HCM CITY OPEN UNIVERSITY ACADEMIC YEAR 2022 - 2023

FOREIGN LANGUAGE DEPARTMENT TIME: 70 MINUTES

FINAL TEST OF PSYCHOLOGY

Student’s Full Name: ………………………………………………………….Student’s ID…………………..

Marks (in Figures) Marks (in Words) Teacher’s signature

PART ONE: Matching column A with column B (20 ms)

RESEARCHERS THEORIES OR STUDIES

1. Pavlov A. Zone of Proximal Development
2. Thorndike B. Heteronomous
3. Skinner C. Model of Self-regulated Learning
4. Piaget D. Association of neutral stimulus & unconditioned stimulus
5. Vigotsky E. Empathic Distress
6. Kohlberg F. Modeling & Observational Learning
7. Erikson G. Extinction
8. Hoffman H. Universal Ethical Principle Orientation
9. Bandura I. Psychological Crisis
10. Meichenbaum J. Law of Effect

PART TWO: TRUE – FALSE STATEMENTS

Read these statements. Then write T (true) or F (false) on the answer sheet. (20 ms)
11. In classical conditioning, a neutral stimulus becomes an unconditioned stimulus during training.
12. Pavlov’s emphasis could not explain the process by which neutral stimuli take on meaning.
13. Conditioned responses occur after repeated neutral stimuli are paired with unconditioned stimuli.
14. Thorndike does not view most behaviors as responses to stimuli in the environment.
15. Thorndike proposes that reflexive behavior accounts for only a small proportion of all actions.
16. Operant behaviors operate on the environment in the apparent absence of any unconditioned stimuli.
17. In classical condition, behaviors are controlled by association of neutral and unconditioned stimuli.
18. Adaptation is the process of adjusting schemes by means of assimilation and accommodation.
19. Piaget suggests instruction should be adapted to children’s ages rather than their current development.
20. Piaget states that specific cognitive structures need to develop before certain types of learning occurs.

PART THREE: MULTIPLE CHOICES

Choose the correct answer for the following questions or statements. (40 ms)
21. A …………… learning theory emphasizes not only reinforcement but also the effects of cues on thought
and thought action.
A. Behavioral B. Cognitive C. Social D. Information

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22. Which of the following parts of long-term memory refers to “knowing how” in contrast to “knowing that”?
A. semantic memory C. procedural memory
B. episodic memory D. flashbulb memory

23. Which of the following statements best defines “retroactive inhibition”?

A. increased ability to learn new information due to the presence of old learning
B. decreased ability to learn new information, caused by interference from old learning
C. decreased ability to recall previously learned information, caused by new learning
D. increased comprehension of previously learned information due to new learning

24. …………… requires the passage of a specified amount of time before reinforcement will be delivered
contingent on a response.
A. Fixed ratio reinforcement C. Continuous reinforcement
B. Fixed interval reinforcement D. Variable reinforcement

25. It is the cognitive theory of learning that describes the processing storage and ………..of knowledge in the
mind.
A. retrieval B. memory C. work D. essence

26. When similar reinforcement is scheduled for each of the concurrent responses, which of the following
statement is FALSE for such a response?
A. The response receives the higher frequency of reinforcement will increase in rate.
B. The response requires the least effort will increase in rate.
C. The response provides the most immediate reinforcement will increase in rate.
D. It usually produces rapid rates of responding with short post-reinforcement pauses.

27. …………… reinforcers are intrinsic and rewarding on an internal level, giving the student a feeling or the
anticipation of something that they eventually
A. Secondary B. Unconditioned C. Primary D. A & B

28. Which of the followings is not in the group of intrinsic reinforcers?

A. verbal praise B. sex C. clapping D. smiles

29. Positive and ……….. may be operating simultaneously in the real world.
A. removal punishers C. presentation of punishers
B. Premack principles D. negative reinforcers

30. For example, when a person usually comes to a meeting late, he wants to draw others’ attention and at the
same time ………………
A. he thinks he is an important person. C. he is admired by other people.
B. he does not have to socialize with others. D. it’s just his habit.

