Essentials of Understanding Psychology 11th Edition By Feldman - Test Bank

Essentials of Understanding Psychology 11th Edition By Feldman – Test Bank

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Sample Questions Are Posted Below

5
Student: ___________________________________________________________________________
1.
Psychologists use the term _____ to refer to a relatively permanent change in behavior resulting from
experience.
A.
growth
B.
maturation
C.
cognition
D.
learning
2.
Learning reflects _____. Maturation reflects _____.
A.
nurture; nature
B.
nature; nurture
C.
nature; nature as well
D.
nurture; nurture as well
3.
_____ is the decrease in response to a stimulus that occurs after repeated presentations of the same
stimulus.
A.
Sensation
B.
Disinhibition
C.
Habituation
D.
Conservation
4.
You toss a newly purchased felt mouse across the floor; your cat chases it excitedly, clutches it in her
paws and rolls around with it. Several tosses later, your cat yawns pointedly and settles herself for a nap.
The change in your cat’s behavior illustrates:
A.
adaptation.
B.
habituation.
C.
conditioning.
D.
maturation.
5.
_____ refers to a decrease in the response to a stimulus when it is presented repeatedly, whereas _____
refers to the eventual disappearance of a conditioned response when an unconditioned stimulus is no
longer presented.
A.
Extinction; habituation
B.
Habituation; extinction
C.
Habituation; adaptation
D.
Adaptation; habituation
6.
_____ is credited with laying the foundation for the study of classical conditioning in psychology.
A.
Thorndike
B.
Skinner
C.
Pavlov
D.
Watson
7.
_____ is a type of learning in which a neutral stimulus comes to bring about a response after it is paired
with a stimulus that naturally brings about that response.
A.
Classical conditioning
B.
Operant conditioning
C.
Observational learning
D.
Instrumental conditioning
8.
_____ stimulus does not naturally bring about the response of interest.
A.
Reflexive
B.
Unconditioned
C.
Neutral
D.
Normative
9.
_____ stimulus naturally brings about a particular response without having been learned.
A.
Conditioned
B.
Unconditioned
C.
Neutral
D.
Normative
10.
In Pavlov’s study, the unconditioned stimulus (UCS) was _____; the neutral stimulus was _____; and,
finally, the conditioned stimulus (CS) was _____.
A.
meat; the bell; meat
B.
meat; the bell; the bell
C.
the bell; meat; meat
D.
meat; meat; the bell
11.
Tim loves dill pickles. Now, the sight of a jar on the supermarket shelf makes his mouth water. In the
terminology of classical conditioning, the sight of the jar is a(n) _____.
A.
conditioned stimulus
B.
unconditioned stimulus
C.
neutral stimulus
D.
conditioned response
12.
Alexis uses cocaine, which activates her sympathetic nervous system. Expecting her dealer, her hands
shake and her heart pounds when she hears a knock on the door. Which alternative below CORRECTLY
identifies the neutral stimulus, the CS, and the UCS?
A.
Neutral stimulus—knock on the door; CS—cocaine; UCS—cocaine
B.
Neutral stimulus—knock on the door; CS—knock on the door; UCS—pounding heart
C.
Neutral stimulus—knock on the door; CS—knock on the door; UCS—cocaine
D.
Neutral stimulus—cocaine; CS—knock on the door; UCS—cocaine
13.
In classical conditioning, how are the neutral stimulus and the conditioned response related?
A.
They are not related; they are completely different stimuli.
B.
They are the same thing; the terms are interchangeable.
C.
The neutral stimulus becomes the conditioned stimulus.
D.
The conditioned stimulus becomes the neutral stimulus.
14.
Nature is to nurture what _____ is to _____.
A.
conditioned stimulus; unconditioned stimulus
B.
conditioned response; unconditioned response
C.
neutral stimulus; conditioned stimulus
D.
unconditioned response; conditioned response
15.
Classical conditioning is most successful when the neutral stimulus begins:
A.
just before the unconditioned stimulus begins.
B.
at exactly the same time that the unconditioned stimulus begins.
C.
long before the unconditioned stimulus begins.
D.
immediately after the unconditioned stimulus begins.
16.
Which pair below CORRECTLY identifies a stimulus or response in Watson and Rayner’s “Little Albert”
study?
A.
Unconditioned stimulus—noise
B.
Conditioned stimulus— fear
C.
Unconditioned response—rat
D.
Neutral stimulus—fear
17.
Jonas is a veteran of the war in Iraq. He suffers from posttraumatic stress disorder (PTSD). Now, back
home in a quiet California neighborhood, he jumps when he hears a firecracker or a car backfire. In the
terminology of classical conditioning, these sounds are best thought of as _____ stimuli.
A.
neutral
B.
unconditioned
C.
conditioned
D.
normative
18.
_____ occurs when a previously conditioned response decreases in frequency and eventually disappears.
A.
Extinction
B.
Habituation
C.
Adaptation
D.
Deconditioning
19.
Which of the following scenarios exemplifies extinction?
A
. Alexis is a former cocaine user. Now that she no longer uses cocaine, her hands no longer shake and her
heart no longer pounds when she hears a car pull into her drive, like her dealer used to do in his car.
B.
Alexis uses cocaine. She no longer feels quite the same rush as she did when she first started using.
C
. Alexis is a former cocaine user in recovery. After a relapse, though, her hands shake and her heart
pounds when she hears a car pull into her drive, like her dealer used to do in his car.
D.
Alexis uses cocaine. She finds that she is slowly losing her sense of smell.
20.
Which of the following sequences CORRECTLY arranges the phases of the classical conditioning
process, from first to last?
A.
Acquisition → spontaneous recovery → extinction
B.
Acquisition → extinction → spontaneous recovery
C.
Spontaneous recovery → acquisition → extinction
D.
Extinction → acquisition → spontaneous recovery
21.
The reemergence of an extinguished conditioned response after a period of rest and with no further
conditioning is known as _____.
A.
extinction
B.
habituation
C.
spontaneous recovery
D.
deconditioning
22.
Which of the following scenarios best exemplifies spontaneous recovery?
A
. Alexis is a former cocaine user. Now that she no longer uses cocaine, her hands no longer shake and her
heart no longer pounds when she hears a car pull into her drive, like her dealer used to do in his car.
B.
Alexis uses cocaine. She no longer feels quite the same rush as she did when she first started using.
C
. Alexis is a former cocaine user in recovery. After a relapse, though, her hands shake and her heart
pounds when she hears a car pull into her drive, like her dealer used to do in his car.
D.
Alexis uses cocaine. She finds that she is slowly losing her sense of smell.
23.
_____ is a process in which, after a stimulus has been conditioned to produce a particular response,
stimuli that are similar to the original stimulus produce the same response.
A.
Stimulus location
B.
Stimulus generalization
C.
Stimulus reflexive
D.
Stimulus discrimination
24.
Which of the following is TRUE of stimulus generalization?
A.
It is the process that occurs if two stimuli are sufficiently distinct from one another.
B.
The greater the similarity between two stimuli, the greater the likelihood of stimulus generalization.
C.
The conditioned response elicited by the new stimulus is usually more intense than the original
conditioned response.
D.
Stimulus generalization provides the ability to differentiate between stimuli.
25.
Rosa becomes anxious when she enters the examination room at the clinic before a blood test. She also
squirms when she views injections on television. This illustrates:
A.
observational learning.
B.
stimulus generalization.
C.
spontaneous recovery.
D.
stimulus discrimination.
26.
_____ occurs if two stimuli are sufficiently distinct from each other that one evokes a conditioned
response but the other does not.
A.
Stimulus location
B.
Stimulus generalization
C.
Stimulus diffusion
D.
Stimulus discrimination
27.
Which of the following terms best expresses the relationship between stimulus generalization and
stimulus discrimination?
A.
They are unrelated.
B.
They are opposites.
C.
They are the same thing.
D.
Stimulus discrimination is a type of stimulus generalization.
28.
June’s cat runs to the kitchen at the sound of the electric can opener, which she has learned is used to open
her food when her dinner is about to be served. The cat does not run when a blender is used, although it
sounds similar. June’s cat is demonstrating stimulus:
A.
control.
B.
discrimination.
C.
generalization.
D.
diffusion.
29.
Janine completed several tours of duty in Afghanistan. She suffers from PTSD. Now, back home in
Texas, she is frightened by firecrackers and cars backfiring. The fact that these sounds scare her reflects a
process of stimulus:
A.
diffusion.
B.
discrimination.
C.
generalization.
D.
control.
30.
Stimulus _____ provides the ability to differentiate between stimuli.
A.
control
B.
discrimination
C.
generalization
D.
diffusion
31.
In what way does learned taste aversion seem to contradict the basic principles of classical conditioning?
A.
In learned taste aversion, the CS and the unconditioned response (UCR) are separated by only a brief
interval.
B.
Learned taste aversion can occur after only a single CS-UCR pairing.
C.
Learned taste aversion takes longer to develop than do most classical conditioning processes.
D.
Learned taste aversion is subject to biologically based constraints while, classical conditioning is not.
32.
_____ is learning in which a voluntary response is strengthened or weakened, depending on its favorable
or unfavorable consequences.
A.
Classical conditioning
B.
Operant conditioning
C.
Observational learning
D.
Instrumental conditioning
33.
Operant conditioning most importantly involves forming associations between:
A.
neutral and unconditioned stimuli.
B.
stimuli and involuntary behavior.
C.
behavior and consequences.
D.
conditioned response and reflex.
34.
Classical conditioning applies mostly to _____. Operant conditioning applies mainly to _____.
A.
biological responses; voluntary responses
B.
voluntary behavior; involuntary behavior
C.
voluntary behavior; biological behavior
D.
involuntary response; involuntary behavior
35.
The root of operant conditioning may be traced to _____’s early studies of hungry cats learning to escape
from cages.
A.
Skinner
B.
Thorndike
C.
Watson
D.
Pavlov
36.
“Responses that lead to satisfying consequences are more likely to be repeated.” This is the law of:
A.
consequences.
B.
reward.
C.
effect.
D.
reinforcement.
37.
The most influential psychologist to study operant conditioning was:
A.
Freud.
B.
Watson.
C.
Pavlov.
D.
Skinner.
38.
The process by which a stimulus increases the likelihood that a preceding behavior will be repeated is
called:
A.
habituation.
B.
reinforcement.
C.
learning.
D.
spontaneous recovery.
39.
Which of the following approaches to treating a phobia is/are CORRECTLY matched with the type of
learning it reflects?
A.
Conditioning client to associate a response of relaxation rather than anxiety to the feared object –
observational learning
B.
Reinforcing client directly by interacting with the feared object – operant conditioning
C.
Exposing client to a model interacting successfully with the feared object – classical conditioning
D.
A new behavior is learned but not demonstrated until some incentive is provided for displaying it –
perceptual learning
40.
A _____ is any stimulus that increases the probability that a preceding behavior will occur again.
A.
catalyst
B.
rejoinder
C.
reinforcer
D.
stimulant
41.
Reinforcers that satisfy a biological need are called _____ reinforcers.
A.
primary
B.
positive
C.
unconditioned
D.
reflexive
42.
Nature is to nurture what _____ reinforcers are to _____ reinforcers.
A.
positive; negative
B.
secondary; primary
C.
unconditioned; conditioned
D.
primary; secondary
43.
Which of the following reinforcers is INCORRECTLY categorized?
A.
Food—primary reinforcer
B.
Money—primary reinforcer
C.
Praise—secondary reinforcer
D.
Relief—primary reinforcer
44.
Which of the following is an example of a secondary reinforcer?
A.
Food
B.
Sex
C.
Money
D.
Relief
45.
