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PSYC
PSYC INTRO EXAM
| Question | Answer |
|---|---|
| BETA WAVES ARE ASSOCIATED WITH: A. STAGE 4 B. REM SLEEP C. WAKING D. NEURON FIRING IN UNISON | C. WAKING |
| THE REINFORCEMENT SCHEDULE THAT IS MOST RESISTANT TO EXTINCTION IS: A. FIXED RATIO B. VARIABLE RATIO C. FIXED INTERVAL D. VARIABLE INTERVAL | B. VARIABLE RATIO |
| EXPERIMENT ON THE PERCEPTION OF VOICING BY 1 AND 4 MONTH OLDS USED THE _ PROCEDURE TO EVALUATE PERFORMANCE: A. STM B. VOT C. PREFERENTIAL LOOKING D. HAS | D. HAS |
| THE PROCESS OF USING SPECIFIC INFO OR DATA TO DEVELOP GENERAL PRINCIPLES IS CALLED: A. DEDUCTION B. INDUCTION C,. PROBLEM-SOLVING D. MEANS-END ANALYSIS | B. INDUCTION |
| PART OF THE BRAIN CONSIDERED RESPONSIBLE FOR TRANSFERRING INFO IN WORKING MEMORY INTO MORE PERMANENT FORM IN EXPLICIT MEMORY: A. HIPPOCAMPUS B. CEREBELLUM C. AMYGDALA D. COCHLEA | A. HIPPOCAMPUS |
| WHICH OF THE FOLLOWING STATEMENTS IS TRUE? A. AFTER CONDITIONING THE UCR WILL ELICIT THE UCS B. AFTER CONDITIONING THE UCR WILL ELICIT THE CR C. AFTER COND. THE CS WILL ELICIT THE UCS D. AFTER COND. THE CS WILL ELICIT THE CR | D. AFTER CONDITIONING THE CS WILL ELICIT THE CR |
| A SCRIPT IS A TYPE OF A. SCHEMA B. SYNTACTIC STRUCTURE C. LANGUAGE UNIVERSAL D. REINFORCEMENT SCHEDULE | A. SCHEMA |
| SPERLINGS PARTIAL REPORT PROCEDURE WAS ANALOGOUS TO: A. A RECALL MEMORY TASK B. A RECOGNITION MEMORY TASK C. ASKING PARTICIPANTS TO FILL IN MISSING LETTERS IN A WORD FRAGMENT TASK D. AN INSTRUCTOR SAMPLING COURSE MATERIAL FOR TEST QUESTIONS | D. AN INSTRUCTOR SAMPLING COURSE MATERIAL FOR TEST QUESTIONS |
| THE WRONG SHOT LED THE FARM IS AN EXAMPLE OF: A. A SEMANTICALLY ANOMALOUS SENTENCE B. THE IMMEDIACY PRINCIPLE C. A SENTENCE VERIFICATION TASK D. A NOUN PHRASE | A. A SEMANTICALLY ANOMALOUS SENTENCE |
| THE ENCODING SPECIFICITY PRINCIPLE SUGGESTS THAT: A INFORMATION PRESENT AT THE TIME OF ENCODING CAN BE EFFECTIVE AS A RETRIEVAL CUE B. MEMORY LOSS IS DUE 2 FAILURE OF STORAGE MEDIUM C. TIP OF TONGUE PHEN IS CAUSED BY INABILITY TO RECALL INFO D. NONE | A INFORMATION PRESENT AT THE TIME OF ENCODING CAN BE EFFECTIVE AS A RETRIEVAL CUE |
| DRUGS CLASSIFIED AS DEPRESSANTS ARE SO CALLED BECAUSE THEY: A. MAKE PEOPLE DEPRESSED B. INCREASE CNS ACTIVITY C. SLOW MENTAL AND PHYSICAL ACTIVITY D. PRODUCE AUDITORY OR VISUAL HALLUCINATIONS | C. SLOW MENTAL AND PHYSICAL ACTIVITY |
| INCUBATION REFERS TO: A. A WAKING LEVEL OF SUBCONSCIOUS AWARENESS B. A TYPE OF CONTROLLED PROCESSING C. A COMPONENT OF AUTOMATIC PROCESSING D. THE PLANTING OF A POST HYPNOTIC SUGGESTION | A. A WAKING LEVEL OF SUBCONSCIOUS AWARENESS |
| IF YOU LOOK AT A PHONE # AND THEN WALK TO A PHONE WHAT COMPONENT OF WORKING MEM WOULD YOU BE USING TO RETAIN THE # A. VISUOSPATIAL SKETCH PAD B. EXPLICIT MEMORY C. CENTRAL PROCESSING SYSTEM D. PHONOLOGICAL LOOP | D. PHONOLOGICAL LOOP |
| MEANS END ANALYSIS IS TO PROBLEM SOLVING AS _ IS TO DECISION MAKING. A. AVAILABILITY B. INDUCTION C. LONG TERM POTENTIATION D. ALGORITHM | A. AVAILABILITY |
| APPROX. HOW MANY PHONEMES ARE USED IN ENGLISH? A. 26 B. 30 C. 40 D. 50 | C. 40 |
| GEORGE MILLER ARGUED THAT THE CAPACITY OF STM WAS: A. 7+-2 CHUNKS B. 7 WORDS C. UNLIMITED D. APPROX. THE SAME AS THE CAPACITY OF SENSORY MEMORY | A. 7 +-2 CHUNKS |
| PERCEPTUAL MEMORY IS A TYPE OF IMPLICIT MEMORY THAT IS ASSOCIATED WITH: A. PRIMING B. CLASSICAL CONDITIONING C. OPERANT CONDITIONING D. WAKING AWARENESS | A. PRIMING |
| PHONEMES ARE DEFINED AS: A. THE SMALLEST UNIT OF SOUND THAT DEFINES A DIFFERENCE IN MEANING BETWEEN WORDS B. SMALLEST UNIT OF SEMANTICALLY MEANINGFUL THOUGHT C. SAME AS LETTERS IN DEEP ORTHOGRAPHY D. SMALLEST SYNTACTIC UNIT IN LANGUAGE | A. THE SMALLEST UNIT OF SOUND THAT DEFINES A DIFFERENCE IN MEANING BETWEEN WORDS |
| A CHICKEN IS A BIRD TAKES LONGER TO VERIFY THAN A CHICKEN IS AN ANIMAL SUGGESTS: LTM INFO IS ORGANIZED IN CONCEPTS THAT ARE GRADED BY TYPICALITY TRUE OR FALSE | TRUE. LTM INFORMATION IS ORGANIZED IN CONCEPTS THAT ARE GRADED BY TYPICALITY |
| IF 2 ADJACENT NEURONS ARE REPEATEDLY ACTIVATED TOGETHER THE CONNECTION BETWEEN THE NEURONS BECOMES STRENGTHENED. THIS IS THE DEFINITION OF: A. LONG TERM POTENTIATION B. LTM C. IMPLICIT MEMORY D. ENCODING SPECIFICITY | A. LONG TERM POTENTIATION |
| LINGUISTIC COMPETENCE IS A. THE IMPLICIT KNOWLEDGE OF LANGUAGE THAT ALL USERS OF A LANGUAGE POSSESS B. USE OF LINGUISTIC KNOWLEDGE BY INDIVIDUALS AS REFLECTED IN THEIR BEHAVIOUR C. THE MIN. SKILLS THAT USERS OF A LANGUAGE ARE EXPECTED TO DEMONSTRATE | A. THE IMPLICIT KNOWLEDGE OF LANGUAGE THAT ALL USERS OF A LANGUAGE POSSESS |
| EXPERIMENTS ON FLASHBULB MEMORIES INDICATED: MEMORIES THAT ARE ENCODED UNDER EXCEPTIONAL EMOTIONAL SITUATIONS RETAIN APPROX. THE SAME NUMBER OF DETAILS AS ORDINARY MEMORIES. TRUE OR FALSE | TRUE |
| FOLLOWING SPLIT BRAIN SURGERY IF AN INDIVIDUAL HAS DIFFICULTY NAMING AN OBJECT THAT HE BRIEFLY SAW WHICH VISUAL FIELD WOULD YOU EXPECT THAT THE OBJECT WAS PRESENTED TO? A. RIGHT B. LEFT C. BOTH D. NEITHER | B. LEFT |
| WHAT IS THE SMALLEST PIECE OF GENETIC INFORMATION THAT IS THE KEY FUNCTIONAL UNIT IN HEREDITARY TRANSMISSION? A. GENE B. DNA C. DNA STRAND D. ALL OF THE ABOVE | A. GENE |
| WHICH 2 DISCIPLINES PROVIDED FOUNDATIONS FOR THE FIELD OF PSYCHOLOGY? A. SOCIOLOGY AND PHILOSOPHY B. PHILOSOPHY AND PHYSIOLOGY C. PSYCHIATRY AND PHYSIOLOGY D. SOCIOLOGY AND PSYCHIATRY | B. PHILOSOPHY AND PHYSIOLOGY |
| WHAT IS LEARNED LATER INTERFERES WITH WHAT IS LEARNED EARLIER: A. PROACTIVE INTERFERENCE B. RETROACTIVE INTERFERENCE C. DECAY D. INTERFERENCE | B. RETROACTIVE INTERFERENCE |
| WHAT IS LEARNED EARLIER INTERFERES WITH WHAT IS LEARNED LATER: A. RETROACTIVE INTERFERENCE B. PROACTIVE INTERFERENCE C. DECAY D. INTERFERENCE | B. PROACTIVE INTERFERENCE |
| 5 REASONS WHY WE FORGET: INEFFECTIVE CODING DECAY INTERFERENCE RETRIEVAL FAILURE MOTIVATED FORGETTING TRUE OR FALSE | INEFFECTIVE ENCODING DECAY INTERFERENCE RETRIEVAL FAILURE MOTIVATED FORGETTING |
| ELLEN CAN'T RECALL THE REASONS FOR THE CHARLOTTETOWN ACCORD BECAUSE SHE WAS DAYDREAMING WHEN IT WAS DISCUSSED IN CLASS: A. DECAY B. INEFFECTIVE CODING C. RETRIEVAL FAILURE D. RETROACTIVE INTERFERENCE | B. INEFFECTIVE CODING |
| RAYS NEW ASSISTANT IS NAMED JOHN COCKER RAY KEEPS CALLING HIM JOE MIXING HIM UP WITH THE SINGER: A. INEFFECTIVE CODING B. PROACTIVE INTERFERENCE C. RETROACTIVE INTERFERENCE D. RETRIEVAL FAILURE | B. PROACTIVE INTERFERENCE |
| TANIA STUDIED HISTORY ON SUNDAY MORNING & SOCIOLOGY SUNDAY EVENING. SHE'S STRUGGLING ON HISTORY TEST BECAUSE SHE'S MIXING UP HISTORIANS WITH SOCIOLOGISTS: A. INEFFECTIVE CODING B. RETRIEVAL FAILURE C. PROACTIVE INTERFERENCE D. RETROACTIVE INTERFERENCE | D. RETROACTIVE INTERFERENCE |
| MEMORY FOR FACTUAL INFORMATION: A EPISODIC MEMORY B. EXPLICIT MEMORY C. IMPLICIT MEMORY D. DECLARATIVE MEMORY | D. DECLARATIVE MEMORY |
| TYPE OF MEMORY APPARENT WHEN RETENTION IS EXHIBITED ON A TASK THAT DOES NOT REQUIRE INTENTIONAL REMEMBERING: A. PROCEDURAL MEMORY B. PROSPECTIVE MEMORY C. IMPLICIT MEMORY D. RETROSPECTIVE MEMORY | C. IMPLICIT MEMORY |
| GENERAL KNOWLEDGE THAT IS NOT TIED TO THE TIME WHEN THE INFO WAS LEARNED: A. SEMANTIC MEMORY B. EPISODIC MEMORY C. EXPLICIT MEMORY D. IMPLICIT MEMORY | A. SEMANTIC MEMORY |
| REMEMBERING TO PERFORM FUTURE ACTIONS: A. LONG TERM MEMORY B. PROSPECTIVE MEMORY C. PROCEDURAL MEMORY D. DECLARATIVE MEMORY | B. PROSPECTIVE MEMORY |
| PATIENT HAS ANTEROGRADE AMNESIA, FROM BRAIN DAMAGE, WHICH OF THE FOLLOWING PROCESSES WITLL BE MOST IMPAIRED: A. RETRIEVAL OF PAST DECLARATIVE MEMORIES B. CONSOLIDATION OF NEW DECLARATIVE MEMORIES C. LEARNING NEW MOTOR SKILLS D. FORMER MOTOR SKILLS | B. CONSOLIDATION OF NEW DECLARATIVE MEMORIES |
| DOROTHY MEMORIZED SHOPPING LIST BUT FORGOT MANY ITEMS FROM THE MIDDLE OF LIST. WHICH DESCRIBES WHAT HAPPENED: A. INAPPROPRIATE ENCODING B. RETROGRADE AMNESIA C. PROACTIVE INTERFERENCE D. THE SERIAL POSITION EFFECT | D. THE SERIAL POSITION EFFECT |
| WHEN YOU HEAR "EXAM" YOU THINK 'STUDY' 'BOOKS'. WHICH TERM ILLUSTRATES THIS: A. CONCEPTUAL HIERARCHY B. SPREADING ACTIVATION C. PROACTIVE INTERFERENCE D. MISINFORMATION EFFECT | B. SPREADING ACTIVATION |
