Quiz
Learning Exam 1
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Questions in this quiz (157)
1Learning is a [blank_start]relatively[blank_end] permanent [blank_start]change[blank_end] in [blank_start]behavior[blank_end] that results from some type of [blank_start]experience[blank_end].
- Achange
- Brelatively
- Cbehavior
- Dexperience
2[blank_start]Epistemology[blank_end] is the study of [blank_start]theories[blank_end] of [blank_start]knowledge[blank_end] or ways of [blank_start]knowing[blank_end]. There are two major branches of epistemology: [blank_start]Rationalism[blank_end] and [blank_start]Empiricism[blank_end].
- AEpistemology
- Btheories
- Cknowledge
- Dknowing
- ERationalism
- FEmpiricism
3[blank_start]Rationalism[blank_end] maintains that [blank_start]reason[blank_end] is the primary source of [blank_start]knowledge[blank_end]. [blank_start]Empiricism[blank_end] maintains that [blank_start]experience[blank_end] is the primary source of [blank_start]knowledge[blank_end]. Rationalists, like [blank_start]Plato[blank_end], believe that we know things because we are innately [blank_start]hardwired[blank_end] to create [blank_start]patterns[blank_end]. Furthermore, that we put things in order by the [blank_start]power[blank_end] of our [blank_start]brain[blank_end]. [blank_start]Rationalists[blank_end] believe that our knowledge stems from [blank_start]nature[blank_end]. It is [blank_start]human[blank_end] nature that allows us to [blank_start]create[blank_end] and hold knowledge, [blank_start]not[blank_end] the environment around us.
Empiricists, like [blank_start]Aristotle[blank_end], believe that we know things through [blank_start]experience[blank_end], as it is the primary source of knowledge. This information we receive from around us, in other words, we gain information from the environment around us; therefore, knowledge is a product of [blank_start]nurture[blank_end].- ARationalism
- Breason
- Cknowledge
- DEmpiricism
- Eexperience
- Fknowledge
- GPlato
- Hhardwired
- Ipatterns
- Jpower
- Kbrain
- LRationalists
- Mnature
- Nhuman
- Ocreate
- Pnot
- QAristotle
- Rexperience
- Snurture
4Plato Was What Type of Ancient Philosopher
- ARationalist
- BEmpiricist
5Aristotle Was What Type of Ancient Philosopher:
- ARationalist
- BEmpiricist
6Descartes
- ARationalist
- BEmpiricist
7Hobbes
- ARationalist
- BEmpiricist
8Locke
- ARationalist
- BEmpiricist
9Kant
- ARationalist
- BEmpiricist
10Rene [blank_start]Descartes[blank_end]: [blank_start]Rationalist[blank_end]. French philosopher who wrote the line, “I [blank_start]think[blank_end], therefore I [blank_start]am[blank_end].” In Descartes’ time, many people assumed that human [blank_start]behavior[blank_end] was governed entirely by [blank_start]free[blank_end] will or “[blank_start]reason[blank_end]”. Descartes disputed this notion and proposed a [blank_start]dualistic[blank_end] model of human nature. On the one hand, he claimed, we have a [blank_start]body[blank_end] that functions like a [blank_start]machine[blank_end] and produces involuntary, [blank_start]reflexive[blank_end] behaviors in response to [blank_start]external[blank_end] stimulation (sneezing). On the other hand we have a [blank_start]mind[blank_end] that has [blank_start]free[blank_end] will and produces [blank_start]behaviors[blank_end] that we regard as voluntary (what to eat for dinner). Thus, Descartes’ notion of [blank_start]mind[blank_end]-[blank_start]body[blank_end] dualism proposes that some human behaviors are [blank_start]reflexes[blank_end] that are automatically [blank_start]elicited[blank_end] by external stimulation, while other behaviors are freely [blank_start]chosen[blank_end] and controlled by the [blank_start]mind[blank_end]. Although Descartes believed that the human mind has [blank_start]free[blank_end] [blank_start]will[blank_end], he also assumed, like [blank_start]Plato[blank_end], that some of the ideas contained within it (concepts of space and time) are [blank_start]inborn[blank_end]. The concept that reflexes are [blank_start]automatic[blank_end] entails importance for [blank_start]classical[blank_end] [blank_start]conditioning[blank_end]. Descartes believed that there are 2 parts to who we are, body (sensory) and spiritual (creativity). Additionally, studying the body is not the same as studying what makes us [blank_start]human[blank_end]. Learning is a higher order.
- ADescartes
- BRationalist
- Cthink
- Dam
- Ebehavior
- Ffree
- Greason
- Hdualistic
- Ibody
- Jmachine
- Kreflexive
- Lexternal
- Mmind
- Nfree
- Obehaviors
- Pmind
- Qbody
- Rreflexes
- Selicited
- Tchosen
- Umind
- Vfree
- Wwill
- XPlato
- Yinborn
- Zclassical
- AAconditioning
- ABautomatic
- AChuman
11Immanuel [blank_start]Kant[blank_end]: [blank_start]Rationalist[blank_end]. German philosopher who wrote the incredibly complex text, Critique For Pure Reason. Contributed to [blank_start]innate[blank_end] [blank_start]categories[blank_end] of [blank_start]thought[blank_end]. We are born with [blank_start]categories[blank_end] of thought ([blank_start]innate[blank_end]). Kant further believed that every [blank_start]event[blank_end] must have a [blank_start]cause[blank_end]; therefore, we have [blank_start]innate[blank_end] categories of thought. "Every event must have a cause" cannot be proven by [blank_start]experience[blank_end], but [blank_start]experience[blank_end] is impossible without it because it describes the way the mind must necessarily [blank_start]order[blank_end] its [blank_start]representations[blank_end]. Our minds make [blank_start]patterns[blank_end], which lead to [blank_start]relationships[blank_end]. This is significant for Piaget’s [blank_start]schemas[blank_end].
- AKant
- BRationalist
- Cinnate
- Dschemas
- Ecategories
- Fthought
- Gcategories
- Hinnate
- Ievent
- Jcause
- Kinnate
- Lexperience
- Mexperience
- Norder
- Orepresentations
- Ppatterns
- Qrelationships
12Thomas [blank_start]Hobbes[blank_end]: [blank_start]Empiricist[blank_end]. An English philosopher who wrote Leviathan. Hobbes considers the causal factors that precipitate [blank_start]voluntary[blank_end] motions, the motions that eventually progress into [blank_start]directed[blank_end] actions. These causal motions are [blank_start]thoughts[blank_end] and imaginations. Of them Hobbes writes, "[These] small beginnings of Motion, within the body of Man, before they appear in walking, speaking, striking, and other visible actions, are commonly called ENDEAVOUR." Hobbes subsequently defines endeavor: "This Endeavour, when it is toward something which causes it, is [blank_start]APPETITE[blank_end], or DESIRE . . . And when the Endeavour is fromward something, it is generally called [blank_start]AVERSION[blank_end]." Appetites and aversions, like everything in Hobbes's mechanistic universe, are discovered to be the product of transferred motion, and the [blank_start]interplay[blank_end] of [blank_start]appetites[blank_end] and [blank_start]aversions[blank_end] constitutes Hobbes's depiction of [blank_start]human[blank_end] nature. To recapitulate: Hobbes's derivation of human appetites and aversions from the [blank_start]elementary[blank_end] kinetics of the universe and the impact of material bodies on the human form means that human nature itself is the direct mechanic product of physical processes.
