Exam 2

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

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

C  All human behavior lies in the conciousness of self.

D  Diathesis of behavior lies in early childhood experiences

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

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 is involuntary, whereas in operant conditioning it is voluntary.

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

A  morality

B  instinct

C  reality

D  none of the above

A  a complex game

B  a set of rules

C  reinforcements

D  social models

A  preconcious

B  conscious

C  unconscious

D  all of these

A  encoding failure

B  context dependent memory

C  encoding elaboration

D  state dependent memory

A  B.F. Skinner

B  Wilhelm Wundt

C  Sigmund Freud

D  William James

A  Binet and Simon

B  Wechsler and Terman

C  Thurstone and Gladman

D  Spearman and Galton

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  obedience

B  elimination

C  spontaneous recovery

D  renewal effect

A  conditioned.

B  unconditioned.

C  discriminative.

D  neutral.

A  behavioral

B  psychodynamic

C  experimental

D  cognitive

A  positive reinforcement.

B  passive aggressive behavior.

C  negative reinforcement.

D  negative punishment.

A  discontinuous and quantitative

B  continuous and qualitative

C  discontinuous and qualitative

D  continuous and quantitative

A  how well they work together to solve a problem

B  the answers children give to each problem

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

D  a child’s age

A  a theory of mind

B  formal operations

C  conventional reasoning

D  secure attachment

A  right; wrong

B  positive; negative

C  reinforcers; punishers

D  rewards; consequences

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

B  rats were unable to learn new behaviors.

C  to press a lever when reinforced with a food pellet

D  rat’s behavior varied over several days.

A  naturalistic.

B  intrapersonal.

C  interpersonal.

D  bodily-kinesthetic.

A  phallic

B  latency

C  anal

D  oral

A  operant conditioning

B  classical conditioning

C  occasion setting

D  observational learning

A  conservation

B  transformation

C  egocentrism

D  object permanence

A  object relations theory

B  conditioning theory

C  cognitive-behavioral theory

D  observational model

A  pleasure

B  phallic

C  latency

D  reality

A  encoding failure.

B  retroactive interference.

C  retrieval failure.

D  proactive interference.

A  misattribution effect

B  cue overload

C  source Amnesia

D  misinformation effect

A  superconsciousness

B  preconscious

C  unconscious

D  conscious

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

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

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

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

C  that observation had no impact on behavior

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