Test Bank For Biological Psychology, 11th Edition

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The Major Issues1CHAPTER 1THE MAJOR ISSUESChapter OutlineI.TheBiological Approach to BehaviorA.Two profound and difficult questions:1.“Why is there something instead of nothing?” There are many more universes thatexist, but string theorists believe that this is the only one that can sustain life.Factors like gravity, electromagnetism, hydrogen, and water all give this universethe unique ability to sustain life.2.Thehard problem: Giventhatthis universe composed of matter and energy, whyis there such a thing as consciousness?3.This question is often calledthemind–bodyormind–brain problem: What is therelationship between themental experienceand brainactivity?B.Biological Psychology:The study of the physiological, evolutionary, anddevelopmental mechanisms of behavior and experience.Much of biological psychologyis devoted to studying how the brain functions.The termbiological psychologyemphasizes that the goal of this field is to relate biology to issues of psychology.Incomparison,the field of neuroscience includes much of the same content but with moreemphasisonchemistry and anatomy.1.Focus on brain function (i.e., how neurons and glia cells work):The activities ofneurons and glia somehowproduce an enormous wealth of behavior andexperience.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 otherorgans. 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 amongthese influences on behavior.3.Evolutionary explanations: Examine a structure or a behavior in terms ofevolutionary history. Examine the continuity (unbroken course) of a behavior frompast 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 Opportunities1.Careers in biological psychology fall into two categories:research and therapy2.Research positions require a Ph.D.in psychology, biology, neuroscience, or relatedfield and may be in academic, government,or industrial settings.3.Fields of therapy include clinical psychology, counseling psychology, schoolpsychology, several specializations of medicine,and allied medical practice,suchas physical therapy.

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Chapter 12II.GeneticsandBehaviorA.Mendelian Genetics1.During the nineteenth century, Gregor Mendel demonstrated that inheritance occursthroughgenes(units of heredity that maintain their identity from one generation tothe next).2.As a rule, genes come in pairs,as they are aligned alongchromosomes(strands ofgenes).One exception to this rule is male sex chromosomes,which do not come inpairs.3.A gene is a portion of a chromosome, which is composed of a double-strandedchemical calleddeoxyribonucleic acid(DNA).4.A strand of DNA serves as a template (model) for the synthesis ofribonucleic acid(RNA).5.RNA is a single-stranded chemical:One type of RNA serves as a template for thesynthesis of protein molecules.6.Proteins can be part of the structure of the body or serve asenzymes(biologicalcatalysts that regulate chemical reactions in the body).7.If individuals have an identical pair of genes on the two chromosomes, they arehomozygousfor that gene; if they instead have an unmatched pair of genes, theyareheterozygousfor that gene (e.g., a gene for black hair on one chromosome anda gene for brown hair on the other).8.Certain genes can be identified as dominant or recessive.Dominantgenes show a strong effect in either homozygous or heterozygousconditions;recessivegenes show their effects only in homozygous conditions(e.g., a carrier for both adominantblack hair gene and arecessivebrown hairgene will have black hair).9.Nuances in gene expression:Often, more than one single gene contributes to the appearance of certaincharacteristics (e.g.,10 genes contribute to variations in eye color).Partial expression of a gene is also possible.B.Sex-Linked and Sex-Limited Genes1.Genes located on sex chromosomes are known assex-linked genes.All otherchromosomes are referred to asautosomalchromosomes.Genes located onautosomal chromosomes areautosomal genes.2.A female mammal has two X chromosomes; a male has one X and one Ychromosome.3.The Y chromosome carries the genethatcausesaperson to develop as a male; theX chromosome carries many genes (these are usually referred to as sex-linkedgenes).4.Sex-linked recessive genes have their effects only in the absence of the dominantgene.5.Sex-limitedgenes:Genes present in both sexesbut mainly or exclusivelyhaveeffects in one sex. The differential effect isfoundbecause these genes must beactivated by sex hormones.C.Genetic Changes1.Genes change in several ways.

