Psychology of Learning Mock
Exam
Course Introduction
Psychology of Learning explores the fundamental theories, principles, and processes that underlie how humans acquire, retain, and apply knowledge and skills. The course examines major learning paradigms, including behaviorism, cognitivism, and constructivism, as well as contemporary perspectives on motivation, memory, conditioning, and cognitive development. Emphasis is placed on understanding individual differences in learning, the influence of environment and culture, and the application of psychological theories to educational, clinical, and real-world settings. Through a blend of theoretical exploration and practical examples, students gain insights into optimizing learning outcomes across diverse contexts.
Recommended Textbook Research Methods in Psychology 10th Edition by John J Shaughnessy
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Chapter 1: Introduction
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Q1) The broad trend that describes the historical development of scientific psychology may be characterized as
A) unchanging; current scientific psychology is much as it was at its inception.
B) a focus on a small, specific set of behaviors in order to establish the science as legitimate.
C) shifts in theoretical perspectives from behaviorism, to cognitive perspectives, to neuroscience emphases.
D) conflicted, with much disagreement about the role of spiritualism in psychology.
Answer: C
Q2) A researcher's findings are criticized in the media because the findings are regarded as unacceptable to members of Congress.The research program is suspended.This is an example of the ____________ context of science.
A) historical
B) social-cultural
C) ethical
D) ethnocentric
Answer: B
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Chapter 2: The Scientific Method
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Q1) Which of the following is not one of the conditions for making a causal inference?
A) covariation of events
B) a time-order relationship
C) confounding of variables
D) elimination of plausible alternative causes
Answer: C
Q2) The greater the scope of a theory,the more complex it is likely to be.Complexity is
A) a serious obstacle to testing a theory.
B) a necessary characteristic of psychological theories given the nature and range of phenomena psychologists try to understand.
C) (A) and (B)
D) none of these
Answer: C
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Chapter 3: Ethical Issues in the Conduct of Psychological Research
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Q1) The suggestion that animals be used in research only when the results of the research have direct,apparent application to humans is most threatening to A) research animals.
B) funding programs for applied research.
C) basic research.
D) all of these
Answer: C
Q2) Debriefing following the use of deception should include all of the following except A) descriptions of people who were tricked by the deception and those who figured it out.
B) an explanation for the use of deception.
C) an attempt to address any misconceptions participants may have about the research.
D) an effort to remove any harmful effects resulting from the deception. Answer: A
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Chapter 4: Observation
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Q1) The process of abstracting and summarizing behavioral data from narrative records,including identifying categories and themes,is called
A) data abstraction.
B) coding.
C) data reduction.
D) summative analysis.
Q2) In order to conduct a structured observation or a field experiment,researchers make use of ________ to create the observation situation.
A) narrative records
B) participant observers
C) independent variables
D) confederates
Q3) When a researcher plays an active and significant role in the situation in which behavior is being recorded and when the researcher conceals the fact that observations are being made,the study represents
A) a disguised structured observation.
B) a disguised participant observation.
C) an undisguised naturalistic observation.
D) an unobtrusive field experiment.
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Chapter 5: Survey Research
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Q1) Why is a longitudinal design preferred over a study using successive independent samples to assess the direction and extent of attitude change for individual respondents?
Q2) Which of the following is not a potential limitation of the longitudinal design?
A) It is difficult to pinpoint the exact causes for any changes in individuals' attitudes using a longitudinal design.
B) It can be difficult to obtain a sample of respondents willing to participate in a longitudinal design.
C) It is not possible to determine whether the final sample is comparable to the original sample in a longitudinal design.
D) It takes a massive effort to complete a longitudinal design successfully.
Q3) Which of the following factors is not likely to increase the reliability of a test or questionnaire?
A) a testing situation free of distractions
B) clear instructions for completing the test
C) Little variability among individuals on the factor being tested
D) more items on a test
Q4) Identify the key features of a good questionnaire item.
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Chapter 6: Independent Groups Designs
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Q1) Individual differences among participants in a random groups design are controlled by
A) eliminating the individual differences from the experiment.
B) ignoring the individual differences because they cannot confound the experiment.
C) balancing the individual differences across the conditions of the experiment.
D) holding the individual differences constant in the experiment.
Q2) When researchers use the multimethod approach they can reach comparable conclusions about a research question after using different methods to study it.Our confidence in these conclusions increases and the conclusions are said to have
A) convergent validity.
B) concurrent validity.
C) multiple validity.
D) correlational validity.
Q3) A statistically significant outcome is an outcome that
A) has a large likelihood of occurring if the null hypothesis is true.
B) has a small likelihood of occurring if the null hypothesis is true.
C) always has a large effect size.
D) has neither Type I nor Type II errors.
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Chapter 7: Repeated Measures Designs
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Q1) When selected orders of conditions (Latin Square or random starting order with rotation)are used to balance practice effects in the incomplete repeated measures design,
A) the number of selected orders must be exactly equal to the number of conditions in the experiment.
B) the number of selected orders will always be equal to some multiple of the number of conditions in the experiment.
C) the number of selected orders will always be equal to one less than the number of conditions in the experiment.
D) there is no restriction on the number of possible orders needed to balance practice effects in the incomplete repeated measures design.
Q2) There can be no confounding by individual differences variables in the repeated measures designs because
A) intact groups of participants are assigned to the different conditions of the experiment.
