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 is not an indicator of learning, whereas in operant conditioning, it is an indicator of learning.

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

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

A  instinct

B  reality

C  morality

D  none of the above

A  a set of rules

B  social models

C  a complex game

D  reinforcements

A  conscious

B  unconscious

C  preconcious

D  all of these

A  encoding elaboration

B  context dependent memory

C  state dependent memory

D  encoding failure

A  William James

B  Sigmund Freud

C  Wilhelm Wundt

D  B.F. Skinner

A  Thurstone and Gladman

B  Spearman and Galton

C  Binet and Simon

D  Wechsler and Terman

A  the tone, but not the light

B  the tone and the light equally

C  only the tone and light if paired together

D  the tone absolutely and the light to a lesser degree

A  elimination

B  renewal effect

C  spontaneous recovery

D  obedience

A  unconditioned.

B  neutral.

C  discriminative.

D  conditioned.

A  psychodynamic

B  behavioral

C  experimental

D  cognitive

A  passive aggressive behavior.

B  negative punishment.

C  positive reinforcement.

D  negative reinforcement.

A  continuous and quantitative

B  continuous and qualitative

C  discontinuous and quantitative

D  discontinuous and qualitative

A  the answers children give to each problem

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

C  a child’s age

D  how well they work together to solve a problem

A  a theory of mind

B  secure attachment

C  conventional reasoning

D  formal operations

A  positive; negative

B  right; wrong

C  rewards; consequences

D  reinforcers; punishers

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

B  to press 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  naturalistic.

B  intrapersonal.

C  bodily-kinesthetic.

D  interpersonal.

A  phallic

B  latency

C  oral

D  anal

A  operant conditioning

B  observational learning

C  occasion setting

D  classical conditioning

A  conservation

B  transformation

C  object permanence

D  egocentrism

A  cognitive-behavioral theory

B  observational model

C  object relations theory

D  conditioning theory

A  phallic

B  pleasure

C  latency

D  reality

A  proactive interference.

B  retroactive interference.

C  retrieval failure.

D  encoding failure.

A  misattribution effect

B  cue overload

C  source Amnesia

D  misinformation effect

A  unconscious

B  superconsciousness

C  conscious

D  preconscious

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

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

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

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

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

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

C  that observation had no impact on behavior

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