Name: ________________________ Class: ___________________ Date: __________ ID: A

rev3

Multiple Choice
Identify the choice that best completes the statement or answers the question.

____ 1. Professor Seif conducts research on the relationship between the limbic system and sexual
motivation. Her research interests best represent the psychological speciality known as
a. behaviorism.
b. biological psychology.
c. psychoanalysis.
d. myelin.
e. behavior genetics.

____ 2. Dendrites are branching extensions of

a. neurotransmitters.
b. endorphins.
c. neurons.
d. myelin.
e. endocrine glands.

____ 3. The function of dendrites is to

a. receive incoming signals from other neurons.
b. release neurotransmitters into the spatial junctions between neurons.
c. coordinate the activation of the parasympathetic and sympathetic nervous systems.
d. control pain through the release of opiate-like chemicals into the brain.
e. transmit signals to other neurons.

____ 4. An axon is
a. a cell that serves as the basic building block of the nervous system.
b. a layer of fatty tissue that encases the fibers of many neurons.
c. an antagonist molecule that blocks neurotransmitter receptor sites.
d. the extension of a neuron that carries messages away from the cell body.
e. a junction between a sending and receiving neuron.

____ 5. The speed at which a neural impulse travels is increased when the axon is encased by a(n)
a. sympathetic nerve.
b. myelin sheath.
c. endocrine gland.
d. pituitary gland.
e. synaptic vesicle.

____ 6. The part of a neuron that transmits neural messages to other neurons or to muscles or glands is
called the
a. dendrite.
b. synapse.
c. association area.
d. axon.
e. cell body.

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Name: ________________________ ID: A

____ 7. The movement of positively charged ions across the membrane of a neuron can produce a(n)
a. action potential.
b. synapse.
c. neurotransmitters.
d. myelin sheath.
e. interneuron.

____ 8. The depolarization of a neural membrane can create a(n)

a. action potential.
b. myelin sheath.
c. lesion.
d. neural network.
e. interneuron.

____ 9. The selective permeability of a neural membrane creates a(n)

a. myelin sheath.
b. resting potential.
c. neural network.
d. reuptake.
e. dendrite.

____ 10. Neurotransmitters are released from vesicles located on knoblike terminals at the end of the
a. dendrites.
b. cell body.
c. axon.
d. myelin sheath.
e. synapse.

____ 11. A synapse is a(n)

a. chemical messenger that triggers muscle contractions.
b. automatic response to sensory input.
c. neural network.
d. junction between a sending neuron and a receiving neuron.
e. neural cable containing many axons.

____ 12. Prozac, a drug commonly prescribed to treat depression, prevents the sending neuron from taking
in excess serotonin. Which process does this drug prevent from taking place?
a. depolarization
b. reuptake
c. the all-or-none response
d. an action potential
e. a refractory period

____ 13. When the release of ACh is blocked, the result is

a. depression.
b. muscular paralysis.
c. aggression.
d. schizophrenia.
e. euphoria.

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Name: ________________________ ID: A

____ 14. An undersupply of serotonin is most closely linked to

a. Alzheimer's disease.
b. schizophrenia.
c. Parkinson's disease.
d. depression.
e. euphoria.

____ 15. Schizophrenia is most closely linked with excess receptor activity for the neurotransmitter
a. dopamine.
b. epinephrine.
c. acetylcholine.
d. serotonin.
e. GABA.

____ 16. A person with schizophrenia may have an overactive dopamine system. Drugs used to treat this
disorder prevent the action of dopamine by keeping it from binding to its receptors. These drugs
are
a. agonists.
b. somatic.
c. sympathetic.
d. antagonists.
e. selectively permeable.

____ 17. Nerves are neural cables containing many

a. hormones.
b. endorphins.
c. interneurons.
d. axons.
e. lesions.

