Exam 2

A  There is no such thing as a random thought, feeling, motive, or behavior.

B  All human behavior lies in the conciousness of self.

C  Diathesis of behavior lies in early childhood experiences

D  Majority of psychological processes (psyche) take place outside conscious awareness.

A  In classical conditioning, the behavior is involuntary, whereas in operant conditioning it is voluntary.

B  In classical conditioning, the behavior it voluntary, whereas in operant conditioning it is involuntary.

C  In classical conditioning, the behavior is not an indicator of learning, whereas in operant conditioning, it is an indicator of learning.

D  In classical conditioning, the behavior is an indicator of learning, whereas in operant conditioning the behavior is not an indicator of learning.

A  reality

B  morality

C  instinct

D  none of the above

A  a complex game

B  a set of rules

C  social models

D  reinforcements

A  preconcious

B  all of these

C  conscious

D  unconscious

A  state dependent memory

B  encoding failure

C  encoding elaboration

D  context dependent memory

A  Sigmund Freud

B  William James

C  B.F. Skinner

D  Wilhelm Wundt

A  Binet and Simon

B  Thurstone and Gladman

C  Spearman and Galton

D  Wechsler and Terman

A  the tone absolutely and the light to a lesser degree

B  only the tone and light if paired together

C  the tone, but not the light

D  the tone and the light equally

A  obedience

B  spontaneous recovery

C  elimination

D  renewal effect

A  neutral.

B  unconditioned.

C  discriminative.

D  conditioned.

A  behavioral

B  psychodynamic

C  cognitive

D  experimental

A  positive reinforcement.

B  negative punishment.

C  passive aggressive behavior.

D  negative reinforcement.

A  discontinuous and quantitative

B  continuous and quantitative

C  discontinuous and qualitative

D  continuous and qualitative

A  how well they work together to solve a problem

B  the answers children give to each problem

C  a child’s age

D  how children reason, with fundamental changes in thinking occurring in each stage

A  secure attachment

B  conventional reasoning

C  formal operations

D  a theory of mind

A  reinforcers; punishers

B  positive; negative

C  right; wrong

D  rewards; consequences

A  to press a lever when reinforced with a food pellet

B  to quit pressing a lever when reinforced with a food pellet

C  rat’s behavior varied over several days.

D  rats were unable to learn new behaviors.

A  interpersonal.

B  naturalistic.

C  intrapersonal.

D  bodily-kinesthetic.

A  latency

B  oral

C  phallic

D  anal

A  observational learning

B  operant conditioning

C  occasion setting

D  classical conditioning

A  object permanence

B  conservation

C  transformation

D  egocentrism

A  observational model

B  object relations theory

C  cognitive-behavioral theory

D  conditioning theory

A  pleasure

B  latency

C  phallic

D  reality

A  retrieval failure.

B  proactive interference.

C  retroactive interference.

D  encoding failure.

A  source Amnesia

B  misattribution effect

C  cue overload

D  misinformation effect

A  conscious

B  unconscious

C  preconscious

D  superconsciousness

A  information that has been acquired through experience: ability to reason and problem solve in novel situations

B  ability to apply information in novel settings: ability to reason and problem solve in novel situations

C  ability to problem solve at a basic level: ability to problem solve at a high level

D  ability to problem solve to a high level: ability to problem solve at a basic level

A  children who observed the aggressive models were more aggressive than the other children.

B  that observation had no impact on behavior

C  children used their observation of adult models to determine that aggressive behavior was acceptable

D  the aggressive models instructed the children how to hit and kick