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The Major Issues32.Mutation:a heritable change in a DNA molecule.Changing one base in DNA toany of the other three typesmeans that the mutantgene will code for a protein witha different amino acid at onelocation in the molecule.a)Mutations are rarely advantageous. One rare example: FOXP2 gene, whichfacilitates language development.b)Other types of mutations: duplication or deletion;microduplication ormicrodeletion. Scientist believe microduplications and microdeletions maybe responsible for schizophrenia.3.Epigenetics: changes in gene expression without modification of the DNAsequence(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—bringsnew proteins into a cell or in other ways alters the chemical environment.Experiences alter the activity of genes.D.Heredity and Environment1.Most variations in behavior depend on the combined influence of many genes andenvironmental influences.2.Heritabilityis an estimate of how much of the variance in some characteristic isdue to heredity.3.Heritability in humans is studied inthreeways:by comparing monozygotic(identical) twins,dizygotic (fraternal)twins, andadopted children and theirbiological parents.4.Environmental influences may affect traits with high heritability (e.g.,Phenylketonuria, orPKU:A genetically caused form of mental retardation thatcan be avoided with a strict diet that prevents build up of phenylalanine).5.Genes affect behavior through the proteins they produce and their influence onspecific body systems.D.Evolution of Behavior1.Evolution:Change over generations in the frequencies of various genes in apopulation.2.Offspring generally resemble their parents, but because of mutations andrecombinations,new inheritable variations in the gene pool can occur.3.Artificialselection:Breeding animals for desirable individual characteristics (thiscauses changes in various genetic frequencies in a population).4.Misconceptions in evolution:•Lamarckian evolution:Use or disuse of some structure or behavior causes anevolutionary increase or decrease in that feature.•Humans are no longer evolving because of modern medicine and prosperity.•Evolution necessarily improves thefitness(the number of copies of one’sgenes that endure in later generations) of the population.•Evolution acts to benefit the individual or the species.5.Altruisticbehavior: Behaviors that benefit others rather than the individualcommitting the behavior.This is in contrast to the belief that genes evolve for theirown benefit.

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Chapter 14If altruistic genes exist, they may spread throughreciprocal altruism(thenotion that animals help thosewho will help them in return) orkin selection(selection in favor of a gene because it benefits the animal’s relatives).6.Evolutionary psychology:The study of the relationship between social behaviorand evolutionary theory; evolutionary psychologistsemphasize functionalexplanations of behavior (how a behavior may be useful to a population and whynatural selection would favor it).III.The Use Of Animals In ResearchA.Four reasons why biological psychologists study animal behavior:1.The underlying mechanisms of behavior are similar across species (especiallymammalian) 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 oflegal or ethicalrestrictions.B.The Ethical Debate1.Opposition to animal research ranges considerably in degree.“Minimalists”believe some animal research is acceptable, but wish it to beminimized and regulated.“Abolitionists”believe that all animals deserve the same rights as humanbeings and thattheuseofanimal subjects is the moral equivalent to slaveryand murder.2.Researchers in biological psychology realize that using animals in experiments isnecessary for acquiring knowledge about behavior but may indeed be painful totheir subjects.Therefore,investigators often look for compromises whenconducting animal research to reduce the suffering of animals.

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The Major Issues5Learning ObjectivesModule 1.1:TheBiological Approach to Behavior1.Be able to describe four kinds of biological explanations of behavior and give anexample of each.2.Understand the two major positions concerning the relationship between brainfunctioningandtheconscious experience.3.Understand the mind-brain problem and its implications for understanding biologicalpsychology.4.Be able to describe the professionals who conduct neuroscience research and whoprovide clinical treatment for psychological, neurological, and psychiatric disorders.Module 1.2:GeneticsandBehavior1.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-limitedgenes, 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 evolutionarypsychology.Module 1.3:The Use of Animals in Research1.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-enzymes-epigenetics-evolution-evolutionary explanation-evolutionary psychology-fitness-functional explanation-genes-hard problem-heritability-heterozygous-homozygous-kin selection-Lamarckian evolution-mind–bodyor mind–brainproblem-monozygotic twins-mutation-ontogenetic explanation-physiological explanation-recessive-reciprocal altruism-ribonucleic acid (RNA)-sex-limited gene-sex-linked gene

