Fmst 210 - Midterm One Questions With
Answers.
Principles that describe the brain's specialization - ANSWER- (1) occurs early in
development (2) types of specialization (3) different systems specialize at different rates
(4) requires stimulation from environment (5) lacking specialization in immature brains
has benefits
How do we know importance of specialization? - ANSWER- injuries in brains
Types of specialization - ANSWER- (1) brains active during cognitive development
become more focused (2) kinds of stimuli that triggers brain activity shift from general to
specific
Experience-expectant growth - ANSWER- due to environmental influences that (1)
occur at specific point in development (2) are universal
Playing on the playground is an example of ___ growth - ANSWER- experience-
expectant
Experience-dependant growth - ANSWER- due to environmental influences that are (1)
not linked to specific points in development (2) cultural and individual specific
Playing piano is an example of ___ growth - ANSWER- experience-dependant
Neuroplasticity - ANSWER- brain's ability to reorganize by forming new connections
At what age does one have increased neuroplasticity and what are the results? -
ANSWER- younger age, resulting in (1) easier learning (2) better coping with brain
injuries or disease (3) forming new habits easier
Cozolino - ANSWER- brain and learning => mild to moderate arousal activates neural
growth hormones that allow new learning
Examples of arousal - ANSWER- curiosity, pleasure, enthusiasm, motivation, novelty
Examples and result of too much arousal - ANSWER- stress and discomfort leads to
decreased learning
John Locke - ANSWER- Tabula Rasa/Blank State
,Tabula Rasa/Blank State - ANSWER- nurture/environmental perspective in which child's
character is only shaped by experience, not their own agency
Jean-Jaques Rousseau - ANSWER- Maturation
Maturation - ANSWER- biological/genetic perspective that states ability is innate and
genetically determined, adult training interferes with child's built in moral sense and
ways of thinking/feeling
Continuity + example - ANSWER- traits are stable over lifetime (i.e. friendly at age 5,
friendly at age 25)
Discontinuity + example - ANSWER- actions qualitatively differ at each stage of life,
stage theorists (i.e. friendly at age 5, hostile at age 25)
Development is ____ predictable - ANSWER- not perfectly
Active development - ANSWER- Maturation
Passive development - ANSWER- Tabula Rasa/Blank State
Pavlov - ANSWER- classical conditioning => (1) we recognize normal events to
anticipate what happens next (2) learning occurs beyond our awareness
Classical Conditioning before learning - ANSWER- (1) Neutral/natural stimulus (2)
Unconditioned Stimulus (3) Unconditioned Response
Neutral/natural stimulus - ANSWER- does not lead to learning on it's own, presented at
same time as UBC
Neutral/natural Stimulus example (1) Pavlov (2) Office - ANSWER- (1) bell (2) computer
sound
Unconditioned Stimulus example (1) Pavlov (2) Office - ANSWER- (1) food (2) mint
Unconditioned Response example (1) Pavlov (2) Office - ANSWER- (1) salivation (2)
hand out/bad taste in mouth
Unconditioned stimulus - ANSWER- provides specific responses without prior learning
Unconditioned response - ANSWER- response to UCS
Classical Conditioning after learning - ANSWER- (1) Conditioned Stimulus (2)
Conditioned Response
, Conditioned Stimulus - ANSWER- paired with neutral stimulus and now produces a
learned repose
Conditioned Stimulus example (1) Pavlov (2) Office - ANSWER- (1) the bell produces
salivation (2) the computer sound produces hand out/bad taste in mouth
Conditioned Response - ANSWER- learned response to neutral stimulus
Conditioned Response example (1) Pavlov (2) Office - ANSWER- (1) salivation is
caused by bell (2) hand out/bad breath feeling is caused by computer noise
Extinction of Classical Conditioning - ANSWER- stop pairing conditioned stimulus with
unconditioned stimulus over time, conditioned response will no longer occur
Watson - ANSWER- Classical Conditioning on humans => (1) learning determines who
we will be (2) Little Albert
Little Albert Experiment Finding - ANSWER- demonstrated that you can teach children
anything, including fear (not inherited)
Little Albert Experiment Method - ANSWER- (1) exposed Albert to a series of stimuli
(i.e. white rat, rabbit, money, mask, burning newspaper) to which he was not scared of
(2) repeatedly paired white rat (neutral stimulus) with loud noise (unconditioned
stimulus) resulting in fear (unconditioned response) (3) Albert cried/scared after seeing
white rat (conditioned response)
Strengths of Classical Conditioning - ANSWER- (1) scientific => testable (2) reductionist
=> simplifies complex behaviour
Weaknesses of Classical Conditioning - ANSWER- (1) deterministic => doesn't
acknowledge agency (2) reductionist => lacks validity and explanation for all types of
behaviours
Operant Conditioning - ANSWER- reinforcements can change frequency of behaviour
Types of reinforcements - ANSWER- (1) rewards (2) punishments
Types of rewards - ANSWER- (1) positive reinforcements (2) negative reinforcements
Positive reinforcements - ANSWER- increases likelihood of behaviour by following it
with a reward
Negative reinforcements - ANSWER- increases likelihood of behaviour by taking away
something negative
Answers.
