Unit 5 & 6, Lindsay & Unit 7, Elaina - Test 2

Question 1

What is the nature of intelligence?

Answer 1

Defined as an individual’s ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, and to overcome obstacles by taking thought. There are mant different points of view about the nature of intelligence, and it continues to be debated.

Question 2

What was Binet’s role in intelligence testing?

Answer 2

He created the first valid intelligence test

Question 3

What is the definition of Standford-Binet intelligence quotient (IQ)?

Answer 3

An index of intelligence originally derived by dividing mental age by chronological age & then multiplying by 100

Question 4

What is the Wechsler test?

Answer 4

A test for people 16 & older, the test contains both verbal and non verbal subtests, which yeild seperate verbal and performance IQ scores as well as overall IQ.

Question 5

What is the Standford-Binet test?

Answer 5

It is an individually administered IQ test for those aged 2 - 23 testing in four subscales: verbal reasoning, quantitative reasoning, abstract visual reasoning, & short-term memory.

Question 6

What is the difference between group intelligence test and individual intelligence test?

Answer 6

Individual testing is expensive and time-consuming and administered to one individual at a time by one psychologist. With Group testing IQ testing is not done, it’s done on a budget and in a shorter period of time.

Question 7

Describe the pattern of distribution of IQ scores observed in the general population:

Answer 7

When large populations are measured on mental characteristics such as intelligence or on physical characteristics the test scores or results usually conform to the bell-shaped distribution known as the NORMAL CURVE.

Most of the scores cluster around the mean (average). The farther the score deviate (move away) from the mean, above or below, the fewer people there are.

Test score below 70 is in the range of mental disability.

Question 8

What is the dividing line between normal intelligence and developmental disability?

Answer 8

People who have an IQ below 70 and they find it hard to care for themselves and relate to others. People who range from 60 -55 are considered mildly retarded. 40 - 55 are moderately retarded, and from 25-40 are severely retarded, below 25 are profoundly retarded.

Question 9

What do IQ scores predict?

Answer 9

IQ scores can predict success and failure. They are fairly good predictors of academic achievement and sucess in school.

Question 10

What are the problems associated with IQ tests?

Answer 10

Abuses occur when people are judged solely on their scores on ontelligence tests. Intelligence test do not measure attitude and motivation, which are critical ingredients of success

Question 11

What is the controversy over nature-nurture as it pertains to intelligence?

Answer 11

The debate over whether intelligence and other traits are primarily the result of heredity or environment

Question 12

What is emotional intelligence?

Answer 12

Emotional intelligence is the ability to apply knowledge about emotions to everyday life.

Question 13

What is mental imagery?

Answer 13

The ability to represent or picture a sensory experience in our mind.

Question 14

Define the term concept:

Answer 14

A label that represents a class or group of objects, people, or events sharing common characteristics or attributes

Question 15

Define the term concept formation:

Answer 15

Concept formation is an active, orderly, and systematic way, rather than in a random, informal, & haphazard way.

Question 16

How does concept and concept formation aid in thought processes?

Answer 16

Our thinking and concept formation are somewhat fuzzy, not clear cut and systematic.Sometimeswe identify objects based on a memorized list of features or attributes that are common to instances of a concept. We picture a prototype of a concept.

Question 17

What are the three problem-solving techniques?

Answer 17

The three problem-solving techniques are:

1) Trial and Error-An approach to problem-solving in which one solution after another is tried until a solution is found.
2) Algorithm- A systematic step by step procedure that guarantees a solution to a problem
3) Heuristic- A problem method that offers a promising way to attack a problem & arrive at a solution, although it does not guarantee a success

Question 18

How does mental set and functional fixedness block problem-solving?

Answer 18

Mental set means we get into a rut in our approach to problem solving, continuing to use the same old methods even though other methods might be better.
functional fixedness is the failure to use familiar objects in novel ways to solve problems We tend to see objects only in terms of their customary functions.

Question 19

What is the relationship between creativity to divergent thinking?

Answer 19

Creativity- the ability to produce original, appropriate, and valuable ideas and/or solutions to problems
Divergent thinking- Producing one or more possible ideas, answers, or solutions to a problem rather than a single, correct response.

Question 20

How does creativity relate to intelligence?

Answer 20

Researchers indicates that there is only a weak to moderate correlation between creativity and IQ.