____ 18. When Mr. Valdez thought his 1-year-old daughter had fallen down the stairs, his heartbeat
accelerated, his blood pressure rose, and he began to perspire heavily. Mr. Valdez's state of
arousal was activated by his ________ nervous system.
a. parasympathetic
b. sympathetic
c. somatic
d. sensorimotor
e. central

____ 19. While you are hiking in the mountains, a rattlesnake slithers across your trail. Which of the
following triggers the fight-or-flight? response, increasing your heart rate and blood pressure, as
you run away?
a. somatic nervous system
b. sympathetic nervous system
c. motor cortex
d. limbic system
e. parasympathetic nervous system

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Name: ________________________ ID: A

____ 20. A simple, automatic, inborn response to a sensory stimulus is called a(n)
a. neural network.
b. action potential.
c. neurotransmitter.
d. reflex.
e. threshold.

____ 21. Hormones are the chemical messengers of the

a. action potential.
b. autonomic nervous system.
c. endocrine system.
d. peripheral nervous system.
e. central nervous system.

____ 22. Mandy came home late. As she reached to turn on the kitchen light, her hand brushed against
something unexpected. Her adrenal glands, as a part of the fight-or-flight? response, released
epinephrine and norepinephrine, which increased her heart rate and blood pressure. Even after
she realized it was just the curtain, her excited feelings lingered. This example illustrates
a. how chemicals can amplify or block a neurotransmitter's activity.
b. that a resting axon has gates that block positive sodium ions.
c. how the myelin sheath insulates and increases the speed of neural messages.
d. the all-or-none response in neural firing.
e. that endocrine messages tend to outlast the effects of neural messages.

____ 23. Surgical destruction of brain tissue is called a(n)

a. endorphin.
b. EEG.
c. synapse.
d. lesion.
e. MRI.

____ 24. The best way to detect enlarged fluid-filled brain regions in some patients who have
schizophrenia is to use a(n)
a. EEG.
b. MRI.
c. PET scan.
d. brain lesion.
e. X-ray.

____ 25. To identify which specific brain areas are most active during a particular mental task, researchers
would be most likely to make use of a(n)
a. fMRI.
b. hemispherectomy.
c. ACh agonist.
d. brain lesion.
e. MRI.

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Name: ________________________ ID: A

____ 26. What is the main difference between an MRI scan and an fMRI scan?
a. MRI scans are able to show internal structures of the brain, fMRI scans can also
show external structures.
b. MRI scans use X-rays, fMRI scans use gamma rays.
c. MRI scans measure glucose levels in the brain, fMRI scans measure oxygen
levels.
d. MRI scans show structural details of the brain, fMRI scans show structure and
activity levels.
e. MRI scans measure brain wave activity, fMRI scans use a series of X-ray images
to show structural details.
____ 27. The sequence of brain regions from the evolutionarily oldest to newest is
a. limbic system; brainstem; cerebral cortex.
b. brainstem; cerebral cortex; limbic system.
c. limbic system; cerebral cortex; brainstem.
d. brainstem; limbic system; cerebral cortex.
e. cerebral cortex; brainstem; limbic system.

____ 28. Which of the following structures in the brainstem helps coordinate movements and lies above
the medulla?
a. reticular formation
b. hippocampus
c. pons
d. thalamus
e. hypothalamus

____ 29. Which region of your brainstem plays a role in arousing you to a state of alertness when someone
nearby mentions your name?
a. reticular formation
b. cerebellum
c. hypothalamus
d. amygdala
e. medulla

____ 30. Ellen volunteers during her AP psychology class to try to balance a yardstick on her two fingers.
While her eyes are open, she finds the task quite easy. However, when she closes her eyes, she
finds the same task almost impossible. Which brain region relies on visual information in
coordinating our voluntary movements?
a. hypothalamus
b. reticular formation
c. thalamus
d. amygdala
e. cerebellum

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Name: ________________________ ID: A

____ 31. After Kato's serious motorcycle accident, doctors detected damage to his cerebellum. Kato is
most likely to have difficulty
a. experiencing intense emotions.
b. reading printed words.
c. understanding what others are saying.
d. tasting the flavors of foods.
e. playing his guitar.

____ 32. The secretions of the pituitary gland are most directly regulated by the
a. reticular formation.
b. hypothalamus.
c. amygdala.
d. cerebellum.
e. thalamus.

____ 33. The parietal lobes are to ________ as the occipital lobes are to ________.
a. hearing; speaking
b. sensing touch; seeing
c. sensing pleasure; sensing pain
d. tasting; smelling
e. speaking; seeing

____ 34. An area at the rear of the frontal lobes that controls voluntary movements is called the
a. angular gyrus.
b. hypothalamus.
c. motor cortex.
d. reticular formation.
e. frontal association area.