As part of a behavior modification program, Kendra and her partner each agree to praise the other if she
completes her assigned household chores by the end of the day. Such praise is an example of:
A.
primary reinforcement
B.
tertiary reinforcement
C.
positive reinforcement
D.
negative reinforcement
46.
The term reward is synonymous with:
A.
positive reinforcement only.
B.
reinforcement generally.
C.
negative reinforcement only.
D.
primary reinforcement only.
47.
A(n) _____ reinforcer is a stimulus added to the environment, like getting paid to work, that specifically
brings about an increase in a preceding response.
A.
primary
B.
positive
C.
unconditioned
D.
neutral
48.
A(n) _____ reinforcer refers to the removal of an unpleasant stimulus, putting on a sweater when your
cold for example, which leads to an increase in the probability that a preceding response will be repeated
in the future.
A.
negative
B.
secondary
C.
unconditioned
D.
neutral
49.
One reason Carlos continues to work at his job is the check he receives every two weeks. Carlos’
paycheck is a _____ reinforcer.
A.
neutral
B.
primary
C.
secondary
D.
negative
50.
Dr. DiFonzo notices several students nodding in agreement as he lectures. Subsequently, his rhetoric
becomes more confident and more passionate. The students have provided _____ reinforcement.
A.
positive
B.
secondary
C.
conditioned
D.
neutral
51.
Negative reinforcement:
A.
is the same thing as punishment.
B.
increases the likelihood that preceding behaviors will be repeated.
C.
decreases the likelihood that a behavior will be performed.
D.
is a stimulus whose removal leads to a decrease in the probability that a preceding response will be
repeated.
52.
Which of the following scenarios exemplifies negative reinforcement?
A.
Vanna fastens her seatbelt as soon as she gets in her car to stop the annoying alert sound.
B.
Drake no longer cuts class, now that his parents confiscated his iPod.
C.
Maria now buys a different brand of cigarettes to get two packs for the price of one.
D.
Nate no longer arrives late at work following a reprimand from his boss.
53.
_____ weakens a response through the application of an unpleasant stimulus.
A.
Negative reinforcement
B.
Negative punishment
C.
Positive punishment
D.
Normative reinforcement
54.
_____ punishment consists of the removal of something pleasant.
A.
Prescriptive
B.
Negative
C.
Positive
D.
Normative
55.
Which of the following scenarios exemplify negative punishment?
A.
Astrid tells her daughter she is grounded for misbehaving and cannot meet her friends for a week.
B.
Carly yells at her husband when he comes home drunk.
C.
Jim makes his middle-schoolers run extra laps when they are unruly in gym class.
D.
Joanie takes several ibuprofen tablets when she has a headache.
56.
Which of the following is an example of positive punishment?
A.
You fight with your significant other and walk away
B.
Getting a speeding ticket
C.
Grounding a child for misbehaving and not letting him/her watch television
D.
Giving your dog a treat for rolling over
57.
Sheryl’s parents have told her that she is “grounded” and will not be allowed to watch any television for a
week, because she is not completing her assignments on time. This is an example of:
A.
negative punishment.
B.
negative reinforcement.
C.
positive punishment.
D.
positive reinforcement.
58.
Which of the following is an example of negative punishment?
A.
You fight with your significant other and walk away.
B.
Spanking a child for misbehaving.
C.
Yelling at your spouse for being irresponsible.
D.
Informing an employee that he has been demoted because of a poor job evaluation.
59.
Which of the following types of consequences is CORRECTLY matched with an example?
A.
Positive reinforcement – Vickie applies lotion to lessen the discomfort of a small burn
B.
Negative reinforcement – Ella’s parents confiscate her car keys for breaking curfew
C.
Positive punishment – Laurel’s mother yells at her when Laurel takes $20 from her mom’s purse
D.
Negative punishment – Maddie receives a bonus for outstanding work performance
60.
Which of the following types of consequences is CORRECTLY matched with an example?
A.
Positive reinforcement – Harvey is suspended when he vandalizes school property
B.
Negative reinforcement – Jeff puts up his umbrella when it starts to sprinkle so he won’t get wet
C.
Positive punishment – Jacqueline’s teacher puts a cute sticker on an arithmetic exercise completed
without mistakes
D.
Negative punishment – Tommy receives a written reprimand from his boss following a series of
customer complaints
61.
Which of the following is NOT a disadvantage of punishment?
A.
It is ineffective if it is not delivered immediately after the undesirable behavior.
B.
Physical punishment sends the message that aggressive behavior is appropriate.
C.
It tends to change behavior very slowly.
D.
Punishment does not suggest which alternative behaviors might be more desirable.
62.
Behavior that is reinforced every time it occurs is said to be on a(n) _____ reinforcement schedule.
A.
secondary
B.
positive
C.
intermittent
D.
continuous
63.
You don’t receive a smile or a “thank you” each time you hold a door for the person behind you. It is
acknowledged sometimes. Door-holding is reinforced on a(n) _____ reinforcement schedule.
A.
continuous
B.
partial
C.
regular
D.
fixed
64.
Vending machine is to slot machine what _____ reinforcement is to _____ reinforcement.
A.
secondary; primary
B.
continuous; intermittent
C.
partial; intermittent
D.
variable; fixed
65.
A fixed-ratio schedule is a schedule:
A.
by which reinforcement is given only after a specific number of responses are made.
B.
by which reinforcement occurs after a varying number of responses rather than after a fixed number.
C.
that provides reinforcement for a response only if a fixed time period has elapsed, making overall rates
of response relatively low.
D.
by which the time between reinforcements varies around some average rather than being fixed.
66.
Which of the following promotions exemplifies the use of a fixed-ratio schedule of reinforcement?
A
. A café prints “You are a winner” on a random one-twelfth of its coffee lids; patrons receiving such a lid
can redeem it for a free beverage.
B
. A café offers its customers a punch card. Each time a patron purchases a beverage, a hole is punched;
when ten holes are punched, the patron receives a free beverage.
C.
A café offers each patron an early morning two-for-one free-beverage-with-purchase deal from 5 to 6
a.m. on Monday mornings.
D.
Now and then, a café announces a two-for-one deal.
67.
Dr. Arceneaux wants his students to take advantage of online practice quizzes on his course site. Which
of the following is the most effective plan to increase the number of practice quizzes completed?
A.
1 bonus point for every 2 online practice quizzes completed
B.
5 points deducted from course total if no quizzes are completed
C.
1 bonus point awarded every 2 weeks if 2 or more quizzes have been completed
D.
1 bonus point awarded every now and then (about 2 weeks on average) if 2 or more quizzes have been
completed recently
68.
A variable-ratio schedule is a schedule:
A.
by which reinforcement is given only after a specific number of responses are made.
B.
by which reinforcement occurs after a fluctuating number of responses rather than after a fixed
number.
C.
that provides reinforcement for a response only if a fixed time period has elapsed, making overall rates
of response relatively low.
D.
by which the time between reinforcements varies around some average rather than being fixed.
69.
Dr. Arceneaux has developed several alternative plans to increase the number of online practice quizzes
his students complete. Which plan below is INCORRECTLY matched with the related schedule?
A.
1 bonus point for every two online practice quizzes completed—fixed-ratio
B.
1 bonus point awarded every 2 weeks if two or more quizzes have been completed—fixed-interval
C
. 1 bonus point awarded every now and then (about 2 weeks on average) if two or more quizzes have
been completed recently—variable-ratio
D
. 1 bonus point awarded randomly, either for every 2 online quizzes taken or 2 bonus points for all those
students taken within the first week—variable-interval
70.
Imagine that you graphed the cumulative number of bar-press responses over time of four rats, each
reinforced on a different one of the four schedules of intermittent reinforcement. Each rat’s behavior is
graphed on a separate line. The line with the greatest slope should be that displaying the behavior of the
rat reinforced on the _____ schedule.
A.
fixed-ratio
B.
fixed-interval
C.
variable-interval
D.
variable-ratio
71.
In general, _____ schedules of reinforcement yield high response rates.
A.
variable-interval
B.
fixed-interval
C.
variable-ratio
D.
fixed-ratio
72.
Typically long pauses in responding are found in _____ schedules.
A.
fixed-interval
B.
fixed-ratio
C.
variable-interval
D.
variable-ratio
73.
A privately funded program pays low-income parents $50 every two months for each child who attends
school regularly during that period. This incentive illustrates a _____ schedule of reinforcement.
A.
fixed-interval
B.
fixed-ratio
C.
variable-interval
D.
variable-ratio
74.
A fixed-interval schedule is a schedule:
A.
by which reinforcement is given only after a specific number of responses are made.
B.
by which reinforcement occurs after a varying number of responses rather than after a fixed number.
C
. that provides reinforcement for a response only if an unvarying time period has elapsed, making overall
rates of response relatively low.
D.
by which the time between reinforcements varies around some average rather than being constant.
75.
Paychecks and semester grades are delivered on a _____ schedule of reinforcement.
A.
fixed-ratio
B.
fixed-interval
C.
variable-ratio
D.
variable-interval
76.
A variable-interval schedule is a schedule:
A.
by which reinforcement is given only after a specific number of responses are made.
B.
by which reinforcement occurs after a varying number of responses rather than after a fixed number.
C.
that provides reinforcement for a response only if a fixed time period has elapsed, making overall rates
of response relatively low.
D.
by which the time between reinforcements fluctuates around some average rather than being fixed.
77.
Which of the following is TRUE about stimulus control training?
A.
In stimulus control training, a behavior is reinforced in the presence of a specific stimulus.
B.
In stimulus control training, a behavior is reinforced in the absence of a specific stimulus.
C
. Stimulus control training is the process of teaching a complex behavior by rewarding closer and closer
approximations of the desired behavior.
D
. Stimulus control training is the process of teaching a simple behavior by rewarding closer and closer
approximations of the desired behavior.
78.
Ewan is convinced that a woman across the bar is “sending signals.” A learning theorist would term such
signals:
A.
conditioned stimuli.
B.
discriminative stimuli.
C.
positive reinforcers.
D.
intermittent reinforcers.
79.
Sheryl makes pleasant small talk and pays her boss a compliment before asking for a personal day,
because such a strategy was successful with a few of her previous bosses. This example most clearly
illustrates:
A.
stimulus generalization.
B.
stimulus control.
C.
stimulus discrimination.
D.
shaping.
80.
The process of teaching a complex behavior by reinforcing closer and closer approximations of the
desired behavior is called:
A.
stimulus control training.
B.
discrimination training.
C.
shaping.
D.
behavior modification.
81.
Mrs. Martin, a third-grade teacher, is instructing cursive writing. At first, she reinforces even crude
attempts to reproduce letters with an encouraging word; as time goes on, though, she reinforces only
well-formed letters. By reinforcing progressively better attempts at writing letters, Mrs. Martin is using:
A.
discrimination training.
B.
shaping.
C.
stimulus control training.
D.
behavior modification.
82.
Which of the following does NOT accurately reflect a distinction between classical and operant
conditioning?
A
. Classical conditioning entails forming an association between stimuli; operant conditioning involves
forming an association between a behavior and its consequences.
B.
Classical conditioning applies to voluntary behavior, while operant conditioning applies to involuntary
behavior.
C
. In the case of classical conditioning, before conditioning, an unconditioned stimulus leads to an
unconditioned response; in operant conditioning reinforcement leads to an increase in behavior.
D
. In the case of classical conditioning, after conditioning, a conditioned stimulus leads to a conditioned
response; in operant conditioning punishment leads to a decrease in behavior.
83.
Which of the following is TRUE of classical conditioning?
A
. Its basic principle is that reinforcement increases the frequency of the behavior preceding it;
punishment decreases the frequency of the behavior preceding it.
B.