- AHobbes
- BEmpiricist
- Cvoluntary
- Ddirected
- Ethoughts
- FAPPETITE
- GAVERSION
- Hinterplay
- Iappetites
- Javersions
- Khuman
- Lelementary
13John [blank_start]Locke[blank_end]: [blank_start]Empiricist[blank_end]. An English philosopher and physician. Locke proposed that a newborn’s [blank_start]mind[blank_end] is a [blank_start]blank[blank_end] [blank_start]slate[blank_end] ([blank_start]tabula[blank_end] [blank_start]rasa[blank_end]) upon which [blank_start]environmental[blank_end] experiences are written. This concept had previously been promoted by [blank_start]Aristotle[blank_end]. This is also important for [blank_start]Classical[blank_end] [blank_start]Conditioning[blank_end].
- ALocke
- BEmpiricist
- Cmind
- Dblank
- Eslate
- Ftabula
- Grasa
- Henvironmental
- IAristotle
- JClassical
- KConditioning
14Rationalism and Empiricism is in essence, a debate over whether [blank_start]knowledge[blank_end] is developed through [blank_start]reasoning[blank_end], or through [blank_start]experience[blank_end]. One could call these two schools of thought exact opposites of each other. These two contrasting schools of thought are, rationalism and empiricism. The first of the two major philosophical schools of thought is rationalism. [blank_start]Rationalism[blank_end] is the concept of [blank_start]innate[blank_end] ideas, [blank_start]reason[blank_end], and [blank_start]deduction[blank_end]. Whereas, [blank_start]Empiricism[blank_end] is the concept of [blank_start]induction[blank_end], sense [blank_start]perception[blank_end]; however, [blank_start]lack[blank_end] of [blank_start]innate[blank_end] ideas. While rationalist thought maintains that everything we know is already [blank_start]innately[blank_end] [blank_start]hardwired[blank_end] into us, empiricist thought maintains that everything we know is from the [blank_start]information[blank_end] we gather from our [blank_start]experience[blank_end], or from the environment around us. Rationalists believe that [blank_start]reason[blank_end] is the main source of knowledge, while empiricists believe that [blank_start]experience[blank_end] is the main source of knowledge.
Plato was a [blank_start]rationalist[blank_end]. Plato believed that everything we know is inborn; therefore, learning is simply a process of [blank_start]inner[blank_end] reflection to uncover the knowledge that already exists within. Plato was actually Aristotle’s teacher, but Aristotle was arguably the first [blank_start]empiricist[blank_end] in philosophical history. Aristotle disagreed with Plato. Aristotle believed that knowledge was not [blank_start]inborn[blank_end] but instead is acquired through [blank_start]experience[blank_end]. This disagreements is an early example of the debate over [blank_start]nature[blank_end] and [blank_start]nurture[blank_end].- Aknowledge
- Breasoning
- Cexperience
- DRationalism
- Einnate
- Freason
- Gdeduction
- HEmpiricism
- Iinduction
- Jperception
- Klack
- Linnate
- Minnately
- Nhardwired
- Oinformation
- Pexperience
- Qreason
- Rexperience
- Srationalist
- Tinner
- Uempiricist
- Vinborn
- Wexperience
- Xnature
- Ynurture
15Rationalism
- AExperience
- BReason
16Empiricism
- AReason
- BExperience
17Plato=[blank_start]Rationalist[blank_end]=Reason=Innate=Nature
Aristotle=Empiricist=Experience=Environment=Nurture- ARationalist
- BEmpiricist
18Plato=[blank_start]Rationalist[blank_end]=[blank_start]Reason[blank_end]=[blank_start]Innate[blank_end]=[blank_start]Nature[blank_end]
Aristotle=[blank_start]Empiricist[blank_end]=[blank_start]Experience[blank_end]=[blank_start]Environment[blank_end]=[blank_start]Nurture[blank_end]- ARationalist
- BEmpiricist
- CReason
- DExperience
- EEnvironment
- FNurture
- GInnate
- HNature
19Rationalists believe in [blank_start]reason[blank_end] while Empiricists believe in [blank_start]experience[blank_end]
- Areason
- Bexperience
- Cexperience
- Dreason
20True or False: Plato was a rationalist?
- ATrue
- BFalse
21True or False: Aristotle was a rationalist?
- ATrue
- BFalse
22Rationalists believe that learning comes from experience
- ATrue
- BFalse
23Empiricists believe that learning comes from experiences
- ATrue
- BFalse
24According to Rationalists, reason is innate
- ATrue
- BFalse
25According to Empiricists, experience is innate
- ATrue
- BFalse
26[blank_start]Empiricists[blank_end] believe that knowledge comes from the [blank_start]environment[blank_end], in other words, learning is the result of [blank_start]nurture[blank_end]
- AEmpiricists
- Benvironment
- Cnurture
27[blank_start]Rationalists[blank_end] believe that learning comes from introspection, in other words, learning comes from [blank_start]reason[blank_end], as it is [blank_start]innate[blank_end], and; therefore, comes from [blank_start]nature[blank_end].
- ARationalists
- Breason
- Cinnate
- Dnature
28[blank_start]Structuralism[blank_end]: What are the basic units of [blank_start]consciousness[blank_end]? Since the British empiricists did not conduct any [blank_start]experiments[blank_end] to test their notion that the mind consists of various combinations of basic elements; their conclusions were instead based upon [blank_start]logical[blank_end] reasoning and the [blank_start]subjective[blank_end] examination of their own conscious experience. The German philosopher, William [blank_start]Wundt[blank_end] realized this [blank_start]deficiency[blank_end] in this approach and proposed using the [blank_start]scientific[blank_end] [blank_start]method[blank_end] to investigate the issue. This approach was then strongly promoted by an American student of Wundt’s, Edward [blank_start]Titchener[blank_end], and became known as [blank_start]structuralism[blank_end]. Structuralism assumes that it is [blank_start]possible[blank_end] to [blank_start]determine[blank_end] the [blank_start]structure[blank_end] of the [blank_start]mind[blank_end] by identifying the basic [blank_start]elements[blank_end] that [blank_start]compose[blank_end] it.