Question 21

any event or object in the environment to which an organism responds

Answer 21

stimulus

Question 22

a relatively permanent change in behaviour, capability or attitude that is acquired through experience and cannot be attributed to illness, injury or maturation

Answer 22

learning

Question 23

a process through which a response previously made only to a specific stimulus is made to another stimulus that has been paired repeatedly with the original stimulus

Answer 23

classical conditioning

Question 24

a stimulus that elicits a specific response without prior learning; eg. food

Answer 24

unconditioned stimulus

Question 25

a response that is invariably elicited by the unconditioned stimulus without prior learning; eg. salivation in response to food

Answer 25

unconditioned response

Question 26

a neutral stimulus that, after repeated pairing with an unconditioned stimulus, becomes associated with it and elects a conditioned response; eg. the tone

Answer 26

conditioned stimulus

Question 27

a response that comes to be elicited by a conditioned stimulus as a result of its repeated pairing with an unconditioned stimulus; eg. salivation in response to the tone

Answer 27

conditioned response

Question 28

the weakening and often eventual disappearance of learned response, by repeated presentation of the conditioned stimulus without the unconditioned stimulus; eg.

Answer 28

extinction

Question 29

the reappearance of an extinguished response (in a weaker form) when an organism is exposed to the original conditioned stimulus following a rest period; eg.

Answer 29

spontaneous recovery

Question 30

in classical conditioning, the tendency to make a conditioned response to a stimulus that is similar to the original conditioned stimulus

eg. a child attacked by a dog can easily develop a long-lasting fear of all dogs

Answer 30

generalization

Question 31

the learned ability to distinguish between similar stimuli so that the conditioned response occurs only to the original conditioned stimulus but not to similar stimuli

eg. this ability has survival value in that we know the difference between a rattlesnake and a garter snake

Answer 31

discrimination:

Question 32

• occurs when a neutral stimulus is paired with an existing conditioned stimulus, becomes associated with it, and gains the power to elicit the same conditioned response

Answer 32

higher-order conditioning

Question 33

State the basic principles of operant conditioning:

Answer 33

in operant conditioning, the consequences of behaviour are manipulated to increase or decrease the frequency of a response or to shape an entirely new response.

Question 34

what is operant conditioning?

Answer 34

• a type of learning in which the consequences of behaviour tend to modify that behaviour in the future (behaviour that is reinforced tends to be repeated; behaviour that is ignored or punished is less likely to be repeated).

Question 35

technique that reinforces any movement in the direction of the desired response, and gradually guiding the responses closer and closer to the ultimate goal

Answer 35

shaping

Question 36

example of shaping

Answer 36

Even though the B that Billy wrote looked more like a D, his teacher, Mrs. Chen, praised him because it was better than his previous attempts.

Question 37

Compare and contrast positive reinforcement and negative reinforcement

Answer 37

positive reinforcement: a reward or pleasant consequence that follows a response and increases the probability that the response will be repeated; EG. salary raises, promotions, awards, bonuses, good grades, and candy

negative reinforcement: the termination of an unpleasant stimulus after a response in order to increase the probability that the response will be repeated; EG. turning on one’s air conditioner to terminate heat or getting out of bed to turn off a faucet to avoid listening to the annoying “drip, drip, drip.”

Question 38

Differentiate between primary reinforcers and secondary reinforcers and examples of each kind

Answer 38

primary reinforcer: reinforcer that fulfills a basic physical need for survival and does not depend on learning; EG. food, water, sleep, sex, and the termination of pain

secondary reinforcer: neutral stimulus that becomes reinforcing after repeated pairing with other reinforcers; EG. attention from others is a powerful type of this reinforcer

Question 39

4 factors that influence operant conditioning:

Answer 39

1. magnitude of reinforcement
2. immediacy of reinforcement
3. level of motivation
4. schedule of reinforcement

Question 40

3 factors that influence the effectiveness of punishment

Answer 40

1. timing of application
2. intensity of application
3. consistency of application

Question 41

Compare and contrast classical and operant conditioning:

Answer 41

• In classical conditioning, the focus is on what precedes the response. In operant conditioning, the focus is on what follows the response.
• Generally, in classical conditioning, the subject is passive and responds to the environment rather than acting upon it. In operant conditioning, the subject is active and operates on the environment.

Question 42

COGNITIVE LEARNING

Answer 42

learning from using reasoning, intuition and perception

Question 43

Discuss the factors which determine whether or not modelling or observational learning will occur

Answer 43

The effectiveness of the model is related to his/her status, competence and power. Other factors are sex, age, attractiveness, and ethnic status.

Whether or not learned behaviour is actually performed depends largely on whether the observed models are rewarded or punished for their behaviour and whether the individual expects to be rewarded for the behaviour.

