Unit 5 & 6, Lindsay & Unit 7, Elaina - Test 2 Flashcards
(144 cards)
1
Q
What is the nature of intelligence?
A
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.
2
Q
What was Binet’s role in intelligence testing?
A
He created the first valid intelligence test
3
Q
What is the definition of Standford-Binet intelligence quotient (IQ)?
A
An index of intelligence originally derived by dividing mental age by chronological age & then multiplying by 100
4
Q
What is the Wechsler test?
A
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.
5
Q
What is the Standford-Binet test?
A
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.
6
Q
What is the difference between group intelligence test and individual intelligence test?
A
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.
7
Q
Describe the pattern of distribution of IQ scores observed in the general population:
A
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.
8
Q
What is the dividing line between normal intelligence and developmental disability?
A
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.
9
Q
What do IQ scores predict?
A
IQ scores can predict success and failure. They are fairly good predictors of academic achievement and sucess in school.
10
Q
What are the problems associated with IQ tests?
A
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
11
Q
What is the controversy over nature-nurture as it pertains to intelligence?
A
The debate over whether intelligence and other traits are primarily the result of heredity or environment
12
Q
What is emotional intelligence?
A
Emotional intelligence is the ability to apply knowledge about emotions to everyday life.
13
Q
What is mental imagery?
A
The ability to represent or picture a sensory experience in our mind.
14
Q
Define the term concept:
A
A label that represents a class or group of objects, people, or events sharing common characteristics or attributes
15
Q
Define the term concept formation:
A
Concept formation is an active, orderly, and systematic way, rather than in a random, informal, & haphazard way.
16
Q
How does concept and concept formation aid in thought processes?
A
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.
17
Q
What are the three problem-solving techniques?
A
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
18
Q
How does mental set and functional fixedness block problem-solving?
A
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.
19
Q
What is the relationship between creativity to divergent thinking?
A
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.
20
Q
How does creativity relate to intelligence?
A
Researchers indicates that there is only a weak to moderate correlation between creativity and IQ.
21
Q
any event or object in the environment to which an organism responds
A
stimulus
22
Q
a relatively permanent change in behaviour, capability or attitude that is acquired through experience and cannot be attributed to illness, injury or maturation
A
learning
23
Q
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
A
classical conditioning
24
Q
a stimulus that elicits a specific response without prior learning; eg. food
A
unconditioned stimulus
25
a response that is invariably elicited by the unconditioned stimulus without prior learning; eg. salivation in response to food
unconditioned response
26
a neutral stimulus that, after repeated pairing with an unconditioned stimulus, becomes associated with it and elects a conditioned response; eg. the tone
conditioned stimulus
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
conditioned response
28
the weakening and often eventual disappearance of learned response, by repeated presentation of the conditioned stimulus without the unconditioned stimulus; eg.
extinction
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.
spontaneous recovery
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
generalization
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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
discrimination:
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* 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
higher-order conditioning
33
State the basic principles of operant conditioning:
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.
34
what is operant conditioning?
* 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).
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
shaping
36
example of shaping
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.
37
Compare and contrast positive reinforcement and negative reinforcement
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."
38
Differentiate between primary reinforcers and secondary reinforcers and examples of each kind
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
39
4 factors that influence operant conditioning:
1. magnitude of reinforcement
2. immediacy of reinforcement
3. level of motivation
4. schedule of reinforcement
40
3 factors that influence the effectiveness of punishment
1. timing of application
2. intensity of application
3. consistency of application
41
Compare and contrast classical and operant conditioning:
- 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.
42
COGNITIVE LEARNING
learning from using reasoning, intuition and perception
43
Discuss the factors which determine whether or not modelling or observational learning will occur
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.
44
DESCRIBE THE 3 PROCESSES INVOLVED IN THE ACT OF REMEMBERING
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
45
DEFINE SENSORY MEMORY
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.
46
LIST THE CHARACTERISTICS OF SHORT-TERM MEMORY
- 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.
47
EXPLAIN HOW DISPLACEMENT AND REHEARSAL AFFECT SHORT-TERM MEMORY
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
48
LIST THE CHARACTERISTICS OF LONG-TERM MEMORY
- 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
49
2 main subsystems within long-term memory:
declarative memory and non-declarative memory
50
DECLARATIVE MEMORY or NON-DECLARATIVE MEMORY?
