MA Ravanshenasi Reading Comprehension

PASSAGE 1:

Engagement in personally meaningful activities is associated with greater well-being.

However, most studies use cross-sectional or recall methods, and the researchers predetermine which activities are “meaningful.”

This study examined an idiographic measure of meaningful activity participation in relation to well-being. Participants (N = 160; M age = 43.3 years; 77% female) rated the meaningfulness of 46 daily activities at baseline and reported their activities on eight random days over the next 4 weeks. Half of the participants also completed measures of meaning salience and mood on the same days.

All of the participants reported on psychological well-being at baseline and 4-week follow-up. Meaningful activity participation was positively associated with meaning salience and positive mood. Average engagement in meaningful activities over 8 days was positively associated with subjective vitality, life satisfaction, and purpose in life at follow-up. An idiographic measure of meaningful activity participation may further be understanding of the relationship between meaningful activity participation and well-being.

1.Which conclusion can be drawn from the passage about engaging in personally meaningful activities?

1) It has nothing to do with greater well-being.

2) It boosts meaning salience but not psychological well-being.

3) It fosters physical well-being but has nothing to do with meaning salience.

4) It is associated with both meaning salience and psychological well-being.

2.According to the passage, all of the following are true about most of the previous studies on engagement in personally meaningful activities EXCEPT———.

1) they were longitudinal

2) they were cross-sectional

3) they employed recall methods

4) the researchers pre-determined which activities are "meaningful"

3.Which of the following statements is True about the study reported in the passage?

1) Only 46 participants rated the meaningfulness of daily activities at baseline.

2) Initially, all of the participants also completed measures of meaning salience and mood

3) It was an idiographic measure of meaningful activity participation in relation to well-being.

4) After 4 weeks, 77% of the participants were given an inventory to define the term "well-being."

4.Which piece of information is NOT provided in the passage?

1) The participants' average age

2) The total number of the participants

3) The percentage of female participants

4) The participants' educational background

5.According to the passage, upon follow-up, average engagement in meaningful activities over 8 days was positively associated with——–.

1) positive thinking, self-fulfillment, and motivation

2) subjective vitality, life satisfaction, and motivation

3) positive thinking, self-fulfillment, and purpose in life

4) subjective vitality, life satisfaction, and purpose in life

PASSAGE 2:

An important example of cultural differences in the way people think about intelligence concerns beliefs about the potential to become highly intelligent. Rattan, Savani, et al. (2012) found that, in a group of students from California whom they interviewed, the participants tended to believe that only some people have the potential to become highly intelligent. In contrast, in a group of students from Bangalore in India, the participants tended to believe that most people have the potential to become highly intelligent.

This work builds on an extensive body of research on people’s beliefs about the nature of intelligence led by Carol Dweck, who became interested in the implications of believing that it is possible (or not possible) for an individual’s intelligence to change in the course of their lifetime. She termed the view that a person’s intelligence can increase over time an “incremental belief”, and the view that it is fixed and cannot grow over time an “entity belief.”

Research on these beliefs has shown that those with an incremental view of intelligence within North American society are more likely to show sustained motivation in the face of difficulty (Blackwell et al., 2007) and to treat those whom they think have low ability in different ways from “entity theorists” (Rattan, Good, et al., 2012). The evidence that there are cultural differences between societies in the frequency with which students espouse a “universal” view of the potential for high intelligence suggests that there could be similar variations in the frequency of incremental and entity views on intelligence in different societies.

Rattan, Savani et al. (2012) showed that such variation may be associated with different views on aspects of public policy. The evolution of Western psychological research on intelligence in the modern era has been deeply influenced by broader ideological assumptions about the nature of individual differences and their social significance.

6.What is the first paragraph mainly about?

1) Cultural differences in the way people think about intelligence

2) Comparing the IQ of American and Indian students

3) A group of students from Bangalore India

4) A group of students from California

7.According to the passage, which of the following statements is True?

1) The participants from California believed that almost no one is likely to become highly intelligent.

2) The participants from Bangalore unanimously held that everyone has the potential to become highly intelligent.

