Psychology Answers

Which of the following perspectives on personality is least interested in breaking graduateness behaviour into component parts and most interested in describing the graduateness of an IOP1601 student being influenced by “unconscious motives and behaviour strongly rooted in their childhood experiences”?

A. Trait psychology

B. Humanistic perspective

C. Learning perspective

D. Psychodynamics

Which of the following perspectives on personality is least interested in breaking graduateness behaviour into cognitive processes and more interested in describing the graduateness of an IOP1601 student being influenced by “behaviour based on relatively stable traits which predispose one to act in a certain way, regardless of the situation”?

A. Trait psychology

B. Humanistic perspective

C. Learning perspective

D. Psychodynamics

Using the assumptions of the humanistic perspective as described by Carl Rogers and Maslow, the graduateness of an IOP1601 students should characterised by ...

A. mutual competitive attitude fuelled by the conflictual nature of several people.

B. complete, unqualified accepting attitude of each person reaching their full potential.

C. a give-and-take attitude based on a full understanding of the evil nature of people.

D. a live-and-let-live attitude without any involvement or lasting commitment to others.

As an integral part of the CEMS framework of graduateness skills and attributes, generic learning outcomes enable graduates to continue to be _____, enterprising learners who are _____ and able to ______to change throughout their careers and professional lives.

A. reactive, inflexible, resist

B. proactive, flexible, adapt

C. proactive, enterprising, adapt

D. reactive, flexible, promote

CEMS aims to produce graduates who are RARE citizens in the community where they live and work. The acronym, RARE, stands for …

A. ready, active, ready and employable.

B. responsible, active, ready and ethical.

C. responsible, accountable, relevant and ethical.

D. ready, accountable, resilient and employable.

The CEMS framework of graduateness skills and attributes addresses three holistic/overarching attributes that are regarded as important transdisciplinary enabling outcomes of a university education. These three addresses three holistic/overarching attributes are …

A. scholarship, global citizenship and, lifelong learning.

B. enterprising, interactivity and analytical.

C. goal-directed behaviour, ethics and responsibility.

D. employability, rareness and work readiness.

As you study and work, it will become evident in your day-to-day interactions that you display CEMS generic transferable meta-skills and personal attributes. The evidence for your analytical thinking skills consist of the skill to …

A. draw insightful conclusions.

B. monitor own performance.

C. identify business opportunities.

D. deal with team politics.

Q1. “The Mind is similar to an Ice-Berg, one-seventh of its bulk floats above the surface” Who said this and what does it imply? Explain with one specific example [2 Marks]

In which attachment type did Rebecca appear to be the beginning of the year