Psychology
| 1. In behavioural psychotherapy : | |
| A. Flooding cannot be achieved in an imaginal way |
F
|
| B. Systematic desensitization is an aspect of aversive conditioning |
F
|
| C. Response prevention is characteristically combined with flooding |
T
|
| D. Physical restraint is no longer used in response prevention |
F
|
| E. Virtuous circles are a factor in most fear-reduction techniques |
T
|
| 2. Simple phobias : | |
| A. Are commoner in men |
F
|
| B. Mostly arise de novo in adulthood |
F
|
| C. Are best treated by relaxation training |
F
|
| D. Typically lead to symptoms of depersonalization |
F
|
| E. Are associated with mitral valve prolapse |
F
|
| 3. The following terms are correctly defined : | |
| A. Stimulus generalization is when a response learnt in one situation is exhibited in another |
F
|
| B. Primary reinforcers are things such as food and water |
T
|
| C. Secondary reinforcers are things such as sex, money, etc |
F
|
| D. Stimulus discrimination is when a learner responds differently to two slightly different stimuli |
T
|
| E. Response discrimination refers to the ability to make the same response in the same situation time after time |
F
|
| 4. The following are true of various types of learning : | |
| A. shaping is also known as ‘cognitive dissonance’ |
F
|
| B. backward chaining can be used to teach children to toilet themselves |
T
|
| C. observational learning is a type of classical conditioning |
F
|
| D. modelling is a type of observational learning |
T
|
| E. a programme which begins with reinforcement of the last act in a sequence is known as ‘forward chaining’ |
F
|
| 5. Systematic desensitization : | |
| A. was developed by Skinner |
F
|
| B. is a form of operant conditioning |
F
|
| C. is the treatment of choice for obsessional thoughts |
F
|
| D. relaxation is an essential part of the treatment |
T
|
| E. drugs can be used to produce relaxation |
T
|
| 6. Variable ratio schedules of reinforcement : | |
| A. can only be used in operant conditioning situations |
F
|
| B. need proportionally more trials to achieve a given criteria of learning |
F
|
| C. increase the resistance to extinction |
T
|
| D. are more likely to produce emotional outbursts during the learning phase |
T
|
| E. are less likely to produce emotional outbursts during the extinction phase |
T
|
| 7. With reference to conditioning models of behaviour : | |
| A. it is difficult to label any real life situation as totally operant or totally classical |
T
|
| B. in the 1940s, several psychoanalysts applied them successfully to demonstrate Freudian concepts |
F
|
| C. they can explain either systematic desensitization or flooding, but not both |
F
|
| D. they are increasingly demonstrating how unimportant cognitive factors are in behaviour |
F
|
| E. they emphasize the importance of timing and order in any learning situation |
T
|
| 8. In classical conditioning: | |
| A. Thorndike is a key figure |
F
|
| B. Spontaneous recovery only occurs after a short delay |
F
|
| C. The longer the time between extinction and reappearance of CS, the weaker the response |
F
|
| D. Forward conditioning is when the CS always precedes the UCS |
T
|
| E. The strength of CR is proportional to the intensity of the UCS |
T
|
| 9. The following statements about classical conditioning are true: | |
| A. The learned immune response is an example of classical conditionng |
T
|
| B. Taste aversions typify classical conditioning |
F
|
| C. Classical conditioning underlies systematic densitization |
T
|
| D. Second-order conditioning may be a model for the acquisition of phobias |
T
|
| E. Incubation means that some stimuli are more likely to become CS than others |
F
|
| 10. Operant conditioning: | |
| A. Is the same as Instrumental conditioning |
T
|
| B. Is associated with B. F. Skinner |
T
|
| C. Extinction and spontaneous recovery do not occur |
F
|
| D. Positive reinforcers are inherently rewarding, e.g. food, sex |
F
|
| E. Negative reinforcers weaken a particular response |
F
|
| 11. The following are true of reinforcement: | |
| A. Escape conditioning is an example of negative conditioning |
T
|
| B. A shuttle-box utilizes avoidance conditioning |
F
|
| C. Behaviour learned through avoidance conditioning is resistant to extinction as it is often reinforced by fear reduction |
T
|
| D. Money is a secondary reinforcer |
T
|
| E. Secondary reinforcers are also known as ‘conditioned reinforcers’ |
T
|
| 12. In reinforcement: | |
| A. A variable ratio schedule means that reinforcement is given after a variable amount of time |
