Unit 6 Practice Test
Multiple Choice
Identify the choice that best completes the statement or answers the question.
____
1.Conditioning is the process of
a. discrimination.
b. spontaneous recovery.
c. learning associations.
d. observational learning.
e. generalization.
____
a. learning depends on how predictably rather
than how frequently events are associated.
b. unlike lower animals, humans learn
through a process of cognition.
c. both humans and lower animals learn to
expect that a CS will be followed by a US.
d. learning should be explained without any
2. Pets who learn that the sound of an electric
can opener signals the arrival of their food
illustrate
a. shaping.
b. extrinsic motivation.
____
c. classical conditioning.
d. observational learning.
e. negative reinforcement.
____
3. Seals in an aquarium will repeat behaviors,
such as slapping and barking, that prompt
people to toss them a herring. This best
illustrates
____
a. respondent behavior.
b. operant conditioning.
c. observational learning.
d. latent learning.
e. spontaneous recovery.
____
____
____
4. The first experimental studies of associative
learning were conducted by
____
a. John B. Watson.
b. B. F. Skinner.
c. Albert Bandura.
d. Ivan Pavlov.
e. Edward Deci.
5. Who introduced the term behaviorism?
a. John Garcia
b. B. F. Skinner
c. John B. Watson
d. Albert Bandura
e. Ivan Pavlov
6. John B. Watson emphasized that
reference to mental processes.
e. cognition plays a role in conditioning
through the power of prediction.
7. In Pavlov's experiments, the dog's salivation
triggered by the taste of food was a(n)
a. conditioned response.
b. unconditioned response.
c. unconditioned stimulus.
d. conditioned stimulus.
e. neutral stimulus.
8. A child's learned fear at the sight of a
hypodermic needle is a(n)
a. conditioned response.
b. unconditioned stimulus.
c. conditioned stimulus.
d. unconditioned response.
e. nonconditioned response.
9. If a ringing bell causes a dog to salivate
because the bell has been regularly associated
with food in the mouth, the UR is the
a. ringing bell.
b. salivation to the ringing bell.
c. food in the mouth.
d. salivation to the food in the mouth.
e. dog's hunger.
____ 10. In Pavlov's experiments on the salivary
conditioning of dogs, a CR was
a. salivation to the sound of a tone.
b. salivation to the taste of food.
c. the sound of a tone.
d. the taste of food.
e. sight of the food in the bowl.
____ 15. Toddlers taught to fear moving cars may also
____ 11. The infant Albert developed a fear of rats after
begin to fear moving trucks and motorcycles.
This best illustrates
a. generalization.
b. secondary reinforcement.
c. shaping.
d. intermittent reinforcement.
e. spontaneous recovery.
a white rat was associated with a loud noise.
In this example, fear of the white rat was the
a. US.
b. UR.
c. CS.
d. CR.
e. SA.
____ 16. Some of Pavlov's dogs learned to salivate to
the sound of one particular tone and not to
____ 12. Researchers condition a flatworm to contract
other tones. This illustrates the process of
its body to a light by repeatedly pairing the
a. shaping.
light with electric shock. The stage in which
b. latent learning.
the flatworm's contraction response to light is
c. secondary reinforcement.
established and gradually strengthened is
d. discrimination.
called
e. extinction.
a. shaping.
b. acquisition.
____ 17. After repeatedly taking alcohol spiked with a
c. generalization.
nausea-producing drug, people with alcohol
d. spontaneous recovery.
dependence may fail to develop an aversive
e. latent learning.
reaction to alcohol because they blame their
nausea on the drug. This illustrates the
____ 13. In classical conditioning, the
importance of ________ in classical
a. neutral stimulus is presented before the
conditioning.
unconditioned stimulus.
a. biological predispositions
b. unconditioned stimulus elicits the
b. generalization
conditioned response.
c. negative reinforcement
c. neutral stimulus elicits salivation.
d. cognitive processes
d. unconditioned stimulus is the same as the
e. spontaneous recovery
conditioned stimulus.
e. unconditioned response produces the ____ 18. After experiencing inescapable brutalities as a
conditioned response.
prisoner in a Nazi concentration camp, Mr.