- AStructuralism
- Bconsciousness
- Cexperiments
- Dlogical
- Esubjective
- FWundt
- Gdeficiency
- Hscientific
- Imethod
- JTitchener
- Kstructuralism
- Lpossible
- Mdetermine
- Nstructure
- Omind
- Pelements
- Qcompose
29Assumes that it is possible to determine the structure of the mind by identifying the basic elements that compose it
- AFunctionalism
- BBehaviorism
- CStructuralism
- DCognitivism
30Structuralists made great use of the method [blank_start]introspection[blank_end], in which the subject in an experiment attempts to accurately describe his or her conscious [blank_start]thoughts[blank_end], [blank_start]emotions[blank_end], and [blank_start]sensory[blank_end] experiences. An accurate report of what we introspectively observe can be quite [blank_start]difficult[blank_end]. Although this approach to psychology died out by the early 1900’s, its emphasis on [blank_start]systematic[blank_end] observation helped establish [blank_start]psychology[blank_end] as a scientific discipline. This laid the groundwork for [blank_start]behaviorism[blank_end].
- Aintrospection
- Bthoughts
- Cemotions
- Dsensory
- Edifficult
- Fsystematic
- Gpsychology
- Hbehaviorism
31[blank_start]Functionalism[blank_end]: How do [blank_start]consciousness[blank_end] and [blank_start]learning[blank_end] help us to adjust to our [blank_start]environment[blank_end]? [blank_start]Functionalism[blank_end] is the study of the [blank_start]adaptive[blank_end] mind. William [blank_start]James[blank_end] is often regarded as the founder of [blank_start]American[blank_end] psychology, as he helped establish the approach to psychology known as [blank_start]functionalism[blank_end]. [blank_start]Functionalism[blank_end] assumes that the [blank_start]mind[blank_end] [blank_start]evolved[blank_end] to help us [blank_start]adapt[blank_end] to the world around us and that the focus of psychology should be the study of those [blank_start]adaptive[blank_end] processes. This proposition was partially derived from Darwin’s theory of [blank_start]evolution[blank_end]. According to a [blank_start]functionalist[blank_end] perspective, characteristics that are highly typical of a [blank_start]species[blank_end], such as characteristic of consciousness in humans, must have some type of [blank_start]adaptive[blank_end] [blank_start]value[blank_end].
- AFunctionalism
- Bconsciousness
- Clearning
- Denvironment
- Eadaptive
- FJames
- GAmerican
- Hfunctionalism
- Imind
- Jevolved
- Kadapt
- Ladaptive
- Mevolution
- NFunctionalism
- OFunctionalism
- Pfunctionalist
- Qspecies
- Radaptive
- Svalue
32True or False: Functionalism assumes that the mind evolved to help us adapt to the world around us and that the focus of psychology should be the study of those adaptive processes.
- ATrue
- BFalse
33William James Coined:
- AStructuralism
- BFunctionalism
- CBehaviorism
- DCognitivism
34Based on such reasoning, [blank_start]functionalists[blank_end] believed that psychologists should not study the [blank_start]structure[blank_end] of the [blank_start]mind[blank_end], but instead study the [blank_start]adaptive[blank_end] significance of the [blank_start]mind[blank_end]. [blank_start]Learning[blank_end], as an adaptive process, was therefore a topic of great interest to the [blank_start]functionalists[blank_end].
The [blank_start]structuralist[blank_end] approach proposed that the goal of psychology should be to identify the [blank_start]basic[blank_end] [blank_start]elements[blank_end] of the mind. The primary research method used for accomplishing this was the method of [blank_start]introspection[blank_end]. In contrast, those who adopted the [blank_start]functionalist[blank_end] approach to psychology emphasized the adaptive processes of the mind and were thus very interested in the study of [blank_start]learning[blank_end].- Afunctionalists
- Bstructure
- Cmind
- Dadaptive
- Emind
- FLearning
- Gfunctionalists
- Hstructuralist
- Ibasic
- Jelements
- Kintrospection
- Lfunctionalist
- Mlearning
35According to Watson, only behavior can be measured and studied.
- ATrue
- BFalse
36[blank_start]Behaviorism[blank_end]: Only [blank_start]behavior[blank_end] can be [blank_start]measured[blank_end] and [blank_start]studied[blank_end]. John B. [blank_start]Watson[blank_end], a behaviorist, believed that the then-current emphasis on the study of [blank_start]conscious[blank_end] experience, especially as promoted by the [blank_start]structuralists[blank_end], was a difficulty. The method of [blank_start]introspection[blank_end] was proving to be highly [blank_start]unreliable[blank_end]. Researchers frequently failed to [blank_start]replicate[blank_end] each other’s findings, which often led to bitter squabbles. Watson believed that [blank_start]feelings[blank_end] were never clear. The difficulty, of course, is that we are unable to directly [blank_start]observe[blank_end] another person’s [blank_start]thoughts[blank_end] and feelings. Therefore, we have to make [blank_start]inferences[blank_end] that the person is accurate. Watson reasoned that the only solution to the dilemma was to make psychology a purely [blank_start]objective[blank_end] science based solely on the study of [blank_start]directly[blank_end] [blank_start]observable[blank_end] behavior and the [blank_start]environmental[blank_end] events that surround it. All reference to [blank_start]internal[blank_end] processes, such as thoughts and feelings that could not be objectively [blank_start]measured[blank_end] by an outside observer, were to be stricken from [blank_start]analysis[blank_end].
- ABehaviorism
- Bbehavior
- Cmeasured
- Dstudied
- EWatson
- Fconscious
- Gstructuralists
- Hintrospection
- Iunreliable
- Jreplicate
- Kfeelings
- Lobserve
- Mthoughts
- Ninferences
- Oobjective
- Pdirectly
- Qobservable
- Renvironmental
- Sinternal
- Tmeasured
- Uanalysis
37Behaviorism is a natural science approach to psychology
- ATrue
- BFalse
38[blank_start]Behavioral[blank_end] psychology adheres to the law [blank_start]or parsimony[blank_end], which proposes that simpler explanations for a phenomenon are generally [blank_start]preferable[blank_end] to more complex explanations.
- AStructural
- BCognitive
- CFunctional
- DBehavioral
- Eof simplicity
- Fof parsimony
- Gof ethics
- Hpreferable
- Isecondary
39[blank_start]Behaviorism[blank_end] is a natural [blank_start]science[blank_end] approach to psychology that focuses on the study of [blank_start]environmental[blank_end] influences on [blank_start]observable[blank_end] behavior. [blank_start]Behavioral[blank_end] psychology adheres to the [blank_start]law[blank_end] of [blank_start]parsimony[blank_end], which proposes that [blank_start]simpler[blank_end] explanations for a [blank_start]phenomenon[blank_end] are generally preferable to more [blank_start]complex[blank_end] explanations.
- ABehaviorism
- Bscience
- Cenvironmental
- Dobservable
- EBehavioral
- Fparsimony
- Glaw
- Hphenomenon
- Isimpler
- Jcomplex
40[blank_start]Cognitivism[blank_end]: Ideas; mind [blank_start]actively[blank_end] seeking [blank_start]knowledge[blank_end]. Edward [blank_start]Tolman[blank_end] believed that [blank_start]behavior[blank_end] was more than just a chain of discrete [blank_start]responses[blank_end] attached to a discrete [blank_start]stimuli[blank_end]. It was instead an overall [blank_start]pattern[blank_end] of behavior directed toward particular [blank_start]outcomes[blank_end], and it can be properly analyzed only on that level.
