Uploaded byEZRIJRCODA
PPTX, PDF48 views

Perspective-Of-Learning-in-Psychology-Drill.pptx

This document provides an overview of key concepts in learning psychology, including: - Learning is defined as a relatively permanent change in behavior, knowledge, or skills from experience. - Behaviorism views learning as changes in observable behavior from environmental stimuli and consequences, while cognitivism sees learning involving internal mental processes. - Thorndike's law of effect states that responses followed by satisfaction are more likely to be repeated, while unsatisfying responses weaken connections. - Operant conditioning uses reinforcement and punishment to modify voluntary behaviors by associating them with consequences. - Behaviorism focuses on observable changes in behavior from the environment, not internal mental processes. Cognitivism sees knowledge organized

Embed presentation

Download to read offline
1 / 123
2 / 123
3 / 123
4 / 123
5 / 123
6 / 123
7 / 123
8 / 123
9 / 123
10 / 123
11 / 123
12 / 123
13 / 123
14 / 123
15 / 123
16 / 123
17 / 123
18 / 123
19 / 123
20 / 123
21 / 123
22 / 123
23 / 123
24 / 123
25 / 123
26 / 123
27 / 123
28 / 123
29 / 123
30 / 123
31 / 123
32 / 123
33 / 123
34 / 123
35 / 123
36 / 123
37 / 123
38 / 123
39 / 123
40 / 123
41 / 123
42 / 123
43 / 123
44 / 123
45 / 123
46 / 123
47 / 123
48 / 123
49 / 123
50 / 123
51 / 123
52 / 123
53 / 123
54 / 123
55 / 123
56 / 123
57 / 123
58 / 123
59 / 123
60 / 123
61 / 123
62 / 123
63 / 123
64 / 123
65 / 123
66 / 123
67 / 123
68 / 123
69 / 123
70 / 123
71 / 123
72 / 123
73 / 123
74 / 123
75 / 123
76 / 123
77 / 123
78 / 123
79 / 123
80 / 123
81 / 123
82 / 123
83 / 123
84 / 123
85 / 123
86 / 123
87 / 123
88 / 123
89 / 123
90 / 123
91 / 123
92 / 123
93 / 123
94 / 123
95 / 123
96 / 123
97 / 123
98 / 123
99 / 123
100 / 123
101 / 123
102 / 123
103 / 123
104 / 123
105 / 123
106 / 123
107 / 123
108 / 123
109 / 123
110 / 123
111 / 123
112 / 123
113 / 123
114 / 123
115 / 123
116 / 123
117 / 123
118 / 123
119 / 123
120 / 123
121 / 123
122 / 123
123 / 123
Perspective Of Learning in Psychology Pre-Rev Drill Prepared By: Nelson P. Alcover, RPm
1. What is a relatively permanent influence on behavior, knowledge, and thinking skills that comes about through experience? • A. Behaviorism • B. Learning • C. Psychology • D. None of the above
1. What is a relatively permanent influence on behavior, knowledge, and thinking skills that comes about through experience? • A. Behaviorism • B. Learning • C. Psychology • D. None of the above • Behaviorism is the view that behavior should be explained by observable experiences, not by mental processes
1. What is a relatively permanent influence on behavior, knowledge, and thinking skills that comes about through experience? • A. Behaviorism • B. Learning • C. Psychology • D. None of the above • Learning theories provide the theoretical framework to understand how people learn. • Learning is a dynamic, lifelong process that is unique to each individual • Learning most common definition is the notion that a change occurs in the learner’s behavior, attitudes, or skills.
2. Mr. Shaun is a researcher who is observing a group of students who are preparing for the upcoming exam. Mr. Shaun is considered to be a? • A. Cognitivist • B. Socialist • C. Behaviorist • D. None of the above
2. Mr. Shaun is a researcher who is observing a group of students who are preparing for the upcoming exam. Mr. Shaun is considered to be a? • A. Cognitivist • B. Socialist • C. Behaviorist • D. None of the above • Behaviorist is focused on an observable change in the learner’s behavior and is not concerned with the internal thought processes of the learner. • Behaviorists believe that the learner’s behavior is shaped by elements in the environment that either precede the behavior (stimulus) or the consequences that follow it.
3. Jessa is a student who rarely studies for an exam. Her Mother decided that if Jessa scores an A in the upcoming exam She would buy Her a Doll House after. What principle did Her Mother used? • A. Classical Conditioning • B. Conditioned Stimulus • C. Operant Conditioning • D. None of the above
3. Jessa is a student who rarely studies for an exam. Her Mother decided that if Jessa scores an A in the upcoming exam She would buy Her a Doll House after. What principle did Her Mother used? • A. Classical Conditioning • B. Conditioned Stimulus • C. Operant Conditioning • D. None of the above • is a learning process focused more on involuntary behaviors, using associations with neutral stimuli to evoke a specific involuntary response. • is a type of learning in which an organism learns to connect, or associate, stimuli so that a neutral stimulus (such as the sight of a person) becomes associated with a meaningful stimulus (such as food) and acquires the capacity to elicit a similar response.
3. Jessa is a student who rarely studies for an exam. Her Mother decided that if Jessa scores an A in the upcoming exam She would buy Her a Doll House after. What principle did Her Mother used? • A. Classical Conditioning • B. Conditioned Stimulus • C. Operant Conditioning • D. None of the above • Conditioned Stimulus is a stimulus that can eventually trigger a conditioned response.
3. Jessa is a student who rarely studies for an exam. Her Mother decided that if Jessa scores an A in the upcoming exam She would buy Her a Doll House after. What principle did Her Mother used? • A. Classical Conditioning • B. Conditioned Stimulus • C. Operant Conditioning • D. None of the above • Operant Conditioning is a learning method in which a specific behavior is associated with either a positive or negative consequence. This form of learning links voluntary actions with receiving either a reward or punishment, often to strengthen or weaken those voluntary behaviors
4. In the modern theory of learning Thorndike noted that the most characteristic method of learning for both animals and humans was trial and error or the theory called. • A. Stimulus-response theory • B. Cognitive theory • C. Humanistic theory • D. None of the above
4. In the modern theory of learning Thorndike noted that the most characteristic method of learning for both animals and humans was trial and error or the theory called. • A. Stimulus-response theory • B. Cognitive theory • C. Humanistic theory • D. None of the above • suggests that the human mind is like a computer that is constantly processing and encoding data. • According to cognitive theory, when a person experiences stimuli, their minds will look toward prior schema (or internal frameworks created by memories) to help them understand this information.
4. In the modern theory of learning Thorndike noted that the most characteristic method of learning for both animals and humans was trial and error or the theory called. • A. Stimulus-response theory • B. Cognitive theory • C. Humanistic theory • D. None of the above • an outlook or system of thought that focuses on human beings rather than supernatural or divine insight. • This system stresses that human beings are inherently good, and that basic needs are vital to human behaviors.
4. In the modern theory of learning Thorndike noted that the most characteristic method of learning for both animals and humans was trial and error or the theory called. • A. Stimulus-response theory • B. Cognitive theory • C. Humanistic theory • D. None of the above • the most characteristic method of learning for both animals and humans was trial and error, also called connectionism or the stimulus–response theory of learning. • The organism confronts a problem and selects a response most likely to lead to the goal.
5. According to Thorndike the organism remembers responses that had satisfying effects, which strengthens the connection. If the responses were unsatisfying, the strength of the connection decreases. Which law represents Thorndike’s statement? • A. Law of Exercise • B. Law of Effect • C. Law of Readiness • D. None of the above
5. According to Thorndike the organism remembers responses that had satisfying effects, which strengthens the connection. If the responses were unsatisfying, the strength of the connection decreases. Which law represents Thorndike’s statement? • A. Law of Exercise • B. Law of Effect • C. Law of Readiness • D. None of the above • states that repeated use of meaningful connections results in substantial learning, whereas lack of connections inhibits learning. • Suggest that drill or practice helps in increasing efficiency and durability of learning.
5. According to Thorndike the organism remembers responses that had satisfying effects, which strengthens the connection. If the responses were unsatisfying, the strength of the connection decreases. Which law represents Thorndike’s statement? • A. Law of Exercise • B. Law of Effect • C. Law of Readiness • D. None of the above • states that learning is enhanced when the organism is ready for the connection; otherwise it is inhibited • If one is not ready to learn, then learning cannot be automatically instilled in him
5. According to Thorndike the organism remembers responses that had satisfying effects, which strengthens the connection. If the responses were unsatisfying, the strength of the connection decreases. Which law represents Thorndike’s statement? • A. Law of Exercise • B. Law of Effect • C. Law of Readiness • D. None of the above • It means that the organism remembers responses that had satisfying effects, which strengthens the connection. If the responses were unsatisfying, the strength of the connection decreases.
6. According to Guthrie, when a person did something in a given situation, He or She tends to repeat the action when faced with that situation again. What Law of Learning has occurred in this situation? • A. Law of Exercise • B. Law of Effect • C. Law of Readiness • D. None of the above
6. According to Guthrie, when a person did something in a given situation, He or She tends to repeat the action when faced with that situation again. What Law of Learning has occurred in this situation? • A. Law of Exercise • B. Law of Effect • C. Law of Readiness • D. None of the above • Law of Contiguity is a combination of stimuli which has accompanied a movement will on its recurrence tend to be followed by that movement • If you did something in a given situation, the next time you are in that situation you will tend to do the same thing.
7. The application of learning theory to modify a behavior by changing the stimulus that elicits it or by changing the consequences that follow it. • A. Behavior Modification • B. Respondent behavior • C. Operant response • D. None of the above
7. The application of learning theory to modify a behavior by changing the stimulus that elicits it or by changing the consequences that follow it. • A. Behavior Modification • B. Respondent behavior • C. Operant response • D. None of the above • refers to the consequences of behavior.
7. The application of learning theory to modify a behavior by changing the stimulus that elicits it or by changing the consequences that follow it. • A. Behavior Modification • B. Respondent behavior • C. Operant response • D. None of the above • occurs in response to a known stimulus
7. The application of learning theory to modify a behavior by changing the stimulus that elicits it or by changing the consequences that follow it. • A. Behavior Modification • B. Respondent behavior • C. Operant response • D. None of the above • Behavior modification is the application of learning theory to modify a behavior by changing the stimulus that elicits it or by changing the consequences that follow it. • Focuses on changing behavior on individual
8. Knowledge is organized and connected to the person’s knowledge, beliefs, attitudes, and emotions. This assumption supports the? • A. Behaviorism • B. Cognitivism • C. Existentialism • D. All of the above
8. Knowledge is organized and connected to the person’s knowledge, beliefs, attitudes, and emotions. This assumption supports the? • A. Behaviorism • B. Cognitivism • C. Existentialism • D. All of the above • focuses on observable behavioral changes
8. Knowledge is organized and connected to the person’s knowledge, beliefs, attitudes, and emotions. This assumption supports the? • A. Behaviorism • B. Cognitivism • C. Existentialism • D. All of the above • It emphasizes the subjective meaning of human experience, the uniqueness of the individual, and personal responsibility reflected in choice.
8. Knowledge is organized and connected to the person’s knowledge, beliefs, attitudes, and emotions. This assumption supports the? • A. Behaviorism • B. Cognitivism • C. Existentialism • D. All of the above • the understanding of learning to include internal mental processes unique to each person, such as perception, insight, and meaning
9. It holds that psychological phenomena are irreducible wholes that cannot be derived just from analysis of their parts. • A. Gestalt • B. Perception • C. Selection • D. None of the above
9. It holds that psychological phenomena are irreducible wholes that cannot be derived just from analysis of their parts. • A. Gestalt • B. Perception • C. Selection • D. None of the above • refers to the act of becoming aware of something by the use of any of the senses. • to perceive means to take notice of, observe, detect, become aware of in one’s mind, achieve understanding of, or apprehend.
9. It holds that psychological phenomena are irreducible wholes that cannot be derived just from analysis of their parts. • A. Gestalt • B. Perception • C. Selection • D. None of the above • Gestalt is a German word that means “the configuration or pattern” • Gestalt means that the whole is more than merely the sum of its parts.
10. A way of learning in which new ideas are incorporated by association with known ideas, concepts, and memories. • A. Accommodation • B. Perception • C. Assimilation • D. None of the above
10. A way of learning in which new ideas are incorporated by association with known ideas, concepts, and memories. • A. Accommodation • B. Perception • C. Assimilation • D. None of the above • Assimilation is a way of learning in which new ideas are incorporated by association with known ideas, concepts, and memories. • Individuals may assimilate new ideas into their current beliefs.
11. An individuals who give up former beliefs or substantially change their frame of reference is the process of learning called? • A. Accommodation • B. Perception • C. Assimilation • D. None of the above
11. An individuals who give up former beliefs or substantially change their frame of reference is the process of learning called? • A. Accommodation • B. Perception • C. Assimilation • D. None of the above • Individuals give up former beliefs or substantially change their frame of reference, or they do both. • Accommodation may also occur after a person has assimilated so many new concepts that the concepts can no longer be contained in the person’s old cognitive structure.
12. What is/are the model of information processing proposed by Atkinson and Shiffrin? • A. Sensory register • B. Working memory • C. Long-term memory • D. All of the above
12. What is/are the model of information processing proposed by Atkinson and Shiffrin? • A. Sensory register • B. Working memory • C. Long-term memory • D. All of the above • Slavin (2015) described a model of information processing proposed by Atkinson and Shiffrin as a model of information processing with three components focusing on how individuals register sensory information taken in from the environment (sensory register), how they process information (working memory) and how that information is stored and retrieved (long-term memory)
13. This component decides whether or not to notice or register an external sensory bit of information, such as an odor, flavor, touch, sound, or visual stimulus. • A. Sensory register • B. Working memory • C. Long-term memory • D. None of the above
13. This component decides whether or not to notice or register an external sensory bit of information, such as an odor, flavor, touch, sound, or visual stimulus. • A. Sensory register • B. Working memory • C. Long-term memory • D. None of the above • The sensory register, which receives large amounts of information from the five senses: sight, hearing, touch, smell, and taste. • It also decides whether or not to register sensory information that is internal; for example, an itch, a chill, a peristaltic wave, a headache, or a memory.
14. In this component the mind processes the information by organizing it for storage, or associating it with other information, or discarding it. • A. Sensory register • B. Working memory • C. Long-term memory • D. None of the above
14. In this component the mind processes the information by organizing it for storage, or associating it with other information, or discarding it. • A. Sensory register • B. Working memory • C. Long-term memory • D. None of the above • Working memory, also called short- term memory • Working memory holds thoughts a person is conscious of having at any given moment. • These thoughts can be related to what the person is feeling, doing, or thinking at the moment, or they can be related to thoughts retrieved from storage in long-term memory that are associated with current stimuli.
15. In this component infinite amount of information is stored for a prolonged period of time. • A. Sensory register • B. Working memory • C. Long-term memory • D. None of the above
15. In this component infinite amount of information is stored for a prolonged period of time. • A. Sensory register • B. Working memory • C. Long-term memory • D. None of the above • an infinite amount of information is stored for a prolonged period of time. • Long-term memory is thought to have a large capacity provided that it has not been damaged by pathology.
16. The images and thoughts about past experiences is a type of long-term memory called? • A. Episodic Memory • B. Semantic Memory • C. Procedural Memory • D. None of the above
16. The images and thoughts about past experiences is a type of long-term memory called? • A. Episodic Memory • B. Semantic Memory • C. Procedural Memory • D. None of the above • the ability to recall and mentally re-experience specific episodes from one's personal past
17. Facts, knowledge, general information that we have learned, and problem-solving and learning strategies is a type of long-term memory called? • A. Episodic Memory • B. Semantic Memory • C. Procedural Memory • D. None of the above
17. Facts, knowledge, general information that we have learned, and problem-solving and learning strategies is a type of long-term memory called? • A. Episodic Memory • B. Semantic Memory • C. Procedural Memory • D. None of the above • refers to the memory of meaning, understanding, general knowledge about the world, and other concept-based knowledge
18. Procedural knowledge, such as how to do things like giving an injection, riding a bike, and general living skills is a type of long-term memory called? • A. Episodic Memory • B. Semantic Memory • C. Procedural Memory • D. None of the above
18. Procedural knowledge, such as how to do things like giving an injection, riding a bike, and general living skills is a type of long-term memory called? • A. Episodic Memory • B. Semantic Memory • C. Procedural Memory • D. None of the above • a type of long-term memory involved in the performance of different actions and skills. • involves recollections to which a person has no direct conscious awareness.
19. In Bandura’s theory of observational learning what phase occurs when the individual actively pays attention to the behavior of the model. • A. Motivation • B. Reproduction • C. Retention • D. None of the above
19. In Bandura’s theory of observational learning what phase occurs when the individual actively pays attention to the behavior of the model. • A. Motivation • B. Reproduction • C. Retention • D. None of the above • Attention occurs when the individual actively pays attention to the behavior of the model. • Models that are similar to the observer in terms of age and gender—and who are respected, competent, powerful, and attractive—are attended to more often.
20. In Bandura’s theory of observational learning what phase occurs when Learning can be stored verbally in words or in the form of mental pictures or images of modeled behaviors. Thus, when needed, learning is retrieved, rehearsed, and used long after it is observed. • A. Motivation • B. Reproduction • C. Retention • D. None of the above
20. In Bandura’s theory of observational learning what phase occurs when Learning can be stored verbally in words or in the form of mental pictures or images of modeled behaviors. Thus, when needed, learning is retrieved, rehearsed, and used long after it is observed. • A. Motivation • B. Reproduction • C. Retention • D. None of the above • Retention is when the individual having an opportunity to practice imitating the behavior of the model. • refers to a person's ability to retain and use information.
21. In Bandura’s theory of observational learning what phase occurs when the individual tries to match the behavior of the model. • A. Motivation • B. Reproduction • C. Retention • D. None of the above
21. In Bandura’s theory of observational learning what phase occurs when the individual tries to match the behavior of the model. • A. Motivation • B. Reproduction • C. Retention • D. None of the above • Reproduction is the process of replicating information from memory.
22. In Bandura’s theory of observational learning what phase occurs when the individual finds satisfying reasons to imitate the behavior of the model. • A. Motivation • B. Attention • C. Retention • D. None of the above
22. In Bandura’s theory of observational learning what phase occurs when the individual finds satisfying reasons to imitate the behavior of the model. • A. Motivation • B. Attention • C. Retention • D. None of the above • Motivation is the desire to act in service of a goal.
23. This theory posits that people learn most efficiently from observing others’ behavior and less from the consequences of behavior. • A. Person-Centered • B. Social Cognitive • C. Psychoanalytic Social • D. None of the above
23. This theory posits that people learn most efficiently from observing others’ behavior and less from the consequences of behavior. • A. Person-Centered • B. Social Cognitive • C. Psychoanalytic Social • D. None of the above • was built on the assumption that social and cultural conditions, especially childhood experiences, are largely responsible for shaping personality.
23. This theory posits that people learn most efficiently from observing others’ behavior and less from the consequences of behavior. • A. Person-Centered • B. Social Cognitive • C. Psychoanalytic Social • D. None of the above • A humanistic approach that deals with the ways in which individuals perceive themselves consciously, rather than how a counsellor can interpret their unconscious thoughts or ideas. • having an innate tendency to develop towards their full potential.
23. This theory posits that people learn most efficiently from observing others’ behavior and less from the consequences of behavior. • A. Person-Centered • B. Social Cognitive • C. Psychoanalytic Social • D. None of the above • people learn from observing others in a social setting. • people acquire knowledge and skills, learn social rules and norms, and develop beliefs and attitudes. • They observe which behaviors are useful, appropriate, and valued by society and which are not.
24. Bandura believes that behavior is the result of the bidirectional interaction of three classes of behavioral determinants, what are those? • A. Social interactions, Environmental events, Behavior. • B. Social interactions, Cognitive and Personal factors, Environmental events • C. Cognitive and Personal factors, Environmental events, Behavior • D. None of the above
24. Bandura believes that behavior is the result of the bidirectional interaction of three classes of behavioral determinants, what are those? • A. Social interactions, Environmental events, Behavior. • B. Social interactions, Cognitive and Personal factors, Environmental events • C. Cognitive and Personal factors, Environmental events, Behavior • D. None of the above
25. Jessa is a new teacher, She is inexperience and doesn’t know what to do. She is watching some veteran teachers and taking note of what is an effective and ineffective ways of teaching. She is slowly learning from observing and mentally rehearsing effective teaching method. What kind of learning is Jessa doing? • A. Self-efficacy expectation • B. Delayed modeling • C. Response–punishment contingency • D. None of the above
25. Jessa is a new teacher, She is inexperience and doesn’t know what to do. She is watching some veteran teachers and taking note of what is an effective and ineffective ways of teaching. She is slowly learning from observing and mentally rehearsing effective teaching method. What kind of learning is Jessa doing? • A. Self-efficacy expectation • B. Delayed modeling • C. Response–punishment contingency • D. None of the above • Vicarious learning is a way of learning that allows individuals to learn from the experience of others. It is a conscious process that involves sensing, feeling, and empathizing with what people are doing and taking notes, and evaluating.
26. Jessa was pleased to see Teacher A and the Students by the end of the class, and She desired that outcome for herself. Observing their satisfaction and Teacher A’s compliments with the Students positive input. Jessa experienced a? • A. response–reinforcement contingency • B. Delayed modeling • C. Response–punishment contingency • D. None of the above
26. Jessa was pleased to see Teacher A and the Students by the end of the class, and She desired that outcome for herself. Observing their satisfaction and Teacher A’s compliments with the Students positive input. Jessa experienced a? • A. response–reinforcement contingency • B. Delayed modeling • C. Response–punishment contingency • D. None of the above • Vicarious reinforcement (response–reinforcement contingency) occurs when an individual observes another person (a model) behave in a certain way and experience a consequence perceived as desirable by the observer.
27. Jessa is aware of how unhappy Teacher B and Students at the end of the class, and does not want to experience the same outcome. Observing their unhappiness, Jessa experienced a? • A. response–reinforcement contingency • B. Self-efficacy expectation • C. Response–punishment contingency • D. None of the above
27. Jessa is aware of how unhappy Teacher B and Students at the end of the class, and does not want to experience the same outcome. Observing their unhappiness, Jessa experienced a? • A. response–reinforcement contingency • B. Self-efficacy expectation • C. Response–punishment contingency • D. None of the above • Vicarious punishment(response– punishment contingency) is a decrease in the frequency of certain behaviors as a results of seeing others punished for the same actions.
28. Jessa felt confident and believed in her ability to successfully perform Teacher A’s method. Subsequently when she was in the Teaching role she fulfilled her expectations of herself and rewarded herself with a mental pat on the back. Jessa is having a? • A. response–reinforcement contingency • B. Self-efficacy expectation • C. Response–punishment contingency • D. None of the above
28. Jessa felt confident and believed in her ability to successfully perform Teacher A’s method. Subsequently when she was in the Teaching role she fulfilled her expectations of herself and rewarded herself with a mental pat on the back. Jessa is having a? • A. response–reinforcement contingency • B. Self-efficacy expectation • C. Response–punishment contingency • D. None of the above • Self-efficacy expectation is the person's belief in his or her self- confidence to carry out a specific behavior.
29. What do you call a formulations that are generally true and applicable to multiple learning situations? • A. Learning Principles • B. Kinesthetic Learner • C. Culture • D. None of the above
29. What do you call a formulations that are generally true and applicable to multiple learning situations? • A. Learning Principles • B. Kinesthetic Learner • C. Culture • D. None of the above • is the customary beliefs, social forms, and material traits of a racial, religious, or social group
29. What do you call a formulations that are generally true and applicable to multiple learning situations? • A. Learning Principles • B. Kinesthetic Learner • C. Culture • D. None of the above • are people who learn through the awareness of body position.
29. What do you call a formulations that are generally true and applicable to multiple learning situations? • A. Learning Principles • B. Kinesthetic Learner • C. Culture • D. None of the above • Learning principles are formulations that are generally true and applicable to multiple learning situations
30. What do you call as the thoughts, feelings, and motives that each of us experiences but that cannot be observed by others? • A. Behavior • B. Mental Process • C. Social Cognitive • D. None of the above
30. What do you call as the thoughts, feelings, and motives that each of us experiences but that cannot be observed by others? • A. Behavior • B. Mental Process • C. Social Cognitive • D. None of the above • the way in which one acts or conducts oneself.
30. What do you call as the thoughts, feelings, and motives that each of us experiences but that cannot be observed by others? • A. Behavior • B. Mental Process • C. Social Cognitive • D. None of the above • Emphasis on behavior, environment and person factors as determinants of learning.
30. What do you call as the thoughts, feelings, and motives that each of us experiences but that cannot be observed by others? • A. Behavior • B. Mental Process • C. Social Cognitive • D. None of the above • Mental processes are defined by psychologists as the thoughts, feelings, and motives that each of us experiences but that cannot be observed by others.
31. According to the psychological definition of learning, all of the following are examples of learning except • A. Writing • B. Sneezing • C. Swimming • D. Washing dishes
31. According to the psychological definition of learning, all of the following are examples of learning except • A. Writing • B. Sneezing • C. Swimming • D. Washing dishes • Involuntary, innate body function.
32. Mr. Nathan does not believe his students have learned anything unless they demonstrate it to him. This demonstration could be through assignments they turn in to him, answering questions in class, or the way they behave. Which approach to learning is most consistent with Mr. Nathan’s ideas? • A. cognitive • B. behavioral • C. social cognitive • D. conditioning
32. Mr. Nathan does not believe his students have learned anything unless they demonstrate it to him. This demonstration could be through assignments they turn in to him, answering questions in class, or the way they behave. Which approach to learning is most consistent with Mr. Nathan’s ideas? • A. cognitive • B. behavioral • C. social cognitive • D. conditioning • Observable
33. It is a method based on classical conditioning that reduces anxiety by getting the individual to associate deep relaxation with successive visualizations of increasingly anxiety-producing situations. • A. Free association • B. Word association • C. Systematic desensitization • D. None of the above
33. It is a method based on classical conditioning that reduces anxiety by getting the individual to associate deep relaxation with successive visualizations of increasingly anxiety-producing situations. • A. Free association • B. Word association • C. Systematic desensitization • D. None of the above • is the expression of the content of consciousness without censorship as an aid in gaining access to unconscious processes.
