1) When Mary thinks about what a dog is, several very different-looking animals come
to mind, including greyhounds, German shepherds, cocker spaniels, and Chihuahuas.
Which one of the following views of concept learning best characterizes Marys
knowledge of the concept dog?
a.Learning correlational features
b.Prototype
c.Exemplars
d.Hypothesis testing
2) In social cognitive theorists conceptualization of reciprocal causation, which one of
the following is the best example of a person factor?
a.Alma expects to do well in science this year.
b.Bree got an A in science last year.
c.Curts friend Doug will be in his science class this year.
d.Doug has already read the first two chapters of his science textbook.
3) Three of the following strategies are consistent with the textbooks recommendations
for forming expectations and attributions for student performance. Which one is not
consistent with the textbooks recommendations?
a.Assume that every student has one or more areas of strength.
b.Communicate the belief that learning more effective strategies may help students
perform more successfully.
c.Depend primarily on informal, subjective impressions to assess students achievement.
d.Keep in mind that teachers can make a significant difference in students lives.
4) As children develop, their metacognitive knowledge changes in a number of ways.
Which one of the following is a false statement about how metacognition changes with
development?
a.Children sometimes use effective strategies unconsciously before they begin to use
them consciously and intentionally.
b.Older children engage in more comprehension monitoring than younger children.
c.Younger children are more aware of their own thought processes than older children
are.
d.Children become increasingly adept at using rehearsal to remember something.
5) You can easily remember your birth date; perhaps you can also remember what you
did on your last birthday. The difference between these two pieces of knowledge can
best be characterized as a difference between:
a.declarative vs. procedural knowledge
b.semantic vs. episodic memory
c.conceptual vs. conditional knowledge
d.explicit vs. implicit memory
6) Models can influence an observers behavior in a number of ways. Which one of the
following behaviors is least likely to be the result of modeling?
a.Kevin is punished for hitting his brother, but several weeks later, after seeing a child
on television hit a friend, he hits his brother again.
b.Luke scratches his mosquito bites, even though his mother continually asks him not
to, because it makes them feel better.
c.Melvin is studying to be a dentist. His older brother is a physician.
d.When Nathan sees how much pleasure his best friend gets by being in the school
chess club, he joins a similar group: the school math club.
7) Which one of the following statements best describes an activation model of
memory?
a.Information is more effectively encoded when it is acted out (for example, through
role playing) at the time of storage.
b.What you are thinking about is activated; other things stored in your memory are in
an inactive state.
c.You must repeat information several times if it is to be stored effectively.
d.Different pieces of information in memory interact with one another, so that you often
remember something differently from how which you first stored it.
8) Which one of the following is the best example of a symbol as psychologists define
the term?
a.The word carpet
b.The honking sound that a goose makes
c.A leaky faucet
d.Snow
9) Three of the following are almost always found in applied behavior analysis (ABA).
Which one is not necessarily characteristic of ABA?
a.Altering the consequences of behavior
b.Measuring behavior before treatment begins
c.Measuring behavior during treatment
d.Exploring underlying causes of behavior
10) Which one of the following statements reflects Tolmans notion of purposive
behaviorism?
a.Organisms sometimes reinforce themselves (e.g., by feeling proud).
b.Organisms behave in order to attain particular goals.
c.Behavior can be altered by reinforcement, but not by punishment.
d.When organisms discover that a particular response is no longer reinforced as it has
previously been, they increase the frequency of that response for a short time.