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Test Bank For Biological Psychology, 11th Edition

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    The Major Issues 1 CHAPTER 1 THE MAJOR ISSUES Chapter Outline I. The Biological Approach to Behavior A. Two profound and difficult questions: 1. “Why is there something instead of nothing?” There are many more universes that exist, but string theorists believe that this is the only one that can sustain life. Factors like gravity, electromagnetism, hydrogen, and water all give this universe the unique ability to sustain life. 2. The hard problem : Given that this universe composed of matter and energy, why is there such a thing as consciousness? 3. This question is often called the mind – body or mind – brain problem : What is the relationship between the mental experience and brain activity ? B. Biological Psychology : The study of the physiological, evolutionary, and developmental mechanisms of behavior and experience. Much of biological psychology is devoted to studying how the brain functions. The term biological psychology emphasizes that the goal of this field is to relate biology to issues of psychology. In comparison , the field of neuroscience includes much of the same content but with more emphasis on chemistry and anatomy. 1. Focus on brain function (i.e., how neurons and glia cells work): The activities of neurons and glia somehow produce an enormous wealth of behavior and experience. This book will explain what is meant by “ somehow . ” C. Biological Explanations of Behavior. They fall into four categories: 1. Physiological explanations : Relate behavior to the activity of the brain and other organs. Deal with the machinery of the body. 2. Ontogenetic explanations : Describe the development of a structure or a behavior. Look at the influence of genes, nutrition, experience, and the interaction among these influences on behavior. 3. Evolutionary explanations : Examine a structure or a behavior in terms of evolutionary history. Examine the continuity (unbroken course) of a behavior from past ancestors to the present. 4. Functional explanations : Describe why a structure or behavior evolved as it did. Look for the benefit or advantage for having certain behaviors. D. Career Opportunities 1. Careers in biological psychology fall into two categories : research and therapy 2. Research positions require a Ph . D . in psychology, biology, neuroscience, or related field and may be in academic, government , or industrial settings. 3. Fields of therapy include clinical psychology, counseling psychology, school psychology, several specializations of medicine , and allied medical practice , such as physical therapy.

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    Chapter 1 2 II. Genetics and Behavior A. Mendelian Genetics 1. During the nineteenth century, Gregor Mendel demonstrated that inheritance occurs through genes (units of heredity that maintain their identity from one generation to the next). 2. As a rule, genes come in pairs , as they are aligned along chromosomes (strands of genes). One exception to this rule is male sex chromosomes , which do not come in pairs. 3. A gene is a portion of a chromosome, which is composed of a double - stranded chemical called deoxyribonucleic acid ( DNA ). 4. A strand of DNA serves as a template (model) for the synthesis of ribonucleic acid ( RNA ). 5. RNA is a single - stranded chemical: O ne type of RNA serves as a template for the synthesis of protein molecules. 6. Proteins can be part of the structure of the body or serve as enzymes (biological catalysts that regulate chemical reactions in the body). 7. If individuals have an identical pair of genes on the two chromosomes, they are homozygous for that gene; if they instead have an unmatched pair of genes, they are heterozygous for that gene (e.g., a gene for black hair on one chromosome and a gene for brown hair on the other). 8. Certain genes can be identified as dominant or recessive. Dominant genes show a strong effect in either homozygous or heterozygous conditions; recessive genes show their effects only in homozygous conditions (e.g., a carrier for both a dominant black hair gene and a recessive brown hair gene will have black hair). 9. Nuances in gene expression: Often, more than one single gene contributes to the appearance of certain characteristics (e .g., 10 genes contribute to variations in eye color). Partial expression of a gene is also possible. B. Sex - Linked and Sex - Limited Genes 1. Genes located on sex chromosomes are known as sex - linked genes. All other chromosomes are referred to as autosomal chromosomes. Genes located on autosomal chromosomes are autosomal genes. 2. A female mammal has two X chromosomes; a male has one X and one Y chromosome. 3. The Y chromosome carries the gene that causes a person to develop as a male; the X chromosome carries many genes (these are usually referred to as sex - linked genes). 4. Sex - linked recessive genes have their effects only in the absence of the dominant gene. 5. Sex - limited genes : Genes present in both sexes but mainly or exclusively have effects in one sex. The differential effect is found because these genes must be activated by sex hormones. C. Genetic Changes 1. Genes change in several ways.