33. It is a method based on classical conditioning that reduces anxiety by getting the individual to associate deep relaxation with successive visualizations of increasingly anxiety-producing situations. • A. Free association • B. Word association • C. Systematic desensitization • D. None of the above • the spontaneous and unreflective production of other words in response to a given word, as a game, a prompt to creative thought or memory, or a technique in psychiatric evaluation.
33. It is a method based on classical conditioning that reduces anxiety by getting the individual to associate deep relaxation with successive visualizations of increasingly anxiety-producing situations. • A. Free association • B. Word association • C. Systematic desensitization • D. None of the above • Systematic desensitization is a method based on classical conditioning that reduces anxiety by getting the individual to associate deep relaxation with successive visualizations of increasingly anxiety-producing situations.
34. When an elementary school teacher tells a child, “When you complete your writing assignment, you can play a game on the computer”. What principle is at work? • A. Premack Principle • B. Peter Principle • C. Learning Principle • D. None of the above
34. When an elementary school teacher tells a child, “When you complete your writing assignment, you can play a game on the computer”. What principle is at work? • A. Premack Principle • B. Peter Principle • C. Learning Principle • D. None of the above • people in a hierarchy tend to rise to "a level of respective incompetence
34. When an elementary school teacher tells a child, “When you complete your writing assignment, you can play a game on the computer”. What principle is at work? • A. Premack Principle • B. Peter Principle • C. Learning Principle • D. None of the above • states that a high-probability activity can serve as a reinforcer for a low-probability activity.
35. Sylvia is participating in a class spelling bee. The teacher asks her to spell the word mortgage. “Don’t forget the t, don’t forget the t,” Sylvia says to herself. “M-O-R-T-A-G-E,” says Sylvia. “I’m sorry, that’s incorrect, Sylvia,” says her teacher. One of the students in the back of the class snickers and comments, “Gee, about time Miss Smarty-pants got one wrong. See, she’s not so smart.” Some other students join in the laughter. Sylvia begins to cry and runs out of the room. After that, Sylvia becomes very anxious about spelling bees. According to classical conditioning theory, what is the conditioned stimulus in this scenario? • A. the teacher telling her she is incorrect • B. the other students’ laughter • C. the word mortgage • D. spelling bees
35. Sylvia is participating in a class spelling bee. The teacher asks her to spell the word mortgage. “Don’t forget the t, don’t forget the t,” Sylvia says to herself. “M-O-R-T-A-G-E,” says Sylvia. “I’m sorry, that’s incorrect, Sylvia,” says her teacher. One of the students in the back of the class snickers and comments, “Gee, about time Miss Smarty-pants got one wrong. See, she’s not so smart.” Some other students join in the laughter. Sylvia begins to cry and runs out of the room. After that, Sylvia becomes very anxious about spelling bees. According to classical conditioning theory, what is the conditioned stimulus in this scenario? • A. the teacher telling her she is incorrect • B. the other students’ laughter • C. the word mortgage • D. spelling bees • Sylvia becomes very anxious about spelling bees
36. Tyler is a fourth-grade student. He loves to crack jokes, often at his teacher’s expense. One day he called his teacher, Ms. Bart, “Ms. Fart.” Ms. Bart quickly admonished him for his behavior and told him that name-calling was unacceptable. She made him stay after school to discuss his behavior. The other students in the class thought Tyler’s nickname for Ms. Bart was hilarious, laughing along with Tyler and later telling him what a good name that was for Ms. Bart. The next day, Tyler again called Ms. Bart by the insulting nickname. According to operant conditioning theory, Tyler continued to use this name in spite of having to stay after school the day before because • A. the behavior had continued for a lengthy period of time. • B. he was positively reinforced by his classmates for the behavior. • C. he was negatively reinforced by his teacher for his behavior. • D. he was punished by his teacher for his behavior.
36. Tyler is a fourth-grade student. He loves to crack jokes, often at his teacher’s expense. One day he called his teacher, Ms. Bart, “Ms. Fart.” Ms. Bart quickly admonished him for his behavior and told him that name-calling was unacceptable. She made him stay after school to discuss his behavior. The other students in the class thought Tyler’s nickname for Ms. Bart was hilarious, laughing along with Tyler and later telling him what a good name that was for Ms. Bart. The next day, Tyler again called Ms. Bart by the insulting nickname. According to operant conditioning theory, Tyler continued to use this name in spite of having to stay after school the day before because • A. the behavior had continued for a lengthy period of time. • B. he was positively reinforced by his classmates for the behavior. • C. he was negatively reinforced by his teacher for his behavior. • D. he was punished by his teacher for his behavior. • The other students in the class thought Tyler’s nickname for Ms. Bart was hilarious, laughing along with Tyler and later telling him what a good name that was for Ms. Bart
37. If a teacher praise the child only after every fourth correct response, not after every response. What Type of reinforcement is being applied? • A. Variable-ratio • B. Fixed-ratio • C. Fixed-interval • D. Variable-interval
37. If a teacher praise the child only after every fourth correct response, not after every response. What Type of reinforcement is being applied? • A. Variable-ratio • B. Fixed-ratio • C. Fixed-interval • D. Variable-interval • Fixed-ratio is when a behavior is reinforced after a set number of responses.
38. When a teacher’s praise average out to being given every fifth response but be given after the second correct response, after eight more correct responses, after the next seven correct responses, and after the next three correct responses. What Type of reinforcement is being applied? • A. Variable-ratio • B. Fixed-ratio • C. Fixed-interval • D. Variable-interval
38. When a teacher’s praise average out to being given every fifth response but be given after the second correct response, after eight more correct responses, after the next seven correct responses, and after the next three correct responses. What Type of reinforcement is being applied? • A. Variable-ratio • B. Fixed-ratio • C. Fixed-interval • D. Variable-interval • Variable-ratio is when a behavior is reinforced after an average number of times, but on an unpredictable basis
39. When a teacher praise a child for the first good question the child asks after two minutes have elapsed or give a quiz every week. What Type of reinforcement is being applied? • A. Variable-ratio • B. Fixed-ratio • C. Fixed-interval • D. Variable-interval
39. When a teacher praise a child for the first good question the child asks after two minutes have elapsed or give a quiz every week. What Type of reinforcement is being applied? • A. Variable-ratio • B. Fixed-ratio • C. Fixed-interval • D. Variable-interval • Fixed-interval the first appropriate response after a fixed amount of time is reinforced.
40. When the teacher praise the child’s question-asking after three minutes have gone by, then after fifteen minutes have gone by, after seven minutes have gone by, and so on. What Type of reinforcement is being applied? • A. Variable-ratio • B. Fixed-ratio • C. Fixed-interval • D. Variable-interval
40. When the teacher praise the child’s question-asking after three minutes have gone by, then after fifteen minutes have gone by, after seven minutes have gone by, and so on. What Type of reinforcement is being applied? • A. Variable-ratio • B. Fixed-ratio • C. Fixed-interval • D. Variable-interval • Variable-interval a response is reinforced after a variable amount of time has elapsed.
41. This theory stated that the idea that people actively construct or make their own knowledge. • A. Constructivism • B. Behaviorism • C. Social-Cognitive • D. None of the above
41. This theory stated that the idea that people actively construct or make their own knowledge. • A. Constructivism • B. Behaviorism • C. Social-Cognitive • D. None of the above • Constructivism is base on the idea that people actively construct or make their own knowledge. • Reality is determined by one’s experience as a learner. • Use their previous knowledge as a foundation and build on it with new things they learn.
42. This idea is the basic principle of Constructivism which means that knowledge is built upon other knowledge. • A. Knowledge is constructed • B. Learning is an Active Process • C. Learning is a Social Activity • D. Learning is Contextual • Take bits and pieces and put them together in their own unique way, building something different than what other student will build the students previous knowledge, experiences, beliefs and insights are all important foundations for their own learning.
42. This idea is the basic principle of Constructivism which means that knowledge is built upon other knowledge. • A. Knowledge is constructed • B. Learning is an Active Process • C. Learning is a Social Activity • D. Learning is Contextual • Learning take bits and pieces and put them together in their own unique way, building something different than what other student will build the students previous knowledge, experiences, beliefs and insights are all important foundations for their own learning.
43. This idea is a principle of Constructivism which means that learning involves sensory input to construct meaning and needs to do something in order to learn. • A. Knowledge is constructed • B. Learning is an Active Process • C. Learning is a Social Activity • D. Learning is Contextual
43. This idea is a principle of Constructivism which means that learning involves sensory input to construct meaning and needs to do something in order to learn. • A. Knowledge is constructed • B. Learning is an Active Process • C. Learning is a Social Activity • D. Learning is Contextual • Learning needs to engage in the world so they are actively involved in their own learning and development. • One cannot just sit and expect to be told things and learn
44. This idea is a principle of Constructivism which means that learning is directly associated with other people. • A. Knowledge is constructed • B. Learning is an Active Process • C. Learning is a Social Activity • D. Learning is Contextual
44. This idea is a principle of Constructivism which means that learning is directly associated with other people. • A. Knowledge is constructed • B. Learning is an Active Process • C. Learning is a Social Activity • D. Learning is Contextual • Educators are more likely to be successful as they understand that peer involvement is one of the keys in learning. • Isolating learnings isn’t the best way to help students and grow together.
45. This idea is a principle of Constructivism which means that we learn in ways connected to things we already know and what we believe. • A. Knowledge is constructed • B. Learning is an Active Process • C. Learning is a Social Activity • D. Learning is Contextual
45. This idea is a principle of Constructivism which means that we learn in ways connected to things we already know and what we believe. • A. Knowledge is constructed • B. Learning is an Active Process • C. Learning is a Social Activity • D. Learning is Contextual • The things we learn and the points we tend to remember are connected to the things going on around us. • Don’t learn isolated facts and theories separate from the rest of our lives.
46. This idea is a principle of Constructivism which means that learning involves constructing meaning and systems of meaning. • A. People learn to learn, as they learn • B. Knowledge is Personal • C. Learning exist in the mind • D. Motivation is key to learning
46. This idea is a principle of Constructivism which means that learning involves constructing meaning and systems of meaning. • A. People learn to learn, as they learn • B. Knowledge is Personal • C. Learning exist in the mind • D. Motivation is key to learning • Each thing we learn gives us a better understanding of other things in the future • Ex. When a person is writing a paper about History, He/She is also learning principles of grammar and writing as well.
47. In the Constructivism approach, When we say that educators need to have ways to engage and motivate learners to activate their mind and help them become excited about education. It involves the principle of? • A. People learn to learn, as they learn • B. Knowledge is Personal • C. Learning exist in the mind • D. Motivation is key to learning
47. In the Constructivism approach, When we say that educators need to have ways to engage and motivate learners to activate their mind and help them become excited about education. It involves the principle of? • A. People learn to learn, as they learn • B. Knowledge is Personal • C. Learning exist in the mind • D. Motivation is key to learning • Students are unable to learn if they are unmotivated. • Without motivation it’s difficult for learners to reach into their past experience and make connections for new learning
48. Because constructivism is considered to be based on one’s own experiences and beliefs. We can assume that? • A. People learn to learn, as they learn • B. Knowledge is Personal • C. Learning exist in the mind • D. Motivation is key to learning
48. Because constructivism is considered to be based on one’s own experiences and beliefs. We can assume that? • A. People learn to learn, as they learn • B. Knowledge is Personal • C. Learning exist in the mind • D. Motivation is key to learning • The way and things people learn and gain from education will all be different • Knowledge becomes a personal affair
49. “Hands-on experiences and physical actions are necessary for learning, but those elements are not enough”. We can say that this statement belongs to the principle of constructivism called? • A. People learn to learn, as they learn • B. Knowledge is Personal • C. Learning exist in the mind • D. Motivation is key to learning • Engaging the mind is the key to successful learning. • learning needs to involve activities for the minds, not just our hands.
50. Jeff has a fear of dogs. His therapist asks him to imagine patting a dog. The therapist and Jeff continue this exercise until Jeff feels less fearful of dogs. According to Albert Bandura, Jeff is being treated using the approach of • A. displacement. • B. cognitive modeling. • C. vicarious modeling. • D. overt modeling.
50. Jeff has a fear of dogs. His therapist asks him to imagine patting a dog. The therapist and Jeff continue this exercise until Jeff feels less fearful of dogs. According to Albert Bandura, Jeff is being treated using the approach of • A. displacement. • B. cognitive modeling. • C. vicarious modeling. • D. overt modeling. • an individual transferring negative feelings from one person or thing to another
50. Jeff has a fear of dogs. His therapist asks him to imagine patting a dog. The therapist and Jeff continue this exercise until Jeff feels less fearful of dogs. According to Albert Bandura, Jeff is being treated using the approach of • A. displacement. • B. cognitive modeling. • C. vicarious modeling. • D. overt modeling. • is a way of learning that allows individuals to learn from the experience of others. • A person learns by observing the consequences of another person's behavior
50. Jeff has a fear of dogs. His therapist asks him to imagine patting a dog. The therapist and Jeff continue this exercise until Jeff feels less fearful of dogs. According to Albert Bandura, Jeff is being treated using the approach of • A. displacement. • B. cognitive modeling. • C. vicarious modeling. • D. overt modeling. • seeks to determine how an individual's thoughts and beliefs influence their feelings and behaviors

