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psych 109 Exam Questions With
Complete Solutions
define |learning |- |CORRECT |ANSWER✔✔-long |lasting | changes |in |behaviour |that |are |by |environmental |events | (not |drugs, |surgery |or |maturation) why |do |we |study |learning? |- |CORRECT |ANSWER✔✔-want |to | know |why |we |behave |the |way |we |do, |and |how |to |change | behaviours why |do |we |use |animals |in |experiments |on |learning? |- | CORRECT |ANSWER✔✔--behaviour |is |made |of |the |same | simple |elements |as |humans -easier |to |simplify |and |control |environment |and |learning | history -behaviour |not |affected |by |us |watching -it |is |effective state |the |law |of |effect |- |CORRECT |ANSWER✔✔-If |a |response | is |followed |by |a |favourable |consequence/reinforcer, |the response |will |be |more |likely |to |occur |again
Describe |Thorndike's |puzzle |box |- |CORRECT |ANSWER✔✔-if | a |cat |in |Thorndike's |puzzle |box |pulls |the rope |(response) |and |escapes |(reinforcer), |it |will be |more |likely |to |pull |the |rope |again. |Latency |to |escape | decreased |with |training what |is |shaping |in |operant |conditioning? |- |CORRECT | ANSWER✔✔-Reinforce |closer |and |closer |approximations |to | the |response |we |want, |then |gradually |refining |and | narrowing |the |operant |class |on |which |reinforcement |is | contingent what |happens |if |you |give |too |many/ |too |few |reinforcers |in | shaping |- |CORRECT |ANSWER✔✔--too |many= |animal | satiates/ |loses |interest -too |few= |animal |stops |responding what |is |operant |conditioning |- |CORRECT |ANSWER✔✔- learning an |association |between |a |response |and |its |consequences what |is |operant |behaviour |- |CORRECT |ANSWER✔✔- behaviour |controlled |by |its consequences |(what |follows |the |behaviour)
what |does |extinction |do |to |behaviour |- |CORRECT | ANSWER✔✔-If |a |response |used |to |be |followed |by | reinforcement, |but |reinforcement |stops, |the |response |will | be |less |likely |to |happen |again define |primary |reinforcer |- |CORRECT |ANSWER✔✔-reinforce | behaviour |because |of |their |innate |biological |significance= | food, |warmth, |escape |from |pain define |secondary |reinforcers |- |CORRECT |ANSWER✔✔- previously |neutral |stimuli |that |have |acquired |reinforcing | properties |by |being |paired |with |primary |reinforcers |in |the | organism's |history |e.g |saying |good |dog |is |followed |by |food. | aka |conditioned |reinforcers what |is |intermittent |reinforcement |- |CORRECT |ANSWER✔✔- only |some |responses |reinforced, |usually |with |a |schedule |of | reinforcement what |is |the |partial |reinforcement |effect |- |CORRECT | ANSWER✔✔-Responding |maintained |by |intermittent | reinforcement |persists |much |longer |during |extinction |than | continuously |reinforced |responding
why |does |the |partial |reinforcement |effect |occur |- |CORRECT | ANSWER✔✔-transition |to |extinction |harder |to |detect |when | you |were |intermittently |reinforced what |are |ratio |schedules |- |CORRECT |ANSWER✔✔-Rules | based |on |the |number |of |responses |emitted. |can |be |fixed | (response |reinforced |after |fixed |number |of |reinforcers |has | been |emitted |since |last |reinforcer) |or |variable. what |are |interval |schedules |- |CORRECT |ANSWER✔✔-Rules | based |on |elapsed |time. |can |be |fixed |(response |reinforced | when |fixed |period |of |time |has |elapsed |since |last |reinforcer) | or |variable. what |is |DRO |schedule |- |CORRECT |ANSWER✔✔-Differential | Reinforcement |of |Other |Behavior. |reinforcer |delivered |when |fixed |amount |of |time |has |elapsed |since |last |response. | explicitly |reinforces |non-responding. |eliminates |behaviour | better |than |extinction. what |is |FT |schedule |- |CORRECT |ANSWER✔✔-reinforcer | delivered |when |fixed |amount |of |time |has elapsed |since |last |reinforcer. |like |FI |but |no |response | required
