Introduction to Psychology (Young)

Review Sheet for Final Examination

The final exam covers modules 28, 30 - 31, 33, 34, 41 - 43, 45 - 49, & 53 - 54.

Items below that are struck through or in red will not be on this exam.

Learning modules 21 - 22:
Learning habituation classical conditioning operant conditioning observation learning insight
association theory Locke Berkeley Mill learning as natural selection contingency analysis
orienting response Aplysia short-term habituation long-term habituation Pavlov unconditioned reflex
US UR CS CR NS OR
phobia fetish extinction spontaneous recovery reconditioning generalization
discrimination informativeness Thorndike Law of Effect Skinner operant conditioning chamber
cumulative recorder discriminative stimulus operant response consequence positive reinforcer negative reinforcer
punishment frustrative non-reward omission conditioned reinforcer conditioned punisher shaping
intermittent reinforcement FI schedule FR VI VR occasion setting
superstition learning interim behaviors terminal behaviors escape learning avoidance learning taste aversion
modeling vicarious learning Bandura similarity status salience
success instructional control stimulus equivalence behavioral pharmacology Sultan
Memory modules 23 - 27: encoding  storage retrieval sensory memory short-term memory
working memory long-term memory permanent memory flashbulb memories tip-of-the-tongue recall memory
recognition memory transient memory iconic store echoic store Sperling suffix effect
rehearsal systems phonological working memory shallow vs. deep processing effortful vs. automatic processing massed vs. spaced practice method of loci
Peg-word method narrative  episodic memory semantic memory explicit and declarative memory implicit and procedural memory
amnesia retrograde amnesia anterograde amnesia dissociative amnesia interference primacy effect
recency effect Loftus & Palmer, 1974
Learning Essays:

1. Explain the process of classical conditioning.

2. Describe five human applications of classical conditioning theory.

3. What principles govern the acquisition of a classically conditioned reflex?

4. Explain five phenomena associated with classical conditioning. How do they interact? [extinction, spontaneous recovery, reconditioning, generalization, discrimination]

5. Is a conditioned reflex ever un-learned? What is the evidence from research?

6. What factors influence the success of classical conditioning?

7. Describe Thorndike's research leading to the Law of Effect.

8. How does operant conditioning take place?

9. Compare and contrast the different consequences which follow a behavior, and the effects of each consequence. [positive reinforcement, negative reinforcement, punishment, frustrative non-reward/omission/extinction]

10. What are conditioned reinforcers and conditioned punishers? How do they work?

11. Compare and contrast the methods and the effects of four different schedules of reinforcement. [FI, FR, VI, VR]

12. Present and evaluate the research by Skinner and by Staddon & Simmelhag on superstition learning.

13. According to social learning theory, how does imitation learning take place? What factors influence imitation? [similarity, status, salience, success]

14. How does instructional control influence human behavior?

Memory Essays:
     1. Outline Atkinson and Shiffrin's three-part model of memory.

     2. Compare recall and recognition. What are the advantages and requirements of each?

     3. How can we improve memory storage?

     4. Why does forgetting happen?

     5. What are the processes involved in encoding information in working memory? What factors
     influence the encoding process? What are the limits on working memory?

     6. Explain how study strategies and mnemonic tactics can be used to enhance your memory for
     material in this course.

 
Thinking module 28:        
concept formation prototypes stereotypes problem solving

algorithms
heuristics mental models confirmation bias fixation mental set
functional fixedness representativeness heuristic conjunction fallacy availability heuristic framing effects

Thinking essays:

1. Explain five different methods human beings use for problem solving. When are we likely to resort to trial and error?

2. How could you use framing effects to explain to your parents how they should view a poor grade you earned?

Modules 30 - 31. Intelligence.
Terms:
 

intelligence Pearson Spearman g s
Thurstone Cattell Birren and Morrison fluid intelligence crystallized intelligence
Sternberg's triarchic theory experiential intelligence contextual intelligence componential intelligence Gardner
IQ, MA, CA deviation IQ Wechsler mental retardation Binet
verbal IQ performance IQ multiple intelligences analogies factor analysis
intelligence testing Stanford-Binet mental retardation  

Essays:

1. Compare and contrast three approaches to the study of intelligence.

2. Compare and contrast Pearson's g theory with Spearmans s theory of intelligence.

3. What do factor analysis studies (Birren and Morrison, Thurstone, and Cattell) show as the components of intelligence?

4. Why did Binet develop the first intelligence test? Explain the series of events by which his work developed into the concept of the IQ?

