question

2011: A researcher designs a study to investigate the effect of feedback on perception of incomplete visual figures. Each participant stares at the center of a screen while the researcher briefly projects incomplete geometric figures one at a time at random positions on the screen. The participant's task is to identify each incomplete figure. One group of participants receives feedback on the accuracy of their responses. A second group does not. The researcher compares the mean number of figures correctly identified by the two groups. A. Identify the independent and dependent variables in the study.

answer

independent: feedback vs. no feedback dependent: number of figures identified

question

2011: A researcher designs a study to investigate the effect of feedback on perception of incomplete visual figures. Each participant stares at the center of a screen while the researcher briefly projects incomplete geometric figures one at a time at random positions on the screen. The participant's task is to identify each incomplete figure. One group of participants receives feedback on the accuracy of their responses. A second group does not. The researcher compares the mean number of figures correctly identified by the two groups. Identify the role of these terms in the context of the research (foveal vision, feature detectors, Gestalt principle of closure).

answer

foveal vision: the central visual field allows participants to see figures more accurately feature detectors: feature detectors help participants identify the figures by recognizing their parts Gestalt principle of closure: participants tend to fill in features of the incomplete figures or perceive incomplete figures as wholes

question

2011: A researcher designs a study to investigate the effect of feedback on perception of incomplete visual figures. Each participant stares at the center of a screen while the researcher briefly projects incomplete geometric figures one at a time at random positions on the screen. The participant's task is to identify each incomplete figure. One group of participants receives feedback on the accuracy of their responses. A second group does not. The researcher compares the mean number of figures correctly identified by the two groups. Describe how each of the following terms relates to the conclusions that can be drawn based on the research (random assignment, statistical significance)

answer

random assignment: random assignment allows cause-and-effect conclusions to be drawn & reduces the possibility that participant characteristics might bias the results statistical significance: statistical significance is a way of determining that the results are not likely to have occurred by chance (there is high probability that the independent variable caused changes in the dependent variable)

question

2011: Savannah is a junior in high school and is preparing for an exam in her beginning Japanese course. The exam will consist of both written and spoken portions. Although it is her first course in Japanese, Savannah is confident that she will do very well on the exam. Describe how each of the following relates to Savannah's successful learning and performance (Broca's area, use of phonemes, modeling, chunking).

answer

Broca's area: Broca's area relates to Savannah's successful learning with speech production (speaking, writing, clear pronunciation, grammatically correct statements) Use of phonemes: phonemes relate to Savannah's successful learning through combining sounds to make Japanese words Modeling: Savannah's imitation of a model (she imitates the way her teacher talks) Chunking: learning or recall of language by grouping material (like an acronym), the resulting increase in the amount of information that can be held in short term memory (she groups all the words that start with the same letter to remember them better)

question

2011: Savannah is a junior in high school and is preparing for an exam in her beginning Japanese course. The exam will consist of both written and spoken portions. Although it is her first course in Japanese, Savannah is confident that she will do very well on the exam. Describe how each of the following may hinder Savannah as she prepares for and takes the exam (encoding failure, age and language acquisition).

answer

Encoding failure: the failure to process and put the information into memory; information not attended to will not be processed; shallow processing leads to more forgetting Age and language acquisition: older students are less successful in acquiring a language, the critical period of language acquisition has passed; older students are more likely to speak a second language with the accent of their first language

question

2011: Savannah is a junior in high school and is preparing for an exam in her beginning Japanese course. The exam will consist of both written and spoken portions. Although it is her first course in Japanese, Savannah is confident that she will do very well on the exam. After the exam, Savannah tells her family and friends that she believes that she spoke fluently and did extremely well on the exam. Describe how each of the following concepts may have influenced her opinion (self-efficacy, confirmation bias).

