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industrial organizational psychology understanding the workplace

Questions and Answers of Industrial Organizational Psychology Understanding The Workplace

5. The autonomic nervous system, amygdala, insula, anterior cingulate cortex, basal ganglia, and cerebral cortices play important roles in emotion. (LO2)
4. Facial expression is mediated by the facial nerve(cranial nerve VII). Voluntary expressions are controlled by the primary motor cortex, while spontaneous expressions are controlled by subcortical
3. Affective neuroscientists debate whether emotional states are discrete and inborn or dimensional and cognitively constructed. The contributions of emotion to decision making are also the subject
2. Three classic theories of emotion attempt to organize the relationships between physical reactions and conscious awareness of emotions. The JamesLange theory suggests that autonomic responses are
1. Emotions promote survival by enhancing arousal, organizing approach and avoidance behaviors, and providing a means of communication. (LO1)
L06 Evaluate the neural correlates of prejudice and loneliness.
L05 Distinguish between the cognitive and emotional networks supporting social cognition and empathy.
L04 Differentiate between reactive and proactive aggression and identify their underlying neural correlates.
L03 Explain the major physical and psychological responses to stress.
L02 Identify the nervous system structures and networks involved in emotion and emotion regulation.
L01 Distinguish among leading models of emotion.
6. Why might our decision-making processes emphasize the avoidance of loss rather than gaining positive outcomes?
5. We identify people with math and verbal difficulties as having a learning disability. Why don’t we also have terms such as having a musical disability or an athletic disability?
4. If being non-right-handed is associated with higher rates of learning disability and immune disease, why do you think non-right-handedness is maintained in the population?
3. What might be the advantages to an animal of localizing functions to one hemisphere of the brain as opposed to distributing the functions over both hemispheres?
2. Some linguists believe that we will go from having thousands of languages worldwide to fewer than a dozen within 100 years. What might be the implications of such a rapid change?
1. How are the issues of consciousness and free will related? Is one dependent on the other?
1. Intelligence can be viewed as having a hierarchical organization combining general intelligence and specific skills. (LO5)
3. What roles do the amygdala and orbitofrontal cortex play in decision making?
2. How might epigenetics affect cognitive development?
1. What can we learn about intelligence from network neuroscience and artificial intelligence?
2. What does ASL teach us about the localization of language in the brain?
1. What are the relationships between gesture, imitation, and language?
4. The clinical study of aphasias, alexias, and agraphias has helped identify the major areas of the brain?
3. Multilingualism involves overlapping representations of multiple languages in the brain and may be beneficial for cognitive functioning. Despite the spatial nature of ASL, research evidence
2. Nonhuman animals clearly communicate, but controversy remains as to whether nonhuman animals truly possess the ability to use language. (LO3)
1. The evolution of language might have occurred as spoken language replaced gesture, self-domestication occurred, and possible genetic changes took place. (LO3)
2. What are the possible advantages of lateralization of functions in the cerebral hemispheres?
1. What are the possible advantages of conscious awareness to survival?
5. Handedness, language, spatial relations, dichotic listening, the processing of music and prosody, gender, and some psychological disorders correlate with patterns of lateralization. (LO2)
4. Lateralization reflects genetic influences, but understanding the exact processes responsible for its development requires further research. Lateralization appears to involve differential gene
3. Research involving patients who had undergone surgery to treat life-threatening seizures led to an understanding that some functions are not symmetrically organized in the brain. (LO2)
2. Disorders of consciousness, including coma, unresponsive wakefulness syndrome (UWS), and locked in syndrome, help us understand the processes responsible for typical consciousness. (LO1)
1. Not all brain functions occur at a level of conscious awareness. Activity in a posterior hot zone seems particularly correlated with the experience of consciousness. (LO1)
L06 Describe the key brain correlates of decision making.
L05 Evaluate the biological correlates of intelligence.
L04 Explain the implications of multilingualism, American Sign Language, and communication disorders for our understanding of how the brain typically processes language.
L03 Describe the origins of human language and assess the evidence regarding the use of language by nonhuman species.
