1.

__________ is when something unpleasant occurs to stop a behaviour in the process

of operant conditioning.
A. Positive Reinforcement
B. Negative Punishment
C. Positive Punishment
D. Negative Reinforcement

2.

The Garcia Effect states that which sense is most sensitive to learning?
A. Taste
B. Touch
C. Smell
D. Hearing

3.

__________ is being aware of another behaviours and consequences, __________ is

the ability to store and retrieve what you have learned, __________ is behaviourally
imitating these actions, and __________ is the belief that a behaviour will bring on a
desired response.
A. Awareness, Memorizing, Imitation, Motivation
B. Attention, Retention, Production, Motivation
C. Attention, Memorizing, Imitation, Motivation
D. Attention, Retention, Imitation, Motivation

4.

Which of these is NOT a method of measuring memory?

A. Recall
B. Recollection
C. Retention
D. Relearning

5.

Which is NOT a Box Model of memory?

A. Sensory Memory
B. Short Term Memory
C. Unconscious Memory
D. Long Term Memory

6.

How long is Sensory Memory retained?

A. 1/2 second
B. 2 seconds
C. 5 seconds
D. 10 seconds

7.

__________ is the loss of ability to carry out coordinated body movement, __________
is the loss of ability to use language, and __________ is the loss of ability to recognize
familiar objects.
A. Aphasia, Apraxia, Agnosia
B. Apraxia, Agnosia, Alzheimers
C. Apraxia, Agnosia, Aphasia
D. Apraxia, Aphasia, Agnosia

8.

__________ and __________ are the two types of G Factor intelligences.

A. Liquid, Solid
B. Fluid, Crystallized
C. Liquid, Crytallized
D. Fluid, Solid

9.

What is a Representative Heuristic? Give two opposing examples.

10.

Explain the idea of syllogism and its process

11.

What is the idea of Rosch Prototypes and what do they show about our thoughts?

12.

Explain the differences between Classical and Operant conditioning

13.

In what ways are eyewitness testimonies not dependable?

14.

What is the Flynn Effect and what is the hypothesis to back up the findings?

15.

Name three of the eight multiple intelligences described by Gardner and give
descriptions of their meanings.

16.

What are the six stages of language development?

ANSWER KEY:
1.
2.
3.
4.
5.
6.
7.
8.
9.

C
A
B
C
C
B
D
C
Matching an object to a "concept" or "category" without determining how accurate the
assumption may be. One example could be during lecture, a guy walks in wearing black
leather, tattoos, chains, etc., and we assume he is a member of a motorcycle gang when he is
actually the guest speaker. The opposite of this could be that your new neighbour moves in
and has glasses hooked to a chain around her neck. We assume she is a librarian or teacher
but she is actually a hooker.
10. A form of deductive reasoning including two premises and a conclusion. For example, if all As
are Bs, and C is an A, then C is also a B.
11. The idea that concepts are defined by a prototype or the most typical member of a category.
This shows that we each have a clear idea of what a certain thing like a bird or vehicle looks
like, and the farther it strays from it, the more we have to think about whether it still lies under
that category or not.
12. In classical conditioning, the stimulus comes before the action, but in operant, the stimulus
comes after. Classical creates conditioned involuntary actions based upon stimuli while
Operant creates connections between consequences and voluntary actions.
13. People tend to fill in information when they dont have it, the way questions and statements
are worded or suggested can strongly influence memories, anyone can be affected by it
without even knowing, and errors in identification are greater when subjects are not of the
same ethnic background.
14. James Flynn found that from one generation to the next, there have been steady gains in IQ
scores. He posed that a greater time in school, better nutrition, and greater exposure both
culturally and educationally are responsible.
15. Logical-Mathematical Intelligence, looking at whether a person can perform operations on
things like numbers, predict relationships, arrive at abstract conclusions, and how good they
are at problem solving. Linguistic Intelligence, looking at whether people appreciate the
pleasure and beauty of language, if they effectively explain things, appreciate literature, look
at text and find special meaning/multiple meanings in texts. Musical Intelligence, looking at
pitch and rhythm, emotional and musical expressiveness, people with precocious skills to put
pitch and tone together. Spatial Intelligence, people who are able to orient themselves, take a
map and learn the city, understand diagrams and how things fit together. Bodily-Kinesthetic
Intelligence, people with fine motor and gross motor development, some are gifted in physical
ability and can make the body move in incredibly significant ways. Interpersonal Intelligence,
the go-to person when you have a problem, people who can notice distinctions in social
situations, good at notice other peoples mistakes, limitations, emotions, temperate, strengths,
opinions, etc. Intrapersonal Intelligence, people with access to their own feelings and
understanding their own limitations and strengths and abilities to use them effectively.
Naturalist Intelligence, people who are truly gifted in how they understand the biological world
around them.
16. Crying, cooing vowel noises, babbling with consonants, holophrasing, overextending, and
telegraphic speech