| THE WORD BIG IS FLASHED ON A SCREEN. IF YOU WERE TRYING TO REMEMBER IT BY THINKING LARGE OR HUGE WHAT TYPE OF ENCODING ARE YOU USING: A. STRUCTRUAL B. SEMANTIC C. PHONEMIC D. PROCEDURAL | B. SEMANTIC |
| ROBERT TELLS RACHEL SOME GOSSIP BUT SHE TELLS HIM HE TOLD HER THIS A WEEK AGO. WHAT HAPPENED TO ROBERTS MEMORY? A. HE MADE A DESTINATION ERROR B. HE MADE A SOURCE MONITORING ERROR C. MADE A REALITY MONITORING ERROR | A. HE MADE A DESTINATION ERROR |
| DECAY THEORY: A. INFO CAN NEVER BE TOTALLY LOST FROM LTM B. FORGETTING IS RETRIEVAL FAILURE C. THE PRICIPLE CAUSE OF FORGETTING IS PASSAGE OF TIME D. FORGETTING OCCURS DUE TO OVERUSE OF SYNAPSES ASSOCIATED WITH MEMORY | C. THE PRINCIPLE CAUSE OF FORGETTING IS PASSAGE OF TIME |
| RECENTLY TRADED TO A NEW TEAM BULLDOG STRUGGLES TO REMEMBER PLAYS FOR HIS NEW TEAM BECAUSE HE MIXES THEM UP WITH PLAYS FROM OLD TEAM. WHATS HAPPENING: A. RETROACTIVE INTERFERENCE B. PROACTIVE INTERFERENCE C. TRANSFER INAPPROPRIATE PROCESSING | B. PROACTIVE INTERFERENCE |
| WHICH OF THE FOLLOWING TYPES OF MEMORY CONTAINS YOUR KNOWLEDGE OF 2+2=4, SUN RISES IN THE EAST: A. DECLARATIVE B. PROCEDURAL C. IMPLICIT D. EXPLICIT | A. DECLARATIVE |
| THE TENDENCY TO MOULD ONE'S INTERPRETATION OF THE PAST TO FIT THE WAY EVENTS ACTUALLY OCCURRED: A. RETROACTIVE INTERFERENCE B. HINDSIGHT BIAS C. SELECTIVE AMNESIA D. OVERCONFIDENCE EFFECT | B. HINDSIGHT BIAS |
| TESS IS TRYING TO MEMORIZE PARTS OF THE BRAIN BY ASSOCIATING EACH PART WITH A ROOM IN HER HOUSE. WHICH MNEMONIC METHOD IS THIS: A. THE METHOD OF LOCI B. THE LINK METHOD C. KEYWORD METHOD D. NARRATIVE METHOD | A. THE METHOD OF LOCI |
| WHICH REFLECTS THE CURRENT EVIDENCE ABOUT HYPNOSIS FOR MEMORY RETRIEVAL: A. IT INCREASES THE LIKELIHOOD THAT SUBJECTS WILL REPORT INCORRECT INFO B. INCREASES THE QUALITY OF RECALL BUT NOT THE VOLUME OF INFO | A. IT INCREASES THE LIKELIHOOD THAT SUBJECTS WILL REPORT INCORRECT INFORMATION |
| SARAH GETS A BONUS FOR EVERY THIRD SALE: A. FIXED INTERVAL B. FIXED RATIO C. VARIABLE RATIO D. VARIABLE INTERVAL | B. FIXED RATIO |
| JUANS PARENTS LET HIM EARN POCKET MONEY BY DOING YARD WORK APPROX. ONCE A WEEK: A. CONTINUOUS REINFORCEMENT B. VARIABLE RATIO C. VARIABLE INTERVAL D. FIXED INTERVAL | C. VARIABLE INTERVAL |
| MARTHA IS FLY FISHING. THINK OF EACH TIME THAT SHE CASTS HER LINE AS THE RESPONSE THAT MAY BE REWARDED: A. VARIABLE INTERVAL B. VARIABLE RATIO C. FIXED INTERVAL D. VARIABLE INTERVAL | B. VARIABLE RATIO |
| JAMAL GETS A GOLD STAR FOR EVERY BOOK HE READS: A. CONTINUOUS REINFORCEMENT B. FIXED RATIO C. VARIABLE INTERVAL D. VARIABLE RATIO | A. CONTINUOUS REINFORCEMENT |
| A BASEBALL PLAYER SIGNS AN AGREEMENT THAT HIS SALARY INCREASES WILL BE RENEGOTIATED EVERY THIRD YEAR: A. FIXED RATIO B. FIXED INTERVAL C. VARIABLE RATIO D. VARIABLE INTERVAL | B. FIXED INTERVAL |
| ANTONIO GETS A SPEEDING TICKET AND IS FINED: A. NEGATIVE REINFORCEMENT B. PUNISHMENT C. POSITIVE REINFORCEMENT D. EXTINCTION | B. PUNISHMENT |
| DIANE'S SUPERVISOR COMPLIMENTS HER ON HER HARDWORK: A. EXTINCTION B. POSITIVE REINFORCEMENT C. PUNISHMENT | B. POSITIVE REINFORCEMENT |
| RICHARD SHOOTS UP HEROIN TO WARD OFF TREMORS AND CHILLS FROM WITHDRAWAL: A. EXTINCTION B. PUNISHMENT C. NEGATIVE REINFORCEMENT D. POSITIVE REINFORCEMENT | C. NEGATIVE REINFORCEMENT |
| SHARMA COMPLAINS ABOUT ACHES & PAINS TO GET SYMPATHY FROM HER COLLEAGUES. HER COWORKERS DECIDE TO IGNORE HER COMPLAINTS INSTEAD OF RESPONDING: A. POSITIVE REINFORCEMENT B. NEGATIVE REINFORCEMENT C. EXTINCTION D. PUNISHMENT | C. EXTINCTION |
| MIDORI WEARS THE SAME BLUE WINDBREAKER TO WALK HER DOG. SHE NOTICES HER DOG BECOMES EXCITED WHENEVER SHE PUT IT ON: A. CLASSICAL CONDITIONING B. OPERANT CONDITIONING | A CLASSICAL CONDITIONING |
| A ROCK BAND WITH 3 HIT ALBUMS ON TOUR TO PERFORM NEW SONGS DRAWS SILENCE FROM THEIR FANS. FANS CHEER WHEN THEY PLAY THEIR OLD HITS. THE BAND REDUCES THE NEW SONGS IT PLAYS AND PLAYS MORE OLD SONGS: A. CLASSICAL CONDITIONING B. OPERANT CONDITIONING | B. OPERANT CONDITIONING |
| HIGHER-ORDER CONDITIONING: A. ANN SALIVATES WHEN SHE HEARS ICE CREAM TRUCK BUT RARELY GETS ANY B. ANN GETS NERVOUS FOR CLASS BECAUSE - EMBARRASSED IN CLASS C. TIA WAS BULLIED BY ANDREA. ANDREA IS A PILOT. TIA GETS ANGRY WHEN SHE SEES PLANES | TIA WAS BULLIED BY ANDREA. ANDREA IS A PILOT. TIA GETS ANGRY WHEN SHE SEES PLANES. |
| WHICH INVOVLES ONLY CLASSICAL CONDITIONING? A. AVOIDING SUNBURN WITH SUNSCREEN B. SNEEZING WHEN YOU SEE A CAT THAT PREVIOUSLY TRIGGERED ALLERGY C. SLEEPING SOUNDLY AFTER GYM WORKOUT D. FRUSTRATED BECAUSE YOU STUDY HARD BUT DON'T EARN GOOD GRADES | B. SNEEZING WHEN YOU SEE A CAT THAT PREVIOUSLY TRIGGERED ALLERGY |
| WHICH IS ALWAYS TRUE ABOUT A PRIMARY REINFORCER? A. IT ELICITS AN UNCONDITIONED RESPONSE B. IT ELICITS A CONDITIONED RESPONSE C. IT IS EMITTED EARLY IN LIFE D. IT IS MOST EFFECTIVE REINFORCER IN OPERANT CONDITIONING SITUATIONS | A. IT ELICITS AN UNCONDITIONED RESPONSE |
| A PERSON PLAYS A SLOT MACHINE AT STEADY RAPID PACE OF RESPONDING. THE PATTERN OF RESPONDING IS TYPICAL OF WHICH REINFORCEMENT SCHEDULE? A. A. VARIABLE RATIO B. FIXED RATIO C. FIXED INTERVAL D. VARIABLE INTERVAL | A. VARIABLE RATIO |
| NEGATIVE REINFORCEMENT? A. ALEX DOES DISHES IN ORDER TO GO TO GAME B. SHAUN STUDEIS ONLY AFTER PARENTS YELL AT HIM C. CODY WASHES FATHER'S CAR SO HE WON'T LOSE DRIVING PRIVILEGES D. SANDY WALKS THE DOG SO THAT HIS SISTER WILL STOP NAGGING HIM | D. SANDY WALKS DOG SO THAT HIS SISTER WILL STOP NAGGING HIM |
| WHICH PROVIDES EXPLANATION WHY PHOBIAS ARE RESISTANT TO EXTINCTION: A. 2 PROCESS AVOIDANCE LEARNING B. HIGHER ORDER CONDITIONING C. PARTIAL REINFORCEMENT EXTINCTION EFFECT D. SOCIAL LEARNING THEORY | A. 2 PROCESS AVOIDANCE LEARNING |
| WHICH PROBLEM WITH B. MOD CAN BE SOLVED WITH TOKEN ECONOMY: A. REINFORCER SATIATION B. INEFFECTIVE PUNISHMENT CONTINGENCIES C. INACCURATE BASELINE DATA D. UNREALISTIC GOALS | A. SATIATION |
| WHICH THEORIST WOULD MOST LIKELY STATE REINFORCEMENT AFFECTS PERFORMANCE OF BEHAVIOUR BUT NOT NECESSARILY ACQUISITION OF THAT BEHAVIOUR: A. TOLMAN B. BANDURA C. SKINNER D. RESCORLA | B. BANDURA |
| NOLAN LOVED TEQUILA BUT DRANK TOO MUCH AND GOT SICK. HIS TEQUILA DRINKING HAS DECLINED DRAMATICALLY. IN OPERANT TERMS WHAT DOES THIS REPRESENT: A. AVERSIVE CONDITIONING B. NEGATIVE REINFORCEMENT C. PUNISHMENT D. ESCAPE LEARNING | C. PUNISHMENT |
| SAM'S WIFE WEAR SAME BLACK NIGHTGOWN WHEN IN THE MOOD. SAM GET AROUSED AS SOON AS HE SEES HER WEARING IT: A. UNCONDITIONED RESPONSE B. UNCONDITIONED STIMULUS C. CONDITIONED STIMULUS D. CONDITIONED RESPONSE | C. CONDTIONED STIUMULUS |
| WHY AREN'T SPEEDING TICKETS EFFECTIVE TO REDUCE SPEEDING: A. FINES ARE NEG PUNISHMENT WHICH ISN'T VERY EFFECTIVE B. TICKETS ARE RECEIVED INFREQUENTLY SO SPEEDING ISN'T CONSISTENTLY PUNISHED | B. TICKETS ARE RECEIVED INFREQUENTLY SO SPEEDING IS NOT CONSISTENTLY PUNISHED |
| STRONGEST CONDITIONED RESPONSE: A. CS IS PRESENTED W UCS 20 X & WITHOUT UCS 10 X B. CS IS PRESENTED WITH UCS 20 X & WITHOUT UCS 3 X C. CS IS PRESENTED WITH UCS 20 X & WITHOUT UCS 20 X D. CS PRESENTED WITH UCS 30 X & WITHOUT UCS 20 X | B. CS IS PRESENTED WITH UCS 20 X & WITHOUT UCS 3 X |
| PIGEON IN SKINNER BOX PECKS @ DISK @ HIGH STEADY RATE AND GRAPH SHOWS PIGEONS RATE OF RESPONDING OVER TIME. DESCRIBE THE SLOPE OF THE LINE IN GRAPH: A. A SHALLOW, FAIRLY STRAIGHT LINE B. A STEEP, FAIRLY STRAIGHT LINE C. STEEP LINE LIKE A STAIRCASE | B. A STEEP FAIRLY STRAIGHT LINE |
| PAVLOV REPEATEDLY PAIRED MEAT POWDER W PARTICULAR TONE-DOGS LEARNED TO SALIVATE TO TONE.DESCRIBE DOGS SALIVATION IN RESPONSE TO TONE: A. UCS B. UCR C. CS D. CR | D. CONDITIONED RESPONSE |
| AMIR'S PARENTS TAKE AWAY ONE OF HIS TOYS FOR A WEEK AFTER HE BROKE HIS BROTHERS. A. POSITIVE PUNISHMENT B. NEGATIVE PUNISHMENT C. NEGATIVE REINFORCEMENT D. POSITIVE REINFORCEMENT | B. NEGATIVE PUNISHMENT |
| SOPHIE REFERS TO ALL 4 LEGGED ANIMALS AS DOGGIE. WHICH ERROR DOES SHE MAKE: A. UNDEREXTENSION B. OVEREXTENSION C. OVERREGULATION D. UNDERREGULATION | B. OVEREXTENSION |
| HOW MANY MORPHEMES ARE THERE IN 'UNCHAINED' A. 2 B. 3 C. 6 D. 9 | B. 3 |
