What was one long-term benefit for participants in dr. pennebaker’s emotional storytelling group?

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1. Social Science
2. Psychology
3. Cognitive Psychology

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Research in the 21st century demonstrates that
a. positive emotions determine how adaptive we are in our daily lives.
b. both positive and negative emotions may determine how adaptive we are in our daily lives.
c. positive emotions determine how adaptive we are, and negative emotions determine our areas for improvement.
d. negative emotions have very little to do with adaptive functioning.

B

Which of the following terms has traditionally been used to describe the power of emotions?
a. "The life instinct"
b. "The beast within"
c. "The drive within"
d. "The life power"

B

What view of intense emotions was supported by 20th century research?
a. Intense emotions are functional and necessary for survival.
b. Intense emotions are acceptable and expected.
c. Intense emotions are dysfunctional and opposed to rationality.
d. Intense emotions are inappropriate and should be suppressed.

C

Who would describe emotion-focused coping as the ability to regulate emotions surrounding a stressful encounter?
a. Daniel Goleman
b. Peter Salovey
c. Laura Carstensen
d. Annette Stanton

D

Which of the following is true about the measurement of emotion - focused coping skills?
a. Emotion focused coping is generally inferior to problem focused coping.
b. Most statements about emotion focused coping were overly optimistic and self-congratulatory.
c. There was a wide disparity in items used to measure emotion focused coping.
d. Scales measuring emotion focused coping disregarded those emotions marked by distress or psychopathology.

C

According to Stanton, Danoff-Burg, Cameron, and Ellis (1994) which of the following responses to an item that assesses emotion focused coping would most likely be positively correlated with a negative view of self?
a. "I feel emotional when I watch romantic movies."
b. "I get upset and let my emotions out."
c. "I often have difficulty expressing my emotions."
d. "I am very comfortable with my emotions most of the time."

B

The active movement toward versus away from a stressful encounter is the definition of what term?
a. Emotional approach
b. Appetitive approach
c. Avoidant approach
d. Open approach

A

What are the two related but distinct processes involved in approach-oriented emotion focused coping?
a. Emotional Processing and Emotional Expression
b. Emotional Consumption and Emotional Regulation
c. Emotional Management and Emotional Expression
d. Emotional Consumption and Emotional Processing

A

"I let my feelings come out freely" measures which distinct process involved in approach-oriented emotion-focused coping?
a. Emotional Management
b. Emotional Processing
c. Emotional Regulation
d. Emotional Expression

D

Stanton and her colleagues studied the impact of emotion-focused coping on women's adjustment to breast cancer. What did the results of their study reveal?
a. Women who used emotion-focused coping had higher rates of mortality.
b. Women who used emotion-focused coping perceived their health status as being better.
c. There was no difference between those women who used emotion-focused coping and those women who did not use emotion-focused coping.
d. Women who used emotion-focused coping had greater life satisfaction.

B

Stanton, Kirk, Cameron and Danoff - Burg, assessed an undergraduate population of people who were dealing with the parents psychological or physical illness. They found that these students coped better with stressors
a. If they used problem focused coping.
b. if they avoided problem focused coping, and relied on facts instead.
c. if their styles were matched to use either emotion focused strategies or fact gathering strategies.
d. if they focused on the positive emotions and suppressed the negative emotions.

C

According to the results of the Stanton, Kirk, Cameron, and Danoff-Burg 2000 study, what type of sessions improve a student's ability to cope with stressors?
a. Sessions that do not match their emotional approach tendencies
b. Sessions that allow them to express their emotions
c. Sessions that match their emotional approach tendencies
d. Sessions that give them information about their parent's illness

C

In a study examining different types of coping as predictors of disease severity of acute coronary syndrome, patients who used emotion focused coping
a. had more severity overall.
b. had higher severity initially, but then lower severity later on.
c. had lower severity initially, but then higher severity later on.
d. lower severity overall

D

In dealing with the stress of chronic racism, had better self-esteem greater life satisfaction were those who
a. felt that they had ways of coping emotionally with their experiences.
b. suppressed their negative emotions in focused on their positive emotions.
c. were able to distance themselves from people expressing negative emotions.
d. had more positive emotions towards the dominant group in society.