- ACognitivism
- Bactively
- Cknowledge
- DTolman
- Ebehavior
- Fresponses
- Gstimuli
- Hpattern
- Ioutcomes
41Edward Tolman
- AFunctionalism
- BBehaviorism
- CCognitivism
- DStructuralism
42True or False, Tolman reasoned that the only solution to the dilemma was to make psychology a purely "objective science"
- ATrue
- BFalse
43While [blank_start]structuralism[blank_end] was indeed the very foundation of psychology, it was not the only psychological approach. [blank_start]Structuralism[blank_end] asked the question, what are the basic [blank_start]units[blank_end] of consciousness? The primary tool used to investigate this question was [blank_start]introspection[blank_end] into personal feelings and [blank_start]emotions[blank_end]. While this was a great start to the beginning of psychology, a revolt against structuralism occurred with [blank_start]functionalism[blank_end]. [blank_start]Functionalism[blank_end] asked, how does something like [blank_start]consciousness[blank_end] and learning help us to [blank_start]adjust[blank_end] to our environment? In other words, instead of [blank_start]piecing[blank_end] apart the human mind, the real goal of psychology should be to understand how the mind functions as a [blank_start]whole[blank_end] in order to operate in a way that [blank_start]complements[blank_end] our [blank_start]evolutionary[blank_end] goal. However, [blank_start]behaviorism[blank_end] begs the question of structuralism and functionalism, how do you [blank_start]measure[blank_end] it? The previous two concepts did not matter as they could not be measured. Behaviorism supports that only [blank_start]behavior[blank_end] can be [blank_start]measured[blank_end]; thus, only behavior can be the only psychological approach to [blank_start]learning[blank_end]. However, one [blank_start]rationalist[blank_end] approach, [blank_start]cognitivism[blank_end] believes that learning is based on an [blank_start]innate[blank_end] process. Cognitivism believes that the mind is always seeking out [blank_start]information[blank_end]. Indeed, cognitivism is a [blank_start]rationalist[blank_end] approach.
- Astructuralism
- BStructuralism
- Cunits
- Dintrospection
- Eemotions
- Ffunctionalism
- GFunctionalism
- Hconsciousness
- Iadjust
- Jpiecing
- Kwhole
- Lcomplements
- Mevolutionary
- Nbehaviorism
- Omeasure
- Pbehavior
- Qmeasured
- Rlearning
- Scognitivism
- Trationalist
- Uinnate
- Vinformation
- Wrationalist
44John B. Watson:
- ACognitivism
- BStructuralism
- CBehaviorism
- DFunctionalism
45William James
- ABehaviorism
- BStructuralism
- CFunctionalism
- DCognitivism
46Dewey
- ABehaviorism
- BStructuralism
- CCognitivism
- DFunctionalism
47Wilhelm Wundt
- ACognitivisim
- BStructuralism
- CFunctionalism
- DBehaviorism
48Titchner
- AStructuralism
- BFunctionalism
- CCognitivism
- DBehaviorism
49[blank_start]Science[blank_end] is the process or [blank_start]method[blank_end] of generating [blank_start]knowledge[blank_end]; [blank_start]logic[blank_end] of [blank_start]inquiry[blank_end].
- AScience
- Bmethod
- Cknowledge
- Dlogic
- Einquiry
50Learning does not rely very heavily on science
- ATrue
- BFalse
51Characteristic One: [blank_start]Assumes[blank_end] [blank_start]Uniformity[blank_end].
- AAssumes
- BUniformity
52[blank_start]Science[blank_end] assumes uniformity in [blank_start]nature[blank_end], there may be [blank_start]variations[blank_end], but still [blank_start]uniform[blank_end].
- AScience
- Bnature
- Cvariations
- Duniform
53Characteristic Two: [blank_start]Relies[blank_end] on [blank_start]Observable[blank_end] [blank_start]Data[blank_end].
- ARelies
- BObservable
- CData
54Science [blank_start]relies[blank_end] on observable [blank_start]data[blank_end]; therefore, that is why we are always [blank_start]increasing[blank_end] our technological resources.
- Arelies
- Bdata
- Cincreasing
55Characteristic Three: [blank_start]Seeks[blank_end] [blank_start]General[blank_end] [blank_start]Explanations[blank_end].
- ASeeks
- BGeneral
- CExplanations
56[blank_start]Science[blank_end] seeks [blank_start]general[blank_end] explanations to answer the question, [blank_start]why[blank_end]?
- Awhy
- Bgeneral
- CScience
57Characteristic Four: [blank_start]Guided[blank_end] by [blank_start]Parsimony[blank_end].
- AGuided
- BParsimony
58Science is guided by [blank_start]parsimony[blank_end]; thus, a [blank_start]simple[blank_end], [blank_start]clean[blank_end] approach.
- Aparsimony
- Bsimple
- Cclean
59Characteristic Five: [blank_start]Can[blank_end] be [blank_start]Proven[blank_end] [blank_start]Wrong[blank_end].
- ACan
- BProven
- CWrong
60Science can be [blank_start]proven[blank_end] [blank_start]wrong[blank_end]; therefore, it is [blank_start]impossible[blank_end] to say that [blank_start]Creationism[blank_end] is a science.
- Aproven
- Bwrong
- Cimpossible
- DCreationism
61Characteristic Six: [blank_start]Relies[blank_end] on [blank_start]Communication[blank_end].
- ARelies
- BCommunication
62Characteristic Seven: [blank_start]Relies[blank_end] on [blank_start]Replication[blank_end] to ensure that it has been [blank_start]founded[blank_end] [blank_start]correctly[blank_end].
- ARelies
- BReplication
- Cfounded
- Dcorrectly
63Characteristic [blank_start]One[blank_end]: Assumes [blank_start]Uniformity[blank_end]. Science assumes uniformity in nature, there may be variations, but still uniform.
- AOne
- BTwo
- CThree
- DFour
- ETrust
- FUniformity
64Characteristic One: [blank_start]Assumes Uniformity[blank_end]. Science assumes uniformity in nature, there may be variations, but still uniform.
Characteristic Two: [blank_start]Relies on Observable Data[blank_end]. Science relies on observable data; therefore, that is why we are always increasing our technological resources.
Characteristic Three: [blank_start]Seeks General Explanations[blank_end]. Science seeks general explanations to answer the question, why?
Characteristic Four: [blank_start]Guided By Parsimony[blank_end]. Science is guided by parsimony; thus, a simple, clean approach.
Characteristic Five: [blank_start]Can Be Proven Wrong[blank_end]. Science can be proven wrong; therefore, it is impossible to say that Creationism is science. God cannot be proven wrong.