answer

Self-efficacy: her personal belief or expectancy that she can perform better on a task or about her ability makes her think she did better than she did Confirmation bias: Savannah is selectively attending to information that supports her preconceived beliefs or minimizing contradictory evidence (she might only remember the questions she did well on)

question

2010: For each of the pairs below, use an example to show how the first term in each pair affects or is related to the second. Definitions alone without examples will not score. serial position effect, recall

answer

ability to remember the first or last items in a sequence more easily (primacy or recency effects) or difficulty remembering items in the middle

question

2010: For each of the pairs below, use an example to show how the first term in each pair affects or is related to the second. Definitions alone without examples will not score. functional fixedness, problem solving

answer

failing to find a novel, unintended use for a specified object prevents finding a solution to a problem (because Moe had no hammer and didn't realize he could use his baseball bat, he couldn't figure out how to drive the nail)

question

2010: For each of the pairs below, use an example to show how the first term in each pair affects or is related to the second. Definitions alone without examples will not score. operational definition, replication

answer

defining a variable (or term or concept) in a study facilitates further repetition of the study

question

2010: For each of the pairs below, use an example to show how the first term in each pair affects or is related to the second. Definitions alone without examples will not score. double-blind research, bias

answer

both researchers and participants are not informed about some aspect of a specific study in order to reduce the possibility of confounding factors (when testing a new drug, neither the researchers nor participants know who gets the placebo and that reduces bias)

question

2010: For each of the pairs below, use an example to show how the first term in each pair affects or is related to the second. Definitions alone without examples will not score. operant conditioning, superstition

answer

random consequences alter a behavior that is not tied to the consequences (someone scores well on an exam wearing a green shirt and then thinks the green shirt is lucky)

question

2010: For each of the pairs below, use an example to show how the first term in each pair affects or is related to the second. Definitions alone without examples will not score. reinforcement, over-justification effect

answer

actual external reinforcement reduces an intrinsic motive for behavior (after being paid to read books, Edna loses her desire to read books)

question

2010: For each of the pairs below, use an example to show how the first term in each pair affects or is related to the second. Definitions alone without examples will not score. myelin sheath, neural impulse

answer

the presence of a myelin sheath increases the speed of neural impulses (the myelin sheath allows the neuron to send its signal more quickly)

question

2010: At a school wide pep rally preceding a big game at Williams James High School, each grade has a designated t-shirt color and seating area in the bleachers. Student leaders organize classes so that their colored shirts combine to form the school flag. The coach gives an exciting speech, the cheerleaders perform a routine, and the band plays the school song while the students sing in unison. Explain the behavior and perceptions of the participants in the pep rally using the concepts below. Be sure to apply the concepts to the scenario in your explanation. cocktail party effect

answer

ability to focus on one voice while excluding other noises (the student could have heard his name said by another student a few rows down despite all the noise)

question

2. At a schoolwide pep rally preceding a big game at Williams James High School, each grade has a designated t-shirt color and seating area in the bleachers. Student leaders organize classes so that their colored shirts combine to form the school flag. The coach gives an exciting speech, the cheerleaders perform a routine, and the band plays the school song while the students sing in unison. Explain the behavior and perceptions of the participants in the pep rally using the concepts below. Be sure to apply the concepts to the scenario in your explanation. conformity

answer

doing something because the larger group does (all the students listen to the speech because everyone else does)

question

2. At a schoolwide pep rally preceding a big game at Williams James High School, each grade has a designated t-shirt color and seating area in the bleachers. Student leaders organize classes so that their colored shirts combine to form the school flag. The coach gives an exciting speech, the cheerleaders perform a routine, and the band plays the school song while the students sing in unison. Explain the behavior and perceptions of the participants in the pep rally using the concepts below. Be sure to apply the concepts to the scenario in your explanation. deindividuation

answer

individual's loss of identity because he or she is in a group (loss of identity in a group with all sophomores wearing green shirts)

question

2. At a schoolwide pep rally preceding a big game at Williams James High School, each grade has a designated t-shirt color and seating area in the bleachers. Student leaders organize classes so that their colored shirts combine to form the school flag. The coach gives an exciting speech, the cheerleaders perform a routine, and the band plays the school song while the students sing in unison. Explain the behavior and perceptions of the participants in the pep rally using the concepts below. Be sure to apply the concepts to the scenario in your explanation. figure-ground

answer

figure (main thing) vs. ground (background) (cheerleaders stand out against the background of the court)