Question 44

DESCRIBE THE 3 PROCESSES INVOLVED IN THE ACT OF REMEMBERING

Answer 44

1. encoding: transforming information into a form that can be stored in short-term or long-term memory
2. storage: the act of maintaining information in memory
3. retrieval: the act of bringing to mind material that has been stored in memory

Question 45

DEFINE SENSORY MEMORY

Answer 45

As information comes in through our senses, virtually everything we see, hear, fee, or otherwise sense, is held in sensory memory but only for the briefest period of time.

Sensory memory normally holds visual images for a fraction of a second and holds sounds for about 2 seconds.

Question 46

LIST THE CHARACTERISTICS OF SHORT-TERM MEMORY

Answer 46

• very limited capacity; short duration
• capacity is about 7 (plus or minus 2) different items or bits of information at one time
• used when we carry on a conversation, solve a problem or look up a telephone number and remember it just long enough to dial it.
• “Working memory”
• codes information according to sound and can also hold visual images, and store information in semantic form (i.e., according to meaning).
• stimulus tends to fade significantly after 20-30 seconds if it is not repeated.

Question 47

EXPLAIN HOW DISPLACEMENT AND REHEARSAL AFFECT SHORT-TERM MEMORY

Answer 47

displacement: occurs when short-term memory is filled to capacity; each incoming item pushes out an existing item, which is then forgotten
rehearsal: the act of purposely repeating information to maintain it in short-term memory or to transfer it to long-term memory

Question 48

LIST THE CHARACTERISTICS OF LONG-TERM MEMORY

Answer 48

• virtually unlimited capacity; long duration
• no known limits to the storage capacity
• holds all the knowledge we have accumulated, the skills we have acquired, and the memories of our past experiences
• the relatively permanent memory system with a virtually unlimited capacity

Question 49

2 main subsystems within long-term memory:

Answer 49

declarative memory and non-declarative memory

Question 50

DECLARATIVE MEMORY or NON-DECLARATIVE MEMORY?

“explicit memory”; the subsystem within long-term memory that stores facts, information, and personal life experiences

Answer 50

declarative memory

Question 51

DECLARATIVE MEMORY or NON-DECLARATIVE MEMORY?
“implicit memory”; the subsystem within long-term memory that consists of skills acquired through repetitive practice, habits and simple classically conditioned responses

Answer 51

non-declarative memory

Question 52

DESCRIBE THE LEVELS-OF-PROCESSING MODEL

Answer 52

a single-memory system model in which retention depends on how deeply information is processed

Question 53

6 CAUSES OF FORGETTING

Answer 53

1. encoding failure
2. consolidation failure
3. decay theory
4. interference
5. motivated forgetting
6. retrieval failure

Question 54

CAUSE OF FORGETTING: forgetting resulting from material never having been put into long-term memory

Answer 54

ENCODING FAILURE

Question 55

CAUSE OF FORGETTING: any disruption in the consolidation process that prevents a permanent memory from forming

Answer 55

CONSOLIDATION FAILURE

Question 56

CAUSE OF FORGETTING: a theory of forgetting that holds that the memory trace, if not used, disappears with the passage of time

Answer 56

DECAY THEORY

Question 57

CAUSE OF FORGETTING: the cause of memory loss that occurs when information or associations stored either before or after a given memory hinder our ability to remember it

Answer 57

INTERFERENCE

Question 58

CAUSE OF FORGETTING: forgetting through suppression or repression in order to protect oneself from material that is too painful, anxiety-or-guilt-producing, or otherwise unpleasant

Answer 58

MOTIVATED FORGETTING

Question 59

CAUSE OF FORGETTING: the type of forgetting where we are certain we know something but we are not able to retrieve the information when we need it

Answer 59

RETRIEVAL FAILURE

Question 60

IDENTIFY SOME FACTORS THAT INFLUENCE THE RETRIEVAL OF INFORMATION

Answer 60

• we tend to recall information better if we are in the same internal state as when the information was encoded
• we tend to recall information better when we are in the same location - the same environmental context - as when the information was originally encoded

Question 61

the tendency to recall information better if one is in the same pharmacological or psychological (mood) state as when the information was encoded.

Answer 61

state-dependent memory effect

Question 62

4 STUDY HABITS THAT CAN AID MEMORY

Answer 62

1. organization
2. overlearning
3. spaced vs. massed practice
4. active learning vs. rereading

Question 63

STUDY HABIT: organizing material to be learned is a tremendous aid to memory because we tend to retrieve information from long-term memory according to the way we have organized it for storage

Answer 63

ORGANIZATION

Question 64

STUDY HABIT: practicing or studying material beyond the point where it can be repeated once without error

Answer 64

OVERLEARNING

Question 65

STUDY HABIT: spacing studying over several different sessions generally is more effective than massed practice - learning in one long practice session without rest periods

Answer 65

SPACED VS. MASSED PRACTICE

Question 66

STUDY HABIT: reading a paragraph and then practice recalling what you have just read - is much more effective than rereading

Answer 66

ACTIVE LEARNING VS. REREADING

Question 67

UNIT 7
What field of research investigates the relative effects of heredity and environment on behaviour and ability? 
A)	Genetics
B)	Behavioural Genetics
C)	Biology
D)	Physiology

Answer 67

B) Behavioural Genetics

Question 68

UNIT 7

What does IQ stand for?

Answer 68

INTELLIGENCE QUOTIENT

Question 69

UNIT 7
___________intelligence tests are expensive, the-consuming and administered to one individual at a time by psychologist. Whereas, ___________intelligence tests can be used when large numbers of people must be tested in a short period of time on a limited budget.

Answer 69

ADMINISTERING INDIVIDUAL INTELLIGENCE TESTS SUCH AS THE STANFORD-BINET AND THE WECHSLER,

GROUP

Question 70

UNIT 7

Describe Fluid Intelligence:

Answer 70

Abstract reasoning and mental flexibility.

Question 71

UNIT 7

Describe Crystalized Intelligence:

Answer 71

Verbal ability and accumulated knowledge

Question 72

UNIT 7
What are the seven Intelligences by Howard Gardner?

eight are actually mentioned!

Answer 72

• Linguistic: ability to use language both as an aid to thinking and in communication
• Logical-mathematical: ability to think logically and to solve mathematical problems
• Spatial: ability to use images that represent spatial relations
• Bodily-kinesthetic: Ability to learn and execute physical movements
• Musical: Sensitivity to and understanding of pitch, rhythm, and other aspects of music
• Interpersonal: Ability to communicate and engage in effective social relationships with others
• Intrapersonal: Ability to understand oneself.
• Naturalistic: Ability to identify patterns in nature and to determine how individual objects or beings fit into them.

Question 73

UNIT 7
Studies have found a stronger relationship between IQ scores of adopted children and \_\_\_\_\_\_\_ parents than their \_\_\_\_\_\_\_ parents:
A) Adoptive; grand-
B) Biological; grand-
C) Biological; Adoptive
D) Adoptive; Biological

Answer 73

c) biological; adoptive

Question 74

UNIT 7
The best way to asses the relative contributions of heredity and environment is to:
A) compare identical and fraternal twins
B) Study identical twins who have been separated at birth and reared apart.
C) Study fraternal twins who have been separated at birth and reared apart
D) Study children who were adopted at birth by comparing them to their biological and adoptive parents.

Answer 74

b) study identical twins who have been separated at birth and raised apart.

Question 75

UNIT 7
Which of the following is guaranteed, if properly applied, to result in the correct answer to a problem?
A) An algorithm
B) a heuristic
C) Trial and error
D) Applying prior knowledge

Answer 75

A) An algorithm

Question 76

UNIT 7
Which of the following is an example of an algorithm?
A) formulas used in mathematics and other sciences.
B) the systematic exploration for every possible solution to problem until the correct one is reached
C) a computer, programmed to provide an accurate solution after millions of possible solutions were tried in a few seconds
D) All of the above

Answer 76

d) All of the above

Question 77

UNIT 7
What is the problem-solving method that does not guarantee success, but offers a promising solution?
A) Heuristic
B) Means-end analysis
C)Working backward

Answer 77

A) Heuristic

Question 78

UNIT 7
What is a heuristic strategy in which a person discovers the steps needed to solve a problem by defining the desired goal and then work backward to the current condition? 
A) Heuristic
B) Means-end analysis
C)Working backward

Answer 78

C)Working backward

Question 79

UNIT 7
We use the technique to eliminate useless steps and take the shortest possible path toward a solution? 
A) Heuristic
B) Means-end analysis
C)Working backward

Answer 79

A) Heuristic

Question 80

UNIT 7 
A heuristic problem-solving strategy in which the current  position is compared with the desired goal, and a series of steps are formulated and taken to close the gap between them.
A) Heuristic
B) Means-end analysis
C)Working backward