It applies to involuntary behavior.
C.
According to classical conditioning, reinforcement leads to an increase in behavior.
D
. According to classical conditioning, organism voluntarily operates on its environment to produce a
desirable result. After behavior occurs, the likelihood of the behavior occurring again is increased or
decreased by the behavior’s consequences.
84.
Dr. Simonelli is a practicing behavior analyst. What does she do?
A.
She helps clients explore the unconscious motivations behind their behaviors.
B.
She helps clients change how they think about their own behavior and that of others.
C.
She specializes in behavior modification techniques.
D.
She conducts basic research into conditioning mechanisms and principles.
85.
_____ is a formalized technique for promoting the frequency of desirable conducts and decreasing the
incidence of unwanted ones.
A.
Functional modification
B.
Genetic modification
C.
Posttranslational modification
D.
Behavior modification
86.
The cognitive learning concept of _____ learning is associated most prominently with _____.
A.
latent; Tolman
B.
latent; Thorndike
C.
implicit; Tolman
D.
implicit; Thorndike
87.
The _____ is an approach to the study of learning that focuses on the thought processes that underlie
learning.
A.
transformative learning theory
B.
behavioral learning theory
C.
cognitive learning theory
D.
constructivism learning theory
88.
Psychologists working within the cognitive learning perspective:
A.
deny the importance of classical and operant conditioning.
B.
go beyond classical and operant conditioning.
C.
perform research essentially identical to that conducted by more traditional learning theorists.
D.
have probably never heard of classical and operant conditioning.
89.
Which of the following does the cognitive learning theory emphasize?
A.
Expectations
B.
Imitation
C.
Consolidation
D.
Associations
90.
The focus of classical and operant conditioning is on _____; the focus of the cognitive learning approach
is on _____.
A.
external stimuli, responses, and reinforcement; internal thoughts and expectations of learners
B.
external stimuli, responses, and reinforcement; external stimuli, responses, and reinforcement as well
C.
internal thoughts and expectations of learners; external stimuli, responses, and reinforcement
D.
internal thoughts and expectations of learners; internal thoughts and expectations of learners as well
91.
Learning in which a new behavior is acquired but is not demonstrated until some incentive is provided for
displaying it is known as _____ learning.
A.
tangential
B.
latent
C.
perceptual
D.
spatial
92.
Which theorist is CORRECTLY matched with the concept with which he is associated?
A.
Bandura—classical conditioning
B.
Tolman—latent learning
C.
Pavlov—observational learning
D.
Watson—associative learning
93.
_____ learning occurs without reinforcement.
A.
Latent
B.
Operant
C.
Subliminal
D.
Manifest
94.
Recall Tolman’s latent learning experiments in which rats learned to run a maze. What was the critical
result?
A.
Rats that were never given an incentive, never learned to run the maze.
B.
Rats that were never given an incentive still learned to run the maze.
C
. Rats that began to receive an incentive halfway through the experiment rapidly matched the
performance of rats that had been reinforced from the beginning of the experiment.
D.
Rats that began to receive an incentive halfway through the experiment never learned to run the maze.
95.
A(n) _____ is a mental representation of spatial locations and directions.
A.
algorithm
B.
prototype
C.
cognitive map
D.
perceptual blueprint
96.
You have a kind of picture in your head of your hometown, a mental representation of its layout and the
location of key landmarks, like rivers, buildings, freeways, and parks. This representation is called a(n):
A.
internal navigator.
B.
mental GPS.
C.
cognitive map.
D.
perceptual blueprint.
97.
Learning by watching the behavior of another person, or model is known as _____.
A.
perceptual learning
B.
observational learning
C.
latent learning
D.
tangential learning
98.
Bandura’s Bobo doll experiment was intended to demonstrate:
A.
shaping.
B.
observational learning.
C.
latent learning.
D.
stimulus control training.
99.
Observational learning is based in part on the activity of _____ neurons in the brain.
A.
mirror
B.
reflexive
C.
imitative
D.
modeling
100.
Which of the following statements INCORRECTLY describes the effects on observational learning of the
reinforcement or punishment of the model?
A.
We are more likely to imitate reward models than we are to imitate non-reward models.
B.
Observational learning does not occur when the model is punished.
C.
Observing the punishment of a model does not stop observers from learning the behavior.
D.
Observational learning is likely to occur when the model is rewarded.
101.
_____ is associated with the Fearless-Peer experiment. The experiment demonstrates _____.
A.
Pavlov; classical conditioning
B.
Bandura; observational learning
C.
Skinner; operant conditioning
D.
Thorndike; latent learning
102.
Based on your reading of the text, the average child in the United States has viewed more than _____
murders on network TV by the time he or she graduates from elementary school.
A.
12
B.
500
C.
8,000
D.
6,000
103.
According to one survey, approximately one-_____ of violent young male offenders in Florida had
attempted to commit a media-inspired copycat crime.
A.
fifth
B.
fourth
C.
third
D.
half
104.
Based on your reading of the text, exposure to actual firearm violence increases by a factor of _____ the
likelihood that an adolescent will commit serious violence within the succeeding two years.
A.
1.5
B.
2
C.
3
D.
4
105.
Travis is an intuitive thinker with a highly developed ability to remember verbal material, especially if
it is highly relevant. Janet is detail-oriented, with an excellent memory for abstract material. She is not
easily dissuaded by dull tasks. Which of the following statements best identifies the learning styles of
these two individuals?
A.
Travis has an analytical learning style. Janet’s learning style is relational.
B.
Travis has a relational learning style. Janet’s learning style is analytical.
C.
Both Travis and Janet have analytical learning styles.
D.
Both Travis and Janet have relational learning styles.
106.
Which alternative below CORRECTLY pairs a learning style described in your text with one of its
characteristics?
A.
Relational style – shows intuitive thinking
B.
Relational style – able to focus on details
C.
Analytical style – displays improvisational, intuitive thinking
D.
Analytical style – displays good memory for relevant, verbal material
107.
Neal, an Asian-American student would most likely:
A.
focus on detail.
B.
have a good memory for verbally presented ideas and information.
C.
learn materials that have a human, social content.
D.
perceive information as part of total picture.
108.
An analytic learning style is most likely to be displayed by:
A.
Caucasian males.
B.
Asian-American females.
C.
Hispanic-American females.
D.
Native-American males.
109.
Which of the following students is most likely to display an analytical learning style?
A.
Jamal, an African-American male
B.
Lee, an Asian-American male
C.
Mona, a Caucasian female
D.
Nina, a Hispanic-American female
110.
______________________________ is a decline in the behavioral response following repeated exposure
to the same stimulus.
111.
In Pavlov’s study, the bell is both a(n) ______________________________ stimulus and a conditioned
stimulus.
112.
A bright flash automatically causes us to blink. It is a(n) ______________________________ response.
113.
______________________________ are intense, irrational fears.
114.
______________________________ occurs when an extinguished conditioned response reappears after a
period of rest.
115.
Adam was badly stung by a bee when he was a child. Now he is frightened not only of bees but of all
flying insects. This example illustrates
______________________________ .
116.
Olympia consumed some poorly stored sushi on a hot day; she became violently ill. Now Olympia can’t
stand the sight of sushi. She has developed a(n) ______________________________ .
117.
A stimulus that increases the probability that a preceding behavior will be repeated is termed a(n)
______________________________ .
118.
Money is an example of a ______________________________ reinforcer.
119.
Positive punishment ______________________________ a response through the application of an
unpleasant stimulus.
120.
A weekly paycheck is an example of ______________________________ schedule.
121.
When a behavior is reinforced in the presence of a specific stimulus, but not in its absence it is known as
______________________________ training.
122.
When your partner says “I’m going up to bed early,” you follow expectantly. When he or she says, “I’m
tired,” you stay behind and say you’ll read in the living room for a while. This is an example of a
______________________________ stimulus.
123.
Shaping is one way that organisms learn ______________________________ behavior.
124.
Dr. Margate specializes in using behavior modification techniques to help adults engage in health-
promoting behaviors, such as exercising, quitting smoking, and so forth. Dr. Margate is a behavior
______________________________ .
125.
Dr. Tabachnik focuses on the expectations participants develop regarding the likelihood
that a given behavior will be punished. Dr. Tabachnik might be described as a(n)
______________________________ theorist.
126.
In the latent learning study described in the text, the rats that were reinforced only during the latter
portion of the experiment would be considered a(n) ______________________________ group.
127.
In observational learning, the organism whose behavior is observed is termed the
______________________________ .
128.
______________________________ are neurons that fire when we observe another person’s behavior.
129.
Although a “phonics” approach to reading instruction might capitalize on an analytic learning style,
the “whole-word” approach may be better suited to a(n) ______________________________ learning
style.
130.
Explain classical conditioning with a suitable example.
131.
In the case of Pavlov and his dog, identify and describe the following: neutral stimulus, unconditioned
stimulus, unconditioned response, conditioned stimulus, and conditioned response.
132.
Making specific reference to such terms as UCS, CS, UCR, CR, and stimulus generalization, explain how
classical conditioning may account for the development of a specific phobia.
133.
Making reference to neutral, unconditioned, conditioned stimuli, unconditioned, and conditioned
responses, distinguish between (a) extinction and spontaneous recovery and (b) stimulus generalization
and stimulus discrimination. Give an original example of either extinction or spontaneous recovery, and
of either stimulus generalization and stimulus discrimination.
134.
How have psychologists challenged Pavlov’s traditional account of classical conditioning?
135.
Imagine that you are a parent, a teacher, or a supervisor in a workplace. Give specific examples of how
you might use (a) positive reinforcement, (b) negative reinforcement, (c) positive punishment, and (d)
negative punishment to bring about desirable changes in the behavior of a child, student, or subordinate
worker.
136.
Suppose that you are asked to lead a workshop for parents on the use of punishment and reinforcement
to manage child and adolescent behavior. What might you tell the parents regarding the appropriate and
inappropriate use of punishment? Provide concrete examples to support your points. Suggest how parents
might use punishment more effectively and how they might substitute reinforcement for punishment.
Provide concrete examples to support your points.
137.
What are the pros and cons of punishment?
138.
Draw on your knowledge of positive and negative reinforcement, punishment, schedules of
reinforcement, stimulus control training, discriminative stimuli, shaping, and biological constraints on
learning to describe how you might use operant conditioning to train domestic animals—e.g., dogs, cats,
horses, etc.—to perform desired behaviors.
139.
Identify and define the four schedules of intermittent or partial reinforcement. Provide day-to-day
examples of each of the four schedules. Identify two specific ways that college professors might use our
understanding of the schedules to increase the frequency with which students study course materials.
140.
Identify a behavior of your own that you would like to perform more frequently (e.g., studying,
completing household chores or yard work) or less frequently (e.g., snacking, smoking cigarettes).
Outline a step-by-step behavior modification program that might help you achieve your goal.
141.
How do the phenomena of latent and observational learning force a reconsideration of the view of
learning offered by classical and operant conditioning theorists? Provide as thoughtful a response as you
can.
142.
Briefly describe observational learning and Bandura’s Bobo doll research. Discuss how this research
altered conventional views of learning. What role might mirror neurons play in observational learning?
143.
Observational learning research suggests that seeing others reinforced for particular behaviors may
encourage our own acquisition of similar behaviors. To what extent is exposure to media violence
associated with the acquisition of aggressive behavior?
144.
To what extent does culture influence learning style? Distinguish between analytic and relational learning
styles and suggest how they might vary across sociocultural groups. How might they reflect cross-cultural
differences in parenting or teaching practices?
5 Key
1.
Psychologists use the term _____ to refer to a relatively permanent change in behavior resulting from
experience.
