Question 1

The recurring themes, originally derived from the ancient Greeks, survived the Renaissance:

Accepted Answer

A)  unchanged. 
B)  radically modified by abandoning religion. 
C)  largely changed for the intellectuals, but unchanged for most people in their daily lives. 
D)  with the province of psychology still defined as the study of the soul or mind. 
E)  by rejecting the notion of the mind or soul. 
A)  unchanged. 
B)  radically modified by abandoning religion. 
C)  largely changed for the intellectuals, but unchanged for most people in their daily lives. 
D)  with the province of psychology still defined as the study of the soul or mind. 
E)  by rejecting the notion of the mind or soul. C

Question 2

The challenge to Church authority by the Reformation:

Accepted Answer

A)  was motivated entirely by political considerations. 
B)  was motivated entirely by religious considerations. 
C)  failed. 
D)  was supported by post-Renaissance intellectual revival. 
E)  was caused by Luther's plea for greater reliance on human reason. 
A)  was motivated entirely by political considerations. 
B)  was motivated entirely by religious considerations. 
C)  failed. 
D)  was supported by post-Renaissance intellectual revival. 
E)  was caused by Luther's plea for greater reliance on human reason. D

Question 3

Erasmus' writings contributed to the Reformation by:

Accepted Answer

A)  pointing to the human basis of scripture. 
B)  defending the divine authorship of scripture. 
C)  his rejection of Scholasticism. 
D)  his defense of the divorce of King Henry VIII. 
E)  his piety and religious books. 
A)  pointing to the human basis of scripture. 
B)  defending the divine authorship of scripture. 
C)  his rejection of Scholasticism. 
D)  his defense of the divorce of King Henry VIII. 
E)  his piety and religious books. A

Question 4

Galileo's findings in support of the Copernican system resulted in the suppression of his work because:

Accepted Answer

A)  his telescope was cloudy leading him to faulty conclusions. 
B)  he lived within the authority of the Inquisition. 
C)  he attacked the Church. 
D)  he was trying to incite political change. 
E)  his family members were controversial. 
A)  his telescope was cloudy leading him to faulty conclusions. 
B)  he lived within the authority of the Inquisition. 
C)  he attacked the Church. 
D)  he was trying to incite political change. 
E)  his family members were controversial.

Question 5

The decline of papal authority after the Avignon period:

Accepted Answer

A)  led to abandoning the Inquisition. 
B)  involved reconstruction of the Vatican. 
C)  led to the disbanding of the Jesuits. 
D)  permitted complete freedom of the universities. 
E)  led to internal reform and a counter-reformation. 
A)  led to abandoning the Inquisition. 
B)  involved reconstruction of the Vatican. 
C)  led to the disbanding of the Jesuits. 
D)  permitted complete freedom of the universities. 
E)  led to internal reform and a counter-reformation.

Question 6

After the European Renaissance, intellectual inquiry:

Accepted Answer

A)  was ignored in favor of artistic creations. 
B)  was completely free of Church control. 
C)  benefited from the elevation of human reason and revival of classical literature. 
D)  pursued metaphysical study at the expense of empirical methods. 
E)  remained static under complete Church control. 
A)  was ignored in favor of artistic creations. 
B)  was completely free of Church control. 
C)  benefited from the elevation of human reason and revival of classical literature. 
D)  pursued metaphysical study at the expense of empirical methods. 
E)  remained static under complete Church control.

Question 7

The Roman Catholic Church's response to the Reformation:

Accepted Answer

A)  led to abandoning the Inquisition. 
B)  involved reconstruction of the Vatican. 
C)  led to the disbanding of the Jesuits. 
D)  permitted complete freedom of the universities. 
E)  led to internal reform and a counter-reformation. 
A)  led to abandoning the Inquisition. 
B)  involved reconstruction of the Vatican. 
C)  led to the disbanding of the Jesuits. 
D)  permitted complete freedom of the universities. 
E)  led to internal reform and a counter-reformation.

Question 8

Christian morality and ethics after the Renaissance:

Accepted Answer

A)  no longer defined standards for psychological and social behavior. 
B)  embodied the standards for psychological and social behavior. 
C)  were refined and studied empirically. 
D)  were enforced by the national governments. 
E)  were ignored by most people. 
A)  no longer defined standards for psychological and social behavior. 
B)  embodied the standards for psychological and social behavior. 
C)  were refined and studied empirically. 
D)  were enforced by the national governments. 
E)  were ignored by most people.