describe |The |Matching-to-Sample |(MTS) |procedure |- | CORRECT |ANSWER✔✔--sample |stimulus |presented -response |to |sample |switches |it |off, |produces |comparisons | (choice |face) -response |to |comparison |that |matches |sample |is |reinforced how |would |you |test |for |concept |formation |in |animals |- | CORRECT |ANSWER✔✔-after |training |MTS, |present |novel | stimuli. |animals |should |learn |to |peck |matching |stimulus, | and |not |peck |non-matching |stimulus define |classical |conditioning |- |CORRECT |ANSWER✔✔- learning |an |association |between |two |stimuli. |response | elicited |by |stimulus. |aka |respondent |conditioning what |is |an |unconditioned |stimulus |- |CORRECT |ANSWER✔✔- evolutionary |important |stimulus |e.g |food what |is |an |unconditioned |response |- |CORRECT |ANSWER✔✔- an |unlearned, |automatic |behavior |to |a |stimulus |e.g | salivation |to |food what |is |a |conditioned |stimulus |- |CORRECT |ANSWER✔✔-a | previously |neutral |stimulus |that, |after |becoming |associated
|with |the |unconditioned |stimulus, |eventually |comes |to | trigger |a |conditioned |response |e.g |bell what |is |a |conditioned |response |- |CORRECT |ANSWER✔✔-a | learned |response |to |a |conditioned |stimulus |e.g |salivation |to |bell what |is |the |best |way |to |do |respondent |conditioning |- | CORRECT |ANSWER✔✔-works |best |when |CS |slightly | precedes |US |by |~0.5 |sec. |repeat |CS-US |pairings | occasionally |or |CR |will |extinguish name |and |describe |the | 3 |components |of |memory |- | CORRECT |ANSWER✔✔--encoding= |info |enters |brain |(from | any |sensory |organ) -storage -retrieval= |out |of |long |term |memory what |are |some |things |that |can |go |wrong |at |each |component |of |memory |- |CORRECT |ANSWER✔✔--failure |to |encode -corruption |in |storage, |false |memory -retrieval |failure, |tip |of |tongue describe |the | 3 |stage |model |of |memory |- |CORRECT | ANSWER✔✔--environment |goes |into |sensory |memory
-episodic= |info |w/ |context, |feel |like |you |can |experience |the | memory describe |the |levels |of |memory |processing |- |CORRECT | ANSWER✔✔--craik |and |lockhart -shallow |(physical), |medium |(acoustic), |deep |(semantic) What |is |the |serial |position |effect? |- |CORRECT |ANSWER✔✔- our |tendency |to |recall |best |the |last |and |first |items |in |a |list. | early |goes |in |LTM, |late |goes |in |STM. what |is |explicit |memory |- |CORRECT |ANSWER✔✔-aka | declarative |memory. |consciously |accessible. |semantic |and | episodic. |retrieval |can |break |down |(TOT) what |is |implicit |memory |- |CORRECT |ANSWER✔✔-aka |non | declarative |memory. |not |consciously |accessible. |habits, | skills, |priming what |is |priming |- |CORRECT |ANSWER✔✔-implicit |memory, | resulting |in |memory |being |accessed |quicker |or |more |fully what |makes |a |good |memory |cue |- |CORRECT |ANSWER✔✔- semantically |related |to |the |target |without |being |more | semantically |related |to |an |unrelated |target
what |is |state |dependent |retrieval |- |CORRECT |ANSWER✔✔- The |more |similar |the |context |of |retrieval |is |to |the |context |of | encoding |the |easier |retrieval |will |be what |are |the | 2 |kinds |of |memory |retrieval |- |CORRECT | ANSWER✔✔--recall: |info |brought |of |LTM |intentionally. |free | or |cued. -recognition: |info |brought |out |of |LTM |to |compare |with |new | info. |may |not |be |accessible |w/o |external |help aided |by |priming |or |cueing how |can |false |memories |occur |- |CORRECT |ANSWER✔✔- errors |in |reconstructing |memory |from |storage define |amnesia |- |CORRECT |ANSWER✔✔-Loss |of | autobiographical, |or |episodic, |memory |bc |of |issues |w | temporal |lobes |and |hippocampus. |Retention |of |working |and |implicit |memory. Define |anterograde |amnesia |- |CORRECT |ANSWER✔✔-can't | form |new |memories |e.g |clive |wearing. |procedural |memory | retained.