A.
growth
B.
maturation
C.
cognition
D.
learning
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Difficulty: Easy
Feldman – Chapter 05 #1
Learning Objective: Define learning.
Learning Outcome: 15-1
Topic: Learning
2.
Learning reflects _____. Maturation reflects _____.
A.
nurture; nature
B.
nature; nurture
C.
nature; nature as well
D.
nurture; nurture as well
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Difficulty: Medium
Feldman – Chapter 05 #2
Learning Objective: Define learning.
Learning Outcome: 15-1
Topic: Learning
3.
_____ is the decrease in response to a stimulus that occurs after repeated presentations of the same
stimulus.
A.
Sensation
B.
Disinhibition
C.
Habituation
D.
Conservation
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Difficulty: Easy
Feldman – Chapter 05 #3
Learning Objective: Define learning.
Learning Outcome: 15-2
Topic: Learning
4.
You toss a newly purchased felt mouse across the floor; your cat chases it excitedly, clutches it in her
paws and rolls around with it. Several tosses later, your cat yawns pointedly and settles herself for a
nap. The change in your cat’s behavior illustrates:
A.
adaptation.
B.
habituation.
C.
conditioning.
D.
maturation.
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Feldman – Chapter 05 #4
Learning Objective: Define learning.
Learning Outcome: 15-2
Topic: Learning
5.
_____ refers to a decrease in the response to a stimulus when it is presented repeatedly, whereas
_____ refers to the eventual disappearance of a conditioned response when an unconditioned stimulus
is no longer presented.
A.
Extinction; habituation
B.
Habituation; extinction
C.
Habituation; adaptation
D.
Adaptation; habituation
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Difficulty: Medium
Feldman – Chapter 05 #5
Learning Objective: Define learning.
Learning Outcome: 15-2
Topic: Learning
6.
_____ is credited with laying the foundation for the study of classical conditioning in psychology.
A.
Thorndike
B.
Skinner
C.
Pavlov
D.
Watson
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Difficulty: Easy
Feldman – Chapter 05 #6
Learning Objective: Define and describe classical conditioning.
Learning Outcome: 15-2
Topic: Classical Conditioning
7.
_____ is a type of learning in which a neutral stimulus comes to bring about a response after it is
paired with a stimulus that naturally brings about that response.
A.
Classical conditioning
B.
Operant conditioning
C.
Observational learning
D.
Instrumental conditioning
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Difficulty: Easy
Feldman – Chapter 05 #7
Learning Objective: Define and describe classical conditioning.
Learning Outcome: 15-2
Topic: Classical Conditioning
8.
_____ stimulus does not naturally bring about the response of interest.
A.
Reflexive
B.
Unconditioned
C.
Neutral
D.
Normative
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Feldman – Chapter 05 #8
Learning Objective: Define and describe classical conditioning.
Learning Outcome: 15-2
Topic: Classical Conditioning
9.
_____ stimulus naturally brings about a particular response without having been learned.
A.
Conditioned
B.
Unconditioned
C.
Neutral
D.
Normative
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Feldman – Chapter 05 #9
Learning Objective: Define and describe classical conditioning.
Learning Outcome: 15-2
Topic: Classical Conditioning
10.
In Pavlov’s study, the unconditioned stimulus (UCS) was _____; the neutral stimulus was _____; and,
finally, the conditioned stimulus (CS) was _____.
A.
meat; the bell; meat
B.
meat; the bell; the bell
C.
the bell; meat; meat
D.
meat; meat; the bell
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Difficulty: Medium
Feldman – Chapter 05 #10
Learning Objective: Define and describe classical conditioning.
Learning Outcome: 15-2
Topic: Classical Conditioning
11.
Tim loves dill pickles. Now, the sight of a jar on the supermarket shelf makes his mouth water. In the
terminology of classical conditioning, the sight of the jar is a(n) _____.
A.
conditioned stimulus
B.
unconditioned stimulus
C.
neutral stimulus
D.
conditioned response
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Difficulty: Easy
Feldman – Chapter 05 #11
Learning Objective: Define and describe classical conditioning.
Learning Outcome: 15-2
Topic: Classical Conditioning
12.
Alexis uses cocaine, which activates her sympathetic nervous system. Expecting her dealer, her
hands shake and her heart pounds when she hears a knock on the door. Which alternative below
CORRECTLY identifies the neutral stimulus, the CS, and the UCS?
A.
Neutral stimulus—knock on the door; CS—cocaine; UCS—cocaine
B.
Neutral stimulus—knock on the door; CS—knock on the door; UCS—pounding heart
C.
Neutral stimulus—knock on the door; CS—knock on the door; UCS—cocaine
D.
Neutral stimulus—cocaine; CS—knock on the door; UCS—cocaine
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Difficulty: Medium
Feldman – Chapter 05 #12
Learning Objective: Define and describe classical conditioning.
Learning Outcome: 15-2
Topic: Classical Conditioning
13.
In classical conditioning, how are the neutral stimulus and the conditioned response related?
A.
They are not related; they are completely different stimuli.
B.
They are the same thing; the terms are interchangeable.
C.
The neutral stimulus becomes the conditioned stimulus.
D.
The conditioned stimulus becomes the neutral stimulus.
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Difficulty: Medium
Feldman – Chapter 05 #13
Learning Objective: Define and describe classical conditioning.
Learning Outcome: 15-2
Topic: Classical Conditioning
14.
Nature is to nurture what _____ is to _____.
A.
conditioned stimulus; unconditioned stimulus
B.
conditioned response; unconditioned response
C.
neutral stimulus; conditioned stimulus
D.
unconditioned response; conditioned response
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Difficulty: Easy
Feldman – Chapter 05 #14
Learning Objective: Define and describe classical conditioning.
Learning Outcome: 15-2
Topic: Classical Conditioning
15.
Classical conditioning is most successful when the neutral stimulus begins:
A.
just before the unconditioned stimulus begins.
B.
at exactly the same time that the unconditioned stimulus begins.
C.
long before the unconditioned stimulus begins.
D.
immediately after the unconditioned stimulus begins.
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Difficulty: Easy
Feldman – Chapter 05 #15
Learning Objective: Define and describe classical conditioning.
Learning Outcome: 15-2
Topic: Classical Conditioning
16.
Which pair below CORRECTLY identifies a stimulus or response in Watson and Rayner’s “Little
Albert” study?
A.
Unconditioned stimulus—noise
B.
Conditioned stimulus— fear
C.
Unconditioned response—rat
D.
Neutral stimulus—fear
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Difficulty: Medium
Feldman – Chapter 05 #16
Learning Objective: Define and describe classical conditioning.
Learning Outcome: 15-2
Topic: Applying Conditioning to Human Behavior
17.
Jonas is a veteran of the war in Iraq. He suffers from posttraumatic stress disorder (PTSD). Now, back
home in a quiet California neighborhood, he jumps when he hears a firecracker or a car backfire. In
the terminology of classical conditioning, these sounds are best thought of as _____ stimuli.
A.
neutral
B.
unconditioned
C.
conditioned
D.
normative
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Difficulty: Medium
Feldman – Chapter 05 #17
Learning Objective: Define and describe classical conditioning.
Learning Outcome: 15-2
Topic: Applying Conditioning to Human Behavior
18.
_____ occurs when a previously conditioned response decreases in frequency and eventually
disappears.
A.
Extinction
B.
Habituation
C.
Adaptation
D.
Deconditioning
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Difficulty: Easy
Feldman – Chapter 05 #18
Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.
Learning Outcome: 15-2
Topic: Extinction
19.
Which of the following scenarios exemplifies extinction?
A
. Alexis is a former cocaine user. Now that she no longer uses cocaine, her hands no longer shake and
her heart no longer pounds when she hears a car pull into her drive, like her dealer used to do in his
car.
B.
Alexis uses cocaine. She no longer feels quite the same rush as she did when she first started using.
C
. Alexis is a former cocaine user in recovery. After a relapse, though, her hands shake and her heart
pounds when she hears a car pull into her drive, like her dealer used to do in his car.
D.
Alexis uses cocaine. She finds that she is slowly losing her sense of smell.
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Difficulty: Medium
Feldman – Chapter 05 #19
Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.
Learning Outcome: 15-2
Topic: Extinction
20.
Which of the following sequences CORRECTLY arranges the phases of the classical conditioning
process, from first to last?
A.
Acquisition → spontaneous recovery → extinction
B.
Acquisition → extinction → spontaneous recovery
C.
Spontaneous recovery → acquisition → extinction
D.
Extinction → acquisition → spontaneous recovery
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Difficulty: Easy
Feldman – Chapter 05 #20
Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.
Learning Outcome: 15-2
Topic: Extinction
21.
The reemergence of an extinguished conditioned response after a period of rest and with no further
conditioning is known as _____.
A.
extinction
B.
habituation
C.
spontaneous recovery
D.
deconditioning
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Difficulty: Easy
Feldman – Chapter 05 #21
Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.
Learning Outcome: 15-2
Topic: Extinction
22.
Which of the following scenarios best exemplifies spontaneous recovery?
A
. Alexis is a former cocaine user. Now that she no longer uses cocaine, her hands no longer shake and
her heart no longer pounds when she hears a car pull into her drive, like her dealer used to do in his
car.
B.
Alexis uses cocaine. She no longer feels quite the same rush as she did when she first started using.
C
. Alexis is a former cocaine user in recovery. After a relapse, though, her hands shake and her heart
pounds when she hears a car pull into her drive, like her dealer used to do in his car.
D.
Alexis uses cocaine. She finds that she is slowly losing her sense of smell.
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Difficulty: Medium
Feldman – Chapter 05 #22
Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.
Learning Outcome: 15-2
Topic: Extinction
23.
_____ is a process in which, after a stimulus has been conditioned to produce a particular response,
stimuli that are similar to the original stimulus produce the same response.
A.
Stimulus location
B.
Stimulus generalization
C.
Stimulus reflexive
D.
Stimulus discrimination
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Difficulty: Easy
Feldman – Chapter 05 #23
Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.
Learning Outcome: 15-2
Topic: Generalization
24.
Which of the following is TRUE of stimulus generalization?
A.
It is the process that occurs if two stimuli are sufficiently distinct from one another.
B.
The greater the similarity between two stimuli, the greater the likelihood of stimulus
generalization.
C.
The conditioned response elicited by the new stimulus is usually more intense than the original
conditioned response.
D.
Stimulus generalization provides the ability to differentiate between stimuli.
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Difficulty: Medium
Feldman – Chapter 05 #24
Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.
Learning Outcome: 15-2
Topic: Generalization
25.
Rosa becomes anxious when she enters the examination room at the clinic before a blood test. She
also squirms when she views injections on television. This illustrates:
A.
observational learning.
B.
stimulus generalization.
C.
spontaneous recovery.
D.
stimulus discrimination.
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Difficulty: Medium
Feldman – Chapter 05 #25
Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.
Learning Outcome: 15-2
Topic: Generalization
26.
_____ occurs if two stimuli are sufficiently distinct from each other that one evokes a conditioned
response but the other does not.
A.
Stimulus location
B.
Stimulus generalization
C.
Stimulus diffusion
D.
Stimulus discrimination
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Difficulty: Easy
Feldman – Chapter 05 #26
Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.
Learning Outcome: 15-2
Topic: Discrimination
27.
Which of the following terms best expresses the relationship between stimulus generalization and
stimulus discrimination?
A.
They are unrelated.
B.
They are opposites.
C.
They are the same thing.
D.
Stimulus discrimination is a type of stimulus generalization.
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Difficulty: Easy
Feldman – Chapter 05 #27
Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.
Learning Outcome: 15-2
Topic: Discrimination
Topic: Generalization
28.
