PSYC1010 TEST 2 STUDY PACKAGE Package Created by: Frederyck Franco Exam-AID Tutor: Frederyck Franco NATIONAL SPONSORS: 5/2/24, 5:18 AM Psych1010 Test 2 Jubis Package
about:blank 1/52 Preface This document was created by the York University chapter of Students Offering Support (York SOS) to accompany our PSYC1010 Exam-AID session. It is intended for students enrolled in Professor Jubis’s sections of 2015/2016 INTRODUCTION TO PSYCHOLOGY – PSYC1010 course who are looking for an add itiona l resource to assist their studies in preparation for the exam. Please do NOT share this with other students and instead tell them about the session or to contact York SOS to make a donation to get a copy of it. () References Myers, David G. (2015). New York, NY: Worth Publishers. Psychology 11th Edition in Modules. Tips for General Midterm Success Use mnemonics to remember concepts better . An example of a mnemonic would be acronyms. Do practice multiple choice questions . Doing these practice questions can assess your understanding of what you have learned and can help you identify areas of weakness. Practice multiple choice questions are found in textbooks, on textbook companion websites, and/or provided by your professor . Read a multiple choice question and try to answer it BEFORE looking at the possible answers . Having an answer in mind before looking at possible answers can reduce the chances of being fooled by wrong answers. Use logic and process of elimination on multiple choice questions . For example, if you know that answer A is wrong , then logically an answer “A and B are correct” in the same question must also be incorrect. When you know the answer, eliminating wrong don’t
answers (as opposed to just random guessing) can increase your chances of getting the question right. Practice writing answers to short answer questions . If you know ahead of time what the questions will be on the short answer section, make a list of essential points you want to include in each answer and practice writing the answer on paper. If you don’t know what questions will be on the short answer section, you could try scanning the material to identify concepts that have enough content to be a possible short answer question. Again, you can make a list of essential points you want to include in each answer and practice writing the answer on paper. Even if the question you thought of d oesn’t show up on the short answer section, doing this can help solidify what you learned. Don’t spend too much time on a difficult question . It is better to move onto easier questions to ensure getting those marks than to get hung up on a difficult question, especially when time is limited. Get adequate sleep the night before your test . Sleeping at night helps consolidate what you learned during the day into memory so that it is better remembered in future. Not only does 5/2/24, 5:18 AM Psych1010 Test 2 Jubis Package
about:blank 2/52 staying up late the night before a test destroy your concentration during the test the next day, but your brain has not effectively learned the material. What is Students Offering Support? Students Offering Support is a national network of student volunteers working together to raise funds to the quality of education and life for those in developing nations through raise raising marks of our fellow University students. This is accomplished through our Exam‐AID in itiative where student volunteers run group review sessions prior to a midterm or final exam for a $20 donation. All of the money raised through SOS Exam-AIDs is funneled directly into sustainable educational projects in developing nations. Not only does SOS fund these projects, but SOS volunteers help build the projects on annual volunteer trips coordinated by each University chapter. 5/2/24, 5:18 AM Psych1010 Test 2 Jubis Package
about:blank 3/52 MODULE 21: BASIC LEARNING CONCEPTS & CLASSICAL C ONDITIONING 21.1 How Do We Learn? Learning: process of acquiring new and relatively endur ing information or behaviors o Helps us adapt to environments o Helps us prepare for significant events such as food or pain We typically learn to repeat acts that bring us rewards and avoid acts that bring unwanted results We learn things we have never experienced through observation of events and of other people, as well as language Associative learning: learning that certain events occur together. The events might be two stimuli or a response and its consequence. This process of learning associations is . It takes two forms: conditioning
o Classical Conditioning We learn to associate two stimuli and thus anticipate events We associate stimuli that we do not control, and we respond automatically, which is called respondent behavior
o Operant Conditioning We learn to associate a response (our behavior) and its consequence We repeat acts followed by good results and avoid acts followed by bad results Conditioning is not the only form of learning o Cognitive Learning: acquiring mental information that guides our behavior Example: Chimpanzees sometimes learn behaviors just by watching others do them. 21.2 Classical Conditioning Pavlov explored, through his experiments, the phenomenon we call classical conditioning o Influenced many psychologist, including John B. Watson Watson urged that psychology should be an objective science based on observable behavior Watson called this behaviorism Pavlov and Watson shared both a disdain for “mentalistic” concepts (like consciousness) and a belief that the basic laws of learning were the same for all animals 2 Experiments 1.3 Pavlov’s Before Conditioning: Dog is given food and he starts to salivate (a respondent behaviour). This is an unconditioned stimulus (US) uncondi tioned response (UR). creating an o Eventually the dog starts salivating not just when given food, but at the sight of food, or the food dish, or the person delivering the food. 5/2/24, 5:18 AM Psych1010 Test 2 Jubis Package