| WHICH IS THE KEY REASON NONHUMAN PRIMATES CANNOT BE TAUGHT TO SPEAK: A. THEY CAN LEARN USE OF SYMBOLS BUT NOT LANGUAGE RULES B. THEIR STM IS INSUFFICIENT FOR COMPLEX THOUGHT C. THEIR THROATS & MOUTHS AREN'T APPROPRIATE FOR HUMAN-LIKE VOCALIZATION | C. THEIR THROATS AND MOUTHS ARE NOT APPROPRIATE FOR HUMAN LIKE VOCALIZATIONS |
| 1 GROUP HAS 100 DIFF. WORDS FOR TYPES OF BIKES. 2ND GROUP HAS 1 WORD FOR BIKE. WHICH SHOULD BE TRUE: A. 1ST GROUP SHOULD B FASTER THAN 2ND @ DISCRIMINATING TYPES OF BIKES B. SHOULD BE NO DIFF. IN DISCRIMINATION | A. THE FIRST GROUP SHOULD BE FASTER THAN SECOND AT DISCRIMINATING AMONG TYPES OF BIKES. |
| ANN WANTED SMALL TABLE BUT DIDN'T HAVE $. SHE CREATED ONE BY STACKING OLD TEXTBOOKS. WHICH BARRIER DID SHE OVERCOME? A. MENTAL SET B. FUNCTIONAL FIXEDNESS C. UNNECESSARY CONSTRAINTS D. IRRELEVATN INFO | B. FUNCTIONAL FIXEDNESS |
| WHICH ILLUSTRATES USE OF A HEURISTIC: A. WRITING OUT A STEP BY STEP LIST OF INSTRUCTIONS B. APPLYING A RULE OF THUMB TO SOLVE A NEW PROBLEM C. SYSTEMATICALLY ATTEMPTING ALL POSSIBLE SOLUTIONS TO A PROBLEM | B. APPLYING A RULE OF THUMB TO SOLVE A NEW PROBLEM |
| WHICH INDIVIDUAL WOULD BE LIKELY TO BE FASTEST AT SOLVING CANDLE PROBLEM: A. SOMEONE WHO IS FIELD-INDEPENDENT B. SOMEON WHO WAS RAISED IN A SEDENTARY AGRICULTURAL CULTURE C. SOMEONE WITH A HOLISTIC COGNITIVE STYLE | A. SOMEONE WHO IS FIELD INDEPENDENT |
| WHICH DESCRIBES HOW ARRANGEMENT PROBLEMS ARE OFTEN SOLVED: A. IN SMALL INCREMENTAL STEPS B. THROUGH FAST MAPPING C. THROUGH A BURST OF INSIGHT D. BY MAXIMIZING A MENTAL SET | C. THROUGH A BURST OF INSIGHT |
| SCOTT BELIEVES THERE ARE MORE JOCKS IN HIS CITY THAN DOCS BECAUSE HE KNOWS SEVERAL JOCKS BUT NO DOCS. WHICH METHOD OF ESTIMATING PROBABILITY DOES SCOTT USE: A. REPRESENTATIVE HEURISTIC B. AVAILABILITY HEURISTIC C. ADDITIVE MODEL D. NONCOMPENSATORY | B. AVAILABILITY HEURISTIC |
| WHICH IS MAIN ERROR IN GAMBLERS FALLACY: A. PEOPLE DON'T REALIZE PROBABILITY OF A WIN ARE IMPOSSIBLE TO CALCULATE ACCURATELY B. PEOPLE CONFUSE PROBABILITY OF A SINGLE EVENT WITH PROBABILITY OF A STRING OF EVENTS C. PEOPLE ASSUME RATE OF WINS = 2 LOSSES | B. PEOPLE CONFUSE PROBABILITY OF A SINGLE EVENT WITH THE PROBABILITY OF A STRING OF EVENTS |
| TREATMENT OPTIONS FOR SICK DOG;OPTION A RESULTS IN DEATH RATE OF 20%, OPTION B SAME TREATMENT RESULTS IN 80% SURVIVAL RATE. WHICH DESCRIBES LANGUAGE USE: A. LOSS AVERSION B. LINGUISTIC RELATIVITY C. FRAMING D. TELEGRAPHING | C. FRAMING |
| WHICH DECISION MAKING SITUATION WOULD PEOPLE TEND TO USE ADDITIVE STRATEGIES: A. WHEN DECISIONS INVOLVE RELATIVELY FEW OPTIONS B. WHEN DECISIONS INVOLVE MANY OPTIONS C. WHEN DECISIONS INVOLVE NOVEL ISSUES D. WHEN DECISIONS INVOLVE FAMILIAR ISSUES | A. WHEN DECISIONS INVOLVE RELATIVELY FEW OPTIONS |
| A RELATIVELY PERMANENT CHANGE IN RESPONSE POTENTIAL | LEARNING |
| LEARNING TWO EVENTS ARE CONNECTED IS WHAT KIND OF LEARNING? | ASSOCIATIVE LEARNING |
| THE PROESS OF LEARNING ASSOCIATIONS-TWO TYPES: | CLASSICAL CONDITIONING & OPERANT CONDITIONING |
| LEARNING NOT TO RESPOND TO AN EVENT THAT HAS NO CONSEQUENCES IS AN EXAMPLE OF WHAT TYPE OF LEARNING? A. CLASSICAL CONDITIONING B. OPERANT CONDITIONING C. HABITUATION D. ASSOCIATIVE LEARNING | C. HABITUATION |
| LEARNING AN ASSOCIATION BETWEEN TWO STIMULI IS AN EXAMPLE OF WHAT TYPE OF LEARNING? A. CLASSICAL CONDITIONING B. OPERANT CONDITIONING C. HABITUATION D. NONE OF THE ABOVE | A. CLASSICAL CONDITIONING |
| LEARNING AN ASSOCIATION BETWEEN A BEHAVIOUR AND A CONSEQUENCE IS WHAT TYPE OF LEARNING? A. CLASSICAL CONDITIONING B. OPERANT CONDITIONING C PUNISHMENT D.REINFORCEMENT | B. OPERANT CONDITIONING |
| IN CLASSICAL CONDITIONING THE WEAKENING OF CONDITIONED RESPONSE IN THE ABSENCE OF THE UNCONDITIONED STIMULUS IS KNOWN AS: A.SPONTANEOUS RECOVERY B.EXTINCTION C.GENERALIZATION D. DISCRIMINATION | B. EXTINCTION |
| IN CLASSICAL CONDITIONING A CONDITIONED RESPONSE OCCURS AFTER A TIME DELAY, WITHOUT FURTHER CONDITIONING IS AND EXAMPLE OF: A. EXTINCTION B. SPONTANEOUS RECOVERY C. GENERALIZATION D. DISCRIMINATION | B. SPONTANEOUS RECOVERY |
| IN CLASSICAL CONDITIONING, A TENDENCY OF A NEW STIMULUS THAT IS SIMILAR TO THE ORIGINAL CS TO ELICIT A RESPONSE THAT IS SIMILAR TO THE CR IS CALLED: A. DISCRIMINATION B. EXTINCTION C. SPONTANEOUS RECOVERY D. GENERALIZATION | D. GENERALIZATION |
| IN CLASSICAL CONDITIONG, THE PROCESS OF LEARNING TO RESPOND TO CERTAIN STIMULI BUT NOT TO OTHERS IS CALLED: A. GENERALIZATION B. CLASSICAL CONDITIONING C. OPERANT CONDITIONING D. DISCRIMINATION | D. DISCRIMINATION |
| IN OPERANT CONDITIONING, THE PROCESS OF REWARDING SUCCESSIVELY CLOSER APPROXIMATIONS OF DESIRED BEHAVIOUR: A. REINFORCEMENT B. SHAPING C. OPERANT CONDITIONING D. CLASSICAL CONDITIONING | B. SHAPING |
| IN OPERANT CONDITIONING, MAKING THE SAME RESPONSE TO SIMILAR STIMULI: A. SHAPING B. DISCRIMINATION C. GENERALIZATION D. SECONDARY REINFORCEMENT | C. GENERALIZATION |
| IN OPERANT CONDITIONING, THE TENDENCY TO ONLY RESPOND TO STIMULI THAT SIGNAL WHETHER A BEHAVIOUR WILL BE REWARDED: A. GENERALIZATION B. SHAPING C. DISCRIMINATION D. OPERANT CONDITIONING | C. DISCRIMINATION |
| IN OPERANT CONDITIONG, PREVIOUSLY REWARDED BEHAVIOUR IS NO LONGER REWARDED, WITH A DECREASED TENDENCY TO PERFORM THE BEHAVIOUR: A. SPONTANEOUS RECOVERY B. EXTINCTION C. GENERALIZATION D. SHAPING B. EXTINCTION | B. EXTINCTION |
| IN OPERANT CONDITIONING, THE PROCESS BY WHICH A BEHAVIOUR IS INCREASED BECAUSE IT IS FOLLOWED BY A REWARD: A. REINFORCEMENT B. SHAPING C. GENERALIZATION D. ALL OF THE ABOVE | A. REINFORCEMENT |
| IN OPERANT CONDITIONING, THE PROCESS BY WHICH A BEHAVIOUR IS INCREASED BECAUSE IT IS FOLLOWED BY A REWARDING STIMULUS: A. POSITIVE REINFORCEMENT B. NEGATIVE REINFORCEMENT C. SHAPING D. GENERALIZATION | A. POSITIVE REINFORCEMENT |
| IN OPERANT CONDITIONING, THE PROCESS BY WHICH A BEHAVIOUR IS INCREASED BECAUSE IT IS FOLLOWED BY THE REMOVAL OF AN UNPLEASANT STIMULUS: A. SHAPING B. EXTINCTION C. GENERALIZATION D. NEGATIVE REINFORCEMENT | D. NEGATIVE REINFOCEMENT |
| IN OPERANT CONDITIONING, THIS REINFORCEMENT INVOLVES THE USE OF REINFORCERS THAT ARE INNATELY SATISFYING SUCH AS FOOD, WATER, SEX. A. POSITIVE REINFORCEMENT B. PRIMARY REINFORCEMENT C. SECONDARY REINFORCEMENT D. ALL OF THE ABOVE | B. PRIMARY REINFORCEMENT |
| IN OPERANT CONDITIONING, THIS TYPE OF REINFORCMENT ACQUIRES ITS VALUE THROUGH EXPERIENCE SUCH AS PRAISE, MONEY: A. POSITIVE REINFORCEMENT B. PRIMARY REINFORCEMENT C. SECONDARY REINFORCEMENT D. NONE OF THE ABOVE | C. SECONDARY REINFORCEMENT |
| IF YOU REINFORCE AFTER A SET NUMBER OF RESPONSES WHAT TYPE OF REINFORCEMENT SCHEDULE IS THIS: A. VARIABLE RATIO B. FIXED RATIO C. FIXED INTERVAL D. VARIABLE INTERVAL | B. FIXED RATIO |
| IF YOU REINFORCE AFTER AN AVERAGE NUMBER OF RESPONSES ON AN UNPREDICTABLE BASIS, THIS IS AN EXAMPLE OF WHAT TYPE OF REINFORCEMENT SCHEDULE: A. FIXED RATIO B. VARIABLE RATIO C. FIXED INTERVAL D. VARIABLE INTERVAL | B. VARIABLE RATIO |
| IF YOUR REINFORCE FIRST APPROPRIATE RESPONSE AFTER A FIXED AMOUNT OF TIME HAS ELAPSED, WHAT REINFORCEMENT SCHEDULE: A. FIXED RATIO B. VARIABLE RATIO C. FIXED INTERVAL D. VARIABLE INTERVAL | C. FIXED INTERVAL |
| IF YOU REINFORCE FIRST APPROPRIATE RESPONSE AFTER A VARIABLE AMOUNT OF TIME HAS ELAPSED, THIS REINFORCEMENT SCHDULE IS\: A. FIXED RATIO B. VARIABLE RATIO C. FIXED INTERVAL D. VARIABLE INTERVAL | D. VARIABLE INTERVAL |
| IN OPERANT CONDITIONING, A CONSEQUENCE THAT DECREASES THE LIKELIHOOD THAT A BEHAVIOUR WILL OCCUR AND DESIGNED TO REDUCE A BEHAVIOUR: A. SHAPING B. PRIMARY REINFORCEMENT C. PUNISHMENT D. NEGATIVE REINFORCEMENT | C. PUNISHMENT |
| IF YOU REINFORCE EVERY RESPONSE: A. FIXED RATIO B. FIXED INTERVAL C. CONTINUOUS REINFORCEMENT D. POSITIVE REINFORCEMENTGE | C. CONTINUOUS REINFORCEMENT |
| IF YOU REINFORCE ONLY SOME RESPONSES, AFTER BEHAVIOUR HAS BEEN DEVELOPED, BASED ON EITHER THE NUMBER OF NONREINFORCED CORRECT RESPONSES OR A TIME INTERVAL: A.SHAPING B. GENERALIZATION C. PARTIAL REINFORCEMENT D. PRIMARY REINFORCEMENT | C. PARTIAL REINFORCEMENT |
| OPERANT CONDITIONING; IF YOU TELL A CHILD THAT IF THEY EAT THEIR SPINACH THEY CAN HAVE ICE CREAM AFTER IS AN EXAMPLE OF WHAT? A. POSITIVE REINFORCEMENT B. SHAPING C. PRIMARY REINFORCEMENT D. PREMACK PRINCIPLE | D. PREMACK PRINCIPLE |
