Test # 2 Flashcards
Tolman’s Latent Learning
In the 1930s, Edward Tolman demonstrated the concept of latent learning in maze studies with rats. He showed that rats previously exposed to a maze, but with no reward for solving it, solved the maze much more quickly in later trials with reward, as compared to rats without previous exposure. The idea of latent learning, contrary to previous models, was that learning can occur without an explicit reward and such latent learning will manifest itself through behavior at a later time when a reward for it is available. Tolman proposed that the model applies to humans–for example, when we drive or walk the same route daily and learn the locations of various buildings and objects, but only display that knowledge when we need to find a particular object.
Red -Green Color Blidnness
The Correct Answer is A
Red-green color blindness is a sex-linked recessive trait. That is, it is carried on the X chromosome. Since males have one X chromosome, donated by the mother, and one Y chromosome, donated by the father, a male child who receives one color blind gene from the mother will be color blind. However, because it is a recessive trait, females (XX) would need to receive the color blind gene from both parents in order to manifest color blindness – which is highly unlikely. This explains why 7% of American males are color blind, but only 0.4% of females are affected by this condition.
Depression in Elderly Adults and Sadness
Older adults are less likely than younger adults to express feelings of depression or sadness. They are more willing to express feelings of hopelessness (answer C) and anxiety (answer B). They are also more apt to have memory problems (answer A). (APA Working Group on the Older Adult, What practitioners should know about working with older clients, Professional Psychology: Research and Practice, 1998, 29(5), 413-427).
“Temporal lobe personality”
The term “temporal lobe personality” refers to a pattern of personality disturbances seen in people with lesions to the temporal lobe. Signs include an emphasis on trivial aspects of daily life, pedantic speech, perseveration of speech, paranoia, preoccupation with theological or philosophical issues, argumentativeness, and occasional aggressive outbursts. Temporal lobe lesions can be caused by a number of conditions such as stroke, brain tumors, or head trauma; in addition, signs of this personality syndrome are sometimes present in patients with temporal lobe epilepsy.
Eysenck, in his 1952 study of Psychotx. outcomes
Eysenck, in his 1952 study, found that 64% of patients in eclectic therapy and 44% of psychoanalytic patients improved versus a 72% improvement rate for untreated patients. His methodology and findings have been criticized for decades following his report and most studies since then have found psychotherapy to be superior to no treatment. Choice “A” - concluded that individuals who receive psychotherapy are better off than 80% of controls- is one of the conclusions of Smith and Glass’ (1978) meta-analysis. Choice “B” - concluded that psychologists and psychiatrists are more effective than master’s level clinicians- was not one of Eysenck’s conclusions, and it is also contrary to a finding of Consumer Report’s 1995 study which failed to find a relationship between therapist level of training and outcome. Choice “D” is partly correct, in that many other outcome studies did follow Eysenck’s study; however, most of these have contradicted his findings. Indeed, even Eysenck modified his conclusion in 1985 by indicating that at least one therapy, behavior therapy, is superior to placebo or no treatment.
Secondary Prevention
C. Secondary prevention techniques are presented to individuals who have been identified as being at high risk by some type of screening procedure whereas primary preventions (b.) are offered to groups of individuals who have been identified as being at high-risk. Tertiary preventions (d.) are for people who have already developed a disorder and are aimed at reducing relapse and other negative consequences.
Children’s memory for early events
D changes as it develops over time. so it is neither limited nor constant
Recent research has found that babies memories are not lost, rather they are updated continually as learning progresses. Their ability to recall is influenced by the same factors and conditions that impact recall in older children and adults. These include: the nature of the events; the number of times they experience them; and the availability of cues or reminders. Children from ages one to three are all capable of both immediate and long-term recall of specific events in their lives. Infants tested at two, four, and six months can recall details about hidden objects, their location, and size.
