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Psychology 109 -Test Questions
With Correct Answers
Dependent |Variable |(DV) |- |CORRECT |ANSWER✔✔-The | measure |of |the |behaviour |the |experimenter |is |interested |in. |It |goes |on |the |y |axis |of |the |graph. Independent |Variable |(IV) |- |CORRECT |ANSWER✔✔-A | variable |manipulated |by |an |experimenter |to |see |if |it |affects | the |DV. |It |goes |on |the |x |axis |of |the |graph. Validity |- |CORRECT |ANSWER✔✔-Does |the |Dependent | Variable |actually |measure |what |the |experimenter |wants |it | to? |How |valid |is |the |measurement? Reliability |- |CORRECT |ANSWER✔✔-Will |you |get |the |same | results |if |you |measure |the |same |variable |again? |Are |you | able |to |replicate |the |results? Population |- |CORRECT |ANSWER✔✔-All |the |scores, |events, | etc |that |we're |interested |in.
Sample |- |CORRECT |ANSWER✔✔-A |subgroup |that |is | representative |of |the |whole |population. Sampling |Bias |- |CORRECT |ANSWER✔✔-Sample | misrepresents |population |in |a |systematic |way, |avoid |by | doing |random |sampling Sampling |Error |- |CORRECT |ANSWER✔✔-Results |of |repeated | samples |from |the |same |population |will |always |differ, | unavoidable, |but |you |can |minimise |it |by |using |bigger | samples. Observational |Study |- |CORRECT |ANSWER✔✔-Measure's | two |dependent |variables |and |their |relationship. |Can |claim | correlation |but |not |causation. |It |cannot |be |manipulated |or | controlled |by |the |experimenter. Experimental |Study |- |CORRECT |ANSWER✔✔-Manipulates | the |independent |variable |to |see |it's |effect |on |the |dependent |variable. |Can |imply |causation. Confounding |Variables |- |CORRECT |ANSWER✔✔-Alternative | explanations |of |the |results |found |other |than |the | independent |variable.
results |only |once |by |chance |therefore |it |is |probably |not |just | up |to |chance). Null |Hypothesis |(H0) |- |CORRECT |ANSWER✔✔-There |is |no | real |effect, |results |obtained |just |by |chance |or |sampling | error. Alternative |(Experimental) |Hypothesis |(H1) |- |CORRECT | ANSWER✔✔-There |is |a |real |effect, |results |not |obtained |just | by |chance |or |sampling |error. Standard |Deviation |- |CORRECT |ANSWER✔✔-A |quantity |that | expresses |by |how |much |the |variables |of |a |group |differ |from | the |mean |value |for |the |group. |If |the |scores |are |all |the |same, | there |is |no |variability, |the |standard |deviation |is |0. |If |there's | a |lot |of |variability |the |standard |deviation |gets |larger. Blinding |- |CORRECT |ANSWER✔✔-The |practice |of |keeping | patients |in |the |dark |as |to |whether |they |are |receiving |a | placebo |or |not. T-Test |- |CORRECT |ANSWER✔✔-A |test |that |compares |the | difference |between |means |with |the |variability |or |standard | error: |sample |one |mean |minus |sample |two |mean |and |divide |by |the |standard |error.
Control |Group |- |CORRECT |ANSWER✔✔-The |group |in |an | experiment |that |doesn't |receive |a |treatment |and |the | experiment |group |is |compared |to. Single |Blinding |Test |- |CORRECT |ANSWER✔✔-When |one | group |is |given |a |treatment |and |another |is |given |a |placebo | but |neither |know |which |they |are |given. Double |Blinding |Test |- |CORRECT |ANSWER✔✔-When |neither | the |subjects |nor |the |experimenter |know |who |has |the | placebo |or |real |treatment |when |they |give |it |to |them. Frequency |Distribution |- |CORRECT |ANSWER✔✔-Drawing | the |number |of |times |each |score |occurs |in |the |sample | (frequency) |we |get |a |picture |of |the |sample |as |a |whole. | Frequency |distributions |can |differ |in |terms |of |their |location | or |average |value |and |in |terms |of |their |variability, |or |how | spread |out |they |are. Frequency |- |CORRECT |ANSWER✔✔-The |number |of |times | each |score |occurs |in |the |sample. ∑ |- |CORRECT |ANSWER✔✔-Sigma, |signals |to |add |all |of |these | up.