June’s cat runs to the kitchen at the sound of the electric can opener, which she has learned is used
to open her food when her dinner is about to be served. The cat does not run when a blender is used,
although it sounds similar. June’s cat is demonstrating stimulus:
A.
control.
B.
discrimination.
C.
generalization.
D.
diffusion.
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Difficulty: Medium
Feldman – Chapter 05 #28
Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.
Learning Outcome: 15-2
Topic: Discrimination
29.
Janine completed several tours of duty in Afghanistan. She suffers from PTSD. Now, back home
in Texas, she is frightened by firecrackers and cars backfiring. The fact that these sounds scare her
reflects a process of stimulus:
A.
diffusion.
B.
discrimination.
C.
generalization.
D.
control.
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Difficulty: Medium
Feldman – Chapter 05 #29
Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.
Learning Outcome: 15-2
Topic: Generalization
30.
Stimulus _____ provides the ability to differentiate between stimuli.
A.
control
B.
discrimination
C.
generalization
D.
diffusion
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Difficulty: Medium
Feldman – Chapter 05 #30
Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.
Learning Outcome: 15-2
Topic: Discrimination
31.
In what way does learned taste aversion seem to contradict the basic principles of classical
conditioning?
A.
In learned taste aversion, the CS and the unconditioned response (UCR) are separated by only a
brief interval.
B.
Learned taste aversion can occur after only a single CS-UCR pairing.
C.
Learned taste aversion takes longer to develop than do most classical conditioning processes.
D.
Learned taste aversion is subject to biologically based constraints while, classical conditioning is
not.
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Difficulty: Medium
Feldman – Chapter 05 #31
Learning Objective: Identify the challenges that have been made to the traditional views of classical conditioning.
Learning Outcome: 15-2
Topic: Classical Conditioning
32.
_____ is learning in which a voluntary response is strengthened or weakened, depending on its
favorable or unfavorable consequences.
A.
Classical conditioning
B.
Operant conditioning
C.
Observational learning
D.
Instrumental conditioning
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Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #32
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Operant Conditioning
33.
Operant conditioning most importantly involves forming associations between:
A.
neutral and unconditioned stimuli.
B.
stimuli and involuntary behavior.
C.
behavior and consequences.
D.
conditioned response and reflex.
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Difficulty: Medium
Feldman – Chapter 05 #33
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Operant Conditioning
34.
Classical conditioning applies mostly to _____. Operant conditioning applies mainly to _____.
A.
biological responses; voluntary responses
B.
voluntary behavior; involuntary behavior
C.
voluntary behavior; biological behavior
D.
involuntary response; involuntary behavior
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #34
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Operant Conditioning
35.
The root of operant conditioning may be traced to _____’s early studies of hungry cats learning to
escape from cages.
A.
Skinner
B.
Thorndike
C.
Watson
D.
Pavlov
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #35
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Thorndikes Law of Effect
36.
“Responses that lead to satisfying consequences are more likely to be repeated.” This is the law of:
A.
consequences.
B.
reward.
C.
effect.
D.
reinforcement.
APA LO: 1.2
APA LO: 1.3
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Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #36
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Thorndikes Law of Effect
37.
The most influential psychologist to study operant conditioning was:
A.
Freud.
B.
Watson.
C.
Pavlov.
D.
Skinner.
APA LO: 1.2
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Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #37
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Operant Conditioning
38.
The process by which a stimulus increases the likelihood that a preceding behavior will be repeated is
called:
A.
habituation.
B.
reinforcement.
C.
learning.
D.
spontaneous recovery.
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #38
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Reinforcement
39.
Which of the following approaches to treating a phobia is/are CORRECTLY matched with the type of
learning it reflects?
A.
Conditioning client to associate a response of relaxation rather than anxiety to the feared object –
observational learning
B.
Reinforcing client directly by interacting with the feared object – operant conditioning
C.
Exposing client to a model interacting successfully with the feared object – classical conditioning
D.
A new behavior is learned but not demonstrated until some incentive is provided for displaying it –
perceptual learning
APA LO: 1.2
APA LO: 1.3
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Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #39
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Reinforcement
40.
A _____ is any stimulus that increases the probability that a preceding behavior will occur again.
A.
catalyst
B.
rejoinder
C.
reinforcer
D.
stimulant
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #40
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Reinforcement
41.
Reinforcers that satisfy a biological need are called _____ reinforcers.
A.
primary
B.
positive
C.
unconditioned
D.
reflexive
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #41
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Reinforcement
42.
Nature is to nurture what _____ reinforcers are to _____ reinforcers.
A.
positive; negative
B.
secondary; primary
C.
unconditioned; conditioned
D.
primary; secondary
APA LO: 1.2
APA LO: 1.3
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Blooms Taxonomy: Understand
Difficulty: Easy
Feldman – Chapter 05 #42
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Reinforcement
43.
Which of the following reinforcers is INCORRECTLY categorized?
A.
Food—primary reinforcer
B.
Money—primary reinforcer
C.
Praise—secondary reinforcer
D.
Relief—primary reinforcer
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Medium
Feldman – Chapter 05 #43
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Reinforcement
44.
Which of the following is an example of a secondary reinforcer?
A.
Food
B.
Sex
C.
Money
D.
Relief
APA LO: 1.2
APA LO: 1.3
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Blooms Taxonomy: Remember
Difficulty: Medium
Feldman – Chapter 05 #44
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Reinforcement
45.
As part of a behavior modification program, Kendra and her partner each agree to praise the other if
she completes her assigned household chores by the end of the day. Such praise is an example of:
A.
primary reinforcement
B.
tertiary reinforcement
C.
positive reinforcement
D.
negative reinforcement
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #45
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-2
Topic: Reinforcement
46.
The term reward is synonymous with:
A.
positive reinforcement only.
B.
reinforcement generally.
C.
negative reinforcement only.
D.
primary reinforcement only.
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Medium
Feldman – Chapter 05 #46
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Reinforcement
47.
A(n) _____ reinforcer is a stimulus added to the environment, like getting paid to work, that
specifically brings about an increase in a preceding response.
A.
primary
B.
positive
C.
unconditioned
D.
neutral
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #47
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Reinforcement
48.
A(n) _____ reinforcer refers to the removal of an unpleasant stimulus, putting on a sweater when
your cold for example, which leads to an increase in the probability that a preceding response will be
repeated in the future.
A.
negative
B.
secondary
C.
unconditioned
D.
neutral
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #48
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Reinforcement
49.
One reason Carlos continues to work at his job is the check he receives every two weeks. Carlos’
paycheck is a _____ reinforcer.
A.
neutral
B.
primary
C.
secondary
D.
negative
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #49
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Reinforcement
50.
Dr. DiFonzo notices several students nodding in agreement as he lectures. Subsequently, his rhetoric
becomes more confident and more passionate. The students have provided _____ reinforcement.
A.
positive
B.
secondary
C.
conditioned
D.
neutral
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #50
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Reinforcement
51.
Negative reinforcement:
A.
is the same thing as punishment.
B.
increases the likelihood that preceding behaviors will be repeated.
C.
decreases the likelihood that a behavior will be performed.
D.
is a stimulus whose removal leads to a decrease in the probability that a preceding response will be
repeated.
APA LO: 1.2
APA LO: 1.3
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Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #51
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Reinforcement
52.
Which of the following scenarios exemplifies negative reinforcement?
A.
Vanna fastens her seatbelt as soon as she gets in her car to stop the annoying alert sound.
B.
Drake no longer cuts class, now that his parents confiscated his iPod.
C.
Maria now buys a different brand of cigarettes to get two packs for the price of one.
D.
Nate no longer arrives late at work following a reprimand from his boss.
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #52
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Reinforcement
53.
_____ weakens a response through the application of an unpleasant stimulus.
A.
Negative reinforcement
B.
Negative punishment
C.
Positive punishment
D.
Normative reinforcement
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #53
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Punishment
54.
_____ punishment consists of the removal of something pleasant.
A.
Prescriptive
B.
Negative
C.
Positive
D.
Normative
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #54
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Punishment
55.
Which of the following scenarios exemplify negative punishment?
A.
Astrid tells her daughter she is grounded for misbehaving and cannot meet her friends for a week.
B.
Carly yells at her husband when he comes home drunk.
C.
Jim makes his middle-schoolers run extra laps when they are unruly in gym class.
D.
Joanie takes several ibuprofen tablets when she has a headache.
APA LO: 1.2
APA LO: 1.3
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Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #55
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Punishment
56.
Which of the following is an example of positive punishment?
A.
You fight with your significant other and walk away
B.
Getting a speeding ticket
C.
Grounding a child for misbehaving and not letting him/her watch television
D.
Giving your dog a treat for rolling over
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #56
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Punishment
57.
Sheryl’s parents have told her that she is “grounded” and will not be allowed to watch any television
for a week, because she is not completing her assignments on time. This is an example of:
A.
negative punishment.
B.
negative reinforcement.
C.
positive punishment.
D.
positive reinforcement.
APA LO: 1.2
APA LO: 1.3
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Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #57
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Punishment
58.
Which of the following is an example of negative punishment?
A.
You fight with your significant other and walk away.
B.
Spanking a child for misbehaving.
C.
Yelling at your spouse for being irresponsible.
D.
Informing an employee that he has been demoted because of a poor job evaluation.
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #58
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Punishment
59.
Which of the following types of consequences is CORRECTLY matched with an example?
A.
Positive reinforcement – Vickie applies lotion to lessen the discomfort of a small burn
B.
Negative reinforcement – Ella’s parents confiscate her car keys for breaking curfew
C.
Positive punishment – Laurel’s mother yells at her when Laurel takes $20 from her mom’s purse
D.
Negative punishment – Maddie receives a bonus for outstanding work performance
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Understand
Difficulty: Easy
Feldman – Chapter 05 #59
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Punishment
60.
Which of the following types of consequences is CORRECTLY matched with an example?
A.
Positive reinforcement – Harvey is suspended when he vandalizes school property
B.
Negative reinforcement – Jeff puts up his umbrella when it starts to sprinkle so he won’t get wet
C.
Positive punishment – Jacqueline’s teacher puts a cute sticker on an arithmetic exercise completed
without mistakes
D.
Negative punishment – Tommy receives a written reprimand from his boss following a series of
customer complaints
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #60
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Punishment
61.
Which of the following is NOT a disadvantage of punishment?
A.
It is ineffective if it is not delivered immediately after the undesirable behavior.
B.
Physical punishment sends the message that aggressive behavior is appropriate.
C.
It tends to change behavior very slowly.
D.
Punishment does not suggest which alternative behaviors might be more desirable.
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #61
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Punishment
62.
Behavior that is reinforced every time it occurs is said to be on a(n) _____ reinforcement schedule.
A.
secondary
B.
positive
C.
intermittent
D.
continuous
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #62
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Schedules of Reinforcement
63.
You don’t receive a smile or a “thank you” each time you hold a door for the person behind you. It is
acknowledged sometimes. Door-holding is reinforced on a(n) _____ reinforcement schedule.
A.
continuous
B.
partial
C.
regular
D.
fixed
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Apply
Difficulty: Easy
Feldman – Chapter 05 #63
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Schedules of Reinforcement
64.
Vending machine is to slot machine what _____ reinforcement is to _____ reinforcement.
A.
secondary; primary
B.
continuous; intermittent
C.
partial; intermittent
D.
variable; fixed
APA LO: 1.2
APA LO: 1.3
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Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #64
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Schedules of Reinforcement
65.
A fixed-ratio schedule is a schedule:
A.
by which reinforcement is given only after a specific number of responses are made.
B.
by which reinforcement occurs after a varying number of responses rather than after a fixed
number.
C.
that provides reinforcement for a response only if a fixed time period has elapsed, making overall
rates of response relatively low.