Characteristic Six: [blank_start]Relies On Communication[blank_end]. Science relies on communication among other scientists.
Characteristic Seven: [blank_start]Relies On Replication[blank_end]. Science relies on replication to ensure that it has been founded correctly.- AAssumes Uniformity
- BRelies on Observable Data
- CSeeks General Explanations
- DGuided By Parsimony
- ECan Be Proven Wrong
- FRelies On Communication
- GRelies On Replication
65A [blank_start]scientific theory[blank_end] is a well-substantiated explanation of some aspect of the [blank_start]natural[blank_end] world that is acquired through the [blank_start]scientific method[blank_end] and repeatedly [blank_start]tested[blank_end] and confirmed through [blank_start]observation and experimentation[blank_end]. For example, Columbus’s theory of the shape of the world. There are two aspects of a scientific theory; [blank_start]formal[blank_end] and [blank_start]empirical[blank_end].
- Ascientific theory
- Bnatural
- Cscientific method
- Dtested
- Eobservation and experimentation
- Fformal
- Gempirical
66Formal Aspect
- AWords, Symbols, Models, Analogies
- BObservations, Phenomena to be explained
67Empirical Aspect
- AWords
- BObservations
- CSymbols
- DPhenomena to be Explained
- EModels
- FAnalogies
- GGuts of the Theory
68Formal Aspect
- AWords
- BObservations
- CSymbols
- DModels
- EPhenomena to be Explained
- FAnalogies
- GGuts of the Theory
69The Formal Aspect of a Theory is the Guts of the Theory
- ATrue
- BFalse
701. [blank_start]Summarize much information[blank_end]: This is very much of an art, or an act of a genie, as a theory [blank_start]summarizes[blank_end] lots of phenomena.
2. [blank_start]Give an approach to a field[blank_end]: sets a sort of [blank_start]direction[blank_end] for a particular field of study.
3. [blank_start]Creatively attempt to explain[blank_end]: Utilizes information in a [blank_start]creative way[blank_end] to explain [blank_start]phenomena[blank_end].- ASummarize much information
- BGive an approach to a field
- Csummarizes
- Ddirection
- ECreatively attempt to explain
- Fcreative way
- Gphenomena
71The first characteristic of scientific theory is:
- AGive an approach to a field
- BCreatively attempt to explain
- CSummarize much information
72The second characteristic of scientific theory
- ASummarize much information
- BGive an approach to a field
- CCreatively attempt to explain
73The third characteristic of scientific theory is
- AGive an approach to a field
- BSummarize much information
- CCreatively attempt to explain
74Independent Variable
- AFactor measured by the experimenter
- BFactor that allows experimenter to sort subjects into groups
- CFactor the experimenter systematically changes
75Dependent Variable
- AFactor the experimenter systematically changes
- BFactor measured by the experimenter
- CFactor that allows experimenter to sort subjects into groups
76Subject Variable
- AFactor that allow experimenter to sort subjects into groups
- BFactor the experimenter systematically changes
- CFactor measured by the experimenter
77An example of an [blank_start]independent variable[blank_end] would be the [blank_start]dosage[blank_end] of a particular drug to participants. The researcher is able to [blank_start]systematically change[blank_end] the dosage of the administered drug in order to test its [blank_start]effectiveness[blank_end].
An example of a [blank_start]subject variable[blank_end] would be something that [blank_start]varies[blank_end], yet [blank_start]cannot be manipulated by the researcher[blank_end]. For instance, the [blank_start]height[blank_end] of participants in a particular study. The researcher is able to group particular [blank_start]heights into particular experimental[blank_end] groups; however, the researcher is not able to actually [blank_start]manipulate the participant’s height.[blank_end]
An example of a [blank_start]dependent variable[blank_end] would be something [blank_start]measurable.[blank_end] For instance, the [blank_start]white blood count[blank_end] of the participants after receiving various dosages of a cancer medication. From there, researchers are able to have [blank_start]data[blank_end] for whether the drug was effective, to what [blank_start]extent[blank_end], and at [blank_start]what doses[blank_end] those effects may be seen.- Aindependent variable
- Bdosage
- Csystematically change
- Deffectiveness
- Esubject variable
- Fvaries
- Gcannot be manipulated by the researcher
- Hheight
- Iheights into particular experimental
- Jmanipulate the participant’s height.
- Kdependent variable
- Lmeasurable.
- Mwhite blood count
- Ndata
- Oextent
- Pwhat doses
78Everything else that can change in the experiment.
- AConfound Variable
- BExtraneous Variable
79Changes systematically (and unintentionally) with the independent variable
- AConfounding Variable
- BExtraneous Variable
80[blank_start]Extraneous Variable[blank_end]: Everything else that can [blank_start]change[blank_end] in the experiment. This is different from a [blank_start]confounded[blank_end] variable. An [blank_start]extraneous[blank_end] variable [blank_start]may or may not[blank_end] affect an experiment (unsystematically)
[blank_start]Confounded Variable[blank_end]: Changes [blank_start]systematically[blank_end] (and unintentionally) with the [blank_start]independent[blank_end] variable. A [blank_start]confounding variable[blank_end] is a variable that [blank_start]impacts your results (systematically)[blank_end].- AExtraneous Variable
- BConfounded Variable
- Cchange
- Dsystematically
- Eindependent
- Fconfounding variable
- Gimpacts your results (systematically)
- Hconfounded
- Iextraneous
- Jmay or may not
81Initiation Time; Time between stimulus and response.
- ARate
- BDuration
- CLatency
- DInsensity
82Magnitude; The actual force
- ARate
- BIntensity
- CSpeed
- DLatency
83Lasting Time; Individual differences
- ARate
- BDuration
- CIntensity
- DLatency
84Ratio of Frequency to Time. This is the frequency in which the behavior occurs in relation to a specifically recorded time
- ADuration
- BSpeed
- CInsensity
- DRate
85Shape of the Behavior; qualitative. Instead of being interested with time, intensity, or the rate in which a rat hits a lever, we may be interested in how he hits the lever.
- AIntensity
- BTopography
- CDuration
- DSpeed
86Whether a Behavior Occurs Within Random Discontinuous Intervals; peeking in on an observation.
- ATime Sampling
- BRate
- CInterval Recording
- DSpeed
87Whether a Behavior Occurs During Continuous Intervals. For instance, every ten minutes of an hour long recording, observers will indicate how many aggressive actions were seen.
- AInterval Recording
- BTime Sampling
- CRate
- DIntensity
88How Quickly the Response Occurs
- AIntensity
- BLatency
- CTime Sampling
- DSpeed
89[blank_start]Descriptive Research Design[blank_end]: A descriptive research design is interested in [blank_start]naturalistic[blank_end] observations. Instead of [blank_start]manipulating[blank_end] variables, descriptive research is interested in understanding the “lay of the land”. There is observation involved in this type of research design. Additionally, [blank_start]Case studies[blank_end] are frequently seen in this type of design. This further entails [blank_start]correlational[blank_end] information, as relationships between independent and dependent variables may be observed.