Learning |- |CORRECT |ANSWER✔✔-Long-lasting |changes |in | behaviour |that |are |caused |by |environmental |events. How |do |we |study |learning? |- |CORRECT |ANSWER✔✔-We |look |for |orderly, |lawful |relationships |between |behaviour |and | environment. |And |through |using |stimulus, |response |and | reinforce's. Why |do |we |study |learning |the |way |we |do? |- |CORRECT | ANSWER✔✔-We |study |learning |through |experiments |using | animals |because |it |is |easier |to |simplify |and |control | environment |with |animal |subjects |and |an |animal's | behaviour |is |probably |not |affected |by |our |observing |it. Operant |Conditioning |- |CORRECT |ANSWER✔✔-Learning |an | association |between |a |response |and |its |consequences. Operant |behaviour |- |CORRECT |ANSWER✔✔-Behaviour | controlled |by |its |consequences. What |is |one |method |of |creating |a |new |behaviour? |- | CORRECT |ANSWER✔✔-Shaping/The |method |of |successive | approximations.
Law |of |Effect |- |CORRECT |ANSWER✔✔-A |fundamental |law |of | behaviour |proposed |by |Thorndike, |that |if |a |response |is | followed |by |a |favourable |consequence, |the |response |will |be | more |likely |to |occur |again. Contingency |- |CORRECT |ANSWER✔✔-The |response |causes | the |reinforcer. Shaping |- |CORRECT |ANSWER✔✔-Reinforce |closer |and | closer |approximations |to |the |response |we |want |to |produce | and |gradually |refine |and |narrow |the |operant |class |that |is | needed |for |a |reinforcer |to |be |given. Satiates |- |CORRECT |ANSWER✔✔-When |there |is |too |many | reinforcers |and |the |subject |loses |interest |in |reinforcer. Positive |Contingency |- |CORRECT |ANSWER✔✔-When | something |is |added |to |the |environment. Negative |Contingency |- |CORRECT |ANSWER✔✔-When | something |is |removed |from |the |environment. Reinforcer |- |CORRECT |ANSWER✔✔-If |the |contingency | increases |behaviour. |A |favourable |consequence, |therefore |
Primary |Reinforcer |- |CORRECT |ANSWER✔✔-Can |reinforce | behaviour |because |of |their |innate |biological |significance. Secondary |Reinforcer |- |CORRECT |ANSWER✔✔-Something | that |originally |had |no |value |but |does |now |through |learning | and |being |paired |with |primary |reinforcer. Continuous |Reinforcement |- |CORRECT |ANSWER✔✔-Every | response |reinforced. Intermittent |Reinforcement |- |CORRECT |ANSWER✔✔-Only | some |responses |reinforced, |usually |according |to |a |rule | called |a |schedule |of |reinforcement. 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✔✔-Probably |because |the |transition |to | extinction |is |harder |to |detect |for |the |intermittent |group. Schedules |of |Reinforcement |- |CORRECT |ANSWER✔✔-Rules | that |specify |when |a |response |will |be |reinforced.