| HIGH PROBABILITY ACTIVITY CAN BE USED TO REINFORCE A LOW PROBABILITY ACTIVITY; E.G. "EAT YOUR SPINACH THEN YOU CAN HAVE YOUR ICE CREAM: A. PRIMARY REINFORCEMENT B. SHAPING C. POSITIVE REINFORCEMENT D. PREMACK PRINCIPLE | D. PREMACK PRINCIPLE |
| LEARNING THAT OCCURS WHEN A PERSON OBSERVES AND THEN IMITATES ANOTHER'S BEHAVIOUR: A. EXPECTANCY LEARNING B. OBSERVATIONAL LEARNING C. HABITUATION D. ALL OF THE ABOVE | B. OBSERVATIONAL LEARNING |
| OPERANT CONDITIONING;A BEHAVIOUR DECREASES WHEN IT IS FOLLOWED BY AN UNPLEASANT STIMULUS; E.G. INJURED IN ACCIDENT AFTER DRINKING: A. POSITIVE PUNISHMENT B. NEGATIVE PUNISHMENT | A. POSITIVE PUNISHMENT |
| OPERANT CONDITIONING;A BEHAVIOUR DECREASES WHEN A POSITIVE STIMULUS IS REMOVED FROM IT, E.G. TIME OUT: A. POSITIVE PUNISHMENT B. NEGATIVE PUNISHMENT | B. NEGATIVE PUNISHMENT |
| THORNDIKE; 'BEHAVIOURS FOLLOWED BY POSITIVE OUTCOMES ARE STRENGTHENED WHEREAS BEHAVIOURS FOLLOWED BY NEGATIVE OUTCOMES ARE WEAKENED'; A. LAW OF EFFECT | A. LAW OF EFFECT |
| THORNDIKE'S THEORY FROM PUZZLE BOX EXPERIMENTS: A. SHAPING B. STIMULUS RESPONSE C. DISCRIMINATION D. NONE OF THE ABOVE A. | B. STIMULUS RESPONSE; S-R THEORY |
| CLASSICAL CONDITIONING; WEAKENING CR BY ASSOCIATING FEAR PRODUCING STIMULUS WITH A NEW RESPONSE THAT IS INCOMPATIBLE WITH THE FEAR: A. EXTINCTION B. SPONTANEOUS RECOVERY C. DISCRIMINATION D. COUNTERCONDITIONING | D. COUNTERCONDITIONING |
| UNREINFORCED LEARNING THAT IS NOT IMMEDIATELY REFLECTED IN BEHAVIOUR: A. INSIGHT LEARNING B. LATENT LEARNING C. PURPOSIVE LEARNING D. EXPECTANCY LEARNING | B. LATENT LEARNING |
| A FORM OF PROBLEM SOLVING IN WHICH THE ORGANISM DEVELOPS A SUDDEN UNDERSTANDING OF THE PROBLEM'S SOLUTION: A. LATENT LEARNING B. INSTINCTIVE DRIFT C. INSIGHT LEARNING D. PREPAREDNESS | C. INSIGHT LEARNING |
| THE TENDENCY OF ANIMALS TO REVERT TO BEHAVIOURS THAT INTERFERE WITH LEARNED BEHAVIOUR; RACCOONS TAUGHT TO PICK UP A COIN WILL RUB TWO COINS TOGETHER LIKE WASHING FOOD: A. LATENT LEARNING B. INSTINCTIVE DRIFT C. APPLIED BEHAVIOUR D. ALL OF THE ABOVE | B. INSTINCTIVE DRIFT |
| 2 PERSPECTIVES ON MEMORY: 1. MEMORY PROCESSES:ENCODING, STORAGE, RETRIEVAL 2. MEMORY SYSTEMS: 3 STORE MODEL(MODAL MODEL) BY ATKINSON & SHIFFRIN;SENSORY MEMORY, STM, LTM | 1. MEMORY PROCESSES; ENCODING, STORAGE, RETRIEVAL 2. MODAL MODEL/3 STORE MODEL; SENSORY, STM, LTM |
| MEMORY ENCODING INVOLVES; ATTENTION, LEVELS OF PROCESSING, ELABORATION, IMAGERY. | ATTENTION, LEVELS OF PROCESSING, ELABORATION, IMAGERY. |
| ATTENTION: SELECTIVE ATTENTION DIVIDED ATTENTION | SELECTIVE DIVIDED |
| SELECTIVE ATTENTION;ATTEND TO ONE CHANNEL OF INFORMATION AND IGNORE OTHERS: | COCKTAIL PARTY EFFECT-LITTLE MEMORY FOR INFORMATION IN UNATTENDED CHANNEL |
| DIVIDED ATTENTION; ATTEND TO MORE THAN ONE CHANNEL OF INFORMATION AND IGNORE OTHERS- | SUBJECTS TRAINED TO TAKE DICTATION WHILE READING STORIES;LITTLE MEMORY FOR DICTATED WORDS |
| WHAT YOU DO WITH THE INFORMATION YOU ATTEND TO CAN DETERMINE THE LIKELIHOOD IT WILL ENTER MEMORY. | LEVELS OF PROCESSING THEORY |
| LEVELS OF PROCESSING:"CLOUD" SHALLOW: PHYSICAL & PERCEPTUAL FEATURES ANALYZED INTERMEDIATE: STIMULUS IS RECOGNIZED & LABELED DEEP:SEMANTIC, MEANINGUL, SYMBOLIC CHARACTERISTICS USED | SHALLOW:IS THE WORD IN LOWER OR UPPER CASE LETTERS INTERMEDIATE:HOW MANY SYLLABLES DOES THE WORD HAVE DEEP PROCESSING:CAN YOU USE THE WORD IN THE SENTENCE? THE _ DRIFTED LAZILY IN THE SKY. |
| MEMORY ENCODING: HOW MUCH YOU PROCESS INFORMATION AT ANY GIVEN DEPTH OF MEMORY IS CALLED? | ELABORATION |
| PAIVIO'S THEORY? MEMORY CAN BE AIDED BY USING VISUAL IMAGERY, MEMORY IS BETTER IF MATERIAL CAN BE ENCODED IN BOTH VERBAL AND NONVERBAL FORMS: A. ELABORATION B. DIVIDED ATTENTION C. DUAL CODING D. NONE OF THE ABOVE | DUAL CODING THEORY. |
| MODAL MODEL OF MEMORY; SENSORY MEMORY-BRIEF DURATION & HIGHLY DETAILED STM-UP TO 30S DURATION, LESS DETAILED LTM-UP TO LIFESPAN, LESS DETAILED | |
| SEPARATE SENSORY MEMORY SYSTEMS FOR EACH SENSORY SYSTEM: VISUAL= AUDITORY = | VISUAL=ICONIC MEMORY AUDITORY=ECHOIC MEMORY SENSORY MEMORY IS SHORT-LIVED |
| SPERLING'S PARIAL REPORT IS A SAMPLING PROCEDURE ANALAGOUS TO EXAM SAMPLES FROM ALL CLASS MATERIAL | BASED ON STUDENT'S PERFORMANCE IN EXAM AN INFERENCE CAN BE MADE ABOUT STUDENT'S KNOWLEDGE OF THE CLASS MATERIAL AS A WHOLE |
| STM:LIMITED CAPACITY MEMORY SYSTEM WITH LIMITED DURATION IF NOTHING IS DONE TO INCREASE DURATION OF INFORMATION, SITE FOR REHEARSAL & OTHER ENCODING PROCESSES | HOLDS 7+-2 CHUNKS |
| "A LIMITED CAPACITY SYSTEM FOR TEMPORARY STORAGE AND MANIPULATION OF INFORMATION FOR COMPLEX TASKS SUCH AS COMPREHENSION, LEARNING, AND REASONING: | WORKING MEMORY:A MORE COMPLEX AND DYNAMIC REPLACEMENT FOR STM |
| RELATIVELY PERMANENT TYPE OF MEMORY THAT HOLDS HUGE AMOUNTS OF INFORMATION FOR A LONG PERIOD OF TIME | LTM |
| ORGANIZATION OF INFORMTION IN LTM: HIERARCHIES SEMANTIC NETWORKS SCHEMA CONNECTIONIST NETWORKS | |
| INFORMATION IS ORGANIZED IN CATEGORIES THAT ARE IMBEDDED IN OTHER CATEGORIES: | HIERARCHIES |
| PREEXISTING MENTAL CONCEPT OR FRAMEWORK THAT HELPS TO ORGANIZE AND INTERPRET INFORMATION | SCHEMA |
| THE ORGANIZATION OF INFORMATION IN _ NETWORKS PREDICTS THAT THE QUESTION IS A CANARY A BIRD WILL BE ANSWERED FASTER THAN IS A CANARY AN ANIMAL: | SEMANTIC NETWORKS |
| MEMORY IS STORED THROUGHOUT THE BRAIN IN CONNECTIONS BETWEEN NEURONS; A MEMORY IS A PATTERN OF ACTIVATION DISTRIBUTED ACROSS MULTIPLE NEURONS; | CONNECTIONIST NETWORKS |
| WHAT IS LEARNED LATER INTERFERES WITH WHAT IS LEARNED EARLIER: | RETROACTIVE INTERFERENCE |
| WHEN INITIAL PROCESSING IS SIMILAR TO THE TYPE OF PROCESSING REQUIRED BY THE SUBSEQUENT MEASURE OF RETENTION: A. RETROACTIVE INTERFERENCE B. PROACTIVE INTERFERENCE C. TRANSFER APPROPRIATE PROCESSING D. ENCODING SPECIFICITY PRINCIPLE | C. TRANSFER APPROPRIATE PROCESSING |
| 2 TYPES OF AMNESIA: | ANTEROGRADE & RETROGRADE |
| RETENTION OF NEW MATERIAL IMPAIRED (AFTER ONSET OF AMNESIA), UNABLE OT LEARN NEW MATERIAL: A, ANTEROGRADE AMNESIA B. RETROGRADE AMNESIA C. DECAY D. NONE OF THE ABOVE | A. ANTEROGRADE AMNESIA |
| RETENTION OF OLD MATERIAL IMPAIRD (AFTER ONSET OF AMNESIA): A. ANTEROGRADE AMNESIA B. RETROGRADE AMNESIA C. DECAY D. ENCODING SPECIFICITY | A. RETROGRADE AMNESIA |
| CONTEXTUAL MEMORY; AUTOBIGRAPHICAL; TIED TO A SPECIFIC TIME AND PLACE: A. SEMANTIC MEMORY B. EPISODIC MEMORY C, LATENT LEARNING D. ALL OF THE ABOVE C. | B. EPISODIC MEMORY |
| EFFECT OF PRIOR INFORMATION ON PROCESSING CURRENT INFORMATION: A. RETROACTIVE INTERFERENCE B, PROACTIVE INTERFERENCE C, PRIMING D. SEMANTIC MEMORY | C. PRIMING |
| WHAT PART OF THE BRAIN HOLDS EMOTIONAL MEMORIES? A. HIPPOCAMPUS B. TEMPORAL LOBES C. AMYGDALA D. CEREBELLUM | C. AMYGDALA |
| WHAT PART OF THE BRAIN IS RESPONSIBLE FOR IMPLICIT MEMORY? A. HIPPOCAMPUS B. CEREBELLUM C. AMYGDALA D. FRONTAL LOBES | B. CEREBELLUM |
| A FORM OF COMMUNICTION, WHETHER SPOKEN, WRITTEN OR SIGNED THAT IS BASED ON A SYSTEM OF SYMBOLS: | LANGUAGE |
| THE SMALLEST UNIT OF SOUND THAT CAN CHANGE THE MEANING OF A WORD: A. MORPHEME B. PHONEME C. GRAPHEME D. NONE OF THE ABOVE | B. PHONEME |
| HAS STANDS FOR? | HIGH AMPLITUDE SUCKING |
| VOT STANDS FOR? | VOICE ONSET TIME |
| WHORF'S HYPOTHESIS; NOTION THAT LANGUAGE DETERMINES CERTAIN NONLINGUISTIC CONGNITIVE PROCESSES, LANGUAGE CHANGES THE WAY A PERSON THINKS: | LINGUISTIC DETERMINISM |
| NOTION THAT DIFFERENT LANGUAGES DETERMINE COGNITIVE PROCESSES IN DIFFERENT WAYS; USERS OF DIFFERENT LANGUAGES THINK IN DIFFERENT WAYS: | LINGUISTIC RELATIVITY |
| PROCESS OF MENTALLY REPRESENTING SOME ASPECTS OF THE WORLD (INCLUDING OURSELVES) AND TRANSFORMING THESE REPRESENTATIONS SO THAT NEW REPRESENTATIONS ARE GENERATED THAT ARE USEFUL FOR ACHIEVING OUR GOALS, OFTEN (BUT NOT ALWAYS) A CONSCIOUS PROCESS: | THINKING |
| COGNITIVE SHORTCUTS THAT CAN MAKE PERFORMANCE MORE EFFICIENT BUT THAT DO NOT ALWAYS LEAD TO IDEAL PERFORMANCE; STRATEGIES THAT ARE USED FOR PROBLEM SOLVING: A. INDUCTION B. HEURISTICS C. DEDUCTION D. DECISION MAKING | B. HEURISTICS |
| USING DATA FROM SPECIFIC INSTANCES TO INFER GENERAL PRINCIPLES: A. DEDUCTION B. INDUCTION C. PROBLEM SOLVING D. HEURISTICS | B.INDUCTION |