Sternberg became apathetic, stopped eating,
____ 14. Long after being bitten by a stray dog, Alonzo
and gave up all efforts to physically survive
found that his fear of dogs seemed to have
the ordeal. Mr. Sternberg's reaction most
disappeared. To his surprise, however, when
clearly illustrates
he was recently confronted by a stray dog, he
a. negative reinforcement.
experienced a sudden twinge of anxiety. This
b. observational learning.
sudden anxiety best illustrates
c. learned helplessness.
a. delayed reinforcement.
d. partial reinforcement.
b. latent learning.
e. latent learning.
c. spontaneous recovery.
d. shaping.
____ 19. Wolves that were tempted into eating sheep
e. discrimination.
carcasses laced with poison develop an
aversion to sheep meat. Which of the
following provided the initial evidence leading
to this practice?
a. Robert Rescorla's research on the
____ 23. In classical conditioning, an organism forms
importance of cognition in classical
associations between
a. mirror neurons.
conditioning
b. B. F. Skinner's studies on intermittent
b. events that it does not control.
c. primary and secondary reinforcers.
schedules of reinforcement
c. Martin Seligman's research on learned
d. its own behavior and resulting outcomes.
e. positive and negative reinforcers.
helplessness
d. John Garcia's studies on the importance of
____ 24. An automatic response to some stimulus is
biological predispositions in conditioning
called
e. Edward L. Thorndike's research on the law
a. associative learning.
of effect
b. respondent behavior.
c. observational learning.
____ 20. The idea that any perceivable neutral stimulus
d. operant behavior.
can serve as a CS was challenged by
a. Garcia and Koelling's findings on taste
e. latent learning.
aversion in rats.
____ 25. In which form of learning is behavior said to
b. Pavlov's findings on the conditioned
be influenced by its consequences?
salivary response.
a. observational learning
c. Watson and Rayner's findings on fear
b. classical conditioning
conditioning in infants.
c. operant conditioning
d. Bandura's findings on observational
d. latent learning
learning and aggression in children.
e. insight
e. Skinner's research on schedules of
reinforcement.
____ 26. The process of reinforcing successively closer
____ 21. Ivan Pavlov's experiments
a. illustrated how the law of effect can be
applied to conditioning.
b. revealed how biological predispositions
affect learning.
c. showed that cognition is important to
approximations to a desired behavior is called
a. generalization.
b. intermittent reinforcement.
c. shaping.
d. secondary reinforcement.
e. modeling.
learning.
____ 27. A pigeon is consistently reinforced with food
d. demonstrated how learning can be studied
for pecking a key after seeing an image of a
objectively.
e. exhibited the central principles of operant
conditioning.
____ 22. After he was spanked on several occasions for
human face, but not reinforced for pecking
after seeing other images. By signaling that a
pecking response will be reinforced, the image
of a human face is a(n)
a. unconditioned stimulus.
b. partial reinforcement.
c. discriminative stimulus.
d. primary reinforcer.
e. generalized stimulus.
spilling his milk at a restaurant, Colin became
afraid to go to the restaurant. In this case,
spanking was a(n) ________ for Colin's fear.
a. negative reinforcer
b. conditioned stimulus
c. secondary reinforcer
____ 28. Which of the following is true of positive and
d. unconditioned stimulus
negative reinforcers?
e. primary reinforcer
a. Positive reinforcers decrease the rate of
operant responding; negative reinforcers
increase the rate of operant responding.
b. Positive reinforcers increase the rate of
____ 29.
____ 30.
____ 31.
____ 32.
b. a spanking for eating cookies before dinner
c. a cold root beer for mowing the lawn on a
operant responding; negative reinforcers
hot day
d.
decrease the rate of operant responding.
termination of shock after removing one's
c. Positive reinforcers increase the rate of
finger from a live electric wire
e. pudding for eating all your peas at supper
operant responding; negative reinforcers
increase the rate of operant responding.
d. Positive reinforcers have no effect on the____ 33. To quickly teach a dog to roll over on
command, you would be best advised to use
rate of operant responding; negative
a. classical conditioning rather than operant
reinforcers decrease the rate of operant
conditioning.
responding.
b.
partial reinforcement rather than
e. Positive reinforcers increase the rate of
continuous reinforcement.
operant responding; negative reinforcers
c. latent learning rather than shaping.
have no effect on the rate of operant
d. immediate reinforcers rather than delayed
responding.
reinforcers.