Question 9

The European Renaissance:

Accepted Answer

A)  produced a renewal of religious faith. 
B)  accepted the dictates of the Inquisition. 
C)  began in northern Germany. 
D)  was exclusively a movement in art. 
E)  shifted emphasis from religious to human themes. 
A)  produced a renewal of religious faith. 
B)  accepted the dictates of the Inquisition. 
C)  began in northern Germany. 
D)  was exclusively a movement in art. 
E)  shifted emphasis from religious to human themes.

Question 10

Galileo's discussion of primary and secondary qualities included:

Accepted Answer

A)  the belief that scientific advances would eventually allow mathematical expression of secondary qualities. 
B)  the belief that secondary qualities could never be expressed mathematically. 
C)  the view that primary qualities were part of individual, subjective experience. 
D)  the view that human activity was spontaneous and unpredictable. 
E)  the definition of secondary qualities as unchangeable and absolute. 
A)  the belief that scientific advances would eventually allow mathematical expression of secondary qualities. 
B)  the belief that secondary qualities could never be expressed mathematically. 
C)  the view that primary qualities were part of individual, subjective experience. 
D)  the view that human activity was spontaneous and unpredictable. 
E)  the definition of secondary qualities as unchangeable and absolute.

Question 11

A major implication of Copernicus' successful proposal of a heliocentric universe was:

Accepted Answer

A)  the strengthening of Church power. 
B)  the abandonment of the Inquisition. 
C)  setting humans within the natural order of the universe. 
D)  the spread of the Reformation in Poland. 
E)  a greater emphasis on determination from God. 
A)  the strengthening of Church power. 
B)  the abandonment of the Inquisition. 
C)  setting humans within the natural order of the universe. 
D)  the spread of the Reformation in Poland. 
E)  a greater emphasis on determination from God.

Question 12

Galileo's confirmation of the Copernican system led him to:

Accepted Answer

A)  accept the Ptolemaic interpretation as fact. 
B)  win the approval of the Church. 
C)  believe in the accidental disorder of the universe. 
D)  downplay the use of mathematics. 
E)  believe in the orderly relations of nature. 
A)  accept the Ptolemaic interpretation as fact. 
B)  win the approval of the Church. 
C)  believe in the accidental disorder of the universe. 
D)  downplay the use of mathematics. 
E)  believe in the orderly relations of nature.

Question 13

The distinction between primary and secondary qualities proposed by Galileo:

Accepted Answer

A)  allowed the acceptance of the essential unity of all intellectual activity. 
B)  defined primary qualities as relative, fluctuating, and subjective. 
C)  defined secondary qualities as absolute, immutable, and objective. 
D)  implied the need for a discipline of psychology, separate from the natural sciences. 
E)  led immediately to the study of psychology as a natural science. 
A)  allowed the acceptance of the essential unity of all intellectual activity. 
B)  defined primary qualities as relative, fluctuating, and subjective. 
C)  defined secondary qualities as absolute, immutable, and objective. 
D)  implied the need for a discipline of psychology, separate from the natural sciences. 
E)  led immediately to the study of psychology as a natural science.

Question 14

Galileo and Kepler extended the heliocentric theory of planetary motion by:

Accepted Answer

A)  writing defenses of Copernicus. 
B)  successfully challenging Church control of the universities. 
C)  providing empirical support for Copernicus' conclusions through better instrumentation. 
D)  offering better logical arguments than Copernicus. 
E)  refuting the Ptolemaic data. 
A)  writing defenses of Copernicus. 
B)  successfully challenging Church control of the universities. 
C)  providing empirical support for Copernicus' conclusions through better instrumentation. 
D)  offering better logical arguments than Copernicus. 
E)  refuting the Ptolemaic data.

Question 15

The enduring questions of the ancient Greeks were significantly altered by the Renaissance through:

Accepted Answer

A)  the admission of an Aristotelian system recognizing the integrity of sensory information. 
B)  the success of rational and logical arguments over faith-based authority. 
C)  the elevation of human experience in itself, in contrast to the emphasis on salvation alone. 
D)  the decline of Church authority especially in northern Europe. 
E)  all of the above. 
A)  the admission of an Aristotelian system recognizing the integrity of sensory information. 
B)  the success of rational and logical arguments over faith-based authority. 
C)  the elevation of human experience in itself, in contrast to the emphasis on salvation alone. 
D)  the decline of Church authority especially in northern Europe. 
E)  all of the above.