| USING GENERAL PRICNIPLES TO EVALUATE DATA & DRAW CONCLUSIONS: (EG. ALL DOGS BARK. ZEUS IS A DOG. THEREFORE ZEUS BARKS. A. INDUCTION B. DEDUCTION C. HEURISTICS D. REASONING | B. DEDUCTION |
| THINKING; SPECIFIC TO GENERAL= GENERAL TO SPECIFI= | SPECIFIC TO GENERAL=INDUCTION GENERAL TO SPECIFIC=DEDUCTION |
| TO DRAW CONCLUSIONS FROM EVIDENCE OR DATA; IT USUALLY INVOLVES EVALUATING ALTERNATIVES AND CHOOSING AMONG THE ALTERNATIVES: A. PROBLEM SOLVING B. DECISION MAKING C. INDUCTION D. DEDUCTION | B. DECISION MAKING |
| THE EASE WITH WHICH EVENTS ARE RECALLED SERVES AS A PROXY FOR FREQUENCY OF OCCURRENC: A. AVAILABILITY HEURISTIC B. REPRESENTATIVENESS HEURISTIC C. CONFIRMATION BIAS D. BELIEF PERSERVERANCE | A. AVAILABILITY HEURISTIC |
| MAKING DECISIONS BASED ON HOW WELL SOMETHING MATCHES A PROTOTYPE-THE COMMOM-RATHER THAN ON ITS RELEVANCE TO THE PARTICULAR SITUATION: A. AVAILABILITY HEURISTIC B. REPRESENTATIVENESS HEURISTIC C. CONFIRMATION BIAS D. OVERCONFIDENCE BIAS | B. REPRESENTATIVENESS HEURISTIC |
| TENDENCY TO SEARCH FOR AND USE INFORMATIN THAT SUPPORTS, RATHER THAN REFUTES, A HYPOTHESIS: A. OVERCONFIDENCE BIAS B. BELIEF PERSERVERANCE C. CONFIRMATION BIAS D. REASONING | C. CONFIRMATION BIAS |
| TENDENCY TO HOLD ON TO A BELIEF IN THE FACE OF CONTRADICTORY EVIDENCE: A. CONFIRMATION BIAS B. OVERCONFIDENCE BIAS C. BELIEF PERSERVERANCE D. AVAILABILITY HEURISTIC | C. BELIEF PERSERVERANCE |
| TENDENCY TO HAVE MORE CONFIDENCE IN JUDGMENTS AND DECISIONS THAN WE SHOULD, COMPARED TO EVIDENCE FROM PROBABILITIES OR PAST OCCURRENCES: A. OVERCONFIDENCE BIAS B, BELIEF PERSERVERANCE C. CONFIRMATION BIAS D. HINDSIGHT BIAS | A. OVERCONFIDENCE BIAS |
| TENDENCY TO FALSELY REPORT AFTER THE FACT THAT AN EVENT WAS ACCURATELY PREDICTED: A. HINDSIGHT BIAS B. OVERCONFIDENCE BIAS C. CONFIRMATION BIAS D. REASONING | A. HINDSIGHT BIAS |
| MAKING INFERENCES BASED ON KNOWLEDGE; TYPICALLY REQUIRES USE OF LOGIC: A. REASONING B. DEDUCTION C. INDUCTION D. ALL OF THE ABOVE | A. REASONING |
| SET OF COGNITIVE PROCESSES THAT CAN BE APPLIED TO REACH A GOAL WHEN THERE IS NO IMMEDIATELY OBVIOUS WAY TO REACH THE GOAL: A. DECISION MAKING B. REASONING C. PROBLEM SOLVING D. NONE OF THE ABOVE | C. PROBLEM SOLVING |
| 'THE ELEMENTS OF A PROBLEM CAN BE RESTRUCTERED TO FIND A SOLUTION' IS THE _ APPROACH TO PROBLEM SOLVING: A. KOHLER B. GESTALT C. PROBLEM SPACE D. NONE OF THE ABOVE | B. GESTALT |
| WHICH PSYCHOLOGISTS ARGUED THAT EXPERIENCE COULD ACTUALLY SERVE AS AN OBSTACLE TO RESTRUCTURING A PROBLEM:(EX. CANDLE PROBLEM) A. COGNITIVE PSYCHOLIGISTS B. GESTALT PSYCHOLIGISTS C. APPLIED PSYCHOLIGISTS D. ALL OF THE ABOVE | B. GESTALT |
| IDEAS THAT A PERSON HOLDS ABOUT AN OBJECT'S FUNCTION CAN INHIBIT SEEING HOW THE OBJECT COULD BE USED IN A DIFFERENT WAY IN ORDER TO FIND A SOLUTION TO THE PROBLEM: A. MENTAL SET B. FUNCTIONAL FIXEDNESS C. PROBLEM SPACE THEORY D. CONDITIONAL REASONING | B. FUNCTIONAL FIXEDNESS |
| USING THE SAME PROCEDURE THAT HAS WORKED PREVIOUSLY TO SOLVE A PROBLEM (MAY IMPEDE SOLVING CURRENT PROBLEM): A. FUNCTIONAL FIXEDNESS B. MENTAL SET C. PROBLEM SPACE THEORY D. ALL OF THE ABOVE | B. MENTAL SET |
| THE SET OF POSSIBLE PATHWAYS TO A SOLUTION CONSIDERED BY THE PROBLEM SOLVER: A. INSIGHT B. PROBLEM SPACE THEORY C. NONE OF THE ABOVE | B. PROBLEM SPACE THEORY |
| _ ARE A MAJOR COMPONENET OF PROBLEM SPACE THEORY; THEY ARE USED WHEN AN EXHAUSTIVE SEARCH OF THE PROBLEM SPACE IS NOT POSSIBLE: A. MENTAL STATES B. HEURISTICS C. SYLLOGISMS D. NONE OF THE ABOVE | B. HEURISTICS |
| BRAIN ACTIVITY IS SIMILAR TO WAKING BUT SLEEPER IS IMMOBILIZED: A. STAGE 1 B. STAGE 2 C. REM SLEEP D. STAGE 4 | C. REM SLEEP |
| ALPHA WAVES REPRESENT WHAT STAGE? A. WAKING B. DEEP SLEEP C. REM SLEEP D. RELAXED, DROWSY | D. RELAXED, DROWSY |
| DELTA WAVES REPRESENT WHAT STAGE? A. REM SLEEP B. STAGE 1 C. STAGE 2 D. STAGE 3 OR 4/DEEP SLEEP | D. STAGE 3 OR 4/ DEEP SLEEP |
| DREAMING OCCURS WHEN THE CEREBRAL CORTEX SYNTHESIZES NEURAL SIGNALS FROM THE LOWER PART OF THE BRAIN. DREAMS ARE A BYPRODUCT OF RANDOM BRAIN ACTIVITY, THE CORTEX ATTEMPTS TO MAKE SENSE OF THIS ACTIVITY, ACCOUNTING FOR OFTEN BIZARRE QUALITY OF DREAMS. THEO | ACTIVATION-SYNTHESIS THEORY OF DREAMING |
| DREAMS UTILIZE THE SAME COGNITIVE PROCESSES USED DURING WAKING; INFO PROCESSING, MEMORY & PROB SOLVING. DREAMS OFTEN REFLECT CURRENT EMOTIONAL CONCERNS. THEORY? | COGNITVIE THEORY OF DREAMING |
| DREAMING IS WISH FULFILLMENT. DREAMS HAVE 2 FORMS; MANIFEST CONTENT, LATENT CONTENT. THEORY? | FREUDIAN ACCOUNT OF DREAMING |
| HILGARD'S EXPERIMENT WITH STUDENTS AND PAIN-STUDENTS VERBALLY REPORTED NO PAIN BUT PRESSED LEVER TO REPORT PAIN: | HIDDEN OBSERVER |
| 2 THEORETICAL ACCOUNTS OF HYPNOSIS: 1. DISSOCIATED STATE OF CONSCIOUSNESS 2. SOCIAL COGNITIVE BEHAVIOUR | |
| WHAT THEORY STATES HYPNOSIS IS A NORMAL STATE OF CONSCIOUSNESS IN WHICH A PERSON BEHAVES THE WAY ONE THINKS A HYPNOTIZED PERSON SHOULD BEHAVE? | SOCIAL COGNITIVE BEHAVIOUR |
| SPANOS ET AL. CONCLUSIONS ABOUT HIDDEN OBSERVER: HIDDEN OBSERVER AS SUGGESTIBLE AS THE OTHER COMPONENTS OF THE PARTICIPANT'S CONSCIOUSNESS. THE HIDDEN OBSERVER IS AN ARTIFACT OF INSTRUCTIONS GIVEN DURING HYPNOSIS. | |
| THE NEED TO TAKE INCREASING AMOUNTS TO PRODUCE THE SAME EFFECT: | TOLERANCE |
| TRICHROMATIC THEORY OF COLOUR VISION: | COLOUR PERCEPTION IS BASED ON THE EXISTENCE OF THREE TYPES OF CONES |
| OPPONENT PROCESS THEORY OF COLOUR VISION: | CELLS IN THE VISUAL SYSTEM RESPOND TO RED-GREEN AND BLUE-YELLOW COLOURS. |
| PROCESS OF ORGANIZING AND INTERPRETING SENSORY INFORMATION TO GIVE IT MEANING: | PERCEPTION |
| 2 THEORIES OF HEARING: 1. PLACE THEORY 2. FREQUENCY THEORY | |
| EACH FREQUENCY PRODUCES VIBRATIONS AT A PARTICULAR SPOT ON THE BASILAR MEMBRANE; IS WHAT THEORY OF HEARING? | PLACE THEORY |
| PERCEPTION OF A SOUND'S FREQUENCY IS DUE TO HOW OFTEN THE AUDITORY NERVE FIRES; IS WHAT HEARING THEORY? | FREQUENCY THEORY |
| WHAT IS THE LARGEST SENSORY SYSTEM? | SKIN |
| 3 KINDS OF RECEPTORS IN THE SKIN SENSORY SYSTEM: | TOUCH, TEMPERATURE, PAIN |
| SPINAL COLUMN CONTAINS A NERUAL GATE THAT CAN BE OPEN OR CLOSED IS WHAT THEORY OF PAIN? | GATE-CONTROL THEORY OF PAIN |
| THE SCIENTIFIC STUDY OF BEHAVIOUR AND MENTAL PROCESSES: | PSYCHOLOGY |
| FOCUSED ON ANALYZING CONSCIOUSNESS INTO BASIC ELEMENTS AND USED INTROSPECTION: A.FUNCTIONALISM B. STRUCTURALISM C. GESTALT PSYCHOLOGY D. BEHAVIOURISM | B. STRUCTURALISM |
| FOCUSED ON INVESTIGATING THE FUNCTION OR PURPOSE OF CONSCIOUSNESS, EMPHASIZED INTERACTION BETWEEN THE MIND AND OUTSIDE ENVIRONMENT: A. STRUCTURALISM B. FUNCTIONALISM C. BEHAVIOURISM D. COGNITIVE PSYCHOLOGY | B. FUNCTIONALISM |
| FOCUSED ON OVERT OR OBSERVABLE RESPONSES OR ACTIVITIES, NUTURE NOT NATURE: A. FUNCTIONALISM B. STRUCTURALISM C. BEHAVIOURISM D. PSYCHOANALYTIC | C. BEHAVIOURISM |
| CONSIDERED THE FOUNDER OF BEHAVIOURISM: A. WILHELM WUNDT B. WILLIAM JAMES C. JOHN WATSON D. B.F. SKINNER | C. JOHN WATSON |
| CONSIDERED FATHER OF FUNCTIONALISM: A. JOHN WATSON B. WILLIAM JAMES C. WILHEM WUNDT D. SIGMUND FREUD | B. WILLIAM JAMES |
| FOUNDER OF PSYCHOLOGY: A. WILLIAM JAMES B. WILHELM WUNDT C. JOHN WATSON D. B.F. SKINNER | B. WILHELM WUNDT |
| BEHAVIOURISM IS ALSO KNOWN AS? A. COGNITIVE PSYCHOLOGY B. STIMULUS/RESPONSE PSYCHOLOGY C. FUNCTIONALISM D. NONE OF THE ABOVE | B. STIMULUS/RESPONSE PSYCHOLOGY |
| WHO SAID: RESPONSES THAT LEAD TO POSITIVE OUTCOMES ARE REPEATED, RESPONSES THAT LEAD TO NEGATIVE OUTCOMES ARE NOT REPEATED? A. SIGMUND FREUD B. JOHN WATSON C. B.F. SKINNER D. WILLIAM JAMES | C. B. F. SKINNER |
| MENTAL PROCESSES INVOLVED IN ACQUIRING KNOWLEDGE. APPLICATION OF SCIENTIFIC METHODS TO STUDYING INTERNAL EVENTS: | COGNITION |
| WHAT SCHOOL OF PSYCHOLOGY IN 1950S-60 INCLUDED PIAGET, CHOMSKY, SIMON? | COGNITIVE PSYCHOLOGY |
| BANDURA: "THOUGHTS MODIFY THE IMPACT OF ENVIRONMENT ON BEHAVIOUR": | SOCIAL COGNITIVE THEORY |
| 2 PSYCHOLOGISTS; "BEHAVIOUR IS SHAPED BY THE ENVIRONMENT:: | WATSON & SKINNER |
| WHAT PSYCHOLOGICAL APPROACH EMPHASIZES UNCONSCIOUS, CONFLICT BETWEEN INSTINCTS AND SOCIETY, AND EARLY EXPERIENCES? | PSYCHODYNAMIC APPROACH-FREUD |
| WHAT PSYCHOLOGICAL APPROACH FOCUSES ON THE MENTAL PROCESSES INVOLVED IN KNOWING:HOW WE DIRECT OUR ATTENTION, PERCEIVE, REMEMBER, THINK, AND SOLVE PROBLEMS? | COGNITIVE APPROACH |