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    The Major Issues 3 2. Mutation: a heritable change in a DNA molecule. Changing one base in DNA to any of the other three types means that the mutant gene will code for a protein with a different amino acid at one location in the molecule . a) Mutations are rarely advantageous. One rare example: FOXP2 gene , which facilitates language development. b) Other types of mutations: d uplication or deletion ; microduplication or microdeletion. Scientist believe microduplications and microdeletions may be responsible for schizophrenia. 3. Epigenetics : changes in gene expression without modification of the DNA sequence (e .g., brain changes resulting from drug addiction). a) How experience can modify gene expression: The result of an experience — maternal deprivation, cocaine exposure, new learning, or whatever — brings new proteins into a cell or in other ways alters the chemical environment. Experiences alter the activity of genes. D. Heredity and Environment 1. Most variations in behavior depend on the combined influence of many genes and environmental influences. 2. Heritability is an estimate of how much of the variance in some characteristic is due to heredity. 3. Heritability in humans is studied in three ways : by comparing monozygotic (identical) twins , dizygotic (fraternal) twins, and adopted children and their biological parents. 4. Environmental influences may affect traits with high heritability (e.g., Phenylketonuria , or PKU : A genetically caused form of mental retardation that can be avoided with a strict diet that prevents build up of phenylalanine). 5. Genes affect behavior through the proteins they produce and their influence on specific body systems. D. Evolution of Behavior 1. Evolution : Change over generations in the frequencies of various genes in a population. 2. Offspring generally resemble their parents, but because of mutations and recombinations , new inheritable variations in the gene pool can occur. 3. Artificial selection : Breeding animals for desirable individual characteristics (this causes changes in various genetic frequencies in a population). 4. Misconceptions in evolution: • Lamarckian evolution : Use or disuse of some structure or behavior causes an evolutionary increase or decrease in that feature. • Humans are no longer evolving because of modern medicine and prosperity. • Evolution necessarily improves the fitness (the number of copies of one’s genes that endure in later generations) of the population. • Evolution acts to benefit the individual or the species. 5. Altruistic behavior : Behaviors that benefit others rather than the individual committing the behavior. This is in contrast to the belief that genes evolve for their own benefit.

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    Chapter 1 4 If altruistic genes exist, they may spread through reciprocal altruism (the notion that animals help those who will help them in return ) or kin selection (selection in favor of a gene because it benefits the animal ’ s relatives). 6. E volutionary psychology : The study of the relationship between social beh avior and evolutionary theory; evolutionary psychologists emphasize functional explanations of behavior (how a behavior may be useful to a population and why natural selection would favor it). III. The Use Of Animals In Research A. Four reasons why biological psychologists study animal behavior: 1. The underlying mechanisms of behavior are similar across species (especially mammalian) and are often easier to study in nonhuman species. 2. We are interested in animals for their own sake. 3. What scientists learn about animals sheds light on human evolution. 4. Certain experiments cannot use human subjects because of legal or ethical restrictions. B. The Ethical Debate 1. Opposition to animal research ranges considerably in degree. “ Minimalists ” believe some animal research is acceptable, but wish it to be minimized and regulated. “ Abolitionists ” believe that all animals deserve the same rights as human beings and that the use of animal subjects is the moral equivalent to slavery and murder. 2. Researchers in biological psychology realize that using animals in experiments is necessary for acquiring knowledge about behavior but may indeed be painful to their subjects. Therefore , investigators often look for compromises when conducting animal research to reduce the suffering of animals.