More Related Content

PPTX
LEARNING - Copy (2).........................pptx
byLenganiNyirenda
 
PPTX
Learning Variations.pptx
bySyedGhazanferAbbas1
 
PPT
Behavioural perspective of AB n Psychotherapy.ppt
bycheetalsunt
 
PPTX
2 learning
byChetan Mahoorkar
 
PPTX
Learning for psychology and its type that are normally used
byAbdulKhaliq874419
 
PPT
Behaviorism
byjvirwin
 
DOCX
FLCT Chapter 4 Module.docx
byMarilouOTamayo
 
PPTX
LEARNING.pptx COMPLETE LECTURE SLIDES.pptx
bynimraarshad358
 
LEARNING - Copy (2).........................pptx
byLenganiNyirenda
 
Learning Variations.pptx
bySyedGhazanferAbbas1
 
Behavioural perspective of AB n Psychotherapy.ppt
bycheetalsunt
 
2 learning
byChetan Mahoorkar
 
Learning for psychology and its type that are normally used
byAbdulKhaliq874419
 
Behaviorism
byjvirwin
 
FLCT Chapter 4 Module.docx
byMarilouOTamayo
 
LEARNING.pptx COMPLETE LECTURE SLIDES.pptx
bynimraarshad358
 

Similar to Perspective-Of-Learning-in-Psychology-Drill.pptx

PPTX
learning and their types
byFarhan ullah baig
 
PDF
Skinner Operant conditioning | Thorndike trial and error learning
byProfessorBellaLetstr
 
PPT
Behaviorism
byRey John Rebucas
 
PPTX
LEARNING- Psychology.pptx
byDrSumanthKR
 
PDF
Understanding_Learning_Theories_A_Foundation_for_Effective_Teaching.pdf
byAhmedShero2
 
PPTX
Unit 2 (10 hrs)
byParbatiChouhan
 
PPTX
LEARNING.pptx
byAgnesDavid4
 
PPTX
Presentation on Generational Values.....
byjalajaAnilkumar
 
PPTX
Introduction to Generational Values for managers
byjalajaAnilkumar
 
PPTX
Introduction to values , Generational Values
byjalajaAnilkumar
 
PDF
Test Bank for Human Learning 7th Edition by Ormrod
bykelogawy
 
PPTX
CH 7_Behaviorial And Cogntive Approaches.pptx
byVATHVARY
 
PPTX
POP QUIZ_123 We've gathered a diverse range of general knowledge quiz questio...
bylukejohnglodo123
 
PPTX
Learning in Psychology explained .pptx
bymohammedhadilce1
 
PDF
Pppppppppppppppppsycology assingment.pdf
bym37962810
 
PDF
Psychology Take Home Exam Chapter 5 And 6
byLos Angeles Southwest
 
DOC
Psychology Take Home Exam Chapter 5 And 6
byLos Angeles Southwest
 
PDF
Operant condtioning
byNoman zaki
 
PPT
Learning session
byShaji Kurian
 
PPTX
Psychology of Learning Ain Shams University.pptx
byMostafa Elsapan
 
learning and their types
byFarhan ullah baig
 
Skinner Operant conditioning | Thorndike trial and error learning
byProfessorBellaLetstr
 
Behaviorism
byRey John Rebucas
 
LEARNING- Psychology.pptx
byDrSumanthKR
 
Understanding_Learning_Theories_A_Foundation_for_Effective_Teaching.pdf
byAhmedShero2
 
Unit 2 (10 hrs)
byParbatiChouhan
 
LEARNING.pptx
byAgnesDavid4
 
Presentation on Generational Values.....
byjalajaAnilkumar
 
Introduction to Generational Values for managers
byjalajaAnilkumar
 
Introduction to values , Generational Values
byjalajaAnilkumar
 
Test Bank for Human Learning 7th Edition by Ormrod
bykelogawy
 
CH 7_Behaviorial And Cogntive Approaches.pptx
byVATHVARY
 
POP QUIZ_123 We've gathered a diverse range of general knowledge quiz questio...
bylukejohnglodo123
 
