exam revision without answers

7/26/2019 Exam Revision Without Answers

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1. In operant conditioning, the specifc object or event that inuences a

behaviour is thea. Responseb. Stimulusc. Consequence

d. Behaviour

. !n the frst da" o# class Sam dra$s an inappropriate picture on the $hite

board and the class laughs, as a result o# the attention #rom the otherstudents Sam dra$s inappropriate pictures #or the rest o# the $ee%, his

behaviour is a result o#a. &ositive rein#orcementb. 'egative rein#orcementc. &ositive punishmentd. 'egative punishment

(. &avlov conditioned the dog to salivate to the sounds o# a bell. )he bell in

classical conditioning terms $ould be re#erred to as aa. Conditioned stimulusb. Conditioned responsec. *nconditioned responsed. 'one o# the above

+. hat %ind o# rein#orcement should "ou use i# "ou $ant to get a response tolast $ithout rein#orcement long a#ter it-s been learned through operant

conditioninga. Continuousb. Intermittent

c. 'either / or Bd. Both / 0 B

. Classical conditioning usuall" $or%s best i# $hich o# the #ollo$ing occursa. )he conditioned stimulus 2CS3 is presented just a#ter the

unconditioned stimulus 2*CS3b. )he CS is presented just be#ore the *CSc. )he CS is presented man" hours a#ter the *CSd. /ll o# the above are equall" e4ective


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5. hat t"pe o# learning is ta%ing place in this photo

a. Classical conditioningb. !perant conditioningc. !bservational learningd. Rein#orcement scheduling

6. In the stud" b" Bandura, involving "oung children and a Bobo doll he #ound

that

a. Children e7posed to an aggressive cartoon character $ere more

aggressive than children not subjected to an aggressive model.

b. Children e7posed to an aggressive live model $ere more aggressivethan children not subjected to an aggressive live model.

c. Both o# these $as true.

d. 'either o# these $as true.

8. hich o# the #ollo$ing is nota characteristic o# concrete operationalthin%ing

a. /bilit" to thin% abstractl"b. /bilit" to conservec. /bilit" to thin% logicall" about real things and eventsd. /bilit" to engage in matri7 classifcation

9. /t each stage o# :ri%son;s theor" o# ps"chosocial development, peoplee7perience a2n3


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1=.)he crisis that arises in "oung adult hood is concerned $itha. )rust vs mistrustb. Industr" vs in#eriorit"c. Integrit" vs despair

d. Intimac" vs isolation

11.!ne can increase the total amount o# in#ormation $hich is held in short

term memor" b">a. *sing mnemonic devicesb. :laborative rehearsalc. Constructive rememberingd. Combining in#ormation into chun%s

1.Inter#erence $ith the retention o# ne$ in#ormation due to previousl"

learned material is called>a. &roactive inhibition 2inter#erence3

b. Retrograde amnesiac. )he tip?o#?the?tongue phenomenond. Retroactive inhibition 2inter#erence3

1(.Scott and his doctor are $riting a plan about ho$ he can participate inph"sical activit". /ccording to the )ranstheoretical model Scott $ould be

classifed as being in>a. &recontemplationb. &reparationc. Contemplationd. @enial

1+.hich o# the #ollo$ing $ould be considered 2a3 %e" element 2s3 o#

Aotivational Intervie$ing>a. Rolling $ith resistanceb. @eveloping discrepanc"c. Supporting sel#?ecac"d. /ll o# the above

1.)he theor" o# people e7plaining others; behaviour isa. Cognitive theor"b. Communication theor"c. Impression )heor"

d. /ttribution theor"

15.@eciding a #ello$ student has done $ell on an e7am because their #ather is

the principal, "ou have made a>a. #ree $ill attributionb. situational attributionc. deterministic attributiond. dispositional attribution


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16.


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+.IF tests are valid predictors o#>a. !ne-s general abilit" to #unction in the real $orldb. /n individual-s motivation

c. School successd. Creative abilities

.Gour principles o# the e4ective listening are>

a3 Clarifcation, memor", paraphrasing, summarisingb3 Clarifcation, reection, paraphrasing, summarisingc3 Summarising, li%eabilit", paraphrasing memor"d3 )rust, clarifcation, paraphrasing, summarising

5.Race, ethnicit", countr" o# origin, language, se7ual orientation, and genderare all e7amples o#>

a3 Stereot"ped population groupsb3 Barriers to communicationc3 Important areas o# health polic"d3 /ll o# the above

6./ccording to the gate control theor" o# pain, the fbres $hich open the gate

are>

a. Substantia gelatinosa fbresb. B?gamma fbresc. C fbres

d. 'ociceptor projection fbres

8.hich model o# pain perception is closel" lin%ed $ith culture, #amil",nociceptive stimuli and environment

a. Hate control theor" o# painb. Biops"chosocial model o# painc. Aedical model o# paind. Biomedical model o# pain

9./mongst "oung people in /ustralia, $hich are the three most commonl"used drugs

a. :cstas", tobacco, alcoholb. /lcohol, tobacco, speedc. )obacco, marijuana, inhalantsd. /lcohol, marijuana, tobacco

(=.&s"choactive drugs that accelerate the action o# the C'S are %no$n as>

a. @epressantsb. Stimulants

c. allucinogensd. /nabolic Steroids


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(1. hich o# the #ollo$ing is not a characteristic o# an introverted personalit"

a. &assiveb. &eace#ulc. Controlledd. )al%ative

(. Based on :"senc%-s theor" on personalit" di4erences, $hich o# the #ollo$ingbest e7plains person $ith an internal locus o# control-

a. I control m" destin"b. !thers control m" destin"c. I have no control over m" destin"d. 'one o# the above

((. hich o# the #ollo$ing are lin%ed $ith changes relating to emotiona. &h"siologicalb. Cognitivec. Aoodd. /ll o# the above

(+. In a ealth and uman Services setting, it is most important to be a$are o#the emotions o# $hich people

a. Clientsb. Joursel# c. Jour supervisorEsd. / and B

(. )he severit" o# e7perienced stress is inuenced b">a. the predictabilit" o# occurrence o# the stressorb. the persons degree o# control over the stressorc. cognitive appraisal o# the stressord. all o# the above

(5. Stress can potentiall" lead to an increases ris% o# coronar" heart diseasethrough>

a. /n increased ris% o# the build?up o# cholesterol plaquesb. @irectl" suppressing the immune s"stemc. /n increase in behaviours such as smo%ing

d. / and C

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