Fixed |Ratio |(FR) |Schedule |and |the |patterns |of |behaviour |it | produces |- |CORRECT |ANSWER✔✔-Reinforcement |is | contingent |on |the |last |of |a |fixed |number |of |responses | emitted |since |the |last |reinforcer: |e.g. |FR | 5 |means |every |fifth |response |is |reinforced. |This |produces |a |burst |and |break/pause |pattern |of |response. Variable |Ratio |(VR)Schedule |and |the |patterns |of |behaviour | it |produces |- |CORRECT |ANSWER✔✔-Reinforcement |is | contingent |on |the |last |of |a |variable |number |of |responses | emitted |since |the |last |reinforcer: |take |an |average |of |the | ratio |of |responses: |e.g. |VR | 10 |means |every |tenth |response, | on |average, |is |reinforced. |This |produces |a |high |constant | rate |of |response |with |no |pauses. Fixed |Interval |(FI) |Schedule |and |the |patterns |of |behaviour |it | produces |- |CORRECT |ANSWER✔✔-A |response |is |reinforced | after |a |fixed |amount |of |time |has |elapsed |since |the |last | reinforcer: |e.g., |FI | 15 |s |means |a |response |will |be |reinforced | when | 15 |s |has |elapsed |since |the |last |reinforcer. |This | produces |a |pattern |of |behaviour |with |a |pause |after |the | reinforcer |is |delivered |but |then |the |behaviour |continues |to | rise |closer |to |the |fixed |time. Variable |Interval |(VI) |Schedule |and |the |patterns |of | behaviour |it |produces |- |CORRECT |ANSWER✔✔-A |response |
a |failure |to |discriminate |the |lack |of |contingency |so |the | behaviour |continues. Stimulus |Control |- |CORRECT |ANSWER✔✔-The |things |in |the | environment |that |tell |us |which |behaviours |are |likely |to |be | reinforced |and |that |controls |behaviours |along |side |the | consequences. Compound |Stimulus |- |CORRECT |ANSWER✔✔-Stimuli |made | up |of |elements |from |more |than |one |dimension. How |do |you |test |for |selective |stimulus |control? |- |CORRECT | ANSWER✔✔-By |using |a |transfer |test, |present |each |element | of |the |compound |training |stimuli |separately |and |measure | responses |to |each. How |do |we |investigate |concept |formation? |- |CORRECT | ANSWER✔✔-By |using |MTS |(Matching |to |sample) |procedure, |such |as |Herrnstein |and |Loveland |(1975) |or |Lubow |by |asking |animals |to |identify |things |such |as |pigeons |as |a |bunch |of | different |photo's. Concept |Formation |- |CORRECT |ANSWER✔✔-Concept |only | formed |if |animal |learns |both |that |it |should |peck |the | matching |stimulus |and |shouldn't |peck |the |non-matching | stimulus.
Rules |- |CORRECT |ANSWER✔✔-If |sample |was |green, |peck | green |comparison; |if |sample |was |red, |peck |red |comparison | but |not |understanding |the |concept |of |pecking |the |same | thing. Classical |Conditioning |- |CORRECT |ANSWER✔✔-Learning |an | association |between |two |stimuli Operant |Conditioning |- |CORRECT |ANSWER✔✔-Learning |an | association |between |a |response |and |its |consequence Amplitude |- |CORRECT |ANSWER✔✔-An |important |(but |not | the |only) |determinant |of |perceived |brightness Wavelength |- |CORRECT |ANSWER✔✔-Frequency, |an | important |(but |not |the |only) |determinant |of |perceived | colour Eye |Sensitivity |- |CORRECT |ANSWER✔✔-Only |a |tiny |portion | of |the |electromagnetic |spectrum: |about | 360 |to |about | 750 | nm Cones |- |CORRECT |ANSWER✔✔-Cells |specialized |for | daytime |vision |and |responsible |for |colour |vision
