An Introduction to Psychology, International Edition 4Th Edition by Jeffrey Nevid - Test Bank

CHAPTER 5

Learning

MULTIPLE CHOICE

1. Most psychologists define learning as:

a) any change in behavior.

b) any change in behavior due to maturation.

c) any change in behavior due to experience.

d) a relatively permanent change in behavior due to natural development.

e) a relatively permanent change in behavior due to experience.

ANS: eTOP:  MOD: IntroREF: Chapter IntroductionMSC: factual

OBJ: 1-Define learning in psychological terms.  KEY: Define/Describe

2. Which of the following best describes the nature of learning?

a) Learning is always adaptive. It involves enduring, but not necessarily permanent, changes in behavior.

b) Learning is always adaptive. It involves permanent changes in behavior.

c) Learning is adaptive in most cases. It involves enduring, but not necessarily permanent, changes in behavior.

d) Learning is adaptive in most cases. It involves permanent changes in behavior.

e) Learning is adaptive in most cases. It involves any type of change in behavior.

ANS: cTOP:  MOD: IntroREF: Chapter IntroductionMSC: conceptual

OBJ: 1-Define learning in psychological terms.  KEY: Define/Describe

3. In psychology, learning is generally defined as:

a) any change in behavior that is not a simple reflex.

b) changes in behavior that reflect maturation.

c) any adaptive change in behavior.

d) relatively permanent changes in behavior due to natural development.

e) relatively permanent changes in behavior due to experience.

ANS: eTOP:  MOD: IntroREF: Chapter IntroductionMSC: factual

OBJ: 1-Define learning in psychological terms.  KEY: Define/DescribeNOT: WWW

4. __________ is best defined as any relatively permanent change in behavior resulting from experience.

a) Operant conditioning

b) Classical conditioning

c) Learning

d) Cognitive learning

e) Behavior modification

ANS: cTOP:  MOD: IntroREF: Chapter IntroductionMSC: factual

OBJ: 1-Define learning in psychological terms.  KEY: Define/Describe

5. Who is most closely associated with classical conditioning?

a) John Watson

b) Ivan Pavlov

c) John Garcia

d) B. F. Skinner

e) Robert Rescorla

ANS: bTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: factual OBJ: 3-Identify key figures in classical conditioning and describe their contributions.

KEY: Identify NOT: WWW

6. Ivan Pavlov’s initial research work was in the study of:

a) learning by association with rabbits.

b) latent learning with rats.

c) observational learning with children.

d) digestive processes in dogs.

e) conditioning responses with pigeons.

ANS: dTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: factual OBJ: 3-Identify key figures in classical conditioning and describe their contributions.

KEY: Define/Describe

7. Regarding Ivan Pavlov, which of the following statements is FALSE?

a) Pavlov was a physiologist from Russia.

b) Pavlov turned to studying classical conditioning when he discovered that dogs would salivate in response to stimuli other than food.

c) Pavlov was studying the digestive system of dogs when he discovered classical conditioning.

d) Pavlov conducted many experiments in classical conditioning during his career.

e) Pavlov took a cognitive perspective in explaining classical conditioning.

ANS: eTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: factual OBJ: 3-Identify key figures in classical conditioning and describe their contributions.

KEY: Define/describe, Evaluate/explain

8. Marcel sits in a cafe eating the best croissant he has ever tasted. He begins frequenting the cafe to order the croissants. He hardly notices the jingling of the cash register just before the clerk hands him the croissant. Now every time he hears the same kind of jingling from another cash register, his mouth waters. Marcel’s behavior can best be explained by:

a) operant conditioning, which is the pairing of an unconditioned stimulus, the croissant, with a neutral stimulus, the jingle of the cash register.

b) operant conditioning, which is the pairing of a neutral stimulus, the croissant, with a unconditioned stimulus, the jingle of the cash register.

c) a conditioned taste aversion, which is the pairing an unconditioned stimulus, the croissant, with a neutral stimulus, the jingle of the cash register.

d) classical conditioning, which is the pairing of an unconditioned stimulus, the croissant, with a neutral stimulus, the jingle of the cash register.

e) classical conditioning, which is the pairing of a neutral stimulus, the croissant, with a unconditioned stimulus, the jingle of the cash register.

ANS: dTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: applied OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Evaluate/Explain, Apply

9. Annie’s cat purrs reflexively whenever she strokes his fur. She does so only when she gets home from work, sits on the couch, and turns on the TV to watch the news. One day, Annie turns on the TV news and the cat starts purring before Annie sits down to stroke his fur. Annie’s cat has undergone:

a) insight learning; the cat worked it out in its mind that watching the news with Annie was one way to get Annie to stroke her.

b) latent learning; the purring response was observed when reinforcement, stroking, was provided.

c) classical conditioning; the pairing of an unconditioned stimulus, stroking, with a conditioned stimulus, the TV news.

d) operant conditioning; the pairing of an unconditioned stimulus, stroking, with a conditioned stimulus, the TV news.

e) observational learning; the cat observed Annie stroking her during the news in the past and learned that stroking is paired with the news.

ANS: cTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: applied OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Evaluate/Explain, Apply

10. Classical conditioning is learning in which:

a) the consequences of behavior influence the strength or likelihood that the behavior will occur.

b) a previously neutral stimulus becomes capable of triggering a reflexive response.

c) organisms learn responses that allow them to escape from aversive stimuli.

d) organisms learn responses that allow them to avoid aversive stimuli.

e) there is a gradual weakening and eventual disappearance of a conditioned response when a conditioned stimulus is repeatedly presented.

ANS: bTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: conceptual OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Define/Describe

11. Classical conditioning is best described as:

a) learning by trial-and-error.

b) learning by association.

c) learning by stimulus-response.

d) instrumental conditioning.

e) learning by observation.

ANS: bTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: conceptual OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Define/Describe NOT: WWW

12. To achieve classical conditioning, you should pair:

a) a neutral stimulus with an unconditioned stimulus.

b) a conditioned stimulus with an unconditioned stimulus.

c) a neutral stimulus with a conditioned response.

d) a conditioned stimulus with a conditioned response.

e) an unconditioned stimulus with a conditioned response.

ANS: aTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: conceptualOBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired.KEY: Define/Describe

13. A reflexive reaction triggered by an unconditioned stimulus is a(n):

a) conditioned response.

b) unconditioned response.

c) conditioned stimulus.

d) neutral response.

e) operant response.

ANS: bTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: conceptual KEY: Identify

14. In a typical classical conditioning experiment by Pavlov, a buzzer or tone serves as a(n):

a) neutral stimulus that is paired with a conditioned response.

b) conditioned stimulus that becomes a neutral stimulus through the process of association.

c) unconditioned stimulus that becomes a conditioned stimulus.

d) neutral stimulus that becomes an unconditioned stimulus.

e) neutral stimulus that becomes a conditioned stimulus.

ANS: eTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: conceptual OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Define/Describe

15. Pavlov found that the strength of a conditioned response increased with the number of pairings of the:

a) CR and UR.

b) CS and US.

c) CS and CR.

d) CS and UR.

e) CR and US.

ANS: bTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: conceptual OBJ: 3-Identify key figures in the development and application of classical conditioning and describe their contributions. KEY: Define/Describe NOT: WWW

16. Dr. Emmanuel demonstrates a typical Pavlovian conditioning experiment for his psychology class. Emmanuel pairs a neutral stimulus with an unconditioned stimulus and then asks the class, “What is the neutral stimulus called now?” The correct answer is a(n):

a) conditioned response.

b) conditioned stimulus.

c) reinforcer.

d) conditioned reinforcer.

e) unconditioned response.

ANS: bTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: factual OBJ: 3-Identify key figures in the development and application of classical conditioning and describe their contributions. KEY: Define/Describe, Apply

17. In classical conditioning, if you combine a neutral stimulus with an unconditioned stimulus, the neutral stimulus will become a(n):

a) unconditioned stimulus.

b) conditioned stimulus.

c) controlled stimulus.

d) uncontrolled stimulus.

e) unconditioned response.

ANS: bTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: factual OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Define/Describe

18. A puff of air to the eye causes a reflexive blink. If you precede the puff of air with a buzzer, eventually the buzzer will cause a blink. In this example, the buzzer begins as the _________ and eventually becomes the ________.

a) neutral stimulus; conditioned stimulus

b) conditioned stimulus; neutral stimulus

c) unconditioned stimulus; conditioned stimulus

d) neutral stimulus; unconditioned stimulus

e) unconditioned stimulus; neutral stimulus

ANS: aTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: applied OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Evaluate/Explain, Identify NOT: WWW

19. Which pattern best describes what happens once classical conditioning occurs?

a) UR elicits the US.

b) CS elicits the CR.

c) NS leads to no response.

d) NS + US leads to UR.

e) US + CS leads to UR.

