Essentials of Psychology Concepts and Applications 4th Edition by Jeffrey S. Nevid - Test Bank

Essentials of Psychology Concepts and Applications 4th Edition by Jeffrey S. Nevid – Test Bank

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Sample Questions Are Posted Below

Most psychologists define learning as a. any change in behavior.
any change in behavior due to maturation. c. any change in behavior due to experience.
a relatively permanent change in behavior due to natural development. e. a relatively permanent change in behavior due to experience.

ANSWER: e

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association LEARNING OBJECTIVES: EPCA.NEVI.2015.5.01 – Define learning in psychological terms. KEYWORDS: Define/Describe

Which of the following best describes the nature of learning?
a. Learning is always adaptive. It involves enduring, but not necessarily permanent, changes in 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 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

ANSWER: c

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association LEARNING OBJECTIVES: EPCA.NEVI.2015.5.01 – Define learning in psychological terms. KEYWORDS: Evaluate/Explain

Who is most closely associated with classical conditioning?
a. L. Thorndike b. Ivan Pavlov
c. John Garcia B.F. Skinner
e. Robert Rescorla

ANSWER: b

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.02 – Define classical conditioning and describe the contributions of Ivan Pavlov.

KEYWORDS: Identify

Ivan Pavlov’s initial research work was in the study of
a. learning by association with b. latent learning with rats.
c. observational learning with d. digestive processes in dogs.
e. conditioning of

ANSWER: d

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.02 – Define classical conditioning and describe the contributions of Ivan Pavlov.

KEYWORDS: Define/Describe

Marcel sat at a cafe eating the best croissant he had ever tasted. He begins frequenting the café 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 learning is an example of
a. operant b. latent learning.
c. conditioned taste d. classical conditioning.
e. observational

ANSWER: d

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.02 – Define classical conditioning and describe the contributions of Ivan Pavlov.

KEYWORDS: Apply

Learning in which a previously neutral stimulus becomes capable of triggering a reflexive response is called a. operant conditioning.
classical conditioning.
c. instrumental
stimulus-response learning. e. spontaneous recovery.

ANSWER: b

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.02 – Define classical conditioning and describe the contributions of Ivan Pavlov.

KEYWORDS: Define/Describe

Classical conditioning is best described as learning by a. trial and error.
association.
c. stimulus d. insight.
e.

ANSWER: b

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.02 – Define classical conditioning and describe the contributions of Ivan Pavlov.

KEYWORDS: Define/Describe

To achieve classical conditioning, you should pair
a. a neutral stimulus with an unconditioned
a conditioned stimulus with an unconditioned stimulus. c. a neutral stimulus with a conditioned response.
a conditioned stimulus with a conditioned response.
e. an unconditioned stimulus with a conditioned

ANSWER: a

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.02 – Define classical conditioning and describe the contributions of Ivan Pavlov.

KEYWORDS: Evaluate/Explain

A reflexive reaction triggered by a stimulus is a(n)
a. conditioned
unconditioned response. c. unconditioned stimulus. d. neutral response.
e. operant

ANSWER: b

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.02 – Define classical conditioning and describe the contributions of Ivan Pavlov.

KEYWORDS: Define/Describe

10. 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
conditioned stimulus that becomes a neutral stimulus through the process of association. c. unconditioned stimulus that becomes a conditioned stimulus.
neutral stimulus that becomes an unconditioned stimulus. e. neutral stimulus that becomes a conditioned stimulus.

ANSWER: e

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.02 – Define classical conditioning and describe the contributions of Ivan Pavlov.

KEYWORDS: Define/Describe

11. Pavlov found that the strength of a conditioned response increased with the number of pairings of the a. CR and
CS and US. c. CS and CR. d. CS and UR. e. CR and US.

ANSWER: b

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.02 – Define classical conditioning and describe the contributions of Ivan Pavlov.

KEYWORDS: Define/Describe

12. In Pavlov’s studies of classical conditioning, the unconditioned stimulus was one that caused
a. an unexpected b. a controlled response.
c. an unlearned response or d. a conditioned response or reflex. e. a neutral response.

ANSWER: c

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.02 – Define classical conditioning and describe the contributions of Ivan Pavlov.

KEYWORDS: Define/Describe

13. 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. conditioned b. conditioned stimulus. c. reinforcer.
conditioned reinforcer. e. unconditioned response.

ANSWER: b

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.02 – Define classical conditioning and describe the contributions of Ivan Pavlov.

KEYWORDS: Apply

14. 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 conditioned stimulus; neutral stimulus
c. unconditioned stimulus; conditioned stimulus neutral stimulus; unconditioned stimulus
e. unconditioned stimulus; neutral stimulus

ANSWER: a

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.02 – Define classical conditioning and describe the contributions of Ivan Pavlov.

KEYWORDS: Apply

15. 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 puff of air is called the
a. unconditioned b. conditioned stimulus.
c. neutral
unconditioned response. e. conditioned response.

ANSWER: a

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.02 – Define classical conditioning and describe the contributions of Ivan Pavlov.

KEYWORDS: Apply

16. Which pattern best describes what happens once classical conditioning occurs?
a. UR elicits the b. CS elicits the CR.
c. NS leads to no d. NS + US leads to UR.
e. US + CS leads to

ANSWER: b

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.02 – Define classical conditioning and describe the contributions of Ivan Pavlov.

KEYWORDS: Evaluate/Explain

17. In classical conditioning, a conditioned response can weaken and eventually disappear. This is referred to as a. spontaneous
generalization. c. discrimination. d. reconditioning. e. extinction.

ANSWER: e

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.03 – Explain the process by which conditioned responses become weaker or disappear.

KEYWORDS: Define/Describe

18. Which of the following is the best definition of spontaneous recovery?
a. the weakening and disappearance of a conditioned response over time
displaying a conditioned response to stimuli similar to the conditioned stimulus c. displaying a conditioned response to new neutral stimuli
displaying a conditioned response in the absence of the conditioned stimulus e. return of a conditioned response following extinction

ANSWER: e

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.03 – Explain the process by which conditioned responses become weaker or disappear.

KEYWORDS: Define/Describe

19. Following , a conditioned response may reappear. This process is known as . a. generalization; spontaneous recovery
discrimination; extinction
c. extinction; spontaneous recovery
discrimination; spontaneous recovery e. generalization; extinction

ANSWER: c

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.03 – Explain the process by which conditioned responses become weaker or disappear.