L02 Evaluate theories accounting for the development of lateralization, and interpret the correlations between lateralization, handedness, and behavior.
L01 Identify the neural correlates of consciousness, and explain how disorders of consciousness illuminate typical conscious behaviors.
3. How can we use our understanding of stress and memory to help people with traumatic memories?
2. Most of us have had the experience of watching an event with a group of people, only to discover that our memory of the event is quite different from the memories formed by the other observers.
1. If chemicals that will enhance people’s ability to learn and remember become readily available, what impact might that have on human society?cognitive function despite the normal deficits
2. What memory changes are associated with normal, healthy aging?
1. In which situations is the timing of neurochemical activity important to the understanding of memory functioning?
2. In healthy older adults, reserve, maintenance, and compensation work together to promote good .
1. Unusual memory phenomena, including flashbacks associated with posttraumatic stress disorder and flashbulb memories, might result from the effects of the timing of different neurochemical
2. What brain structures seem to be most involved with episodic, semantic, and procedural memories?
1. How did the work of Lashley, Penfield, and Milner contribute to our understanding of memory?
3. The prefrontal cortex appears to play a significant role in short-term or working memory. Episodic and semantic memories appear to be widely distributed in the cerebral cortex, yet tightly
2. Patients with damage to the medial temporal lobes experience anterograde amnesia, the inability to form new declarative memories. (LO5)
2. What evidence supports a role for long-term potentiation (LTP) in learning and memory?1. Classical conditioning in vertebrates involves the amygdala (emotional learning) and the cerebellum
1. What cellular changes are associated with habituation, sensitization, and classical conditioning in invertebrates?
4. Learning is associated with long-term potentiation(LTP) and synaptic plasticity. (LO4)
3. Memory can be conceptualized as a series of stages, including sensory memory, short-term or working memory, and long-term memory.Long-term memory is further divided into declarative (explicit) and
Postsynaptic structural changes in longer-lasting learning.Classical conditioning A type of associative learning in which a neutral stimulus acquires the ability to signal the occurrence of a second,
Enhancement of activity at axo-axonic synapses between interneurons and sensory neurons.
Postsynaptic structural changes in longer-lasting learning.Sensitization A type of learning in which experiencing one stimulus heightens the response to subsequent stimuli.
Persistent changes in activity at the synapse between sensory neurons and either interneurons or motor neurons.
2. Major types of learning include habituation, sensitization, classical conditioning, operant conditioning, and social learning. (LO2)Summary Table 12.1: Types of Learning Type of Learning
1. Reflexes, fixed action patterns, and learning fall along a continuum of flexibility. Reflexes produce rigid patterns of response, while the flexibility of learned behaviors is well suited to
L06 Explain the effects of stress and normal aging on learning and memory.
L05 Identify the neural systems supporting classical conditioning, operant conditioning, social learning, and working, episodic, semantic, and procedural memory.
L04 Explain the correlations between changes in synaptic processing and learning.
L03 Distinguish between the major types of memory.
L02 Describe the major types of non-associative learning, associative learning, and social learning.
L01 Differentiate between reflexive behaviors, fixed action patterns, and learned behaviors.
3. Which of the theories regarding the function of dreams do you find most compelling? Why?
2. Describe the likely effects that a visual impairment would have on your daily sleep–waking cycles. What advice would you give to people with a visual impairment to improve the quality of their
1. A survey asked participants to rate their “highs,” or experiences that made them feel especially wonderful. For middle-aged respondents, one of the top five highs was 8 hours of uninterrupted
2. What treatments are available for sleep–wake disorders?
1. Considering the benefits of sleep discussed in this section, what are the likely risks associated with common student behaviors like all-nighters and sleep deprivation?