D.
by which the time between reinforcements varies around some average rather than being fixed.
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #65
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Schedules of Reinforcement
66.
Which of the following promotions exemplifies the use of a fixed-ratio schedule of reinforcement?
A
. A café prints “You are a winner” on a random one-twelfth of its coffee lids; patrons receiving such a
lid can redeem it for a free beverage.
B
. A café offers its customers a punch card. Each time a patron purchases a beverage, a hole is
punched; when ten holes are punched, the patron receives a free beverage.
C.
A café offers each patron an early morning two-for-one free-beverage-with-purchase deal from 5 to
6 a.m. on Monday mornings.
D.
Now and then, a café announces a two-for-one deal.
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #66
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Schedules of Reinforcement
67.
Dr. Arceneaux wants his students to take advantage of online practice quizzes on his course site.
Which of the following is the most effective plan to increase the number of practice quizzes
completed?
A.
1 bonus point for every 2 online practice quizzes completed
B.
5 points deducted from course total if no quizzes are completed
C.
1 bonus point awarded every 2 weeks if 2 or more quizzes have been completed
D.
1 bonus point awarded every now and then (about 2 weeks on average) if 2 or more quizzes have
been completed recently
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #67
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Schedules of Reinforcement
68.
A variable-ratio schedule is a schedule:
A.
by which reinforcement is given only after a specific number of responses are made.
B.
by which reinforcement occurs after a fluctuating number of responses rather than after a fixed
number.
C.
that provides reinforcement for a response only if a fixed time period has elapsed, making overall
rates of response relatively low.
D.
by which the time between reinforcements varies around some average rather than being fixed.
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #68
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Schedules of Reinforcement
69.
Dr. Arceneaux has developed several alternative plans to increase the number of online practice
quizzes his students complete. Which plan below is INCORRECTLY matched with the related
schedule?
A.
1 bonus point for every two online practice quizzes completed—fixed-ratio
B.
1 bonus point awarded every 2 weeks if two or more quizzes have been completed—fixed-interval
C
. 1 bonus point awarded every now and then (about 2 weeks on average) if two or more quizzes have
been completed recently—variable-ratio
D
. 1 bonus point awarded randomly, either for every 2 online quizzes taken or 2 bonus points for all
those students taken within the first week—variable-interval
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #69
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Schedules of Reinforcement
70.
Imagine that you graphed the cumulative number of bar-press responses over time of four rats, each
reinforced on a different one of the four schedules of intermittent reinforcement. Each rat’s behavior is
graphed on a separate line. The line with the greatest slope should be that displaying the behavior of
the rat reinforced on the _____ schedule.
A.
fixed-ratio
B.
fixed-interval
C.
variable-interval
D.
variable-ratio
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #70
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Schedules of Reinforcement
71.
In general, _____ schedules of reinforcement yield high response rates.
A.
variable-interval
B.
fixed-interval
C.
variable-ratio
D.
fixed-ratio
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #71
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Schedules of Reinforcement
72.
Typically long pauses in responding are found in _____ schedules.
A.
fixed-interval
B.
fixed-ratio
C.
variable-interval
D.
variable-ratio
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #72
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Schedules of Reinforcement
73.
A privately funded program pays low-income parents $50 every two months for each child
who attends school regularly during that period. This incentive illustrates a _____ schedule of
reinforcement.
A.
fixed-interval
B.
fixed-ratio
C.
variable-interval
D.
variable-ratio
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #73
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Schedules of Reinforcement
74.
A fixed-interval schedule is a schedule:
A.
by which reinforcement is given only after a specific number of responses are made.
B.
by which reinforcement occurs after a varying number of responses rather than after a fixed
number.
C
. that provides reinforcement for a response only if an unvarying time period has elapsed, making
overall rates of response relatively low.
D.
by which the time between reinforcements varies around some average rather than being constant.
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #74
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Schedules of Reinforcement
75.
Paychecks and semester grades are delivered on a _____ schedule of reinforcement.
A.
fixed-ratio
B.
fixed-interval
C.
variable-ratio
D.
variable-interval
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Apply
Difficulty: Easy
Feldman – Chapter 05 #75
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Schedules of Reinforcement
76.
A variable-interval schedule is a schedule:
A.
by which reinforcement is given only after a specific number of responses are made.
B.
by which reinforcement occurs after a varying number of responses rather than after a fixed
number.
C.
that provides reinforcement for a response only if a fixed time period has elapsed, making overall
rates of response relatively low.
D.
by which the time between reinforcements fluctuates around some average rather than being fixed.
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #76
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Schedules of Reinforcement
77.
Which of the following is TRUE about stimulus control training?
A.
In stimulus control training, a behavior is reinforced in the presence of a specific stimulus.
B.
In stimulus control training, a behavior is reinforced in the absence of a specific stimulus.
C
. Stimulus control training is the process of teaching a complex behavior by rewarding closer and
closer approximations of the desired behavior.
D
. Stimulus control training is the process of teaching a simple behavior by rewarding closer and
closer approximations of the desired behavior.
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #77
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Discrimination
78.
Ewan is convinced that a woman across the bar is “sending signals.” A learning theorist would term
such signals:
A.
conditioned stimuli.
B.
discriminative stimuli.
C.
positive reinforcers.
D.
intermittent reinforcers.
APA LO: 1.2
APA LO: 1.3
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Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #78
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Discrimination
79.
Sheryl makes pleasant small talk and pays her boss a compliment before asking for a personal day,
because such a strategy was successful with a few of her previous bosses. This example most clearly
illustrates:
A.
stimulus generalization.
B.
stimulus control.
C.
stimulus discrimination.
D.
shaping.
APA LO: 1.2
APA LO: 1.3
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Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #79
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Generalization
80.
The process of teaching a complex behavior by reinforcing closer and closer approximations of the
desired behavior is called:
A.
stimulus control training.
B.
discrimination training.
C.
shaping.
D.
behavior modification.
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #80
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Shaping
81.
Mrs. Martin, a third-grade teacher, is instructing cursive writing. At first, she reinforces even crude
attempts to reproduce letters with an encouraging word; as time goes on, though, she reinforces only
well-formed letters. By reinforcing progressively better attempts at writing letters, Mrs. Martin is
using:
A.
discrimination training.
B.
shaping.
C.
stimulus control training.
D.
behavior modification.
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #81
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Shaping
82.
Which of the following does NOT accurately reflect a distinction between classical and operant
conditioning?
A
. Classical conditioning entails forming an association between stimuli; operant conditioning involves
forming an association between a behavior and its consequences.
B.
Classical conditioning applies to voluntary behavior, while operant conditioning applies to
involuntary behavior.
C
. In the case of classical conditioning, before conditioning, an unconditioned stimulus leads to an
unconditioned response; in operant conditioning reinforcement leads to an increase in behavior.
D
. In the case of classical conditioning, after conditioning, a conditioned stimulus leads to a
conditioned response; in operant conditioning punishment leads to a decrease in behavior.
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #82
Learning Objective: Describe behavior modification.
Learning Outcome: 16-1
Topic: Behavior Modification
83.
Which of the following is TRUE of classical conditioning?
A
. Its basic principle is that reinforcement increases the frequency of the behavior preceding it;
punishment decreases the frequency of the behavior preceding it.
B.
It applies to involuntary behavior.
C.
According to classical conditioning, reinforcement leads to an increase in behavior.
D
. According to classical conditioning, organism voluntarily operates on its environment to produce a
desirable result. After behavior occurs, the likelihood of the behavior occurring again is increased or
decreased by the behavior’s consequences.
APA LO: 1.2
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #83
Learning Objective: Describe behavior modification.
Learning Outcome: 16-1
Topic: Behavior Modification
84.
Dr. Simonelli is a practicing behavior analyst. What does she do?
A.
She helps clients explore the unconscious motivations behind their behaviors.
B.
She helps clients change how they think about their own behavior and that of others.
C.
She specializes in behavior modification techniques.
D.
She conducts basic research into conditioning mechanisms and principles.
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #84
Learning Objective: Describe behavior modification.
Learning Outcome: 16-2
Topic: Behavior Modification
85.
_____ is a formalized technique for promoting the frequency of desirable conducts and decreasing the
incidence of unwanted ones.
A.
Functional modification
B.
Genetic modification
C.
Posttranslational modification
D.
Behavior modification
APA LO: 1.2
APA LO: 2.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #85
Learning Objective: Describe behavior modification.
Learning Outcome: 16-2
Topic: Behavior Modification
86.
The cognitive learning concept of _____ learning is associated most prominently with _____.
A.
latent; Tolman
B.
latent; Thorndike
C.
implicit; Tolman
D.
implicit; Thorndike
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #86
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Latent Learning
87.
The _____ is an approach to the study of learning that focuses on the thought processes that underlie
learning.
A.
transformative learning theory
B.
behavioral learning theory
C.
cognitive learning theory
D.
constructivism learning theory
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #87
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Cognitive Learning Theory
88.
Psychologists working within the cognitive learning perspective:
A.
deny the importance of classical and operant conditioning.
B.
go beyond classical and operant conditioning.
C.
perform research essentially identical to that conducted by more traditional learning theorists.
D.
have probably never heard of classical and operant conditioning.
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #88
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Cognitive Learning Theory
89.
Which of the following does the cognitive learning theory emphasize?
A.
Expectations
B.
Imitation
C.
Consolidation
D.
Associations
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #89
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Cognitive Learning Theory
90.
The focus of classical and operant conditioning is on _____; the focus of the cognitive learning
approach is on _____.
A.
external stimuli, responses, and reinforcement; internal thoughts and expectations of learners
B.
external stimuli, responses, and reinforcement; external stimuli, responses, and reinforcement as
well
C.
internal thoughts and expectations of learners; external stimuli, responses, and reinforcement
D.
internal thoughts and expectations of learners; internal thoughts and expectations of learners as
well
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Understand
Difficulty: Easy
Feldman – Chapter 05 #90
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Cognitive Learning Theory
91.
Learning in which a new behavior is acquired but is not demonstrated until some incentive is provided
for displaying it is known as _____ learning.
A.
tangential
B.
latent
C.
perceptual
D.
spatial
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #91
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Latent Learning
92.
Which theorist is CORRECTLY matched with the concept with which he is associated?
A.
Bandura—classical conditioning
B.
Tolman—latent learning
C.
Pavlov—observational learning
D.
Watson—associative learning
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Understand
Difficulty: Easy
Feldman – Chapter 05 #92
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Latent Learning
93.
_____ learning occurs without reinforcement.
A.
Latent
B.
Operant
C.
Subliminal
D.
Manifest
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #93
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Latent Learning
94.
Recall Tolman’s latent learning experiments in which rats learned to run a maze. What was the critical
result?
A.
Rats that were never given an incentive, never learned to run the maze.
B.
Rats that were never given an incentive still learned to run the maze.
C
. Rats that began to receive an incentive halfway through the experiment rapidly matched the
performance of rats that had been reinforced from the beginning of the experiment.
D.
Rats that began to receive an incentive halfway through the experiment never learned to run the
maze.
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Understand
Difficulty: Easy
Feldman – Chapter 05 #94
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Latent Learning
95.
A(n) _____ is a mental representation of spatial locations and directions.
A.
algorithm
B.
prototype
C.
cognitive map
D.
perceptual blueprint
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #95
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Latent Learning
96.
You have a kind of picture in your head of your hometown, a mental representation of its layout and
the location of key landmarks, like rivers, buildings, freeways, and parks. This representation is called
a(n):
A.
internal navigator.
B.
mental GPS.
C.
cognitive map.
D.
perceptual blueprint.
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Apply
Difficulty: Easy
Feldman – Chapter 05 #96
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Latent Learning
97.
