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Exam #3 Study Aids Bundle for RPS 211
Exam Structure
Exam #1
Reading Assignments 1-4
The Boundaries and Borders (RA1)
Perspectives of Psychology (RA2)
Research Methods I (RA3)
Research Methods II (RA4)
Also use Strong Suggestions for Exam #1
Exam #2
Reading Assignments 5-8, 10
Physiology I: The Neuron (RA5)
Physiology II: Peripheral NS (RA6)
Physiology III: Central NS and The Lobes (RA7)
Sensation (RA8)
Perception (RA10)
Also use Strong Suggestions for Exam #2
Exam #3
Reading Assignments 11-12,14-16
Learning: Classical Conditioning (RA11)
Learning: Operant Conditioning (RA12)
Cognition: Memory (RA14)
Cognition: Forgetting (RA15)
Cognition: Thinking (RA16)
Also use Strong Suggestions for Exam #3
Exam #4
Reading Assignments 17-21
Consciousness (RA17)
Motivation I: Theories (RA18)
Motivation III: Sexual (RA19)
Emotion (RA20)
Social Motivation: Aggression & Altruism (RA 21)
Also use Strong Suggestions for Exam #4
Exam #5
Reading Assignments 22-25
Personality: Psychodynamic I (RA22)
Personality: Trait Theories (RA23)
Development: Physical (RA24)
Development: Cognitive I (RA25)
Also use Strong Suggestions for Exam #5
Exam #6
Reading Assignments 26-31
History of Therapy & Abnormal Behavior (RA26)
Descriptive Diagnosis (RA27)
Therapy I (RA28)
Therapy II (RA29)
Therapy III (RA30)
Therapy IV (RA31)
Also use Strong Suggestions for Exam #6
Exam #3 Study Aids Bundle for RPS 211
STRONG SUGGESTIONS FOR EXAM #3
IT IS STRONGLY RECOMMENDED THAT YOU HAVE WITH YOU A COPY OF THE READING ASSIGNMENT
OBJECTIVES TO MAKE SENSE OF THESE STRONG SUGGESTIONS. As stated on the first day of
class, all multiple choice items and the short essay item can be traced back to at least
one reading assignment objective or material discussed in class----so be sure to use the
printouts and your notes as you study.
A STRONG SUGGESTION means that at least two of the below referenced items will be on the
exam, from which you must answer one of them. IN ADDITION, the remaining STRONG
SUGGESTIONS will be used to create the more challenging items on the exam; in other
words using this as a resource IS A MUST.
Strong Suggestions:
SS#1:
RA11-I-C-d - Be able to define a Conditioned Response (CR); also, be familiar with
whether the CR & UCR are identical (See recorded lecture).
RA11-I-D - Be familiar with and able to define the two types of Conditioned Responses
that are abbreviated as CER and CTA (see recorded lecture RA11); also, be able to
provide an example.
CONSIDER THIS: Can you identify the RA11-I-C-d in Pavlov's original experiment?
SS#2:
RA12-I-C – Be familiar with the 5 ways to render punishment ineffective.
SS#3:
RA14-I-C – Be familiar with and able to define the four types of Long-Term Memory LTM;
Be familiar with how RA14-I-C-a differs from RA14-I-C-b;
CONSIDER THIS: How is this relevant to patients that experience Amnesia?
Be familiar with how RA14-I-C-c differs from RA14-I-C-d;
SS#4:
Be able to provide a definition for each of the required “sins of memory (RA15-I-C-b &
RA15-I-C-c).”
Be able to create and identify a real-world application for each.
SS#5:
RA16-I-A-n – Be able to conceptualize Problem Solving.
RA16-I-C – Be familiar with the four step process of Problem Solving [CSI/ER]
CONSIDER THIS: Can you also list them in the correct order
RA16-I-B - Be familiar with the two kinds of problems and how they differ
CONSIDER THIS: Can you create and identify a real-world example of each
Exam #3 Study Aids Bundle for RPS 211
Lecture: Learning
Reading Assignment 11:
Classical Conditioning (pp. 156-166)
I. Objectives:
At the end of the unit students should be able to:
A. Conceptualize the following terms:
a. Classical Conditioning.
b. Conditioning.
c. Empiricism (See Lecture Slides)
d.