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about:blank 1/52 Preface This document was created by the York University chapter of Students Offering Support (York SOS) to accompany our PSYC1010 Exam-AID session. It is intended for students enrolled in Professor Jubis’s sections of 2015/2016 INTRODUCTION TO PSYCHOLOGY – PSYC1010 course who are looking for an add itiona l resource to assist their studies in preparation for the exam. Please do NOT share this with other students and instead tell them about the session or to contact York SOS to make a donation to get a copy of it. () References Myers, David G. (2015). New York, NY: Worth Publishers. Psychology 11th Edition in Modules. Tips for General Midterm Success Use mnemonics to remember concepts better . An example of a mnemonic would be acronyms. Do practice multiple choice questions . Doing these practice questions can assess your understanding of what you have learned and can help you identify areas of weakness. Practice multiple choice questions are found in textbooks, on textbook companion websites, and/or provided by your professor . Read a multiple choice question and try to answer it BEFORE looking at the possible answers . Having an answer in mind before looking at possible answers can reduce the chances of being fooled by wrong answers. Use logic and process of elimination on multiple choice questions . For example, if you know that answer A is wrong , then logically an answer “A and B are correct” in the same question must also be incorrect. When you know the answer, eliminating wrong don’t
answers (as opposed to just random guessing) can increase your chances of getting the question right. Practice writing answers to short answer questions . If you know ahead of time what the questions will be on the short answer section, make a list of essential points you want to include in each answer and practice writing the answer on paper. If you don’t know what questions will be on the short answer section, you could try scanning the material to identify concepts that have enough content to be a possible short answer question. Again, you can make a list of essential points you want to include in each answer and practice writing the answer on paper. Even if the question you thought of d oesn’t show up on the short answer section, doing this can help solidify what you learned. Don’t spend too much time on a difficult question . It is better to move onto easier questions to ensure getting those marks than to get hung up on a difficult question, especially when time is limited. Get adequate sleep the night before your test . Sleeping at night helps consolidate what you learned during the day into memory so that it is better remembered in future. Not only does 5/2/24, 5:18 AM Psych1010 Test 2 Jubis Package
about:blank 2/52 staying up late the night before a test destroy your concentration during the test the next day, but your brain has not effectively learned the material. What is Students Offering Support? Students Offering Support is a national network of student volunteers working together to raise funds to the quality of education and life for those in developing nations through raise raising marks of our fellow University students. This is accomplished through our Exam‐AID in itiative where student volunteers run group review sessions prior to a midterm or final exam for a $20 donation. All of the money raised through SOS Exam-AIDs is funneled directly into sustainable educational projects in developing nations. Not only does SOS fund these projects, but SOS volunteers help build the projects on annual volunteer trips coordinated by each University chapter. 5/2/24, 5:18 AM Psych1010 Test 2 Jubis Package
about:blank 3/52 MODULE 21: BASIC LEARNING CONCEPTS & CLASSICAL C ONDITIONING 21.1 How Do We Learn? Learning: process of acquiring new and relatively endur ing information or behaviors o Helps us adapt to environments o Helps us prepare for significant events such as food or pain We typically learn to repeat acts that bring us rewards and avoid acts that bring unwanted results We learn things we have never experienced through observation of events and of other people, as well as language Associative learning: learning that certain events occur together. The events might be two stimuli or a response and its consequence. This process of learning associations is . It takes two forms: conditioning
o Classical Conditioning We learn to associate two stimuli and thus anticipate events We associate stimuli that we do not control, and we respond automatically, which is called respondent behavior
o Operant Conditioning We learn to associate a response (our behavior) and its consequence We repeat acts followed by good results and avoid acts followed by bad results Conditioning is not the only form of learning o Cognitive Learning: acquiring mental information that guides our behavior Example: Chimpanzees sometimes learn behaviors just by watching others do them. 21.2 Classical Conditioning Pavlov explored, through his experiments, the phenomenon we call classical conditioning o Influenced many psychologist, including John B. Watson Watson urged that psychology should be an objective science based on observable behavior Watson called this behaviorism Pavlov and Watson shared both a disdain for “mentalistic” concepts (like consciousness) and a belief that the basic laws of learning were the same for all animals 2 Experiments 1.3 Pavlov’s Before Conditioning: Dog is given food and he starts to salivate (a respondent behaviour). This is an unconditioned stimulus (US) uncondi tioned response (UR). creating an o Eventually the dog starts salivating not just when given food, but at the sight of food, or the food dish, or the person delivering the food. 5/2/24, 5:18 AM Psych1010 Test 2 Jubis Package
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