Exam 2

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

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

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 it voluntary, whereas in operant conditioning it is involuntary.

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

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 involuntary, whereas in operant conditioning it is voluntary.

A  morality

B  reality

C  instinct

D  none of the above

A  a complex game

B  a set of rules

C  reinforcements

D  social models

A  conscious

B  unconscious

C  preconcious

D  all of these

A  state dependent memory

B  encoding failure

C  encoding elaboration

D  context dependent memory

A  Wilhelm Wundt

B  William James

C  Sigmund Freud

D  B.F. Skinner

A  Thurstone and Gladman

B  Wechsler and Terman

C  Spearman and Galton

D  Binet and Simon

A  the tone, but not the light

B  the tone absolutely and the light to a lesser degree

C  only the tone and light if paired together

D  the tone and the light equally

A  obedience

B  renewal effect

C  spontaneous recovery

D  elimination

A  discriminative.

B  unconditioned.

C  conditioned.

D  neutral.

A  experimental

B  psychodynamic

C  behavioral

D  cognitive

A  negative reinforcement.

B  positive reinforcement.

C  negative punishment.

D  passive aggressive behavior.

A  continuous and quantitative

B  continuous and qualitative

C  discontinuous and qualitative

D  discontinuous and quantitative

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

B  a child’s age

C  how well they work together to solve a problem

D  the answers children give to each problem

A  conventional reasoning

B  secure attachment

C  formal operations

D  a theory of mind

A  positive; negative

B  reinforcers; punishers

C  rewards; consequences

D  right; wrong

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

B  to press a lever when reinforced with a food pellet

C  rats were unable to learn new behaviors.

D  rat’s behavior varied over several days.

A  interpersonal.

B  naturalistic.

C  intrapersonal.

D  bodily-kinesthetic.

A  latency

B  oral

C  phallic

D  anal

A  classical conditioning

B  occasion setting

C  operant conditioning

D  observational learning

A  object permanence

B  transformation

C  conservation

D  egocentrism

A  cognitive-behavioral theory

B  observational model

C  conditioning theory

D  object relations theory

A  pleasure

B  reality

C  phallic

D  latency

A  encoding failure.

B  retrieval failure.

C  proactive interference.

D  retroactive interference.

A  misinformation effect

B  source Amnesia

C  cue overload

D  misattribution effect

A  conscious

B  superconsciousness

C  preconscious

D  unconscious

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

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

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

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  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