| WHAT PSYCHOLOGICAL APPROACH UNDERSTANDS THE BRAIN AND NERVOUS SYSTEM IS CENTRAL TO UNDERSTANDING BEHAVIOUR, THOUGHT, AND EMOTION? | BEHAVIOURAL NEUROSCIENCE |
| WHAT PSYCHOLOGICAL APPROACH EMPHASIZES THE IMPORTANCE OF FUNCTIONAL PURPOSE AND ADAPTATION IN EXPLAINING WHY BEHVIOURS ARE FORMED, ARE MODIFIED, AND SURVIVE? | EVOLUTIONARY PSYCHOLOGY |
| 4 STEP PROCESS OF SCIENTIFIC METHOD: CCAD | 1. CONCEPTUALIZE PROBLEM 2. COLLECT RESEARCH INFO (DATA) 3. ANALYZE DATA 4. DRAW CONCLUSIONS |
| DEFINING SOMETHING IN SUCH A WAY THAT IT CAN BE OBJECTIVELY OBSERVED AND MEASURED: | OPERATIONAL DEFINITON |
| A TESTABLE PREDICTION: | HYPOTHESIS |
| A BROAD IDEA THAT ATTEMPTS TO EXPLAIN OR PREDICT OBSERVATIONS: | THEORY |
| 2 TYPES OF RESEARCH: | DESCRIPTIVE RESEARCH CORRELATIONAL RESEARCH |
| DESCRIBES THE STRENGTH OF RELATIONSHIP BETWEEN TWO OR MORE VARIABLES: | CORRELATION |
| QUANTITATIVE MEASURE OF THE STRENGTH OF RELATIONSHIP BETWEEN TWO VARIABLES: | CORRELATION COEFFICIENT |
| 3 CRITERIA FOR CAUSATION: | 1. VARIABLES MUST COVARY 2. A TIME-ORDERED RELATIONSHIP EXISTS BETWEEN THE VARIABLES (CAUSE OCCURS BEFORE EFFECT) 3. ALL ALTERNATE CAUSES (CONFOUNDS) FOR THE EFFECT HAVE BEEN ELIMINATED; GENEARLLY REQUIRES EXPERIMENTAL RESEARCH |
| VARIABLE THAT IS MANIPULATED | INDEPENDENT VARIABLE |
| VARIABLE THAT IS OBSERVED TO CHANGE IN RESPONSE TO CHANGES IN THE OTHER VARIABLE | DEPENDENT VARIABLE |
| MOST BASIC TYPE OF DATA ANALYSIS. INDICATES NUMBER OF RESPONSES FROM EACH PARTICIPANT FOR EACH CATEGORY OF RESPONSE: | FREQUENCY DISTRIBUTION |
| MATHEMATICAL PROCEDURES USED TO DRAW CONCLUSIONS ABOUT THE DATA: | INFERENTIAL STATISTICS |
| MATHEMATICAL PROCEDURES USED TO DESCRIBE AND SUMMARIZE DATA: | DESCRIPTIVE STATISTICS |
| MEASURES OF MEAN, MEDIAN AND MODE FIND A TYPICAL VALUE FOR A SET OF SCORES; | CENTRAL TENDENCY |
| SUM OF SCORES DIVIDED BY THE NUMBER OF SCORES: | MEAN |
| MIDDLE VALUE OF SCORES | MEDIAN |
| MOST FREQUENT SCORE | MODE |
| MEASURES OF VARIABILITY: | RANGE & STANDARD DEVIATION |
| DIFFERENCE BETWEEN THE HIGHEST AND LOWEST SCORES: | RANGE |
| THE EXTENT THAT SCORES VARY FROM THE MEAN: | STANDARD DEVIATION |
| A STATISTICALLY SIGNIFICANT EFFECT IS ONE THAT IS UNLIKELY MERELY DUE TO CHANCE. ODDS THAT THE DIFFERENCES ARE DUE TO CHANCE ARE 5 OR LESS OUT OF 100 (OR 0.05 AKA 5%) | |
| SENSORY NERVES THAT TRANSPORT INFORMATION TO THE BRAIN: A. AFFERENT NERVES B. EFFERENT NERVES C. NEURAL NETWORKS D. NEURONS | A. AFFERENT NERVES |
| MOTOR NERVES THAT CARRY INFORMATION FROM THE BRAIN, EG. MUSCLE MOVEMENTS: A. AFFERENT NERVES B, EFFERENT NERVES C. NEURONS D. SYNAPSES | B, EFFERENT NERVES |
| CLUSTERS OF NEURONS THAT ARE INTERCONNECTED: | NEURAL NETWORKS |
| CONTAINS THE NUCLEUS, WHICH DIRECTS THE MANUFACTURE OF SUBSTANCES THAT THE NEURON NEEDS FOR ITS GROWTH AND MAINTENANCE: A. GLIAL CELLS B. CELL BODY (SOMA) C. SYNAPSES D. NONE OF THE ABOVE | B. CELL BODY |
| TYPE OF CELLS THAT PROVIDE SUPPORT AND NUTRIONAL BENEFITS IN THE NERVOUS SYSTEM: A. GLIAL CELLS B. NEURONS C. AXON D. GABA | A. GLIAL CELLS |
| RECEIVE AND DIRECT INFORMATION TOWARD THE CELL BODY: A. AXON B. DENDRITES C. GLIAL CELLS D. NEURONS | B. DENDRITES |
| CARRIES INFORMATION AWAY FROM THE CELL BODY TO OTHER CELLS: A. DENDRITE B, GLIAL CELL C. AXON D. AFFERENT NERVES | C. AXON |
| MOVEMENT OF SODIUM AND POTASSIUM IONS INTO AND OUT OF THE AXON: A. RESTING POTENTIAL B. ACTION POTENTIAL C. NEURAL IMPULSE D. EFFERENT NERVES | B, ACTION POTENTIAL |
| MIMICS OR INCREASES A NEUROTRANSMITTERS EFFECTS: A. AGONIST B. ANTAGONIST C. ENDORPHINS D. SEROTONIN | A. AGONIST |
| DRUG THAT CAN BLOCK A NEUROTRANSMITTER'S EFFECTS: A. ANTAGONIST B. AGONIST C. DOPAMINE D. ACETYLCHOLINE | A. ANTAGONIST |
| NEUROCHEMICAL MESSENGERS SUCH AS ACETYLCHOLINE AND NOREPINEPHRINE: | NEUROTRANSMITTERS |
| MEDULLA IS INVOLVED WITH: A. BREATHING, UPRIGHT POSTURE B. MOTOR COORDINATION C. SLEEPING D. BLOOD PRESSURE | A. BREATHING, UPRIGHT POSTURE |
| CEREBELLUM IS RESPONSIBLE FOR: A. MOTOR COORDINATION B. BRATHING C. SLEEP AND AROUSAL D. NOTHING | A.MOTOR COORDINATION |
| PONS ARE RESPONSIBLE FOR A. SLEEP AND AROUSAL B. MOTOR CORRDINATION C. BREATHING D. NOTHING | A. SLEEP AND AROUSAL |
| LINKED TO SEX, EATING, DRINKING, STRESS, REWARDS ACTIVITIES: A. HYPOTHALAMUS B. THALAMUS C. LIMBIC SYSTEM D. CREREBRAL CORTEX | A. HYPOTHALAMUS |
| PROCESSES TO-BE STORED INFORMATION FOR MEMORY: A. HIPPOCAMPUS B. AMYGDALA C. THALAMUS D. HYPOTHALAMUS | A. HIPPOCAMPUS |
| 4 LOBES OF CEREBRAL CORTEX: | 1. FRONTAL LOBE 2. PARIETAL LOBE 3. TEMPORAL LOBE 4. OCCIPITAL LOBE |
| OCCIPITAL LOBE IS RESPONSIBLE FOR: A. VISUAL FUNCTIONING B. HEARING C. ATTENTION D. INTELLIGENCE | A. VISUAL FUNCTIONING |
| TEMPORAL LOBE IS RESPONSIBLE FOR: A. HEARING, LANGUAGE PROCESSING, MEMORY B. VISUAL FUNCTIONING C. PERSONALITY D. MOTOR CONTROL | A. HEARING, LANGUAGE PROCESSING AND MEMORY |
| FRONTAL LOBE IS RESPONSIBLE FOR: A. CONTROL OF VOLUNTARY MUSCLES, INTELLIGENCE, PERSONALITY B. ATTENTION C. HEARING D. LANGUAGE | A. CONTROL OF VOLUNTARY MUSCLES, INTELLIGENCE, PERSONALITY |
| PARIETAL LOBE IS RESPONSIBLE FOR: A. REGISTERING SPATIAL LOCATION, ATTENTION, MOTOR CONTROL B. INTELLIGENCE C.HEARING D. VISION | A. REGISTERING SPATIAL LOCATION, ATTENTION, MOTOR CONTROL |
| WERNICKE'S AREA RESPONSIBLE FOR; A. COMPREHENSION OF LANGUAGE B. VISION C. MOTOR CONTROL D. ALL OF THE ABOVE | A. COMPREHENSION OF LANGUAGE |
| TRANSMITS INFORMATION FROM LEFT AND RIGHT HEMISPHERE: | CORPUS CALLOSUM |
| LEFT HEMISPHERE ASSOCIATED WITH: A. SPEECH AND GRAMMER B. NONVERBAL C. | A. SPEECH AND GRAMMER |
| RIGHT HEMISPHERE ASSOCIATED WITH: A. NONVERBAL B. SPEECH AND LANGUAGE | A. NONVERBAL |
| IF ONE GENE OF A PAIR IS DOMINANT AND ONE IS RECESSIVE, THE DOMINANT GENE OVERRIDES THE RECESSIVE GENE: | DOMINANT-RECESSIVE PRINCIPLE |
| 5 SENSORY RECEPTORS: | 1.VISION 2.HEARING 3.TOUCH 4.SMELL 5.TASTE |
| TRANSFORMING PHYSICAL EVENT INTO NEURAL INFORMATION: A. TRANSDUCTION B PERCEPTION C. ENERGY STIMULUS D. SENSATION | A. TRANSDUCTION |
| FOCUSES THE LIGHT RAYS ON THE RETINA: A. LENS B. CORNEA C. IRIS D. PUPIL | A. LENS |
| COLOURED RING OF MUSCLE, CONSTRICTS OR DILATES VIA AMOUNT OF LIGHT: A. IRIS B. PUPIL C. CORNEA D. LENS | A. IRIS |
| REGULATES AMOUNT OF LIGHT: A. PUPIL B. IRIS C. LENS D. CORNEA | A. PUPIL |
| WHERE LIGHT ENTERS THE EYE: A. CORNEA B. LENS C. IRIS D. PUPIL | A. CORNEA |
| ABSORBS LIGHT, PROCESSES IMAGES, AND SENDS INFORMATION TO THE BRAIN: A. RETINA B. OPTIC DISK C. RECEPTOR CELLS D. IRIS | A. RETINA |
| RECEPTOR CELLS ARE MADE UP OF: A. RODS AND CONES B. GANGLION CELLS C. NERUAL SIGNALS D. RECEPTIVE FIELDS | A. RODS AND CONES |
| RECEPTOR CELLS FOR BLACK AND WHITE/LOW LIGHT VISION: A. RODS B. CONES C. GANGLION CELLS D. RECEPTIVE FIELDS | A. RODS |
| RECEPTOR CELLS FOR COLOUR AND DAYLIGHT VISION: A. CONES B. RODS C. GANGLION CELLS D. RECEPTIVE FIELDS | A. CONES |
| BECOMING MORE OR LESS SENSITIVE TO LIGHT AS NEEDED: A. ADAPTATION B. RODS AND CONES C. BIPOLAR CELLS D. OPTIC CHIASM | A. ADAPTATION |
| BROCA'S AREA IS ASSOCIATED WITH: A. PRODUCTION OF SPEECH B. LANGUAGE COMPREHENSION C. BALANCE D. MOTOR CONTROL | A. PRODUCTION OF SPEECH |
| TRANSFORMATION OF MEMORIES INTO A RELATIVELY PERMANENT FORM, RESISTANT TO DISRUPTION: A. CONSOLIDATION B. REACTIVATION C. LONG TERM POTENTIATON D. ALL OF THE ABOVE | A. CONSOLIDATION |
| A LONG-LASTING INCREASE IN NEURAL EXCITABILITY AT SYNAPSES ALONG A SPECIFIC NEURAL PATHWAY: A. LONG TERM POTENTIATION B. NEUROGENESIS C. ORGANIC AMNESIA D. NONE OF THE ABOVE | A. LONG TERM POTENTIATION |
| CONSOLIDATION OCCURS AT 2 LEVELS: 1. SYNAPTIC CONSOLIDATION 2. SYSTEMS CONSOLIDATION | 1. SYNAPTIC CONSOLIDATION: OCCURS AT SYNAPSES, HAPPENS RAPIDLY 2. SYSTEMS CONSOLIDATION: INVOLVES GRADUAL REORGANIZATION OF CIRCUITS IN BRAIN |
| THE BASIC FORM OF DEDUCTIVE REASONING IS: A. THE SYLLOGISM B. REASONING C. CONDITIONAL REASONING D. ALL OF THE ABOVE | A. THE SYLLOGISM |
| 2 KINDS OF SYLLOGISMS: 1. CATEGORICAL SYLLOGISM 2. CONDITIONAL SYLLOGISM | 1. CATEGORICAL SYLLOGISM: DESCRIBE RELATIONS BETWEEN CATEGORIES USING TERMS, ALL, SOME, OR NONE. 2. CONDITIONAL SYLLOGISM:CONTAINS CONDITIONAL STATMENT IN 1ST PRESMISE; "IF...THEN" |