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    The Major Issues 5 Learning Objectives Module 1.1 : The Biological Approach to Behavior 1. Be able to describe four kinds of biological explanations of behavior and give an example of each. 2. Understand the two major positions concerning the relationship between brain functioning and the conscious experience. 3. Understand the mind - brain problem and its implications for understanding biological psychology. 4. Be able to describe the professionals who conduct neuroscience research and who provide clinical treatment for psychological, neurological, and psychiatric disorders. Module 1.2 : Genetics and Behavior 1. Understand the concept of Mendelian genetics. 2. Be able to describe the relationship between DNA, RNA, and proteins. 3. Understand the concepts of dominant and recessive genes, sex - linked and sex - limited genes, and sources of variation in the course of evolution. 4. Understand the concept of heritability and reasons why it can be overestimated. 5. Be able to discuss natural selection and the goals and criticisms of evolutionary psychology. Module 1.3 : The Use of Animals in Research 1. Understand the reasons for animal research. 2. Be able to discuss the ethical debate concerning the use of animals in research. 3. Be able to describe the regulatory committees that oversee animal research. Key Terms - altruistic behavior - artificial selection - autosomal gene - biological psychology - chromosome - deoxyribonucleic acid (DNA) - dizygotic - dominant - enzyme s - epigenetics - evolution - evolutionary explanation - evolutionary psychology - fitness - functional explanation - gene s - hard problem - heritability - heterozygous - homozygous - kin selection - Lamarckian evolution - mind – body or mind – brain p roblem - monozygotic twins - mutation - ontogenetic explanation - physiological explanation - recessive - reciprocal altruism - ribonucleic acid (RNA) - sex - limited gene - sex - linked gene

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    Chapter 1 6 Class Activities and Demonstrations 1. Evolution : A Historical Perspective. There are some really great activities available on the W eb for teaching concepts in evolution. Visit http://www.nap.edu , which was designed by the Working Group for Teaching Evolution under the council of the National Academy of Science primarily for K - 12. Review A ctivity 7 , which is a fairly sophisticated look at different historical theories in evolution (including Lamarckian and Darwinian theories) , and then answer the following questions. Question 1: Compare and contrast Lamarckian and Darwinian theories of evolution. Why is Darwinian theory believed to be a better explanation for the evolution of species? Question 2: Explain the key concepts of natural selection. Is the phrase “ survival of the fittest ” an accurate portrayal of this process? 2. Animal Rights versus Animal Research: This excellent exercise developed by Herzog (1990) mimics the review process that animal research committees undertake when examining proposals for research at colleges and universities. Students are assigned to one of four groups and asked to evaluate a scientific proposal that requires the use of animals; each group must decide whether or not to approve the study and to rate the value and importance of the research. A lively discussion is likely to ensue regarding each group ’ s decisions. Source: Herzog, H. (1990). Discussing animal rights and animal research in the classroom. Teaching of Psychology, 17 , 90 - 94. 3. From DNA to Proteins: While the idea of a genetic component of gene transcription and translation is covered in many classes, this video helps make these concepts more accessible for the students ( http://sciencevideos.wordpress.com/2007/12/13/protein - synthesis - transcription - and - translation - linklist/ ). After reviewing the film, discuss with the class what it means to say we have a genetic predisposition to a particular disease. How do our genes, which are just short segments of DNA, influence our behaviors? 4. In genetics, we often talk about the heritability of a trait. In this exercise, students can vary the heritability estimates of a particular trait and see how the heritability affects the distribution of that characteristic. A full description of this exercise, along with applications for displaying heritability estimates , can be found at http://psych.colorado.edu/~carey /hgss/hgssapplets/heritability/heritability.intro.html . 5. Behaviors can be explained in many different ways. In this chapter, we considered physiological, ontogenetic, evolutionary , and functional explanations for behaviors. For this activity, use the handout at the end of Chapter 1 of this Instructor Resource Manual to have students generate each of the four types of explanations for a behavior that you choose. You can use the class discussion to demonstrate that the more ways we have of thinking of a behavior, the better our understanding of that behavior becomes.