Answer 80

B) Means-end analysis

Question 81

UNIT 7
In this approach, sometimes called the "backward search" , we start with the solution -  a known condition- and work our way backward through the problem
A) Heuristic
B) Means-end analysis
C)Working backward

Answer 81

C)Working backward

Question 82

UNIT 7 
In this approach, many large and complex problems must be broken down into smaller steps or sub-problems
A) Heuristic
B) Means-end analysis
C)Working backward

Answer 82

B) Means-end analysis

Question 83

UNIT 7
The tendency to view an object in terms of its familiar usage is defined as:
A) mental set 
B) Incubation
C) Functional fixedness
D) Algorithmic Perception

Answer 83

a) Mental set

Question 84

UNIT 7
Using a mental set to solve a problem refers to our tendency to:
A) stand back from a problem
B) use set procedures that guarantee success
C) use techniques that worked in the past
D) use means-end analysis

Answer 84

c) use techniques that worked in the past

Question 85

UNIT 7 
John uses a  wastebasket to keep a door from closing.  In solving his problem, he was not hindered by: 
A) a heuristic
B) an algorithm
C) functional fixedness
D) mental set

Answer 85

c) functional fixedness

Question 86

UNIT 7

Because of __________ , we often do not consider using familiar objects in new and creative ways.

Answer 86

functional fixedness

Question 87

UNIT 7
Not surprisingly, the same people who are subject to ________ and also more likely to have trouble with______________when they attempt to solve problems

Answer 87

mental set, functional fixedness

Question 88

UNIT 6 
THE MEMORY PROCESS OF LOCATING AND RETURNING STORED INFORMATION TO THE CONSCIOUS STATE IS REFERRED TO AS:
A) ENCODING
B) PROCEDURAL ENCODING
C) STORAGE
D)  RETRIEVAL

Answer 88

D) RETRIEVAL

Question 89

UNIT 6
AN USHER POINTS OUT A SEAT TO PAUL IN A DARKENED THEATER BY MOVING A  FLASHLIGHT IN A RECTANGLE MOTION. PAUL SEES THE FORM OF THE RECTANGLE BECAUSE IMAGES FROM THE FLASHLIGHT ARE BEING BRIEFLY STORED IN HIS:
A) SEMANTIC MEMORY
B) SHORT-TERM MEMORY
C) PHOTOGRAPHIC MEMORY
D) SENSORY MEMORY

Answer 89

D) SENSORY MEMORY

Question 90

UNIT 6
WE USE ___________ MEMORY WHEN WE CARRY ON A CONVERSATION, SOLVE A PROBLEM OR LOOK UP A TELEPHONE NUMBER AND REMEMBER IT JUST LONG ENOUGH TO DIAL IT.

Answer 90

SHORT-TERM

Question 91

UNIT 6 
WORKING MEMORY IS ANOTHER TERM FOR:
A) ICONIC MEMORY
B) SEMANTIC MEMORY
C) ELABORATIVE MEMORY 
D) SHORT- TERM MEMORY

Answer 91

D) SHORT- TERM MEMORY

Question 92

UNIT 6
SHORT-TERM MEMORY USUALLY CODES INFORMATION ACCORDING TO _________ AND CAN ALSO HOLD________IMAGES, AND STORE INFORMATION IN ___________ FORM.

Answer 92

SOUND, VISUAL, SEMANTIC

Question 93

UNIT 6
IN THE______________MEMORY, THE STIMULUS TENDS TO FADE SIGNIFICANTLY AFTER 20 TO 30 SECONDS IF IT IS NOT REPEATED.

A) ICONIC AND ECHO
B) SENSORY
C) LONG-TERM
D) SHORT-TERM

Answer 93

D) SHORT-TERM

Question 94

SHORT-TERM MEMORY CAPACITY IS ABOUT _________DIFFERENT ITEMS OR BITS OF INFORMATION AT ONE TIME.

A) SEVEN (PLUS OR MINUS TWO)
B) SEVEN (PLUS OR MINUS ONE)
C) TEN (PLUS OR MINUS TWO)
D) TEN (PLUS OR MINUS ONE)

Answer 94

A) SEVEN (PLUS OR MINUS TWO)

Question 95

UNIT 6

THERE ARE NO KNOWN LIMITS TO THE STORAGE CAPACITY OF _____________ MEMORY.

Answer 95

LONG-TERM

Question 96

UNIT 6
A NUMBER OF EXPERTS BELIEVE THAT THERE ARE TWO MAIN SUBSYSTEMS WITHIN LONG-TERM MEMORY-_____________MEMORY AND _________MEMORY.

