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Psychology 1A
Ms. Peterson-Guada
Final Exam Study Guide
BRING TWO (2) LARGE SCANTRON & NO. 2 PENCIL
No Make-Ups for quiz unless notified prior to quiz or in documented emergencies
Chapter 1
1.1 What are the six schools (perspectives) of psychology? What is the main basis of each? And, who are the
founding psychologists associated with each (except for transpersonal and biopsychological)?
1.2 What is the difference between a clinical psychologist and psychiatrist?
1.3 What is a naturalistic observation? Think of subjects you would like to study. Where and how would you
observe them using naturalistic observation?
1.4 What is a case study? Think of a person or group you would like to study. How would you go about studying
your subject via this method?
1.5 What is a survey? What purpose does it satisfy?
1.6 What is an experimental study? Understand how independent and dependent variables relate to the
experimental and control groups.
1.7 What is a correlational study? Name two variables that you believe are positively correlated. Name two
variables that you believe are negatively correlated.
Chapter 2
2.1 What are the three basic parts to a neuron? What is the function of each?
2.2 What are neurotransmitters and how do they affect our human functioning?
2.3 What are the two main subdivisions of the peripheral nervous system? How do they differ?
2.4 Be able to list several bodily functions the autonomic nervous system is responsible for?
2.5 The autonomic nervous system is further subdivided into two other nervous systems. What are they? What is
the purpose of each?
Chapter 5
5.1 What is behavioral psychology the study of?
5.2 What is the main premise of classical conditioning?
5.3 Be able to recognize the UCS, UCR, CS, and CR in a given scenario.
5.4 With operant conditioning, reinforcement always _________________ (increases/decreases) behavior, whereas
punishment _________________ (increases/decreases) behavior.
5.5 Be comfortable with applying positive and negative reinforcement and punishment to an individual to help
shape her or his behavior.
5.6 Know the difference between negative reinforcement and punishment.
5.7 Which out of positive and negative reinforcement and punishment is most effective in shaping another person’s
behavior?
Chapter 6
6.1 Name the three stages of the stage model of memory.
a) What is each stage’s function and capacity?
b) How is information transferred from one stage to another?
How is encoding, storage and retrieval part of this process?
6.2 What is maintenance rehearsal? With what stages of memory does it work with?
6.3 What is elaborative rehearsal? With what stages of memory does it work with?
6.4 How is chunking used to enhance our ability to remember?
Chapter 7
7.1 What was Alfred Binet’s intention in creating the original intelligence test?
7.2 How did this differ from the Stanford-Binet Intelligence Scale in the U.S.?
7.3 Be able to calculate an individual’s IQ with a given mental age and chronological age. (ie. If a child’s mental
age is 13 and has a chronological age of 11), what would the child’s IQ be?
7.4 Be familiar with Howard Gardner’s theory of multiple intelligences? What are the eight different intelligences?
Chapter 8
8.1 Be familiar with the individual levels of Maslow’s Hierarchy of Needs and how each successive level leads to
the next.
8.2 What is self-actualization? Be able to name some key characteristics associated with self-actualization.
Chapter 9
9.1 Know the dilemma and essential information for each stage of Erik Erikson’s theory of psychosocial
development.
9.2 What is “life-purpose” and how does it relate to our general well-being, emotional health, and growth?
Chapter 11
11.1 What is social psychology the study of?
11.2 Understand the following terms, know their definitions and be able to give an example for each: social
cognition, social influence, person perception, social norms, social categorization, Implicit personality theory,
attribution, fundamental attribution error, blaming the victim, just-world, hypothesis, actor-observer bias, selfserving bias, attitude, cognitive dissonance, prejudice, stereotype, in-group, out-group, out-group homogeneity
effect, in-group bias, ethnocentrism