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    The Major Issues 7 Suggested Other Multimedia Resources VIDEOS 1. “ Brain - Mind Connection ” (Insight Media) : Explores the physical attributes of the human brain and how the functioning of the brain is influenced by thought, behavior, and environment. 2. “ Is Mind Distinct from Body ? ” (Insight Media) : Examines how Descartes’ dualistic view of human nature has been subject to attacks from proponents of materialism, artificial intelligence, and neuroscience. 3. “ Genetics and Heredity: The Blue Print of Life ” (Film Ideas) : Gives a good overview of DNA, meiosis and mitosis, with nice 3 - D animation. 4. “ Hope ” (Foundation for Biomedical Research): Highlights the critical importance of animal research through the eyes of three families. Filmed at Children ’ s National Medical Center in Washington, D.C. Includes Leader ’ s Guide for discussion. 5. “ In Support of Life ” (Indiana University School of Medicine): Addresses how the Indiana University Medical Center depends on animal models as it continues on the leading edge of research frontiers. The videotape also addresses the issues often used by animal activists as reasons not to use animals in research. 6. “ Partners in Research ” (University of Arizona): Contains interviews with medical researchers, physicians, and patients , revealing their thoughts about medical research and the role played by animals. Topics included are medical advances in cystic fibrosis, arthritis , and pediatric diseases. 7. There are many excellent video clips and animations available from the Psychology Resource Center, available at the Cengage W eb site. In particular, consider “ Stem Cell Research, ” under the “ Biology and the Brain ” heading and the “ Genes ” subheading. Related Web Sites http://assc.caltech.edu/ This is the W eb page of the Association for the Scientific Study of Consciousness. This site provides a lot of interesting information about the history of and current research on mind – brain issues. http://www.accessexcellence.com/AE/AEPC/WWC/1995/

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    Chapter 1 8 This is from the Woodrow Wilson National Leadership Program in Biology W eb site. They maintain a wonderful web page on the teaching of evolution. There are several laboratory exercises, additional readings, and suggestions for alternative teaching methods. http://www.indiana.edu/~ensiweb/info.fs.html This is the homepage for ENSI (Evolution and the Nature of Science Institutes) and is another great source for resources on teaching evolution. http://www.fbresearch.org/ This is the home page of the Foundation for Biomedical Research , which is an organization that supports the use of animals in biomedical research. Their W eb site has lots of information about animals in research as well as useful links to other sites . http://www.sfn.org/ This is the homepage for the Society for Neuroscience. This is a really good source for general information about the field of neuroscience and current information about graduate programs in neuroscience. Critical Thinking Exercises The Amazing Tale of Phineas Gage The story of Phineas Gage provides a compelling example of the connection between mind and body. Read the story of Phineas Gage at the Phineas Gage W eb site at http://www.deakin.edu.au/hbs/GAGEPAGE/ . Write a brief essay on how this case influences your opinion on the relationship between the mind and the body. Evolution Versus Technology Sophisticated genetic testing is on the verge of making it possible to manipulate the genes of a human fetus to determine traits such as height, weight, and body shape. What impact, if any, would you expect from this type of designer genetics on human evolution? Write a brief essay on whether you believe this will have a positive, negative , or any impact on our evolution. Genetic Engineering In recent years, the issue of “doping” in sports has arisen, and athletes are now tested for various performance - enhancing substances. One of the items to be tested is EPO, a synthetic form of the hormone e rythropoietin , which increases red blood cells. As our knowledge of genetics has increased, it has become possible to alter a person’s genes so that they produce more of the erythropoietin hormone naturally.