KEYWORDS: Define/Describe

20. Following his experience in the military, Hans developed a classically conditioned fear response to radio

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 described by

a. stimulus b. stimulus discrimination. c. reconditioning.
spontaneous recovery. e. shaping.

ANSWER: d

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.03 – Explain the process by which conditioned responses become weaker or disappear.

KEYWORDS: Apply

21. Following extinction, a conditioned response can be learned again more quickly than it was learned originally. This process is called
a. spontaneous b. generalization.
c. d. reconditioning. e. shaping.

ANSWER: d

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.03 – Explain the process by which conditioned responses become weaker or disappear.

KEYWORDS: Define/Describe

22. Stimulus generalization occurs when
a. the conditioned response reappears after
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.
the conditioned stimulus elicits responses that are generally like the conditioned response. e. the conditioned stimulus generalizes to other settings.

ANSWER: b

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.05 – Define stimulus generalization and discrimination, and describe their roles in classical conditioning.

KEYWORDS: Define/Describe

23. Regarding classical conditioning, which of the following statements is FALSE?
a. Stimulus generalization helps explain the development of
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
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

ANSWER: e

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.03 – Explain the process by which conditioned responses become weaker or disappear.

KEYWORDS: Evaluate/Explain

24. Through classical conditioning, Alyce has developed a fear of mice. She also shows a fear response to gerbils and hamsters. Alyce is demonstrating
a. stimulus b. stimulus discrimination. c. spontaneous recovery. d. extinction.
e.

ANSWER: a

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.05 – Define stimulus generalization and discrimination, and describe their roles in classical conditioning.

KEYWORDS: Apply

25. LaGina walks into a room and feels as if she has been there before, even though she knows that she has

LaGina’s experience of deja vu may be explained by which concept from classical conditioning?

a. Extinction
Stimulus generalization c. Stimulus discrimination d. Spontaneous recovery e. Reconditioning

ANSWER: b

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.05 – Define stimulus generalization and discrimination, and describe their roles in classical conditioning.

KEYWORDS: Apply

26. In an example reported in your text, a man was trapped behind a refrigerator and nearly suffocated. Subsequently, he has a phobia of tight, enclosed spaces and is afraid to ride on small, crowded elevators. However, he has no fear

of large, uncrowded elevator rides. The man’s fear of small elevators is an example of

, and his lack of

fear toward large elevators is an example of . a. reconditioning; extinction

stimulus generalization; extinction
c. stimulus generalization; stimulus discrimination stimulus discrimination; extinction
e. stimulus discrimination; stimulus generalization

ANSWER: c

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.05 – Define stimulus generalization and discrimination, and describe their roles in classical conditioning.

KEYWORDS: Apply

27. Through classical conditioning, Eduardo has developed a fear of dogs. However, he only fears large, longhaired dogs but not small, longhaired dogs or large, shorthaired dogs. Eduardo is demonstrating
a. spontaneous b. stimulus discrimination. c. stimulus generalization. d. latent learning.
e.

ANSWER: b

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.05 – Define stimulus generalization and discrimination, and describe their roles in classical conditioning.

KEYWORDS: Apply

28. Increasing the number of pairings of the US and CS will a. weaken the
strengthen the CR.
c. weaken the CR at first, and then strengthen d. strengthen the CR at first, and then weaken it. e. have no effect on the CR.

ANSWER: b

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.04 – Explain how conditioned responses can be strengthened.

KEYWORDS: Evaluate/Explain

29. 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
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 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.

ANSWER: b

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.04 – Explain how conditioned responses can be strengthened.

KEYWORDS: Evaluate/Explain

30. 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
Present the CS first and have it remain present during presentation of US. c. Present the US prior to CS.
Present the CS first and withdraw it before introducing the US. e. Decrease the intensity of the US.

ANSWER: b

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.04 – Explain how conditioned responses can be strengthened.

KEYWORDS: Apply

31. 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
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
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.

ANSWER: e

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.04 – Explain how conditioned responses can be strengthened.

KEYWORDS: Evaluate/Explain

32. Rescorla applies a cognitive perspective in explaining classical conditioning. He focuses on the extent to which the

CS __________ the US. a. interferes with

predicts c. follows d. reduces
e. is elicited by

ANSWER: b

REFERENCES: A Cognitive Perspective on Classical Conditioning

Module 5-1 Classical Conditioning: Learning Through Association

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.06 – Explain classical conditioning from a cognitive perspective.

KEYWORDS: Evaluate/Explain

33. In applying a cognitive perspective to explaining classical conditioning, a psychologist would emphasize the extent to which the CS the
a. interferes with predicts
c. follows reduces
e. is elicited by

ANSWER: b

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

A Cognitive Perspective on Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.06 – Explain classical conditioning from a cognitive perspective.

KEYWORDS: Evaluate/Explain

34. 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
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 organisms use to make predictions about the
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.

ANSWER: c

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

A Cognitive Perspective on Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.06 – Explain classical conditioning from a cognitive perspective.

KEYWORDS: Apply

35. 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
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.
Rescorla suggests that the more reliably the CS signals the occurrence of the US, the stronger the conditioned response.
e. Rescorla believed that classical conditioning has important survival implications for

ANSWER: b

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

A Cognitive Perspective on Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.06 – Explain classical conditioning from a cognitive perspective.

KEYWORDS: Evaluate/Explain

36. 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 b. The stronger the CS, the stronger the CR.
c. The stronger the CS, the greater the resistance to
The US holds information value that the organism uses to know how to respond. e. The US becomes a reliable signal for predicting the occurrence of the CS.

ANSWER: a

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

A Cognitive Perspective on Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.06 – Explain classical conditioning from a cognitive perspective.

KEYWORDS: Apply

37. Who is most closely associated with the study of conditioned emotional reactions?
a. John Watson Ivan Pavlov c. John Garcia d. B.F. Skinner
e. Robert Rescorla

ANSWER: a

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Why It Matters: Examples of Classical Conditioning in Daily Life

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.07 – Apply classical conditioning to examples discussed in the text.

KEYWORDS: Identify

38. Watson investigated the classical conditioning of which type of responses?
a. anger
sadness
c. happiness fear
e. sexual arousal

ANSWER: d

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Why It Matters: Examples of Classical Conditioning in Daily Life

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.07 – Apply classical conditioning to examples discussed in the text.

KEYWORDS: Define/Describe

39. 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 b. She was a colleague who helped Skinner with his experiments on operant conditioning in animals.
c. She developed a cognitive theory of classical 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

ANSWER: e

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Why It Matters: Examples of Classical Conditioning in Daily Life

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.07 – Apply classical conditioning to examples discussed in the text.