____ 35. By simply thinking about a move, which activates their brain cells, people may be able to move a
robotic arm. This best illustrates
a. neurogenesis.
b. constraint-induced therapy.
c. cognitive neural prosthetics.
d. magnetic resonance imaging.
e. hemispheric specialization.

____ 36. The association areas are located in the

a. spinal cord.
b. brainstem.
c. thalamus.
d. limbic system.
e. cerebral cortex.

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Name: ________________________ ID: A

____ 37. A stroke patient can recognize the sound of his wife's voice but cannot recognize her face when
she stands next to him. Which brain region has most likely been damaged?
a. the visual cortex in the occipital lobe
b. the underside of the right temporal lobe
c. Wernicke's area in the left temporal lobe
d. the hippocampus in the limbic system
e. the reticular formation in the brainstem

____ 38. After Terry lost a finger in an industrial accident, the area of his sensory cortex devoted to
receiving input from that finger gradually became very responsive to sensory input from his
adjacent fingers. This best illustrates
a. phrenology.
b. lateralization.
c. hemispherectomy.
d. plasticity.
e. tomography.

____ 39. In a recent car accident, Tamiko sustained damage to his right cerebral hemisphere. This injury is
most likely to reduce Tamiko's ability to
a. facially express emotions.
b. solve arithmetic problems.
c. understand simple verbal requests.
d. process information in an orderly sequence.
e. control his aggression.

____ 40. Physical exercise and exposure to stimulating environments are most likely to promote
a. phrenology.
b. neurogenesis.
c. hemispherectomy.
d. reward deficiency syndrome.
e. plasticity.

____ 41. The ability to recognize faces with the right hemisphere but not with the left hemisphere best
illustrates
a. Parkinson's disease.
b. neurogenesis.
c. plasticity.
d. lateralization.
e. aphasia.

____ 42. Psychologist Michael Gazzaniga asked split-brain patients to stare at a dot as he flashed HEART
on a screen. HE appeared in the left visual field, ART in the right. When asked to point to the
word with their left hand, patients pointed to
a. HE.
b. ART.
c. HEART.
d. EA.
e. nothing. They were unable to complete the task.

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Name: ________________________ ID: A

____ 43. Split-brain patients have had their ________ surgically cut.
a. hippocampus
b. limbic system
c. corpus callosum
d. sensory cortex
e. reticular formation

____ 44. The ability to simultaneously copy different figures with the right and left hand is most
characteristic of those whose ________ has been cut.
a. angular gyrus
b. reticular formation
c. corpus callosum
d. motor cortex
e. sensory cortex

____ 45. Damage to the left cerebral hemisphere is most likely to reduce people's ability to
a. speak fluently.
b. copy drawings.
c. recognize faces.
d. recognize familiar melodies.
e. see colors.

____ 46. A failure to recognize that one's arm or leg is part of one's self is most likely to be associated with
damage to the
a. amygdala.
b. hypothalamus.
c. right hemisphere.
d. sympathetic nervous system.
e. left hemisphere.

____ 47. What is the interdisciplinary study of how brain activity is linked with our mental processes
called?
a. social-cultural perspective
b. psychodynamic perspective
c. cognitive neuroscience
d. industrial-organizational psychology
e. biopsychosocial approach

____ 48. Which cognitive neuroscience term reflects the idea that 搈 uch of our everyday thinking, feeling,
and acting operates outside our conscious awareness?
a. dual processing
b. cerebral cortex
c. reticular formation
d. interneurons
e. limbic system

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Name: ________________________ ID: A

____ 49. Chromosomes are located within human

a. cells.
b. genes.
c. neurotransmitters.
d. molecules.
e. unconscious.

____ 50. Depending on environmental conditions, specific genes can be either

a. nature or nurture.
b. active or inactive.
c. identical or fraternal.
d. chromosomes or genomes.
e. sperm or eggs.

____ 51. Identical twins originate from the fertilization of

a. a single egg cell by a single sperm cell.
b. two egg cells by a single sperm cell.
c. a single egg cell by two sperm cells.
d. two egg cells by two sperm cells.
e. either two egg cells or two sperm cells.

____ 52. Fraternal twins originate from the fertilization of

a. a single egg cell by a single sperm cell.
b. two egg cells by a single sperm cell.
c. a single egg cell by two sperm cells.
d. two egg cells by two sperm cells.
e. a divided egg cell and one sperm cell.

____ 53. Studies of identical twins who had been reared apart most clearly highlight the importance of
________ in personality development.
a. natural selection
b. mutation
c. adoptive relatives
d. home environments
e. genetic predispositions

____ 54. To estimate trait heritability, researchers are most likely to make use of
a. cloning.
b. natural selection.
c. interaction.
d. twin studies.
e. DNA.

____ 55. The diversity of human traits is enabled by our shared

a. individualism.
b. chromosomes.
c. natural selection.
d. adaptive capacity.
e. genome.

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Name: ________________________ ID: A

____ 56. Because Marla is the first girl in her fourth-grade class to sexually mature, she is sometimes
teased and rejected by her classmates. Marla's sense of social isolation and embarrassment result
from the interaction of
a. chromosomes.
b. genetics and environmental factors.
c. DNA and genes.
d. genomes.
e. home environment and school environment.

____ 57. Epigenetics refers to the

a. influences that affect our mating decisions.
b. factors that trigger us to behave aggressively towards others.
c. the study of how men and women respond to sex hormones.
d. the way that genes solely create our personalities.
e. the study of how the environment triggers genetic expression.

____ 58. Natural selection acts on

a. proteins.
b. cells.
c. individuals.
d. siblings.
e. populations.

____ 59. The reproductive advantage enjoyed by organisms best suited to a specific environment is known
as
a. heritability.
b. behavior genetics.
c. natural selection.
d. genome.
e. cloning.
____ 60. Evolutionary psychologists emphasize that environmentally adaptive behaviors are those that
have promoted
a. collectivism.
b. reproductive success.
c. personal happiness.
d. cultural diversity.
e. individualism.

____ 61. If a genetic predisposition to fear darkness contributes to reproductive success, that trait will
likely be passed on to subsequent generations. This best illustrates
a. mutation.
b. psychopathology.
c. behavior genetics.
d. environment.
e. natural selection.

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Name: ________________________ ID: A

____ 62. Evolutionary psychologists would be most likely to attribute gender differences in attitudes
toward sex to the fact that men have ________ than do women.
a. larger bodies
b. stronger personalities
c. a weaker sense of empathy
d. greater reproductive potential
e. more insecurities

____ 63. According to evolutionary psychologists, behaviors that promote reproductive success are likely
to be
a. socially prohibited.
b. genetically predisposed.
c. ecologically disruptive.
d. disease-producing.
e. hormonally adaptive.

____ 64. Professor Archibald suggests that men are more likely than women to initiate recreational sex
because this has historically served to be a more successful reproductive strategy for men than for
women. The professor's suggestion best illustrates a(n) ________ theory.
a. social learning
b. evolutionary
c. behaviorist
d. Freudian
e. cognitive

____ 65. Males in their ________ are most likely to be sexually attracted to women who are several years
older rather than several years younger than themselves.
a. teens.
b. twenties.
c. thirties.
d. forties.
e. fifties.

____ 66. Evolutionary psychologists have suggested that men are ________ likely than women to prefer
mates with a fertile-looking appearance and ________ likely than women to prefer mates with
wealth and social status.
a. more; more
b. less; less
c. more; less
d. less; more
e. more; equally

____ 67. Women are most likely to be sexually attracted to men who seem
a. shy and reserved.
b. emotionally reactive and intense.
c. interested in recreational sex.
d. mature and affluent.
e. extraverted and dependent.

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Name: ________________________ ID: A

____ 68. Evolutionary psychologists are most likely to be criticized for

a. providing hindsight explanations for human behaviors.
b. failing to consider unconscious motivations.
c. overemphasizing humans' capacity to learn and adapt to a variety of environments.
d. underestimating gender differences in mate selection.
e. overestimating cultural differences in human sexual behaviors.