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    The Major Issues 9 Does this still represent “doping”? If so, how should the authorities test for it? If not, does this mean that those with better access to genetic engineering are free to cheat? The Mind – Body Problem In class, we talked about the mind – body problem and explained that most psychologists would argue that the “mind” is just another way of describing the processes of the brain. But are you convinced? Even psychology professors have things “in mind.” How would you define the mind? How would you define the brain? If you do not think they are different forms of the same thing, what other information would you want to become convinced? Consider a disorder like schizophrenia. Many years ago, it was classified as a psychiatric disorder because it was of the mind and without clear physical basis. Now, as we have learned more about schizophrenia, we know that there is a physical basis for this disorder of the mind. You can investigate more in Chapter 15. Open - Ended Discussion Questions 1. What type of questions or topics do you expect to cover in biological psychology? 2. How important are genes in influencing behavior? 3. What is the mind? Is the mind different from the brain? 4. To what extent should research on animals be allowed or restricted? 5. Define consciousness . 6. What are some of the ways genes can influence behaviors? 7. As our knowledge of genetics expands, we often have the ability to test for the presence of a gene that is associated with a disease before we have the ability to cure that disease. One such example is Huntington’s Disease, a fatal neurodegenerative disease that often first presents itself around the age of 40. Would you want to be tested to find out if you have such a disease, even if there is no cure? Why or why not? Author’s Answers to Thought Questions Module 1.1 1. Is consciousness useful? That is, what (if anything) can we do because of consciousness that we couldn’t do otherwise? Author’s Answer : Yes. Consciousness is responsible for our memories and learning. It is present when we dream, think, and even watch television. Any time we are aware of our surroundings, we experience consciousness. Those who do not have consciousness, such as coma patients, cannot do most of the things we are able to do . 2. What are the special difficulties of studying the evolution of behavior, given that behavior doesn’t leave fossils (with a few exceptions such as footprints showing an animal’s gait)? 3.

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    Chapter 1 10 Author’s Answer : Behavior is not tangible. It changes. It depends on the situation. It is difficult to study behavior because it is difficult to control it, touch it, or isolate it. Thus, psychologists who study behavior must have rigorous scientific standards for how, when, why, and with whom they study. For all these reasons, animal research has been vastly important to the field of psychology. Module 1.2 1. For w hat human behaviors, if any, are you sure that heritability would be extremely low? Author’s Answer: Probably no behavior has absolute zero heritability, because some genes lead to severe mental retardation, which severely restricts almost any behavior. If we study only people without mental retardation, I would expect extremely low heritability for knowledge tests based on information that is available only locally. For example, performance on a test of knowledge about the streets and neighborhoods of Philadelphia would depend mainly on how much time people have spent in Philadelphia. Similarly, whether your first language is English, Spanish, or something else depends on the family that reared you, not your genetics. 2. Genetic differences probably account for part of the difference between people who age slowly and gracefully and others who grow old more rapidly and die younger. Given that the genes controlling old age have their onset long after people have stopped having children, how could evolution have any effect on such genes? Author’s Answer: Genes affecting people only in old age will be favored by natural selection if they provide a net benefit to that individual’s relatives. Evolution will select against genes that put the relatives at a disadvantage. For example, a gene causing someone to have a long illness, forcing them to d e pend on younger relatives, should be disfavored. A gene promoting long survival could be favored or disfavored, depending on whether most of the people carrying that gene provide their younger relatives with more help (advice, babysitting, etc.) or become a burden.