A

In situations involving racial discrimination, one effective strategy used to escape the feelings of negativity associated with a disadvantaged group was
a. to distance themselves from the group.
b. to use positive reframing.
c. to use negative reframing.
d. speak assertively about their group's positive attributes.

B

Compared to Westerners, studies show that people in China
a. commonly use emotional suppression, and experience the same negative correlations as Westerners.
b. Commonly use emotional suppression, but do not experience the same negative correlations as Westerners.
c. Seldom use emotional suppression, and experience negative correlations with other life factors as a result.
d. Seldom use emotional suppression, but do not experience negative correlations with other life factors.

B

In what way could approach-oriented emotion focused coping work to our benefit?
a. Approach coping might allow us to avoid unpleasant feelings.
b. Approach coping could foster a better understanding of our experiences.
c. Approach coping could foster feelings of love and happiness.
d. Approach coping might enable us to let go of stressful thoughts.

B

Which of the following could result from facing stressors directly and repeatedly?
a. An individual could develop multiple physical ailments.
b. An individual could experience a decrease in subjective well-being.
c. An individual could develop new and more effective coping strategies.
d. An individual could habituate to certain predictable negative experiences.

D

What particular brain structure plays a significant role in processing matters of emotional significance?
a. The Brain Stem
b. The Reticular Formation
c. The Amygdala
d. The Frontal Lobe

C

According to LeDoux, during stress-free life circumstances, our thinking and coping are powered by the___________ , and during more stressful times, our thinking and coping are powered by the____________.
a. hippocampus; amygdala
b. amygdala; hippocampus
c. hippocampus; hippocampus
d. amygdala; amygdala

A

With respect to neurological reactions to negative pictures,
a. European Americans were able to control their neurological reactions, but Asians were not.
b. Asians were able to control their neurological reactions, but European Americans were not.
c. both European Americans and Asians were able to control their neurological reactions.
d. neither European Americans nor Asians were able to control their neurological reactions

B

Tina tells an instructor that she is feeling frustrated with one of the assignments for class. What process involved in approach-oriented emotion-focused coping is reflected in Tina's behavior?
a. Emotional Regulation
b. Emotional Expression
c. Emotional Processing
d. Emotional Management

B

Jim has begun to realize that his angry feelings toward his wife are valid and important. What process involved in approach-oriented emotion-focused coping is Jim demonstrating?
a. Emotional Processing
b. Emotional Expression
c. Emotional Regulation
d. Emotional Management

A

Who defines emotional intelligence as an array of non-cognitive capabilities, competencies, and skills that help us deal with the demands of the environment?
a. Carstensen
b. Salovey
c. Goleman
d. Bar-On

D

In 1960, Mowrer addressed the prevailing thoughts about emotions undermining intelligence by suggesting what?
a. That emotion was "an essential component of intelligence."
b. That emotion was "a high order of intelligence."
c. That emotion was "an underlying facet of intelligence."
d. That emotion was "unrelated to intelligence."

B

What belief serves as the basis for the Salovey and Mayer four-branch model of emotional intelligence?
a. Skills needed to reason about emotions are innate
b. Skills needed to reason about emotions are hierarchical
c. Skills needed to reason about emotions are dynamic
d. Skills needed to reason about emotions are learned

D

Picking up on subtle emotional cues that might be expressed in a persons face or voice highlights the skills acquired in which branch of the Salovey and Mayer's four-branch model of emotional intelligence?
a. Branch 2
b. Branch 3
c. Branch 4
d. Branch 1

D

According to Salovey and Mayer, why are skills in perceiving necessary for the development of emotional intelligence?
a. Because they are the final skills acquired in the development of emotional intelligence
b. Because they are innate and cannot be learned
c. Because they are considered a threshold competency
d. Because they provide the scaffolding for future emotional development

C

According to the Salovey and Mayer four branch ability model of emotional intelligence,
a. the skills needed to use emotional materials to improve reasoning can be learned.
b. the skills needed to use emotional materials to improve reasoning are largely innate.
c. the skills needed to use emotional materials to improve reasoning are more easily learned by women than by men.
d. the skills needed to use emotional materials to improve reasoning are more easily learned by men than by women.