KEYWORDS: Identify

40. In Watson’s research with Little Albert, what was the CS?
a. a loud sound a white rat
c. an electric shock a spanking
e. the Santa Claus mask

ANSWER: b

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Why It Matters: Examples of Classical Conditioning in Daily Life

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.07 – Apply classical conditioning to examples discussed in the text.

KEYWORDS: Apply

41. When two-year-old Clarice was playing in the basement, a large burst of thunder scared her at the same time she

saw a spider. Now Clarice has a spider phobia. Clarice’s experience is an example of which type of learning?

a. Operant conditioning
Observational learning c. Vicarious learning
Insight learning
e. Classical conditioning

ANSWER: e

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Why It Matters: Examples of Classical Conditioning in Daily Life

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.07 – Apply classical conditioning to examples discussed in the text.

KEYWORDS: Apply

42. An acquired fear response is called a. a conditioned emotional b. a reconditioned phobia.
c. a higher-order conditioned d. a discriminative response.
e. a form of superstitious

ANSWER: a

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Why It Matters: Examples of Classical Conditioning in Daily Life

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.07 – Apply classical conditioning to examples discussed in the text.

KEYWORDS: Define/Describe

43. In Watson’s research with Little Albert, the rat began as the and became the .
a. CR; CS UR; US c. NS; CS d. NS; CR e. CS; NS

ANSWER: c

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Why It Matters: Examples of Classical Conditioning in Daily Life

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.07 – Apply classical conditioning to examples discussed in the text.

KEYWORDS: Apply

44. 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
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” from their

participation in the experiment

If the researchers taught parents how to extinguish their children’s fears
e. The experiments would not be replicated even with the parents’ permission

ANSWER: e

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Why It Matters: Examples of Classical Conditioning in Daily Life

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.07 – Apply classical conditioning to examples discussed in the text.

KEYWORDS: Evaluate/Explain

45. Although Little Albert was classically conditioned to fear a rat, he also began to fear dogs, rabbits, and a Santa

Claus mask. This is an example of a. spontaneous recovery.

stimulus generalization. c. stimulus discrimination. d. extinction.
e.

ANSWER: b

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Why It Matters: Examples of Classical Conditioning in Daily Life

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.07 – Apply classical conditioning to examples discussed in the text.

KEYWORDS: Apply

46. Classical conditioning can explain the development of all of the following EXCEPT
a. aversions to particular b. phobias.
c. positive or negative
drug cravings during withdrawal. e. complex, voluntary behaviors.

ANSWER: e

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Why It Matters: Examples of Classical Conditioning in Daily Life

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.07 – Apply classical conditioning to examples discussed in the text.

KEYWORDS: Define/Describe

47. 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. Salina is demonstrating
a. a discriminative b. superstitious behavior.
c. stimulus d. a phobia.
e. spontaneous

ANSWER: d

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Why It Matters: Examples of Classical Conditioning in Daily Life

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.07 – Apply classical conditioning to examples discussed in the text.

KEYWORDS: Apply

48. Advertising makes use of classical conditioning. For example, a product is presented along with some naturally appealing stimulus (e.g., a physically attractive person). In this case, the product begins as the
a. unconditioned b. neutral stimulus.
c. conditioned
unconditioned response. e. conditioned response.

ANSWER: b

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Why It Matters: Examples of Classical Conditioning in Daily Life

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.07 – Apply classical conditioning to examples discussed in the text.

KEYWORDS: Apply

49. The systematic application of learning principles to help people overcome phobias is called a. aversion
cognitive
c. conditioning behavior
e. reexposure

ANSWER: d

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Why It Matters: Examples of Classical Conditioning in Daily Life

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.07 – Apply classical conditioning to examples discussed in the text.

KEYWORDS: Define/Describe

50. A researcher finds that rats avoid drinking from bottles in a room in which they had received exposure to radiation that subsequently made them ill. This demonstrates
a. stimulus b. stimulus generalization.
c. conditioned taste
fixed interval schedule of reinforcement. e. behavior therapy.

ANSWER: c

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Why It Matters: Examples of Classical Conditioning in Daily Life

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.07 – Apply classical conditioning to examples discussed in the text.

KEYWORDS: Evaluate/Explain

51. Regarding classical conditioning, which of the following statements is FALSE?
a. Immune system responses can be classically
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 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

ANSWER: e

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Why It Matters: Examples of Classical Conditioning in Daily Life

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.07 – Apply classical conditioning to examples discussed in the text.

KEYWORDS: Evaluate/Explain

52. The most surprising element in Garcia’s research on taste aversion was that
a. animals were sickened by b. animals would avoid drinking water.
c. animals would drink even if they were
conditioned taste aversion could be developed even when the CS occurred several hours before the US. e. conditioned taste aversion could be developed only when the US immediately followed the CS.

ANSWER: d

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Why It Matters: Examples of Classical Conditioning in Daily Life

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.07 – Apply classical conditioning to examples discussed in the text.

KEYWORDS: Evaluate/Explain

53. Cassandra, who has been clean and sober for many years after struggling with alcoholism, 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 experience is an example of
a. insight
operant conditioning. c. classical conditioning. d. observational learning.
e. negative

ANSWER: c

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Why It Matters: Examples of Classical Conditioning in Daily Life

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.07 – Apply classical conditioning to examples discussed in the text.

KEYWORDS: Apply

54. In Garcia’s research on taste aversions, what was the neutral stimulus?
a. radiation
taste of the water c. nausea
electric shocks
e. taste of the food

ANSWER: b

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Why It Matters: Examples of Classical Conditioning in Daily Life

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.07 – Apply classical conditioning to examples discussed in the text.

KEYWORDS: Evaluate/Explain

55. Regarding research on the classical conditioning of taste aversions, which of the following statements is FALSE?
a. Conditioning of taste aversions can be acquired on the basis of a single pairing of the flavor with a nausea- inducing
Taste aversions can be acquired when the flavor is presented hours before the nausea-inducing substance.
c. Garcia and Koelling’s work on taste aversions was no surprise to their colleagues; the research turned out as

expected.

Garcia has applied his research to solve real-world problems. e. Conditioned taste aversions have survival benefits.

ANSWER: c

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Why It Matters: Examples of Classical Conditioning in Daily Life

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.07 – Apply classical conditioning to examples discussed in the text.

