Unit 2 Review 1. In the strategy for learning called _____ rehearsal, you repeat information without re-organizing it or adding any meaning to it. In _____rehearsal, you add meaning, and this improves long-term retention.

Unit 2 Review 1. In the strategy for learning called maintenance rehearsal, you repeat information without re- organizing it or adding any meaning to it. In elaborative rehearsal, you add meaning, and this improves long-term retention.maintenance elaborative

Unit 2 Review 2. The Doctrine of Formal Discipline, formulated by John Locke, is a theory about _____. It states that _____.

Unit 2 Review 2. The Doctrine of Formal Discipline, formulated by John Locke, is a theory about transfer of learning. It states that the amount of mental effort you put into learning something determines how much you will benefit when learning something else.transfer of learningthe amount of mental effort you put into learning something determines how much you will benefit when learning something else.

Unit 2 Review 3. In serial verbal learning, the serial position curve is drawn on a graph that has _____ on the vertical axis and _____ on the horizontal axis. The curve shows that during practice, most errors are made on which items?

Unit 2 Review 3. In serial verbal learning, the serial position curve is drawn on a graph that has mean number of errors on the vertical axis and serial position of item on the horizontal axis. The curve shows that during practice, most errors are made on items in the middle of the list.mean number of errors serial position of item items in the middle of the list

Unit 2 Review 4. In the experiment by Bower and Clark on the story mnemonic for serial lists, how did the Story group compare to the Control group on the tests given immediately after a list was studied? How did they compare on the delayed tests given after all the lists had been studied?

Unit 2 Review 4. On the immediate tests, both groups remembered almost 100% of the words. On the delayed tests, the Story group remembered many more words than the control group.On the immediate tests, both groups remembered almost 100% of the words. On the delayed tests, the Story group remembered many more words than the control group

Unit 2 Review 5. In an experiment on transposition, you receive reinforcement for touching a large square and not a small square. You consistently touch the large square. According to cognitive theory, what have you learned? According to behavior theory, what have you learned?

Unit 2 Review 5. Cognitive theory says you learned to touch the larger of the two squares, a form of relational learning.Cognitive theory says you learned to touch the larger of the two squares, a form of relational learning Behavior theory says you learned to touch the large square. An association was formed between that specific stimulus and the touch responseBehavior theory says you learned to touch the large square. An association was formed between that specific stimulus and the touch response.

Unit 2 Review 6. Suppose that it took you 20 trials to learn a list of nonsense syllables and 8 trials to relearn the same list a day later. What is your “savings score”?

Unit 2 Review 6. Your savings score is 60%.Your savings score is 60%.

Unit 2 Review 7. In the keyword mnemonic for memorizing foreign language vocabulary, what are the two mediational steps that you use for associating the foreign word (stimulus) with the English word (response)?

Unit 2 Review 7. First, you think of a word or words that sounds like the foreign word. This “keyword” must also refer to an object that you can visualize. Second, you come up with a mental picture that connects the keyword object with an object that symbolizes the English word.First, you think of a word or words that sounds like the foreign word. This “keyword” must also refer to an object that you can visualize. Second, you come up with a mental picture that connects the keyword object with an object that symbolizes the English word

Unit 2 Review 8. What are the three basic processes that make up paired- associate learning?

Unit 2 Review 8.The three components of paired-associate learning are stimulus discrimination, response learning, and stimulus-response association.The three components of paired-associate learning are stimulus discrimination, response learning, and stimulus-response association

Unit 2 Review 9. In Ebbinghaus’ curve of forgetting, how does the amount of forgetting during the first 24 hours after learning compare to the amount of forgetting after the first day?

Unit 2 Review 9. Forgetting is very rapid during the first 24 hours after learning. There is very little additional forgetting over the next 30 days.Forgetting is very rapid during the first 24 hours after learning. There is very little additional forgetting over the next 30 days

Unit 2 Review 10. In the experiment by Epstein on serial learning, discussed in class, how did the number of trials subjects took to learn a list vary going from low to high meaningfulness and from low to high grammaticalness?

Unit 2 Review 10. Trials to criterion decreased (rate of learning increased) going from low to high levels of meaningfulness and grammaticalness.Trials to criterion decreased (rate of learning increased) going from low to high levels of meaningfulness and grammaticalness.

Unit 2 Review 11. What are the two components of a concept?

Unit 2 Review 11. Every concept is made up of attributes and a rule. The attributes are details of a stimulus that you have to look for to decide if the stimulus is an example (positive instance) of a concept. The rule tells you which attributes must be present or absent.Every concept is made up of attributes and a rule. The attributes are details of a stimulus that you have to look for to decide if the stimulus is an example (positive instance) of a concept. The rule tells you which attributes must be present or absent.

Unit 2 Review 12. How is rote learning different from concept learning?

Unit 2 Review 12. Rote learning means that you memorize that a stimulus is a positive instance of a concept without recognizing what it has in common with other positive instances. In concept learning, you recognize the common features.Rote learning means that you memorize that a stimulus is a positive instance of a concept without recognizing what it has in common with other positive instances. In concept learning, you recognize the common features

Unit 2 Review 13. Learning to recite the ABCs and learning to spell a word are both positive instances of serial learning. Explain how this information could be learned conceptually and also how it could be learned by rote.

Unit 2 Review 13. Serial learning is learning to recite a list of items in their original order. The letters of a word, like the letters of the alphabet, are items in a list that you recite in order. This is a conceptual answer. Rote learning would be associating “alphabet” and “spelling” with “serial learning” and leaving out the common features.Serial learning is learning to recite a list of items in their original order. The letters of a word, like the letters of the alphabet, are items in a list that you recite in order. This is a conceptual answer. Rote learning would be associating “alphabet” and “spelling” with “serial learning” and leaving out the common features

Unit 2 Review 14. The conjunction rule states that a stimulus must contain two (or more) specific attributes to be a positive instance of a concept. Using the attributes, A and B, explain how this is different from the disjunction rule and the both/neither rule.

Unit 2 Review 14. The disjunction rule is more lenient. It says a positive instance can have A or B, or both A and B.The disjunction rule is more lenient. It says a positive instance can have A or B, or both A and B The both/neither rule is more lenient in a different way: Positive instances can have both A and B but they can also lack both A and B.The both/neither rule is more lenient in a different way: Positive instances can have both A and B but they can also lack both A and B

Unit 2 Review 15. Which of the following index cards is a positive instance of a concept made up of a single relevant attribute, J, and the conceptual rule, negation: X J J J V X Q J Z V J Q Z X Q X Which card shows the conjunction of J and Z?

Unit 2 Review 15. Negation of JNegation of J Z X Q X Conjunction of J and Z Z V J Q

Unit 2 Review 16. Shown below are stimuli used in Phase 1 of a discrimination-shift experiment. + + _ _ VS

Unit 2 Review How would you draw the +’s and –”s for an intradimensional shift and an extradimensional shift? VS

Unit 2 Review For an intradimensional shift, either the large or the small forms would be positiveFor an intradimensional shift, either the large or the small forms would be positive. VS

Unit 2 Review For an extradimensional shift, either the light or the dark forms would be positiveFor an extradimensional shift, either the light or the dark forms would be positive. VS