the morning squirrel - UNIT 3/EXAM #3

ON THIS PAGE YOU WILL FIND ALL OF YOUR DOCUMENTS FOR UNIT #3/EXAM #3.

IN ORDER, THEY ARE AS FOLLOWS: YOUR STUDY GUIDE, REGULAR GOOGLE SLIDES, PRINTER-FRIENDLY PDFs, AND THE RECORDED LECTURES. NOTE THAT THE RECORDED LECTURES UTILIZE THE SAME SLIDES.

PLEASE NOTE: We will be completing two or three different Self-Assessment instruments. One will be completed in class, the others will be made available via Blackboard.

Study Guide: Exam #3 PSYC-2301 SUMMER 2025

There are some subtle differences in how the Study Guide and Recorded Lectures line up.

Rest assured, all content is covered.

Thinking & Intelligence:

1. This instructor’s definition of intelligence

2. Distinguish between I.Q. and intelligence

3. Define reliability and know 3 of the most common means by which we attempt to assess

the reliability of standard tests of intelligence

4. Define validity and know 3 of the most common means by which we attempt to assess

the validity of standard tests of intelligence

Problem: We continue to define intelligence AS scholastic success

5. Understand the non-reciprocal nature of the relationship between reliability and validity

6. Distinguish between Intelligence Tests and Achievement Tests

7. Gardner’s Eight Intelligences: Define and/or recognize descriptions

Linguistic

Logical-Mathematical

Bodily-Kinesthetic

Musical

Spatial

Interpersonal

Intrapersonal

Naturalistic

8. Cultural Bias in Intelligence Testing

9. Variables that influence Expressed Intelligence

10. Define and/or recognize examples of a Mental Set

11. Define and/or recognize examples of Functional Fixedness

12. Basics from slide deck on emotional intelligence

Classical & Operant Conditioning:

Define Classical Conditioning

Define “reflex” and be able to recognize or provide examples

of reflexes

Be able to define and/or recognize examples of the four

elements of classical conditioning as follows:

~ Unconditioned Stimulus

~ Unconditioned Response/Reflex

~ Conditioned Stimulus

~ Conditioned Response

Be able to define and/or recognize examples of

acquisition trials

extinction

spontaneous recovery in BOTH CLASSICAL & OPERANT

Recognize the importance of Watson & Raynor’s “research”

Food & Taste Aversions? How many pairings do they take?

Define Operant Conditioning and fundamentally distinguish it

from Classical Conditioning: Expect analogy items

Correctly distinguish between positive reinforcement, negative

reinforcement, punishment, time out & consequences

Drawbacks associated with the primary/exclusive use of punishment as a means of dealing with undesirable behavior

Basics from Slide Deck on Observational Learning

Basics from Self-Evaluations on Emotional Intelligence

https://www.truity.com/test/big-five-personality-test

Use this link to access the self-assessment of "the big five."

DO NOT PAY ANY MONEY.

USE ONLY THE FREE "OCEAN" PERCENTAGES THAT YOU CAN ACCESS FOR FREE USING ONLY YOUR EMAIL ADDRESS. THE "OCEAN" ACRONYM DESCRIBES THE FOLLOWING:

Extroversion (E) is the personality trait of seeking fulfillment from sources outside the self or in community. High scorers tend to be very social while low scorers prefer to work on their projects alone.

Agreeableness (A) reflects much individuals adjust their behavior to suit others. High scorers are typically polite and like people. Low scorers tend to 'tell it like it is'.

Conscientiousness (C) is the personality trait of being honest and hardworking. High scorers tend to follow rules and prefer clean homes. Low scorers may be messy and cheat others.

Neuroticism (N) is the personality trait of being emotional.

Openness to Experience (O) is the personality trait of seeking new experience and intellectual pursuits. High scores may day dream a lot. Low scorers may be very down to earth.

Further examples: