HOME

Study Techniques

Test Taking Suggestions

Grade Point Conversion Chart

Test Rebuttal Procedures

Answers to Test 1, Fall 2002

Answers to Test 2, Fall 2002

Answers to Test 3, Fall 2002

 

Psychology / Women Studies 257 - Autumn, 2002
Psychology of Gender

Tried and True Study Techniques:

It is best to implement these study techniques from the start of the quarter. You need two copies of the appropriate test(s) from the "practice test" page. Two copies of each of this quarter’s test should also be used as the quarter progresses.

Take each (practice or past) test first with your notes and book open. Patiently and methodically look up the answer to every single question on the test. Take your time. Look up even those answers that you swear you know already. For answers that are false (including incorrect multiple choice options) find out what's wrong with them. Look for where the "fooler" info came from. Did we dream it up? Sometimes we do but not often. Usually you'll find it attached to some other concept that was discussed around the time the target material of the question was discussed. Watch out, some of the practice test questions came from a textbook different from the one we're using now.

If you can't find answers to some questions, e-mail one of us to find out where it should be. Also send any questions about the material. It's important to know why the correct answers are correct. If you really do this well, you should cover all the material repeatedly. It may be boring but with each pass through your notes, you’ll pick up something new. Soon you’ll know about where to look for everything. Force yourself to really read the notes on the topic anyway.

Once you've finished the open book test, take a break and then take the test again closed book. If you do well great. Just read over your notes whenever you can before the test. If you do poorly, do the whole thing again. Slower. Read the notes as you look for the right stuff.

I suggest you first read the Techniques to Use during the Test and then go to the Practice Test page.

<---Return to Top

Techniques to Use during the Test:

When the tests are returned many people can’t understand how they could possibly have given the wrong answer to a given question. The problem is that, during a test, we don’t take the time to really read each question and option.

To combat this problem, I strongly recommend reading skills that grade schools work hard to knock out of us. Use your finger to point to each word as you read it. Move your lips as you read. It will help you avoid missing words. On multiple choice questions, read the introduction and option "A" as a single sentence. Use the finger and lips. Mark that option as True or False. The read the intro again with option "B". Mark that option True or False. Then do options "C", "D," and "E" the same way. Do not stop just because you found one correct answer. Do the rest anyway. When you finish with all the options to the question look over your T’s and F’s. If you have only one "T" (and there are no multiple answer options), you’ve got your answer. If you’ve marked more than one "T" and there can be only one answer, then you’ve got to go back and figure out which answer is really correct. And if multiple options can be correct, see if your selection matches what I let you select. The whole goal here is to prevent you from skimming the answers, missing a critical word or two that changes the whole meaning and then marking the wrong answer as correct.

<---Return to Top

Test Rebuttals

If you feel that your test has been incorrectly graded such that you did not receive appropriate credit for an answer or because the answer you selected is as correct or more correct than the answer on the test key, you may submit a written rebuttal asking for re-grading of a specific question. The rebuttal must be clearly written and submitted to Prof. Kenney within a specific time period. Check the Course Home Page for due dates of rebuttals after each test.

Rebuttals will be read for accuracy of information in the argument and logic of presentation. A statement such as "answer "b" is correct because that's the way I remember lecture or readings" is not sufficient. You must refer to specific readings (that do not have to be from this class) and/or show the precise line of thinking that results in your answer being as or more correct than that on the key. If you are rebutting a multiple-choice or true-false question, be sure to state your test version and the question number. Rebuttals of such questions can be made on paper or by e-mail.

Rebuttals of short-answer questions require written arguments that are substantiated by information and a logical argument AND must be accompanied by your original test sheet. No rebuttals of short answers will be considered without the original test sheet.

All rebuttals, whether submitted in person or by e-mail, will be returned to students in class.

<---Return to Top

Grade Conversions from Test Points

This chart is provided for your information only. We do not convert test points to grade-point equivalents until after the final exam. Since the final course grade is based on more than just the sum of the test points, your final course grade may not reflect a simple average of the grade point conversion for each test score.

 
Course Grade
1 Test Score
2-Test Sum
3-Test Sum
200 Point Conv.
4.0
> or = 48
> or = 96
> or = 144
> or = 192
3.9
95
142-143
190-191
3.8
47
94
141
188-189
3.7
93
139-140
186-187
3.6
46
92
138
184-185
3.5
91
136-137
182-183
3.4
45
90
135
180-181
3.3
89
133-134
178-179
3.2
44
88
132
176-177
3.1
87
130-131
174-175
3.0
43
86
129
172-173
2.9
85
127-128
170-171
2.8
42
84
126
168-169
2.7
83
124-125
166-167
2.6
41
82
123
164-165
2.5
81
121-122
162-163
2.4
40
80
120
160-161
2.3
79
118-119
158-159
2.2
39
78
117
156-157
2.1
77
115-116
154-155
2.0#
38
76
114
152-153
1.9
75
112-113
150-151
1.8
37
74
111
148-149
1.7
73
109-110
146-147
1.6
36
72
108
144-145
1.5
71
106-107
142-143
1.4
35
70
105
140-141
1.3
69
103-104
138-139
1.2
34
68
102
136-137
1.1
67
100-101
134-135
1.0
33
66
99
132-133
0.9
65
97-98
130-131
0.8
32
64
96
128-129
0.7*
63
94-95
126-127
0.0
<or=31
< or = 62
< or = 93
< or = 125

# Lowest grade that is translated to an S on your transcript if you have opted for the S/NS grading system.

* Grades below a 0.7 appear as a 0.0 on your transcript. No credits are earned when the course grade is 0.0.