A

Who developed the four branch ability model of emotional intelligence?
a. Mowrer
b. Salovey and Mayer
c. Goleman
D. Carstensen

B

What happens when emotions are used in efforts to make good decisions?
a. Emotional intelligence is permanently decreased.
b. Emotional intelligence remains stable.
c. Emotional intelligence is increased.
d. Emotional intelligence is decreased temporarily.

C

Appreciating the dynamic relationship among emotions and behaviors is a skill obtained in which branch of Salovey and Mayer's four-branch model of emotional intelligence?
a. Branch 1
b. Branch 3
c. Branch 2
d. Branch 4

B

What skills are mastered in branch four of Salovey and Mayer's four-branch model of emotional intelligence?
a. Interpersonal skills
b. Mood regulation skills
c. Perceptual skills
d. Micro skills

B

Which of the following is the second branch of cell Salovey and Mayer's ability model of emotional intelligence?
a. Perceiving emotions
b. Understanding emotions
c. Using emotions to facilitate thought
d. Managing emotions

C

Which of the following is a task on the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT)?
a. Describing feelings using pictures and drawings
b. Identifying emotions in photographs of faces
c. Producing emotions with musical instruments
d. Demonstrating emotions with body movements and facial expressions

B

How does the MSCEIT assess the respondents' ability to use emotions to facilitate thought?
a. Respondents are asked to describe feelings using pictures and drawings.
b. Respondents are asked to describe feelings suggested by artistic designs.
c. Respondents are asked to describe feelings arising in other people.
d. Respondents are asked to describe feelings using non-feeling words.

D

Practicing some or all of the 16 skills associated with the four branches of emotional intelligence is associated with
a. higher self-esteem.
b. greater productivity.
c. fewer problem behaviors
d. Positive interpersonal functioning

D

Lopes, Brackett, Nezlek, Schutz, Sellin, and Salovey (2004) examined the relationship between self-reported emotional intelligence and social behavior. What did the results of their study reveal?
a. College students' ability to manage emotions is positively associated with the quality of their social interactions.
b. College students' ability to manage emotions is unrelated to the quality of their social interactions.
c. College students' ability to manage emotions is negatively associated with the quality of the social interactions.
d. College students had not developed the ability to manage emotions.

A

Based on findings from two studies with small groups of college students Lopes and colleagues concluded that emotional intelligence tells us something about social functioning, above and beyond what other two factors?
a. Personality traits and general intelligence
b. Personality traits and aptitude
c. Personality traits and analytical intelligence
d. Personality traits and ability

C

What kind of occupations appeal to emotional intelligent individuals?
a. Occupations involving social interactions such as teaching and counseling
b. Occupations involving clerical or administrative tasks
c. Occupations involving hands on work such as carpentry and cabinetmaking
d. Occupations involving creative or problem solving tasks

A

Which behavior would a high EI (emotionally intelligent) individual avoid?
a. Swimming
b. Smoking
c. Working from home
d. Dating several people at the same time

B

What is more important than scoring high on an emotional intelligence test?
a. Knowing one's level at this group of skills
b. Taking the test from a reputable organization
c. Learning how other individuals score on an emotional intelligence test
d. Nothing is more important than scoring high on an emotional intelligence test

A

People who are high in emotional intelligence are likely to
a. use their abilities to exploit others.
b. avoid involving themselves in situations where there is conflict.
c. directly involve themselves in situations to assist other people.
d. score lower in practical intelligence.