ANS: bTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: conceptual OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Evaluate/Explain

20. Lydia sees a behavioral therapist to eliminate her fear of heights. After several sessions, Lydia is successful. A year later, however, Lydia’s fear of heights suddenly returns. Lydia has experienced:

a) higher-order conditioning.

b) spontaneous recovery.

c) stimulus generalization.

d) stimulus discrimination.

e) latent learning.

ANS: bTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: applied OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Evaluate/Explain, Apply

21. In classical conditioning, a conditioned response will weaken and eventually disappear if the CS is presented in the absence of the US. This is referred to as:

a) spontaneous recovery.

b) generalization.

c) discrimination.

d) reconditioning.

e) extinction.

ANS: eTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: factual OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Define/Describe

22. Which of the following is the best definition of spontaneous recovery?

a) The weakening and disappearance of a conditioned response over time

b) Displaying a conditioned response to stimuli similar to the conditioned stimulus

c) Displaying a conditioned response to new neutral stimuli

d) Displaying a conditioned response in the absence of the conditioned stimulus

e) The return of a conditioned response following extinction

ANS: eTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: factual OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Define/Describe

23. Following his experience in the military, Hans developed a classically conditioned fear response to radio static. After he left the military, the response extinguished. However, after not hearing radio static for several months, Hans again shows the conditioned fear response. Hans’s experience is best explained by:

a) stimulus generalization.

b) stimulus discrimination.

c) reconditioning.

d) spontaneous recovery.

e) higher-order conditioning.

ANS: dTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: applied OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Evaluate/Explain, Apply

24. Reconditioning occurs when:

a) following extinction, a conditioned response suddenly reappears after extinction.

b) following extinction, a conditioned response to stimuli similar to the conditioned response is displayed.

c) following extinction, a conditioned response to new neutral stimuli develops.

d) following extinction, a conditioned response can be learned again more quickly than it was previously learned.

e) following extinction, a condition response cannot be relearned.

ANS: dTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: factual OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Define/Describe

25. Stimulus generalization occurs when:

a) the conditioned response reappears after extinction.

b) the conditioned response is displayed following exposure to stimuli that resemble the conditioned stimulus.

c) the conditioned response is not displayed following presentation of the conditioned stimulus.

d) the conditioned stimulus elicits responses that are generally like the conditioned response.

e) the conditioned stimulus generalizes to other settings.

ANS: bTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: factual OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Define/Describe

26. Regarding classical conditioning, which of the following statements is FALSE?

a) Stimulus generalization helps explain the development of phobias.

b) In extinction, conditioned responses gradually weaken and disappear.

c) By learning to differentiate among related stimuli, animals are able to distinguish between threatening and nonthreatening situations.

d) Stimulus generalization has survival value because it allows animals to generalize learned responses to originally threatening stimuli.

e) Extinguished responses are forgotten if they are not reinforced.

ANS: eTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: conceptual OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Evaluate/Explain

27. Through classical conditioning, Alicia has developed a fear of mice. She also shows a fear response to gerbils and hamsters. Her fear of gerbils and hamsters may best be explained by:

a) stimulus generalization.

b) stimulus discrimination.

c) spontaneous recovery.

d) extinction.

e) reconditioning.

ANS: aTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: applied OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Evaluate/Explain, Apply

28. LaGina walks into a room and feels as if she has been there before, even though she knows that she has not.  LaGina’s experience of déjà vu may be explained by which concept from classical conditioning?

a) Extinction

b) Stimulus generalization

c) Stimulus discrimination

d) Spontaneous recovery

e) Higher-order conditioning

ANS: bTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: applied OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Evaluate/Explain, Apply

29. Through classical conditioning, Eduardo has developed a fear of dogs. However, he fears only large, longhaired dogs and not small, longhaired dogs or large, shorthaired dogs. Eduardo’s fear of this subset of dogs is best explained by:

a) spontaneous recovery.

b) stimulus discrimination.

c) stimulus generalization.

d) latent learning.

e) extinction.

ANS: bTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: applied OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Evaluate/Explain, Apply

30. Of the following five people who have some fear of dentistry, who is exhibiting higher-order conditioning?

a) Arne, who thought he had gotten over his fear of dentists but suddenly experiences fear during his annual visit

b) Bertrand, who is fearful not only when visiting his dentist, but also when visiting his orthodontist

c) Carlos, who after being exposed to anesthetics and painless techniques, has eliminated his fear of the dentist

d) Darla, who is fearful at the sight of her dentist’s drill but not at the sight of the teeth-cleaning equipment

e) Edna, who cringes when she hears her dentist’s name

ANS: eTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: appliedOBJ: 6-Apply principles of classical conditioning to real life examples.

KEY: Apply, Evaluate/Explain

31. An animal has been classically conditioned to fear a red light that has been paired with an electric shock. It then becomes conditioned to fear a blue light that has been paired with the red light. This new fear is best explained by:

a) spontaneous recovery.

b) extinction.

c) higher-order conditioning.

d) stimulus discrimination.

e) stimulus generalization.

ANS: c TOP:  MOD: 5.1 REF: Classical Conditioning: Learning through Association MSC: applied OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Evaluate/Explain, Apply, Identify

32. Higher-order conditioning occurs when a novel ________ is paired with an established ________.

a) neutral stimulus; unconditioned stimulus

b) unconditioned stimulus; conditioned stimulus

c) neutral stimulus; conditioned stimulus

d) unconditioned stimulus; neutral stimulus

e) neutral stimulus; conditioned response

ANS: cTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: conceptual OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Define/Describe

33. Increasing the number of pairings of the US and CS will:

a) weaken the CR.

b) strengthen the CR.

c) weaken the CR at first, and then strengthen it.

d) strengthen the CR at first, and then weaken it.

e) have no effect on the CR.

ANS: bTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: conceptualOBJ: 4-Explain how conditioned responses can be strengthened.

KEY: Evaluate/Explain

34. Regarding the timing of the CS and the US in classical conditioning, the STRONGEST conditioned response occurs when the:

a) CS and US are presented simultaneously.

b) CS is presented first and remains on during the presentation of the US.

c) CS is presented first and is terminated before the presentation of the US.

d) US is presented first and is terminated before the presentation of the CS.

e) US is presented first and remains on during the presentation of the CS.

ANS: bTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: conceptualOBJ: 4-Explain how conditioned responses can be strengthened.

KEY: Evaluate/Explain

35. In the past three psychology labs, Liliya has been attempting to classically condition a lab rat. Her strategy has been to present the US and CS simultaneously. Which of the following should she do to strengthen the conditioned response of the rat?

a) Make less frequent pairings of CS and US.

b) Present the CS first and have it remain present during presentation of US.

c) Present the US prior to CS.

d) Present the CS first and withdraw it before introducing the US.

e) Decrease the intensity of the US.

ANS: bTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: appliedOBJ: 4-Explain how conditioned responses can be strengthened.

KEY: Evaluate/Explain, Apply

36. Regarding characteristics that influence conditioned responses, which of the following statements is FALSE?

a) In general, the more often the CS is paired with the US, the stronger the CR.

b) In general, the more often the CS is paired with the US, the more reliable the CR.

c) The strongest conditioned responses occur when the CS is presented first and remains present throughout the administration of the US.

d) A stronger US will typically lead to faster conditioning than a weaker one.

e) A single pairing of the CS and US cannot result in classical conditioning.

ANS: eTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: conceptual OBJ: 4-Explain how conditioned responses can be strengthened.

KEY: Evaluate/Explain NOT: WWW

37. Rescorla applies a cognitive perspective to classical conditioning.  He focuses on the extent to which the CS ________ the US and would argue that the tone or bell in Pavlov’s experiments with dogs creates a(n) ________, which in turn leads to salivation.

a) interferes with; reflexive response

b) predicts; expectancy of food

c) follows; cognitive response

d) reduces; reflexive response

e) is elicited by; expectancy of food

ANS: bTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: conceptualOBJ: 6-Apply a cognitive perspective to understanding classical conditioning. KEY: Evaluate/Explain, Apply

38. Who challenged the conventional behaviorist view that classical conditioning is simply a result of repeated pairings of neutral and unconditioned stimuli?

a) Rosalie Raynor

b) B. F. Skinner

c) John B. Watson

d) Robert Rescorla

e) E. L. Thorndike

ANS: dTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: factual OBJ: 3-Identify key figures in classical conditioning and describe their contributions.