e. negative reinforcers rather than positive
Because Mandisa always picked up her
newborn daughter when she cried, her
reinforcers.
daughter is now a real crybaby. In this case,
____ 34. A trainer wants to train a chicken to peck a
picking up the infant served as a(n) ________
key to obtain food. If she wants the chicken to
for crying.
learn this trick quickly and the behavior to be
a. negative reinforcer
resistant to extinction, she should use
b. conditioned stimulus
________ reinforcement until the response is
c. positive reinforcer
mastered and then follow with a period of
d. unconditioned stimulus
________ reinforcement.
e. punisher
a. positive; negative
b. negative; positive
Innately satisfying stimuli that fulfill
c. primary; secondary
biological needs are called ________
d. partial; continuous
reinforcers.
a. fixed
e. continuous; partial
b. primary
____ 35. Watching the night sky for shooting stars is
c. positive
likely to be reinforced on a ________
d. continuous
schedule.
e. unconditioned
a. fixed-interval
b. fixed-ratio
A stimulus that acquires reinforcing power by
c. variable-interval
association with a primary reinforcer is called
d. variable-ratio
a ________ reinforcer.
a. delayed
e. partial-delayed
b. negative
____ 36. The introduction of an unpleasant stimulus is
c. partial
to ________ as the withdrawal of an
d. conditioned
unpleasant stimulus is to ________.
e. positive
a. acquisition; extinction
b. negative reinforcer; positive reinforcer
Which of the following is the best example of
c. primary reinforcer; secondary reinforcer
a conditioned reinforcer?
a. applause for an excellent piano recital
d. punishment; reinforcement
e. partial reinforcement; continuous
c. intrinsic motivation; extrinsic motivation
d. operant conditioning; classical
reinforcement
____ 37. A child who is punished for swearing at home
conditioning
e. insight learning; latent learning
but reinforced for swearing on the school
playground is most likely to demonstrate a ____ 42. Promising people monetary rewards for doing
patterned habit of swearing that is indicative
what they already enjoy doing is most likely
of
to undermine
a. negative reinforcement.
a. latent learning.
b. instinctive drift.
b. intrinsic motivation.
c. discrimination.
c. spontaneous recovery.
d. extinction.
d. generalization.
e. spontaneous reinforcement.
e. discrimination.
____ 38. A young child who is spanked after running____ 43. It is easier to train a dog to bark for food than
into the street learns not to repeat this
behavior. In this case, the spanking is a
a. positive reinforcer.
b. conditioned reinforce.
c. positive punishment.
d. negative punishment.
e. negative reinforcer.
____ 39. The best evidence that animals develop
cognitive maps comes from studies of
a. shaping.
b. generalization.
c. latent learning.
d. secondary reinforcement.
e. spontaneous recovery.
____ 40. Professor Kohler observed chimpanzees
to train it to stand on its hind legs for food.
This best illustrates the importance of
________ in learning.
a. primary reinforcement
b. generalization
c. biological predispositions
d. negative reinforcement
e. spontaneous recovery
____ 44. Animals tend to revert from newly learned
habits to their biologically predisposed
behaviors. This is an example of
a. latent learning.
b. instinctive drift.
c. the law of effect.
d. spontaneous recovery.
e. operant conditioning.
discover a novel way to reach a banana hung
out of their reach. This scenario is most likely
____ 45. Alex learned how to make 3-point basketball
an example of which type of learning?
shots by successfully making very short shots
a. operant learning
before shooting from increasingly longer
b. classical conditioning
distances from the hoop. This learning
c. observational learning
strategy best illustrates the process of
d. insight learning
a. observational learning.
e. latent learning
b. delayed reinforcement.
c. classical conditioning.
____ 41. Marcy grows roses for the sheer joy of it;
d. shaping.
Jennifer grows them to sell at a profit. Marcy's
e. operant conditioning.
behavior reflects ________, whereas
Jennifer's behavior reflects ________.
a. spontaneous recovery; acquisition
b. a variable-ratio schedule; a fixed-ratio
schedule
____ 46. Mr. Schlenker has improved worker
____ 47.
____ 48.
____ 49.
____ 50.
b.
c.
d.
e.
generalization.
discrimination.
cognitive processes.
extinction.
productivity at his furniture manufacturing
plant by occasionally sending notes of
appreciation to his hard-working employees.