KEYWORDS: Apply

56. In an application of classical conditioning principles reported in the text, how were sheep ranchers able to protect their sheep from coyotes?
a. The sheep ranchers learned to shoot more accurately through b. Live sheep were injected with a poison that would kill coyotes.
c. Sheep carcasses were injected with poison that would kill
Sheep carcasses were injected with a poison that would sicken but not kill coyotes. e. Sheep were classically conditioned to fear coyotes.

ANSWER: d

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Why It Matters: Examples of Classical Conditioning in Daily Life

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.07 – Apply classical conditioning to examples discussed in the text.

KEYWORDS: Apply

57. Pauline became ill after eating eggs contaminated with salmonella. She subsequently becomes nauseous whenever she sees eggs. This is an example of
a. conditioned taste b. stimulus discrimination.
c. spontaneous d. a phobia.
e. conditioned emotional

ANSWER: a

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Why It Matters: Examples of Classical Conditioning in Daily Life

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.07 – Apply classical conditioning to examples discussed in the text.

KEYWORDS: Apply

58. Researchers have been able to successfully condition immune system suppression by linking neutral stimuli with a(n)
a. electrical
drug that induces nausea. c. immune-suppressant drug.
previously conditioned response.
e. immune-suppressant drug and electrical

ANSWER: c

REFERENCES: Module 5-1 Classical Conditioning: Learning Through Association

Conditioning the Immune System

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.07 – Apply classical conditioning to examples discussed in the text.

KEYWORDS: Evaluate/Explain

59. Behaviors that result in satisfying effects are strengthened and behaviors that result in discomfort are

This statement is explained by a. the Law of Effect.

classical conditioning. c. latent learning.
radical behaviorism. e. insight learning.

ANSWER: a

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Thorndike and the Law of Effect

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.08 – Define operant conditioning, identify the major figures in its development, and describe their contributions.

KEYWORDS: Evaluate/Explain

60. The Law of Effect was proposed by a.
Skinner.
c. d. Watson.
e.

ANSWER: c

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Thorndike and the Law of Effect

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.08 – Define operant conditioning, identify the major figures in its development, and describe their contributions.

KEYWORDS: Identify

61. Thorndike used the in studying animal a. Skinner box
token economy
c. programmed instruction computer maze
e. puzzle box

ANSWER: e

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Thorndike and the Law of Effect

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.08 – Define operant conditioning, identify the major figures in its development, and describe their contributions.

KEYWORDS: Identify

62. Modern psychologists refer to the first part of the Law of Effect as and the second part as . a. classical conditioning; operant conditioning
operant conditioning; classical conditioning c. reinforcement; punishment
punishment; reinforcement
e. trial and error; latent learning

ANSWER: c

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Thorndike and the Law of Effect

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.08 – Define operant conditioning, identify the major figures in its development, and describe their contributions.

KEYWORDS: Define/Describe

63. To which area of human behavior was Thorndike particularly excited about applying principles of animal learning?
a. parenting
law enforcement c. medicine
advertising e. education

ANSWER: e

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Thorndike and the Law of Effect

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.08 – Define operant conditioning, identify the major figures in its development, and describe their contributions.

KEYWORDS: Define/Describe

64. Which of the following pairings is correct? a. Garcia — conditioned emotional response Thorndike — schedules of reinforcement c. Skinner — operant conditioning
Watson — classical conditioning of reflexes e. Pavlov — classical conditioning of emotions

ANSWER: c

REFERENCES: B.F. Skinner and Operant Conditioning

Module 5-2 Operant Conditioning: Learning Through Consequences

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.08 – Define operant conditioning, identify the major figures in its development, and describe their contributions.

KEYWORDS: Identify

65. Which view holds that behavior is completely determined by environmental and genetic influences?
a. the Law of Effect radical behaviorism
c. behavior modification
programmed instruction e. cognitive learning

ANSWER: b

REFERENCES: B.F. Skinner and Operant Conditioning

Module 5-2 Operant Conditioning: Learning Through Consequences

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.08 – Define operant conditioning, identify the major figures in its development, and describe their contributions.

KEYWORDS: Identify

66. Thorndike is to as Skinner is to . a. classical conditioning; Law of Effect
classical conditioning; operant conditioning c. operant conditioning; classical conditioning d. Law of Effect; classical conditioning
e. Law of Effect; operant conditioning

ANSWER: e

REFERENCES: B.F. Skinner and Operant Conditioning

Module 5-2 Operant Conditioning: Learning Through Consequences

Thorndike and the Law of Effect

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.08 – Define operant conditioning, identify the major figures in its development, and describe their contributions.

KEYWORDS: Identify

67. The process of learning in which the consequences of a response determine the probability that the response will be repeated is called
a. classical b. operant conditioning. c. insight learning.
observational learning. e. latent learning.

ANSWER: b

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.08 – Define operant conditioning, identify the major figures in its development, and describe their contributions.

KEYWORDS: Define/Describe

68. Operant conditioning is also known as a. classical
vicarious learning.
c. observational d. instrumental learning. e. cognitive learning

ANSWER: d

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.08 – Define operant conditioning, identify the major figures in its development, and describe their contributions.

KEYWORDS: Identify

69. 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 a vicariously learned response
c. a reconditioned response a latent response
e. an operant response

ANSWER: e

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.08 – Define operant conditioning, identify the major figures in its development, and describe their contributions.

KEYWORDS: Apply

70. Which of the following is the best definition of reinforcer?
a. a response that operates on the environment to produce certain consequences
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
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

ANSWER: b

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.08 – Define operant conditioning, identify the major figures in its development, and describe their contributions.

KEYWORDS: Define/Describe

71. Your significant other gives you a compliment, and you smile at him/her. The probability that s/he will give you another compliment increases. This is an example of which type of learning?
a. Latent learning Insight learning
c. Observational learning Classical conditioning e. Instrumental learning

ANSWER: e

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.08 – Define operant conditioning, identify the major figures in its development, and describe their contributions.

KEYWORDS: Apply

72. Skinner found that coincidental association of a behavior and a reinforcement may result in a.
superstitious behavior. c. stimulus discrimination. d. taste aversions.
e. the development of

ANSWER: b

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.08 – Define operant conditioning, identify the major figures in its development, and describe their contributions.

KEYWORDS: Define/Describe

73. 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
Discriminative stimuli set the stage for reinforcement.
c. Organisms are capable of learning complex behaviors through reinforcement of successive approximations to the desired
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

ANSWER: a

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.08 – Define operant conditioning, identify the major figures in its development, and describe their contributions.