C

Which of the following is more important?
a. Scoring high on an emotional intelligence test
b. Having a balance between emotional intelligence and practical intelligence
c. Knowing other people's level of emotional intelligence
d. Knowing one's own level of emotional intelligence

B

Good teachers are able to assess
a. the emotional intelligence of their students.
b. whether their students have positive or negative emotions.
c. which emotions to ignore and which emotions to reinforce.
d. make sense of the emotional content in the room

D

In Chapter 7, how was Maria able to share her emotional intelligence with the students in her class?
a. Maria shared her emotional intelligence by modeling her ability to manage her own emotions.
b. Maria shared her emotional intelligence by reading books about emotional intelligence to the class.
c. Maria shared her emotional intelligence by telling the class every emotion she experienced.
d. Maria shared her emotional intelligence by identifying the emotions her students experienced

A

Which of the following plays a role in determining the extent to which we are able to make the most of our emotional experiences?
a. Family size
b. Cultural norms
c. Socioeconomic status
d. Birth order

B

What is the name of Carstensen's theory which says that older adults focus less on negative emotions, engage more deeply with emotional content, and savor the positive in life?
a. The Socioemotional Selectivity Theory
b. The Emotional Intelligence Theory
c. The Emotional Approach Theory
d. The Life-Space Emotional Theory

A

How does our unique ability to monitor time across the entire span of life impact emotion-related goals?
a. It determines how much pleasure an individual can experience in daily activities.
b. It determines how much energy is dedicated to emotional goals.
c. It determines how engaged an individual is in pursing their emotional goals.
d. It determines how much satisfaction is gained when emotional goals are achieved.

B

Stanford psychologist Laura Carstensen demonstrated that young people and their older counterparts manage emotion-laden material quite differently. More specifically, what did younger participants attended to more quickly?
a. Negative images
b. Positive images
c. Neutral images
d. Optimistic images

A

Daring college age people with older people, Carstensen found that
a. both older and younger people remembered positive and negative material to the same degree, and recalled it equally well.
b. both older and younger people remembered positive and negative material to the same degree, but younger people recalled the positive material more quickly than the negative material.
c. both older and younger people remembered positive and negative information to the same degree, but older people recalled the positive material more quickly than the negative material.
d. younger people remembered both the positive and the negative information better than older people did.

C

After monitoring the moods of 184 people (age 18 and up) for one week, what did Carstensen, Pasupathi, Mayr, and Nesselroade (2000) discover about their older research participants?
a. Older participants feared the negative events.
b. Older participants ignored the positive events.
c. Older participants focused on the negative events.
d. Older participants savored the positive events

D

Unlike young people, older individuals seem to orient to what type of goals?
a. Future-oriented goals
b. Emotion-related goals
c. Here-and-now goals
d. Long-term goals

C

What is the likelihood that when we experience an overwhelming emotional event we will share the experience with a friend or family member within the same day of occurrence?
a. 60% probability
b. 15% probability
c. 75% probability
d. 95% probability

D

What did Dr. Pennebaker ask his undergraduate research participants to do?
a. He asked them to count their blessings each night before bed.
b. He asked them to spend at least two hours a week doing something they enjoy.
c. He asked them to write about their deepest thoughts and feelings.
d. He asked them to document amount of sleep and mood for two weeks.

C

How did the experimental group initially respond to Dr. Pennebaker's intervention?
a. The experimental group was more content.
b. The experimental group was less anxious.
c. The experimental group was not affected by the intervention.
d. The experimental group was more distressed.

D

What was one long-term benefit for participants in Dr. Pennebaker's emotional storytelling group?
a. Fewer days off of work
b. Fewer physician visits
c. More time spent with family
d. Increased emotional well-being

B

Psychologist James Pennebaker conducted research asking the experimental group to write about their deepest thoughts and feelings. The control group wrote about non-emotional topics. His findings were that
a. the act of writing proved to be distressful for both the experimental group and the control group.
b. the act of writing proved to be beneficial for both the experimental group and the control group.
c. the act of writing about emotional topics proved to be distressing for the experimental group initially, but more beneficial in the long term.
d. the act of writing about emotional topics was beneficial in the short-term, but proved to be distressing in the long-term

C

In comparing people who preferred emotional coping with those who preferred more goal oriented writing, Austrnfeld and Stanton found that
a. both groups made fewer visits to a healthcare provider after writing about emotions and emotional experiences.
b. the goal oriented people reported fewer visits to a healthcare provider than the other group after writing about emotions and emotional experiences.
c. the emotion oriented people reported fewer visits to a healthcare provider than the other group after writing about emotions and emotional experiences.
d. both groups made more visits to a healthcare provider after writing about emotions and emotional experiences.