3. Sleep–wake disorders include circadian disorders, insomnia, narcolepsy, breathing-related sleep disorders, nightmares, sleep terrors, sleep talking, sleepwalking, REM sleep behavior disorder,
2. Several theories attempt to identify the functions of REM dreams, including the activation-synthesis theory, Winson’s evolutionary theory, and the threat simulation theory. (LO3)
1. Among the leading theories of the function of sleep are the ideas that sleep keeps us safe, sleep restores the body, and memories are consolidated during sleep. (LO3)
2. In what ways should sleep be considered an active, as opposed to a passive, process?
1. What can we learn from the EEG recordings taken from various stages of waking and sleep?
5. Neurochemicals associated with the regulation of sleep and waking include acetylcholine, glutamate, histamine, serotonin, norepinephrine, adenosine, and melatonin. (LO2)
4. Different aspects of REM sleep are controlled by parts of the reticular formation located in the pons. (LO2)
3. NREM becomes possible when the circuits managing waking are inhibited and activity in the raphe nuclei and locus coeruleus drops. (LO2)
2. A default mode network (DMN) is active during unfocused, task-negative thought and is inhibited by activity in the brain during focused, task-positive thought. (LO2)
1. Activity in the basal forebrain, parts of the reticular formation, the raphe nuclei, and the locus coeruleus are associated with waking and vigilance. (LO2)
2. What is the basis for the rhythmicity observed in cells?
1. How do shift work, jet lag, and daylight saving time affect our normal circadian rhythms?
3. Some biochemicals, such as melatonin, cortisol, and human growth hormone, demonstrate circadian patterns of activity. (LO2)
2. The body’s internal master clock is the suprachiasmatic nucleus (SCN), which receives information about light via the retinohypothalamic pathway. (LO2)
1. Daily or circadian rhythms respond to both internal signals and external zeitgebers. Ultradian rhythms occur several times within a single day. (LO1)
13. Please indicate to what extent you are a morning or evening active individual.Pronounced morning active(morning alert and evening tired) (4)To some extent, morning active (3)To some extent,
12. How long a time does it usually take before you“recover your senses” in the morning after rising from a night’s sleep?0–10 minutes (4)11–20 minutes (3)21–40 minutes (2)More than 40
11. If you always had to rise at 6:00 a.m., what do you think it would be like?Very difficult and unpleasant (1)Rather difficult and unpleasant (2)A little unpleasant but no great problem (3)Easy and
10. When would you prefer to rise (provided you have a full day’s work—8 hours) if you were totally free to arrange your time?Before 6:30 a.m. (4)6:30–7:30 a.m. (3)7:30–8:30 a.m. (2)8:30 a.m.
9. One hears about “morning” and “evening” types of people. Which ONE of these types do you consider yourself to be?Definitely a morning type (4)More a morning than an evening type (3)More an
8. You wish to be at your peak performance for a test that you know is going to be mentally exhausting and lasting for 2 hours. You are entirely free to plan your day, and considering only your own
7. At what time in the evening do you feel tired and, as a result, in need of sleep?8:00–9:00 p.m. (5)9:00–10:15 p.m. (4)10:15 p.m.–12:30 a.m. (3)12:30–1:45 a.m. (2)1:45–3:00 a.m. (1)
6. You have decided to engage in some physical exercise. A friend suggests that you do this 1 hour twice a week and the best time for him is 7:00–8:00 a.m.Bearing in mind nothing else but your own
5. During the first half hour after having awakened in the morning, how tired do you feel? (Check one.)Very tired (1)Fairly tired (2)Fairly refreshed (3)Very refreshed (4)
4. How alert do you feel during the first half hour after having awakened in the morning? (Check one.)Not at all alert (1)Slightly alert (2)Fairly alert (3)Very alert (4)
3. Assuming normal circumstance, how easy do you find getting up in the morning? (Check one.)Not at all easy (1)Slightly easy (2)Fairly easy (3)Very easy (4)
2. Considering only your “feeling best” rhythm, at what time would you go to bed if you were entirely free to plan your evening?8:00–9:00 p.m. (5)9:00–10:15 p.m. (4)10:15 p.m.–12:30 a.m.
1. Considering only your own “feeling best” rhythm, at what time would you get up if you were entirely free to plan your day?5:00–6:30 a.m. (5)6:30–7:45 a.m. (4)7:45–9:45 a.m.

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