KEYWORDS: Evaluate/Explain

74. A discriminative stimulus signals that
a. reinforcement is available for a particular b. an unconditioned stimulus is about to be presented. c. a conditioned stimulus is about to be presented.
a neutral stimulus is about to be presented.
e. an approximately correct response will receive

ANSWER: a

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.08 – Define operant conditioning, identify the major figures in its development, and describe their contributions.

KEYWORDS: Describe

75. An “Open” sign in the window of a store that tells Ivan he can go in to purchase a beverage he finds particularly

reinforcing. In this example, the sign serves as a a. primary reinforcer.

discriminative stimulus. c. conditioned reinforcer. d. conditioned stimulus.
e. secondary

ANSWER: b

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.09 – Describe different types of reinforcement and schedules of reinforcement.

KEYWORDS: Describe

76. Presentation of a rewarding stimulus serves as , while removal of an aversive stimulus serves as . a. positive punishment; negative punishment
negative punishment; positive punishment
c. negative reinforcement; positive reinforcement positive reinforcement; negative reinforcement e. reinforcement; punishment

ANSWER: d

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.09 – Describe different types of reinforcement and schedules of reinforcement.

KEYWORDS: Define/Describe

77. Which of the following is an example of negative reinforcement?
a. A mother picks up her infant when he cries, which then stops his crying, thereby reducing the mother’s level

of annoyance.

A father picks up his infant when she cries, thereby increasing the likelihood that she will cry to be picked up again in the future.
c. A grandmother gives her granddaughter a “time out” when she misbehaves, thereby leading the

granddaughter to calm down.

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.

ANSWER: a

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.09 – Describe different types of reinforcement and schedules of reinforcement.

KEYWORDS: Apply

78. Zorba gives his dog a treat for rolling over. Zorba explains this procedure as a form of a. conditioned
punishment.
c. negative d. positive reinforcement. e. classical conditioning.

ANSWER: d

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.09 – Describe different types of reinforcement and schedules of reinforcement.

KEYWORDS: Apply

79. Velma takes headache medicine to relieve pain. The medicine serves to remove the pain. This is an example of a. avoidance
conditioned reinforcement. c. positive reinforcement.
negative reinforcement. e. superstitious behavior.

ANSWER: d

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.09 – Describe different types of reinforcement and schedules of reinforcement.

KEYWORDS: Apply

80. Stimuli that are naturally reinforcing are referred to as

, while stimuli that develop reinforcing properties

through association are called .

a. indiscriminative stimuli; discriminative stimuli primary reinforcers; secondary reinforcers
c. positive reinforcers; negative reinforcers primary stimuli; secondary stimuli
e. shapers; successive approximators

ANSWER: b

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.09 – Describe different types of reinforcement and schedules of reinforcement.

KEYWORDS: Define/Describe

81. Primary reinforcers are
a. the first reinforcers an animal
the most powerful reinforcers an animal learns. c. intrinsically rewarding.
reinforcers that are learned through classical conditioning. e. also called conditioned reinforcers.

ANSWER: c

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.09 – Describe different types of reinforcement and schedules of reinforcement.

KEYWORDS: Define/Describe

82. All but which of the following are primary reinforcers?
a. money
sexual stimulation c. novel visual stimuli d. air, food, and water e. relief from pain

ANSWER: a

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.09 – Describe different types of reinforcement and schedules of reinforcement.

KEYWORDS: Identify

83. Researchers use the method of successive approximations in the process of a. insight
higher-order conditioning.
c. conditioning taste d. shaping.
e.

ANSWER: d

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.09 – Describe different types of reinforcement and schedules of reinforcement.

KEYWORDS: Define/Describe

84. William has noticed that every time his dog sits quietly by his chair, he tends to scratch the dog’s ears. As a result,

the dog usually sits quietly by William’s chair any time William sits in the chair. This is an example of

a. positive b. negative reinforcement. c. escape learning.
positive punishment. e. negative punishment.

ANSWER: a

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.09 – Describe different types of reinforcement and schedules of reinforcement.

KEYWORDS: Apply

85. Which of the following is demonstrating 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
Ron, who receives praise every time he puts his schoolbooks away
c. Hermione, who eventually stops raising her hand when Professor Snape fails to call on her
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

ANSWER: c

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.09 – Describe different types of reinforcement and schedules of reinforcement.

KEYWORDS: Apply

86. Compared to continuous reinforcement, partial reinforcement results in
a. faster; harder slower; harder c. faster; easier d. slower; easier
e. faster; equally difficult

learning that is to

ANSWER: b

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.09 – Describe different types of reinforcement and schedules of reinforcement.

KEYWORDS: Evaluate/Explain

87. Compared to ratio schedules, interval schedules a. result in faster response
result in slower response rates. c. result in similar response rates.
sometimes result in faster response rates and sometimes result in slower response rates. e. can only be administered on a variable basis.

ANSWER: b

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.09 – Describe different types of reinforcement and schedules of reinforcement.

KEYWORDS: Evaluate/Explain

88. Vlad receives $100 for every ten telemarketing calls he makes. This is an example of a
a. fixed ratio
variable ratio c. fixed interval
variable interval
e. 100/10

schedule of

ANSWER: a

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.09 – Describe different types of reinforcement and schedules of reinforcement.

KEYWORDS: Apply

89. The rats in Dr. Rexington’s learning laboratory are on an “FR7” schedule of reinforcement. What does this mean?
a. The rats will receive a food pellet after every seventh bar
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.
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

ANSWER: a

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.09 – Describe different types of reinforcement and schedules of reinforcement.

KEYWORDS: Apply

90. A child receives a dime for, on average, every 5 dandelions he pulls from the yard. This is an example of a schedule of
a. fixed ratio
variable ratio c. fixed interval
variable interval
e. continuous reinforcement

ANSWER: b

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.09 – Describe different types of reinforcement and schedules of reinforcement.

KEYWORDS: Apply

91. Which of the following best describes charted data for a variable interval schedule of reinforcement?
a. slight dip in responses after reinforcement slow, steady rate of response
c. responses decrease after an initial steep increase fast, steady rates of response
e. responses pause after each reinforcement

ANSWER: b

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.09 – Describe different types of reinforcement and schedules of reinforcement.

KEYWORDS: Evaluate/Explain

92. 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
fixed-interval schedule.
c. variable-interval d. variable-ratio schedule.
e. continuous reinforcement

ANSWER: b

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.09 – Describe different types of reinforcement and schedules of reinforcement.