B) individual differences variables are held constant.
C) the same participants are tested in all conditions.
D) participants are tested in only one condition of the experiment.
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Chapter 8: Complex Designs
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Q1) A researcher did an experiment testing the effects of noise on students' ability to study effectively in different environments.The design was a 3 * 2,with three levels of background noise and two different environments.The researcher obtained an interaction effect and decided to try to identify the source of the interaction effect by testing the effect of the noise variable separately at each level of the environment variable.Which of the following types of effects in the analysis of a complex design was the researcher testing?
A) simple main effect
B) main effect
C) moderator effect
D) comparison of two means
Q2) Briefly describe the analysis that are done to interpret the results of complex designs when an interaction effect is present and when an interaction effect is not present.
Q3) Interaction effects can play a special role in the natural groups design to help break the confoundings inherent in individual difference (subject)variables.Describe this role of interaction effects using the study comparing memory of musicians and nonmusicians described in the text.
Q4) Distinguish between a main effect and an interaction effect in a complex design.
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Chapter 9: Single-Case Research Designs
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Q1) Describe an advantage and a disadvantage of single-case experimental designs relative to multiple-groups designs.
Q2) Identify two advantages and two disadvantages of the case study method.
Q3) Which of the following patterns represents an ideal baseline in a single-case experimental design?
A) line with zero slope (horizontal line)
B) line with a positive slope (diagonal from lower left to upper right)
C) line with a negative slope (diagonal from upper left to lower right)
D) jagged line with several peaks and valleys
Q4) A cognitive psychologist did an intensive descriptive study of a person who had suffered an unusual brain injury.Which of the following methods did the psychologist most likely use?
A) baseline method
B) case study method
C) idiogram method
D) unipolar method
Q5) Identify a methodological problem specific to the ABAB design and a methodological problem specific to the multiple-baseline designs.
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Chapter 10: Quasi-Experimental Designs and Program Evaluation
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Q1) Researchers analyzed records of hospitalization for heart disease in two Ohio cities,Bowling Green and Kent.A city ordinance enacted in Bowling Green banned smoking in public areas.Results indicated that hospitalization rates for the two cities were similar before the smoking ban,but hospitalization rates decreased in Bowling Green compared to Kent following the smoking ban.A potential threat to internal validity that will need to be ruled out is
A) the amount of information about heart disease presented in national media.
B) changes in the state sales tax on cigarettes.
C) changes in doctors' focus on symptoms of heart disease in Bowling Green (because of publicity for the ban), but not in Kent.
D) all of these
Q2) If the residents,staff,and facilities of a nursing home where a quasi-experiment was done are likely to be different from those in other nursing homes,the ______________ of the findings may be questioned.
A) external validity
B) statistical significance
C) internal validity
D) novelty
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Chapter 11: Data Analysis and Interpretation: Part
Idescribing Data, confidence Intervals, correlation
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Q1) A researcher finds a correlation of +.90 between two variables.Assuming the correlation coefficient was calculated correctly,which of the following is definitely not true?
A) Ability to make predictions for these variables is good.
B) As values on one measure increase, values on the other measure decrease.
C) A third variable may be present that explains the correlation.
D) The variables may be causally related.
Q2) Describe the advantages and disadvantages of the three measures of central tendency: mean,median,mode.
Q3) What does the width of a confidence interval tell us,and how does the size of a sample affect the width of a confidence interval for a population mean?
Q4) Explain the phrase,"Correlation does not imply causation."
Q5) A major approach to "confirming what the data reveal" is the calculation of A) standard deviations.
B) stem-and-leaf displays.
C) measures of central tendency.
D) confidence intervals for a population parameter.
Page 13
Q6) Why is a confidence interval also called a "margin of error"?
Q7) What does the "95" in a 95% confidence interval refer to?
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Chapter
Significance and the Analysis Story
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Q1) A researcher manipulated one independent variable in a complex design experiment using a random groups design and manipulated the second independent variable using a repeated measures design.The researcher's plan for data analysis should include
A) a correlation between the first and second independent variables.
B) a single-factor ANOVA for the first independent variable and a repeated measures t-test for the second independent variable.
C) a confidence interval for the overall mean for each independent variable.
D) a two-factor ANOVA for a mixed design.
Q2) Null hypothesis significance testing is used to compare two means in an independent groups design.
(a)What is the null hypothesis?
(b)What is required to "reject" the null hypothesis?
Q3) The appropriate inferential test when each subject participates in both conditions of an experiment is
A) a between-subjects t-test.
B) a margin of error.
C) a t-test for independent groups.
D) a repeated measures t-test.
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Chapter 13: Communication in Psychology
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Q1) Oral presentations differ from written presentations of scientific studies mainly in terms of
A) whether conclusions from statistical analyses are mentioned.
B) whether they are interesting.
C) the amount of details provided.
D) the use of figures or graphs.
Q2) Which of the following is the correct report of a t-statistic when using APA format?
A) t(36) = 4.10, p = .025, d = 1.20
B) t = 4.10, df = 36, p < .05, d = 1.20
C) t(36) = 4.10, p < .05, d = 1.20
D) t = 4.10, p = .025
Q3) The best way to write a Method section of a research report is to include information that
A) is mainly general in nature.
B) identifies every detail of the study.
C) demonstrates how the study is similar to previous research.
D) is essential to comprehend and replicate the study.
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