KEY: Identify

39. Regarding Rescorla’s views on classical conditioning, which of the following statements is FALSE?

a) Rescorla believes that classical conditioning depends on how reliably the CS serves as a signal for indicating the occurrence of the US.

b) Rescorla believes that classical conditioning is the result of repeated pairings of NS and US.

c) Rescorla’s perspective on classical conditioning can be described as cognitive.

d) Rescorla suggests that the more reliably the CS signals the occurrence of the US, the stronger the conditioned response.

e) Rescorla believes that classical conditioning has important survival implications for animals.

ANS: bTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: conceptual KEY: Evaluate/Explain

40. Which of the following psychologists is most likely to apply a cognitive perspective to research on classical conditioning?

a) Dr. Amir, who believes that the stronger the CS, the stronger the CR

b) Dr. Harding, who believes the frequency of the pairings of the CS and US are the most important factor explaining strength of the CR

c) Dr. Rivers, who believes that conditioned stimuli are signals or cues that organisms use to make predictions about the environment

d) Dr. Smithers, who believes that reducing the interval between the CS and US will help strengthen the CR

e) Dr. Runes, who believes that the ability to think or conceptualize is the key factor in explaining the strength of association between the CS and the CR

ANS: c TOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: appliedOBJ: 5-Apply a cognitive perspective to understanding classical conditioning.

KEY: Apply, Evaluate/Explain NOT: WWW

41. Which of the following represents an application of a cognitive perspective on classical conditioning?

a) The organism uses the CS to make predictions about the occurrence of events in the environment.

b) The stronger the CS, the stronger the CR.

c) The stronger the CS, the greater the resistance to extinction.

d) The US holds information value the organism uses to know how to respond.

e) The US becomes a reliable signal for predicting the occurrence of the CS.

ANS: aTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: appliedOBJ: 5-Apply a cognitive perspective to understanding classical conditioning.

KEY: Apply, Evaluate/Explain

42. Every time June takes her baby to the pediatrician for a well visit, the baby receives an immunization injection. On her last visit, the baby  burst into tears as soon as she saw the pediatrician. What model of learning best describes the baby’s response in terms of the informational value of the cue (the pediatrician) reliably predicting the occurrence of pain associated with injections?

a) Pavlov’s model of classical conditioning

b) Rescorla’s cognitive model of classical conditioning

c) Garcia’s model of conditioned taste aversions

d) Thorndike’s Law of Effect

e) Skinner’s model of operant conditioning

ANS: b TOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: appliedOBJ: 5-Apply a cognitive perspective to understanding classical conditioning.

KEY: Apply , Evaluate/Explain

43. Watson investigated the classical conditioning of which type of responses?

a) Anger

b) Sadness

c) Happiness

d) Fear

e) Sexual arousal

ANS: dTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: factual OBJ: 3-Identify key figures in classical conditioning and describe their contributions.

KEY: Identify, Define/Describe

44. What is Rosalie Rayner’s role in the history of psychology?

a) She was a student assistant who helped Pavlov with his experiments on classical conditioning in animals.

b) She was a colleague who helped Skinner with his experiments on operant conditioning in animals.

c) She developed a cognitive theory of classical conditioning.

d) She created the puzzle box used by Edward Thorndike.

e) She was a student assistant who helped Watson with his experiments on classical conditioning in humans.

ANS: eTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: factual OBJ: 3-Identify key figures in classical conditioning and describe their contributions.

KEY: Define/Describe

45. In Watson’s research with Little Albert, what was the CS?

a) A loud sound

b) A white rat

c) An electric shock

d) A spanking

e) A Santa Claus mask

ANS: bTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: applied OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Evaluate/Explain, Apply

46. When two-year-old Clarice was playing in the basement, a large burst of thunder scared her at the same time that she saw a spider. Now Clarice has a spider phobia. Clarice’s new phobia of spiders is best explained by:

a) operant conditioning.

b) observational learning.

c) vicarious learning.

d) unintentional learning.

e) classical conditioning.

ANS: eTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: appliedOBJ: 6-Apply principles of classical conditioning to real-life examples.

KEY: Apply, Evaluate/Explain

47. An acquired fear response is called a(n):

a) conditioned emotional reaction.

b) operant response.

c) déjà vu feeling.

d) shaping consequence.

e) negative reinforcer.

ANS: aTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: factual OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Define/Describe

48. In Watson’s research with Little Albert, the rat began as the ________ and became the ________.

a) CR; CS

b) UR; US

c) NS; CS

d) NS; CR

e) CS; NS

ANS: cTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: applied OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Evaluate/Explain, Apply

49. Under which condition would Watson’s experiments on classical conditioning be replicated today?

a) If the researchers obtained parental permission to expose the child to intense fear

b) If the researchers used methods to extinguish the fears after completing their experiments

c) If the researchers followed the children for several years to make sure they were not “damaged” by their participation in the experiment

d) If the researchers taught parents how to extinguish their children’s fears

e) The experiments would not be replicated even with the parents’ permission.

ANS: eTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: applied OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Evaluate/Explain, Apply

50. Little Peter liked milk and cookies and was afraid of rabbits. A researcher wanted him to like rabbits. So he gave Peter a glass of milk and cookies while introducing a caged rabbit into the room. Eventually, Peter was relaxed enough by the milk and cookies to pat the rabbit while holding him in his lap. About a week later, Peter asked to skip the milk and cookies and just be allowed to play with the rabbit. In this study, the milk and cookies were the ________, and the rabbit became the ________.

a) US; NS

b) CR; CS

c) NS; CR

d) CR; UR

e) US; CS

ANS: eTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: appliedOBJ: 6-Apply principles of classical conditioning to real-life examples.

KEY: Apply, Evaluate/Explain

51. Although Little Albert was classically conditioned to fear a rat, he also began to fear dogs, rabbits, and a Santa Claus mask. His new fear of the dogs, rabbits, and mask is best explained by:

a) spontaneous recovery.

b) stimulus generalization.

c) stimulus discrimination.

d) extinction.

e) behavior therapy.

ANS: bTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: appliedOBJ: 6-Apply principles of classical conditioning to real-life examples.

KEY: Apply

52. When Salina was a young girl, a dog viciously attacked her as she was walking along a white picket fence. Since then, she displays intense fear of white picket fences.  Her fear of white picket fences is best described as:

a) a discriminative stimulus.

b) extinction.

c) shaping.

d) a phobia.

e) spontaneous recovery.

ANS: dTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: appliedOBJ: 6-Apply principles of classical conditioning to real-life examples.

KEY: Apply

53. Advertising makes use of classical conditioning. For example, a product is presented along with some naturally appealing stimulus (such as a physically attractive person). In this case, the product begins as the:

a) unconditioned stimulus.

b) neutral stimulus.

c) conditioned stimulus.

d) unconditioned response.

e) conditioned response.

ANS: bTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: appliedOBJ: 6-Apply principles of classical conditioning to real-life examples.

KEY: Apply, Identify

54. Behavior therapy is a method of treatment:

a) based on principles of operant conditioning and used to extinguish problem behaviors.

b) that involves changing automatic thoughts to increase adaptive behaviors.

c) that uses the body’s signals to change a person’s behavior.

d) based on principles of classical conditioning to help people overcome phobias and other problem behaviors.

e) that is only used to ameliorate problem behaviors in children.

ANS: dTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: conceptual KEY: Define/Describe

55. John, a recovering drug addict, has strong cravings for a fix whenever he passes the street corner where he used to buy the drug. In classical conditioning terms, the cravings are the ________ and the street corner is the ________.

a) UR; US

b) CS; CR

c) CS; UR

d) CR; CS

e) UR; NS

ANS: dTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: appliedOBJ: 6-Apply principles of classical conditioning to real-life examples.

KEY: Apply, Evaluate/Explain

56. Researcher ________ is associated with the study of ________.

a) John B. Watson; conditioned taste aversion

b) Ivan Pavlov; conditioning the immune system

c) John Garcia; conditioned taste aversion

d) B. F. Skinner; conditioning emotions

e) Edward Thorndike; conditioning the immune system

ANS: cTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: factual OBJ: 3-Identify key figures in the development of classical conditioning and describe their contributions.  KEY: Identify

57. A researcher found that rats avoid drinking from bottles in a room in which they had received exposure to radiation that subsequently made them ill. The rats’ behavior is best explained by:

a) higher-order conditioning.

b) stimulus generalization.

c) conditioned taste aversion.

d) a fixed-interval schedule.

e) behavior therapy.

ANS: cTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: appliedOBJ: 6-Apply principles of classical conditioning to real-life examples.

KEY: Apply, Evaluate/Explain NOT: WWW

58. The most  surprising element in Garcia’s research on taste aversion was that:

a) animals were sickened by radiation.

b) animals would avoid drinking water.

c) animals would drink even if they were sick.

d) conditioned taste aversion could be developed even when the CS was presented several hours before the US.

e) conditioned taste aversion could be developed only when the US immediately followed the CS.