Answer 96

DECLARATIVE AND NON-DECLARATIVE

Question 97

UNIT 6
ALSO CALLED IMPLICIT MEMORY.

A) DECLARATIVE MEMORY
B) EPISODIC MEMORY
C) LONG-TERM MEMORY
D) NON-DECLARATIVE MEMORY
E) SEMANTIC MEMORY

Answer 97

D) NON-DECLARATIVE MEMORY

Question 98

UNIT 6
THE PART OF DECLARATIVE MEMORY THAT CONTAINS THE MEMORY OF EVENTS WE HAVE EXPERIENCED PERSONALLY.

A) DECLARATIVE MEMORY
B) EPISODIC MEMORY
C) LONG-TERM MEMORY
D) NON-DECLARATIVE MEMORY
E) SEMANTIC MEMORY

Answer 98

B) EPISODIC MEMORY

Question 99

UNIT 6
THE PART OF DECLARATIVE MEMORY THAT CONTAINS OUR MEMORY FOR GENERAL KNOWLEDGE AND IS MADE UP OF OBJECTIVE FACTS AND INFORMATION.

A) DECLARATIVE MEMORY
B) EPISODIC MEMORY
C) LONG-TERM MEMORY
D) NON-DECLARATIVE MEMORY
E) SEMANTIC MEMORY

Answer 99

E) SEMANTIC MEMORY

Question 100

UNIT 6
ALSO CALLED EXPLICIT MEMORY

A) DECLARATIVE MEMORY
B) EPISODIC MEMORY
C) LONG-TERM MEMORY
D) NON-DECLARATIVE MEMORY
E) SEMANTIC MEMORY

Answer 100

A) DECLARATIVE MEMORY

Question 101

UNIT 6 
THE RELATIVELY PERMANENT MEMORY SYSTEM WITH A VIRTUALLY UNLIMITED CAPACITY.
A) DECLARATIVE MEMORY
B) EPISODIC MEMORY
C) LONG-TERM MEMORY
D) NON-DECLARATIVE MEMORY
E) SEMANTIC MEMORY

Answer 101

C-LONG-TERM MEMORY

Question 102

UNIT 6
THE SUBSYSTEM WITH LONG-TERM MEMORY THAT STORES FACTS, INFORMATION, AND PERSONAL LIFE EXPERIENCES.

A) DECLARATIVE MEMORY
B) EPISODIC MEMORY
C) LONG-TERM MEMORY
D) NON-DECLARATIVE MEMORY
E) SEMANTIC MEMORY

Answer 102

A) DECLARATIVE MEMORY

Question 103

UNIT 6
THE SUBSYSTEM WITHIN LONG-TERM MEMORY THAT CONSISTS OF SKILLS ACQUIRED THROUGH REPETITIVE PRACTICE, HABITS, AND SIMPLE CLASSICALLY CONDITIONED RESPONSES.

A) DECLARATIVE MEMORY
B) EPISODIC MEMORY
C) LONG-TERM MEMORY
D) NON-DECLARATIVE MEMORY
E) SEMANTIC MEMORY

Answer 103

D) NON-DECLARATIVE MEMORY

Question 104

UNIT 6
THIS MEMORY SYSTEM HOLDS ALL THE KNOWLEDGE WE HAVE ACQUIRED, AND THE MEMORIES OF OUR PAST EXPERIENCES

A) DECLARATIVE MEMORY
B) EPISODIC MEMORY
C) LONG-TERM MEMORY
D) NON-DECLARATIVE MEMORY
E) SEMANTIC MEMORY

Answer 104

C) LONG-TERM MEMORY

Question 105

UNIT 6
IT IS OUR MENTAL DICTIONARY OR ENCYCLOPEDIA OF STORED KNOWLEDGE.

A) DECLARATIVE MEMORY
B) EPISODIC MEMORY
C) LONG-TERM MEMORY
D) NON-DECLARATIVE MEMORY
E) SEMANTIC MEMORY

Answer 105

E) SEMANTIC MEMORY

Question 106

UNIT 6
THIS TYPE OF MEMORY ENCOMPASSES MOTOR SKILLS, SUCH AS DANCE MOVEMENTS, WHICH –ONCE LEARNED— CAN BE CARRIED OUT WITH LITTLE OR NO CONSCIOUS EFFORT.

A) DECLARATIVE MEMORY
B) EPISODIC MEMORY
C) LONG-TERM MEMORY
D) NON-DECLARATIVE MEMORY
E) SEMANTIC MEMORY

Answer 106

D) NON-DECLARATIVE MEMORY

Question 107

UNIT 6
MEASURING RETENTION IN TERMS OF TIME OR LEARNING TRAILS SAVED IN RELEARNING MATERIAL COMPARED WITH THE TIME REQUIRED TO LEARN OT ORIGINALLY.