KEYWORDS: Define/Describe

93. Which of the following people is on a variable-ratio schedule of reinforcement?
a. Phillip, who is playing a slot machine at a casino Colette, whose teacher uses pop quizzes
c. Jim, whose professor schedules three exams for the semester, one for every five weeks Elissa, who receives a monthly performance evaluation
e. Angela, who receives compensation for every student she recruits for her college

ANSWER: a

REFERENCES: Escape Learning and Avoidance Learning

Module 5-2 Operant Conditioning: Learning Through Consequences

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.09 – Describe different types of reinforcement and schedules of reinforcement.

KEYWORDS: Apply

94. In this type of schedule of reinforcement, a person receives reinforcement for different time periods, and the time periods are not always the
a. fixed-interval
variable-interval c. variable-ratio
fixed-ratio e. continuous

ANSWER: b

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Escape Learning and Avoidance Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.09 – Describe different types of reinforcement and schedules of reinforcement.

KEYWORDS: Define/Describe

95. A “scalloped” response pattern is typical of which type of reinforcement schedule?
a. fixed-ratio
fixed-interval c. variable-ratio
variable-interval e. continuous

ANSWER: b

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Escape Learning and Avoidance Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.09 – Describe different types of reinforcement and schedules of reinforcement.

KEYWORDS: Define/Describe

96. Helena has learned that she gets motion sickness easily. If Helena takes medicine before a boat ride so she doesn’t

get sea sick, she is demonstrating a. avoidance learning.

a phobia.
c. stimulus d. escape learning.
e.

ANSWER: a

REFERENCES: Escape Learning and Avoidance Learning

Module 5-2 Operant Conditioning: Learning Through Consequences

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.12 – Explain the difference between escape learning and avoidance learning.

KEYWORDS: Apply

97. Paul has turned to alcohol in order to flee from the problems in his marriage. We can explain his behavior as a form of
a. superstitious b. escape learning.
c. latent d. insight learning.
e. observational

ANSWER: b

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Escape Learning and Avoidance Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.12 – Explain the difference between escape learning and avoidance learning.

KEYWORDS: Apply

98. Rosa has learned to bring an umbrella with her on overcast days, explaining “I don’t want to get wet if it” We

can explain her behavior as a form of a. superstitious behavior.

escape learning. c. latent learning.
avoidance learning.
e. observational

ANSWER: d

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Escape Learning and Avoidance Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.12 – Explain the difference between escape learning and avoidance learning.

KEYWORDS: Apply

99. 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 explain this behavior as a form of
a. escape
avoidance learning.
c. positive d. negative reinforcement. e. punishment.

ANSWER: a

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Escape Learning and Avoidance Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.12 – Explain the difference between escape learning and avoidance learning.

KEYWORDS: Apply

100. When Sara misbehaves, her parents respond by not allowing her to watch TV for a certain amount of time. Her parents are using which method of discipline?
a. escape learning
avoidance learning
c. negative reinforcement positive reinforcement e. punishment

ANSWER: e

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Punishment

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.11 – Define punishment, and identify the concerns that psychologists raise about the use of punishment in disciplining children.

KEYWORDS: Apply

101. 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
Punishment can involve the presentation of an unpleasant stimulus. c. Punishment can involve the removal of a reinforcing stimulus.
Punishment can be considered the flip side of reinforcement. e. Negative reinforcement is the technical term for punishment.

ANSWER: e

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Punishment

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.11 – Define punishment, and identify the concerns that psychologists raise about the use of punishment in disciplining children.

KEYWORDS: Evaluate/Explain

102. In operant conditioning, positive reinforcement

the likelihood of repeating a response, negative

reinforcement response.

the likelihood of repeating a response, and punishment

the likelihood of repeating a

a. strengthens; weakens; weakens
strengthens; strengthens; strengthens c. weakens; strengthens; strengthens
strengthens; weakens; strengthens e. strengthens; strengthens; weakens

ANSWER: e

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Punishment

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.11 – Define punishment, and identify the concerns that psychologists raise about the use of punishment in disciplining children.

KEYWORDS: Define/Describe

103. Amita was just grounded by her parents. She is not allowed to use her computer or cell phone, or watch

Which method of punishment are Amita’s parents using?

a. token economy
removal of a reinforcer c. verbal reprimand
time-out
e. removal of a negative reinforce

ANSWER: b

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Punishment

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.11 – Define punishment, and identify the concerns that psychologists raise about the use of punishment in disciplining children.

KEYWORDS: Apply

104. Based on research presented in the text, which of the following is the best recommendation for disciplining children?
a. Rely mostly on
Avoid reinforcement; rely mostly on punishment to achieve faster effects. c. Use only punishment.
Use only reinforcement.
e. Try to balance the use of reinforcement and

ANSWER: a

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Punishment

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.11 – Define punishment, and identify the concerns that psychologists raise about the use of punishment in disciplining children.

KEYWORDS: Define/Describe

105. All of the following are concerns about the use of punishment EXCEPT
a. it suppresses rather than eliminates b. it may model inappropriate behavior.
c. it is difficult to
it does not teach new behaviors.
e. it can lead to strong negative

ANSWER: c

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Punishment

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.11 – Define punishment, and identify the concerns that psychologists raise about the use of punishment in disciplining children.

KEYWORDS: Evaluate/Explain

106.

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

a. Biofeedback
Behavior modification c. Token economy
Shaping
e. Programmed instruction

ANSWER: b

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Why It Matters: Applications of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.13 – Apply operant conditioning to examples discussed in the text.

KEYWORDS: Define/Describe

107. Rico attends technical college where he is using technology to study for the GED. His computer guides Rico through an inventory of increasingly more challenging questions. If he answers correctly, the questions increase in challenge; if he answers incorrectly, the questions decrease in difficulty. Rico is using which application of operant conditioning?
a. the Skinner box
behavior modification c. token economy
biofeedback
e. programmed instruction

ANSWER: e

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Why It Matters: Applications of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.13 – Apply operant conditioning to examples discussed in the text.

KEYWORDS: Apply

108. All but which of the following are examples of the application of principles of operant conditioning?
a. biofeedback training
behavioral modification
c. conditioned immune system responses programmed instruction
e. token economies

ANSWER: c

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Why It Matters: Applications of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.13 – Apply operant conditioning to examples discussed in the text.

KEYWORDS: Define/Describe

109. 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 b. biofeedback.
c.
insight learning.
e. programmed

ANSWER: a

REFERENCES: Module 5-2 Operant Conditioning: Learning Through Consequences

Why It Matters: Applications of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.13 – Apply operant conditioning to examples discussed in the text.

