PSY 101 Exam 2 V2 | PSY 101 Foundations
of Psychology | StraighterLine | Q&A with
Rationale (StraighterLine PSY101 Exam 2)
1. In the context of classical conditioning, what is the ‘unconditioned stimulus’ (UCS)?
A. A learned response to a previously neutral stimulus
B. The behavior that follows the conditioned stimulus
C. A stimulus that gains power through association with a primary reinforcer
D. A stimulus that naturally triggers a response without prior learning
Answer: D
Rationale: The unconditioned stimulus is a core component of Pavlovian conditioning that
evokes a natural response. For example, in Pavlov’s experiments, the meat powder served
as the UCS because it naturally caused salivation. This process occurs biologically and does
not require the organism to learn a new association initially.
2. Which reinforcement schedule results in the highest rate of responding and the greatest
resistance to extinction?
A. Fixed-interval
B. Fixed-ratio
C. Variable-interval
D. Variable-ratio
,Answer: D
Rationale: Variable-ratio schedules provide reinforcement after an unpredictable number
of responses. This unpredictability keeps the subject responding at a high and steady rate,
much like a gambler at a slot machine. Because the next response could always be the one
that pays off, the behavior is very difficult to extinguish.
3. According to the Atkinson-Shiffrin model, what is the initial stage of memory that holds
literal copies of sensory information for a very brief duration?
A. Sensory memory
B. Working memory
C. Short-term memory
D. Long-term memory
Answer: A
Rationale: Sensory memory acts as a buffer for incoming stimuli from the environment.
Iconic memory handles visual information for about half a second, while echoic memory
handles auditory information for several seconds. If the information is not attended to
immediately, it is quickly lost and never enters short-term storage.
4. What cognitive bias involves the tendency to search for, interpret, and favor information
that confirms one’s pre-existing beliefs?
A. Availability heuristic
B. Representativeness heuristic
, C. Confirmation bias
D. Framing effect
Answer: C
Rationale: Confirmation bias is a significant obstacle in objective problem solving and
critical thinking. Individuals influenced by this bias often ignore contradictory evidence
that challenges their hypotheses. This tendency reinforces existing stereotypes and can
lead to flawed decision-making processes in social and scientific contexts.
5. Which theory of intelligence suggests there are eight distinct types of intelligence,
including musical, interpersonal, and bodily-kinesthetic?
A. Spearman’s G Factor theory
B. Sternberg’s Triarchic theory
C. Cattell’s Fluid and Crystallized theory
D. Gardner’s Theory of Multiple Intelligences
Answer: D
Rationale: Howard Gardner proposed that intelligence is not a single general ability but a
collection of multiple autonomous faculties. His theory expanded the traditional view of
intelligence beyond just logical and linguistic skills. This perspective has had a profound
impact on educational practices by encouraging diverse teaching methods to reach
different types of learners.
of Psychology | StraighterLine | Q&A with
Rationale (StraighterLine PSY101 Exam 2)
1. In the context of classical conditioning, what is the ‘unconditioned stimulus’ (UCS)?
A. A learned response to a previously neutral stimulus
B. The behavior that follows the conditioned stimulus
C. A stimulus that gains power through association with a primary reinforcer
D. A stimulus that naturally triggers a response without prior learning
Answer: D
Rationale: The unconditioned stimulus is a core component of Pavlovian conditioning that
evokes a natural response. For example, in Pavlov’s experiments, the meat powder served
as the UCS because it naturally caused salivation. This process occurs biologically and does
not require the organism to learn a new association initially.
2. Which reinforcement schedule results in the highest rate of responding and the greatest
resistance to extinction?
A. Fixed-interval
B. Fixed-ratio
C. Variable-interval
D. Variable-ratio
,Answer: D
Rationale: Variable-ratio schedules provide reinforcement after an unpredictable number
of responses. This unpredictability keeps the subject responding at a high and steady rate,
much like a gambler at a slot machine. Because the next response could always be the one
that pays off, the behavior is very difficult to extinguish.
3. According to the Atkinson-Shiffrin model, what is the initial stage of memory that holds
literal copies of sensory information for a very brief duration?
A. Sensory memory
B. Working memory
C. Short-term memory
D. Long-term memory
Answer: A
Rationale: Sensory memory acts as a buffer for incoming stimuli from the environment.
Iconic memory handles visual information for about half a second, while echoic memory
handles auditory information for several seconds. If the information is not attended to
immediately, it is quickly lost and never enters short-term storage.
4. What cognitive bias involves the tendency to search for, interpret, and favor information
that confirms one’s pre-existing beliefs?
A. Availability heuristic
B. Representativeness heuristic
, C. Confirmation bias
D. Framing effect
Answer: C
Rationale: Confirmation bias is a significant obstacle in objective problem solving and
critical thinking. Individuals influenced by this bias often ignore contradictory evidence
that challenges their hypotheses. This tendency reinforces existing stereotypes and can
lead to flawed decision-making processes in social and scientific contexts.
5. Which theory of intelligence suggests there are eight distinct types of intelligence,
including musical, interpersonal, and bodily-kinesthetic?
A. Spearman’s G Factor theory
B. Sternberg’s Triarchic theory
C. Cattell’s Fluid and Crystallized theory
D. Gardner’s Theory of Multiple Intelligences
Answer: D
Rationale: Howard Gardner proposed that intelligence is not a single general ability but a
collection of multiple autonomous faculties. His theory expanded the traditional view of
intelligence beyond just logical and linguistic skills. This perspective has had a profound
impact on educational practices by encouraging diverse teaching methods to reach
different types of learners.