Learning in Psychology explained .pptx
bymohammedhadilce1
 
Pppppppppppppppppsycology assingment.pdf
bym37962810
 
Psychology Take Home Exam Chapter 5 And 6
byLos Angeles Southwest
 
Psychology Take Home Exam Chapter 5 And 6
byLos Angeles Southwest
 
Operant condtioning
byNoman zaki
 
Learning session
byShaji Kurian
 
Psychology of Learning Ain Shams University.pptx
byMostafa Elsapan
 

More from EZRIJRCODA

PDF
Introduction.pdf
byEZRIJRCODA
 
PDF
Topic 5 - Cry of Balintawak.pdf
byEZRIJRCODA
 
PDF
Topic 4 - Cavite Mutiny.pdf
byEZRIJRCODA
 
PPTX
pptx_20221020_205532_0000.pptx
byEZRIJRCODA
 
PDF
Topic 7 - Agrarian Reform in the Philippines.pdf
byEZRIJRCODA
 
PPTX
LANGIT.pptx
byEZRIJRCODA
 
PPTX
FIRST_MASS_joan.pptx
byEZRIJRCODA
 
PPTX
ppt-chem-gas-laws.pptx
byEZRIJRCODA
 
PPT
Stress Management2.ppt
byEZRIJRCODA
 
PPTX
GE-14-Technical-Writing-Examination.pptx
byEZRIJRCODA
 
PDF
8-japan2-160311170845.pdf
byEZRIJRCODA
 
Introduction.pdf
byEZRIJRCODA
 
Topic 5 - Cry of Balintawak.pdf
byEZRIJRCODA
 
Topic 4 - Cavite Mutiny.pdf
byEZRIJRCODA
 
pptx_20221020_205532_0000.pptx
byEZRIJRCODA
 
Topic 7 - Agrarian Reform in the Philippines.pdf
byEZRIJRCODA
 
LANGIT.pptx
byEZRIJRCODA
 
FIRST_MASS_joan.pptx
byEZRIJRCODA
 
ppt-chem-gas-laws.pptx
byEZRIJRCODA
 
Stress Management2.ppt
byEZRIJRCODA
 
GE-14-Technical-Writing-Examination.pptx
byEZRIJRCODA
 
8-japan2-160311170845.pdf
byEZRIJRCODA
 

Recently uploaded

PPTX
LEARNING PROCESS.Shilpa Hotakar Psychology.pptx
bySHILPA HOTAKAR
 
PPTX
A PharmD Pediatric AFI case presentation
byNIMS Institute of Pharmacy, NIMS University Rajasthan, Jaipur
 
PPTX
UNIT I INTRODUCTION TO HEALTH AND ILLNESS.pptx
byJoealinJames
 
PPTX
ETHICAL_AND_LEGAL_FRAMEWORK_IN_NURSING for Nursing Students
bySaahJacob
 
PPTX
"Strategic Approaches to Enhancing Healthcare Management & Leadership Effecti...
byToobaAfzal3
 
PDF
2026 CPT Code Updates What Providers Need to Know
byOutsource Strategies International
 
PDF
The Physician Focused Playbook: A 2026 Guide for Doctors Making Housing, Relo...
byPhysician Focused Advisors
 
PPTX
Sexual-health-and-hygiene.pptxSexual-health-and-hygiene.pptx
bynestoralava419
 
PPTX
INTRODUCTION TO MOLECULAR DIAGNOSTIC IN LEVEL 100
bysolomonasare355
 
PDF
Patient lifting robot concept presentation
byEevastiinaRindell
 
PPTX
Legal Framework Governing Nursing Practice in Goverment setting (Maharashtra ...
byViresh Mahajani
 
PDF
OOS vs OOT vs OOE.pdf the investigation procedure for five why jsjjjhd ijj
by3star3nath
 
PPTX
State of the Clinical Workforce
byDirectShifts
 
PPTX
Grief and Bereavement Child health Nursing.pptx
bykuldippawarpatil1
 
PPTX
store managementforNOs#byMajTaniaBose.pptx
byMaj Tania Bose
 
PDF
Malaysia consensus guideline thyroid cancer.pdf
byleongwei861
 
PPTX
Chapter 5 Integumentary System ( Anatomy and Physiology) .pptx
byAllanTateishi1
 
PPTX
Safe management lecture 4.pptx infection control
byamerahmed33j
 
PPTX
Non-Surgical Uterine Fibroid Treatment Clinic
byUSA Fibroid Center
 
PPTX
Presentation - Erythropoietin Overview.pptx
bydeepikakk4
 
LEARNING PROCESS.Shilpa Hotakar Psychology.pptx
bySHILPA HOTAKAR
 
A PharmD Pediatric AFI case presentation
byNIMS Institute of Pharmacy, NIMS University Rajasthan, Jaipur
 
UNIT I INTRODUCTION TO HEALTH AND ILLNESS.pptx
byJoealinJames
 
ETHICAL_AND_LEGAL_FRAMEWORK_IN_NURSING for Nursing Students
bySaahJacob
 
"Strategic Approaches to Enhancing Healthcare Management & Leadership Effecti...
byToobaAfzal3
 
2026 CPT Code Updates What Providers Need to Know
byOutsource Strategies International
 
The Physician Focused Playbook: A 2026 Guide for Doctors Making Housing, Relo...
byPhysician Focused Advisors
 
Sexual-health-and-hygiene.pptxSexual-health-and-hygiene.pptx
bynestoralava419
 
INTRODUCTION TO MOLECULAR DIAGNOSTIC IN LEVEL 100
bysolomonasare355
 
Patient lifting robot concept presentation
byEevastiinaRindell
 
Legal Framework Governing Nursing Practice in Goverment setting (Maharashtra ...
byViresh Mahajani
 
OOS vs OOT vs OOE.pdf the investigation procedure for five why jsjjjhd ijj
by3star3nath
 
