EPPP Cognitive-Affective Behavior Bases 5

Question 1

Vygotsky's Zone of Proximal Development (ZPD) is best defined as the range of tasks that a learner:

Accepted Answer

Can perform with guidance but not yet independently

Answer

The ZPD is the gap between what a learner can do alone and what they can achieve with skilled guidance or collaboration.

Question 2

Research on affective forecasting consistently shows that people tend to:

Accepted Answer

Overestimate both the intensity and the duration of future emotional reactions

Answer

People systematically overestimate how intensely and how long future events will affect their happiness, a bias partly due to impact bias and neglect of adaptation.

Question 3

The James-Lange theory of emotion differs from the Cannon-Bard theory primarily in that James-Lange holds that:

Accepted Answer

Physiological responses precede and cause the subjective experience of emotion

Answer

James-Lange theory proposes that we feel emotion because we perceive our own bodily changes (e.g., we are sad because we cry), reversing the intuitive sequence.

Question 4

Emotion-focused coping, as defined by Lazarus and Folkman, is most adaptive when:

Accepted Answer

The stressor is uncontrollable and reducing emotional distress is the primary goal

Answer

Emotion-focused coping is most effective for uncontrollable stressors where managing one's emotional response, rather than changing the situation, is the realistic goal.

Question 5

Which concept describes the tendency for people to make riskier group decisions than they would make individually, a phenomenon observed in group dynamics research?

Accepted Answer

Risky shift

Answer

Risky shift refers to the finding that group discussion often leads to more extreme (typically riskier) decisions than the average of individuals' initial positions.

EPPP - Examination for Professional Practice in Psychology Practice Test

EPPP - Examination for Professional Practice in Psychology Practice Test

EPPP Cognitive-Affective Behavior Bases 5