"explicit memory"; the subsystem within long-term memory that stores facts, information, and personal life experiences
declarative memory
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
non-declarative memory
52
DESCRIBE THE LEVELS-OF-PROCESSING MODEL
a single-memory system model in which retention depends on how deeply information is processed
53
6 CAUSES OF FORGETTING
1. encoding failure
2. consolidation failure
3. decay theory
4. interference
5. motivated forgetting
6. retrieval failure
54
CAUSE OF FORGETTING: forgetting resulting from material never having been put into long-term memory
ENCODING FAILURE
55
CAUSE OF FORGETTING: any disruption in the consolidation process that prevents a permanent memory from forming
CONSOLIDATION FAILURE
56
CAUSE OF FORGETTING: a theory of forgetting that holds that the memory trace, if not used, disappears with the passage of time
DECAY THEORY
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
INTERFERENCE
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
MOTIVATED FORGETTING
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
RETRIEVAL FAILURE
60
IDENTIFY SOME FACTORS THAT INFLUENCE THE RETRIEVAL OF INFORMATION
- 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
61
the tendency to recall information better if one is in the same pharmacological or psychological (mood) state as when the information was encoded.
state-dependent memory effect
62
4 STUDY HABITS THAT CAN AID MEMORY
1. organization
2. overlearning
3. spaced vs. massed practice
4. active learning vs. rereading
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
ORGANIZATION
64
STUDY HABIT: practicing or studying material beyond the point where it can be repeated once without error
OVERLEARNING
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
SPACED VS. MASSED PRACTICE
66
STUDY HABIT: reading a paragraph and then practice recalling what you have just read - is much more effective than rereading
ACTIVE LEARNING VS. REREADING
67
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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
```
B) Behavioural Genetics
68
UNIT 7
| What does IQ stand for?
INTELLIGENCE QUOTIENT
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.
ADMINISTERING INDIVIDUAL INTELLIGENCE TESTS SUCH AS THE STANFORD-BINET AND THE WECHSLER,
GROUP
70
UNIT 7
| Describe Fluid Intelligence:
Abstract reasoning and mental flexibility.
71
UNIT 7
| Describe Crystalized Intelligence:
Verbal ability and accumulated knowledge
72
UNIT 7
What are the seven Intelligences by Howard Gardner?
eight are actually mentioned!
* 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.
73
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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
```
c) biological; adoptive
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.
b) study identical twins who have been separated at birth and raised apart.
75
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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
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A) An algorithm
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
d) All of the above
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
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A) Heuristic
78
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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
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C)Working backward
79
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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
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A) Heuristic
80
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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
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B) Means-end analysis
81
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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
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C)Working backward
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
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B) Means-end analysis
83
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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
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a) Mental set
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
c) use techniques that worked in the past
85
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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
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c) functional fixedness
86
UNIT 7
| Because of __________ , we often do not consider using familiar objects in new and creative ways.
functional fixedness
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
mental set, functional fixedness
88
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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
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D) RETRIEVAL
89
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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
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D) SENSORY MEMORY
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.
SHORT-TERM
91
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UNIT 6
WORKING MEMORY IS ANOTHER TERM FOR:
A) ICONIC MEMORY
B) SEMANTIC MEMORY
C) ELABORATIVE MEMORY
D) SHORT- TERM MEMORY
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D) SHORT- TERM MEMORY
92
UNIT 6
SHORT-TERM MEMORY USUALLY CODES INFORMATION ACCORDING TO _________ AND CAN ALSO HOLD________IMAGES, AND STORE INFORMATION IN ___________ FORM.
SOUND, VISUAL, SEMANTIC
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
D) SHORT-TERM
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)
A) SEVEN (PLUS OR MINUS TWO)
95
UNIT 6
| THERE ARE NO KNOWN LIMITS TO THE STORAGE CAPACITY OF _____________ MEMORY.
LONG-TERM
96
UNIT 6
A NUMBER OF EXPERTS BELIEVE THAT THERE ARE TWO MAIN SUBSYSTEMS WITHIN LONG-TERM MEMORY-_____________MEMORY AND _________MEMORY.
DECLARATIVE AND NON-DECLARATIVE
97
UNIT 6
ALSO CALLED IMPLICIT MEMORY.
```
A) DECLARATIVE MEMORY
B) EPISODIC MEMORY
C) LONG-TERM MEMORY
D) NON-DECLARATIVE MEMORY
E) SEMANTIC MEMORY
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D) NON-DECLARATIVE MEMORY
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
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B) EPISODIC MEMORY
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
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E) SEMANTIC MEMORY
100
UNIT 6
ALSO CALLED EXPLICIT MEMORY
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A) DECLARATIVE MEMORY
B) EPISODIC MEMORY
C) LONG-TERM MEMORY
D) NON-DECLARATIVE MEMORY
E) SEMANTIC MEMORY
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A) DECLARATIVE MEMORY
101
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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
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C-LONG-TERM MEMORY
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
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A) DECLARATIVE MEMORY
103
UNIT 6
THE SUBSYSTEM WITHIN LONG-TERM MEMORY THAT CONSISTS OF SKILLS ACQUIRED THROUGH REPETITIVE PRACTICE, HABITS, AND SIMPLE CLASSICALLY CONDITIONED RESPONSES.
