This PSYC 100 final exam covers weeks 12-24, assessing understanding of language acquisition, properties of human language, and cognitive abilities. It evaluates key psychological concepts and theories, essential for students specializing in cognitive psychology.
The relationship between a word and the thing that it refers to is arbitrary - there is no particular reason why we call babies "babies"
It is fluid and changes over time
It can be used to discuss new ideas
Language allows us to talk beyond the here and now
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An innate mechanism that predisposes adults to speak slowly, simply, and with broad gestures when talking to young children
A set of inborn aids that permit children to understand the elements of grammar common to all languages and to acquire the rules specific to their own
an innate mechanism that permits children to understand how to use language operantly, in order to gain rewards
A set of inborn aids that cue a child to attend to those who speak their language while disregarding other speakers
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Categorical perception, generativity and displacement
Syntax, generativity and pragmatics
Generativity, syntax and displacement
Semanticity, generativity and displacement
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It demonstrates that our perception does not accurately reflect what is physically present in the sound
It is innate
It is unique to speech
It simply means that, given a choice between two phoneme categories, we can figure out which is the better match for any speech sound
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Use fewer areas of their brains when solving complex problems
Have lower levels of activation in areas of the brain used to perform a task
Conserve energy (lower glucose metabolism) as problems become increasingly more complex
All of the above
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The heuristic will result in only one possible solution
A heuristic is more likely to result in a correct response
A heuristic will present more clearly defined solution
A heuristic is often more efficient
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Was valid for all age ranges
Used a deviation (age-normed) instead or a ratio (mental age/chronological age) IQ
Added nonverbal (performance) subscales to represent different forms of intelligence
All of the above
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The positive intercorrelations for tests of different intellectual skills
The fact that different tests tap different specific abilities
The tendency for people to score well on either verbal or mathematical tests, but not on both
High reliability coefficients for the results of individual tests
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Plasticity
Myelination of the frontal lobe
Apoptosis
Neurogenesis
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Infancy
Adolescent
Prenatal
Childhood
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Changes in the brain in response to use
Changes in the brain due to synaptic pruning
Changes in the brain due to cell death
Changes in the brain due to expectation of use
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It's genetic make-up
The location in which it ends up
Whether it comes from the mother or the father
It's size
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External, internal
Societal, parental
Ethical, individual
Individual, societal
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In all species
In human adults only
In humans only from approximately age 2 onwards
In humans, and some other species
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Geographic location
Parenting style
Language
Attachment
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Intersubjectivity, sense of self, Theory of Mind, moral development
Sense of self, Theory of Mind, moral development, intersubjectivity
Sense of self, moral development, Theory of Mind, intersubjectivity
Joint attention, sense of self, moral development, Theory of Mind
Is only evident among humans
Is often lacking in those individuals with autism
Cannot be easily tested
Occurs in typically developing children around age 5
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That the infant's development of affection is based on warmth.
Monkeys differ from humans in their choices.
That the results were inconclusive.
That the infant's development of affection for the mother was based on contact comfort.
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Girls show stronger spatial abilities.
Girls are influenced by social norms and as a result are less good at math.
Both biological and environmental conditions contribute to some gender differences.
Boys show earlier verbal development.
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Their mother's licking changed the expression of their genes.
They inherited 'relaxed' genes from their mother.
They developed secure attachment.
Their mother modelled warm responsive parenting.
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Are quite high but not statistically significant.
Could reflect the influence of the child's behavioral style on the parent's disciplinary style.
Explain that disciplinary styles are heritable.
Prove that the parents' disciplinary style causes the child's behavioral style.
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Secure attachment
Gender identity
Sense of self
Moral reasoning
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The diathesis-stress model
Locus of control
The three-term contingency
Reciprocal determinism
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Our personalities tend to fluctuate across the lifespan
Personality tests are subjective and poorly validated
Children sharing an environment are more likely to be different than similar
Family environment has a significant influence on our personality
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Provided clients with much needed insight into their problems
Allowed the client to experience unconditional positive regard
Provided a window into a clients' unconscious mind
Were not vulnerable to faking
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Psychodynamic perspective
Humanistic perspective
Trait perspective
Social-cognitive perspective
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Seeking private feedback from those around them
Comparing themselves to others who are worse off
Engaging in behaviour designed to sabotage their own performance
Associating with others who are successful
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Cooperation; collaboration
Cooperation; competition
Competition; togetherness
Competition; cooperation
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Implicit attitudes do not influence behaviour
Implicit measures are less vulnerable to social desirability concerns than explicit measures
A person cannot hold different implicit and explicit attitudes toward the same object
Implicit and explicit attitudes are always unrelated
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Are quite accurate at predicting the strength and duration of positive events (winning the lottery) but not negative events
Overestimate the strength and duration of their emotional reactions
Underestimate the strength and duration of their emotional reactions
Are quite accurate at predicting the strength and duration of negative events (losing their job) but not positive events
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Cognition, affect
Thought; feelings
Affect; behaviour
Feelings; thought
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Hypothalamus
Basal Ganglia
Amygdala
Occipital Lobe
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Homeostasis
Motivation
Regulation
Feedback Loop
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Homeostasis, rewards
Homeostasis, neurotransmitters
A drive; incentives
Neurotransmitters; specific drives
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Reproduction and survival
To maintain homeostasis
Reproduction
Survival associated with social species
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Nonregulatory drive
Incentive
Motivation
Regulatory drive
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Discourage social facilitation
Encourage groupthink
Discourage groupthink
Encourage group polarization
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Attachment orientation forms as a result of interactions with our primary caregiver
Attachment orientations form in childhood and do not change
Attachment orientation predicts relationship longevity and conflict
If they do change, we are more likely to change from avoidant or anxious styles to secure
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Because they believe that several others are more knowledgeable than they are
Because they lack self-esteem
Because they are exposed to groupthink
In public only
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Making the authority figure more distant from the participant decreased obedience
Making the learner more immediate to the participant decreased obedience
The presence of an obedient companion increased obedience of the participant
The presence of a disobedient companion increased obedience of the participant
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Social facilitation
Social loafing
Group polarization
Compliance
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Agoraphobia
Schizophrenia
Dissociative Disorder
Avoidant Personality Disorder
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Those exposed to significant stress are more likely to develop a mental disorder than those with a genetic predisposition
Those with a genetic predisposition are more likely to develop a mental disorder than those exposed to significant stress
Both a genetic predisposition and significant stress are necessary to develop a mental disorder
Genetic predisposition and significant stress are additive such that the more of one that exists the less of the other is required to develop a mental disorder
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A person's total amount of stress
A person's genetic make-up and early learning history.
A person's early learning history
A person's genetic make-up
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Conversion disorder; illness anxiety disorder
Somatic symptom disorder; conversion disorder
Illness anxiety disorder; factitious disorder
Conversion disorder; factitious disorder
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Lumping together those with a mild form of a disorder with individuals with a more severe form
Labelling an individual with a mental disorder can create stigma that in turn causes distress
Determining the classification of participants for clinical research purposes
Associating some disorders with one sex more than the other causing clinicians to look for what they expect to see
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Hallucinations
Delusions of control
Delusions of persecution
Negative symptoms
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Major depressive disorder; persistent depressive disorder
Bipolar disorder; cyclothymia
Bipolar I; bipolar II
Mania; hypomania
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