KEYWORDS: Apply

110.

for it.

is learning that occurs without the opportunity of first performing the learned response or being reinforced

a. Operant conditioning
Higher-order conditioning c. Classical conditioning
Creative learning e. Cognitive learning

ANSWER: e

REFERENCES: Module 5-3 Cognitive Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.14 – Define cognitive learning and describe several types of cognitive learning.

KEYWORDS: Define/Describe

111. “Mental learning” is closest in meaning to which form of learning?
a. operant conditioning cognitive learning
c. classical conditioning creative learning
e. higher-order conditioning

ANSWER: b

REFERENCES: Module 5-3 Cognitive Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.14 – Define cognitive learning and describe several types of cognitive learning.

KEYWORDS: Define/Describe

112. Each of the following describes a form of cognitive learning EXCEPT
a. observational b. insight learning.
c. operant d. latent learning.
e. vicarious

ANSWER: c

REFERENCES: Module 5-3 Cognitive Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.14 – Define cognitive learning and describe several types of cognitive learning.

KEYWORDS: Define/Describe

113. Cognitive learning involves
a. mental processes that cannot be directly b. higher-order conditioning.
c. creative d. focused attention.
e. learning that occurs through repeated

ANSWER: a

REFERENCES: Module 5-3 Cognitive Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.14 – Define cognitive learning and describe several types of cognitive learning.

KEYWORDS: Define/Describe

114. Which of the following is not one of the processes involved in cognitive learning?
a. thinking
problem solving c. mental imaging
information processing e. affective monitoring

ANSWER: e

REFERENCES: Module 5-3 Cognitive Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.14 – Define cognitive learning and describe several types of cognitive learning.

KEYWORDS: Evaluate/Explain

115. Mentally working through a problem until the sudden realization of the solution occurs is referred to as a. observational
trial-and-error learning. c. information processing. d. insight learning.
e. latent

ANSWER: d

REFERENCES: Module 5-3 Cognitive Learning

Insight Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.14 – Define cognitive learning and describe several types of cognitive learning.

KEYWORDS: Define/Describe

116. While changing her tire, Marguerite bumped the hubcap and all of the lug nuts fell into a storm sewer. After fretting for several minutes, she suddenly 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. This is an example of
a. superstitious b. insight learning.
c. spontaneous d. shaping.
e. latent

ANSWER: b

REFERENCES: Module 5-3 Cognitive Learning

Insight Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.14 – Define cognitive learning and describe several types of cognitive learning.

KEYWORDS: Apply

117. Caroline has an “Aha!” experience when solving a problem. Caroline most likely experienced which type of

learning?

a. latent learning insight learning
c. observational learning operant conditioning
e. classical conditioning

ANSWER: b

REFERENCES: Module 5-3 Cognitive Learning

Insight Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.14 – Define cognitive learning and describe several types of cognitive learning.

KEYWORDS: Apply

118. Which of the following can best be described as an example of insight learning?
a. Deborah, who gives her 4-year-old son a hug every time he puts his toys
Samantha, who 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, she almost immediately picks the shortest route.
c. Dr. Caruthers , who 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
Jason, who 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, who 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.

ANSWER: c

REFERENCES: Module 5-3 Cognitive Learning

Insight Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.14 – Define cognitive learning and describe several types of cognitive learning.

KEYWORDS: Apply

119. Learning that occurs without apparent reinforcement and is not revealed in performance when it occurs is referred to as
a. insight
classical conditioning. c. spontaneous recovery. d. latent learning.
e.

ANSWER: d

REFERENCES: Module 5-3 Cognitive Learning

Latent Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.14 – Define cognitive learning and describe several types of cognitive learning.

KEYWORDS: Define/Describe

120. Which researcher conducted investigations of latent learning with rats in mazes?
a. Garcia Skinner
c. Thorndike Tolman
e. Kohler

ANSWER: d

REFERENCES: Module 5-3 Cognitive Learning

Latent Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.14 – Define cognitive learning and describe several types of cognitive learning.

KEYWORDS: Identify

121. Which of the following can best be described as an example of latent learning?
a. Deborah, who gives her four-year-old son a hug every time he puts his toys
Samantha, who 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 , who 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
Jason, who 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, who 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.

ANSWER: b

REFERENCES: Module 5-3 Cognitive Learning

Latent Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.14 – Define cognitive learning and describe several types of cognitive learning.

KEYWORDS: Apply

122. 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
spontaneous recovery. c. observational learning. d. creativity.
e. insight

ANSWER: a

REFERENCES: Module 5-3 Cognitive Learning

Latent Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.14 – Define cognitive learning and describe several types of cognitive learning.

KEYWORDS: Apply

123. 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 b. cognitive map.
c. mental
secondary reinforcer. e. latent structure.

ANSWER: b

REFERENCES: Module 5-3 Cognitive Learning

Latent Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.14 – Define cognitive learning and describe several types of cognitive learning.

KEYWORDS: Define/Describe

124. Observational learning is also referred to as a. insight learning or latent
operant conditioning.
c. vicarious learning or d. classical conditioning.
e.

ANSWER: c

REFERENCES: Module 5-3 Cognitive Learning

Observational Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.14 – Define cognitive learning and describe several types of cognitive learning.

KEYWORDS: Define/Describe

125. “When in Rome, do as the Romans do,” underscores the importance of in
a. modeling latency
c. insight shaping
e. reinforcement

ANSWER: a

REFERENCES: Module 5-3 Cognitive Learning

Observational Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.14 – Define cognitive learning and describe several types of cognitive learning.

KEYWORDS: Evaluate/Explain

126. Which of the following can best be described as an example of observational learning?
a. Deborah, who gives her four-year-old son a hug every time he puts his toys
Samantha, who 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 , who 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
Jason, who 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, who 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.

ANSWER: d

REFERENCES: Module 5-3 Cognitive Learning

Observational Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.14 – Define cognitive learning and describe several types of cognitive learning.

KEYWORDS: Apply

127. Which of the following does NOT belong?
a. observation modeling
c. vicarious learning
conditioned stimulus e. imitation

ANSWER: d

REFERENCES: Module 5-3 Cognitive Learning

Observational Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.14 – Define cognitive learning and describe several types of cognitive learning.

KEYWORDS: Evaluate/Explain

128. Psychologist Albert Bandura believes that children learn aggression through a. classical
insight learning.
c. observing and imitating d. latent learning.
e. none of these; Bandura believes that aggression is an inborn

ANSWER: c

REFERENCES: Module 5-3 Cognitive Learning

Observational Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.14 – Define cognitive learning and describe several types of cognitive learning.