ANS: dTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: conceptual OBJ: 2-Describe the process of classical conditioning and explain how conditioned responses are acquired. KEY: Evaluate/Explain

59. Regarding classical conditioning, which of the following statements is FALSE?

a) Immune system responses can be classically conditioned.

b) Drug cravings and taste aversions can be acquired through classical conditioning.

c) Feelings of nostalgia can be elicited by stimuli that were associated with pleasant experiences in the past.

d) Taste aversions can be acquired with a single pairing of a food or drink and a nausea-inducing stimulus.

e) While classical conditioning is effective in creating phobias, its principles are not particularly useful in therapy to address phobias.

ANS: eTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: factual KEY: Evaluate/Explain

60. Cassandra, an alcoholic in recovery for 15 years, no longer has a physical addiction to alcohol. However, whenever she sees her old “drinking buddies,” she begins to have cravings for alcohol. Cassandra’s cravings can best be explained by:

a) a phobic reaction

b) operant conditioning.

c) classical conditioning.

d) observational learning.

e) negative reinforcement.

ANS: cTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: appliedOBJ: 6-Apply principles of classical conditioning to real-life examples.

KEY: Apply, Evaluate/Explain

61. In Garcia’s research on taste aversions, what was the neutral stimulus?

a) Radiation

b) The taste of the water

c) Nausea

d) Electric shocks

e) The taste of the food

ANS: b TOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: factual KEY: Evaluate/Explain

62. In an application of conditioning principles reported in the text, how were sheep ranchers able to protect their sheep from coyotes?

a) The sheep ranchers shot at the coyotes when they neared the sheep.

b) Live sheep were injected with a poison that would kill coyotes.

c) Sheep carcasses were injected with poison that would kill coyotes.

d) Sheep carcasses were injected with a poison that would sicken but not kill coyotes.

e) Sheep were classically conditioned to fear coyotes.

ANS: dTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: appliedOBJ: 6-Apply principles of classical conditioning to real-life examples.

KEY: Apply, Evaluate/Explain

63. An important health implication of the research in which rats were conditioned to associate saccharine-sweetened water with an immune-suppressant drug is that:

a) rats could be exterminated with saccharine-sweetened water instead of with chemicals that might be harmful to humans.

b) saccharine should be avoided by humans because it has the potential to suppress the immune system.

c) people might be conditioned to suppress their own immune system after organ transplants.

d) immune-suppressant drugs can be made more palatable with the use of saccharine.

e) saccharine could be used to enhance the immune functioning of humans suffering from cancer.

ANS: cTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: appliedOBJ: 6-Apply principles of classical conditioning to real-life examples.

KEY: Apply, Evaluate/Explain

64. Pauline became ill after eating eggs contaminated with salmonella. She subsequently becomes nauseated whenever she sees eggs. Her reaction to eggs is best explained by:

a) a conditioned taste aversion.

b) higher-order conditioning.

c) spontaneous recovery.

d) a fixed-ratio schedule.

e) a conditioned emotional reaction.

ANS: aTOP:  MOD: 5.1REF: Classical Conditioning: Learning through Association

MSC: appliedOBJ: 6-Apply principles of classical conditioning to real-life examples.

KEY: Apply, Evaluate/Explain

65. Behaviors that result in satisfying effects are strengthened and behaviors that result in discomfort are weakened. This is known as:

a) the Law of Effect.

b) classical conditioning.

c) higher-order conditioning.

d) Pavlovian conditioning.

e) learning through association.

ANS: aTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: factualKEY: Define/Describe

66. The Law of Effect was proposed by:

a) Pavlov.

b) Skinner.

c) Thorndike.

d) Watson.

e) Tolman.

ANS: cTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: factual OBJ: 7-Identify key figures in the development and application of operant conditioning and describe their contributions. KEY: Identify

67. Thorndike used:

a) a Skinner box to study animal learning.

b) a token economy to study reinforcement.

c) programmed instruction to study learning.

d) a conditioning chamber to study operant conditioning.

e) a puzzle box to study animal learning.

ANS: eTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: factual OBJ: 7-Identify key figures in the development and application of operant conditioning and describe their contributions. KEY: Define/Describe

68. Modern psychologists refer to the first part of Thorndike’s Law of Effect as ________ and to the second part as ________.

a) classical conditioning; operant conditioning

b) operant conditioning; classical conditioning

c) reinforcement; punishment

d) punishment; reinforcement

e) trial and error; latent learning

ANS: cTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: factual KEY: Identify, Define/Describe NOT: WWW

69. __________ was particularly excited about applying principles of animal learning to __________.

a) Thorndike; parenting

b) Pavlov; parenting

c) Pavlov; advertising

d) Thorndike; advertising

e) Thorndike; education

ANS: eTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: factual OBJ: 7-Identify key figures in the development and application of operant conditioning and describe their contributions. KEY: Identify, Define/Describe

70. Thorndike argued that animals in a “puzzle box” were able to find their way out because they used:

a) planning.

b) insight.

c) instincts.

d) reasoning.

e) trial and error.

ANS: eTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: factual OBJ: 7-Identify key figures in the development and application of operant conditioning and describe their contributions. KEY: Define/Describe

71. Which of the following pairings is correct?

a) Garcia — conditioned emotional response

b) Thorndike — schedules of reinforcement

c) Skinner — operant conditioning

d) Watson — classical conditioning of reflexes

e) Pavlov — classical conditioning of emotions

ANS: cTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: factual OBJ: 7-Identify key figures in the development and application of operant conditioning and describe their contributions. KEY: Identify NOT: WWW

72. According to Skinner’s view of radical behaviorism:

a) behaviors that result in satisfying effects are strengthened, and behaviors that result in discomfort are weakened.

b) behavior is completely determined by environmental and genetic influences; free will is an illusion.

c) adaptive behaviors can be increased and maladaptive behaviors can be decreased by systematically applying learning principles.

d) organisms only learn by association.

e) organisms only learn through consequences.

ANS: bTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: factualOBJ: 7-Identify key figures in the development and application of operant conditioning and describe their contributions.KEY: Define/Describe

73. __________ is to Law of Effect as __________ is to operant conditioning.

a) Tolman; Pavlov

b) Tolman; Skinner

c) Thorndike; Pavlov

d) Skinner; Thorndike

e) Thorndike; Skinner

ANS: eTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: factual OBJ: 7-Identify key figures in the development and application of operant conditioning and describe their contributions. KEY: Identify, Evaluate/Explain

74. The process of learning in which the consequences of a response determine the probability that the response will be repeated is called:

a) classical conditioning.

b) operant conditioning.

c) insight learning.

d) observational learning.

e) latent learning.

ANS: bTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: factual KEY: Define/Describe

75. Operant conditioning is also known as:

a) classical conditioning.

b) vicarious learning.

c) observational learning.

d) instrumental learning.

e) cognitive learning.

ANS: dTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: factual KEY: Identify

76. Graduate student Charisse Goldberg conducted operant conditioning trials with a laboratory rat. Goldberg trained the animal to press a lever to earn a food pellet. The rat successfully learned to press the lever. In the language of operant conditioning, what is the animal’s learned response called?

a) A higher-order conditioned response

b) A vicariously learned response

c) A reconditioned response

d) A latent response

e) An operant response

ANS: eTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: applied KEY: Apply, Evaluate/Explain

77. Which of the following is the best definition of reinforcer?

a) A response that operates on the environment to produce certain consequences

b) A stimulus or event that increases the probability that the response it follows will be repeated

c) Behavior acquired through coincidental association of a response and a reinforcement

d) A cue that signals that reinforcement is available if the subject makes a particular response

e) The introduction of an aversive stimulus after a response occurs

ANS: bTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: conceptual KEY: Define/Describe

78. Your significant other gives you a compliment, and you smile at him or her. The probability that he or she will give you another compliment increases. This is best explained by which type of learning?

a) Latent learning

b) Insight learning

c) Observational learning

d) Classical conditioning

e) Instrumental learning

ANS: eTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: applied KEY: Apply, Explain/Evaluate

79. Skinner found that coincidental association of a behavior and a reinforcement may result in:

a) extinction.

b) superstitious behavior.

c) stimulus discrimination.

d) higher-order conditioning.

e) the development of phobias.

ANS: bTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: factual OBJ: 7-Identify key figures in the development and application of operant conditioning and describe their contributions. KEY: Define/Describe

80. Regarding operant conditioning, which of the following statements is FALSE?

a) Positive reinforcement leads to strengthening of response, whereas negative reinforcement leads to weakening of response.

b) Discriminative stimuli set the stage for reinforcement.

c) Organisms are capable of learning complex behaviors through reinforcement of successive approximations to the desired behaviors.

d) Some reinforcers are rewarding because they satisfy basic biological needs, whereas others acquire reward value through experience.

e) Extinction is achieved by no longer reinforcing the desired response.