State of the Clinical Workforce
byDirectShifts
 
Grief and Bereavement Child health Nursing.pptx
bykuldippawarpatil1
 
store managementforNOs#byMajTaniaBose.pptx
byMaj Tania Bose
 
Malaysia consensus guideline thyroid cancer.pdf
byleongwei861
 
Chapter 5 Integumentary System ( Anatomy and Physiology) .pptx
byAllanTateishi1
 
Safe management lecture 4.pptx infection control
byamerahmed33j
 
Non-Surgical Uterine Fibroid Treatment Clinic
byUSA Fibroid Center
 
Presentation - Erythropoietin Overview.pptx
bydeepikakk4
 

Perspective-Of-Learning-in-Psychology-Drill.pptx

  • 1.
    Perspective Of Learningin Psychology Pre-Rev Drill Prepared By: Nelson P. Alcover, RPm
  • 2.
    1. What isa relatively permanent influence on behavior, knowledge, and thinking skills that comes about through experience? • A. Behaviorism • B. Learning • C. Psychology • D. None of the above
  • 3.
    1. What isa relatively permanent influence on behavior, knowledge, and thinking skills that comes about through experience? • A. Behaviorism • B. Learning • C. Psychology • D. None of the above • Behaviorism is the view that behavior should be explained by observable experiences, not by mental processes
  • 4.
    1. What isa relatively permanent influence on behavior, knowledge, and thinking skills that comes about through experience? • A. Behaviorism • B. Learning • C. Psychology • D. None of the above • Learning theories provide the theoretical framework to understand how people learn. • Learning is a dynamic, lifelong process that is unique to each individual • Learning most common definition is the notion that a change occurs in the learner’s behavior, attitudes, or skills.
  • 5.
    2. Mr. Shaunis a researcher who is observing a group of students who are preparing for the upcoming exam. Mr. Shaun is considered to be a? • A. Cognitivist • B. Socialist • C. Behaviorist • D. None of the above
  • 6.
    2. Mr. Shaunis a researcher who is observing a group of students who are preparing for the upcoming exam. Mr. Shaun is considered to be a? • A. Cognitivist • B. Socialist • C. Behaviorist • D. None of the above • Behaviorist is focused on an observable change in the learner’s behavior and is not concerned with the internal thought processes of the learner. • Behaviorists believe that the learner’s behavior is shaped by elements in the environment that either precede the behavior (stimulus) or the consequences that follow it.
  • 7.
    3. Jessa isa student who rarely studies for an exam. Her Mother decided that if Jessa scores an A in the upcoming exam She would buy Her a Doll House after. What principle did Her Mother used? • A. Classical Conditioning • B. Conditioned Stimulus • C. Operant Conditioning • D. None of the above
  • 8.
    3. Jessa isa student who rarely studies for an exam. Her Mother decided that if Jessa scores an A in the upcoming exam She would buy Her a Doll House after. What principle did Her Mother used? • A. Classical Conditioning • B. Conditioned Stimulus • C. Operant Conditioning • D. None of the above • is a learning process focused more on involuntary behaviors, using associations with neutral stimuli to evoke a specific involuntary response. • is a type of learning in which an organism learns to connect, or associate, stimuli so that a neutral stimulus (such as the sight of a person) becomes associated with a meaningful stimulus (such as food) and acquires the capacity to elicit a similar response.
  • 9.
    3. Jessa isa student who rarely studies for an exam. Her Mother decided that if Jessa scores an A in the upcoming exam She would buy Her a Doll House after. What principle did Her Mother used? • A. Classical Conditioning • B. Conditioned Stimulus • C. Operant Conditioning • D. None of the above • Conditioned Stimulus is a stimulus that can eventually trigger a conditioned response.
  • 10.
    3. Jessa isa student who rarely studies for an exam. Her Mother decided that if Jessa scores an A in the upcoming exam She would buy Her a Doll House after. What principle did Her Mother used? • A. Classical Conditioning • B. Conditioned Stimulus • C. Operant Conditioning • D. None of the above • Operant Conditioning is a learning method in which a specific behavior is associated with either a positive or negative consequence. This form of learning links voluntary actions with receiving either a reward or punishment, often to strengthen or weaken those voluntary behaviors
  • 11.
    4. In themodern theory of learning Thorndike noted that the most characteristic method of learning for both animals and humans was trial and error or the theory called. • A. Stimulus-response theory • B. Cognitive theory • C. Humanistic theory • D. None of the above
  • 12.
    4. In themodern theory of learning Thorndike noted that the most characteristic method of learning for both animals and humans was trial and error or the theory called. • A. Stimulus-response theory • B. Cognitive theory • C. Humanistic theory • D. None of the above • suggests that the human mind is like a computer that is constantly processing and encoding data. • According to cognitive theory, when a person experiences stimuli, their minds will look toward prior schema (or internal frameworks created by memories) to help them understand this information.
  • 13.
    4. In themodern theory of learning Thorndike noted that the most characteristic method of learning for both animals and humans was trial and error or the theory called. • A. Stimulus-response theory • B. Cognitive theory • C. Humanistic theory • D. None of the above • an outlook or system of thought that focuses on human beings rather than supernatural or divine insight. • This system stresses that human beings are inherently good, and that basic needs are vital to human behaviors.
  • 14.
    4. In themodern theory of learning Thorndike noted that the most characteristic method of learning for both animals and humans was trial and error or the theory called. • A. Stimulus-response theory • B. Cognitive theory • C. Humanistic theory • D. None of the above • the most characteristic method of learning for both animals and humans was trial and error, also called connectionism or the stimulus–response theory of learning. • The organism confronts a problem and selects a response most likely to lead to the goal.
  • 15.
    5. According toThorndike the organism remembers responses that had satisfying effects, which strengthens the connection. If the responses were unsatisfying, the strength of the connection decreases. Which law represents Thorndike’s statement? • A. Law of Exercise • B. Law of Effect • C. Law of Readiness • D. None of the above
  • 16.
    5. According toThorndike the organism remembers responses that had satisfying effects, which strengthens the connection. If the responses were unsatisfying, the strength of the connection decreases. Which law represents Thorndike’s statement? • A. Law of Exercise • B. Law of Effect • C. Law of Readiness • D. None of the above • states that repeated use of meaningful connections results in substantial learning, whereas lack of connections inhibits learning. • Suggest that drill or practice helps in increasing efficiency and durability of learning.
  • 17.
    5. According toThorndike the organism remembers responses that had satisfying effects, which strengthens the connection. If the responses were unsatisfying, the strength of the connection decreases. Which law represents Thorndike’s statement? • A. Law of Exercise • B. Law of Effect • C. Law of Readiness • D. None of the above • states that learning is enhanced when the organism is ready for the connection; otherwise it is inhibited • If one is not ready to learn, then learning cannot be automatically instilled in him
  • 18.
    5. According toThorndike the organism remembers responses that had satisfying effects, which strengthens the connection. If the responses were unsatisfying, the strength of the connection decreases. Which law represents Thorndike’s statement? • A. Law of Exercise • B. Law of Effect • C. Law of Readiness • D. None of the above • It means that the organism remembers responses that had satisfying effects, which strengthens the connection. If the responses were unsatisfying, the strength of the connection decreases.
  • 19.
    6. According toGuthrie, when a person did something in a given situation, He or She tends to repeat the action when faced with that situation again. What Law of Learning has occurred in this situation? • A. Law of Exercise • B. Law of Effect • C. Law of Readiness • D. None of the above
  • 20.
    6. According toGuthrie, when a person did something in a given situation, He or She tends to repeat the action when faced with that situation again. What Law of Learning has occurred in this situation? • A. Law of Exercise • B. Law of Effect • C. Law of Readiness • D. None of the above • Law of Contiguity is a combination of stimuli which has accompanied a movement will on its recurrence tend to be followed by that movement • If you did something in a given situation, the next time you are in that situation you will tend to do the same thing.
  • 21.
    7. The applicationof learning theory to modify a behavior by changing the stimulus that elicits it or by changing the consequences that follow it. • A. Behavior Modification • B. Respondent behavior • C. Operant response • D. None of the above
  • 22.
    7. The applicationof learning theory to modify a behavior by changing the stimulus that elicits it or by changing the consequences that follow it. • A. Behavior Modification • B. Respondent behavior • C. Operant response • D. None of the above • refers to the consequences of behavior.
  • 23.
    7. The applicationof learning theory to modify a behavior by changing the stimulus that elicits it or by changing the consequences that follow it. • A. Behavior Modification • B. Respondent behavior • C. Operant response • D. None of the above • occurs in response to a known stimulus
  • 24.
    7. The applicationof learning theory to modify a behavior by changing the stimulus that elicits it or by changing the consequences that follow it. • A. Behavior Modification • B. Respondent behavior • C. Operant response • D. None of the above • Behavior modification is the application of learning theory to modify a behavior by changing the stimulus that elicits it or by changing the consequences that follow it. • Focuses on changing behavior on individual
  • 25.
    8. Knowledge isorganized and connected to the person’s knowledge, beliefs, attitudes, and emotions. This assumption supports the? • A. Behaviorism • B. Cognitivism • C. Existentialism • D. All of the above
  • 26.
    8. Knowledge isorganized and connected to the person’s knowledge, beliefs, attitudes, and emotions. This assumption supports the? • A. Behaviorism • B. Cognitivism • C. Existentialism • D. All of the above • focuses on observable behavioral changes
  • 27.
    8. Knowledge isorganized and connected to the person’s knowledge, beliefs, attitudes, and emotions. This assumption supports the? • A. Behaviorism • B. Cognitivism • C. Existentialism • D. All of the above • It emphasizes the subjective meaning of human experience, the uniqueness of the individual, and personal responsibility reflected in choice.
  • 28.
    8. Knowledge isorganized and connected to the person’s knowledge, beliefs, attitudes, and emotions. This assumption supports the? • A. Behaviorism • B. Cognitivism • C. Existentialism • D. All of the above • the understanding of learning to include internal mental processes unique to each person, such as perception, insight, and meaning
  • 29.
    9. It holdsthat psychological phenomena are irreducible wholes that cannot be derived just from analysis of their parts. • A. Gestalt • B. Perception • C. Selection • D. None of the above
  • 30.
    9. It holdsthat psychological phenomena are irreducible wholes that cannot be derived just from analysis of their parts. • A. Gestalt • B. Perception • C. Selection • D. None of the above • refers to the act of becoming aware of something by the use of any of the senses. • to perceive means to take notice of, observe, detect, become aware of in one’s mind, achieve understanding of, or apprehend.
  • 31.
    9. It holdsthat psychological phenomena are irreducible wholes that cannot be derived just from analysis of their parts. • A. Gestalt • B. Perception • C. Selection • D. None of the above • Gestalt is a German word that means “the configuration or pattern” • Gestalt means that the whole is more than merely the sum of its parts.
  • 32.
    10. A wayof learning in which new ideas are incorporated by association with known ideas, concepts, and memories. • A. Accommodation • B. Perception • C. Assimilation • D. None of the above
  • 33.
    10. A wayof learning in which new ideas are incorporated by association with known ideas, concepts, and memories. • A. Accommodation • B. Perception • C. Assimilation • D. None of the above • Assimilation is a way of learning in which new ideas are incorporated by association with known ideas, concepts, and memories. • Individuals may assimilate new ideas into their current beliefs.
  • 34.
    11. An individualswho give up former beliefs or substantially change their frame of reference is the process of learning called? • A. Accommodation • B. Perception • C. Assimilation • D. None of the above
  • 35.
    11. An individualswho give up former beliefs or substantially change their frame of reference is the process of learning called? • A. Accommodation • B. Perception • C. Assimilation • D. None of the above • Individuals give up former beliefs or substantially change their frame of reference, or they do both. • Accommodation may also occur after a person has assimilated so many new concepts that the concepts can no longer be contained in the person’s old cognitive structure.
  • 36.
    12. What is/arethe model of information processing proposed by Atkinson and Shiffrin? • A. Sensory register • B. Working memory • C. Long-term memory • D. All of the above
  • 37.
    12. What is/arethe model of information processing proposed by Atkinson and Shiffrin? • A. Sensory register • B. Working memory • C. Long-term memory • D. All of the above • Slavin (2015) described a model of information processing proposed by Atkinson and Shiffrin as a model of information processing with three components focusing on how individuals register sensory information taken in from the environment (sensory register), how they process information (working memory) and how that information is stored and retrieved (long-term memory)
  • 38.
    13. This componentdecides whether or not to notice or register an external sensory bit of information, such as an odor, flavor, touch, sound, or visual stimulus. • A. Sensory register • B. Working memory • C. Long-term memory • D. None of the above
  • 39.
    13. This componentdecides whether or not to notice or register an external sensory bit of information, such as an odor, flavor, touch, sound, or visual stimulus. • A. Sensory register • B. Working memory • C. Long-term memory • D. None of the above • The sensory register, which receives large amounts of information from the five senses: sight, hearing, touch, smell, and taste. • It also decides whether or not to register sensory information that is internal; for example, an itch, a chill, a peristaltic wave, a headache, or a memory.
  • 40.
    14. In thiscomponent the mind processes the information by organizing it for storage, or associating it with other information, or discarding it. • A. Sensory register • B. Working memory • C. Long-term memory • D. None of the above
  • 41.
    14. In thiscomponent the mind processes the information by organizing it for storage, or associating it with other information, or discarding it. • A. Sensory register • B. Working memory • C. Long-term memory • D. None of the above • Working memory, also called short- term memory • Working memory holds thoughts a person is conscious of having at any given moment. • These thoughts can be related to what the person is feeling, doing, or thinking at the moment, or they can be related to thoughts retrieved from storage in long-term memory that are associated with current stimuli.