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A) DECLARATIVE MEMORY
B) EPISODIC MEMORY
C) LONG-TERM MEMORY
D) NON-DECLARATIVE MEMORY
E) SEMANTIC MEMORY
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D) NON-DECLARATIVE MEMORY
104
UNIT 6
THIS MEMORY SYSTEM HOLDS ALL THE KNOWLEDGE WE HAVE ACQUIRED, AND THE MEMORIES OF OUR PAST EXPERIENCES
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A) DECLARATIVE MEMORY
B) EPISODIC MEMORY
C) LONG-TERM MEMORY
D) NON-DECLARATIVE MEMORY
E) SEMANTIC MEMORY
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C) LONG-TERM MEMORY
105
UNIT 6
IT IS OUR MENTAL DICTIONARY OR ENCYCLOPEDIA OF STORED KNOWLEDGE.
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A) DECLARATIVE MEMORY
B) EPISODIC MEMORY
C) LONG-TERM MEMORY
D) NON-DECLARATIVE MEMORY
E) SEMANTIC MEMORY
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E) SEMANTIC MEMORY
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.
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A) DECLARATIVE MEMORY
B) EPISODIC MEMORY
C) LONG-TERM MEMORY
D) NON-DECLARATIVE MEMORY
E) SEMANTIC MEMORY
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D) NON-DECLARATIVE MEMORY
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
C) RELEARNING METHOD
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
A) RECALL
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
B) RECOGNITION
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
D) RETRIEVAL CUE
111
UNIT 6
THESE TASKS ARE USUALLY THE MOST DIFFICULT
A) RECALL
B) RECOGNITION
C) RELEARNING METHOD
D) RETRIEVAL CUE
A) RECALL
112
UNIT 6
THESE ARE THE EASIEST TYPE OF MEMORY TASKS
A) RECALL
B) RECOGNITION
C) RELEARNING METHOD
D) RETRIEVAL CUE
B) RECOGNITION
113
UNIT 6
MULTIPLE CHOICE QUESTIONS SUCH AS THIS ONE MEASURE _________MEMORY TASKS.
A) RECALL
B) RECOGNITION
C) RELEARNING
D) SAVING
B) RECOGNITION
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
A) MORE TIME RECITING THAN REREADING
115
UNIT 6
MATERIAL THAT IS ___________, IS REMEMBERED BETTER AND LONGER, AND IT IS MORE RESISTANT TO ____________ AND _____________FORGETTING.
OVERLEARNED, INTERFERENCE, THE BEST INSURANCE AGAINST STRESS RELATED
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
b) a stimulus
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
Learning
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
d) classical conditioning
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
d) crying at the sight of lightning
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
c) puff of air
121
UNIT 5
In operant conditioning, the _________ are manipulated to increase or decrease the _____________ or to _____ an entirely new response.
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.
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
b) a reinforcer
123
UNIT 5
| Behaviours that are _______ tend to be _______. Behaviours that are__________ are less likely to be __________.
Behaviours that are reinforced tend to be repeated. Behaviours that are ignored or punished are less likely to be repeated.
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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
c) shaping
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| punishment is roughly the same as negative reinforcement T or F
F
126
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| punishment lowers the probability of a response T or F
true -
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| unlike punishment, negative reinforcement increases the probability of the desired response T or F
true -
128
punishment can be accomplished by the addition of an unpleasant stimulus or by the removal of a pleasant stimulus T or F
true -
129
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- "grounding" can only be used as a method of punishment
T or F
false
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withhold affection and attention are examples of unpleasant stimulus
T or F
false -
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UNIT 5
scolding, criticism or a prison sentence are examples of removal of a pleasant stimulus
T or F
false -
132
UNIT 5
| List 4 disadvantages of using punishment
* 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
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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."
negative reinforcement
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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
secondary reinforcer
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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
positive reinforcement
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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
primary reinforcer
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In classical conditioning, the focus is on what _______ the response. In operant conditioning, the focus is on what _______ the response.
In classical conditioning, the focus is on what precedes the response. In operant conditioning, the focus is on what follows the response.
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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
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.
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Another name for observational learning. Learning by observing the behaviour of others the consequences of that behaviour.
modelling
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UNIT 5
| parents, movie stars and sports personalities
model
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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
observational learning
142
UNIT 5
| Mental processes such as thinking, knowing, problem-solving and remembering
cognitive processes
143
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| True or false? A parent with an extreme fear of the dentist or of thunderstorms might serve as a model for these fears
* true
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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.
* false