ANS: a       TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: factual KEY: Evaluate/Explain

81. A discriminative stimulus signals that:

a) reinforcement is available for a particular response.

b) an unconditioned stimulus is about to occur.

c) a discriminable stimulus is about to occur.

d) a neutral stimulus is about to occur.

e) an approximately correct response will receive reinforcement.

ANS: a       TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: conceptual KEY: Define/describe

82. An “Open” sign in the window of a store tells Ivan that he can go in to purchase a beverage he finds particularly reinforcing. In this example, the sign serves as a:

a) primary reinforcer.

b) discriminative stimulus.

c) conditioned response.

d) conditioned stimulus.

e) secondary reinforcer.

ANS: b       TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: factual KEY: Apply

83. Presentation of a rewarding stimulus serves as ________, whereas removal of an aversive stimulus serves as ________.

a) positive punishment; negative punishment

b) negative punishment; positive punishment

c) negative reinforcement; positive reinforcement

d) positive reinforcement; negative reinforcement

e) reinforcement; punishment

ANS: d TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: conceptual OBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment. KEY: Evaluate/Explain, Identify

84. Which of the following is an example of negative reinforcement?

a) A mother picks up her infant when he cries, thereby reducing the annoyance of his cries.

b) A father yells at his daughter for running across the street after her ball.

c) A grandmother gives her granddaughter a “time out” when she misbehaves, thereby causing her to calm down.

d) A grandfather gives his grandson $10 for every “A” on his report card, thereby strengthening his grandson’s study habits.

e) A caregiver removes a child from the “block play center” when he is throwing blocks, thereby causing him to cry.

ANS: a      TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: applied OBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment. KEY: Evaluate/Explain, Apply

85. When Zorba’s dog scratches the furniture, Zorba (a) harshly scolds him by yelling in a loud voice, “Bad dog!”  Whenever his dog rolls over on command, Zorba (b) gives the dog a treat.  Zorba is applying which behavioral principles?

a) positive punishment (a) and negative reinforcement (b)

b) negative punishment (a) and positive reinforcement (b)

c) positive reinforcement (a) and positive punishment (b)

d) positive punishment (a) and positive reinforcement (b)

e) negative punishment (a) and negative reinforcement (b)

ANS: d       TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: applied OBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment. KEY: Evaluate/Explain, Apply

86. Velma takes headache medicine to relieve the pain.  The medicine serves to remove the pain.  This is an example of:

a) positive punishment.

b) negative punishment.

c) positive reinforcement.

d) negative reinforcement.

e) superstitious behavior.

ANS: d       TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: applied OBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment. KEY: Evaluate/Explain, Apply

87. The loud buzzing sound of your alarm clock wakes you up. You get out of bed to turn it off. You have just experienced:

a) negative reinforcement.

b) punishment.

c) positive reinforcement.

d) avoidance learning.

e) latent learning.

ANS: a       TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: applied OBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment. KEY: Evaluate/Explain, Apply

88. Stimuli that are naturally reinforcing are referred to as ________, whereas stimuli that develop reinforcing properties through association are called ________.

a) indiscriminative stimuli; discriminative stimuli

b) primary reinforcers; secondary reinforcers

c) positive reinforcers; negative reinforcers

d) primary stimuli; secondary stimuli

e) shapers; successive approximators

ANS: b       TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: factual OBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment. KEY: Evaluate/Explain, Identify

89. Primary reinforcers are:

a) the first reinforcers an animal learns.

b) the most powerful reinforcers an animal learns.

c) intrinsically rewarding.

d) reinforcers that are learned through classical conditioning.

e) also called conditioned reinforcers.

ANS: c       TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: conceptual KEY: Define/Describe

90. All but which of the following are primary reinforcers?

a) money

b) sexual stimulation

c) novel visual stimuli

d) air, food, and water

e) relief from pain

ANS: a       TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: factualOBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment. KEY: Evaluate/Explain, Identify

NOT: WWW

91. Graham received secondary reinforcement when:

a) the woman in the bakery gave him a giant cookie in exchange for a dollar.

b) his mother gave him his allowance for doing his chores.

c) the plumber fixed the leaky faucet that was so annoying to him.

d) he was finally able to fall asleep on the plane.

e) his big brother allowed him to try out his new video game for the first time.

ANS: b       TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: appliedOBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment. KEY: Evaluate/Explain, Apply

92. Researchers use the method of successive approximations in the process of:

a) counterconditioning.

b) higher-order conditioning.

c) escape learning.

d) shaping.

e) extinction.

ANS: d       TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: factualKEY: Identify

93. Georgette and Leon are two sophomore college students taking a course in learning. As part of their course requirements, Georgette and Leon will train a rat to press a bar. Because the rat doesn’t initially even go near the bar, they will have to reinforce the rat for a series of responses that are closer and closer to the correct response. Which technique will Georgette and Leon be utilizing?

a) Token economy program

b) Insight learning

c) Latent learning

d) Higher-order conditioning

e) Shaping

ANS: e       TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: applied KEY: Identify, Apply

94. Which of the following demonstrates the extinction of an operant response?

a) Ginny, who learns to dress herself when her mother reinforces her for accomplishing each small step in the process

b) Ron, who receives praise every time he puts his schoolbooks away

c) Hermione, who stops calling out in class without first raising her hand when Professor Snape fails to respond to her

d) Harry, who learns secret routes that provide an escape from the Dark Forest when he is under attack

e) Malfoy, who leaves school two days early at Christmas break to avoid the rush of holiday traffic

ANS: c       TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: applied KEY: Evaluate/Explain, Apply

95. Compared to continuous reinforcement, partial reinforcement results in ________ learning that is ________ to extinguish.

a) faster; harder

b) slower; harder

c) faster; easier

d) slower; easier

e) faster; just as difficult

ANS: b       TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: conceptualOBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment. KEY: Evaluate/Explain

96. Compared to ratio schedules, interval schedules:

a) result in faster response rates.

b) result in slower response rates.

c) result in similar response rates.

d) sometimes result in faster response rates and sometimes result in slower response rates.

e) can only be administered on a variable basis.

ANS: b       TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: conceptual OBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment. KEY: Evaluate/Explain NOT: WWW

97. Vlad receives $100 bonus for every ten telemarketing calls he makes from home (a) in addition to the weekly salary he earns in the office (b). These are examples of (a) __________ and (b) __________ schedules of reinforcement.

a) fixed ratio; fixed interval

b) variable ratio; fixed ratio

c) fixed interval; fixed ratio

d) variable interval; variable ratio

e) variable ratio; fixed interval

ANS: a       TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: applied OBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment. KEY: Evaluate/Explain, Apply

98. The rats in Dr. Rexington’s learning laboratory are on an “FR-7” schedule of reinforcement. What does this mean?

a) The rats will receive a food pellet after every seventh bar press.

b) The rats will receive a food pellet after an average of every seven bar presses.

c) The rats will receive a food pellet every seven minutes.

d) The rats will receive a food pellet an average of every seven minutes.

e) The rats will receive a food pellet every seven minutes, unless they press the bar seven times in a shorter period of time.

ANS: a       TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: applied OBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment. KEY: Evaluate/Explain, Apply

99. A child receives a dime for, on average, every five dandelions he pulls from the yard (a), which is in addition to his/her weekly allowance (b). These are examples of (a) __________ and (b) __________ schedules of reinforcement.

a) fixed ratio/fixed interval

b) variable ratio/fixed interval

c) fixed interval/fixed ratio

d) variable interval/variable ratio

e) variable ratio/fixed ratio

ANS: b       TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: applied OBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment. KEY: Evaluate/Explain, Apply

100. Which of the following best describes charted data for a variable interval schedule of reinforcement?

a) Slight dip in responses after reinforcement

b) Slow, steady rate of response

c) Responses decrease after an initial steep increase

d) Fast, steady rates of response

e) Responses pause after each reinforcement

ANS: b       TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: conceptual OBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment. KEY: Evaluate/Explain

101. A schedule of reinforcement in which the first response performed after a specific amount of time has passed is reinforced is called a:

a) fixed-ratio schedule.

b) fixed-interval schedule.

d) variable-interval schedule.

d) variable-ratio schedule.

e) continuous reinforcement schedule.