F
|
| B. Gambling is an example of variable-interval conditioning |
F
|
| C. Partial reinforcement is involved in the development of superstitious behaviour |
T
|
| D. Variable ratio reinforcement results in quick, stepped responding |
F
|
| E. Behaviour learned through partial reinforcement is very resistant to extinction |
T
|
| 13. Regarding operant conditioning: | |
| A. Punishment is synonymous with penalty |
F
|
| B. Punishment strengthens positive responses |
F
|
| C. Shaping is best used when the complete response desired is simple |
F
|
| D. Toilet training is an example of ‘backward chaining’ |
T
|
| E. ‘Time-out’ is an example of the use of penalty |
T
|
| 14. Regarding cognitive processes in learning: | |
| A. Seligman described learned helplessness |
T
|
| B. Insight learning can occur in primates |
T
|
| C. Bandura demonstrated vicarious conditioning |
T
|
| D. Practice of a skill is necessary until the point of almost-correct performance |
F
|
| E. Sign-learning theory includes the formation of cognitive maps |
T
|
| 15. The following are true of perceptual theories: | |
| A. The ecological view states that the perceptual system constructs detail from clues in the environment |
F
|
| B. Constructionism is an example of top-down processing |
T
|
| C. Weber’s law states that as stimulus magnitude increases, larger changes in physical magnitude are required |
F
|
| D. Fechner’s law applies to electric shocks |
F
|
| E. Weber’s law does not hold when stimuli are very intense or very weak |
T
|
| 16. In perceptual organization: | |
| A. Camouflage demonstrates reversal of figure and ground |
F
|
| B. Perceptual phenomena demonstrate Gestalt effects |
T
|
| C. Gestalt theories are an example of bottom-up processing |
F
|
| D. Perception of depth and distance illustrate ecological views of perception |
T
|
| E. Perception of movement does not rely on movement of the retinal image |
T
|
| 17. The following are true: | |
| A. Perception of motion depends on interstimulus interval |
T
|
| B. Perceptual sets demonstrate top-down processing |
T
|
| C. Chunking of information facilitates processing |
T
|
| D. The ‘visual cliff’ suggests depth perception develops around six-months of age |
F
|
| E. Attention always occurs without conscious effort |
F
|
| 18. The following are true of memory: | |
| A. The capacity of short term memory (STM) can be increased by chunking |
T
|
| B. Visually-encoded information fades more quickly from STM |
T
|
| C. Decay theory suggests that forgetting is item-dependent |
F
|
| D. Retroactive inhibition suggests that previous learning impairs subsequent learning |
F
|
| E. ECT can interrupt consolidation and produce retrograde amnesia |
T
|
| 19. Models of memory include: | |
| A. Dual memory theory |
T
|
| B. Perceptual Representation System |
F
|
| C. Transfer-appropriate processing |
T
|
| D. Constructive memory |
T
|
| E. Maintenance rehearsal is more effective than elaborative rehearsal |
F
|
| 20. Regarding the neurophysiology of memory: | |
| A. Bilateral damage to the hippocampus produces retrograde amnesia |
F
|
| B. Basal forebrain lesions can result in a Korsakoff’s type memory deficit |
T
|
| C. 5-HT agonists impair cognition since acetylcholine release is under inhibitory 5-HT tone |
T
|
| D. Endorphins are involved in memory processes |
T
|
| E. RNA is involved in memory transfer |
T
|
| 21. Regarding theories of thought: | |
| A. Cognitive maps may exhibit systematic distortion |
T
|
| B. ‘Home’ is a natural concept |
T
|
| C. Scripts are mental representations of concepts |
F
|
| D. Problem solving involves ignoring negative evidence |
F
|
| E. Incubation can help to break mental sets |
T
|
| 22. The following are true about theories of personality: | |
| A. Adler described ‘striving for superiority’ |
T
|
| B. Adler emphasized the importance of sexual urges |
F
|
| C. Jung described ‘introversion’ and ‘extraversion’ |
T
|
| D. Trait theories employ a normothetic approach |
T
|
| E. Eysenck used a ‘dimensional’ approach to personality |
T
|
| 23. Regarding personality: | |
| A. Costa and McCrae’s model only holds in Westernized countries |
F
|
| B. John Watson is associated with personality research |
T
|
| C. Bandura described ‘reciprocal determinism’ |
T
|
| D. Carl Rogers described ‘self-actualization’ and ‘self-concepts’ |
T
|
| E. Maslow is associated with ‘conditions of worth’ |
F
|
| 24. The following are true of motivation: | |
| A. Drive reduction theory is based on the principle of homeostasis |
T
|
| B. Primary drives are learned desires |
F
|