define |schema |- |CORRECT |ANSWER✔✔-cognitive | structures |that |help |us |perceive, |organize, |process, |and |use |information. |mental |representation |of |how |world |works. define |flashbulb |memory |- |CORRECT |ANSWER✔✔-a |vivid | memory |of |an |emotionally |significant |moment |or |event. | coloured |by |emotional |state, |still |prone |to |forgetting why |is |forgetting |important |- |CORRECT | ANSWER✔✔-old/inaccurate |info |can |interfere |with |retrieval. |can't |live |in |the |moment what |are |ways |of |forgetting |- |CORRECT |ANSWER✔✔-- natural |decay -failure |to |encode -interference -intentional |forgetting which |brain |structure |is |responsible |for |memory |- |CORRECT | ANSWER✔✔-hippocampus why |are |emotional |memories |more |vivid |than |neutral | memories |- |CORRECT |ANSWER✔✔-amygdala |(emotions) |is | right |next |to |hippocampus
what |is |the |"memory |gene" |- |CORRECT |ANSWER✔✔-BDNF | (brain-derived |neurotrophic |factor). |met |and |val. |met |allele | performed |worse |on |episodic |memory |tests. what |did |the |loftus |car |experiment |show |- |CORRECT | ANSWER✔✔-language |can |alter |memory what |does |it |mean |by |faces |are |salient |- |CORRECT | ANSWER✔✔-faces |capture |our |attention, |we |are | predisposed |to |see |faces what |is |holistic |processing |- |CORRECT |ANSWER✔✔-faces | are |processed |as |indecomposable |wholes (i.e. |Gestalts). |we |find |it |hard |to |regard |individual |features | without |being |influenced |by |other |features |of |the |same | face. what |are |the | 2 |hypotheses |that |explain |how |we |have |the | ability |to |process |faces |holistically |- |CORRECT |ANSWER✔✔- domain |specific |and |perceptual |expertise/expert | hypothesis describe |the |domain-specific |hypothesis |and |evidence |for |it |- |CORRECT |ANSWER✔✔--nativist-ish
what |is |experimental |psychology |- |CORRECT |ANSWER✔✔- manipulating |inputs |to |the |brain, and |recording |the |resulting |voluntary |motor |outputs | (somatic |nervous |system). what |are |the |advantages |of |cognitive |psychophysiology |- | CORRECT |ANSWER✔✔-directly |measuring |from |ANS | removes |social |desirability, |provides |info |outside |of | conscious |awareness, |doesn't |require |any |input what |is |the |central |autonomic |network |- |CORRECT | ANSWER✔✔-internal |regulation |system |through |which | brain |controls |visceromotor, |neuroendocrine |and | behavioural |responses |critical |for |goal |directed |behaviour | and |adaptability. |regulates |context |dependent |behaviour what |is |the |relationship |between |heart |rate |variability |and | emotional |regulation |and |attentional |control |- |CORRECT | ANSWER✔✔-high |heart |rate |variability= |better |emotion | regulation |and |attentional |control define |emotion |regulation |- |CORRECT |ANSWER✔✔-ability |to |effectively |manage |and |respond |to |an |emotional |event
define |attentional |control |- |CORRECT |ANSWER✔✔-ability |to | effectively |filter |through |vast |amount |of |info |to |select | relevant |info |and |ignore |irrelevant |info define |cognitive |development |- |CORRECT |ANSWER✔✔-The | process |through |which |knowledge |is |acquired |and |problems |are |solved define |cognition |- |CORRECT |ANSWER✔✔-not |directly | observable, but |implied |from |behavior. |Perception, |Attention, |Memory, | Reasoning, |Problem |Solving describe |piaget's |work |- |CORRECT |ANSWER✔✔-- developmental |stage |theory -children |construct |understanding |of |world, |experience | discrepancies |between |what |they |know/discover, |then | adjust |ideas |accordingly. | -assimilation, |accomodation -4 |stages |of |development describe |social |development |theory |- |CORRECT | ANSWER✔✔-vygotsky -children |in |different |sociocultural |contexts
-concrete |operations |(7-11 |years) -formal |operations |(11+ |years) describe |the |sensorimotor |stage |- |CORRECT |ANSWER✔✔-- 0- -infants |starting |out |as |reflexive |beings, |sucking, |grasping -with |experience |fine |tune |reflexes |and |learn |to |interact | with |objects -object |permanence What |is |object |permanence? |- |CORRECT |ANSWER✔✔-the | awareness |that |things |continue |to |exist |even |when |not | perceived. |emerges |between |8-12 |months, |firm | understanding |by |2. describe |the |preoperational |stage |- |CORRECT |ANSWER✔✔-- 2- -can |mentally |represent |objects, |pretend |play |etc -but |egocentric |and |easily |fooled |by |perceptions |e.g | conservation |task what |is |the |conservation |task |and |why |do |preschoolers |fail | it |- |CORRECT |ANSWER✔✔-putting |same |amounts |of |liquid |in |different |shaped |glasses. |
-centration= |only |focusing |on |one |dimension |of |the | propblem |e.g |one |glass |is |taller. |unable |to |focus |on |width |as | well describe |the |Concrete |Operations |stage |- |CORRECT | ANSWER✔✔--7- -can |solve |all |kinds |of |conservation |tasks. |reversal. | -can |solve |problems |that |apply |to |concrete |events/ |objects
- |difficulty |with |hypothetical/abstract |thinking |e.g |knows |A | is |more |than |B |and |B |is |more |than |C, |but |doesn't |know |if |A |is | more |than |C describe |the |formal |operations |stage |- |CORRECT | ANSWER✔✔--11+ -can |solve |problems |mentally -hypothetical/abstract |thinking |emerges -metacognition, |reflection what |are |some |criticisms |of |piaget |- |CORRECT | ANSWER✔✔--overlooks |influence |of |cultural |and |social | groups -underestimates |children's |abilities= |children |can | understand |long |before |they |can |talk
