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UNE PSYC101 Exam Revision Guide 2025 Verified Study
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Expectancies |- |verified |answersbeliefs |about |our |ability |to |perform |an |action |and |to |get |the |desired | reward A |placebo |effect |- |verified |answersdepends |on |a |participants |belief |in |the |effectiveness |of |the | independent |variable What |is |the |primary |method |of |behaviourism? |- |verified |answersExperimental |method Reliability |in |a |Measurement |- |verified |answersis |the |measure's |tendency |to |give |the |same |result | from |one |occasion |to |the |next Three |principles |that |underlie |critical |thinking |- |verified |answersscepticism, |objectivity, |open- mindedness Testing |Hypothesis |- |verified |answerscontext |of |justification demand |characteristics |- |verified |answerscues |in |an |experiment |that |tell |the |participant |what | behavior |is |expected related |samples |t |test |- |verified |answersrepeated |measures |or |matched |subject independant |samples |t |test |- |verified |answerscompare |means |of | 2 |separate |groups ANOVA |- |verified |answers3 |or |more |groups Chi-square |- |verified |answersgoodness |of |fit |between |observed |values |and |those |expected | theoretically. standard |deviation |- |verified |answersthe |square |root |of |the |variance; |2nd |percentile | 2 |SD |below | mean Afferent |- |verified |answersbrain Efferent |- |verified |answersto |muscles |and |glands Somatic |and |Autonomic |- |verified |answersSubdivsions |of |peripheral |NS Extinction |occurs |if |enough |conditioning |trials |pass |in |which |- |verified |answersthe |operant |is |not | followed |by |the |consequence |associated |with |it Negative |rienforcement |- |verified |answersremoval |of |an |aversive |situation |when |an |organism |makes | the |desired |response In |classical |conditioning, |the |most |effective |form |of |temporal |relationship |between |CS |and |UCS | involves: |- |verified |answersforward |conditioning Reinforcement |- |verified |answersincreases |behavior
When |using |punishment |- |verified |answersmake |sure |person |being |punished |is |being |rienforced |for | alternative, |acceptable |behaviours When |is |learning |quickest? |- |verified |answerscontinuous |rienforcement The |purpose |of |John |Watson's |famous |study |with |little |Albert |(in |which |he |conditioned |Albert |to | associate |furry |things |with |a |loud |noise) |was |to |demonstrate |that |- |verified |answersa |fear |response | could |be |classically |conditioned. When |do |organisms |learn |to |distinguish |between | 2 |stimuli? |- |verified |answersStimuli |not |consistently | associated |with |the |same |UCS In |avoidance |learning, |the |participant |learns |to: |- |verified |answersturn |a |wheel |to |prevent |shock. Learning |quickest |- |verified |answerscontinous |rienforcement More |resistant |to |extinction |- |verified |answerspartial |rienforcement Vicarious |learning |- |verified |answersa |person |learns |the |consequence |of |an |action |by |watching | someone |else's |results episodic |memory |- |verified |answersdeclarative |memory |that |contains |memories |of |particular |events proactive |interference |- |verified |answersthe |disruptive |effect |of |prior |learning |on |the |recall |of |new | information retroactive |interference |- |verified |answersthe |disruptive |effect |of |new |learning |on |the |recall |of |old | information operationalise |variables |- |verified |answersNext |step |after |Hypothesis |formation Assimilation |- |verified |answersinterpreting |our |new |experiences |in |terms |of |our |existing |schemas accomodation |- |verified |answersadapting |our |current |understandings |(schemas) |to |incorporate |new | information zone |of |proximal |development |- |verified |answersIn |Vygotsky's |theory, |the |range |between |children's | present |level |of |knowledge |and |their |potential |knowledge |state |if |they |recieve |proper |guidance |and | instruction Socialisation |- |verified |answersThe |process |of |acquiring |values, |attitudes |and |behaviours |through | interacting |with |others. Barbiutates |and |Benzodiazapines |- |verified |answersDepressants Qualitatively |different |patterns |of |subjective |experience |- |verified |answersConsciousness Is |controlling |motor |movements |a |function |of |consciousness? |- |verified |answersNo Schater-Singer |Theory |- |verified |answersEmotion |has |two |components: |a |bodily |state |of |arousal |and |a |cognitive |label One |sound |louder |than |other |means |- |verified |answersSound |waves |higher |in |one |than |other
sensitive |period |- |verified |answersTimes |that |are |more |important |to |subsequent |human |development |than |others, |although |not |the |absolute |gatekeepers |of |psychological |growth Alzheimer's |patients |have |abnormally |low |levels |of |- |verified |answersacetylcholine sequential |study |- |verified |answersstudy |design |that |combines |cross-sectional |and |longitudinal | techniques Research |suggests |that |development |during |childhood |appears |to |be |______. |In |adulthood, | individuals |appear |to |develop |______ A |stage-like; |in |alternative |directions B |continuous; |unpredictably C |flexible; |inflexibly D |discontinuous; |continuously |- |verified |answersA |stage-like; |in |alternative |directions Erikson's |basic |trust |versus |mistrust |stage |of |development |occurs: A |roughly |in |the |first | 18 |months |of |life. B |aged |1½ |to | 2 |years. C |aged | 3 |to | 5 |years. D |during |adolescence |to |young |adulthood. |- |verified |answersA. |roughly |in |the |first | 18 |months |of |life. During |the |developmental |stage |identified |by |Erikson |as |autonomy |versus |shame |and |doubt: A |children |either |come |to |trust |others |or |perceive |the |world |as |hostile |or |unreliable. B |children |learn |to |walk |and |talk |and |hence |to |experience |themselves |as |sources |of |will |and |power. C |the |conscience |emerges |and |with |it, |guilt, |as |well |as |a |heightened |control |over |impulses. D |social |comparison |processes |become |important. |- |verified |answersB. |children |learn |to |walk |and |talk |and |hence |to |experience |themselves |as |sources |of |will |and |power. Researchers |have |identified |three |infant |temperaments, |which |correspond |in |certain |respects |to | human |attachment |styles. |What |are |these |temperaments? A |Secure, |insecure |and |disorganised B |Insecure, |ambivalent |and |secure C |Dependent, |slow-to-warm-up |and |autonomous D |Easy, |difficult |and |slow-to-warm-up |- |verified |answersD |Easy, |difficult |and |slow-to-warm-up When |you |see |your |friend |she |often |kicks |you |in |the |shins. |One |day, |you |see |your |friend |approaching |and |flinch |before |she even |tries |to |kick |you. |Which |statement |is |most |correct?
a. |Your |friend |is |the |UCR, |the |kick |is |the |UCS, |you |flinching |is |the |CR b. |Your |friend |is |the |CS, |the |kick |is |the |CR, |you |flinching |is |the |UCR c. |Your |friend |is |the |CS, |the |kick |is |the |UCS, |you |flinching |is |the |CR | d. |Your |friend |is |the |UCS, |the |kick |is |the |CS, |you |flinching |is |the |CR |- |verified |answersc. |Your |friend |is | the |CS, |the |kick |is |the |UCS, |you |flinching |is |the |CR Janine |smacks |her |dog, |Luna, |when |Luna |digs |holes |in |the |lawn |to |try |and |make |Luna |dig |holes |less | often. |This |is |an example |of |___________. a. |positive |reinforcement b. |negative |reinforcement c. |positive |punishment | d. |negative |punishment |- |verified |answersc. |positive |punishment punishment |- |verified |answersdecreases |the |behavior When |is |learning |more |resistant |to |extinction? |- |verified |answerspartial |rienforcement positive |rienforcers/punishers |- |verified |answersintroduction |of |something negative |rienforcers/punishers |- |verified |answerssomething |taken |away