ANS: b       TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: factual OBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment. KEY: Define/Describe

102. Of the following people, who is on a variable-ratio schedule of reinforcement?

a) Phillip, who is playing a slot machine at a casino

b) Colette, whose teacher uses pop quizzes

c) Jim, whose professor schedules three exams for the semester, one for every five weeks

d) Elissa, who receives a monthly performance evaluation

e) Angela, who receives compensation for every student she recruits for her college

ANS: a       TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: factual OBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment. KEY: Evaluate/Explain, Apply

103. In a____________ reinforcement schedule, a person receives reinforcement after different time periods, as opposed to a ___________ reinforcement schedule, where the time periods are always the same.

a) fixed-interval; variable-interval

b) variable-interval; fixed interval

c) variable-ratio; fixed ratio

d) fixed-ratio; variable ratio

e) continuous; variable-interval

ANS: b       TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: factual OBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment. KEY: Evaluate/Explain, Identify

104. A “scalloped” response pattern is typical of which type of reinforcement schedule?

a) Fixed-ratio

b) Fixed-interval

c) Variable-ratio

d) Variable-interval

e) Continuous

ANS: b       TOP:  MOD: 5.2 REF: Operant Conditioning:  Learning through Consequences

MSC: conceptual OBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment. KEY: Evaluate/Explain, Identify

105. Helena has learned that she gets motion sickness easily. Helena learns if she takes medicine before a boat ride, she doesn’t get seasick.  Which of the following best explains this behavior?

a) Avoidance learning

b) Classical conditioning

c) Stimulus discrimination

d) Escape learning

e) Shaping

ANS: aTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: appliedOBJ: 9-Explain the differences between escape and avoidance learning.

KEY: Evaluate/Explain, Apply

106. Paul has turned to alcohol in order to flee from the problems in his marriage. We can explain his behavior as:

a) superstitious behavior.

b) escape learning.

c) latent learning.

d) insight learning.

e) observational learning.

ANS: bTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: appliedOBJ: 9-Explain the differences between escape and avoidance learning.

KEY: Evaluate/Explain, Apply

107. Rosa has learned to bring an umbrella with her on overcast days, explaining “I don’t want to get wet if it rains.” We can explain her behavior as:

a) superstitious behavior.

b) escape learning.

c) latent learning.

d) avoidance learning.

e) observational learning.

ANS: dTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: appliedOBJ: 9-Explain the differences between escape and avoidance learning.

KEY: Evaluate/Explain, Apply

108. Chris has been experiencing a number of problems on the job. In order to get away from his problems for a while, Chris regularly drinks heavily in the evening, after work. We can be explain this behavior as:

a) escape learning.

b) avoidance learning.

c) positive reinforcement.

d) negative reinforcement.

e) punishment.

ANS: aTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: appliedOBJ: 9-Explain the differences between escape and avoidance learning.

KEY: Evaluate/Explain, Apply NOT: WWW

109. When Sara misbehaves, her parents respond by not allowing her to watch TV for a certain amount of time.   Her parents’ method of discipline is best explained by which of the following concepts?

a) Escape learning

b) Avoidance learning

c) Negative reinforcement

d) Positive reinforcement

e) Punishment

ANS: eTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: applied OBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment.  KEY: Evaluate/Explain, Apply

110. Regarding punishment, which of the following statements is FALSE?

a) Psychologists and pediatricians encourage parents not to rely on punishment as a primary means of discipline.

b) Punishment can involve the presentation of an unpleasant stimulus.

c) Punishment can involve the removal of a reinforcing stimulus.

d) Punishment can be considered the flip side of reinforcement.

e) Negative reinforcement is the technical term for punishment.

ANS: eTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: factual OBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment.  KEY: Evaluate/Explain

111. In operant conditioning, positive reinforcement ______ the likelihood of repeating a response, negative reinforcement ______ the likelihood of repeating a response, and punishment ______ the likelihood of repeating a response.

a) strengthens; weakens; weakens

b) strengthens; strengthens; strengthens

c) weakens; strengthens; strengthens

d) strengthens; weakens; strengthens

e) strengthens; strengthens; weakens

ANS: eTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: factual OBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment.  KEY: Evaluate/Explain

112. Amita was just grounded by her parents. She is not allowed to use her computer or cell phone, or watch television. Her parents’ method of discipline is best explained by which of the following concepts?

a) Corporal punishment

b) Negative punishment

c) Verbal reprimand

d) Time-out

e) Negative reinforcement

ANS: bTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: applied OBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment.  KEY: Evaluate/Explain, Apply

113. __________ is the removal of an aversive stimulus that serves to increase a behavior, and ___________ is the removal of a reinforcing stimulus to decrease a behavior.

a) Negative reinforcement; negative punishment

b) Negative punishment; negative reinforcement

c) Negative reinforcement; positive punishment

d) Positive reinforcement; positive punishment

e) Positive reinforcement; negative reinforcement

ANS: aTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: conceptual OBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment.  KEY: Evaluate/Explain NOT: WWW

114. ___________ is the introduction of a stimulus that serves to increase a behavior, and ____________ is the introduction of an aversive stimulus to decrease a behavior.

a) Negative reinforcement; negative punishment

b) Negative punishment; negative reinforcement

c) Negative reinforcement; positive punishment

d) Positive reinforcement; positive punishment

e) Positive reinforcement; negative reinforcement

ANS: dTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: conceptualOBJ: 8-Explain the differences between different types of reinforcement, schedules of reinforcement, and between reinforcement and punishment.  KEY: Evaluate/explain

115. A fourth-grade teacher wishes to reinforce positive behavior in his students. What first step should he take?

a) Track the effects of available reinforcers.

b) Wean the children from the reinforcers.

c) Explain the contingencies.

d) Identify the target behaviors.

e) Select and apply reinforcers.

ANS: dTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: appliedOBJ: 10-Apply principles of operant conditioning to real-life examples.

KEY: Apply, Evaluate/Explain

116. Based on research presented in the text, which of the following is the best recommendation for disciplining children?

a) Rely mostly on reinforcement.

b) Avoid reinforcement; rely mostly on punishment to achieve faster effects.

c) Use only punishment.

d) Use only reinforcement.

e) Try to balance the use of reinforcement and punishment.

ANS: aTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: appliedOBJ: 10-Apply principles of operant conditioning to real-life examples.

KEY: Apply, Evaluate/Explain

117. All of the following are concerns about the use of punishment EXCEPT that:

a) it suppresses rather than eliminates behavior.

b) it may model inappropriate behavior.

c) it is difficult to administer.

d) it does not teach new behaviors.

e) it can lead to strong negative emotions.

ANS: cTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: conceptual KEY: Evaluate/Explain

118. __________ is the systematic application of operant conditioning to strengthen adaptive behavior and weaken maladaptive behavior.

a) Biofeedback

b) Behavior modification

c) Token economy

d) Shaping

e) Programmed instruction

ANS: bTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: applied KEY: Define/Describe

119. Rico attends technical college, where he is using technology to study for the GED. His computer guides Rico through an inventory of increasingly challenging questions. If he answers correctly, Rico moves up in challenge; if he answers incorrectly, the questions decrease in difficulty. Rico is using which application of operant conditioning?

a) The Skinner box

b) Behavior modification

c) Token economy

d) Biofeedback

e) Programmed instruction

ANS: eTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: appliedOBJ: 10-Apply principles of operant conditioning to real-life examples.

KEY: Apply, Evaluate/Explain NOT: WWW

120. All EXCEPT which of the following are examples of the application of principles of operant conditioning?

a) Biofeedback training

b) Computer-assisted instruction

c) Conditioned immune system responses

d) Programmed instruction

e) Token economies

ANS: cTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: appliedOBJ: 10-Apply principles of operant conditioning to real-life examples.

KEY: Apply, Evaluate/Explain

121. Mr. Bonoir gives students stars on their homework when it is done well. A student can exchange 10 stars for a treat. This is a form of:

a) token economy.

b) biofeedback.

c) higher-order conditioning.

d) counterconditioning.

e) programmed instruction.

ANS: aTOP:  MOD: 5.2REF: Operant Conditioning: Learning through Consequences

MSC: appliedOBJ: 10-Apply principles of operant conditioning to real-life examples.

KEY: Apply, Evaluate/Explain

122. Cognitive learning is best defined as:

a) a process of learning that results from the association of a response with its consequences.

b) a process of learning by which a new stimulus comes to elicit a conditioned response as a result of its being paired with a conditioned stimulus that already elicits the conditioned response.

c) a process of learning by which a previously neutral stimulus comes to elicit a response identical or similar to one that was originally elicited by another stimulus as the result of the pairing or association of the two stimuli.

d) a process of learning in which complex material is broken down into a series of small steps that learners master at their own pace

e) a process of learning that occurs without the opportunity of first performing the learned response or being reinforced for that response.

ANS: eTOP:  MOD: 5.2REF: Cognitive LearningMSC: conceptual

OBJ: 11-Define cognitive learning. KEY: Define/Describe

123. Cognitive learning includes all of the following EXCEPT:

a) mental imaging.

b) information processing.

c) trial and error.

d) thinking.

e) problem solving.