[blank_start]Experimental Research Design[blank_end]: This is the type of design that allows us to draw [blank_start]causality[blank_end]. [blank_start]Causal[blank_end] relationships between [blank_start]independent[blank_end] and [blank_start]dependent[blank_end] variables can be located using this type of research design.
[blank_start]Quasi-Experimental[blank_end]: This type of design allows for us to note the [blank_start]relationship[blank_end] between [blank_start]subjects[blank_end] and [blank_start]dependent[blank_end] variables. For instance, do overweight subjects take longer to respond (latency) to a cue to stop eating?- ADescriptive Research Design
- BExperimental Research Design
- CQuasi-Experimental
- Dnaturalistic
- Emanipulating
- FCase studies
- Gcorrelational
- Hcausality
- ICausal
- Jindependent
- Kdependent
- Lrelationship
- Msubjects
- Ndependent
90Postulates
- AHunger
- BAssumptions
- CTheorems
- DCognitive Map
91Derived from Postulates
- AHunger Drive
- BTheorems
- CCognitive Mapping
- DHabit Strength
92Drive
- ANumber of reinforced trials
- BLatent Learning
- CReciprocal Determinism
- DHunger
93Reciprocal Determinism
- AWhere environmental events, observable behavior, and person variables are seen as having a reciprocal influence on each other
- BWhere learning occurs despite the absence of any observable indication of learning and only becomes apparent under a different set of conditions
- CA mental representation of one's spatial surroundings
- DDrive
94Latent Learning
- ANumber of reinforced trials (response strength)
- BWhere environmental events, observable behavior, and “person variables” (including thoughts and feelings) are seen as having a reciprocal influence on each other.
- CWhere learning occurs despite the absence of any observable indication of learning and only becomes apparent under a different set of conditions.
- DDerived from Postulates
95Cognitive Map
- AWhere learning occurs despite the absence of any observable indication of learning and only becomes apparent under a different set of conditions.
- BExternal Pull; Size of Reward
- CA mental representation of one's spatial surroundings
- DNumber of reinforced trials
96Habit Strength
- AInternal Push (Number of hours of food deprivation)
- BExternal Pull (Size of Reward)
- CNumber of reinforced trails (response strength)
- DDrive
97Drive is (Hunger):
- AThe size of the reward (External Pull)
- BThe number of hours of food deprivation (Internal Push)
98Incentive Motivation is:
- AThe number of hours of food deprivation (Internal Push)
- BSize of reward (external pull)
99The number of hours of food deprivation is external pull
- ATrue
- BFalse
100Incentive Motivation is External Pull
- ATrue
- BFalse
101Watson’s [blank_start]Methodological[blank_end] [blank_start]Behaviorism[blank_end]: In the [blank_start]methodological[blank_end] [blank_start]behaviorism[blank_end], [blank_start]internal[blank_end] events, such as consciously perceived thoughts and feelings and unconscious drives and motives, are [blank_start]excluded[blank_end] from the analysis of behavior. Instead, one studies the [blank_start]direct[blank_end] relationship between [blank_start]changes[blank_end] in the [blank_start]environment[blank_end] and changes in [blank_start]observable[blank_end] behavior. We can learn from our environment to be afraid, the little [blank_start]Albert[blank_end] experiment.
- AMethodological
- BBehaviorism
- Cmethodological
- Dbehaviorism
- Einternal
- Fexcluded
- Gdirect
- Hchanges
- Ienvironment
- Jobservable
- KAlbert
102Terms Associated With Hull's Neobehaviorism
- AIntervening Variable
- BMolar
- CPostulates
- DLatent Learning
- ETheorems
- FDrive (hunger) - Internal Push
- GIncentive Motivation - External Pull
- HCognitive Mapping
- IHabit Strength
103Terms Associated with Tolman
- ACognitive Mapping
- BSocial Learning Theory
- CLatent Learning
- DPostulates
- EDrive (Internal Push)
- FMolar Level
- GCognitive Behaviorism
104Terms Associated with Bandura
- ALatent Learning
- BNeobehaviorism
- CSocial Learning Theory
- DMotivation (Incentive)
- EReciprocal Determinism
- FCognitive-Behavioral Therapy
- GBobo Doll Experiment
105Environmental Events = Observable Behaviors
- AHull's Neobehaviorism
- BTolman's Cognitive Behaviorism
- CWatson's Methodological Behaviorism
- DBandura's Social Learning Theory
- ESkinner's Radical Behaviorism
106Environmental Events = Internal Physiological Processes = Observable Behaviors
- AWatson's Methodological Behaviorism
- BTolman's Cognitive Behaviorism
- CHull's Neobehaviorism
- DBandura's Social Learning Theory
- ESkinner's Radical Behaviorism
107Environmental Events = Internal Cognitive Processes = Observable Behaviors
- AHull's Neobehaviorism
- BSkinner's Radical Behaviorism
- CWatson's Methodological Behaviorism
- DTolman's Cognitive Behaviorism
- EBandura's Social Learning Theory
108Reciprocal Relationship: Environment = Thoughts and Feelings = Behavior; Thoughts and Feelings = Environment = Behavior; Behavior = Environment = Thoughts and Feelings.
- AHull's Neobehaviorism
- BTolman's Cognitive Behaviorism
- CWatson's Methodological Behaviorism
- DSkinner's Radical Behaviorism
- EBandura's Social Learning Theory
109Environment = Behavior; Behavior --- Environment; Environment = Internal Events; Internal Events ---Environment; Behavior ---Internal Events
- ABandura's Social Learning Theory
- BHull's Neobehaviorism
- CSkinner's Radical Behaviorism
- DWatson's Methodological Behaviorism
- ETolman's Cognitive Behaviorism
110Who says you need the reward to learn?
- AMethodological and Neobehavioristic Psychologists
- BCognitive Behavioristic Psychologists
111Behavior does not have to be [blank_start]rewarded[blank_end] for [blank_start]learning[blank_end] to take place. However, according to [blank_start]Hull[blank_end] (Neobehaviorist) learning cannot take place unless the behavior is rewarded. Tolman believed that a [blank_start]cognitive[blank_end] map is created; which is a [blank_start]mental[blank_end] representation of [blank_start]spatial[blank_end] surroundings. Therefore, this cognitive map is what allows the rats to find the food; not learning the [blank_start]movements[blank_end], as Hull suggested.
- Arewarded
- Blearning
- CHull
- Dcognitive
- Emental
- Fspatial
- Gmovements
112 Tolman’s experiment on latent learning provides substantial evidence to disprove Hull’s belief that behavior must be rewarded for it be learned.
- ATrue
- BFalse
113Reflexes
- AThis type of response has been acquired, it is naturally not automatic. It is a learned response.