____ 69. Which of the following fictional research findings is the best evidence against the idea that
biology is destiny?
a. Early humans gradually developed aversions to bitter-tasting foods because many
poisons were bitter.
b. Babies are born with the ability to turn away from frightening stimuli.
c. Cognitive therapy can help people change unwanted personality traits.
d. Testosterone levels are associated with incarceration rates.
e. Women have larger and more active brain structures than men.

____ 70. Which of the following fictional research findings is the best evidence against the idea that our
lives are determined by our experiences?
a. Babies are born with personalities that are relatively stable throughout their lives.
b. IQ scores can change drastically (more than one standard deviation) after children
are provided enriched environments.
c. Reinforcements, like praise from caregivers, are the most powerful motivator for
most children.
d. The political opinions of adopted children are closer to those of their adopted
parents than those of their biological parents.
e. Extremely stressful experiences can change overall optimistic explanatory styles
into more pessimistic styles.

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 ID: A

rev3
Answer Section

MULTIPLE CHOICE

1. ANS: B PTS: 1 DIF: Medium REF: Conceptual | Application

OBJ: Unit III | Mod 9-1 TOP: Biology, behavior, and mind
2. ANS: C PTS: 1 DIF: Easy REF: Factual | Definitional
OBJ: Unit III | Mod 9-2 TOP: Neurons
3. ANS: A PTS: 1 DIF: Medium REF: Factual | Definitional
OBJ: Unit III | Mod 9-2 TOP: Neurons
4. ANS: D PTS: 1 DIF: Easy REF: Factual | Definitional
OBJ: Unit III | Mod 9-2 TOP: Neurons
5. ANS: B PTS: 1 DIF: Easy REF: Factual | Definitional
OBJ: Unit III | Mod 9-2 TOP: Neurons
6. ANS: D PTS: 1 DIF: Easy REF: Factual | Definitional
OBJ: Unit III | Mod 9-2 TOP: Neurons
7. ANS: A PTS: 1 DIF: Medium REF: Factual | Definitional
OBJ: Unit III | Mod 9-2 TOP: The Neural Impulse
8. ANS: A PTS: 1 DIF: Medium REF: Factual | Definitional
OBJ: Unit III | Mod 9-2 TOP: The Neural Impulse
9. ANS: B PTS: 1 DIF: Medium REF: Factual | Definitional
OBJ: Unit III | Mod 9-2 TOP: The Neural Impulse
10. ANS: C PTS: 1 DIF: Easy REF: Factual | Definitional
OBJ: Unit III | Mod 9-3 TOP: How Neurons Communicate
11. ANS: D PTS: 1 DIF: Easy REF: Factual | Definitional
OBJ: Unit III | Mod 9-3 TOP: How Neurons Communicate
12. ANS: B PTS: 1 DIF: Medium REF: Conceptual | Application
OBJ: Unit III | Mod 9-3 TOP: How Neurons Communicate
13. ANS: B PTS: 1 DIF: Easy REF: Factual | Definitional
OBJ: Unit III | Mod 9-4 TOP: How Neurotransmitters Influence Us
14. ANS: D PTS: 1 DIF: Difficult REF: Factual | Definitional
OBJ: Unit III | Mod 9-4 TOP: How Neurotransmitters Influence Us
15. ANS: A PTS: 1 DIF: Difficult REF: Factual | Definitional
OBJ: Unit III | Mod 9-4 TOP: How Neurotransmitters Influence Us
16. ANS: D PTS: 1 DIF: Medium REF: Conceptual | Application
OBJ: Unit III | Mod 9-4 TOP: How Neurotransmitters Influence Us
17. ANS: D PTS: 1 DIF: Easy REF: Factual | Definitional
OBJ: Unit III | Mod 10-1 TOP: The peripheral nervous system
18. ANS: B PTS: 1 DIF: Medium REF: Conceptual | Application
OBJ: Unit III | Mod 10-1 TOP: The peripheral nervous system
19. ANS: B PTS: 1 DIF: Medium REF: Conceptual | Application
OBJ: Unit III | Mod 10-1 TOP: The peripheral nervous system
20. ANS: D PTS: 1 DIF: Easy REF: Factual | Definitional
OBJ: Unit III | Mod 10-1 TOP: The central nervous system
21. ANS: C PTS: 1 DIF: Easy REF: Factual | Definitional
OBJ: Unit III | Mod 10-2 TOP: The endocrine system
22. ANS: E PTS: 1 DIF: Medium REF: Conceptual | Application
OBJ: Unit III | Mod 10-2 TOP: The endocrine system