Extinction.
e.
Generalization.
f.
Habituation.
g.
Learning.
h.
Phobias.
i.
Prepared Learning.
j.
Reflex.
k. Spontaneous Recovery.
l.
Stimulus
m.
Stimulus Discrimination.
B. Be familiar with the two most important Laws of Association proposed by Aristotle (pp. 157).
a. Law of Contiguity.
b. Law of Similarity.
C. Be familiar with the components of Pavlov’s Model (pp.158).
a.
Unconditioned Stimulus.
b.
Unconditioned Response.
c.
Conditioned Stimulus.
d. Conditioned Response.
e.
Neutral Stimulus (pp.158).
D. Be familiar with the various types of Conditioned Responses (pp.159-160; 161-162; also see Strong
Suggestions).
a. Conditioned Taste Aversions
b.
Conditioned Emotional Response (see Research In Depth)
c.
Conditioned Immune Response
E. Obtain a broad understanding of the following section:
a. Extinction (pp.163)
II. References:
Required Reading
A. Kowalski, R. M., & Weston, D. (2009). Psychology: 5th Ed. pp.156-166 (Reading Assignment 11).
Textbooks
A. Lefton, L.A. & Brannon, L. (2003). Psychology (8th Ed.). Allyn & Bacon: Pearson Education, Inc.
Exam #3 Study Aids Bundle for RPS 211
Lecture: Learning
Reading Assignment 12:
Operant Conditioning (pp. 167-177)
I. Objectives:
At the end of the unit students should be able to:
A. Conceptualize the following terms:
b.
Biofeedback.
c.
Chaining
d. Discriminative Stimulus.
e.
Shaping.
f.
Operant Conditioning.
g.
Law of Effect.
h.
Operant Conditioning.
i.
Reinforcer.
j.
Shaping.
B. Be familiar with the four types of consequences that can impact behavior (pp. 167-171).
a. Positive Reinforcement (pp.167-8).
b. Negative Reinforcement (pp.169).
c. Positive Punishment (pp.169-171).
d. Negative Punishment (pp.169-171).
C. Be familiar with the Schedules of Reinforcement (see Operant Conditioning of Complex Behaviors)
a. Continuous Reinforcement (CRF).
b. Intermittent Schedules of Reinforcement.
i.
ii.
Ratio Schedules.
a.
Fixed-Ratio Schedule.
b.
Variable-Ratio Schedule.
Interval Schedules.
a.
Fixed-Interval Schedule.
b.
Variable-Interval Schedule.
D. Be familiar with the 5 ways to render Punishment ineffective (pp.169-171).
II. References:
Required Reading
B. Kowalski, R. M., & Weston, D. (2009). Psychology: 5th Ed. pp. 167-177 (Reading Assignment 12).
Textbooks
E. Lefton, L.A. & Brannon, L. (2003). Psychology (8th Ed.). Allyn & Bacon: Pearson Education, Inc.
On-Line Resources
A. Levine, A. (1999). Negative Reinforcement University. Maricopa Center for Learning and Instruction
(MCLI). URL: http://www.mcli.dist.maricopa.edu/proj/nru/
Exam #3 Study Aids Bundle for RPS 211
Lecture: Memory & Forgetting
Reading Assignment 14:
Memory and Information Processing (pp. 189-202)
I. Objectives:
At the end of the unit students should be able to:
A. Conceptualize the following terms:
a.
Chunking.
b.
Long-Term Memory.
c.
Priming Effects.
d. Recall.
e. Recognition.
f.
Retrieval.
g. Sensory Representations.
h.
Serial Position Effect
i.
Short-Term Memory.
j.
Tip-of-the-tongue Phenomenon.
k. Verbal Representations.
l.
Working Memory.
