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explains that first John felt the physiological arousal as explained above. He could identify the reason for this arousal (the bear) and knowing that bears can be very dangerous, he felt the emotion of fear. Lazarus’s model says that a thought must come before any emotion or physiological arousal. John recognized that the bear could kill him, then he could actually experience the fear. Ekman would explain the fear as the experience of changes in his facial muscles. When reacting to the bear, John’s eyes widened, his teeth clenched, and these muscle cues alerted his brain to interpret this as fear. Anger or sadness would involve different muscles.

Scoring and Interpreting Practice Exam 2

Now that you’ve finished Practice 2 Exam and scored your answers, you can examine your results. Did you get all of the questions correct for a particular chapter? That’s excellent. You don’t need to spend much time going over that topic. Did you answer several questions incorrectly for a particular chapter? Go over that materical carefully.

You can roughly equate your results to an AP test score. To put an approximate AP score on the results of your practice test, follow these steps:

Appendixes

Glossary

Bibliography

Websites

GLOSSARY

Abnormal behavior—behavior which is statistically unusual, maladaptive, and personally distressing to the individual.

Absolute threshold—the weakest level of a stimulus that can be correctly detected at least half the time.

Abstract learning—learning in which the relationship between and among stimuli are more important than the physical features of the stimuli.

Accommodation—process by which we modify our schemas to fit new information; process of changing the curvature of the lens to focus light rays on the retina of the eye.

Acetylcholine (ACh)—a neurotransmitter that causes contraction of skeletal muscles, helps regulate heart muscles, is involved in memory and also transmits messages between the brain and spinal cord. Lack of ACh is associated with Alzheimer’s disease.

Achievement motive—the desire to accomplish something, to excel, or reach a standard of excellence.

Achievement tests—tests that measure our current mastery of a subject or specific program of study.

Acoustic encoding—the encoding of sound, especially the sound of words.

Acquisition—learning a new behavior; refers to the initial stage of conditioning in which the new response is established and gradually strengthened.

Action potential—also called an impulse, the “firing” of a neuron; a net flow of sodium ions into the cell that causes a rapid change in potential across the membrane when stimulation reaches threshold.

Activation-synthesis theory—during REM sleep the brainstem stimulates the forebrain with random neural activity, which we interpret as a dream.

Active listening—Rogers’s term for hearing another person with complete attention to what he/she says and means through acknowledging feelings, echoing, restating, and seeking clarification.

Actor-observer bias—tendency to focus on our own situations and the other person, rather than his/her situation, when we interpret behavior.

Acuity—ability to detect fine details; sharpness of vision. Can be affected by small distortions in the shape of the eye.

Adaptations—structures or behaviors that increase chances of survival.

Addiction—physiological dependence on a drug that has changed brain chemistry, necessitating taking the drug to avoid withdrawal symptoms.

Adrenal glands—endocrine glands atop kidneys. Adrenal cortex, the outer layer, produces steroid hormones such as cortisol which is a stress hormone. Adrenal medulla, the core, secretes adrenaline (epinephrine) and noradrenaline (norepinephrine) which prepare the body for “fight or flight” like the sympathetic nervous system does.

Affective (mood) disorder—disorder characterized by significant shifts or disturbances in mood that affect normal perception, thought, and behavior; e.g., depression and bipolar disorders.

Afferent neuron—also called sensory neuron, nerve cell in our PNS that transmits impulses