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31. Premack principles assert that preferred behaviors, or behaviors with a higher level of …… reinforcement,
can be used as rewards for less preferred behaviors.
A. extrinsic B. primary C. tangible D. intrinsic

32. Bandura points out that since Skinner focuses too much on the consequences of behavior, he skips two
important behaviors: ‘modeling learning’ and ‘………learning’.
A. vicarious B. retention C. reproduction D. self-evaluating

33. In classroom work, when a teacher praises well-behaved students in order to get misbehaved students back
to work, this way of teaching is known as …………..learning.
A. observational B. vicarious C. self-regulating D. self-evaluating

34. ………….learning theory emphasizes that students are affected by what they see, hear or learn from the
consequences of others’ behaviors

A. Behavioral B. Cognitive C. Social D. Information

35. Bandura’s theories suggests that teachers should teach students strategies of ‘observation’ and ‘………..’.
A. expectation B. retention C. reproduction D. self-evaluation

36. For information to be retained in our minds we needs ………….

A. good sensory registers C. good working memory
B. attention and time D. good instruction

37. Which of the following information is organized in the procedural memory?

A. Important events are fixed mainly in visual and auditory memory.
B. Images are organized on the basis of time and place.
C. Information is organized in the form of network ideas.
D. Information is stored as a complex of stimulus-response pairings.

38. What is the term used to describe devices or general strategies for aiding the memory?
A. mnemonics C. distributed practice
B. paired-associate learning D. enactments

39. Knowledge about one’s own learning or about how to learn (thinking about thinking) is called ………….
A. self-regulation B. meta-cognition C. self-questioning D. mnemonics

40. What theory do these statements describe?

 seeing a tree  naming it  exploring it  giving it
meaning
A. rehearsal B. consolidating C. information D. self-questioning
processing
PART FOUR: Match these statements with the ideas provided in the box. (10 ms)
41. The representation in the mind of a set of perceptions, ideas, and/or actions, which go together.

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42. The realization that objects or sets of objects stay the same even when they are changed about or made to
look different.

43. The ability to adjust to new information and experiences through assimilation and accommodation.

44. Students are taught to monitor and regulate their own behavior through strategies:
a. Identifying the problem c. Evaluating consequences
b. Developing alternate solutions d. Implement a solution

45. A third-grade boy yells at another student during class, so his teacher takes away "good behavior" tokens
that can be redeemed for prizes.

46. When a child says "please" and “thank you" to his mother, the child may not have to engage in his dreaded
chore of setting the table. Therefore, not having to set the table will increase the likelihood of the child saying
"please" and “thank you" in the future.

47. The “Tap into prior knowledge” learning strategy is applied when teachers ask students to share their own
experiences and ideas about the content or concept of study and have them connect it to their own lives.
Sometimes teachers may have to offer hints and suggestions which lead students to the connections a bit, but
once they get there, they will grasp it as their own.

48. At this stage children have trouble seeing things from different viewpoints.

49. Cognitive abilities determine children’s abilities to reason about children’s social situations. Very young
children are incapable of interacting in cooperative ways and therefore unable to engage in moral reasoning.

50. Making schematic representation to summarize facts or ideas of a certain concept.

A. Preoperational C. Mapping E. Negative G. Heteronomous I. Cognitive Behavior

Stage reinforcer morality modification
B. Scaffolding D. Conservation F. Adaptation H. Schema/scheme J. Negative punishment
PART FIVE: WRITING (10 ms)
Students choose EITHER of the questions below to write a short paragraph.
1. Explain the differences between Hoffman’s moral development and other “stage theories of moral
development?

2. What are the 9 ways that teachers can use to motivate students in their classrooms? Give a brief explanation
in each way.

The End

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 ANSWER SHEET
Full name: ……………………………………………………………………… Student ID………………….

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

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Good Luck!