The failure in retrieving memories from the first years of life (a.) refers to the phenomenon of infantile amnesia. Infantile amnesia has been theorized to be the result of a lack of schematic organization of experience, a different in way of encoding in early childhood, and, more recently, the importance of language development. Studies on memory and language development suggest that memories are made initially as the result of the child talking about them with someone else. As the ability to reason develops, the memory securing conversations are carried out within the child him/herself (See: Bauer, P. J. (1996). What do infants recall of their lives? Memory for specific events by one- to two-year-olds, American Psychologist, 51 (1), 29-41. and Meltzoff, A. N. (1995). What infant memory tells us about infantile amnesia: Long-term recall and deferred imitation. Journal of Experimental Child Psychology, 59, 497-515.)
infantile amnesia
The failure in retrieving memories from the first years of life (a.) refers to the phenomenon of infantile amnesia. Infantile amnesia has been theorized to be the result of a lack of schematic organization of experience, a different in way of encoding in early childhood, and, more recently, the importance of language development. Studies on memory and language development suggest that memories are made initially as the result of the child talking about them with someone else. As the ability to reason develops, the memory securing conversations are carried out within the child him/herself (See: Bauer, P. J. (1996). What do infants recall of their lives? Memory for specific events by one- to two-year-olds, American Psychologist, 51 (1), 29-41. and Meltzoff, A. N. (1995). What infant memory tells us about infantile amnesia: Long-term recall and deferred imitation. Journal of Experimental Child Psychology, 59, 497-515.)
Vygotsky vs Piaget
Vygotsky stressed the importance of social and cultural impact on the developing child much more than Piaget did. These factors included the family and the child’s milieu.
By age 6 which gender characteristics are established?
Kohlberg’s cognitive-developmental theory of gender concept development, grounded in Piagetian theory, asserts that children gradually progress through three stages. Gender identity, usually gained by age three, is the ability to correctly label own gender and identify others as boys/men and girls/women. Gender stability - knowledge, usually gained by age four years, that reflects an understanding that one’s gender remains the same throughout life. Gender constancy: realization, around age 5, 6 or 7 years, that one’s gender stays the same even with alterations in appearance, behaviors, or desires.
If a left hemisphere language dominant split-brain patient views something in her left visual field she will be:
If something is viewed in the right visual field, information about what is seen travels to the left hemisphere and, if asked what was seen, the patient has no problem identifying or naming it. In this question however, something was seen in the left visual field so the information would end up in the right hemisphere. If the patient is asked what she saw she won’t be able to say, as the information is received in the right hemisphere, but she will be able to point to or pick out what was seen with her left hand because touch information from the left hand crosses over to the right hemisphere. Note that even after pointing out what was seen and if it is in the person’s hand, the person will still not be able to say what it is because the right hemisphere typically cannot verbalize or “talk.”
Wolfgang Kohler’s “aha” experience of insight
A. A co-founder of Gestalt psychology, which focuses on perception, Kohler’s research revealed that animals, like humans, appear to experience insight or an “aha” experience while solving problems and learning
Release of Information to mother of 22 y old deceased patient
The Correct Answer is D
Most state laws provide a deceased person’s executor or administrator the right to access confidential records of the client. The deceased person’s executor or administrator must be legally designated as the deceased’s representative, usually by a probate court. Without such a designation, records should not be released.
Factorial Research Design
A factorial design is the most common way to study the effect of two or more independent variables, although we will focus on designs that have only two independent variables for simplicity. In a factorial design, all levels of each independent variable are combined with all levels of the other independent variables to produce all possible conditions. For example, a researcher might be interested in the effect of whether or not a stimulus person (shown in a photograph) is smiling or not on ratings of the friendliness of that person. The researcher might also be interested in whether or not the stimulus person is looking directly at the camera makes a difference. In a factorial design, the two levels of the first independent variable (smiling and not smiling) would be combined with the two levels of the second (looking directly or not) to produce four distinct conditions: smiling and looking at the camera, smiling and not looking at the camera, not smiling and looking at the camera, and not smiling and not looking at the camera.
split-plot research design
A split plot design is an experimental design in which plots are divided into subplots to study the effects of two or more factors on the Response Variable. This is achieved by using one factor in the original plots and others in the subplots.
psychology:
A split plot design in psychology is more commonly referred to as a mixed model as it contains both within and between subject design. For example, a psychologist is carrying out a study of the effectiveness of four different methods for treating animal phobias. The four different types of treatment are cognitive behavioural therapy (CBT), behavioural therapy, relaxation training and counselling. The participants are assigned to one of the four treatment groups (treatment is the between subject variable) and are assessed at three different time intervals, pre-treatment, and 1 & 3 months after treatment (assessment interval is the within subject variable).