<---Return to Top

 

Answers to Test 1
Fall, 2002

Newsflash: A lively after class discussion resulted in a decision to change the acceptable answers for one question (Version A #38; Version B #34). All tests will be rescored to allow either "D" or "E" to be accepted as correct. For those of you who answered "E" for this question, your test grade will automatically increase by 1 point. For those who answered "A," "B," "C," or "D" your test grade is correct as is.

Version A:

1. B

8. A

15. B

22. D

29. C

36. B

2. A

9. A

16. C

23. D

30. D

37. B

3. B

10. A

17. A

24. C

31. B

38. D or E

4. B

11. B

18. D

25. A

32. A

5. B

12. C

19. D

26. C

33. B

6. A

13. A

20. C

27. E

34. A

7. B

14. B

21. B

28. A

35. D

Version B:

1.  A

8. B

15. E

22. B

29. B

36. C

2. B

9. B

16. A

23. B

30. D

37. B

3. A

10. B

17. C

24. D

31. D

38. A

4.  B

11. B

18. D

25. C

32. B

5. A

12. D

19. C

26. B

33. B

 

6. A

13. D

20. A

27. C

34. D or E

7. A

14. C

21. A

28. A

35. A

Short Answer:

1.  An androgynous individual has many masculine and many feminine traits with approximately equal numbers of each.  (+2)  An undifferentiated individual has few, if any masculine and few, if any feminine traits. (+2)

2.  The SRY gene is located on the Y chromosome (+2).  It stimulates the production of H-Y antigen (+1) by an autosome (+1).  H-Y antigen stimulates the undifferentiated gonad to develop into male gonads (testes) (+2).

3.  The "threshold of convincability" refers to the fact that people require less and weaker evidence to "prove" a position that is consistent with their personal beliefs than they do to "prove" a position that opposes their current beliefs.  (+2)

<---Return to Top

Answers to Test 2
Fall, 2002

Version A:

1. A 8. A 15. B 22. C 29. B 36. E
2. A 9. B 16. D 23. E 30. D 37. E
3. A 10. B 17. C 24. E 31. A 38. B
4. A 11. A 18. A or B 25. A 32. B 39. D
5. B 12. B 19. A 26. B 33. C 40. C
6. B 13. B 20. C 27. B 34. B 41. A
7. B 14. C 21. A 28. D 35. C  

Version B:

1. A 8. A 15. E 22. D 29. C 36. D
2. A 9. A 16. E 23. A 30. B 37. B
3. B 10. A 17. A 24. B 31. C 38. E
4. B 11. B 18. B 25. C 32. C 39. E
5. B 12. B 19. C 26. A or B 33. A 40. B
6. A 13. A 20. B 27. A 34. B 41. D
7. B 14. C 21. D 28. C 35. B  

Short Answer:

1. 

Before Gender Constancy

After Gender Constancy

Boys

Overestimate (+1)

Overestimate (+1)

Girls

Overestimate (+1)

Underestimate (+1)

2.      Gender differential behavior results from gender differential (+!) reinforcement (+1) of behaviors.

3.      Any 3 of the following are worth 1 point each:

  1. more likely to notice the gender make-up of a crowd
  2. better at distinguishing individuals of their own gender from each other than they are at distinguishing differences among people of the other gender
  3. recall more gender related objects and names in a memory task
  4. group gender-related objects and names together during a recall task
  5. can more rapidly indicate the gender appropriateness of a behavior or an object.

<---Return to Top

Answers to Test 3
Fall, 2002

Version A:

1. A 10. B 19. C 28. B 37. D 46. B
2. A 11. E 20. C 29. D 38. B 47. A
3. B 12. B 21. B 30. B 39. E 48. B
4. B

13. C

 22. D 31. D 40. A 49. A
5. B 14. C 23. D 32. B 41. B 50. A
6. A 15. C 24. A 33. A 42. C  
7. A 16. B 25. B 34. D 43. A  
8. B 17. A 26. E 35. A 44. A  
9. B 18. C 27. B 36. D 45. A  

Version B:

1. A 10. A 19. A 28. D 37. D 46. A
2. B 11. E 20. D 29. D 38. D 47. A
3. A 12. B 21. A 30. B 39. A 48. A
4. A 13. B 22. E 31. C 40. B 49. A
5. B 14. D 23. A 32. C 41. A 50. B
6. B 15. E 24. C 33. B 42. B  
7. B 16. B 25. B 34. B 43. B  
8. B 17. C 26. A 35. D 44. C  
9. B 18. C 27. C 36. B 45. A  

 

<---Return to Top

 

 BACK TO TOP

 Last Updated:
12/17/02

Contact the instructor at: nkenney@u.washington.edu