Principles that describe the brain's specialization - ANSWER- (1) occurs early in
development (2) types of specialization (3) different systems specialize at different rates
(4) requires stimulation from environment (5) lacking specialization in immature brains
has benefits
How do we know importance of specialization? - ANSWER- injuries in brains
Types of specialization - ANSWER- (1) brains active during cognitive development
become more focused (2) kinds of stimuli that triggers brain activity shift from general to
specific
Experience-expectant growth - ANSWER- due to environmental influences that (1)
occur at specific point in development (2) are universal
Playing on the playground is an example of ___ growth - ANSWER- experience-
expectant
Experience-dependant growth - ANSWER- due to environmental influences that are (1)
not linked to specific points in development (2) cultural and individual specific
Playing piano is an example of ___ growth - ANSWER- experience-dependant
Neuroplasticity - ANSWER- brain's ability to reorganize by forming new connections
At what age does one have increased neuroplasticity and what are the results? -
ANSWER- younger age, resulting in (1) easier learning (2) better coping with brain
injuries or disease (3) forming new habits easier
Cozolino - ANSWER- brain and learning => mild to moderate arousal activates neural
growth hormones that allow new learning
Examples of arousal - ANSWER- curiosity, pleasure, enthusiasm, motivation, novelty
Examples and result of too much arousal - ANSWER- stress and discomfort leads to
decreased learning
John Locke - ANSWER- Tabula Rasa/Blank State
,Tabula Rasa/Blank State - ANSWER- nurture/environmental perspective in which child's
character is only shaped by experience, not their own agency
Jean-Jaques Rousseau - ANSWER- Maturation
Maturation - ANSWER- biological/genetic perspective that states ability is innate and
genetically determined, adult training interferes with child's built in moral sense and
ways of thinking/feeling
Continuity + example - ANSWER- traits are stable over lifetime (i.e. friendly at age 5,
friendly at age 25)
Discontinuity + example - ANSWER- actions qualitatively differ at each stage of life,
stage theorists (i.e. friendly at age 5, hostile at age 25)
Development is ____ predictable - ANSWER- not perfectly
Active development - ANSWER- Maturation
Passive development - ANSWER- Tabula Rasa/Blank State
Pavlov - ANSWER- classical conditioning => (1) we recognize normal events to
anticipate what happens next (2) learning occurs beyond our awareness
Classical Conditioning before learning - ANSWER- (1) Neutral/natural stimulus (2)
Unconditioned Stimulus (3) Unconditioned Response
Neutral/natural stimulus - ANSWER- does not lead to learning on it's own, presented at
same time as UBC
Neutral/natural Stimulus example (1) Pavlov (2) Office - ANSWER- (1) bell (2) computer
sound
Unconditioned Stimulus example (1) Pavlov (2) Office - ANSWER- (1) food (2) mint
Unconditioned Response example (1) Pavlov (2) Office - ANSWER- (1) salivation (2)
hand out/bad taste in mouth
Unconditioned stimulus - ANSWER- provides specific responses without prior learning
Unconditioned response - ANSWER- response to UCS
Classical Conditioning after learning - ANSWER- (1) Conditioned Stimulus (2)
Conditioned Response
, Conditioned Stimulus - ANSWER- paired with neutral stimulus and now produces a
learned repose
Conditioned Stimulus example (1) Pavlov (2) Office - ANSWER- (1) the bell produces
salivation (2) the computer sound produces hand out/bad taste in mouth
Conditioned Response - ANSWER- learned response to neutral stimulus
Conditioned Response example (1) Pavlov (2) Office - ANSWER- (1) salivation is
caused by bell (2) hand out/bad breath feeling is caused by computer noise
Extinction of Classical Conditioning - ANSWER- stop pairing conditioned stimulus with
unconditioned stimulus over time, conditioned response will no longer occur
Watson - ANSWER- Classical Conditioning on humans => (1) learning determines who
we will be (2) Little Albert
Little Albert Experiment Finding - ANSWER- demonstrated that you can teach children
anything, including fear (not inherited)
Little Albert Experiment Method - ANSWER- (1) exposed Albert to a series of stimuli
(i.e. white rat, rabbit, money, mask, burning newspaper) to which he was not scared of
(2) repeatedly paired white rat (neutral stimulus) with loud noise (unconditioned
stimulus) resulting in fear (unconditioned response) (3) Albert cried/scared after seeing
white rat (conditioned response)
Strengths of Classical Conditioning - ANSWER- (1) scientific => testable (2) reductionist
=> simplifies complex behaviour
Weaknesses of Classical Conditioning - ANSWER- (1) deterministic => doesn't
acknowledge agency (2) reductionist => lacks validity and explanation for all types of
behaviours
Operant Conditioning - ANSWER- reinforcements can change frequency of behaviour
Types of reinforcements - ANSWER- (1) rewards (2) punishments
Types of rewards - ANSWER- (1) positive reinforcements (2) negative reinforcements
Positive reinforcements - ANSWER- increases likelihood of behaviour by following it
with a reward
Negative reinforcements - ANSWER- increases likelihood of behaviour by taking away
something negative