- BAutomatic responses elicited by specific stimuli
- CSequences of responses made to a specific stimulus (sign stimulus or releaser)
114Conditioned Response
- ASequence of responses made to a specific stimulus (sign stimulus or releaser)
- BAutomatic responses elicited by specific stimuli
- CThis type of response has been acquired, it is naturally not automatic. It is a learned response.
115Fixed Action Patterns
- AThis type of response has been acquired, it is naturally not automatic. It is a learned response.
- BSequences of responses made to a specific stimulus (sign stimulus or releaser). These are automatic responses with very little variability. Moreover, they may also be referred to as species-specific behaviors.
- CAutomatic responses elicited by specific stimuli
116Reflexes: Automatic responses elicited by specific stimuli
1. [blank_start]Startle[blank_end] Response: Jump at a loud sound
2. [blank_start]Orienting[blank_end] Response: Look for source of the loud sound after jump
3. [blank_start]Flexion[blank_end] Response: Muscular reflex
4. [blank_start]Eye[blank_end] [blank_start]Blink[blank_end] Response: When wind hits your face, you shut your eyes
a. These above are [blank_start]defense[blank_end] mechanisms
5. [blank_start]Salvation[blank_end]: Production of chemicals to aid in digestion
a. This is a “[blank_start]offensive[blank_end]” mechanism- AStartle
- BOrienting
- CFlexion
- DEye
- EBlink
- Fdefense
- GSalivation
- Hoffensive
117When a [blank_start]low-intensity[blank_end] eliciting [blank_start]stimuli[blank_end] keeps being [blank_start]presented[blank_end], [blank_start]habituation[blank_end] to the stimuli develops. Response to this stimuli [blank_start]decreases[blank_end]; therefore, habituation develops. This is a common occurrence when there is a low-intensity stimuli such as a clock in a room, at first the ticking of the clock may be noticeable; however, over time, the listener realizes that it is not something that needs attention, and develops habituation to the sound. However, when a [blank_start]high-intensity[blank_end] stimuli keeps being presented, the response [blank_start]increases[blank_end] and [blank_start]sensitization[blank_end] develops. This is commonly seen in cases of [blank_start]PTSD[blank_end]. A high-intensity stimuli keeps being presented, such as the firing of a gun (most likely paired with fear or trauma) and the listener becomes sensitized to those types of sounds.
- Alow-intensity
- Bstimuli
- Cpresented
- Dhabituation
- Edecreases
- Fhigh-intensity
- Gincreases
- Hsensitization
- IPTSD
118Classical Conditioning is a process in which [blank_start]one[blank_end] [blank_start]stimulus[blank_end] that does [blank_start]not[blank_end] elicit a certain [blank_start]response[blank_end] is [blank_start]associated[blank_end] with a [blank_start]second[blank_end] [blank_start]stimulus[blank_end] that [blank_start]does[blank_end], as a result, the [blank_start]first[blank_end] stimulus also comes to [blank_start]elicit[blank_end] a [blank_start]response[blank_end].
- Aone
- Bstimulus
- Cnot
- Dresponse
- Eassociated
- Fsecond
- Gstimulus
- Hdoes
- Ifirst
- Jelicit
- Kresponse
119Unconditioned Stimulus
- AThe unlearned response. This is a naturally occurring behavior.
- BThe learned response. The response is the behavior; what the learner does.
- CThe stimulus that causes the unconditioned response
- DOnce was the neutral stimulus, which is now what elicits the conditioned response.
120Unconditioned Response
- AThe learned response. The response is the behavior; what the learner does.
- BThe unlearned response. This is a naturally occurring behavior.
- CThe stimulus that causes the unconditioned response
- DOnce was the neutral stimulus, which is now what elicits the conditioned response.
121Conditioned Stimulus
- AThe unlearned response. This is a naturally occurring behavior.
- BOnce was the neutral stimulus, which is now what elicits the conditioned response.
- CThe learned response. The response is the behavior; what the learner does.
- DThe stimulus that causes the unconditioned response.
122Conditioned Response
- AThe stimulus that causes the unconditioned response.
- BThe unlearned response. This is a naturally occurring behavior.
- CThe learned response. The response is the behavior; what the learner does.
- DOnce was the neutral stimulus, which is now what elicits the conditioned response.
123Acquisition
- ALearning to not make a conditioned response to a conditioned stimulus
- BLearning to pair a conditioned response to a previously neutral stimulus
- CA previously extinguished conditioned response reappears without being paired again and without any additional acquisition.
124Extinction
- ALearning to pair a conditioned response to a previously neutral stimulus
- BA previously extinguished conditioned response reappears
- CLearning to not make a conditioned response to a conditioned stimulus. No more conditioned response, unlearning
125A previously extinguished conditioned response reappears; without being paired again and without any additional acquisition.
- AHigher-Order Conditioning
- BAcquisition
- CSpontaneous Recovery
- DExtinction
126Also known as second-order conditioning. This is the addition of another stimulus after primary acquisition. In other words, another neutral stimulus is presented before the conditioned stimulus.
- AExtinction
- BSpontaneous Recovery
- CAcquisition
- DHigher-Order Conditioning
127Internal vs. External Inhibition: Internal = [blank_start]Habituation[blank_end]; External = [blank_start]Novel Stimulus[blank_end] is [blank_start]preventing[blank_end] the response (tiger comes into the room and you freeze).
- AHabituation
- BNovel Stimulus
- Cpreventing
128Habituation vs. Orientation: Habituation = [blank_start]low-level intensity repeated[blank_end]; Orientation = [blank_start]Stops[blank_end] other [blank_start]responses[blank_end] from even occurring.
- Alow-level intensity repeated
- BStops
- Cresponses
129Higher-Order Conditioning is also known as second-order conditioning.
- ATrue
- BFalse
130Spontaneous Recovery may have occurred as a result of an environmental cue.
- ATrue
- BFalse
131With enough pairings of the second stimulus: extinction becomes more possible, it becomes complex, and every now and then, a booster of the primary stimulus is necessary.
- ATrue
- BFalse
132Habituation (response to stimuli decreases)
- AExternal Inhibition
- BDisinhibition
- CInternal Inhibition
133Where the response to the stimulus increases (this is backwards, or pseudoconditioning; sensitization)
- AInternal Inhibition
- BDisinhibition
- CExternal Inhibition
134The presentation of a novel stimulus (which stops you from responding to the presentation of the stimulus). For instance, a tiger comes into the room.
- ADisinhibition
- BExternal Inhibition
- CInternal Inhibition
135What Happens If: A novel stimulus is presented during acquisition?
- AThere is interference between the pairings = there is a drop in strength of conditioned response = External Inhibition.
- BThere is an increase in strength in conditioned response = disinhibition (it disinhibits response).
136What Happens If a Novel Stimulus is presented during extinction?
- AThere is interference between the pairings = there is a drop in strength of conditioned response = External Inhibition.
- BThere is an increase in strength in conditioned response = disinhibition (it disinhibits response).