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 ID: A

23. ANS: D PTS: 1 DIF: Easy REF: Factual | Definitional

OBJ: Unit III | Mod 11-1 TOP: Tools of Discovery: Having Our Head Examined
24. ANS: B PTS: 1 DIF: Medium REF: Factual | Definitional
OBJ: Unit III | Mod 11-1 TOP: Tools of Discovery: Having Our Head Examined
25. ANS: A PTS: 1 DIF: Medium REF: Factual | Definitional
OBJ: Unit III | Mod 11-1 TOP: Tools of Discovery: Having Our Head Examined
26. ANS: D PTS: 1 DIF: Difficult REF: Factual | Definitional
OBJ: Unit III | Mod 11-1 TOP: Tools of Discovery: Having Our Head Examined
27. ANS: D PTS: 1 DIF: Difficult REF: Conceptual
OBJ: Unit III | Mod 11-2 TOP: Older brain structures
28. ANS: C PTS: 1 DIF: Easy REF: Factual | Definitional
OBJ: Unit III | Mod 11-2 TOP: The brainstem
29. ANS: A PTS: 1 DIF: Medium REF: Conceptual | Application
OBJ: Unit III | Mod 11-2 TOP: The reticular formation
30. ANS: E PTS: 1 DIF: Medium REF: Conceptual | Application
OBJ: Unit III | Mod 11-2 TOP: The cerebellum
31. ANS: E PTS: 1 DIF: Difficult REF: Conceptual | Application
OBJ: Unit III | Mod 11-2 TOP: The cerebellum
32. ANS: B PTS: 1 DIF: Medium REF: Factual | Definitional
OBJ: Unit III | Mod 11-3 TOP: The hypothalamus
33. ANS: B PTS: 1 DIF: Difficult REF: Conceptual
OBJ: Unit III | Mod 12-1 TOP: Functions of the cortex
34. ANS: C PTS: 1 DIF: Easy REF: Factual | Definitional
OBJ: Unit III | Mod 12-1 TOP: Functions of the cortex
35. ANS: C PTS: 1 DIF: Medium REF: Factual | Definitional
OBJ: Unit III | Mod 12-1 TOP: Functions of the cortex
36. ANS: E PTS: 1 DIF: Easy REF: Factual | Definitional
OBJ: Unit III | Mod 12-1 TOP: Association areas
37. ANS: B PTS: 1 DIF: Medium REF: Conceptual | Application
OBJ: Unit III | Mod 12-1 TOP: Association areas
38. ANS: D PTS: 1 DIF: Medium REF: Conceptual | Application
OBJ: Unit III | Mod 12-4 TOP: Response to Damage
39. ANS: A PTS: 1 DIF: Difficult REF: Conceptual | Application
OBJ: Unit III | Mod 12-4 TOP: Response to Damage
40. ANS: B PTS: 1 DIF: Easy REF: Factual | Definitional
OBJ: Unit III | Mod 12-4 TOP: Response to Damage
41. ANS: D PTS: 1 DIF: Difficult REF: Conceptual
OBJ: Unit III | Mod 13-1 TOP: Splitting the brain
42. ANS: A PTS: 1 DIF: Medium REF: Factual | Definitional
OBJ: Unit III | Mod 13-1 TOP: Splitting the brain
43. ANS: C PTS: 1 DIF: Easy REF: Factual | Definitional
OBJ: Unit III | Mod 13-1 TOP: Splitting the brain
44. ANS: C PTS: 1 DIF: Medium REF: Factual | Definitional
OBJ: Unit III | Mod 13-1 TOP: Splitting the brain
45. ANS: A PTS: 1 DIF: Medium REF: Factual | Definitional
OBJ: Unit III | Mod 13-1 TOP: Right-left differences in the intact brain
46. ANS: C PTS: 1 DIF: Medium REF: Factual | Definitional
OBJ: Unit III | Mod 13-1 TOP: Right-left differences in the intact brain
47. ANS: C PTS: 1 DIF: Easy REF: Factual | Definitional
OBJ: Unit III | Mod 13-2 TOP: Cognitive neuroscience