Mr. Schlenker has improved productivity by
____ 51. Jeremy wears his baseball cap backward
means of
because he noticed his older brother does so.
a. latent learning.
This illustrates the importance of
b. classical conditioning.
a. respondent behavior.
c. modeling.
b. immediate reinforcement.
d. operant conditioning.
c. spontaneous recovery.
e. observational learning.
d. modeling.
e. shaping.
The results of early research on biofeedback
were surprising because they indicated that
____ 52. Which of the following become active both
people could learn to control bodily functions
when people watch an action being performed
regulated by the
and when they perform that action
a. somatic nervous system.
themselves?
b. autonomic nervous system.
a. cognitive maps
c. cerebellum.
b. fixed-ratio schedules
d. frontal lobes.
c. mirror neurons
e. endocrine system.
d. operant chambers
e. biofeedback systems
Both classical and operant conditioning are
forms of
____ 53. The reduced imitative yawning displayed by
a. associative learning.
people with autism is most directly related to
b. respondent behavior.
their reduced levels of
c. observational learning.
a. mirror neuron activity.
d. intrinsic motivation.
b. spontaneous recovery.
e. latent learning.
c. respondent behavior.
d. positive reinforcement.
A learned association between a response and
e. associative learning.
a consequence is central to
a. operant conditioning.
____ 54. Experiments suggest that children exposed to
b. latent learning.
a model who says one thing and does another
c. classical conditioning.
will
d. intrinsic motivation.
a. ignore both what the model says and does.
e. insight learning.
b. ignore what the model does but talk in
After being classically conditioned to salivate
ways consistent with what the model says.
c. ignore what the model says but act in ways
to a tone, a dog continues to hear a tone but
does not receive food; as a result, salivation
consistent with what the model does.
d. talk in ways consistent with what the
will decrease, then disappear. A dog owner
may use operant conditioning to train a dog to
model says and act in ways consistent with
“sit” by presenting a treat each time the dog
what the model does.
e. talk in ways that contradict the model in
sits. However, the behavior may diminish if
the treats are discontinued. Both examples
order to match the observed behavior.
illustrate
a. spontaneous recovery.
____ 55. Most researchers who have examined the
effects of viewing televised aggression
conclude that
a. viewing violence takes people's minds off
their own problems and thus reduces their
aggressive urges.
b. viewing violence leads children and
teenagers to behave aggressively.
c. there is no correlation between viewing
aggression and behaving aggressively.
d. although viewing violence is correlated
with increased aggression, there is no
evidence that viewing violence actually
leads to aggression.
e. viewing violence is cathartic and lessens
aggressive impulses.
Unit 6 Practice Test
Answer Section
MULTIPLE CHOICE
1. ANS:
OBJ:
2. ANS:
OBJ:
3. ANS:
OBJ:
4. ANS:
OBJ:
5. ANS:
OBJ:
6. ANS:
OBJ:
7. ANS:
OBJ:
8. ANS:
OBJ:
9. ANS:
OBJ:
10. ANS:
OBJ:
11. ANS:
OBJ:
12. ANS:
OBJ:
13. ANS:
OBJ:
14. ANS:
OBJ:
MSC:
15. ANS:
OBJ:
MSC:
16. ANS:
OBJ:
MSC:
17. ANS:
OBJ:
MSC:
18. ANS:
OBJ:
MSC:
19. ANS:
OBJ:
C
PTS: 1
DIF: Medium
REF: Page 216 | Section- Learning
1
TOP: How do we learn?
MSC: Factual | Definitional
C
PTS: 1
DIF: Medium
REF: Page 216 | Section- Learning
1
TOP: How do we learn?
MSC: Conceptual | Application
B
PTS: 1
DIF: Medium
REF: Page 217 | Section- Learning
1
TOP: How do we learn?
MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
REF: Page 218 | Section- Learning
2
TOP: Classical conditioning
MSC: Factual | Definitional
C
PTS: 1
DIF: Medium
REF: Page 218 | Section- Learning
2
TOP: Classical conditioning
MSC: Factual | Definitional
D
PTS: 1
DIF: Difficult
REF: Page 218 | Section- Learning
2
TOP: Classical conditioning
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
REF: Page 219 | Section- Learning
2
TOP: Pavlov's experiments
MSC: Factual | Definitional
A
PTS: 1
DIF: Medium
REF: Page 219 | Section- Learning
2
TOP: Pavlov's experiments
MSC: Conceptual | Application
D
PTS: 1
DIF: Medium
REF: Page 219 | Section- Learning
2
TOP: Pavlov's experiments
MSC: Conceptual | Application
A
PTS: 1
DIF: Easy
REF: Page 219 | Section- Learning
2
TOP: Pavlov's experiments
MSC: Factual | Definitional
D
PTS: 1
DIF: Difficult
REF: Page 219 | Section- Learning
2
TOP: Pavlov's experiments
MSC: Conceptual
B
PTS: 1
DIF: Easy
REF: Page 220 | Section- Learning
3
TOP: Classical conditioning: acquisition MSC: Conceptual | Application
A
PTS: 1
DIF: Medium
REF: Page 220 | Section- Learning
3
TOP: Classical conditioning: acquisition MSC: Factual | Definitional
C
PTS: 1
DIF: Medium
REF: Page 221 | Section- Learning
3
TOP: Classical conditioning: extinction and spontaneous recovery
Conceptual | Application
A
PTS: 1
DIF: Easy
REF: Page 222 | Section- Learning
3
TOP: Classical conditioning: generalization
Factual | Definitional
D
PTS: 1
DIF: Easy
REF: Page 222 | Section- Learning
3
TOP: Classical conditioning: discrimination
Factual | Definitional
D
PTS: 1
DIF: Medium
REF: Page 223 | Section- Learning
4
TOP: Extending Pavlov's understanding: cognitive processes
Factual | Definitional
C
PTS: 1
DIF: Medium
REF: Page 223 | Section- Learning
4
TOP: Extending Pavlov's understanding: cognitive processes
Conceptual | Application
D
PTS: 1
DIF: Difficult
REF: Page 224 | Section- Learning
4
TOP: Extending Pavlov's understanding: biological predispositions
MSC:
20. ANS:
OBJ:
MSC:
21. ANS:
OBJ:
22. ANS:
OBJ:
MSC:
23. ANS:
OBJ:
24. ANS:
OBJ:
25. ANS:
OBJ:
26. ANS:
OBJ:
27. ANS:
OBJ:
28. ANS:
OBJ:
29. ANS:
OBJ:
30. ANS:
OBJ:
MSC:
31. ANS:
OBJ:
MSC:
32. ANS:
OBJ:
MSC:
33. ANS:
OBJ:
34. ANS:
OBJ:
35. ANS:
OBJ:
36. ANS:
OBJ:
37. ANS:
OBJ:
38. ANS:
OBJ:
39. ANS:
OBJ:
MSC:
40. ANS:
OBJ:
Factual | Definitional
A
PTS: 1
DIF: Medium
REF: Page 224 | Section- Learning
4
TOP: Extending Pavlov's understanding: biological predispositions
Factual | Definitional
D
PTS: 1
DIF: Medium
REF: Page 226 | Section- Learning
5
TOP: Pavlov's legacy
MSC: Factual | Definitional
D
PTS: 1
DIF: Difficult
REF: Page 227 | Section- Learning
5
TOP: Applications of classical conditioning
Conceptual | Application
B
PTS: 1
DIF: Easy
REF: Page 228 | Section- Learning
6
TOP: Operant conditioning
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
REF: Page 228 | Section- Learning
6
TOP: Operant conditioning
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
REF: Page 228 | Section- Learning
6
TOP: Operant conditioning
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
REF: Page 229 | Section- Learning
7
TOP: Shaping behavior
MSC: Factual | Definitional
C
PTS: 1
DIF: Difficult
REF: Page 230 | Section- Learning
7
TOP: Shaping behavior
MSC: Factual | Definitional
C
PTS: 1
DIF: Medium
REF: Page 231 | Section- Learning
8
TOP: MSCs of reinforcers
MSC: Factual | Definitional
C
PTS: 1
DIF: Medium
REF: Page 231 | Section- Learning
8
TOP: MSCs of reinforcers