question

2. At a schoolwide pep rally preceding a big game at Williams James High School, each grade has a designated t-shirt color and seating area in the bleachers. Student leaders organize classes so that their colored shirts combine to form the school flag. The coach gives an exciting speech, the cheerleaders perform a routine, and the band plays the school song while the students sing in unison. Explain the behavior and perceptions of the participants in the pep rally using the concepts below. Be sure to apply the concepts to the scenario in your explanation. occipital lobe

answer

involved with vision (the occipital lobe allows the people to see the cheerleaders' performance)

question

2. At a schoolwide pep rally preceding a big game at Williams James High School, each grade has a designated t-shirt color and seating area in the bleachers. Student leaders organize classes so that their colored shirts combine to form the school flag. The coach gives an exciting speech, the cheerleaders perform a routine, and the band plays the school song while the students sing in unison. Explain the behavior and perceptions of the participants in the pep rally using the concepts below. Be sure to apply the concepts to the scenario in your explanation. procedural memory

answer

memory of a skill, step-by-step process, or knowledge of how to perform a specific task (cheerleaders use procedural memory when performing their routine)

question

2. At a schoolwide pep rally preceding a big game at Williams James High School, each grade has a designated t-shirt color and seating area in the bleachers. Student leaders organize classes so that their colored shirts combine to form the school flag. The coach gives an exciting speech, the cheerleaders perform a routine, and the band plays the school song while the students sing in unison. Explain the behavior and perceptions of the participants in the pep rally using the concepts below. Be sure to apply the concepts to the scenario in your explanation. sympathetic nervous system

answer

the exciting speech has caused the sympathetic nervous system to increase the students' heart rates

question

2009: Dimitri and Linda are trying to learn a new routine to compete successfully in a dance competition. Give an example of how each of the following could affect their performance. Definitions without application do not score. extrinsic motivation

answer

competing to win a trophy

question

2009: Dimitri and Linda are trying to learn a new routine to compete successfully in a dance competition. Give an example of how each of the following could affect their performance. Definitions without application do not score. punishment

answer

they must do push-ups when they make a mistake in the routine

question

2009: Dimitri and Linda are trying to learn a new routine to compete successfully in a dance competition. Give an example of how each of the following could affect their performance. Definitions without application do not score. proactive interference

answer

previous dance routines are preventing the recall of the new routine (start doing moves from an old routine and forget the ones they are learning now)

question

2009: Dimitri and Linda are trying to learn a new routine to compete successfully in a dance competition. Give an example of how each of the following could affect their performance. Definitions without application do not score. endorphins

answer

endorphins control pain and produce feelings of pleasure (endorphins help Linda overcome pain from an injury so she can keep dancing)

question

2009: Dimitri and Linda are trying to learn a new routine to compete successfully in a dance competition. Give an example of how each of the following could affect their performance. Definitions without application do not score. vestibular system

answer

this system influences dancing by providing a sense of balance (vestibular system helps with balance which is necessary for them as they do different dance moves)

question

2009: Dimitri and Linda are trying to learn a new routine to compete successfully in a dance competition. Give an example of how each of the following could affect their performance. Definitions without application do not score. divergent thinking

answer

thinking that allows a person to consider many possible solutions (they think outside of the box in creating new choreography for their routines)

question

2009: Dimitri and Linda are trying to learn a new routine to compete successfully in a dance competition. Give an example of how each of the following could affect their performance. Definitions without application do not score. introversion

answer

being reserved, less sociable, withdrawn, solitary, quiet, etc. may affect their ability to perform in front of people

question

2009: James is in a driver's education course preparing to take his driving test. The course includes both book work and driving on the road to prepare students for a written test and a road test. Describe how each of the following might influence his ability to drive a car during the road test (cognitive map, cerebellum, observational learning, human factors)

answer

cognitive map: mental representation of spacial information (picture in his head makes it easier for James to anticipate any turns or obstacles in his path) cerebellum: cerebellum's role in balance, coordination, motor movements, physical responses, procedural memories, reflexes (he'll be able to coordinate his hand and foot movement to maneuver the car) observational learning: watching another doing something (after watching his parents drive, James picks up their habits) human factors: design element (road signs are different colors so he can distinguish between them easily)

question

2009: James is in a driver's education course preparing to take his driving test. The course includes both book work and driving on the road to prepare students for a written test and a road test. Describe how each of the following are related to the results of the written test. Definitions without application do not score (reticular formation, predictive validity, semantic memory).