Gestalt |Psychology |- |CORRECT |ANSWER✔✔-Adopted |a | holistic |approach |to |visual |perception |look |at |the |overall | perceptual |organisation. Emphasis |on |overall |organisation |rather |than |individual | objects |and |rules. Principle |of |proximity |- |CORRECT |ANSWER✔✔-Elements | that |seem |close |together |we |associate |them |as |belonging | together. Principle |of |similarity |- |CORRECT |ANSWER✔✔-Common | features |we |see |them |as |belonging |together. Principle |of |Continuity |- |CORRECT |ANSWER✔✔-If |edges | group |together |to |form |a |shape |we |tend |to |do |that |naturally |-join |up |separate |things |in |order |to |make |a |coherent |shape Principle |of |closure |- |CORRECT |ANSWER✔✔-Relates |to |just | getting |partial |views |because |we |can't |see |it |we |tend |to |fill | in |the |gaps |-in |order |to |see |something |that |would |make | sense Monocular |and |binocular |cues |for |depth |- |CORRECT | ANSWER✔✔-Hermann |von |Helmholtz |thought |that |there |
were |two |different |types |of |cues |for |inferring |depth |in |the | world. |Perceptual |system |(i.e. |the |brain) |uses |cues |in |the |2D |image |to |infer |3D |layout |of |a |scene. Binocular |Convergence |- |CORRECT |ANSWER✔✔-If |we |want | to |focus |on |something |close |your |eyes |have |to |rotate |to |see | it, |the |brain |senses |that |and |it |gives |us |a |clue |about |depth. Binocular |disparity |- |CORRECT |ANSWER✔✔-Each |eyes |gets | a |slightly |different |view |of |the |world |due |to |being |in |slightly | different |places. |The |brain |uses |this |disparity |to |compute | relative |distance. Occlusion |- |CORRECT |ANSWER✔✔-The |visual |system | adopts |the |simplest |hypothesis, |so |if |an |object |is |occluding | another |it |is |perceived |to |be |in |front |of |the |one |behind. Linear |Perspective |- |CORRECT |ANSWER✔✔-Straight |lines | go |in |together |gives |the |perception |of |a |receding |surface: | conveys |depth. The |Ames |Room |- |CORRECT |ANSWER✔✔-A |room |that |if |you | look |at |it |from |one |particular |point |of |view |it |looks | completely |square |but |if |someone |walks |into |the |room |it | looks |different: |its |not |the |back |in |one |side |is |far |away |and | one |side |is |close.
Brightness |Constancy |- |CORRECT |ANSWER✔✔-The | tendency |for |a |visual |object |to |be |perceived |as |having |the | same |brightness |under |widely |different |conditions |of | illumination. Feature |detectors |- |CORRECT |ANSWER✔✔-Hubel |& |Wiesel | discovered |the |visual |cortex |detects |features |(Primitive | features, |edges, |colour, |movement) What |are |the |two |visual |pathways? |- |CORRECT |ANSWER✔✔- The |ventral |visual |stream |and |the |dorsal |visual |stream. Ventral |visual |stream |- |CORRECT |ANSWER✔✔-Goes |to |the | infrotemporal |cortex, |and |encodes |what |is |in |front |of |you. Dorsal |visual |stream. |- |CORRECT |ANSWER✔✔-Goes |to |the | posterior |parietal |cortex |and |picks |up |where |things |are. Visual |Agnosia |- |CORRECT |ANSWER✔✔-When |there |are | brain |lesions |in |'what' |pathway |people |cannot |recognize | images |from |just |looking |at |them |but |they |know |where |an | object |is.
Optic |Ataxia |- |CORRECT |ANSWER✔✔-When |there |are |brain | lesions |in |'where' |pathway |people |can |recognize |common | objects |but |are |unable |to |reach |or |point |accurately |or |tell | you |where |things |are |-can't |pick |things |up |through |vision. What |are |the |two |forms |of |visual |attention? |- |CORRECT | ANSWER✔✔-Reflexive |attention |and |voluntary |attention Voluntary |attention |- |CORRECT |ANSWER✔✔-Searching |for |a |combination |of |features: |Time |consuming, |item-by-item | search: |Attention |as |a |mental |spotlight. Reflexive |attention |- |CORRECT |ANSWER✔✔-Automatic | capture |of |attention |by |salient |features Attention |- |CORRECT |ANSWER✔✔-At |any |instant |a |myriad |of |stimuli |arrive |at |our |sensory |receptors |-need |a |way |of | filtering |everything |else |out |and |focus |on |the |one |thing |you | want |to |pay |attention |to. Forms |of |transient |blindness |- |CORRECT |ANSWER✔✔- Change |blindness |and |inattentional |blindness. Inattentional |blindness |- |CORRECT |ANSWER✔✔-The |failure | to |perceive |an |object |that |would |normally |be |clearly |visible, |
