AP Psychology: Social, Cognitive, and Neurological Factors in Learning — Drill 18

About This Drill

AP Psychology: Social, Cognitive, and Neurological Factors in Learning — Drill 18 is a Multiple Choice practice drill covering Unit 3: Development and Learning. It contains 5 original questions created by Brian Stewart, a Barron's test prep author with over 20 years of tutoring experience.

AP Psychology practice questions on social, cognitive, and neurological factors in learning — reinforce your AP exam prep with scenarios covering observational learning, Bandura's Bobo doll research, vicarious conditioning, insight learning, latent learning, and biological predispositions such as taste aversion.

Questions in This Drill

1. A 4-year-old watches her older sister carefully arrange stuffed animals in a row, then pretend to feed them one at a time. The next morning, without any prompting or reward, the 4-year-old lines up her own stuffed animals and begins to pretend-feed them in the same order. Which process best accounts for this behavior?
2. Garcia and Koelling showed that rats readily learn to associate the taste of a novel food with later nausea, even with delays of several hours, but have great difficulty learning to associate that same taste with an electric shock. This pattern is most often cited as evidence for which of the following?
3. A researcher lets two groups of rats explore a complex maze for ten days. Group 1 receives food at the goal box every day; Group 2 receives no food for the first nine days, then food on day 10. The error counts by day are shown below: Day | Group 1 errors (food each day) | Group 2 errors (food only on day 10) 3 | 6.1 | 9.8 6 | 3.4 | 9.2 9 | 1.9 | 8.7 10 | 1.6 | 2.1 Which interpretation is most directly supported by the data?
4. A researcher wants to replicate Bandura's Bobo doll study to examine whether children who watch an adult model behave aggressively toward a doll are more likely to imitate that aggression. She recruits 40 preschoolers but tests all of them in a single large room together, where each child can see what the others are doing during the test phase. Which of the following is the most significant methodological flaw in her design?
5. A student struggles for an hour with a chess puzzle, making a series of unsuccessful moves. She sets it aside and goes to dinner. Partway through the meal, she suddenly sees the entire solution and runs back to the board to play it out correctly on the first try. Which concept best accounts for this pattern?