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95. A—(Chapter 10) Although continuous reinforcement is used for the quickest learning, it also is the fastest to extinguish. Variable schedules of reinforcement are the more resistant to extinction.

96. A—(Chapter 11) By gauging the emotional impact of the words, the class was making a connection to them and, thus, ensuring more meaning (semantic), deeper processing, and greater retention in long-term memory.

97. A—(Chapter 9) The hypnagogic state occurs as we are about to fall asleep, when we are very relaxed and alpha waves are present.

98. C—(Chapter 5) The focus of structuralists like Wundt and Titchener was on the units of consciousness and identification of elements of thought using introspection. This led to the present-day cognitive exploration of the thinking process.

99. B—(Chapter 8) Sand and platinum are not soluble in water and, thus, cannot be tasted or smelled.

100. B—(Chapter 18) By accepting the gift of the greeting cards, many recipients felt obligated to send a donation when it was requested later. This is known as the foot-in-the-door technique of compliance often used by organizations.

Section II

Scoring Rubric for Essay 1

This is a 10-point essay; 5 points are given for proper definitions of the terms and 5 points are given for applying each to the scenario correctly: 1 point for definition of each term and 1 point for application to scenario.

Point 1:

Defining superego as the third part of Freud’s personality triad, also known as the conscience of the personality, which operates on the morality principle.

Point 2:

Suggesting that the superego would prevent adolescents from damaging the property because of the guilt it would inflict and the pride they would feel in resisting that temptation.

Point 3:

Defining the level of moral development as referencing Kohlberg’s theory of moral development, divided into the preconventional, conventional, and post-conventional stages of morality.

Point 4:

Suggesting that adolescents are probably at the conventional stage of morality and that if they were at stage 3 of conformity, they would obey the group norm, which may be to damage the property. Similarly, if they were operating at stage 4 of the law and order stage, they would be more likely to determine that it was unjust to destroy other people’s property.

Point 5:

Defining conformity as the adoption of attitudes and behaviors shared by a particular group.

Point 6:

Suggesting that the group would probably agree with each others’ decision to destroy or not, depending on the “leader” of the pack or majority decision. Point 7: Defining deindividuation as a feeling of high arousal and anonymity when in group situations, which may lead to antisocial acts.

Point 8:

Depending on the size of the group, but also based on the wearing of masks and costumes that help to shield them from identification, it is more likely that the group will tend to destroy the property, justifying their behavior based on the fact that they didn’t get the treats they asked for.

Point 9:

Defining modeling as a learning process of watching and imitating a specific behavior displayed.

Point 10:

In this situation, again going along with the leader, if some of the adolescents begin to destroy the property, others are likely to observe and imitate that behavior as well.

Sample Essay

Sigmund Freud proposed a three-part theory of personality including the id, the ego, and the superego. The superego, or third part, develops last and operates on the morality principle. Most school-age children know the difference between right and wrong and their conscience, what Freud called the superego, makes them feel guilty when they disobey authority figures. If the superego has overpowered the id, the adolescents will probably not destroy the property because of their guilt.

These adolescents are probably operating at the conventional level of morality according to Kohlberg’s moral development theory. His theory says that at different stages, individuals