  • 42.
    15. In thiscomponent infinite amount of information is stored for a prolonged period of time. • A. Sensory register • B. Working memory • C. Long-term memory • D. None of the above
  • 43.
    15. In thiscomponent infinite amount of information is stored for a prolonged period of time. • A. Sensory register • B. Working memory • C. Long-term memory • D. None of the above • an infinite amount of information is stored for a prolonged period of time. • Long-term memory is thought to have a large capacity provided that it has not been damaged by pathology.
  • 44.
    16. The imagesand thoughts about past experiences is a type of long-term memory called? • A. Episodic Memory • B. Semantic Memory • C. Procedural Memory • D. None of the above
  • 45.
    16. The imagesand thoughts about past experiences is a type of long-term memory called? • A. Episodic Memory • B. Semantic Memory • C. Procedural Memory • D. None of the above • the ability to recall and mentally re-experience specific episodes from one's personal past
  • 46.
    17. Facts, knowledge,general information that we have learned, and problem-solving and learning strategies is a type of long-term memory called? • A. Episodic Memory • B. Semantic Memory • C. Procedural Memory • D. None of the above
  • 47.
    17. Facts, knowledge,general information that we have learned, and problem-solving and learning strategies is a type of long-term memory called? • A. Episodic Memory • B. Semantic Memory • C. Procedural Memory • D. None of the above • refers to the memory of meaning, understanding, general knowledge about the world, and other concept-based knowledge
  • 48.
    18. Procedural knowledge,such as how to do things like giving an injection, riding a bike, and general living skills is a type of long-term memory called? • A. Episodic Memory • B. Semantic Memory • C. Procedural Memory • D. None of the above
  • 49.
    18. Procedural knowledge,such as how to do things like giving an injection, riding a bike, and general living skills is a type of long-term memory called? • A. Episodic Memory • B. Semantic Memory • C. Procedural Memory • D. None of the above • a type of long-term memory involved in the performance of different actions and skills. • involves recollections to which a person has no direct conscious awareness.
  • 50.
    19. In Bandura’stheory of observational learning what phase occurs when the individual actively pays attention to the behavior of the model. • A. Motivation • B. Reproduction • C. Retention • D. None of the above
  • 51.
    19. In Bandura’stheory of observational learning what phase occurs when the individual actively pays attention to the behavior of the model. • A. Motivation • B. Reproduction • C. Retention • D. None of the above • Attention occurs when the individual actively pays attention to the behavior of the model. • Models that are similar to the observer in terms of age and gender—and who are respected, competent, powerful, and attractive—are attended to more often.
  • 52.
    20. In Bandura’stheory of observational learning what phase occurs when Learning can be stored verbally in words or in the form of mental pictures or images of modeled behaviors. Thus, when needed, learning is retrieved, rehearsed, and used long after it is observed. • A. Motivation • B. Reproduction • C. Retention • D. None of the above
  • 53.
    20. In Bandura’stheory of observational learning what phase occurs when Learning can be stored verbally in words or in the form of mental pictures or images of modeled behaviors. Thus, when needed, learning is retrieved, rehearsed, and used long after it is observed. • A. Motivation • B. Reproduction • C. Retention • D. None of the above • Retention is when the individual having an opportunity to practice imitating the behavior of the model. • refers to a person's ability to retain and use information.
  • 54.
    21. In Bandura’stheory of observational learning what phase occurs when the individual tries to match the behavior of the model. • A. Motivation • B. Reproduction • C. Retention • D. None of the above
  • 55.
    21. In Bandura’stheory of observational learning what phase occurs when the individual tries to match the behavior of the model. • A. Motivation • B. Reproduction • C. Retention • D. None of the above • Reproduction is the process of replicating information from memory.
  • 56.
    22. In Bandura’stheory of observational learning what phase occurs when the individual finds satisfying reasons to imitate the behavior of the model. • A. Motivation • B. Attention • C. Retention • D. None of the above
  • 57.
    22. In Bandura’stheory of observational learning what phase occurs when the individual finds satisfying reasons to imitate the behavior of the model. • A. Motivation • B. Attention • C. Retention • D. None of the above • Motivation is the desire to act in service of a goal.
  • 58.
    23. This theoryposits that people learn most efficiently from observing others’ behavior and less from the consequences of behavior. • A. Person-Centered • B. Social Cognitive • C. Psychoanalytic Social • D. None of the above
  • 59.
    23. This theoryposits that people learn most efficiently from observing others’ behavior and less from the consequences of behavior. • A. Person-Centered • B. Social Cognitive • C. Psychoanalytic Social • D. None of the above • was built on the assumption that social and cultural conditions, especially childhood experiences, are largely responsible for shaping personality.
  • 60.
    23. This theoryposits that people learn most efficiently from observing others’ behavior and less from the consequences of behavior. • A. Person-Centered • B. Social Cognitive • C. Psychoanalytic Social • D. None of the above • A humanistic approach that deals with the ways in which individuals perceive themselves consciously, rather than how a counsellor can interpret their unconscious thoughts or ideas. • having an innate tendency to develop towards their full potential.
  • 61.
    23. This theoryposits that people learn most efficiently from observing others’ behavior and less from the consequences of behavior. • A. Person-Centered • B. Social Cognitive • C. Psychoanalytic Social • D. None of the above • people learn from observing others in a social setting. • people acquire knowledge and skills, learn social rules and norms, and develop beliefs and attitudes. • They observe which behaviors are useful, appropriate, and valued by society and which are not.
  • 62.
    24. Bandura believesthat behavior is the result of the bidirectional interaction of three classes of behavioral determinants, what are those? • A. Social interactions, Environmental events, Behavior. • B. Social interactions, Cognitive and Personal factors, Environmental events • C. Cognitive and Personal factors, Environmental events, Behavior • D. None of the above
  • 63.
    24. Bandura believesthat behavior is the result of the bidirectional interaction of three classes of behavioral determinants, what are those? • A. Social interactions, Environmental events, Behavior. • B. Social interactions, Cognitive and Personal factors, Environmental events • C. Cognitive and Personal factors, Environmental events, Behavior • D. None of the above
  • 64.
    25. Jessa isa new teacher, She is inexperience and doesn’t know what to do. She is watching some veteran teachers and taking note of what is an effective and ineffective ways of teaching. She is slowly learning from observing and mentally rehearsing effective teaching method. What kind of learning is Jessa doing? • A. Self-efficacy expectation • B. Delayed modeling • C. Response–punishment contingency • D. None of the above
  • 65.
    25. Jessa isa new teacher, She is inexperience and doesn’t know what to do. She is watching some veteran teachers and taking note of what is an effective and ineffective ways of teaching. She is slowly learning from observing and mentally rehearsing effective teaching method. What kind of learning is Jessa doing? • A. Self-efficacy expectation • B. Delayed modeling • C. Response–punishment contingency • D. None of the above • Vicarious learning is a way of learning that allows individuals to learn from the experience of others. It is a conscious process that involves sensing, feeling, and empathizing with what people are doing and taking notes, and evaluating.
  • 66.
    26. Jessa waspleased to see Teacher A and the Students by the end of the class, and She desired that outcome for herself. Observing their satisfaction and Teacher A’s compliments with the Students positive input. Jessa experienced a? • A. response–reinforcement contingency • B. Delayed modeling • C. Response–punishment contingency • D. None of the above
  • 67.
    26. Jessa waspleased to see Teacher A and the Students by the end of the class, and She desired that outcome for herself. Observing their satisfaction and Teacher A’s compliments with the Students positive input. Jessa experienced a? • A. response–reinforcement contingency • B. Delayed modeling • C. Response–punishment contingency • D. None of the above • Vicarious reinforcement (response–reinforcement contingency) occurs when an individual observes another person (a model) behave in a certain way and experience a consequence perceived as desirable by the observer.
  • 68.
    27. Jessa isaware of how unhappy Teacher B and Students at the end of the class, and does not want to experience the same outcome. Observing their unhappiness, Jessa experienced a? • A. response–reinforcement contingency • B. Self-efficacy expectation • C. Response–punishment contingency • D. None of the above
  • 69.
    27. Jessa isaware of how unhappy Teacher B and Students at the end of the class, and does not want to experience the same outcome. Observing their unhappiness, Jessa experienced a? • A. response–reinforcement contingency • B. Self-efficacy expectation • C. Response–punishment contingency • D. None of the above • Vicarious punishment(response– punishment contingency) is a decrease in the frequency of certain behaviors as a results of seeing others punished for the same actions.
  • 70.
    28. Jessa feltconfident and believed in her ability to successfully perform Teacher A’s method. Subsequently when she was in the Teaching role she fulfilled her expectations of herself and rewarded herself with a mental pat on the back. Jessa is having a? • A. response–reinforcement contingency • B. Self-efficacy expectation • C. Response–punishment contingency • D. None of the above
  • 71.
    28. Jessa feltconfident and believed in her ability to successfully perform Teacher A’s method. Subsequently when she was in the Teaching role she fulfilled her expectations of herself and rewarded herself with a mental pat on the back. Jessa is having a? • A. response–reinforcement contingency • B. Self-efficacy expectation • C. Response–punishment contingency • D. None of the above • Self-efficacy expectation is the person's belief in his or her self- confidence to carry out a specific behavior.
  • 72.
    29. What doyou call a formulations that are generally true and applicable to multiple learning situations? • A. Learning Principles • B. Kinesthetic Learner • C. Culture • D. None of the above
  • 73.
    29. What doyou call a formulations that are generally true and applicable to multiple learning situations? • A. Learning Principles • B. Kinesthetic Learner • C. Culture • D. None of the above • is the customary beliefs, social forms, and material traits of a racial, religious, or social group
  • 74.
    29. What doyou call a formulations that are generally true and applicable to multiple learning situations? • A. Learning Principles • B. Kinesthetic Learner • C. Culture • D. None of the above • are people who learn through the awareness of body position.
  • 75.
    29. What doyou call a formulations that are generally true and applicable to multiple learning situations? • A. Learning Principles • B. Kinesthetic Learner • C. Culture • D. None of the above • Learning principles are formulations that are generally true and applicable to multiple learning situations
  • 76.
    30. What doyou call as the thoughts, feelings, and motives that each of us experiences but that cannot be observed by others? • A. Behavior • B. Mental Process • C. Social Cognitive • D. None of the above
  • 77.
    30. What doyou call as the thoughts, feelings, and motives that each of us experiences but that cannot be observed by others? • A. Behavior • B. Mental Process • C. Social Cognitive • D. None of the above • the way in which one acts or conducts oneself.
  • 78.
    30. What doyou call as the thoughts, feelings, and motives that each of us experiences but that cannot be observed by others? • A. Behavior • B. Mental Process • C. Social Cognitive • D. None of the above • Emphasis on behavior, environment and person factors as determinants of learning.
  • 79.
    30. What doyou call as the thoughts, feelings, and motives that each of us experiences but that cannot be observed by others? • A. Behavior • B. Mental Process • C. Social Cognitive • D. None of the above • Mental processes are defined by psychologists as the thoughts, feelings, and motives that each of us experiences but that cannot be observed by others.
  • 80.
    31. According tothe psychological definition of learning, all of the following are examples of learning except • A. Writing • B. Sneezing • C. Swimming • D. Washing dishes
  • 81.
    31. According tothe psychological definition of learning, all of the following are examples of learning except • A. Writing • B. Sneezing • C. Swimming • D. Washing dishes • Involuntary, innate body function.
  • 82.
    32. Mr. Nathandoes not believe his students have learned anything unless they demonstrate it to him. This demonstration could be through assignments they turn in to him, answering questions in class, or the way they behave. Which approach to learning is most consistent with Mr. Nathan’s ideas? • A. cognitive • B. behavioral • C. social cognitive • D. conditioning
  • 83.
    32. Mr. Nathandoes not believe his students have learned anything unless they demonstrate it to him. This demonstration could be through assignments they turn in to him, answering questions in class, or the way they behave. Which approach to learning is most consistent with Mr. Nathan’s ideas? • A. cognitive • B. behavioral • C. social cognitive • D. conditioning • Observable
  • 84.
    33. It isa method based on classical conditioning that reduces anxiety by getting the individual to associate deep relaxation with successive visualizations of increasingly anxiety-producing situations. • A. Free association • B. Word association • C. Systematic desensitization • D. None of the above
  • 85.
    33. It isa method based on classical conditioning that reduces anxiety by getting the individual to associate deep relaxation with successive visualizations of increasingly anxiety-producing situations. • A. Free association • B. Word association • C. Systematic desensitization • D. None of the above • is the expression of the content of consciousness without censorship as an aid in gaining access to unconscious processes.
  • 86.
    33. It isa method based on classical conditioning that reduces anxiety by getting the individual to associate deep relaxation with successive visualizations of increasingly anxiety-producing situations. • A. Free association • B. Word association • C. Systematic desensitization • D. None of the above • the spontaneous and unreflective production of other words in response to a given word, as a game, a prompt to creative thought or memory, or a technique in psychiatric evaluation.
  • 87.
