Educational Psychology Final
Exam Questions
Course Introduction
Educational Psychology explores the scientific study of how people learn and retain knowledge within educational settings. This course examines the cognitive, emotional, and social processes that influence learning, motivation, and classroom behavior. Students will analyze theories of development, learning styles, assessment techniques, and the impact of diversity on educational outcomes. Through real-world examples and case studies, the course aims to equip future educators with practical strategies for fostering effective, inclusive, and supportive learning environments.
Recommended Textbook
The Principles of Learning and Behavior 7th Edition by Michael Domjan
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Chapter 1: Introduction
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Sample Questions
Q1) Hermann Ebbinghaus
A)was the first to empirically test the rules of association.
B)demonstrated that separate nerves carry sensory and motor information.
C)set forth the secondary rules of association.
D)showed that irritation of a nerve was sufficient to produce a muscle contraction.
Answer: A
Q2) Describe the contributions to the study of learning made by three of the following individuals: René Descartes, John Locke, Thomas Hobbes, Thomas Brown, Aristotle, Hermann Ebbinghaus, I.M.Sechenov, Ivan Pavlov, Charles Darwin.
Answer: Answer not provided
Q3) Which of the following is not true of the general-process approach to learning?
A)Elemental processes are assumed to operate in a similar manner across learning situations.
B)Evidence of learning in diverse species provides support for the general-process approach.
C)The generality is assumed to exist in the contents and speed of learning.
D)The generality is assumed to exist in elemental laws of association.
Answer: C
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3
Chapter 2: Elicited Behavior, Habituation, and Sensitization
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Sample Questions
Q1) What is the difference between a modal action pattern and a simple general reflex?
Provide an example of each.
Answer: Answer not provided
Q2) What factors influence the elicitation of a modal action pattern?
Answer: Answer not provided
Q3) Which of the following is likely to be the most stereotyped response?
A)a squirrel eating a walnut
B)a robin searching for a worm
C)a grandmother preparing a pie
D)a young man issuing a threatening gesture
Answer: A
Q4) Compare and contrast habituation and sensitization effects.Include descriptions of the stimulus specificity of each.
Answer: Answer not provided
Q5) Of the following, which is not a reflexive behavior?
A)a baby pulling away when its nose and mouth are covered
B)maintaining attention when driving
C)turning to the location of a loud noise
D)sneezing in response to dust
Answer: B
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Chapter 3: Classical Conditioning
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Sample Questions
Q1) Normally, you eat breakfast every morning at Sam's Diner.For the past three mornings, a large yellow banner has stated that Sam's is closed.Now, every time you see a yellow banner you turn away from the banner.Your conditioning is an example of A)short-delayed conditioning.
B)differential inhibition.
C)Pavlov's procedure for conditioned inhibition.
D)a negative CS-US contiguity.
Answer: C
Q2) Why is an excitatory context necessary for inhibitory conditioning? Describe two inhibitory conditioning procedures and identify the excitatory context in each procedure. Answer: Answer not provided
Q3) Which of the following is not a result of classical conditioning?
A)milk-letdown when a baby cries
B)more offspring produced
C)judgments of causality
D)all have been reported to result from classical conditioning
Answer: D
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Chapter 4: Classical Conditioning
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Sample Questions
Q1) In the second phase of a blocking experiment, which of the following occurs?
A)Both groups receive the same treatment.
B)The experimental group receives exposure to a compound stimulus; the control group receives exposure to a single stimulus.
C)The experimental group receives exposure to a single stimulus; the control group receives exposure to a compound stimulus.
D)The experimental group receives exposure to a compound stimulus; the control group does not receive any further training.
Q2) Which model suggests that whether conditioned responding reflects excitation or inhibition depends on the excitatory value of the CS and the excitatory value of contextual cues present during training?
A)the Rescorla-Wagner model
B)the comparator hypothesis
C)attentional models
D)temporal models
Q3) How does the comparator hypothesis explain the blocking effect?
Q4) How does the intertrial interval influence learning?
Q5) Provide two examples of belongingness in classical conditioning.
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Chapter 5: Instrumental Conditioning
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Sample Questions
Q1) Compare positive and negative response-reinforcer contingencies.How do these contingencies contribute to the classification of instrumental conditioning procedures?
Q2) Which of the following would most likely be used in a discrete trial procedure?
A)licking water from a tube to gain access to food
B)pressing a lever to gain access to food
C)running down a runway to gain access to food
D)pushing a rod to gain access to food
Q3) Rats in a box were reinforced for rearing behavior.One group received a food pellet 60 seconds following each rear.For another group, each rear was followed immediately by a tone, and then 60 seconds after the rearing, a food pellet was delivered.What do you think happened?
A)The tone group's learning was disrupted in comparison to the nontone group's learning.
B)The tone group's learning was facilitated in comparison to the nontone group's learning.
C)Both groups showed rapid and relatively equal acquisition of rearing behaviors.
D)Neither group learned rearing behavior, because of the time delay.
Q4) Describe alternative explanations of the learned helplessness effect.
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Page 7
Chapter 6: Schedules of Reinforcement and Choice Behavior
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Sample Questions
Q1) According to the hyperbolic decay function of value discounting, when the reinforcer is delayed the value of the reinforcer
A)remains unchanged.
B)decreases.
C)increases.
D)It is impossible to tell, given this information.
Q2) Which of the following describes behavior reinforced on a variable interval schedule?
A)calling to see if the mechanic is finished with your car
B)pulling the arm of a slot machine
C)checking the refrigerator to see if the jelly is done
D)flipping burgers for $5.00 an hour
Q3) Describe various theoretical explanations of the matching law.