Learning by watching the behavior of another person, or model is known as _____.
A.
perceptual learning
B.
observational learning
C.
latent learning
D.
tangential learning
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #97
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Observational Learning
98.
Bandura’s Bobo doll experiment was intended to demonstrate:
A.
shaping.
B.
observational learning.
C.
latent learning.
D.
stimulus control training.
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #98
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Observational Learning
99.
Observational learning is based in part on the activity of _____ neurons in the brain.
A.
mirror
B.
reflexive
C.
imitative
D.
modeling
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #99
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Observational Learning
100.
Which of the following statements INCORRECTLY describes the effects on observational learning of
the reinforcement or punishment of the model?
A.
We are more likely to imitate reward models than we are to imitate non-reward models.
B.
Observational learning does not occur when the model is punished.
C.
Observing the punishment of a model does not stop observers from learning the behavior.
D.
Observational learning is likely to occur when the model is rewarded.
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #100
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Observational Learning
101.
_____ is associated with the Fearless-Peer experiment. The experiment demonstrates _____.
A.
Pavlov; classical conditioning
B.
Bandura; observational learning
C.
Skinner; operant conditioning
D.
Thorndike; latent learning
APA LO: 1.3
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #101
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Observational Learning
102.
Based on your reading of the text, the average child in the United States has viewed more than _____
murders on network TV by the time he or she graduates from elementary school.
A.
12
B.
500
C.
8,000
D.
6,000
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #102
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Violence in Media
103.
According to one survey, approximately one-_____ of violent young male offenders in Florida had
attempted to commit a media-inspired copycat crime.
A.
fifth
B.
fourth
C.
third
D.
half
APA LO: 1.2
APA LO: 2.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #103
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Violence in Media
104.
Based on your reading of the text, exposure to actual firearm violence increases by a factor of _____
the likelihood that an adolescent will commit serious violence within the succeeding two years.
A.
1.5
B.
2
C.
3
D.
4
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #104
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Violence in Media
105.
Travis is an intuitive thinker with a highly developed ability to remember verbal material, especially if
it is highly relevant. Janet is detail-oriented, with an excellent memory for abstract material. She is not
easily dissuaded by dull tasks. Which of the following statements best identifies the learning styles of
these two individuals?
A.
Travis has an analytical learning style. Janet’s learning style is relational.
B.
Travis has a relational learning style. Janet’s learning style is analytical.
C.
Both Travis and Janet have analytical learning styles.
D.
Both Travis and Janet have relational learning styles.
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #105
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Violence in Media
106.
Which alternative below CORRECTLY pairs a learning style described in your text with one of its
characteristics?
A.
Relational style – shows intuitive thinking
B.
Relational style – able to focus on details
C.
Analytical style – displays improvisational, intuitive thinking
D.
Analytical style – displays good memory for relevant, verbal material
APA LO: 1.2
Accessibility: Keyboard Navigation
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #106
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Violence in Media
107.
Neal, an Asian-American student would most likely:
A.
focus on detail.
B.
have a good memory for verbally presented ideas and information.
C.
learn materials that have a human, social content.
D.
perceive information as part of total picture.
APA LO: 1.2
APA LO: 2.5
Accessibility: Keyboard Navigation
Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #107
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Violence in Media
108.
An analytic learning style is most likely to be displayed by:
A.
Caucasian males.
B.
Asian-American females.
C.
Hispanic-American females.
D.
Native-American males.
APA LO: 1.2
APA LO: 2.5
Accessibility: Keyboard Navigation
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #108
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Violence in Media
109.
Which of the following students is most likely to display an analytical learning style?
A.
Jamal, an African-American male
B.
Lee, an Asian-American male
C.
Mona, a Caucasian female
D.
Nina, a Hispanic-American female
APA LO: 1.2
APA LO: 2.5
Accessibility: Keyboard Navigation
Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #109
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Violence in Media
110.
Habituation is a decline in the behavioral response following repeated exposure to the same stimulus.
APA LO: 1.2
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #110
Learning Objective: Define and describe classical conditioning.
Learning Outcome: 15-2
Topic: Classical Conditioning
111.
In Pavlov’s study, the bell is both a(n) neutral stimulus and a conditioned stimulus.
APA LO: 1.3
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #111
Learning Objective: Define and describe classical conditioning.
Learning Outcome: 15-2
Topic: Classical Conditioning
112.
A bright flash automatically causes us to blink. It is a(n) unconditioned response.
APA LO: 1.3
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #112
Learning Objective: Define and describe classical conditioning.
Learning Outcome: 15-2
Topic: Classical Conditioning
113.
Phobias are intense, irrational fears.
APA LO: 1.3
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #113
Learning Objective: Define and describe classical conditioning.
Learning Outcome: 15-2
Topic: Applying Conditioning to Human Behavior
114.
Spontaneous recovery occurs when an extinguished conditioned response reappears after a period of
rest.
APA LO: 1.2
APA LO: 1.3
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #114
Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.
Learning Outcome: 15-2
Topic: Extinction
115.
Adam was badly stung by a bee when he was a child. Now he is frightened not only of bees but of all
flying insects. This example illustrates
stimulus generalization .
APA LO: 1.2
Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #115
Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.
Learning Outcome: 15-2
Topic: Generalization
116.
Olympia consumed some poorly stored sushi on a hot day; she became violently ill. Now Olympia
can’t stand the sight of sushi. She has developed a(n) learned taste aversion .
APA LO: 1.2
Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #116
Learning Objective: Identify the challenges that have been made to the traditional views of classical conditioning.
Learning Outcome: 15-2
Topic: Classical Conditioning
117.
A stimulus that increases the probability that a preceding behavior will be repeated is termed a(n)
reinforcer .
APA LO: 1.2
APA LO: 1.3
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #117
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Reinforcement
118.
Money is an example of a secondary reinforcer.
APA LO: 1.2
APA LO: 1.3
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #118
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Reinforcement
119.
Positive punishment weakens a response through the application of an unpleasant stimulus.
APA LO: 1.2
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #119
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Punishment
120.
A weekly paycheck is an example of fixed-interval schedule.
APA LO: 1.2
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #120
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Schedules of Reinforcement
121.
When a behavior is reinforced in the presence of a specific stimulus, but not in its absence it is known
as stimulus control training.
APA LO: 1.2
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #121
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Discrimination
122.
When your partner says “I’m going up to bed early,” you follow expectantly. When he or she
says, “I’m tired,” you stay behind and say you’ll read in the living room for a while. This is an example
of a discriminative stimulus.
APA LO: 1.2
Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #122
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Discrimination
123.
Shaping is one way that organisms learn complex behavior.
APA LO: 1.2
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #123
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Shaping
124.
Dr. Margate specializes in using behavior modification techniques to help adults engage in health-
promoting behaviors, such as exercising, quitting smoking, and so forth. Dr. Margate is a behavior
analyst .
APA LO: 1.2
APA LO: 2.2
Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #124
Learning Objective: Describe behavior modification.
Learning Outcome: 16-2
Topic: Behavior Modification
125.
Dr. Tabachnik focuses on the expectations participants develop regarding the likelihood that a given
behavior will be punished. Dr. Tabachnik might be described as a(n) cognitive learning theorist.
APA LO: 1.2
Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #125
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Cognitive Learning Theory
126.
In the latent learning study described in the text, the rats that were reinforced only during the latter
portion of the experiment would be considered a(n) experimental group.
APA LO: 2.2
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #126
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Latent Learning
127.
In observational learning, the organism whose behavior is observed is termed the model .
APA LO: 1.2
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #127
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Observational Learning
128.
Mirror neurons are neurons that fire when we observe another person’s behavior.
APA LO: 1.2
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #128
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Observational Learning
129.
Although a “phonics” approach to reading instruction might capitalize on an analytic learning style,
the “whole-word” approach may be better suited to a(n) relational learning style.
APA LO: 1.2
Blooms Taxonomy: Understand
Difficulty: Easy
Feldman – Chapter 05 #129
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Violence in Media
130.
Explain classical conditioning with a suitable example.
Students’ examples may vary.
Classical conditioning is a type of learning in which a neutral stimulus (such as the experimenter’s
footsteps) comes to elicit a response after being paired with a stimulus (such as food) that naturally
brings about that response.
To demonstrate classical conditioning, Pavlov attached a tube to the salivary gland of a dog, allowing
him to measure precisely the dog’s salivation. He then rang a bell and, just a few seconds later,
presented the dog with meat. This pairing occurred repeatedly and was carefully planned so that, each
time, exactly the same amount of time elapsed between the presentation of the bell and the meat. At
first the dog would salivate only when the meat was presented, but soon it began to salivate at the
sound of the bell. In fact, even when Pavlov stopped presenting the meat, the dog still salivated after
hearing the sound. The dog had been classically conditioned to salivate to the bell.
APA LO: 1.2
APA LO: 1.3
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #130
Learning Objective: Define and describe classical conditioning.
Learning Outcome: 15-2
Topic: Classical Conditioning
131.
In the case of Pavlov and his dog, identify and describe the following: neutral stimulus, unconditioned
stimulus, unconditioned response, conditioned stimulus, and conditioned response.
Before conditioning, there are two unrelated stimuli: the ringing of a bell and meat. We know that
normally the ringing of a bell does not lead to salivation but to some irrelevant response, such as
pricking up the ears or perhaps a startle reaction. The bell is therefore called the neutral stimulus,
because it is a stimulus that, before conditioning, does not naturally bring about the response in which
we are interested.
We also have meat, which naturally causes a dog to salivate—the response we are interested in
conditioning. The meat is considered an unconditioned stimulus (UCS) because food placed in a
dog’s mouth automatically causes salivation to occur. The response that the meat elicits (salivation) is
called an unconditioned response (UCR)—a natural, innate, reflexive response that is not associated
with previous learning. Unconditioned responses are always brought about by the presence of
unconditioned stimuli. When conditioning is complete, the bell has evolved from a neutral stimulus
to a conditioned stimulus (CS). At this time, salivation that occurs as a response to the conditioned
stimulus (bell) is considered a conditioned response (CR). After conditioning, then, the conditioned
stimulus evokes the conditioned response.
APA LO: 1.2
APA LO: 1.3
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #131
Learning Objective: Define and describe classical conditioning.
Learning Outcome: 15-2
Topic: Classical Conditioning
132.
Making specific reference to such terms as UCS, CS, UCR, CR, and stimulus generalization, explain
how classical conditioning may account for the development of a specific phobia.
The acquisition of a phobia begins with an unconditioned stimulus that reflexively elicits a startled,
anxious, or fearful response. Such UCSs include loud noises, a loss of bodily support, and tissue
damage. Neutral stimuli occurring along with the unconditioned stimulus may become conditioned
stimuli, able to elicit a conditioned response of fear or anxiety. In Watson and Rayner’s “Little Albert”
study, for example, a previously neutral white rat was presented along with an unconditioned stimulus
of loud noise; Little Albert came to fear the rat. Through the process of stimulus generalization, fear
or anxiety may be elicited not only by the original CS, but by similar stimuli as well; Little Albert, for
example, became fearful of other white or furry objects in addition to rats.
Example: Fear of flying: A fear of flying may be seen as essentially a fear of falling, of the loss
of bodily support. During a period of turbulence, a flight passenger may experience a dropping
or plummeting sensation, an unconditioned stimulus eliciting an unconditioned fear response.
Surrounding stimuli, such as the flight cabin, may act as conditioned stimuli capable of eliciting a
conditioned fear response. This response may generalize to the airplane itself and to other stimuli
associated with flying.
APA LO: 1.3
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #132
Learning Objective: Define and describe classical conditioning.
Learning Outcome: 15-2
Topic: Applying Conditioning to Human Behavior
133.