KEYWORDS: Define/Describe

129. Regarding observational learning, which of the following is FALSE?
a. The influence of modeling is weaker when the model is similar to the
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
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

ANSWER: a

REFERENCES: Module 5-3 Cognitive Learning

Observational Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.14 – Define cognitive learning and describe several types of cognitive learning.

KEYWORDS: Evaluate/Explain

130. Which of the following best describes Bandura’s research and subsequent general conclusions about the effects of

violent television on behavior?

a. Bandura believed that children become more aggressive after observing aggressive models on television, and his research has been
Bandura believed that children become more aggressive after observing aggressive models on television, and his research has been partially supported with only some groups of children.
c. Bandura believed that children become more aggressive after observing aggressive models on television, and his research has been supported, but only with children who showed aggressive tendencies
Bandura believed that children do become more aggressive after observing aggressive models on television, and his research has not been supported.
e. Bandura believed that children do not become more aggressive after observing aggressive models on television, and his hypothesis has been

ANSWER: a

REFERENCES: Module 5-3 Cognitive Learning

Observational Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.14 – Define cognitive learning and describe several types of cognitive learning.

KEYWORDS: Evaluate/Explain

131. A clear connection between a behavior and a reinforcement is referred to as a. a
a contingency.
c. a discriminative
a reinforcement connection. e. a primary connection.

ANSWER: b

REFERENCES: Applying Psychology in Daily Life: Putting Reinforcement into Practice

Why It Matters: Applications of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.13 – Apply operant conditioning to examples discussed in the text.

KEYWORDS: Define/Describe

132.

is a process by which two people in a relationship list the behaviors of the other that they would like changed, and then they agree to reinforce each other for making the changes.

a. Behavioral management
Method of successive approximations c. Reinforcement scheduling
Cognitive mapping
e. Contingency contracting

ANSWER: e

REFERENCES: Applying Psychology in Daily Life: Putting Reinforcement into Practice

Why It Matters: Applications of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.13 – Apply operant conditioning to examples discussed in the text.

KEYWORDS: Define/Describe

133. 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 wean the children from the reinforcers
c. explain contingencies select reinforcers
e. apply reinforcers

ANSWER: d

REFERENCES: Applying Psychology in Daily Life: Putting Reinforcement into Practice

Why It Matters: Applications of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.13 – Apply operant conditioning to examples discussed in the text.

KEYWORDS: Apply

134. 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 ” Which guideline is Donatello working with?
a. using social reinforcement to maintain the behavior selecting a reinforcer
c. applying the reinforcer
tracking the frequency of desired behavior e. explaining the contingency

ANSWER: e

REFERENCES: Applying Psychology in Daily Life: Putting Reinforcement into Practice

Why It Matters: Applications of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.13 – Apply operant conditioning to examples discussed in the text.

KEYWORDS: Apply

135. Of the following parents giving praise to their child, which is using the most effective strategy?
a. Abdul tells his daughter, “You’re a good girl” when she is polite to the
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
Darnell says to his son, “I’m proud of how you played tennis, but maybe next time you’ll get more points.”
e. Ed, who after his daughter shows him her artwork, avoids making eye contact but says, “That’s a great job you ”

ANSWER: b

REFERENCES: Applying Psychology in Daily Life: Putting Reinforcement into Practice

Why It Matters: Applications of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.13 – Apply operant conditioning to examples discussed in the text.

KEYWORDS: Apply

136. 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
Show a serious expression when giving praise to underscore the importance of the behavior. c. Combine physical contact with verbal praise.
Give general praise for all accomplishments to build overall self-esteem. e. Repeat praise regularly.

ANSWER: c

REFERENCES: Applying Psychology in Daily Life: Putting Reinforcement into Practice

Why It Matters: Applications of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.13 – Apply operant conditioning to examples discussed in the text.

KEYWORDS: Apply

137. Every time her husband pays her a compliment, Sarah looks him in the eye and smiles at him. This is an example of a. negative
positive reinforcement. c. primary reinforcement. d. observational learning. e. latent learning.

ANSWER: b

REFERENCES: Applying Psychology in Daily Life: Putting Reinforcement into Practice

Why It Matters: Applications of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.13 – Apply operant conditioning to examples discussed in the text.

KEYWORDS: Apply

138. 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
escape learning.
c. applying d. giving praise.
e. contingency

ANSWER: e

REFERENCES: Applying Psychology in Daily Life: Putting Reinforcement into Practice

Why It Matters: Applications of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.13 – Apply operant conditioning to examples discussed in the text.

KEYWORDS: Apply

139. Shawn does extremely well on his spelling test in school. His father praises Shawn for this test score and tells him how smart he is, but 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 ”
“Connect by making eye contact.”
c. “Don’t end on a sour ”
“Avoid empty flattery.”
e. “Reward the effort, not the ”

ANSWER: e

REFERENCES: Applying Psychology in Daily Life: Putting Reinforcement into Practice

Why It Matters: Applications of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.13 – Apply operant conditioning to examples discussed in the text.

KEYWORDS: Apply

140. Summarize how classical conditioning is

ANSWER: 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).

REFERENCES: Module 5.1 Classical Conditioning: Learning Through Association

Principles of Classical Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.02 – Define classical conditioning and describe the contributions of Ivan Pavlov.

141. Distinguish between the different schedules of

ANSWER:

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 is 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 8 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 5. 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 variableinterval 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.

REFERENCES: Module 5.2 Operant Conditioning: Learning Through Consequences

Principles of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.09 – Describe different types of reinforcement and schedules of reinforcement.

142. Summarize the three types of cognitive

ANSWER: 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.

REFERENCES: Insight Learning

Latent Learning

Module 5.3 Cognitive Learning

Observational Learning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.14 – Define cognitive learning and describe several types of cognitive learning.

143. List 7 steps for using praise effectively with

ANSWER: First, the adult should have good non-verbal 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 and not speak in vague terms. Fourth, avoid the use of empty flattery. Fifth, adults should praise the effort rather than the outcome. Sixth, adults should avoid using the same words every time praise is being used; otherwise, the praise will lose its appeal. Finally, praise should not be followed by some related criticism (e.g. You did well, but…).

REFERENCES: Applying Psychology in Daily Life: Putting Reinforcement into Practice

Why It Matters: Applications of Operant Conditioning

LEARNING OBJECTIVES: EPCA.NEVI.2015.5.13 – Apply operant conditioning to examples discussed in the text.

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