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Chapter 16Class Activities and Demonstrations1.Evolution:A Historical Perspective.There are some really great activities available on theWeb for teaching concepts in evolution.Visithttp://www.nap.edu,which wasdesigned bythe Working Group for Teaching Evolution under the council of the National Academy ofScience primarily for K-12.ReviewActivity7, which is a fairly sophisticated look atdifferent historical theories in evolution (including Lamarckian and Darwinian theories),andthen answer the following questions.Question 1:Compare and contrast Lamarckian and Darwinian theories of evolution.Why isDarwinian 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 thefittest”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 whenexamining proposals for research at colleges and universities.Students are assigned to oneof 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 andimportance of the research.A lively discussion is likely to ensue regarding each group’sdecisions.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 ideaofa genetic component of gene transcription andtranslation is covered in many classes, this video helps make these concepts more accessiblefor the students (http://sciencevideos.wordpress.com/2007/12/13/protein-synthesis-transcription-and-translation-linklist/). After reviewing the film, discuss with the class whatit 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 varythe heritability estimates of a particular trait and see how the heritability affects thedistribution of that characteristic. A full description of this exercise, along with applicationsfor displaying heritability estimates,can be found athttp://psych.colorado.edu/~carey/hgss/hgssapplets/heritability/heritability.intro.html.5.Behaviors can be explained in many different ways. In this chapter, we consideredphysiological, ontogenetic, evolutionary,and functional explanations for behaviors. For thisactivity, use the handout at the end of Chapter 1 of this Instructor Resource Manual to havestudents generate each of the four types of explanations for a behavior that you choose. Youcan use the class discussion to demonstrate that the more ways we have of thinking of abehavior, the better our understanding of that behavior becomes.

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The Major Issues7Suggested Other Multimedia ResourcesVIDEOS1.“Brain-Mind Connection”(Insight Media):Explores the physical attributes of the humanbrain and how the functioning of the brain is influenced by thought, behavior, andenvironment.2.“Is Mind Distinct from Body?”(Insight Media):Examines how Descartes’ dualistic view ofhuman nature has been subject to attacks from proponents of materialism, artificialintelligence, and neuroscience.3.“Genetics and Heredity: The Blue Print of Life”(Film Ideas):Gives a good overview ofDNA, meiosis and mitosis, with nice 3-D animation.4.“Hope”(Foundation for Biomedical Research): Highlights the critical importance of animalresearch through the eyes of three families.Filmed at Children’s National Medical Center inWashington, D.C.Includes Leader’s Guide for discussion.5.“In Support of Life”(Indiana University School of Medicine): Addresses how the IndianaUniversity Medical Center depends on animal models as it continues on the leading edge ofresearch frontiers.The videotape also addresses the issues often used by animal activists asreasons not to use animals in research.6.“Partners in Research”(University of Arizona): Contains interviews with medicalresearchers, physicians, and patients,revealing their thoughts about medical research and therole played by animals.Topics included are medical advances in cystic fibrosis, arthritis,and pediatric diseases.7.There aremany excellent video clips and animations available from the PsychologyResource Center, available at the CengageWebsite. In particular, consider“Stem CellResearch,”under the“Biology and the Brain”heading and the“Genes”subheading.Related WebSiteshttp://assc.caltech.edu/This is theWeb page of the Association for the Scientific Study of Consciousness.This siteprovides a lot of interesting information about the historyofand current research on mind–brain issues.http://www.accessexcellence.com/AE/AEPC/WWC/1995/

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Chapter 18This is from the Woodrow Wilson National Leadership Program in BiologyWebsite.Theymaintain a wonderful web page on the teaching of evolution.There are several laboratoryexercises, additional readings, and suggestions for alternative teaching methods.http://www.indiana.edu/~ensiweb/info.fs.htmlThisisthe homepage for ENSI (Evolution and the Nature of Science Institutes)and isanother great source for resources on teaching evolution.http://www.fbresearch.org/This is the homepage of the Foundation for Biomedical Research, whichis an organizationthat supports the use of animals in biomedical research.TheirWebsitehas lots ofinformation about animals in researchas well as usefullinks to othersites.http://www.sfn.org/This is the homepage for the Society for Neuroscience.Thisisa really good source forgeneral information about the field of neuroscience and current information about graduateprograms in neuroscience.Critical Thinking ExercisesThe Amazing Tale of Phineas GageThe story of Phineas Gage provides a compelling example of the connection between mindand body.Read the story of Phineas Gage at the Phineas GageWebsite athttp://www.deakin.edu.au/hbs/GAGEPAGE/.Write a brief essay on how this caseinfluences your opinion on the relationship between the mind and the body.Evolution Versus TechnologySophisticated genetic testing is on the verge of making it possible to manipulate the genes ofa human fetus to determine traits such as height, weight, and body shape.What impact,ifany, would you expect from this type of designer genetics on human evolution? Write abrief essay on whether you believe this will have a positive, negative,or any impact on ourevolution.Genetic EngineeringIn recent years, the issue of “doping” in sports has arisen,andathletes arenowtested forvarious performance-enhancing substances. One of theitemsto be tested isEPO, a syntheticform of the hormone erythropoietin, which increases red blood cells. As our knowledge ofgenetics has increased, it has become possible to alter a person’s genes so that they producemore of the erythropoietin hormone naturally.

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The Major Issues9Does this still represent “doping”? If so, how should the authorities test for it? If not, doesthis mean that those with betteraccess to genetic engineering are free to cheat?The Mind–Body ProblemIn class, we talked about the mind–body problem andexplainedthat most psychologistswould argue that the “mind” is just another way of describing the processes of the brain. Butare you convinced? Even psychology professors have things “in mind.” How would youdefine the mind? How would you define the brain? Ifyou do not thinkthey are differentforms of the same thing, what other information would you want to become convinced?Considera disorder like schizophrenia. Many years ago, it was classified as a psychiatricdisorder because it was of the mind and without clear physical basis. Now, as we havelearned more about schizophrenia, weknowthat there is a physical basis for this disorder ofthe mind. You can investigate more in Chapter 15.Open-Ended Discussion Questions1.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.Defineconsciousness.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 agene that is associated with a disease before we have the ability to cure that disease. Onesuch example is Huntington’s Disease, a fatal neurodegenerative disease that often firstpresents itself around the age of 40. Would you want to be tested to find out if you havesuch a disease, even if there is no cure? Why or why not?Author’s Answers to Thought QuestionsModule 1.11.Is consciousness useful? That is, what (if anything) can we do because of consciousness thatwe couldn’t do otherwise?Author’s Answer:Yes. Consciousness is responsible for our memories and learning. It ispresent when we dream, think, and even watch television. Any time we are aware of oursurroundings, we experience consciousness. Those who do not have consciousness,such ascoma patients, cannot do most of the things weare able to do.2.What are the special difficulties of studying the evolution of behavior, given thatbehavior doesn’t leave fossils (with a few exceptions such as footprints showing ananimal’s gait)?3.

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Chapter 110Author’s Answer:Behavior is not tangible. It changes. It depends on the situation. It isdifficult 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 vastlyimportant to the field of psychology.Module 1.21.For what 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 geneslead to severe mental retardation, which severely restricts almost any behavior. If we studyonly people without mental retardation, I would expect extremely low heritability forknowledge tests based on information that is available only locally. For example,performance on a test of knowledge about the streets and neighborhoods of Philadelphiawould 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 thatreared you, not your genetics.2.Genetic differences probably account for part of the difference between people who ageslowly and gracefully and others who grow old more rapidly and die younger. Given that thegenes controlling old age have their onset long after people have stopped having children, howcould evolution have any effect on such genes?Author’s Answer:Genes affecting people only in old age will be favored by natural selectionif they provide a net benefit to that individual’s relatives. Evolution will select against genesthat put the relatives at a disadvantage. For example, a gene causing someone to have a longillness,forcing them to dependon younger relatives, should be disfavored. A gene promotinglong survival could be favored or disfavored, depending on whether mostofthe peoplecarrying that gene provide their younger relatives with more help (advice, babysitting, etc.)orbecome aburden.