answer

reticular formation: attentiveness, arousal, sleep, autonomic nervous system (makes him more alert so he performs better on the exam) predictive validity: the scores on the written test predict driving performance, performance on the road test, or driver's ed course grade (a high score on the written test predicts he'll be a good driver) semantic memory: knowledge (facts, concepts, definitions, language rules) (he had a good knowledge of the course material and was able to score well on the written test)

question

2008: The Smith-Garcias are planning for their first baby. Both parents-to-be have had a psychology course and are looking forward to applying the principles they learned from theories and research that address child development. Summarize one main idea of finding of each of the following four researchers (Skinner's operant conditioning, Bandura's social learning theory, Ainsworth's attachment research, Baumrind's research on parenting styles).

answer

Skinner's operant conditioning: reinforcing wanted behavior or punishing unwanted behavior Bandura's social learning theory: observational learning; people learn by observing others Ainsworth's attachment research: insecurely attached children are less likely to explore their surroundings and more likely to have negative reactions to a parent Baumrind's research on parenting styles: permissive parents let anything slide and keep their kids on a long leash; authoritarian parents are crazy strict

question

2008: The Smith-Garcias are planning for their first baby. Both parents-to-be have had a psychology course and are looking forward to applying the principles they learned from theories and research that address child development. Provide a specific example of actions the Smith-Garcias might take to raise their child to produce positive outcomes using each of the theories below to address the corresponding psychological concept (Skinner's operant conditioning: tantrum management, Bandura's social learning theory: sharing behavior, Ainsworth's attachment research: self-reliance, Baumrind's research on parenting styles: self-esteem)

answer

Skinner's operant conditioning-tantrum management: positively reinforce the child for a different behavior Bandura's social learning theory-sharing behavior: parents provide a model for sharing Ainsworth's attachment research-self-reliance: parents promote secure attachment to increase self-reliance (nurturing, support, encouragement, availability) Baumrind's research on parenting styles-self-esteem: parents use authoritative style with high control, discipline, expectations and high warmth, love, communication to increase self-esteem

question

2008: We conducted a variation of Asch's (1951) conformity study in which participants made judgments about the length of lines. We randomly assigned participants to one of two conditions and told them that the study involved perceptual abilities. In the first condition, participants estimated the length of lines after hearing five people pretending to be participants (confederates) give inaccurate estimates. In the second condition, participants estimated the length of lines without hearing estimates of confederates. As we expected, participants in the first condition were less accurate in their estimates of line length, demonstrating the tendency to conform to majority influence. How would each element below be related to the specific content of the experiment reported in the abstract? (control group, deception, operational definition of the dependent variable, hypothesis, debriefing)

answer

control group: consists of people who did not hear the inaccurate estimates deception: occurs because the participants were not told the experiment was about conformity operational definition of the dependent variable: the participants' estimates of the lengths of lines hypothesis: people have a tendency to conform in groups debriefing: researchers need to inform the participants after the experiment that the experiment is actually about conformity

question

2008: We conducted a variation of Asch's (1951) conformity study in which participants made judgments about the length of lines. We randomly assigned participants to one of two conditions and told them that the study involved perceptual abilities. In the first condition, participants estimated the length of lines after hearing five people pretending to be participants (confederates) give inaccurate estimates. In the second condition, participants estimated the length of lines without hearing estimates of confederates. As we expected, participants in the first condition were less accurate in their estimates of line length, demonstrating the tendency to conform to majority influence. How might participants' estimates of line length in the study be related to the following? (cognitive dissonance, Maslow's hierarchy of needs,

answer

cognitive dissonance: tension or discomfort when a participant questions his or her own estimate of line length in light of the confederates' responses Maslow's hierarchy of needs: relate love, belonging, acceptance, and fitting in to participants' being more likely to conform in their estimates of line length

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