C

The story about the traumatic event involving diving was used to illustrate
a. the emotional storytelling had a positive effect, both immediately and long-term.
b. the emotional storytelling upset the diver, and continued to upset her.
c. the emotional storytelling had a positive effect initially, but later caused the diver distress.
d. the emotional storytelling had a distressing effect initially, but later had positive effects.

D

The Pennebaker paradigm refers to
a. the therapeutic value of assertiveness training.
b. the therapeutic value of writing about emotional upheaval.
c. the therapeutic value of increasing social support.
d. the placebo effect that occurs simply because of being in an experiment.

B

What do positive psychologists call the act of written disclosure about emotional upheaval?
a. The Pennebaker Paradigm
b. Expressive Storytelling
c. Narrative Therapy
d. Emotional Disclosure

A

People who are high in the trait of alexithemia have difficulty
a. Identifying and making sense of emotions.
b. writing about emotionally traumatic events.
c. with reading and spelling.
d. expressing emotions.

A

Who benefits the most from using emotional storytelling to process intense negative emotions?
a. People who do have the skills to work with the emotionally-laden content of life.
b. People who do not have the skills to work with the emotionally-laden content of life.
c. People who are able to identify and make sense of emotions.
d. People who do not have personal difficulty managing emotions.

B

Which of the following factors is at work when someone experiencing emotional upheaval is sharing their story?
a. Cognitive Processing
b. Social Withdrawal
c. Emotional Arousal
d. Emotional Inhibition

A

A theoretical explanation for the benefits of emotional storytelling in response to traumatic events is that which of the following factors is at work?
a. disinhibition
b. social dynamics
c. cognitive processing
d. All of the above factors are believed to be at work.

D

Which of the following benefits results from using storytelling to teach children to develop their own emotional frameworks?
a. Better relationships with their peers
b. Better grades at school
c. Better self-esteem
d. Better attachment parents

D

When parents allow their own emotional responses to characters in a story to be seen, children may benefit through which process?
a. Empathy
b. Modeling
c. Reinforcement
d. Catharsis

B

Strategically working with emotions within a social context sums up the potency of which positive therapeutic intervention?
a. Emotional storytelling
b. Emotional disclosure
c. Emotional labeling
d. Emotional discovery

A

What do the authors suggest for making the most of emotions in your everyday life?
a. Share your emotions with others.
b. Act as if you are emotionally intelligent for a day.
c. Use problem focused coping more than emotion focused coping.
d. Avoid negative emotions and replace them with positive emotions.

B

In terms of the Life Enhancement Strategies of love work and play discussed in your book, what do your authors suggest doing with emotional knowledge in the domain of play?
a. Seek out emotional intelligence seminars.
b. Practice using more feeling words when interacting with friends and family.
c. Learn and practice meditation skills.
d. Get regular amounts of vigorous exercise.

C

Using more "feeling words" when interacting with friends and family will improve emotional skills in which domain of life?
a. Work
b. Love
c. Play
d. School

A

Dealing with negative emotions in a manner that result in rumination might be described as what?
a. Maladaptive
b. Adaptive
c. Functional
d. Avoidant

A

Which method for dealing with the emotional aspects of life could lead to better functioning?
a. Balancing approach and avoidance tendencies
b. Favoring approach tendencies
c. Favoring avoidance tendencies
d. Bolstering approach tendencies while maintaining avoidance tendencies

A

Unbalanced attempts at processing feelings may result in what?
a. Poor decision-making
b. Indecisiveness
c. Poor physical health
d. Cognitive dissonance

A

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