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The Major Issues11Biological Explanations of BehaviorBehaviors can be explained in different ways. Which way is the “right” way depends on thenature of the research question that is being asked, but the greater number of ways we canexplain 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 toexplain that behavior. Remember from the text that aphysiological explanation relates thebehavior to the activity of the brain and body, an ontogenetic explanation relates to thedevelopment of the behavior, an evolutionary explanation considers the evolutional historyand importance of the behavior,and a functional explanation describes why the behaviorevolved as it did.Behavior:Physiological Explanation:Ontogenetic Explanation:Evolutionary Explanation:Functional Explanation:

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The Major Issues1Chapter 1: The Major IssuesTRUE/FALSE1.Neuroscientists are more interested in studying behavior than biological psychologists.ANS:FPTS:1DIF:factualREF:IntroductionOBJ:1TOP:1.1The Biological Approach to Behavior2.According to Tinbergen, a physiological explanation describes why a structure or behaviorevolved as it did.ANS:FPTS:1DIF:factualREF:IntroductionOBJ:1TOP:1.1 The Biological Approach to Behavior3.An evolutionary explanation describes why a structure or behavior evolved.ANS:FPTS:1DIF:factualREF:Biological Explanationsof BehaviorOBJ:1TOP:1.1The Biological Approach to BehaviorMSC:www4.An ontogenetic explanation is one that describes the development of a structure or behavior.ANS:TPTS:1DIF:factualREF:Biological Explanationsof BehaviorOBJ:1TOP:1.1The Biological Approach to BehaviorMSC:www5.A functional explanationdescribes why a structure or behavior evolved as it did.ANS:TPTS:1DIF:factualREF:Biological Explanationsof BehaviorOBJ:1TOP:1.1The Biological Approach to Behavior6.Genes are the units of heredity.ANS:TPTS:1DIF:factualREF:Mendelian GeneticsOBJ:5TOP:1.2Genetics and Behavior7.A strand of DNA serves as a template (model) for the synthesis of RNA molecules.ANS:TPTS:1DIF:factualREF:Mendelian GeneticsOBJ:5TOP:1.2 Genetics and Behavior8.It is possible for two heterozygous brown-eyed parents to have blue-eyed children.ANS:TPTS:1DIF:factualREF:Mendelian GeneticsOBJ:5TOP:1.2 Genetics and Behavior

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Chapter 129.If both parents are heterozygous, then all of their children should be homozygous.ANS:FPTS:1DIF:conceptualREF:Mendelian GeneticsOBJ:5TOP:1.2 Genetics and Behavior10.The sex chromosomes X and Y are known as autosomal genes.ANS:FPTS:1DIF:factualREF:Mendelian GeneticsOBJ:5TOP:1.2 Genetics and Behavior11.Sex-linked genes are usually found on the Y chromosome.ANS:FPTS:1DIF:factualREF:Mendelian GeneticsOBJ:5TOP:1.2 Genetics and Behavior12.When chromosomes cross over, it is more likely to affect genes that are on separate chromosomesthan genes that are on the same chromosome.ANS:TPTS:1DIF:factualREF:Mendelian GeneticsOBJ:5TOP:1.2 Genetics and Behavior13.The genetic sex of an offspring is determined primarily by the sex chromosome contributed by themother.ANS:FPTS:1DIF:factualREF:Mendelian GeneticsOBJ:5TOP:1.2 Genetics and Behavior14.Sex-limited genes are found only on the X and Y chromosome.ANS:FPTS:1DIF:factualREF:Mendelian GeneticsOBJ:5TOP:1.2 Genetics and Behavior15.To determine the contributions of heredity and environment, researchers rely mainly on studies ofmonozygotic and dizygotic twins.ANS:TPTS:1DIF:factualREF:Heredity andEnvironmentOBJ:4TOP:1.2Genetics and Behavior16.Researchers have found specific genes linked to certain specific behaviors.ANS:TPTS:1DIF:factualREF:Heredity andEnvironmentOBJ:4TOP:1.2 Genetics and BehaviorKEY: NEW17.The damaging effects of phenylalanine in children with PKU are unavoidable.ANS:FPTS:1DIF:factualREF:Heredity andEnvironmentOBJ:4TOP:1.2 Genetics and Behavior