    33. It isa method based on classical conditioning that reduces anxiety by getting the individual to associate deep relaxation with successive visualizations of increasingly anxiety-producing situations. • A. Free association • B. Word association • C. Systematic desensitization • D. None of the above • Systematic desensitization is a method based on classical conditioning that reduces anxiety by getting the individual to associate deep relaxation with successive visualizations of increasingly anxiety-producing situations.
  • 88.
    34. When anelementary school teacher tells a child, “When you complete your writing assignment, you can play a game on the computer”. What principle is at work? • A. Premack Principle • B. Peter Principle • C. Learning Principle • D. None of the above
  • 89.
    34. When anelementary school teacher tells a child, “When you complete your writing assignment, you can play a game on the computer”. What principle is at work? • A. Premack Principle • B. Peter Principle • C. Learning Principle • D. None of the above • people in a hierarchy tend to rise to "a level of respective incompetence
  • 90.
    34. When anelementary school teacher tells a child, “When you complete your writing assignment, you can play a game on the computer”. What principle is at work? • A. Premack Principle • B. Peter Principle • C. Learning Principle • D. None of the above • states that a high-probability activity can serve as a reinforcer for a low-probability activity.
  • 91.
    35. Sylvia isparticipating in a class spelling bee. The teacher asks her to spell the word mortgage. “Don’t forget the t, don’t forget the t,” Sylvia says to herself. “M-O-R-T-A-G-E,” says Sylvia. “I’m sorry, that’s incorrect, Sylvia,” says her teacher. One of the students in the back of the class snickers and comments, “Gee, about time Miss Smarty-pants got one wrong. See, she’s not so smart.” Some other students join in the laughter. Sylvia begins to cry and runs out of the room. After that, Sylvia becomes very anxious about spelling bees. According to classical conditioning theory, what is the conditioned stimulus in this scenario? • A. the teacher telling her she is incorrect • B. the other students’ laughter • C. the word mortgage • D. spelling bees
  • 92.
    35. Sylvia isparticipating in a class spelling bee. The teacher asks her to spell the word mortgage. “Don’t forget the t, don’t forget the t,” Sylvia says to herself. “M-O-R-T-A-G-E,” says Sylvia. “I’m sorry, that’s incorrect, Sylvia,” says her teacher. One of the students in the back of the class snickers and comments, “Gee, about time Miss Smarty-pants got one wrong. See, she’s not so smart.” Some other students join in the laughter. Sylvia begins to cry and runs out of the room. After that, Sylvia becomes very anxious about spelling bees. According to classical conditioning theory, what is the conditioned stimulus in this scenario? • A. the teacher telling her she is incorrect • B. the other students’ laughter • C. the word mortgage • D. spelling bees • Sylvia becomes very anxious about spelling bees
  • 93.
    36. Tyler isa fourth-grade student. He loves to crack jokes, often at his teacher’s expense. One day he called his teacher, Ms. Bart, “Ms. Fart.” Ms. Bart quickly admonished him for his behavior and told him that name-calling was unacceptable. She made him stay after school to discuss his behavior. The other students in the class thought Tyler’s nickname for Ms. Bart was hilarious, laughing along with Tyler and later telling him what a good name that was for Ms. Bart. The next day, Tyler again called Ms. Bart by the insulting nickname. According to operant conditioning theory, Tyler continued to use this name in spite of having to stay after school the day before because • A. the behavior had continued for a lengthy period of time. • B. he was positively reinforced by his classmates for the behavior. • C. he was negatively reinforced by his teacher for his behavior. • D. he was punished by his teacher for his behavior.
  • 94.
    36. Tyler isa fourth-grade student. He loves to crack jokes, often at his teacher’s expense. One day he called his teacher, Ms. Bart, “Ms. Fart.” Ms. Bart quickly admonished him for his behavior and told him that name-calling was unacceptable. She made him stay after school to discuss his behavior. The other students in the class thought Tyler’s nickname for Ms. Bart was hilarious, laughing along with Tyler and later telling him what a good name that was for Ms. Bart. The next day, Tyler again called Ms. Bart by the insulting nickname. According to operant conditioning theory, Tyler continued to use this name in spite of having to stay after school the day before because • A. the behavior had continued for a lengthy period of time. • B. he was positively reinforced by his classmates for the behavior. • C. he was negatively reinforced by his teacher for his behavior. • D. he was punished by his teacher for his behavior. • The other students in the class thought Tyler’s nickname for Ms. Bart was hilarious, laughing along with Tyler and later telling him what a good name that was for Ms. Bart
  • 95.
    37. If ateacher praise the child only after every fourth correct response, not after every response. What Type of reinforcement is being applied? • A. Variable-ratio • B. Fixed-ratio • C. Fixed-interval • D. Variable-interval
  • 96.
    37. If ateacher praise the child only after every fourth correct response, not after every response. What Type of reinforcement is being applied? • A. Variable-ratio • B. Fixed-ratio • C. Fixed-interval • D. Variable-interval • Fixed-ratio is when a behavior is reinforced after a set number of responses.
  • 97.
    38. When ateacher’s praise average out to being given every fifth response but be given after the second correct response, after eight more correct responses, after the next seven correct responses, and after the next three correct responses. What Type of reinforcement is being applied? • A. Variable-ratio • B. Fixed-ratio • C. Fixed-interval • D. Variable-interval
  • 98.
    38. When ateacher’s praise average out to being given every fifth response but be given after the second correct response, after eight more correct responses, after the next seven correct responses, and after the next three correct responses. What Type of reinforcement is being applied? • A. Variable-ratio • B. Fixed-ratio • C. Fixed-interval • D. Variable-interval • Variable-ratio is when a behavior is reinforced after an average number of times, but on an unpredictable basis
  • 99.
    39. When ateacher praise a child for the first good question the child asks after two minutes have elapsed or give a quiz every week. What Type of reinforcement is being applied? • A. Variable-ratio • B. Fixed-ratio • C. Fixed-interval • D. Variable-interval
  • 100.
    39. When ateacher praise a child for the first good question the child asks after two minutes have elapsed or give a quiz every week. What Type of reinforcement is being applied? • A. Variable-ratio • B. Fixed-ratio • C. Fixed-interval • D. Variable-interval • Fixed-interval the first appropriate response after a fixed amount of time is reinforced.
  • 101.
    40. When theteacher praise the child’s question-asking after three minutes have gone by, then after fifteen minutes have gone by, after seven minutes have gone by, and so on. What Type of reinforcement is being applied? • A. Variable-ratio • B. Fixed-ratio • C. Fixed-interval • D. Variable-interval
  • 102.
    40. When theteacher praise the child’s question-asking after three minutes have gone by, then after fifteen minutes have gone by, after seven minutes have gone by, and so on. What Type of reinforcement is being applied? • A. Variable-ratio • B. Fixed-ratio • C. Fixed-interval • D. Variable-interval • Variable-interval a response is reinforced after a variable amount of time has elapsed.
  • 103.
    41. This theorystated that the idea that people actively construct or make their own knowledge. • A. Constructivism • B. Behaviorism • C. Social-Cognitive • D. None of the above
  • 104.
    41. This theorystated that the idea that people actively construct or make their own knowledge. • A. Constructivism • B. Behaviorism • C. Social-Cognitive • D. None of the above • Constructivism is base on the idea that people actively construct or make their own knowledge. • Reality is determined by one’s experience as a learner. • Use their previous knowledge as a foundation and build on it with new things they learn.
  • 105.
    42. This ideais the basic principle of Constructivism which means that knowledge is built upon other knowledge. • A. Knowledge is constructed • B. Learning is an Active Process • C. Learning is a Social Activity • D. Learning is Contextual • Take bits and pieces and put them together in their own unique way, building something different than what other student will build the students previous knowledge, experiences, beliefs and insights are all important foundations for their own learning.
  • 106.
    42. This ideais the basic principle of Constructivism which means that knowledge is built upon other knowledge. • A. Knowledge is constructed • B. Learning is an Active Process • C. Learning is a Social Activity • D. Learning is Contextual • Learning take bits and pieces and put them together in their own unique way, building something different than what other student will build the students previous knowledge, experiences, beliefs and insights are all important foundations for their own learning.
  • 107.
    43. This ideais a principle of Constructivism which means that learning involves sensory input to construct meaning and needs to do something in order to learn. • A. Knowledge is constructed • B. Learning is an Active Process • C. Learning is a Social Activity • D. Learning is Contextual
  • 108.
    43. This ideais a principle of Constructivism which means that learning involves sensory input to construct meaning and needs to do something in order to learn. • A. Knowledge is constructed • B. Learning is an Active Process • C. Learning is a Social Activity • D. Learning is Contextual • Learning needs to engage in the world so they are actively involved in their own learning and development. • One cannot just sit and expect to be told things and learn
  • 109.
    44. This ideais a principle of Constructivism which means that learning is directly associated with other people. • A. Knowledge is constructed • B. Learning is an Active Process • C. Learning is a Social Activity • D. Learning is Contextual
  • 110.
    44. This ideais a principle of Constructivism which means that learning is directly associated with other people. • A. Knowledge is constructed • B. Learning is an Active Process • C. Learning is a Social Activity • D. Learning is Contextual • Educators are more likely to be successful as they understand that peer involvement is one of the keys in learning. • Isolating learnings isn’t the best way to help students and grow together.
  • 111.
    45. This ideais a principle of Constructivism which means that we learn in ways connected to things we already know and what we believe. • A. Knowledge is constructed • B. Learning is an Active Process • C. Learning is a Social Activity • D. Learning is Contextual
  • 112.
    45. This ideais a principle of Constructivism which means that we learn in ways connected to things we already know and what we believe. • A. Knowledge is constructed • B. Learning is an Active Process • C. Learning is a Social Activity • D. Learning is Contextual • The things we learn and the points we tend to remember are connected to the things going on around us. • Don’t learn isolated facts and theories separate from the rest of our lives.
  • 113.
    46. This ideais a principle of Constructivism which means that learning involves constructing meaning and systems of meaning. • A. People learn to learn, as they learn • B. Knowledge is Personal • C. Learning exist in the mind • D. Motivation is key to learning
  • 114.
    46. This ideais a principle of Constructivism which means that learning involves constructing meaning and systems of meaning. • A. People learn to learn, as they learn • B. Knowledge is Personal • C. Learning exist in the mind • D. Motivation is key to learning • Each thing we learn gives us a better understanding of other things in the future • Ex. When a person is writing a paper about History, He/She is also learning principles of grammar and writing as well.
  • 115.
    47. In theConstructivism approach, When we say that educators need to have ways to engage and motivate learners to activate their mind and help them become excited about education. It involves the principle of? • A. People learn to learn, as they learn • B. Knowledge is Personal • C. Learning exist in the mind • D. Motivation is key to learning
  • 116.
    47. In theConstructivism approach, When we say that educators need to have ways to engage and motivate learners to activate their mind and help them become excited about education. It involves the principle of? • A. People learn to learn, as they learn • B. Knowledge is Personal • C. Learning exist in the mind • D. Motivation is key to learning • Students are unable to learn if they are unmotivated. • Without motivation it’s difficult for learners to reach into their past experience and make connections for new learning
  • 117.
    48. Because constructivismis considered to be based on one’s own experiences and beliefs. We can assume that? • A. People learn to learn, as they learn • B. Knowledge is Personal • C. Learning exist in the mind • D. Motivation is key to learning
  • 118.
    48. Because constructivismis considered to be based on one’s own experiences and beliefs. We can assume that? • A. People learn to learn, as they learn • B. Knowledge is Personal • C. Learning exist in the mind • D. Motivation is key to learning • The way and things people learn and gain from education will all be different • Knowledge becomes a personal affair
  • 119.
    49. “Hands-on experiencesand physical actions are necessary for learning, but those elements are not enough”. We can say that this statement belongs to the principle of constructivism called? • A. People learn to learn, as they learn • B. Knowledge is Personal • C. Learning exist in the mind • D. Motivation is key to learning • Engaging the mind is the key to successful learning. • learning needs to involve activities for the minds, not just our hands.
  • 120.
    50. Jeff hasa fear of dogs. His therapist asks him to imagine patting a dog. The therapist and Jeff continue this exercise until Jeff feels less fearful of dogs. According to Albert Bandura, Jeff is being treated using the approach of • A. displacement. • B. cognitive modeling. • C. vicarious modeling. • D. overt modeling.
  • 121.
    50. Jeff hasa fear of dogs. His therapist asks him to imagine patting a dog. The therapist and Jeff continue this exercise until Jeff feels less fearful of dogs. According to Albert Bandura, Jeff is being treated using the approach of • A. displacement. • B. cognitive modeling. • C. vicarious modeling. • D. overt modeling. • an individual transferring negative feelings from one person or thing to another
  • 122.
    50. Jeff hasa fear of dogs. His therapist asks him to imagine patting a dog. The therapist and Jeff continue this exercise until Jeff feels less fearful of dogs. According to Albert Bandura, Jeff is being treated using the approach of • A. displacement. • B. cognitive modeling. • C. vicarious modeling. • D. overt modeling. • is a way of learning that allows individuals to learn from the experience of others. • A person learns by observing the consequences of another person's behavior
  • 123.
    50. Jeff hasa fear of dogs. His therapist asks him to imagine patting a dog. The therapist and Jeff continue this exercise until Jeff feels less fearful of dogs. According to Albert Bandura, Jeff is being treated using the approach of • A. displacement. • B. cognitive modeling. • C. vicarious modeling. • D. overt modeling. • seeks to determine how an individual's thoughts and beliefs influence their feelings and behaviors