Question 16

Galileo's additional contributions to psychology stemmed from his distinction between:

Accepted Answer

A)  primary and secondary qualities. 
B)  body and soul. 
C)  orbits and revolutions. 
D)  good and evil. 
E)  Church and state. 
A)  primary and secondary qualities. 
B)  body and soul. 
C)  orbits and revolutions. 
D)  good and evil. 
E)  Church and state.

Question 17

Copernicus' views were based upon:

Accepted Answer

A)  a newly acquired empirical proof. 
B)  a simpler interpretation of existing data. 
C)  an acceptance of official church views. 
D)  his interpretation of the Bible. 
E)  his strong belief in faith over reason. 
A)  a newly acquired empirical proof. 
B)  a simpler interpretation of existing data. 
C)  an acceptance of official church views. 
D)  his interpretation of the Bible. 
E)  his strong belief in faith over reason.

Question 18

Post-Renaissance Europe was ready for:

Accepted Answer

A)  the reassertion of Church authority. 
B)  the acceptance of human reason as a source of knowledge. 
C)  acceptance of faith as the source of knowledge. 
D)  the rejection of Scholasticism. 
E)  an observational approach to metaphysics. 
A)  the reassertion of Church authority. 
B)  the acceptance of human reason as a source of knowledge. 
C)  acceptance of faith as the source of knowledge. 
D)  the rejection of Scholasticism. 
E)  an observational approach to metaphysics.

The recurring themes, originally derived from the ancient Greeks, survived the Renaissance:

The challenge to Church authority by the Reformation:

Erasmus' writings contributed to the Reformation by:

Galileo's findings in support of the Copernican system resulted in the suppression of his work because:

The decline of papal authority after the Avignon period:

After the European Renaissance, intellectual inquiry:

The Roman Catholic Church's response to the Reformation:

Christian morality and ethics after the Renaissance:

The European Renaissance:

Galileo's discussion of primary and secondary qualities included:

A major implication of Copernicus' successful proposal of a heliocentric universe was:

Galileo's confirmation of the Copernican system led him to:

The distinction between primary and secondary qualities proposed by Galileo:

Galileo and Kepler extended the heliocentric theory of planetary motion by:

The enduring questions of the ancient Greeks were significantly altered by the Renaissance through:

Galileo's additional contributions to psychology stemmed from his distinction between:

Copernicus' views were based upon:

Post-Renaissance Europe was ready for:

Past for Present: Psychology in Search of a Paradigm

Psychology in the Ancient and Classical East

Psychological Foundations in Ancient Greece

From Classical Rome to the Early Middle Ages

The Reawakening of Intellectual Life in the Middle Ages

The Emergence of Modern Science

Sensationalism and Positivism: the French Tradition

Mental Passivity- the British Tradition

Mental Activity-the German Tradition

Romanticism and Existentialism

Nineteenth Century Bases of Psychology

The Founding of Modern Psychology

American Functionalism

The Gestalt Movement

Psychoanalysis

Behaviorism

The Third Force Movement

Filters

Exam 6: The Renaissance

The recurring themes, originally derived from the ancient Greeks, survived the Renaissance:

The challenge to Church authority by the Reformation:

Erasmus' writings contributed to the Reformation by:

Galileo's findings in support of the Copernican system resulted in the suppression of his work because:

The decline of papal authority after the Avignon period:

After the European Renaissance, intellectual inquiry:

The Roman Catholic Church's response to the Reformation:

Christian morality and ethics after the Renaissance:

The European Renaissance:

Galileo's discussion of primary and secondary qualities included:

A major implication of Copernicus' successful proposal of a heliocentric universe was:

Galileo's confirmation of the Copernican system led him to:

The distinction between primary and secondary qualities proposed by Galileo:

Galileo and Kepler extended the heliocentric theory of planetary motion by:

The enduring questions of the ancient Greeks were significantly altered by the Renaissance through:

Galileo's additional contributions to psychology stemmed from his distinction between:

Copernicus' views were based upon:

Post-Renaissance Europe was ready for:

Past for Present: Psychology in Search of a Paradigm

Psychology in the Ancient and Classical East

Psychological Foundations in Ancient Greece

From Classical Rome to the Early Middle Ages

The Reawakening of Intellectual Life in the Middle Ages

The Emergence of Modern Science

Sensationalism and Positivism: the French Tradition

Mental Passivity- the British Tradition

Mental Activity-the German Tradition

Romanticism and Existentialism

Nineteenth Century Bases of Psychology

The Founding of Modern Psychology

American Functionalism

The Gestalt Movement

Psychoanalysis

Behaviorism

The Third Force Movement

Filters