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The Major Issues318.Genes become more prevalent in a population if they contribute to reproductive success.ANS:TPTS:1DIF:factualREF:The Evolution ofBehaviorOBJ:3TOP:1.2Genetics and Behavior19.Humans have stopped evolving.ANS:FPTS:1DIF:conceptualREF:The Evolution ofBehaviorOBJ:5TOP:1.2 Genetics and Behavior20.Evolutionary psychology deals with how behaviors have evolved, especially social behaviors.ANS:TPTS:1DIF:factualREF:The Evolution ofBehaviorOBJ:5TOP:1.2 Genetics and Behavior21.Research scientists are free to do as they wish when conducting research with animals.ANS:FPTS:1DIF:factualREF:Reasons for AnimalResearchOBJ:4TOP:1.3The Use of Animals in Research22.The underlying mechanisms of behavior are similar across species.ANS:TPTS:1DIF:factualREF:Reasons for AnimalResearchOBJ:4TOP:1.3 The Use of Animals in ResearchKEY:NEW23.Invertebrate nerves follow the same basic principles as human nerves.ANS:TPTS:1DIF:factualREF:Reasons for AnimalResearchOBJ:4TOP:1.3 The Use of Animals in ResearchKEY:NEW24.Minimalists do not tolerate any kind of animal research.ANS:FPTS:1DIF:factualREF:Reasons for AnimalResearchOBJ:2TOP:1.3 The Use of Animals in ResearchKEY:NEW25.Professional organizations such as the Society for Neuroscience publish guidelines for the use ofanimals in research.ANS:TPTS:1DIF:factualREF:Reasons for AnimalResearchOBJ:3TOP:1.3 The Use of Animals in ResearchKEY:NEW26.Abolitionists maintain thatnoanimals have the same rights as humans.ANS:FPTS:1DIF:conceptualREF:Reasons for AnimalResearchOBJ:4TOP:1.3 The Use of Animals in ResearchKEY:NEW

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Chapter 1427.The dispute between abolitionists and animal researchers is a dispute between two ethicalpositions.ANS:TPTS:1DIF:factualREF:Reasons for AnimalResearchOBJ:2TOP:1.3 The Use of Animals in ResearchKEY:NEW28.The ethical debate between animal researchers and abolitionistshasalways proceededin anintelligent and mutually respectful way.ANS:FPTS:1DIF:factualREF:Reasons for AnimalResearchOBJ:5TOP:1.3 The Use of Animals in ResearchKEY:NEWMULTIPLE CHOICE1.Biological psychologists are primarily interested in thestudy of the physiological, evolutionary,and____.a.social influence on attitudesb.developmental mechanisms ofbehavior and experiencec.use of reinforcement to change behaviord.mental well-being of plantsANS:BPTS:1DIF:factualREF:IntroductionOBJ:4TOP:1.1TheBiological Approach to BehaviorKEY: NEW2.At the microscopic level, we find two kinds of cells:____.a.moleculesandmitochondriab.mitochondriaandgliac.neuronsandgliad.neuronsandmoleculesANS:CPTS:1DIF:factualREF:IntroductionOBJ:4TOP:1.1 The Biological Approach to BehaviorKEY: NEW3.The primary difference between biological psychologists and neuroscientists is thatneuroscientistsplace greater emphasis on studying:a.chemistry.b.psychology.c.biology.d.behavior.ANS:DPTS:1DIF:factualREF:Biological Explanationsof BehaviorOBJ:4TOP:1.1TheBiological Approach to BehaviorKEY: NEW

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