.
| | | | | | | | | | | |
|
D) Both Emmanuel's parents are colourblind, but he is the only male
| | | | | | | | | | | |
child they had so none of his sisters show this phenotype. - CORRECT
| | | | | | | | | | | | |
ANSWER✔✔-B) Emmanuel's mother is a carrier of this gene but his | | | | | | | | | | |
father is not colourblind. The rest of Emmanuel's siblings are females, so
| | | | | | | | | | |
|they do not exhibit the colourblind phenotype.
| | | | | |
A research study examines the internet search skills for different-aged
| | | | | | | | | |
groups of people at the same time and then again for two additional
| | | | | | | | | | | | |
,sessions after a set number of years. Which of the following would be
| | | | | | | | | | | | |
false in this study?
| | |
|
A) Researchers can assess individual developmental change.
| | | | | | |
B) Performance may benefit from practice effects.
| | | | | |
C) The study would be more expensive than a cross-sectional design.
| | | | | | | | | | |
D) The study is protected from selective attrition. - CORRECT
| | | | | | | | | |
ANSWER✔✔-D) The study is protected from selective attrition. | | | | | | |
Which of the following statements most accurately describes
| | | | | | | |
monozygotic and dizygotic twins? | | | |
A) Monozygotic twins begin as the same zygote, whereas dizygotic twins
| | | | | | | | | |
begin as two separate zygotes.
| | | | |
B) Monozygotic twins have exactly the same chromosomes and genes,
| | | | | | | | | |
whereas dizygotic twins have exactly the same genes but different
| | | | | | | | | |
chromosomes.
C) Monozygotic twins have exactly the same genotype and phenotype,
| | | | | | | | | |
whereas dizygotic twins do not.
| | | |
D) Dizygotic twins are less similar genetically than monozygotic twins,
| | | | | | | | | |
but more similar genetically than regular siblings. - CORRECT
| | | | | | | | |
ANSWER✔✔-A) Monozygotic twins begin as the same zygote, whereas | | | | | | | | |
dizygotic twins begin as two separate zygotes.
| | | | | |
,Anita is a developmental psychologist who wants to study how speech
| | | | | | | | | | |
develops over childhood, at 6 months, 1, 3, and 6 years of age. Anita's
| | | | | | | | | | | | | |
study design involves a day-long battery of cognitive testing with
| | | | | | | | | |
children from each of the four age groups. Which of the following
| | | | | | | | | | | |
statements is TRUE with regards to her study? | | | | | | | |
A) Anita would not be able to make any conclusions about speech
| | | | | | | | | | | |
development, since she is using different children for each age group. | | | | | | | | | |
B) One limitation of Anita's design is that she cannot make any definitive
| | | | | | | | | | | |
conclusions about how speech develops across individuals, only the
| | | | | | | | | |
groups as a whole. | | | |
C) A significant problem with this longitudinal design is losing subjects
| | | | | | | | | | |
before the study is completed.
| | | |
D) Anita's experimental design is more expensive to run than if she were
| | | | | | | | | | | |
to follow children as they age, rather than using different children at
| | | | | | | | | | | | |
each age group. - CORRECT ANSWER✔✔-B) One limitation of Anita's
| | | | | | | | | |
design is that she cannot make any definitive conclusions about how
| | | | | | | | | | |
speech develops across individuals, only the groups as a whole.
| | | | | | | | |
Which of the following best describes the difference between the
| | | | | | | | | |
canalization and range-of-reaction principles? | | |
|
A) The canalization principle is only affected by extreme environments,
| | | | | | | | | |
while the range of reaction can be affected by less extreme
| | | | | | | | | | |
environments. |
, B) The canalization principle explains the development of behaviours
| | | | | | | | |
necessary for survival, while the range-of-reaction principle explains
| | | | | | | |
non-essential behaviours. |
C) The canalization principle states that the phenotype is fully
| | | | | | | | | |
independent of the environment, while the range-of-reaction principle
| | | | | | | |
states that the phenotype is affected by the environment.
| | | | | | | |
D) The canalization principle is responsible for phenotypes in the early
| | | | | | | | | | |
years of life, while the range-of-reaction principle takes over in later
| | | | | | | | | | |
years. - CORRECT ANSWER✔✔-A) The canalization principle is only
| | | | | | | | |
affected by extreme environments, while the range of reaction can be
| | | | | | | | | | |
affected by less extreme environments.
| | | |
Which of the following correctly outlines a difference between critical
| | | | | | | | | |
periods and sensitive periods?
| | |
|
A) Critical periods state that our genes affect the environmental
| | | | | | | | | |
stimulation our brain receives during childhood, whereas sensitive
| | | | | | | |
periods state that our genes affect the environmental stimulation we
| | | | | | | | | |
seek, which can span into adulthood.
| | | | | |
B) The window of opportunity for critical periods exists from birth until
| | | | | | | | | | | |
adulthood, whereas the window of opportunity for sensitive periods
| | | | | | | | |
exists during adulthood only.
| | | |
C) Critical periods highlight the narrowness of the window of
| | | | | | | | | |
opportunity for brain modification, whereas sensitive periods highlight
| | | | | | | |
the flexibility of the window of opportunity for brain modification.
| | | | | | | | |