3) The participants from California believed that only some people have the potential to become highly intelligent.

4) The participants from Bangalore unanimously believed that they were more intelligent than the students from other Indian cities.

8.Which of the following statements is true about individuals with an incremental view of intelligence within North American society?

1) They pour scorn on people with low abilities.

2) They tend to show sustained motivation in hard times.

3) They are arrogant people who are against "entity theorists."

4) They argue that intelligence is the most important factor that distinguishes people from different cultures.

9.The word “espouse” in paragraph 3 is similar in meaning to ——–.

1) adopt

2) exhibit

3) attain

4) modify

10.The word “their” in paragraph 4 refers to ——-.

1- individual differences

2- different views

3- ideological assumptions

4- entity views

PASSAGE 3:

A well-known method for the assessment of personality is projective testing. This kind of test relies on one of the defense mechanisms proposed by Freud-projection—as a way to assess unconscious processes. During this type of testing, a series of ambiguous cards are shown to the person being tested, who then is encouraged to project his feelings, impulses, and desires onto the cards—by telling a story, interpreting an image, or completing a sentence. Many projective tests have undergone standardization procedures (for example, Exner, 2002) and can be used to assess whether someone has unusual thoughts a high level of anxiety, or is likely to become volatile. Some examples of projective tests are the Rorschach Inkblot Test, the Thematic Apperception Test (TAT), the Contemporized-Themes Concerning Blacks test, the Rotter Incomplete Sentence Blank (RISB), and the Tell-Me-A-Story (TEMAS).

The Rorschach Inkblot Test was developed in 1921 by a Swiss psychologist named Hermann Rorschach (pronounced “ROAR-shock”). It is a series of symmetrical inkblot cards that are presented to a client by a psychologist. Upon presentation of each card, the psychologist asks the client, “What might this be?” What the test-taker sees reveals unconscious feelings and struggles (Piotrowski, 1987; Weiner, 2003). The Rorschach has been standardized using the Exner system and is effective in measuring depression, psychosis, and anxiety.

A second projective test is the Thematic Apperception Test (TAT), created in the 1930s by Henry Murray, an American psychologist, and a psychoanalyst named Christiana Morgan. A person taking the TAT is shown 8-12 ambiguous pictures and is asked to tell a story about each picture. The stories give insight into their social world, revealing hopes, fears, interests, and goals. The storytelling format helps to lower a person’s resistance to divulging unconscious personal details (Cramer, 2004). The TAT has been used in clinical settings to evaluate psychological disorders; more recently, it has been used in counseling settings to help clients gain a better understanding of themselves and achieve personal growth. Standardization of test administration is virtually nonexistent among clinicians, and the test tends to be modest to low on validity and reliability (Aronow, Weiss, & Rezinkoff, 2001; Lilienfeld, Wood, & Garb, 2000). Despite these shortcomings, the TAT has been one of the most widely used projective tests.

11.Which of the following statements is True about projective testing?

1) It was developed by Freud.

2) It has never been standardized.

3) It reveals the defense mechanisms of individuals with ambiguous personalities.

4) It requires individuals to tell a story, interpret an image, or complete a sentence.

12.The passage mentions all of the following as examples of projective tests EXCEPT the ——-.

1) Tell-Me-A-Story

2) Draw-a-Person test

3) Rotter Incomplete Sentence Blank

4) Contemporized-Themes Concerning Blacks test

13.The word “divulging” in paragraph 3 is similar in meaning to —— .

1) disclosing

2) distributing

3) diminishing

4) discriminating

14.Which of the following statements is True about the Thematic Apperception Test?

1) It is not a widely used test.

2) It enjoys a high degree of validity and reliability.

3) It is used in clinical settings to evaluate psychological disorders.

4) It was developed in 1921 by a Swiss psychologist named Hermann Rorschach.

15.The paragraph following the passage will most probably discuss ——– .

1) tests used in clinical settings

2) unconscious personal details

3) a third type of projective test

4) ways of achieving personal growth

MA Ravanshenasi Reading Comprehension

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