ANS: cTOP:  MOD: 5.2REF: Cognitive LearningMSC: conceptual

OBJ: 11-Define cognitive learning. KEY: Define/Describe

124. Each of the following describes a form of cognitive learning EXCEPT:

a) observational learning.

b) insight learning.

c) operant conditioning.

d) latent learning.

e) vicarious learning.

ANS: cTOP:  MOD: 5.2REF: Cognitive LearningMSC: conceptual

OBJ: 11-Define cognitive learning. KEY: Define/Describe

125. Cognitive learning involves:

a) mental processes that cannot be directly observed.

b) higher-order conditioning.

c) creative processes.

d) focused attention.

e) learning that occurs through repeated practice.

ANS: aTOP:  MOD: 5.2REF: Cognitive LearningMSC: conceptual

OBJ: 11-Define cognitive learning. KEY: Define/Describe NOT: WWW

126. Mentally working through a problem until the sudden realization of the solution occurs is referred to as:

a) spontaneous recovery.

b) trial-and-error learning.

c) shaping.

d) insight learning.

e) latent learning.

ANS: d TOP:  MOD: 5.2 REF: Cognitive Learning MSC: factual OBJ: 12-Identify and describe several forms of cognitive learning.  KEY: Identify

127. Which of the following scenarios can be best described as an example of insight learning?

a) Deborah gives her 4-year-old son a hug every time he puts his toys away.

b) Samantha has wandered through the downtown area a number of times without having a particular goal in mind. When asked to take a friend to a particular restaurant, she almost immediately picks the shortest route.

c) Dr. Caruthers has been working on a particularly thorny problem in microbiology for a number of months.  She suddenly realizes the solution to her problem, seemingly without effort.

d) Jason has a flat tire while driving on a country road. He remembers having seen his dad change a flat tire before, so he doesn’t hesitate to attempt the task himself. He is successful in the attempt and is soon on his way again.

e) Patrick is planning to spend the day at the beach. He packs sunscreen and applies it to himself every two hours while he is at the beach because he doesn’t want to get a sunburn.

ANS: c TOP:  MOD: 5.2 REF: Cognitive Learning MSC: applied OBJ: 12-Identify and describe several forms of cognitive learning.  KEY: Define/Describe, Apply

128. While changing her tire, Margarita bumped the hubcap, and all of the lug nuts fell into a storm sewer. After fretting for several minutes, she realized she could remove one lug nut from each of the other three tires to temporarily mount the spare until she could get to a service station. Her realization is best explained by:

a) superstitious behavior.

b) insight learning.

c) spontaneous recovery.

d) shaping.

e) latent learning.

ANS: bTOP:  MOD: 5.2REF: Cognitive LearningMSC: applied

OBJ: 13-Apply principles of cognitive learning to real-life examples. KEY: Apply, Evaluate/Explain

129. Caroline has an “Aha!” experience when solving a problem. Caroline’s experience is best explained by which type of learning?

a) Latent learning

b) Insight learning

c) Observational learning

d) Operant conditioning

e) Classical conditioning

ANS: b TOP:  MOD: 5.2 REF: Cognitive Learning MSC: applied OBJ: 13-Apply principles of cognitive learning to real-life examples. KEY: Apply, Evaluate/Explain

130. Learning that occurs without apparent reinforcement and is not revealed in performance when it occurs is referred to as:

a) insight learning.

b) classical conditioning.

c) spontaneous recovery.

d) latent learning.

e) shaping.

ANS: d TOP:  MOD: 5.2 REF: Cognitive Learning MSC: factual OBJ: 12-Identify and describe several forms of cognitive learning.  KEY: Identify NOT: WWW

131. Which researcher conducted investigations of latent learning with rats in mazes?

a) Garcia

b) Skinner

c) Thorndike

d) Tolman

e) Kohler

ANS: d TOP:  MOD: 5.2 REF: Cognitive Learning MSC: factual KEY: Identify

132. Which of the following scenarios can best be described as an example of latent learning?

a) Deborah gives her four-year-old son a hug every time he puts his toys away.

b) Samantha has wandered through the downtown area a number of times without having a particular goal in mind. When she is asked to take a friend to a particular restaurant in that neighborhood, she almost immediately picks the shortest route.

c) Dr. Caruthers has been working on a particularly thorny problem in microbiology for a number of months.  She then suddenly realizes the solution to her problem, seemingly without effort.

d) Jason has a flat tire while driving on a country road. He remembers having seen his dad change a flat tire before, so he doesn’t hesitate to attempt the task himself. He is successful in the attempt and is soon on his way again.

e) Patrick is planning to spend the day at the beach. He packs sunscreen and applies it to himself every two hours while he is at the beach because he doesn’t want to get a sunburn.

ANS: b TOP:  MOD: 5.2 REF: Cognitive Learning MSC: applied OBJ: 12-Identify and describe several forms of cognitive learning.  KEY: Define/Describe, Apply

133. Omar’s parents have been trying to teach him their telephone number. He appears unable to recite it correctly. One day, he overhears his father mention that he would buy Omar a new toy if he could learn the number. Omar immediately blurts out the correct number. This demonstrates:

a) latent learning.

b) spontaneous recovery.

c) observational learning.

d) creativity.

e) insight learning.

ANS: aTOP:  MOD: 5.2REF: Cognitive LearningMSC: applied

OBJ: 13-Apply principles of cognitive learning to real-life examples  KEY: Apply, Evaluate/Explain

134. In the classic latent learning experiments described in your text, it appears that the rats developed a mental representation of the maze. Researchers call this mental representation a:

a) discriminative stimulus.

b) cognitive map.

c) mental device.

d) secondary reinforcer.

e) latent structure.

ANS: b TOP:  MOD: 5.2 REF: Cognitive Learning MSC: factual OBJ: 12-Identify and describe several forms of cognitive learning.  KEY: Identify, Define/Describe

135. Observational learning can also be described as:

a) insight learning or latent learning.

b) operant conditioning.

c) vicarious learning or modeling.

d) classical conditioning.

e) intelligence.

ANS: c TOP:  MOD: 5.2 REF: Cognitive Learning MSC: factual OBJ: 12-Identify and describe several forms of cognitive learning.  KEY: Define/Describe

136. Which of the following scenarios can best be described as an example of observational learning?

a) Deborah gives her four-year-old son a hug every time he puts his toys away.

b) Samantha has wandered through the downtown area a number of times without having a particular goal in mind. When she is asked to take a friend to a particular restaurant in that neighborhood, she almost immediately picks the shortest route.

c) Dr. Caruthers has been working on a particularly thorny problem in microbiology for a number of months.  She then suddenly realizes the solution to her problem, seemingly without effort.

d) Jason has a flat tire while driving on a country road. He remembers having seen his dad change a flat tire before, so he doesn’t hesitate to attempt the task himself. He is successful in the attempt and is soon on his way again.

e) Patrick is planning to spend the day at the beach. He packs sunscreen and applies it to himself every two hours while he is at the beach because he doesn’t want to get a sunburn.

ANS: d TOP:  MOD: 5.2 REF: Cognitive Learning MSC: applied OBJ: 12-Identify and describe several forms of cognitive learning.  KEY: Define/Describe, Apply

137. Psychologist Albert Bandura believes that children learn aggression through:

a) classical conditioning.

b) insight learning.

c) observing and imitating models.

d) latent learning.

e) none of these; Bandura believes that aggression is an inborn quality.

ANS: cTOP:  MOD: 5.2REF: Cognitive LearningMSC: conceptual

OBJ: 12-Identify and describe several forms of cognitive learning.  KEY: Identify, Define/Describe NOT: WWW

138. Regarding observational learning, which of the following is FALSE?

a) The influence of modeling is weaker when the model is similar to the learner.

b) Modeling influences a wide range of human behaviors, from forming opinions to ways of resolving conflicts with others.

c) Observational learning has been found to play a greater role in the development of phobias than direct conditioning.

d) Through observational learning, people become capable of behaviors before they have even practiced those behaviors.

e) People are more likely to imitate models that receive rewards for performing the observed behavior.

ANS: a TOP:  MOD: 5.2 REF: Cognitive Learning MSC: applied KEY: Evaluate/Explain

139. Eighteen-month-old Melissa appears to be watching Sesame Street as her mother practices Lamaze breathing techniques in preparation for the birth of her second child. One day, Melissa suddenly performs her mother’s complete Lamaze routine, exactly as her mother has done many times before.  Her behavior is best explained by:

a) classical conditioning.

b) insight learning.

c) operant conditioning.

d) latent learning.

e)      observational learning.