| C. People perform best when their level of arousal is low |
F
|
| D. ‘Need achievement’ demonstrates clear gender differences |
T
|
| E. Belongingness and love are at the apex of Maslow’s hierarchy of needs |
F
|
| 25. Regarding emotion: | |
| A. Facial movements expressing emotion are controlled by the pyramidal system |
F
|
| B. The James-Lange theory emphasized the importance of physiological responses |
T
|
| C. The Cannon-Bard theory described ‘transferred excitation’ |
F
|
| D. Social referencing only occurs in brain-damaged patients |
F
|
| E. Facial feedback can drive emotional experience according to the Schacter-Singer theory |
F
|
| 26. Regarding social construction of the self and attribution theory: | |
| A. Festinger described ‘social comparison’ |
T
|
| B. ‘Relative deprivation’ means that however much we get, it is less than we deserve |
T
|
| C. According to attribution theory, in internal attribution, distinctiveness is high, and consensus and consistency are low |
F
|
| D. The fundamental attribution error means that we tend to overattribute the behaviour of others to external factors |
F
|
| E. The ultimate attribution error means that we attribute others positive actions to external causes, and negative actions to internal causes |
T
|
| 27. Regarding attitudes: | |
| A. Attitudes consist of cognitive, affective, and behavioural components |
T
|
| B. Attitudes can only be learned through operant conditioning |
F
|
| C. The ‘mere-exposure effect’ suggests that the more that we are exposed to an object, the more negative our attitudes will be towards it |
F
|
| D. The ‘Elaboration-likelihood model’ says that persuasive messages can change people’s attitudes via peripheral and central routes |
T
|
| 28. The following are true of theories about attitudes: | |
| A. Leon Festinger is associated with ‘cognitive dissonance theory’ |
T
|
| B. Cognitive dissonance may be more likely to change attitudes in individualist cultures such as Europe or the USA |
T
|
| C. Daryl Bem is associated with ‘Self-perception theory’ |
T
|
| D. ‘Self-perception theory’ suggests that people infer their behaviour to match their attitudes |
F
|
| E. People may change their behaviour in situations where they are not sure what their attitudes are |
T
|
| 29. The following are true of prejudices and stereotypes: | |
| A. The ‘authoritarian personality’ may be more likely in people who were not exposed to punishment, and so feel that they do not have to obey or defer to others |
F
|
| B. ‘Illusory correlations’ can occur when noticeably objective behaviour is performed by a few members of an easily identified ethnic group |
T
|
| C. The ‘contact hypothesis’ suggests that we are more likely to reduce our prejudices when we are exposed to members of the other group who are of a higher status |
F
|
| D. Norms can be descriptive (what others approve or disapprove of) or injunctive (indicate what others do) |
F
|
| E. Deindividuation may cause people to perform aggressive or illegal acts in certain situations |
T
|
| 30. The following are true of conformity: | |
| A. Compliance occurs when people adjust their behaviour as a result of unspoken group pressure |
F
|
| B. Ambiguity of the situation increases the likelihood of conforming to a group norm |
T
|
| C. ‘Social impact theory’ holds that the power of a group depends on how important and how close that group is to the person in question |
T
|
| D. Women are more likely to conform to a group than men |
F
|
| E. The presence of others who disobey can make someone more likely to be obedient |
F
|
| 31. The following are true of aggression: | |
| A. Freud proposed that aggression is a biological urge, and is due to Thanatos |
T
|
| B. The amygdala and hypothalamus are involved in aggression |
T
|
| C. Aggressive behaviour is more likely in collective cultures |
F
|
| D. Immediate reward or punishment can alter the frequency of aggressive acts |
T
|
| E. Aggression is more likely to occur following an expected failure than an unexpected one |
F
|
| 32. In altruistic behaviour: | |
| A. The ‘bystander effect’ indicates that the more people who witness an emergency, the less likely it is that someone will help |
T
|
| B. The tendency to blame oneself rather than the group is called ‘diffusion of responsibility’ |
F
|
| C. Task-oriented leaders are more effective when the task is structured |
F
|
| D. Person-oriented leaders are most effective when the group is working under time pressure |
F
|
| E. ‘Groupthink’ is likely when the group is isolated, and is under time pressure |
T
|