A) RECALL
B) RECOGNITION
C) RELEARNING METHOD
D) RETRIEVAL CUE

Answer 107

C) RELEARNING METHOD

Question 108

UNIT 6
A MEASURE OF RETENTION THAT REQUIRES ONE TO REMEMBER MATERIAL WITHOUT THE HELP OF RETRIEVAL CUES, AS IN AN ESSAY TEST.

A) RECALL
B) RECOGNITION
C) RELEARNING METHOD
D) RETRIEVAL CUE

Answer 108

A) RECALL

Question 109

UNIT 6
A MEASURE OF RETENTION THAT REQUIRES ONE TO IDENTIFY MATERIAL AS FAMILIAR, OR AS HAVING BEEN ENCOUNTERED BEFORE.

A) RECALL
B) RECOGNITION
C) RELEARNING METHOD
D) RETRIEVAL CUE

Answer 109

B) RECOGNITION

Question 110

UNIT 6
ANY STIMULUS OR BIT OF INFORMATION THAT AIDS IN THE RETRIEVAL OF PARTICULAR INFORMATION FROM LONG-TERM MEMORY.

A) RECALL
B) RECOGNITION
C) RELEARNING METHOD
D) RETRIEVAL CUE

Answer 110

D) RETRIEVAL CUE

Question 111

UNIT 6
THESE TASKS ARE USUALLY THE MOST DIFFICULT

A) RECALL
B) RECOGNITION
C) RELEARNING METHOD
D) RETRIEVAL CUE

Answer 111

A) RECALL

Question 112

UNIT 6
THESE ARE THE EASIEST TYPE OF MEMORY TASKS

A) RECALL
B) RECOGNITION
C) RELEARNING METHOD
D) RETRIEVAL CUE

Answer 112

B) RECOGNITION

Question 113

UNIT 6
MULTIPLE CHOICE QUESTIONS SUCH AS THIS ONE MEASURE _________MEMORY TASKS.

A) RECALL
B) RECOGNITION
C) RELEARNING
D) SAVING

Answer 113

B) RECOGNITION

Question 114

UNIT 6

WHEN STUDYING FOR AN EXAM, IT IS BEST TO SPEND:

A) MORE TIME RECITING THAN REREADING
B) MORE TIME READING THAN RECITING
C) EQUAL TIME REREADING AND RECITING
D) ALL OF THE TIME RECITING RATHER THAN REREADING

Answer 114

A) MORE TIME RECITING THAN REREADING

Question 115

UNIT 6
MATERIAL THAT IS ___________, IS REMEMBERED BETTER AND LONGER, AND IT IS MORE RESISTANT TO ____________ AND _____________FORGETTING.

Answer 115

OVERLEARNED, INTERFERENCE, THE BEST INSURANCE AGAINST STRESS RELATED

Question 116

UNIT 5
1. Any event or object in the environment to which an organism responds is ________

a) learning
b) a stimulus
c) a reflex
d) all of the above

Answer 116

b) a stimulus

Question 117

UNIT 5
____________ is a relatively permanent change in behaviour, capability or attitude that is acquired through experience and cannot be attributed to illness, injury or maturation

Answer 117

Learning

Question 118

UNIT 5
Ivan Pavlov, a Nobel prize-winning physiologist studied which of the following phenomena?

a) maturation
b) animal cognition
c) operant condition
d) classical conditioning

Answer 118

d) classical conditioning

Question 119

UNIT 5
Little Tammy is frightened by thunder and cries when she hears it. During a season of frequent electrical storms, thunder is always preceded by light night. Now Tammy cries as soon as she sees lightning. In this example, the conditioned response is:

a) thunder
b) lightning
c) crying at the sound of thunder
d) crying at the sight of lightning

Answer 119

d) crying at the sight of lightning

Question 120

UNIT 5
A puff of air on the surface of your eye will make you blink reflexively. If you hear a buzzer repeatedly just before air is puffed into your eye, eventually you will blink as soon as you hear the buzzer. In this example, the unconditioned stimulus is the:

a) eye blink response to the buzzer
b) buzzer
c) puff of air
d) eye blink response to the puff of air

Answer 120

c) puff of air

Question 121

UNIT 5
In operant conditioning, the _________ are manipulated to increase or decrease the _____________ or to _____ an entirely new response.

Answer 121

In operant conditioning, the consequences of behaviour are manipulated to increase or decrease the frequency of a response or to shape an entirely new response.

Question 122

UNIT 5
In the psychology of learning, any event or object that strengthens or increases the probability of the response it follows is known as:

a) the law of effect
b) a reinforcer
c) a punishment
d) an aversive stimulus

Answer 122

b) a reinforcer

Question 123

UNIT 5

Behaviours that are _______ tend to be _______. Behaviours that are__________ are less likely to be __________.

Answer 123

Behaviours that are reinforced tend to be repeated. Behaviours that are ignored or punished are less likely to be repeated.

Question 124

UNIT 5
The technique that reinforces any movement in the direction of the desired response, and gradually guiding the responses closer and closer to the ultimate goal is called:

a) training
b) approximating
c) shaping
d) moulding

Answer 124

c) shaping

Question 125

UNIT 5

punishment is roughly the same as negative reinforcement T or F

Answer 125

F

Question 126

UNIT 5

punishment lowers the probability of a response T or F

Answer 126

true -

Question 127

UNIT 5

unlike punishment, negative reinforcement increases the probability of the desired response T or F

Answer 127

true -

Question 128

punishment can be accomplished by the addition of an unpleasant stimulus or by the removal of a pleasant stimulus T or F

Answer 128

true -

Question 129

UNIT 5
- “grounding” can only be used as a method of punishment
T or F

Answer 129

false

Question 130

UNIT 5
withhold affection and attention are examples of unpleasant stimulus
T or F

Answer 130

false -

Question 131

UNIT 5
scolding, criticism or a prison sentence are examples of removal of a pleasant stimulus
T or F

Answer 131

false -

Question 132

UNIT 5

List 4 disadvantages of using punishment

Answer 132

• does not extinguish an undesirables behaviour; it suppresses that behaviour when punishing agent is present
  
  • indicates which behaviours are unacceptable but does not help people develop more appropriate behaviours
  • person becomes fearful and feels angry and hostile toward the punisher
  • punishment frequently leads to aggression

Question 133

UNIT 5
The termination of an unpleasant stimulus after a response in order to increase the probability that the response will be repeated.

EX. turning on one’s air conditioner to terminate heat or getting out of bed to turn off a faucet to avoid listening to the annoying “drip, drip, drip.”

Answer 133

negative reinforcement

Question 134

UNIT 5
A neutral stimulus that becomes reinforcing after repeated pairing with other reinforcers.

EX. attention from others is a powerful type of this reinforcer

Answer 134

secondary reinforcer

Question 135

UNIT 5
A reward or pleasant consequence that follows a response and increases the probability that the response will be repeated.

EX. salary raises, promotions, awards, bonuses, good grades, and candy

Answer 135

positive reinforcement

Question 136

UNIT 5
A reinforcer that fulfills a basic physical need for survival and does not depend on learning.

EX. food, water, sleep, sex, and the termination of pain

Answer 136

primary reinforcer

Question 137

UNIT 5
In classical conditioning, the focus is on what _______ the response. In operant conditioning, the focus is on what _______ the response.

Answer 137

In classical conditioning, the focus is on what precedes the response. In operant conditioning, the focus is on what follows the response.

Question 138

UNIT 5
Generally, in classical conditioning, the subject is ______ and responds to the ______ rather than _______ upon it. In operant conditioning, the subject is ______ and _______ on the environment

Answer 138

Generally, in classical conditioning, the subject is passive and responds to the environment rather than acting upon it. In operant conditioning, the subject is active and operates on the environment.

Question 139

UNIT 5
Another name for observational learning. Learning by observing the behaviour of others the consequences of that behaviour.

Answer 139

modelling

Question 140

UNIT 5

parents, movie stars and sports personalities

Answer 140

model

Question 141

UNIT 5
Learning by imitation. Used to acquire new responses or to weaken existing responses. Particularly useful when we find ourselves in unusual situations. Inhibitions can be weakened or lost; fears can be acquired through this type of learning

Answer 141

observational learning

Question 142

UNIT 5

Mental processes such as thinking, knowing, problem-solving and remembering

Answer 142

cognitive processes

Question 143

UNIT 5

True or false? A parent with an extreme fear of the dentist or of thunderstorms might serve as a model for these fears

Answer 143

• true

Question 144

UNIT 5
True or false? Inhibitions cannot be strengthened through observation learning. The vast majority of people must experience the unfortunate consequences of dangerous behaviour in order to avoid it in the future.

Answer 144

• false