| PROBLEM SPACE THEORY CONSISTS OF 4 COMPONENTS; 1. INITIAL STAGE 2. GOAL STATE 3. INTERMEDIATE STATE 4. OPERATORS | 1. INITIAL STATE: CONDITIONS AT BEGINNING OF PROBLEM 2. GOAL STATE: CONDITION AT END OF PROBLEM 3. INTERMEDIAT STATE: VARIOUS CONDITIONS THAT EXIST BETWEEN INTIAL & GOAL STATES 4. OPERATORS: PERMISSIBLE MOVES THAT CAN BE MADE TOWARDS THE SOLUTION |
| IN PROBLEM SPACE THEORY; REDUCING THE DIFFERENCE BETWEEN INITIAL STATE AND GOAL STATE; ITERATIVE PROCESS: CREATE SERIES OF SUBGOALS (INTERMEDIATE STATES THAT ARE CLOSER TO THE GOAL): A. MEANS-END ANALYSIS | |
| THEORY THAT PROPOSES THAT THE DETECTION OF STIMULI INVOLVES DECISION PROCESSES AS WELL AS SENSORY PROCESSES, WHICH ARE BOTH INFLUENCED BY A VARIETY OF FACTORS BESIDES STIMULUS INTENSITY: | SIGNAL DETECTION THEORY |
| WHEN A MEMORY DERIVED FROM ONE SOURCE IS MISATTRIBUTED TO ANOTHER SOURCE: A. SOURCE-MONITORING ERROR B. REALITY MONITORING C. DESTINATION ERROR D. ALL OF THE ABOVE | A. SOURCE MONITORING ERROR |
| THE TENDENCY TO REMEMBER SIMILAR OR RELATED ITEMS IN GROUPS: A. CLUSTERING B. ASSOCIATION C. PRIMING D. NONE OF THE ABOVE | A. CLUSTERING |
| LINKING A STIMULUS TO OTHER INFORMATION AT THE TIME OF ENCODING: A. ELABORATION B. CHUNKING C. SEMANTIC ENCODING D. PHONEMIC ENCODING | A. ELABORATION |
| TYPE OF ENCODING THAT INVOLVES NAMING OR SAYING (PERHAPS SILENTLY) THE WORDS: A. PHONEMIC ENCODING B. SEMANTIC ENCODING C. PHONOLOGICAL LOOP D. STRUCTURAL ENCODING | A. PHONEMIC ENCODING |
| THIS TYPE OF ENCODING EMPHASIZES THE MEANING OF VERBAL IMPUT; IT INVOLVES THINKING ABOUT THE OBJECTS AND ACTIONS THE WORDS REPRESENT: A. SEMANTIC ENCODING B. PHONEMIC ENCODING C. ELABORATION D. STRUCTURAL ENCODING | A. SEMANTIC ENCODING |
| THEORY THAT DEEPER LEVELS OF PROCESSING RESULT IN LONGER LASTING MEMORY CODES: A. LEVELS OF PROCESSING THEORY B. SEMANTIC ENCODING C. PHONEMIC ENCODING D. ALL OF THE ABOVE | A. LEVELS OF PROCESSING THEORY |
| MEMORY PROCESSES: 1. ENCODING 2. STORAGE 3. RETRIEVAL | 1. ENCODING;GETTING INFORMATION IN 2. STORAGE: MAINTAINING IT 3. RETRIEVAL: GETTING IT OUT |
| OFTEN LINKED TO A FILTER THAT SCREENS OUT MOST POTENTIAL STIMULI WHILE ALLOWING A SELECT FEW TO PASS THROUGH INTO CONSCIOUS AWARENESS: ATTENTION | RECENT EVIDENCE SUGGEST WE MAY BE ABLE TO MOVE THE FILTER BETWEEN EARLY SELECTION AND LATE SELECTION DEPENDING ON THE COGNITIVE LOAD OF CURRENT INFORMATION PROCESSING. |
| THIS MEMORY FUNCTION INVOLVES RECALLING TO WHOM ONE HAS TOLD WHAT: A. DESTINATION MEMORY B. SOURCE MONITORING C. REALITY MONITORING D. NONE OF THE ABOVE | A. DESTINATION MEMORY |
| THIS MEMORY TASK INVOLVES INTENTIONAL RECOLLECTION OF PREVIOUS EXPERIENCES: A. EXPLICIT MEMORY B. IMPLICIT MEMORY C. INDEPENDENT MEMORY D. DECLARATIVE MEMORY | A. EXPLICIT MEMORY |
| THIS METHOD OF MEMORY RETENTION INVOLVES FORMING A MENTAL IMAGE OF ITEMS TO BE REMEMBERED IN A WAY THAT LINKS THEM TOGETHER: A. METHOD OF LOCI B. LINK METHOD C. KEYWORD METHOD D. RHYMES | B. LINK METHOD |
| A SYSTEM OF RULES THAT SPECIFY HOW WORDS CAN BE ARRANGED INTO SENTENCES: A. SYNTAX B. SEMANTICS C. MORPHEMES D. NONE OF THE ABOVE | A. SYNTAX |
| WHEN CHOICES BECOME VERY COMPLEX PEOPLE OFTEN USE WHAT STRATEGY TO MAKE A DECISION? A. ADDITIVE STRATEGY B. ELIMINATION BY ASPECTS C. COMPARATIVE EVALUATION D. FLIPPING A COIN | B. ELIMINATION BY ASPECTS |
| WHAT FALLACY OCCURS WHEN PEOPLE ESTIMATE THAT THE ODDS OF TWO UNCERTAIN EVENTS HAPPENING TOGETHER ARE GREATER THAN THE ODDS OF EITHER EVENT HAPPENING ALONE: A. THE CONJUNCTION FALLACY B. RATIONAL CHOICE THEORY C. GAMBLERS FALLACY D. NONE OF THE ABOVE | A. THE CONJUNCTION FALLACY |
| THE PREMISE THAT KNOWLEDGE SHOULD BE ACQUIRED THROUGH OBSERVATION: A. EMPIRICISM B. BEHAVIOURISM C. STRUCTURALISM D. FUNCTIONALISM | A. EMPIRICISM |
| AXONS THAT CARRY INFO INWARD TO THE CENRAL NERVOUS SYSTEM FROM THE PERIPHERY OF THE BODY: A. AFFERENT NERVE FIBRES B. EFFERENT NERVE FIBRES | A. AFFERENT NERVE FIBRESA |
| AXONS THAT CARRY INFORMATION OUTWARD FROM THE CNS TO THE PERIPHERY OF THE BODY: A. EFFERENT NERVE FIBRES B. AFFERENT NERVE FIBRES | A. EFFERENT NERVE FIBRES |
| FOR WHICH OF THE FOLLOWING IS G. STANLEY HALL FAMOUS IN PSYCHOLOGY: A. HE FOUNDED PSYCHOLOGY DEPT AT HARVARD B. KEY FIGURE IN STRUTURALISM C. ESTABLISHED AMERICAN PSYCHOLOGICAL ASSOCIATON & FIRST PRESIDENT D. ALL OF THE ABOVE | C. ESTABLISHED THE APA AND WAS ITS FIRST PRESIDENT |
| CLIENTS RANDOMLY ASSIGNED TO SAME SEX GROUPS PARTICIPATED TO A GREATER EXTENT THAN THOSE RANDOMLY ASSIGNED TO CO-ED GROUPS. WHICH IS THE IV: A. THE AMOUNT OF PARTICIPATION B. WHETHER OR NOT THE GROUP WAS CO-ED C. CLIENT'S ATTITUDES TO GROUP THERAPY | B. WHETHER OR NOT THE GROUP WAS CO-ED |
| IF YOU WANT TO SEE IF A PROTEIN DIET WILL ENHANCE MAZE RUNNING OF RATS. YOU FEED 1 GROUP HIGH PROTEIN, THE OTHER REGULAR DIET. WHAT IS THE TERM FOR THE MAZE-RUNNING PERFORMANCE OF THE RATS: A. IV B. DV | B. DEPENDENT VARIABLE |
| A NEURAL IMPULSE IS INITIATED WHEN A NEURONS CHARGE MOMENTARILY BECOMES LESS NEGATIVE. WHAT IS THE NAME OF THIS EVENT: A. ACTION POTENTIAL B. RESTING POTENTIAL C. IMPULUSE FACILITATION | A. ACTION POTENTIAL |
| HOW DOES A NEURON CONVEY INFO ABOUT A STRONG STIMULUS COMPARED TO A WEAK STIMULUS: A. IT SENDS LARGER ACTION POTENTIALS TO OTHER NEURONS B, IT HAS A HIGHER RATE OF ACTION POTENTIALS C. IT HAS EXCITATORY RATHER THAN INHIBITORY ACTION POTENTIALS | B. IT HAS A HIGHER RATE OF ACTION POTENTIALS |
| IF YOU WANTED TO STUDY THE PROCESS OF REUPTAKE OF NEUROTRANSMITTERS WHICH LOCATION WOULD BE THE PLACE TO LOOK: A. THE RECEPTOR B. THE SYNAPSE C. THE SOMA | B. THE SYNAPSE |
| JIM AVOIDED A COLLISION. HIS HEART POUNDED, HANDS SHOOK AND HE SWEATED. WHICH PART OF NERVOUS SYSTEM CONTROLS THIS RESPONSE: A. THE PARASYMPATHETIC DIV OF AUTONOMIC NERV. SYS B. THE SYMPATHETIC DIV OF AUTONOMIC NERV SYS C. THE SOMATIC DIV OF PERIPHERAL | B. THE SYMPATHETIC DIVISION OF THE AUTONOMIC NERVOUS SYSTEM |
| JENNY HAS BROWN HAIR, BLUE EYES AND IS 5FT. SHE IS ALLERGIC TO CATS & ENJOYS SPORTS. WHICH TERM IS USED FOR THIS DESCRIPTION: A. GENOTYPE B. PHENOTYPE C. SOMATOTYPE | B. PHENOTYPE |
| WHICH IS THE DEF OF THE ABSOLUTE THRESHOLD: A. THE STIUMULS INTENSITY THAT CAN BE DETECTED 100% OF THE TIME B, THE STIMULUS INTENSITY THAT CAN BE DETECTED 50% OF THE TIME C. THE MIN AMOUNT OF DIFF IN INTENSITY NEEDED TO TELL 2 STIMULI APART | B. THE STIMULUS INTENSITY THAT CAN BE DETECTED 50% OF THE TIME |
| FOR SOMEONE TONE-DEAF, MUSICAL NOTES MUST BE VERY DIFF TO TELL THEM APART. WHICH MUST BE LARGER FOR A TONE-DEAF PERSON COMPARED TO PERSON WITH NORMAL AUDITORY PERCEPTION: A. RELATIVE THRESHOLD B. THE JUST-NOTICEABLE DIFF C. THE FECHNER FRACTION | B. THE JUST NOTICEABLE DIFFERENCE |
| WHICH PAIR INCLUDES BOTH STIMULANT AND DEPRESSANT: A. CAFFEINE, AMPHETAMINES B. ALCOHOL, BARBITUATES C. COCAINE, ALCOHOL D. MESCALINE, BARBITUATES | C. COCAINE, ALCOHOL |
| ACCORDING TO HILGARD, HYPNOSIS SPLITS CONSCIOUSNESS IN TWO STREAMS. ONE STREAM IN COMMUNICATION WITH HYNOTIST AND EXTERNAL WORLD, THE OTHER IS HIDDEN OBSERVER. WHAT IS THIS CALLED: A. HIGHWAY HYPNOSIS B. DIVIDED CONSCIOUSNESS C. DISSOCIATION D. NONE | C. DISSOCIATION |
| DESCRIBES THE ACTIONS OR OPERATIONS THAT WILL BE USED TO MEASURE OR CONTROL A VARIABLE: A. HYPOTHESIS B. OPERATIONAL DEFINITION C. THEORY D. NONE OF THE ABOVE | B. OPERATIONAL DEFINITION |
| A CONDITION OR EVENT AN EXPERIMENTER VARIES IN ORDER TO SEE ITS IMPACT ON ANOTHER VARIABLE: A., DEPENDENT VARIABLE B. INDEPENDENT VARIABLE C. EXPERIMENT D. OPERATIONAL DEFINITION | B. INDEPENDENT VARIABLE |
| THE VARIABLE THAT IS THOUGHT TO BE AFFECTED BY MANIPULATION OF TEH OTHER VARIABLE: A. DEPENDENT VARIABLE B. INDEPENDENT VARIABLE | A. DEPENDENT VARIABLE |
| ANY VARIABLES OTHER THAN IV THAT SEEM LIKELY TO INFLUENCE THE DV IN A SPECIFIC WAY: A. CONFOUND VARIABLE B. EXTRANEOUS VARIABLE | B. EXTRANEOUS VARIABLE |
| OCCURS WHEN TWO VARIABLES ARE LINKED TOGETHER IN A WAY THAT MAKES IT DIFFICULT TO SORT OUT THEIR SPECIFIC EFFECTS: A. EXTRANEOUS VARIABLES B. CONFOUNDING VARIABLES | B. CONFOUNDING VARIABLES |
| OCCURS WHEN A SUBJECT'S BEHAVIOUR IS ALTERED BY THE PRESENCE OF AN OBSERVER: A. REACTIVITY B. EXPERIMENTER BIAS | A. REACTIVITY |
