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.

Chapter 12
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: One 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.

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: duplication 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.

Chapter 14
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. Evolutionary psychology: The study of the relationship between social behavior
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.

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
-enzymes
-epigenetics
-evolution
-evolutionary explanation
-evolutionary psychology
-fitness
-functional explanation
-genes
-hard problem
-heritability
-heterozygous
-homozygous
-kin selection
-Lamarckian evolution
-mind–body or mind–brain problem
-monozygotic twins
-mutation
-ontogenetic explanation
-physiological explanation
-recessive
-reciprocal altruism
-ribonucleic acid (RNA)
-sex-limited gene
-sex-linked gene

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Chapter 16
Class Activities and Demonstrations
1. Evolution: A Historical Perspective. There are some really great activities available on the
Web 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 Activity 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 Web 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 Web 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 18
This is from the Woodrow Wilson National Leadership Program in Biology Web 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 Web 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 Web 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 erythropoietin, 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 110
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 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 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 depend 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 12
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 14
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 proceeded 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. developmental 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. molecules and mitochondria
b. mitochondria and glia
c. neurons and glia
d. neurons 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.
ANS: 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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