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 ID: A

48. ANS: A PTS: 1 DIF: Medium REF: Conceptual

OBJ: Unit III | Mod 13-2 TOP: Dual Processing: The Two-Track Mind
49. ANS: A PTS: 1 DIF: Difficult REF: Conceptual
OBJ: Unit III | Mod 14-1 TOP: Genes: Our codes for life
50. ANS: B PTS: 1 DIF: Medium REF: Factual | Definitional
OBJ: Unit III | Mod 14-1 TOP: Genes: Our codes for life
51. ANS: A PTS: 1 DIF: Easy REF: Factual | Definitional
OBJ: Unit III | Mod 14-2 TOP: Twin and adoption studies
52. ANS: D PTS: 1 DIF: Easy REF: Factual | Definitional
OBJ: Unit III | Mod 14-2 TOP: Identical versus fraternal twins
53. ANS: E PTS: 1 DIF: Medium REF: Factual | Definitional
OBJ: Unit III | Mod 14-2 TOP: Twin and adoption studies
54. ANS: D PTS: 1 DIF: Easy REF: Factual | Definitional
OBJ: Unit III | Mod 14-3 TOP: Heritability
55. ANS: D PTS: 1 DIF: Medium REF: Factual | Definitional
OBJ: Unit III | Mod 14-4 TOP: Gene-Environment Interaction
56. ANS: B PTS: 1 DIF: Medium REF: Conceptual | Application
OBJ: Unit III | Mod 14-4 TOP: Gene-Environment Interaction
57. ANS: E PTS: 1 DIF: Easy REF: Factual | Definitional
OBJ: Unit III | Mod 14-4 TOP: Gene-Environment Interaction
58. ANS: E PTS: 1 DIF: Easy REF: Factual | Definitional
OBJ: Unit III | Mod 15-1 TOP: Natural selection and adaptation
59. ANS: C PTS: 1 DIF: Medium REF: Factual | Definitional
OBJ: Unit III | Mod 15-1 TOP: Natural selection and adaptation
60. ANS: B PTS: 1 DIF: Medium REF: Factual | Definitional
OBJ: Unit III | Mod 15-1 TOP: Natural selection and adaptation
61. ANS: E PTS: 1 DIF: Medium REF: Conceptual | Application
OBJ: Unit III | Mod 15-1 TOP: Evolutionary success helps explain similarities
62. ANS: D PTS: 1 DIF: Difficult REF: Conceptual
OBJ: Unit III | Mod 15-2 TOP: Natural selection and mating preferences
63. ANS: B PTS: 1 DIF: Easy REF: Factual | Definitional
OBJ: Unit III | Mod 15-2 TOP: Natural Selection and Mating Preferences
64. ANS: B PTS: 1 DIF: Medium REF: Conceptual | Application
OBJ: Unit III | Mod 15-2 TOP: Natural selection and mating preferences
65. ANS: A PTS: 1 DIF: Medium REF: Factual | Definitional
OBJ: Unit III | Mod 15-2 TOP: Natural selection and mating preferences
66. ANS: C PTS: 1 DIF: Medium REF: Factual | Definitional
OBJ: Unit III | Mod 15-2 TOP: Natural selection and mating preferences
67. ANS: D PTS: 1 DIF: Medium REF: Factual | Definitional
OBJ: Unit III | Mod 15-2 TOP: Natural selection and mating preferences
68. ANS: A PTS: 1 DIF: Medium REF: Factual | Definitional
OBJ: Unit III | Mod 15-3 TOP: Critiquing the Evolutionary Perspective
69. ANS: C PTS: 1 DIF: Difficult REF: Conceptual
OBJ: Unit III | Mod 15-3 TOP: Critiquing the Evolutionary Perspective
70. ANS: A PTS: 1 DIF: Difficult REF: Conceptual
OBJ: Unit III | Mod 15-4 TOP: Reflections on Nature, Nurture, and Their Interaction