| RESEARCHERS RELY ON _ RESEARCH WHEN THEY ARE UNABLE TO MANIPULATE THE VARIABLES THEY WANT TO STUDY: A. DESCRIPTIVE/CORRELATIONAL RESEARCH B. EXPERIMENTS C. OBSERVATION D. NONE OF THE ABOVE | A. DESCRIPTIVE/CORRELATIONAL RESEARCH |
| 3 MEASURES OF CENTRAL TENDENCY: | MEAN, MEDIAN, MODE |
| REFERS TO HOW MUCH THE SCORES IN A DATA SET VARY FROM EACH OTHER AND FROM THE MEAN: A. VARIABILITY B. NORMAL DISTRIBUTION C. PERCENTILE SCORE D. NONE OF THE ABOVE | A. VARIABILITY |
| INDICATES THAT TWO VARIABLES CO-VARY IN THE OPPOSITE DIRECTION: A. POSITIVE CORRELATION B. NEGATIVE CORRELATION | B. NEGATIVE CORRELATION |
| INDICATES TWO VARIABLES CO-VARY IN THE SAME DIRECTION: A. NEGATIVE CORRELATION B. POSITIVE CORRELATION | B. POSITIVE CORRELATION |
| INDIVIDUAL CELLS IN THE NERVOUS SYSTEM THAT RECEIVE, INTEGRATE, AND TRANSMIT IFORMATION: A. DENDRITES B. NEURONS C. SOMA D. ALL OF THE ABOVE | B. NEURONS |
| CELLS FOUND THOURGHOUT THE NERVOUS SYSTEM THAT PROVIDE VARIOUS TYPES OF SUPPORT FOR NEURONS: A. GLIA B. SOMA C. DENDRITES D. AXONS | A. GLIA |
| THE CELLS IN THE NERVOUS SYSTEM FALL INTO 2 MAJOR CATEGORIES: A. GLIA AND NEURONS B. AFFERENT AND EFFERENT C. SOMA AND DENDRITES | A. GLIA AND NEURONS |
| CHEMICALS THAT TRANSMIT INFO FROM ONE NEURON TO ANOTHER: A. SYNAPSE B. NEUROTRANSMITTERS C. RECEPTORS D, ALL OF THE ABOVE | B. NEUROTRANSMITTERS |
| LIKE MAINTENANCE PERSONNEL WHO KEEP THINGS CLEAN AND IN WORKING ORDER SO OPERATIONS CAN PROCEED: A. TERMINAL BUTTON B. SYNAPSE C. MYELIN D. GLIA | D. GLIA |
| LIKE A NOZZLE AT THE END OF A HOSE FROM WHICH WATER IS SQUIRTED: A. AXON B. SYNAPSE C. DENDRITE D. TERMINAL BUTTON | D. TERMINAL BUTTON |
| LIKE A RAILROAD JUNCTION WHERE TWO TRAINS MAY MEET: A. SOMA B. DENDRITE C. NEURON D. SYNAPSE | D. SYNAPSE |
| A TRANSMITTER INVOLVED IN REGULATION OF SLEEP, EATING, AGGRESSION: A. SEROTONIN B. ENDORPHINS C. DOPAMINE D. ACETYLCHOLINE | A. SEROTONIN |
| TWO MONOAMINES LINKED TO DEPRESSION: A. NOREPINEPHRINE B. SEROTONIN C. DOPAMINE D. ACETYLCHOLINE | A. NOREPINEPHRINE B. SEROTONIN |
| NEUROTRANSMITTER FOR WHICH ABNORMAL LEVELS HAVE BEEN IMPLICATED IN SCHIZOPHRENIA: A. DOPAMINE B, SEROTONIN | A. DOPAMINE |
| INFORMATION IS RECEIVED AT THE _ , IS PASSED THROUGH THE _ AND ALONG THE _ , AND IS TRANSMITEED TO THE _ OF OTHER CENLLS AT MEETING POINTS CALLED _. CHOOSE: SYNAPSES, AXON, DENDRITES, SOMA. | DENDRITE, SOMA, AXON, DENDRITES, SYNAPSES. |
| THE NEURON THAT SENDS A SIGNAL ACROSS THE GAP IS CALLED THE _ AND THE NERUON THAT RECEIVES THE SIGNAL IS CALLED THE _. | PRESYNAPTIC NEURON POSTSYNAPTIC NEURON |
| THE MICROSCOPIC GAP BETWEEN THE TERMINAL BUTTON OF ONE NEURON AND THE CELL MEMBRANE OF ANOTHER NEURON: A. DENDRITE B. PRESYNAPTIC NEURON C. SYNAPTIC CLEFT D. NONE OF THE ABOVE | C. SYNAPTIC CLEFT |
| _ REFERS TO A PERSON'S GENETIC MAKEUP. | GENOTYPE |
| _ REFERS TO THE WAYS IN WHICH A PERSON'S GENOTYPE IS MANIFESTED IN OBSERVABLE CHARACTERISTICS: | PHENOTYPE |
| EVOLUTIONARY THEORY; AN INHERITED CHARACTERISTIC THAT INCREASED IN A POP (THROUGH NATURAL SELECTION) BECAUSE IT HELPED SOLVE A PROBLEM OF SURVIVAL OR REPRODUCTION DURING THE TIME IT EMERGED: A. ADAPTATIONS B. MUTATIONS C. FITNESS D. GENETIC DRIFT | A. ADAPTATIONS |
| A DIVIDING POINT BETWEEN ENERGY LEVELS THAT DO AND DO NOT HAVE A DETECTABLE EFFECT: A. SENSATION B. STIMULUS INTENSITY C. THRESHOLD D. STIMULATION | C. THRESHOLD |
| FECHNER;THE SMALLEST DIFFERENCE IN THE AMOUNT OF STIMULATION THAT A SPECIFIC SENSE CAN DETECT: A. THRESHOLD B. JUST NOTICEABLE DIFFERENCE C. ABSOLUTE THRESHOLD D. STIMULUS | B. JUST NOTICABLE DIFFERENCE |
| A COLLECTION OF AXONS THAT CONNECT THE EYE WITH THE BRAIN: A. RETINA B. RECEPTIVE FIELD C. OPTIC NERVE D. FOVEA | C. OPTIC NERVE |
| A GRADUAL DECLINE IN SENITIVITY DUE TO PROLONGED STIUMULATION OF THE SENSES: A. PERCEPTION B. SENSORY ADAPTATION C. SUBLIMINAL STIMULATION D. JUST NOTICEABLE DIFFERENCE | B. SENSORY ADAPTATION |
| FEATURE ANALYSIS ASSUMES THAT FORM PERCEPTION INVOLVES A PROGRESSION FROM INDIVIDUAL ELEMENTS TO THE WHOLE: A. VISUAL IMPUT B. PERCEPTUAL SET C. BOTTOM-UP PROCESSING D. NONE OF THE ABOVE | C. BOTTOM UP PROCESSING |
| THERE IS AMPLE EVIDENCE THAT PERCEPTIONS OF FORM FREQUENTLY INVOLVE A PROGRESSION FROM THE WHOLE TO THE ELEMENTS: A. TOP DOWN PROCESSING B. BOTTOM UP PROCESSING C. FEATURE ANALYSIS D. NONE OF THE ABOVE | A. TOP DOWN PROCESSING |
| IS TOP DOWN OR BOTTOM UP PROCESSING AT WORK IN THE PRINCIPLES OF FORM PERCEPTION DESCRIBED BY THE GESTALT PSYCHOLOGISTS? | TOP DOWN PROCESSING |
| THEMES: PSYC IS EMPIRICAL, IS THEORETICALLY DIVERSE, EVOLVES IN A SOCIOHISTORICAL CONTEXT BEH IS DETERMINED BY MULTIPLE CAUSES BEH IS SHAPED BY CULT & HERITAGE HEREDITY & ENV JOINTLY INFLUENCE BEHAVIOUR PEOPLE'S EXP OF THE WORLD IS SUBJECTIVE | |
| DECREASED LEVELS OF THIS TRANSMITTER ARE IMPLICATED IN PARKINSON'S DISEASE: A. DOPAMINE B. SEROTONIN C. ENDORPINES D. GABA | DOPAMINE |
| LEADER IN STRUCTURALISM: A. WILLIAM JAMES B. JOHN WATSON C. EDWARD TITCHNER D. ALL OF THE ABOVE | C. EDWARD TITCHNER |
| WHAT IS THE ROLE OF HAIR CELLS FOUND ON THE BASILAR MEMBRANE OF THE EAR: A. THE VIBRATE AND MAKE A NOICE THAT IS PERCEIVED BY THE EAR DRUM B. THEY CONVERT PHYSICAL SOUND STIMULATION INTO NEURAL IMPULSES | B. THEY CONVERT PHYSICAL SOUND STIMULATION INTO NEURAL IMPULSES A |
| A TYPE OF LEARNING IN WHICH A STIMULUS ACQUIRES THE CAPACITY TO EVOKE A RESPONSE THAT WAS ORIGINALLY EVOKED BY ANOTHER RESPONSE: A. OPERANT CONDITIONING B. CLASSICAL CONDITIONING C. LEARNING D. ALL OF THE ABOVE | B. CLASSICAL CONDITIONING |
| IF A RESPONSE IS EXTINGUISHED IN A DIFFERENT ENVIRONMENT THAN IT WAS ACQUIRED, THE EXTINQUISHED RESPONSE WILL REAPPEAR IF ANIMAL IS RETURNED TO ORIG ENV WHERE ACQUISITION TOOK PLACE: | RENEWAL EFFECT |
| ONE OF THE REASONS WHY CONDITIONED FEARS AND PHOBIAS ARE DIFFICULT TO EXTINGUISH PERMANENTLY: A. RENEWAL EFFECT B. SPONTANEOUS RECOVERY C. STIMULUS GENERALIZATION D. NONE OF THE ABOVE | A. RENEWAL EFFECT |
| IN WHICH A CONDITIONED STIMULUS FUNCTIONS AS IF IT WERE AN UNCONDITIONED STIMULUS: A. HIGHER ORDER CONDITIONING B. STIMULUS GENERALIZATION C. RENEWAL EFFECT D. STIMULUS CONTIGUITY | A. HIGHER ORDER CONDITIONING |
| AN ORGANISM ACQUIRES A RESPONSE THAT decreases OR ends SOME AVERSIVE STIMULATION: A. ESCAPE LEARNING B. AVOIDANCE LEARNING C. GENERALIZATION D. NEGATIVE REINFORCEMENT | A. ESCAPE LEARNING |
| AN ORGANISM ACQUIRES A RESPONSE THAT prevents SOME AVERSIVE STIMULATION FROM OCCURRING: A. AVOIDANCE LEARNING B. ESCAPE LEARNING C. POSITIVE REINFORCEMENT D. NEGATIVE REINFORCEMENT | A. AVOIDANCE LEARNING |
| 4 PROCESSES OF OBSERVATIONAL LEARNING ACCORDING TO BANDURA: ARRM | ATTENTION, RETENTION, REPRODUCTION, MOTIVATION |
| A MEASURE OF RETENTION THAT REQUIRES A SUBJECT TO MEMORIZE INFO A SECOND TIME TO DETERMINE HOW MUCH TIME OR HOW MANY PRACTICE TRIALS ARE SAVED BY HAVING LEARNED IT BEFORE: A. RELEARNING B. RECOGNITION MEASURE C. RECALL MEASURE D. ALL OF THE ABOVE | A. RELEARNING |
| A MEASURE OF RETENTION THAT REQUIRES SUBJECTS TO SELECT PREVIOUSLY LEARNED INFO FROM AN ARRAY OF OPTIONS: A. RECALL MEASURE B. RECOGNITION MEASURE C. RELEARNING D. ALL OF THE ABOVE | B. RECOGNITION MEASURE |
| THE AREA OF LANGUAGE CONCERNED WITH UNDERSTANDING THE MEANING OF WORDS AND WORD COMBINATIONS: A. SYNTAX B. SEMANTICS C. PHONEMES D. MORPHEMES | B. SEMANTICS |
| A GUIDING PRINCIPLE OR RULE OF THUMB USED IN SOLVING PROBLEMS OR MAKING DECISIONS: A. ALGORITH B. PROBLEM SPACE C. HEURISTIC D. ANALOGIES | C. HEURISTIC |
| A FLUID FILLED COILED TUNNEL THAT CONTAINS THE RECEPTORS FOR HEARING; A. MIDDLE EAR B. EARDRUM C. COCHLEA D. BASILAR MEMBRANE | C. COCHLEA |
| RUNS THE LENGTH OF THE SPIRALLED COCHLEA AND HOLDS THE AUDITORY RECEPTORS: A. HAIR CELLS B. OSSICLES C. BASILAR MEMBRANE D. EARDRUM | C. BASILAR MEMBRANE |
| A TINY SPOT IN THE CENTRE OF THE RETINA THAT CONTAINS ONLY CONES; VISUAL ACUITY IS GREATEST AT THIS SPOT: A. IRIS B. FOVEA C. PUPIL D. RETINA | B. FOVEA |
| SYNAPTIC VESSICLES CONTAIN: A. GLIA B. GABA C. NEUROTRANSMITTERS D. NONE OF THE ABOVE | C. NEUROTRANSMITTERS |
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