5. What are three of the potential problems with IQ tests?

6. Analyze and evaluate Gardiner's theory if multiple intelligences. Include critical research.

Modules 33-34. Motivation.  Terms:
 

motivation system variables homeostasis set point feedback
Maslow drive reduction optimum level theory glycogen leptin
nucleus accumbens dopamine theory of motivation Jesus on motivation conation Yerkes-Dodson law
anorexia nervosa bulimia nervosa hierarchy of needs bliss point learned helplessness
glucostat sensation seeking dynamic interaction

Essays:

1. What are the homeostatic mechanisms in a biological theory of motivation?

2.  How is motivation related to learning and reinforcement, and how is it different?

3. Compare and contrast two theories of motivation.

4. Outline and explain Maslow's theory of motivation, including his hierarchy of needs. Is it reasonable? Where do you think it goes wrong?

5. Explain how conditioning may affect motivation. Why might behaviors persist even if they are not drive-reducing?

6. A rat will press a bar to get a small current applied to its nucleus accumbens, even to the point of forgoing eating and drinking. Are there human parallels? Explain.

Modules 41 - 43. Terms:
 

personality biology of personality personality development type trait
Allport Cattell Eysenck source traits surface traits
neuroticism extraversion psychoticism libido Freud
openness agreeableness conscientiousness 16PF locus of control
defense mechanisms denial reaction formation projection sublimation
id  ego superego conscience ego ideal
repression Adler Horney Maslow self-actualization
Rogers RESUPR Bandura locus of control personality questionnaires
projective tests MMPI-2 Rorschach test TAT temperament

Essays:

1. Compare and contrast two different trait theories of personality.

2. Explain Freud's theory of psychosexual development. Show how developmental problems (fixations) at each stage may affect the person's personality later in life. Explain the Oedipus and Electra complexes.

3.  Present a coherent criticism of Freudian theory, using Adler, Horney, and research in developmental psychology and clinical psychology.

4. Explain Allport's five-factor theory of personality. How did he develop it?

5. How does the ego develop? What personality structures contribute to intrapsychic conflict, according to Freud's executive model of personality? What role do defense mechanisms play in dealing with intrapsychic conflict?

6. Present and evaluate the evidence that biological or hereditary factors influence personality.

Modules 45 - 49. Psychological disorders. Terms:
 

abnormal personality disorder anxiety disorders dissociative disorders mood disorder
schizophrenia depression bipolar disorder phobias PTSD
paranoid schizophrenia catatonic schizophrenia disorganized schizophrenia residual schizophrenia atypical schizophrenia
Dissociative Amnesia Dissociative Fugue DID Borderline P.D.  Narcissistic P.D.
Antisocial P.D. maladaptive biopsychosocial social phobia labelling
specific phobia psychopathy Old Bedlam seasonal pattern  

 

1.  What is abnormal? Explain six different approaches to defining the term.
2.  Present two criticisms of psychiatric diagnosis using DSM-IV.
3.  Compare and contrast two specified disorders.
4.  Name and explain the five axes of DSM-IV. How does the multiaxial approach improve diagnosis?
5.  What is the connection between ICD and DSM?
6. Compare and contrast personality disorders and anxiety disorders, using specific examples of each.
7. If people with Antisocial Personality Disorder have abnormal brain functions, are they responsible for crimes they may commit?


Module 48. Terms:
eclectic approach free association dream interpretation resistance parapraxis
transference counter-transference person-centered approach active listening RESUPR
Meichenbaum        

1. Explain the goals and methods of psychoanalysis.

2. How does humanistic therapy differe from psychoanalysis? (four ways)

Modules 53 - 55. Social psychology.

Terms:
social psychology social thinking Heider attribution theory

attributions
dispositional attributions situational attributions fundamental attribution error actor's viewpoint phylactery effect
foot-in-the-door rationalization      

1. What is social psychology? What kinds of questions do social psychologists try to answer?

2. What is attribution theory? Explain what attributions are, and how they affect our thoughts, feelings, and actions. How can attributions be changed? How should Christians grapple with the fundamental attribution error?

3. When do attitudes affect actions? When do they not? How can we use social psychology's research findings to bring our actions and our attitudes more in line with each other?

 

Last updated 1 May, 2004.