MSC: Conceptual | Application
B
PTS: 1
DIF: Easy
REF: Page 231 | Section- Learning
8
TOP: Primary and conditioned reinforcers
Factual | Definitional
D
PTS: 1
DIF: Easy
REF: Page 231 | Section- Learning
8
TOP: Primary and conditioned reinforcers
Factual | Definitional
A
PTS: 1
DIF: Medium
REF: Page 231 | Section- Learning
8
TOP: Primary and conditioned reinforcers
Conceptual | Application
D
PTS: 1
DIF: Difficult
REF: Page 231 | Section- Learning
8
TOP: Immediate and delayed reinforcers MSC: Conceptual | Application
E
PTS: 1
DIF: Medium
REF: Page 232 | Section- Learning
8
TOP: Reinforcement schedules
MSC: Conceptual | Application
C
PTS: 1
DIF: Medium
REF: Page 233 | Section- Learning
8
TOP: Reinforcement schedules
MSC: Conceptual | Application
D
PTS: 1
DIF: Difficult
REF: Page 234 | Section- Learning
9
TOP: Punishment MSC: Conceptual
C
PTS: 1
DIF: Difficult
REF: Page 234 | Section- Learning
9
TOP: Punishment MSC: Factual | Definitional
C
PTS: 1
DIF: Medium
REF: Page 234 | Section- Learning
9
TOP: Punishment (text and Table 6.3)
MSC: Conceptual | Application
C
PTS: 1
DIF: Medium
REF: Page 236 | Section- Learning
10
TOP: Extending Skinner's understanding: cognition
Factual | Definitional
D
PTS: 1
DIF: Easy
REF: Page 236 | Section- Learning
10
TOP: Extending Skinner's understanding: cognition
MSC:
41. ANS:
OBJ:
MSC:
42. ANS:
OBJ:
MSC:
43. ANS:
OBJ:
MSC:
44. ANS:
OBJ:
MSC:
45. ANS:
OBJ:
MSC:
46. ANS:
OBJ:
MSC:
47. ANS:
OBJ:
48. ANS:
OBJ:
MSC:
49. ANS:
OBJ:
MSC:
50. ANS:
OBJ:
MSC:
51. ANS:
OBJ:
52. ANS:
OBJ:
53. ANS:
OBJ:
54. ANS:
OBJ:
55. ANS:
OBJ:
Conceptual | Application
C
PTS: 1
DIF: Easy
REF: Page 237 | Section- Learning
10
TOP: Extending Skinner's understanding: cognition
Conceptual
B
PTS: 1
DIF: Easy
REF: Page 237 | Section- Learning
10
TOP: Extending Skinner's understanding: cognition
Factual | Definitional
C
PTS: 1
DIF: Medium
REF: Page 237 | Section- Learning
10
TOP: Extending Skinner's understanding: biological predispositions
Conceptual | Application
B
PTS: 1
DIF: Medium
REF: Page 237 | Section- Learning
10
TOP: Extending Skinner's understanding: biological predispositions
Factual | Definitional
D
PTS: 1
DIF: Easy
REF: Page 238 | Section- Learning
11
TOP: Applications of operant conditioning
Conceptual | Application
D
PTS: 1
DIF: Medium
REF: Page 239 | Section- Learning
11
TOP: Applications of operant conditioning
Conceptual | Application
B
PTS: 1
DIF: Medium
REF: Page 241 | Section- Learning
11
TOP: Biofeedback (Close-Up)
MSC: Factual | Definitional
A
PTS: 1
DIF: Medium
REF: Page 240 | Section- Learning
12
TOP: Contrasting classical and operant conditioning
Factual | Definitional
A
PTS: 1
DIF: Medium
REF: Page 241 | Section- Learning
12
TOP: Contrasting classical and operant conditioning (Table 6.4)
Factual | Definitional
E
PTS: 1
DIF: Medium
REF: Page 241 | Section- Learning
12
TOP: Contrasting classical and operant conditioning (Table 6.4)
Conceptual | Application
D
PTS: 1
DIF: Easy
REF: Page 242 | Section- Learning
13
TOP: Learning by observation
MSC: Conceptual | Application
C
PTS: 1
DIF: Medium
REF: Page 243 | Section- Learning
13
TOP: Mirrors in the brain
MSC: Factual | Definitional
A
PTS: 1
DIF: Easy
REF: Page 243 | Section- Learning
13
TOP: Mirrors in the brain
MSC: Factual | Definitional
D
PTS: 1
DIF: Medium
REF: Page 246 | Section- Learning
14
TOP: Prosocial effects
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
REF: Page 247 | Section- Learning
14
TOP: Antisocial effects
MSC: Factual | Definitional