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    The Major Issues 11 Biological Explanations of Behavior Behaviors can be explained in different ways. Which way is the “right” way depends on the nature of the research question that is being asked, but the greater number of ways we can explain a behavior, the more complete our understanding of that behavior. For this activity, your professor will specify a behavior. You will need to come up with four different ways to explain that behavior. Remember from the text that a physiological explanation relates the behavior to the activity of the brain and body, an ontogenetic explanation relates to the development of the behavior, an evolutionary explanation considers the evolutional history and importance of the behavior , and a functional explanation describes why the behavior evolved as it did. Behavior: Physiological Explanation: Ontogenetic Explanation: Evolutionary Explanation: Functional Explanation:

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    The Major Issues 1 Chapter 1: The Major Issues TRUE/FALSE 1. Neuroscientists are more interested in studying behavior than biological psychologists. ANS: F PTS: 1 DIF: factual REF: Introduction OBJ: 1 TOP: 1.1 The Biological Approach to Behavior 2. According to Tinbergen, a physiological explanation describes why a structure or behavior evolved as it did. ANS: F PTS: 1 DIF: factual REF: Introduction OBJ: 1 TOP: 1.1 The Biological Approach to Behavior 3. An evolutionary explanation describes why a structure or behavior evolved. ANS: F PTS: 1 DIF: factual REF: Biological Explanations of Behavior OBJ: 1 TOP: 1.1 The Biological Approach to Behavior MSC: www 4. An ontogenetic explanation is one that describes the development of a structure or behavior. ANS: T PTS: 1 DIF: factual REF: Biological Explanations of Behavior OBJ: 1 TOP: 1.1 The Biological Approach to Behavior MSC: www 5. A functional explanation describes why a structure or behavior evolved as it did. ANS: T PTS: 1 DIF: factual REF: Biological Explanations of Behavior OBJ: 1 TOP: 1.1 The Biological Approach to Behavior 6. Genes are the units of heredity. ANS: T PTS: 1 DIF: factual REF: Mendelian Genetics OBJ: 5 TOP: 1.2 Genetics and Behavior 7. A strand of DNA serves as a template (model) for the synthesis of RNA molecules. ANS: T PTS: 1 DIF: factual REF: Mendelian Genetics OBJ: 5 TOP: 1.2 Genetics and Behavior 8. It is possible for two heterozygous brown - eyed parents to have blue - eyed children. ANS: T PTS: 1 DIF: factual REF: Mendelian Genetics OBJ: 5 TOP: 1.2 Genetics and Behavior

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    Chapter 1 2 9. If both parents are heterozygous, then all of their children should be homozygous. ANS: F PTS: 1 DIF: conceptual REF: Mendelian Genetics OBJ: 5 TOP: 1.2 Genetics and Behavior 10. The sex chromosomes X and Y are known as autosomal genes. ANS: F PTS: 1 DIF: factual REF: Mendelian Genetics OBJ: 5 TOP: 1.2 Genetics and Behavior 11. Sex - linked genes are usually found on the Y chromosome. ANS: F PTS: 1 DIF: factual REF: Mendelian Genetics OBJ: 5 TOP: 1.2 Genetics and Behavior 12. When chromosomes cross over, it is more likely to affect genes that are on separate chromosomes than genes that are on the same chromosome. ANS: T PTS: 1 DIF: factual REF: Mendelian Genetics OBJ: 5 TOP: 1.2 Genetics and Behavior 13. The genetic sex of an offspring is determined primarily by the sex chromosome contributed by the mother. ANS: F PTS: 1 DIF: factual REF: Mendelian Genetics OBJ: 5 TOP: 1.2 Genetics and Behavior 14. Sex - limited genes are found only on the X and Y chromosome. ANS: F PTS: 1 DIF: factual REF: Mendelian Genetics OBJ: 5 TOP: 1.2 Genetics and Behavior 15. To determine the contributions of heredity and environment, researchers rely mainly on studies of monozygotic and dizygotic twins. ANS: T PTS: 1 DIF: factual REF: Heredity and Environment OBJ: 4 TOP: 1.2 Genetics and Behavior 16. Researchers have found specific genes linked to certain specific behaviors . ANS: T PTS: 1 DIF: factual REF: Heredity and Environment OBJ: 4 TOP: 1.2 Genetics and Behavior KEY: NEW 17. The damaging effects of phenylalanine in children with PKU are unavoidable. ANS: F PTS: 1 DIF: factual REF: Heredity and Environment OBJ: 4 TOP: 1.2 Genetics and Behavior

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    The Major Issues 3 18. Genes become more prevalent in a population if they contribute to reproductive success. ANS: T PTS: 1 DIF: factual REF: The Evolution of Behavior OBJ: 3 TOP: 1.2 Genetics and Behavior 19. Humans have stopped evolving. ANS: F PTS: 1 DIF: conceptual REF: The Evolution of Behavior OBJ: 5 TOP: 1.2 Genetics and Behavior 20. Evolutionary psychology deals with how behaviors have evolved, especially social behaviors. ANS: T PTS: 1 DIF: factual REF: The Evolution of Behavior OBJ: 5 TOP: 1.2 Genetics and Behavior 21. Research scientists are free to do as they wish when conducting research with animals. ANS: F PTS: 1 DIF: factual REF: Reasons for Animal Research OBJ: 4 TOP: 1.3 The Use of Animals in Research 22. The underlying mechanisms of behavior are similar across species . ANS: T PTS: 1 DIF: factual REF: Reasons for Animal Research OBJ: 4 TOP: 1.3 The Use of Animals in Research KEY: NEW 23. Invertebrate nerves follow the same basic principles as human nerves . ANS: T PTS: 1 DIF: factual REF: Reasons for Animal Research OBJ: 4 TOP: 1.3 The Use of Animals in Research KEY: NEW 24. Minimalists do not tolerate any kind of animal research . ANS: F PTS: 1 DIF: factual REF: Reasons for Animal Research OBJ: 2 TOP: 1.3 The Use of Animals in Research KEY: NEW 25. Professional organizations such as the Society for Neuroscience publish guidelines for the use of animals in research . ANS: T PTS: 1 DIF: factual REF: Reasons for Animal Research OBJ: 3 TOP: 1.3 The Use of Animals in Research KEY: NEW 26. Abolitionists maintain that no animals have the same rights as humans . ANS: F PTS: 1 DIF: conceptual REF: Reasons for Animal Research OBJ: 4 TOP: 1.3 The Use of Animals in Research KEY: NEW

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    Chapter 1 4 27. The dispute between abolitionists and animal researchers is a dispute between two ethical positions. ANS: T PTS: 1 DIF: factual REF: Reasons for Animal Research OBJ: 2 TOP: 1.3 The Use of Animals in Research KEY: NEW 28. The ethical debate between animal researchers and abolitionists has always proceed ed in an intelligent and mutually respectful way . ANS: F PTS: 1 DIF: factual REF: Reasons for Animal Research OBJ: 5 TOP: 1.3 The Use of Animals in Research KEY: NEW MULTIPLE CHOICE 1. Biological psychologists are primarily interested in the study of the physiological, evolutionary, and ____. a. social influence on attitudes b. d evelopmental mechanisms of behavior and experience c. use of reinforcement to change behavior d. mental well - being of plants ANS: B PTS: 1 DIF: factual REF: Introduction OBJ: 4 TOP: 1.1 The Biological Approach to Behavior KEY: NEW 2. At the microscopic level, we find two kinds of cells : ____ . a. m olecules and mitochondria b. m itochondria and glia c. n eurons and glia d. n eurons and molecules ANS: C PTS: 1 DIF: factual REF: Introduction OBJ: 4 TOP: 1.1 The Biological Approach to Behavior KEY: NEW 3. The primary difference between biological psychologists and neuroscientists is that neuroscientists place greater emphasis on studying: a. chemistry. b. psychology . c. biology . d. behavior. A NS: D PTS: 1 DIF: factual REF: Biological Explanations of Behavior OBJ: 4 TOP: 1.1 The Biological Approach to Behavior KEY: NEW

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