137[blank_start]Primary[blank_end] Conditioning: This is the relationship between [blank_start]stimuli[blank_end] and [blank_start]response[blank_end]. [blank_start]Primary[blank_end] conditioning is [blank_start]appetitive[blank_end] ([blank_start]US[blank_end] causes [blank_start]UR[blank_end] approach) and defensive/[blank_start]aversive[blank_end] (US and UR where stimulus causes a response to [blank_start]avoid[blank_end]).
- APrimary
- Bstimuli
- Cresponse
- DPrimary
- Eappetitive
- FUS
- GUR
- Haversive
- Iavoid
138[blank_start]Secondary[blank_end] Conditioning: This is the addition of another [blank_start]stimulus[blank_end] after primary [blank_start]acquisition[blank_end]. In other words, another [blank_start]neutral[blank_end] stimulus is presented [blank_start]before[blank_end] the conditioned stimulus. *[blank_start]Extinction[blank_end] becomes more possible. *The conditioning becomes more complex. *Every once and a while, a [blank_start]booster[blank_end] of the original must be given.
- ASecondary
- Bstimulus
- Cacquisition
- Dneutral
- Ebefore
- FExtinction
- Gbooster
139[blank_start]Sensory[blank_end] Preconditioning: This is a [blank_start]compound[blank_end] stimulus. For instance, there is a [blank_start]visual[blank_end] component and an [blank_start]auditory[blank_end] component. There is a [blank_start]conditioned[blank_end] response to one of those components before any [blank_start]acquisition[blank_end] trials. Visual + Shock = Aversive = Startle = Withdrawal. Auditory withdrawal because of prior experience based on [blank_start]previous[blank_end] association.
- ASensory
- Bcompound
- Cvisual
- Dauditory
- Econditioned
- Facquisition
- Gprevious
140[blank_start]Appetitive[blank_end] Conditioning: This utilizes a [blank_start]positive[blank_end] [blank_start]reinforcing[blank_end] stimulus (access to food, water, or sex).
Defensive (Aversive) Conditioning: Accomplished with an unpleasant [blank_start]unconditioned stimulus[blank_end].
[blank_start]Aversive[blank_end] conditioning is accomplished with a mildly painful or otherwise [blank_start]unpleasant[blank_end] [blank_start]US.[blank_end]- AAppetitive
- BAversive
- Cpositive
- Dunpleasant
- EUS.
- Funconditioned stimulus
- Greinforcing
141Short gap between the conditioned stimulus onset and unconditioned stimulus onset. There is overlap between the CS and the US. This type of conditioning may be stronger (not better) than trace conditioning.
- ATemporal
- BTrace
- CDelayed
- DSimultaneous
- EBackward
142Short gap between conditioned stimulus offset and unconditioned stimulus onset. This type of conditioning is very effective.
- ADelayed
- BTemporal
- CBackwards
- DSimultaneous
- ETrace
143The conditioned stimulus and unconditioned stimulus has the same onset and offset at the same time.
- ATemporal
- BTrace
- CDelayed
- DSimultaneous
- EBackwards
144Also known as pseudoconditioning. The unconditioned stimulus precedes the conditioned stimulus. This may be seen in sensitization (an over response). In other words, the reflex happens first.
- ABackward
- BTrace
- CDelayed
- DSimultaneous
- ETemporal
145The conditioned stimulus is time itself. For example, every day you set your alarm for 7 a.m., but on the weekends you can sleep in. Regardless of not needing to awaken, you wake up at 7 a.m.
- ABackward
- BTemporal
- CTrace
- DDelayed
- ESimultaneous
146Conditioned [blank_start]Emotional[blank_end] Response: Learned emotional [blank_start]reactions[blank_end] (anxiety or happiness) that occurs in response to [blank_start]predictive[blank_end] cues. They are typically [blank_start]regulated[blank_end] by the [blank_start]autonomic[blank_end] nervous system. Eysneck believed that all [blank_start]neuroses[blank_end] are conditioned responses.
- AEmotional
- Breactions
- Cpredictive
- Dregulated
- Eautonomic
- Fneuroses
1471. [blank_start]Operant[blank_end] learning: bar-press for food at steady [blank_start]response[blank_end] rate
2. [blank_start]Classical[blank_end] conditioning: [blank_start]CS[blank_end] (tone) paired with [blank_start]US[blank_end] (shock)
3. [blank_start]Combine[blank_end]: present tone [blank_start]during[blank_end] bar-press situation & [blank_start]measure[blank_end] new rate of bar-pressing- AOperant
- Bresponse
- CClassical
- DCS
- EUS
- FCombine
- Gduring
- Hmeasure
148[blank_start]Comparison[blank_end] of number of [blank_start]operant[blank_end] responses made when [blank_start]CS[blank_end] is presented to total number of responses made [blank_start]before[blank_end] and [blank_start]during[blank_end] its presentation.
- AComparison
- Boperant
- CCS
- Dbefore
- Eduring
149#Responses During CS/ #Responses Before CS + #Responses During CS = Inverse relationship between suppression ratio and strength of CR
- ATrue
- BFalse
150The [blank_start]higher[blank_end] the suppression ratio the [blank_start]weaker[blank_end] the CR
The [blank_start]lower[blank_end] the suppression ratio the [blank_start]stronger[blank_end] the CR- Ahigher
- Bweaker
- Cstronger
- Dlower
151When the CS is a compound stimulus with one component more salient than another = conditioning to the salient component only.
- ABlocking
- BOvershadowing
- CLatent Inhibition
152“learned” overshadowing
Presence of an already established CS in a compound stimulus interferes with the conditioning of other components.- AOvershadowing
- BBlocking
- CLatent Inhibition
153the more familiar the neutral stimulus, the less we will condition to it. Ex: getting the flu after eating. Adaptive significance
- AOvershadowing
- BBlocking
- CLatent Inhibition
154[blank_start]Occasion setting[blank_end] – a stimulus signals that a [blank_start]CS[blank_end] is likely to be associated with its [blank_start]US[blank_end] or that the US will be presented at a particular [blank_start]level[blank_end]
Ex: significant other gets good grade on test = occasion setter; CS: significant other; US: party- AOccasion setting
- BCS
- CUS
- Dlevel
155[blank_start]Unconditioned Stimulus Revaluation[blank_end]: US [blank_start]revaluation[blank_end] – the intensity of a [blank_start]CR[blank_end] depends on the [blank_start]strength[blank_end] of the most recent experience with the [blank_start]US[blank_end]. “Post-[blank_start]conditioning[blank_end]” [blank_start]phenomenon[blank_end]
- AUnconditioned Stimulus Revaluation
- Brevaluation
- CCR
- Dstrength
- EUS
- Fconditioning
- Gphenomenon
156Making a conditioned response to stimulus similar to the CS
- ADiscrimination
- BGeneralization
157Learning to not make a conditioned response to a stimulus similar to the CS
- AGeneralization
- BDiscrimination
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- Description
- Quiz on Learning Exam 1, created by S. Hodge on 04/10/2015.
- Author
- S. Hodge
- Language
- English
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