B. Be familiar with The Central Executive (pp. 195).
C. Conceptualize the term “Sensory Registers” and be familiar with the mechanisms responsible for auditory
and visual stimuli (p.191).
a. Echoic Storage
b.
D.
Iconic Storage
Be familiar with the two types of Rehearsal (p. 162).
a.
Elaborative.
b.
Maintenance.
E. Be familiar with the following Varieties of Long-Term Memory:
a. Declarative Memory.
b. Procedural Memory.
c. Implicit Memory.
d. Explicit Memory.
F. Obtain a broad understanding of the following sections:
a. Limited Capacity (pp.192).
II. References:
Required Reading
C. Kowalski, R. M., & Weston, D. (2009). Psychology: 5th Ed. pp. 189-202 (Reading Assignment 14).
Textbooks
G. Lefton, L.A. & Brannon, L. (2003). Psychology (8th Ed.). Allyn & Bacon: Pearson Education, Inc.
Exam #3 Study Aids Bundle for RPS 211
Lecture: Memory & Forgetting
Reading Assignment 15: Remembering,…
Misremembering, and Forgetting (pp. 214-222)
I. Objectives:
At the end of the unit students should be able to:
A. Conceptualize the following terms:
a.
Forgetting.
b. Flashbulb Memories.
B. Conceptualize the following terms and be familiar with the role they play in Interference Theory.
a. Interference.
b. Proactive Interference.
c. Retroactive Interference.
C. Be familiar with the three distinct Theories of Forgetting (pp. 219-220).
a. Decay Theory.
b. Interference Theory.
c. Motivated Forgetting.
D. Be familiar with the following “sins of memory” (pp. 215).
a.
Transience.
b. Misattribution.
c. Suggestibility.
d.
Bias.
E. Obtain a broad understanding of the following sections:
a.
How Long is Long-Term Memory? (pp.215).
b.
Eyewitness Testimonies (pp. 216-8)
i.
Consider This: What are the benefits of spacing?
c. Emotional Arousal and Memory (pp. 218-9)
i.
Be familiar with the role that Adrenaline plays in memory?
II. References:
Required Reading
D. Kowalski, R. M., & Weston, D. (2009). Psychology: 5th Ed. pp. 214-222 (Reading Assignment 15).
Textbooks
F. Lefton, L.A. & Brannon, L. (2003). Psychology (8th Ed.). Allyn & Bacon: Pearson Education, Inc.
Exam #3 Study Aids Bundle for RPS 211
Lecture: Memory & Forgetting
Reading Assignment 16:
Thought [and Language] (pp. 226-242)
I. Objectives:
At the end of the unit students should be able to:
A. Conceptualize the following terms:
a. Availability Heuristic.
b. Bounded Rationality.
c.
Categories.
d.
Categorization.
e.
Concepts.
f.
Confirmation Bias.
g.
Decision Making.
h. Functional Fixedness.
i.
Heuristic.
j.
Thinking.
k.
Mental Images.
l.
Mental Models.
m. Prototypes.
n. Problem Solving.
o. Representativeness.
B. Be familiar with the two kinds of problems and how they differ (pp. 235).
C. Be familiar with the four-step process of solving a problem (pp. 235-6).
D.
Be familiar with and able to compare and contrast Explicit (pp. 239) and Implicit Cognition (pp. 241).
E.
Be familiar with Hierarchies of Concepts (pp. 229-231).
F.
a.
Basic Level.
b.
Subordinate Level.
c.
Superordinate Level.
Obtain a broad understanding of the following sections:
a.
Problem-Solving Strategies (pp.236).
b.
Decision Making (pp. 238).
c.
Implicit Problem Solving (pp. 241-2).
II. References:
Required Reading
E. Kowalski, R. M., & Weston, D. (2009). Psychology: 5th Ed. pp. 226-242 (Reading Assignment 16).
Textbooks
G. Lefton, L.A. & Brannon, L. (2003). Psychology (8th Ed.). Allyn & Bacon: Pearson Education, Inc.