Q4) Compare molar and molecular theories of maximization.What evidence supports each class of theory? What is the evidence that does not support each class of theory?
Q5) What does the matching law allow us to predict? How can the law be used to determine relative reinforcer values?
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Chapter 7: Instrumental Conditioning
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Sample Questions
Q1) Describe what is an S-R association and what provides the best evidence for it.
Q2) Thirsty rats will drink more than they run in a wheel.When they are not thirsty, the same rats will run more than they drink.The evidence suggesting that running can be reinforced by drinking in thirsty rats, and drinking reinforced by running in non-thirsty rats, supports
A)the differential probability theory.
B)the drive reduction theory.
C)the optimal foraging theory.
D)the incentive motivation theory.
Q3) According to the response allocation approach, when a rat is hungry, it pushes a lever to get food in order to
A)reduce a physiological drive state.
B)stay as close as possible to an unconstrained baseline of behavior.
C)receive the sensory stimulation of consuming the food.
D)make the species typical response of consuming food.
Q4) Intuition suggests that subjects make responses in order to receive a particular outcome.What evidence is there of R-O associations in animals?
Q5) Describe implications of modern concepts of reinforcement for behavior therapy.
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Chapter 8: Stimulus Control of Behavior
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Sample Questions
Q1) In the peak-shift phenomenon, the peak performance shifts
A)to the training S+.
B)to the training S-.
C)from the training S+ away from the training S-.
D)from the training S+ towards the training S-.
Q2) Which of the following best states the distribution of stimulus control over the instrumental behavior of pigeons?
A)Responding in both appetitive and aversive situations is likely to be controlled by visual rather than auditory stimuli.
B)Responding in both appetitive and aversive situations is likely to be controlled by auditory rather than visual stimuli.
C)Responding in appetitive situations is more likely to be controlled by auditory cues; responding in aversive situations by visual cues.
D)Responding in appetitive situations is more likely to be controlled by visual cues; responding in aversive situations by auditory cues.
Q3) Describe the relationship between stimulus discrimination and stimulus generalization.
Q4) Describe the peak-shift effect and its determinants.
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Page 10
Chapter 9: Extinction of Conditioned Behavior
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Sample Questions
Q1) Sally was terribly afraid of cats before going into therapy.Over several trips to a psychologist's office, the psychologist was able to extinguish her fear of cats.However, when she returned home after the last session, a cat was waiting on her porch, and she panicked.This is likely due to the therapist forgetting about A)restoration effects.
B)flooding effects.
C)renewal effects.
D)frustration effects.
Q2) The term for the emotional reaction to withdrawal of an expected reward is A)anger.
B)frustration.
C)anticipated fear.
D)withdrawal.
Q3) Recent evidence suggests that
A)the sequential theory better explains PREE.
B)the frustration theory better explains PREE.
C)both sequential and frustration mechanisms can promote responding during extinction.
D)neither frustration theory nor sequential theory explains PREE.
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11
Chapter 10: Averse Control
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Sample Questions
Q1) In a time out procedure, behavior modification is achieved by
A)the careful administration of a mildly aversive stimulus.
B)reducing contact with appetitive stimuli.
C)the administration of a relatively strong aversive stimulus.
D)reducing contact with an annoying stimulus.
Q2) Which theory rejects the importance of instrumental conditioning in the development of the form of avoidance behavior?
A)the predatory imminence hypothesis
B)the safety-signal hypothesis
C)SSDR theory
D)the shock-frequency reduction theory
Q3) What is the fundamental problem in the analysis of avoidance behavior, and how is this problem resolved by two- process theory?
Q4) Describe factors that enhance the effectiveness of punishment in suppressing behavior.
Q5) What are species specific defense reactions and why is it important to consider them in avoidance and punishment situations?
Q6) Provide three pieces of evidence supporting the claim that your spinal cord learns.
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Chapter 11: Comparative Cognition I
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Sample Questions
Q1) Directed forgetting studies support all of the following conclusions except A)rehearsal processes in animals can be brought under stimulus control.
B)memory processes in animals can be brought under stimulus control.
C)memory processes in animals involve the passive storage of information.
D)memory processes in humans can be brought under stimulus control.
Q2) If a hamster in a radial maze is keeping in mind where it has been, it is using A)prospection.
B)introspection.
C)retrospection.
D)reference memory.
Q3) Which of the following is true of the "internal representations" discussed in the study of animal cognition?
A)Like gravity, they are a theoretical construct.
B)They are investigated in some laboratories by "looking" into the central nervous system.
C)They are investigated in some laboratories by "looking" into the peripheral nervous system.
D)They reflect conscious reflection on a past experience.
Q4) What is spatial memory? Describe two procedures that demonstrate spatial memory in animals.
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Chapter 12: Comparative Cognition Ii
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Sample Questions
Q1) Which of the following is not a component of linguistic competence?
A)learning a vocabulary
B)developing a grammar
C)language comprehension
D)None of the above; all are components of linguistic competence.
Q2) Discriminating between which of the following would demonstrate abstract concept formation?
A)natural and artificial
B)red and orange
C)males and females
D)same and different
Q3) Evidence for episodic memory in scrub jays comes from the finding that
A)they will always prefer worms at all time periods since the food was cached.
B)they will always prefer worms only if they are provided fresh worms at all time periods after caching including very long delays.
C)they will prefer peanuts at short delays, but worms at longer delays after caching.
D)evidence for episodic memory only has been found in mammals like rats, monkeys, and humans including human infants.
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