ANS: eTOP:  MOD: 5.2REF: Cognitive LearningMSC: applied

OBJ: 13-Apply principles of cognitive learning to real-life examples. KEY: Apply, Evaluate/Explain

NOT: WWW

140. Karl wishes to reinforce positive behavior in his fourth grade students. After identifying the desired behaviors, what would be Karl’s next step?

a) Track the frequency of desired behaviors.

b) Wean the children from the reinforcers.

c) Explain contingencies.

d) Select reinforcers.

e) Apply reinforcers.

ANS: d            TOP:  MOD: 5.4REF: Putting Reinforcement into Practice       MSC: applied

OBJ: 14-Apply principles of reinforcement to daily life.    KEY: Apply

141. Donatello is using the guidelines for reinforcement with her son Giovanni. Donatello tells her son, “Giovanni, when you clean up all of your toys, you’ll get a gold star on your chart.” Which guideline is Donatello working with?

a) Using social reinforcement to maintain the behavior

b) Selecting a reinforcer

c) Applying the reinforcer

d) Tracking the frequency of desired behavior

e) Explaining the contingency

ANS: e            TOP:  MOD: 5.4REF: Putting Reinforcement into Practice       MSC: applied

OBJ: 14-Apply principles of reinforcement to daily life.    KEY: Apply

142. Of the following parents giving praise to their child, who is using the most effective strategy?

a) Abdul tells his daughter, “You’re a good girl” when she is polite to the neighbor.

b) Barney tells his son, “I’m so proud of how well you prepared for your biology test.”

c) Cornelius uses the phrase, “You did a wonderful job” every time he praises his daughter.

d) Darnell says to his son, “I’m proud of how you played tennis, but maybe next time you’ll get more points.”

e) Ed, after his daughter shows him her artwork, avoids making eye contact but says, “That’s a great job you did.”

ANS: b           TOP:  MOD: 5.4REF: Putting Reinforcement into Practice       MSC: applied

OBJ: 14-Apply principles of reinforcement to daily life.    KEY: Apply

143. Although Hannah knows that praise strengthens desirable behavior in children, she is not sure what specific strategies she should use. Which of the following guidelines should Hannah follow?

a) Reward the outcome, not the effort.

b) Show a serious expression when giving praise to underscore the importance of the behavior.

c) Combine physical contact with verbal praise.

d) Give general praise for all accomplishments to build overall self-esteem.

e) Repeat praise regularly.

ANS: c           TOP:  MOD: 5.4REF: Putting Reinforcement into Practice       MSC: applied

OBJ: 14-Apply principles of reinforcement to daily life.    KEY: Apply

144. Karen agrees to replace the toilet paper when it runs out if her roommate, Susan, will wash her dirty dishes every evening after dinner. This is an example of:

a) latent learning.

b) escape learning.

c) applying reinforcement.

d) giving praise.

e) contingency contracting.

ANS: e           TOP:  MOD: 5.4REF: Putting Reinforcement into Practice       MSC: applied

OBJ: 14-Apply principles of reinforcement to daily life.    KEY: Apply NOT: WWW

145. Shawn does extremely well on his spelling test in school. His father praises Shawn for studying really hard, but notes that he should be able to learn the next list of words even faster. Where giving praise is concerned, Shawn’s Dad needs to know about the principle of:

a) “Be specific.”

b) “Connect by making eye contact.”

c) “Don’t end on a sour note.”

d) “Avoid empty flattery.”

e) “Reward the effort, not the outcome.”

ANS: c           TOP:  MOD: 5.4REF: Putting Reinforcement into Practice       MSC: applied

OBJ: 14-Apply principles of reinforcement to daily life.    KEY: Apply

ESSAY

1. Summarize the principles of classical conditioning, using an example from real-life and clearly labeling the various stimuli and responses.

ANS: Classical conditioning involves learning an association between two stimuli. It makes use of a pre-existing reflexive response. For example, a puff of air into the eye causes a blink. The puff of air is the unconditioned stimulus (US) and the blink is the unconditioned response (UR). A different, neutral stimulus (NS) such as a tone is presented in conjunction with the US. After several combinations, the US can be withdrawn and the blink is elicited by the tone alone. At this point, the tone is the conditioned stimulus (CS) and the blink is the conditioned response (CR).

TOP:  MOD: 5.1        REF: Classical Conditioning: Learning through Association

2. Distinguish between the different schedules of reinforcement.

ANS: Under continuous reinforcement, every occurrence of a targeted behavior results in a reinforcement. For example, the rat in the Skinner box is reinforced with one food pellet every time it presses the lever.  Learning occurs quickly under continuous reinforcement, but extinction also occurs quickly. With a fixed-ratio schedule of reinforcement, the reinforcer is given after a predetermined number of responses are made. For example, under a FR-3 schedule, the rat in the Skinner box receives a food pellet after every third bar press. A variable ratio schedule occurs when the number of correct responses required for the reinforcement varies around some predetermined number. For example, under a VR-5 schedule, the rat in the Skinner box may have to press the lever eight times to get a reinforcement on one occasion, but on another occasion the first bar press results in a reinforcement. Over a large number of trials, the required number of bar presses averages to five. Variable ratio schedules usually produce a very high, steady rate of responding, and are resistant to extinction. Under a fixed interval schedule, reinforcement is given for the first correct response after a fixed amount of time has passed. For example, under a FI-15 schedule, the rat in a Skinner box will receive a food pellet for the first bar press after a 15-second timer has elapsed.  The fixed interval schedules frequently produced a “scalloped” response pattern in which the frequency of responses drop after a reinforcement is given, then increase near the end of the interval. Elderly people sometimes display this pattern of behavior when checking the mail. They sometimes watch for the letter carrier and check their mailboxes several times as the time for mail delivery approaches, but once the letter carrier has come, they stop checking the mail until it is almost time for the next day’s delivery. In a variable-interval schedule, the amount of time that must pass before a behavior results in a reinforcement is allowed to vary from occasion to occasion. For example, a VI-30 schedule means that the period of time between reinforcements varies around an average of 30 seconds. On some trials, the interval will be shorter; on others, it will be longer. VI schedules tend to produce slow, steady response rates, and tend to be more resistant to extinction than behaviors that are reinforced on a fixed interval schedule.

MOD: 5.2REF: Operant Conditioning: Learning Through Consequences

3. Define punishment and discuss why psychologists advise parents not to use punishment in disciplining their children.

ANS: Punishment is the opposite of reinforcement. Reinforcement increases the likelihood that a behavior will be repeated, and punishment decreases that likelihood. Punishment involves the introduction of an aversive stimulus (positive punishment), as when a teenager receives a speeding ticket, or the removal of a stimulus that is rewarding (negative punishment), as when a teenager loses driving privileges because he received a speeding ticket. Psychologists advise parents to use mostly reinforcement and to avoid the use of punishment for disciplining their children for several reasons. First, punishment does not model the correct behavior. Children who are punished learn what not to do but are not taught what they should do. Second, punishment can have undesirable consequences. It often creates fear of or hostility toward the punisher. Those negative feelings can also generalize so that a child might fear or become hostile toward other authority figures. Third, punishment can cross the line from discipline over to abuse. Because a parent is reinforced when the bad behavior stops after a spanking, that parent may resort to more frequent and more severe spankings, and hence to physical abuse. Abused children are angry, but because they fear the abuser, they look for someone weaker on whom to take out their aggression. Finally, punishment models inappropriate behavior, teaching a child that this is an acceptable way to resolve interpersonal conflicts.       TOP:  MOD: 5.2       REF: Operant Conditioning: Learning through Consequences

4. Summarize the three types of cognitive learning.

ANS: One type of cognitive learning is insight learning. This is the type of learning that occurs when one mentally works through a problem until the correct answer suddenly becomes apparent. This is sometimes referred to as “Aha!” learning. Another type is latent learning. This occurs when there is learning, but the organism does not necessarily display the learning when it occurs. At some later point, when reinforcement for the response is introduced, the learning is demonstrated. Modeling (also called vicarious conditioning or observational learning) occurs when an organism learns by observing and imitating others.

TOP:  MOD: 5.2 REF: Cognitive Learning

5. List seven steps for using praise effectively with children.

ANS: First, adults should have good nonverbal communication by making eye contact with the child and smiling when giving praise. Second, physical contact should be combined with verbal praise. Third, adults should be very specific about the desired behavior that was accomplished, rather than speaking in vague terms. Fourth, adults should avoid empty flattery or indiscriminate praise. Fifth, praise the effort rather than the outcome. Sixth, adults should avoid using the same words every time praise is given; otherwise, the praise will lose its appeal. Finally, praise should not be followed by some related criticism (e.g., “You did well, but . . .”).

TOP:  MOD: 5.4 REF: Putting Reinforcement into Practice