Making reference to neutral, unconditioned, conditioned stimuli, unconditioned, and conditioned
responses, distinguish between (a) extinction and spontaneous recovery and (b) stimulus
generalization and stimulus discrimination. Give an original example of either extinction or
spontaneous recovery, and of either stimulus generalization and stimulus discrimination.
The answer should contain the following points:
Extinction vs. spontaneous recovery: Extinction refers to the weakening and eventual disappearance
of a conditioned response when the conditioned stimulus is presented repeatedly in the absence of the
unconditioned stimulus. For example, a cat conditioned to run toward the kitchen at the sound of an
electric can opener may eventually stop doing so when its owner begins to feed it only dry food, rather
than canned wet food. Spontaneous recovery refers to the reemergence of an extinguished conditioned
response when the unconditioned stimulus is again presented along with the conditioned stimulus.
Returning to the previous example, a cat may immediately resume running toward the kitchen at the
sound of the can opener when its owner again feeds it canned wet food after a period of feeding it only
dry food.
Stimulus generalization vs. stimulus discrimination: Stimulus generalization occurs when a
conditioned stimulus is elicited not only by the original conditioned stimulus, but also by similar
stimuli. An individual with a needle phobia may react with anxiety not only to injections or blood
tests, but to also to the mere sight of an injection on television or of a discarded needle on the
sidewalk. By contrast, stimulus generalization occurs when a stimulus that might seem somewhat
similar to the original conditioned stimulus fails to elicit the conditioned stimulus. For example, an
individual with a needle phobia may react with anxiety to the sight of an injection on television or of a
discarded needle on the sidewalk, but not to the sight of scissors, knives, or other sharp objects.
APA LO: 1.2
APA LO: 1.3
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #133
Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.
Learning Outcome: 15-2
Topic: Discrimination
Topic: Extinction
Topic: Generalization
134.
How have psychologists challenged Pavlov’s traditional account of classical conditioning?
Psychologists have challenged Pavlov’s original description of classical conditioning by suggesting
that biology influences the ease with which associations may be conditioned.
Learning theorists influenced by cognitive psychology have argued that learners actively develop an
understanding and expectancy about which particular unconditioned stimuli are matched with specific
conditioned stimuli. A ringing bell, for instance, gives a dog something to think about: the impending
arrival of food.
Pavlov implied that all associations may be acquired with more or less equal ease. However, it appears
that organisms are biologically prepared to learn certain associations more readily than others. One
example is conditioned taste aversion. If a food makes an organism sick, the organism may acquire an
association between stimuli associated with the food, such as its appearance or smell, and illness or
nausea rapidly, perhaps after a single experience with illness following the food.
APA LO: 1.2
APA LO: 1.3
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #134
Learning Objective: Identify the challenges that have been made to the traditional views of classical conditioning.
Learning Outcome: 15-2
Topic: Classical Conditioning
135.
Imagine that you are a parent, a teacher, or a supervisor in a workplace. Give specific examples of
how you might use (a) positive reinforcement, (b) negative reinforcement, (c) positive punishment,
and (d) negative punishment to bring about desirable changes in the behavior of a child, student, or
subordinate worker.
Students’ examples may vary.
The answer might include examples such as the following:
Parent:
Positive reinforcement. A parent may give a child money for completing household chores, thereby
increasing the likelihood that he or she will complete chores in the future.
Negative reinforcement. Following the exemplary completion of a series of chores, a parent might
excuse the child from an odious chore he or she may have originally been expected to perform. The
child may be more likely in the future to complete his or her chores.
Positive punishment. A parent may reprimand a child harshly for hitting a sibling. The child should be
less likely to hit the sibling in the future.
Negative punishment. A parent may send a child to his or her room without dessert if the child throws
a tantrum during the evening meal. The child should be less likely to throw tantrums in the future.
Teacher:
Positive reinforcement. A teacher may praise a student for completing an assignment without errors,
thereby increasing the likelihood that he or she will complete assignments correctly in the future.
Negative reinforcement. A teacher may eliminate a homework assignment if recent homework has
been completed in a timely and accurate fashion; the student’s performance may improve in the future
as a result.
Positive punishment. A teacher may write harsh comments on a carelessly done homework
assignment, perhaps reducing the likelihood that assignments will be completed sloppily in the future.
Negative punishment. A child may be forced to sit alone in a corner or in the cloakroom if he or she
behaves aggressively toward classmates; aggressive behavior should decrease in the future as a result.
Supervisor:
Positive reinforcement. A supervisor may give an employee a value card to a local restaurant or
department store following a highly productive week, thereby encouraging future productivity.
Negative reinforcement. A supervisor may grant an employee a personal day or an extended lunch
hour for exemplary work performance, encouraging high performance in the future.
Positive punishment. A supervisor may lecture an employee for making an off-color remark to another
worker; the employee may be less likely to make such remarks in the future.
Negative punishment. A supervisor may eliminate a perk such as free coffee when employees abuse
workplace privileges. Workers should be less likely to abuse privileges in the future.
APA LO: 1.3
Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #135
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Punishment
Topic: Reinforcement
136.
Suppose that you are asked to lead a workshop for parents on the use of punishment and reinforcement
to manage child and adolescent behavior. What might you tell the parents regarding the appropriate
and inappropriate use of punishment? Provide concrete examples to support your points. Suggest
how parents might use punishment more effectively and how they might substitute reinforcement for
punishment. Provide concrete examples to support your points.
Students’ examples may vary.
Punishment is sometimes appropriate. It is the most rapid means of suppressing behavior that may be
dangerous to continue, such as running into the street or playing with matches. Punishment has also
been applied successfully to prevent self-injury among autistic children.
Punishment is often used ineffectively by parents. First, punishment is only effective if it is delivered
immediately after the undesirable behavior. For example, the threat, “Wait until your father gets
home!” will do little to stop a toddler from writing on the wall. If punishment is to be used, it should
be delivered while the behavior is underway. Second, the use of physical punishment—e.g., spanking,
whipping—conveys the message that physical aggression is appropriate. It may cause the child to fear
or evade the parent, and it may damage a child’s self-esteem. A child may conceal his undesirable
behavior, such as by writing on the walls inside a closet. Third, punishment is really only effective if
it is accompanied by the reinforcement of desirable alternatives to the punished behavior. A parent
might additionally reinforce drawing or writing on paper rather than on the wall, rather than only
punishing the child when he writes on the wall. Punishment in and of itself does little to convey
information regarding more appropriate behaviors.
APA LO: 1.2
APA LO: 2.3
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #136
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Punishment
137.
What are the pros and cons of punishment?
Punishment often presents the quickest route to changing behavior that, if allowed to continue, might
be dangerous to an individual. There are some rare instances in which punishment can be the most
humane approach to treating certain severe disorders. For example, some children suffer from autism,
a psychological disorder that can lead them to abuse themselves by tearing at their skin or banging
their heads against the wall, injuring themselves severely in the process. In such cases—and when all
other treatments have failed—punishment in the form of a quick but intense electric shock has been
used to prevent self-injurious behavior. Such punishment, however, is used only to keep the child safe
and to buy time until positive reinforcement procedures can be initiated.
Punishment has several disadvantages that make its routine questionable. For one thing, punishment
is frequently ineffective, particularly if it is not delivered shortly after the undesired behavior or if the
individual is able to leave the setting in which the punishment is being given. Even worse, physical
punishment can convey to the recipient the idea that physical aggression is permissible and perhaps
even desirable. In addition, physical punishment is often administered by people who are themselves
angry or enraged. It is unlikely that individuals in such an emotional state will be able to think
through what they are doing or control carefully the degree of punishment they are inflicting. Finally,
punishment does not convey any information about what an alternative, more appropriate behavior
might be. To be useful in bringing about more desirable behavior in the future, punishment must be
accompanied by specific information about the behavior that is being punished, along with specific
suggestions concerning a more desirable behavior.
APA LO: 1.2
APA LO: 1.3
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #137
Learning Objective: Explain operant conditioning.
Learning Outcome: 16-1
Topic: Punishment
138.
Draw on your knowledge of positive and negative reinforcement, punishment, schedules of
reinforcement, stimulus control training, discriminative stimuli, shaping, and biological constraints on
learning to describe how you might use operant conditioning to train domestic animals—e.g., dogs,
cats, horses, etc.—to perform desired behaviors.
Students’ answers may vary.
Positive reinforcement. We may reward a kitten with a cuddle when it begins to use its litter box.
Punishment. We may squirt a cat with water each time it climbs on the furniture or the curtains.
Schedules of reinforcement. When training a puppy to sit on command, we might reinforce it on
a continuous schedule at first to facilitate the acquisition of the behavior; we may then fade the
reinforcement schedule, reinforcing it on a fixed- or variable-ratio intermittent schedule to make the
behavior resistant to extinction.
Stimulus control training and discriminative stimuli. We might wish to train a cat to use an outdoor
litter box rather than a flower bed; we might reinforce the cat for using the box but punish it for using
the flower bed.
Shaping. When training a puppy to sit on command, we might reinforce successive approximations to
the desired behavior. For example, we might initially reinforce even fairly general squatting motions;
later we might reinforce only a full sit.
Biological constraints on learning. We may take advantage of species-typical behaviors to train
animals. Examples include the tendency of cats to bury their feces, the tendency of some breeds of
dogs to burrow, and so on.
APA LO: 1.2
APA LO: 1.3
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #138
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Biological Constraints
Topic: Punishment
Topic: Reinforcement
Topic: Schedules of Reinforcement
Topic: Shaping
139.
Identify and define the four schedules of intermittent or partial reinforcement. Provide day-to-day
examples of each of the four schedules. Identify two specific ways that college professors might
use our understanding of the schedules to increase the frequency with which students study course
materials.
Students’ examples may vary.
The answer should include the following:
Four schedules of intermittent reinforcement: Fixed-interval (FI), fixed-ratio (FR), variable-interval
(VI), and variable-ratio (VR) schedules.
Definitions and examples:
Fixed-interval (FI). Reinforcement is delivered following a set or constant time period. Typical
examples include grades and paychecks.
Fixed-ratio (FR). Reinforcement is delivered following a set or constant number of responses.
Piecework offers a typical example.
Variable-interval (VI). Reinforcement is delivered following a time period that varies around an
average. Fishing and holding on the phone are reinforced on a VI schedule.
Variable-ratio (VR). Reinforcement is delivered following a variable number of responses.
Salespeople are reinforced with sales on such a schedule. Slot machines deliver payoffs on a VR
schedule.
Professors might try to take advantage of the higher rates of responding seen under ratio schedules.
Using an FR schedule, for example, professors could award points for each chapter summary or
review completed. The text also suggests that giving quizzes on a VI rather than an FI schedule—that
is, giving “pop” quizzes—might encourage students to study more regularly.
APA LO: 1.2
APA LO: 1.3
Blooms Taxonomy: Understand
Difficulty: Easy
Feldman – Chapter 05 #139
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.
Learning Outcome: 16-1
Topic: Schedules of Reinforcement
140.
Identify a behavior of your own that you would like to perform more frequently (e.g., studying,
completing household chores or yard work) or less frequently (e.g., snacking, smoking cigarettes).
Outline a step-by-step behavior modification program that might help you achieve your goal.
The behavior students identify may differ.
Identifying goals and target behaviors. Define the desired behavior change and state goals and specific
targets in observable, measurable terms. Example: Goal—to smoke fewer cigarettes; Target—to
smoke no more than five cigarettes each day.
Designing a data-recording system and recording preliminary data. Collect baseline data. Example:
record the number of cigarettes smoked each day for one week prior to attempting to change the
behavior.
Selecting a behavior change strategy. Select strategies based on operant conditioning principles. More
than one strategy should be used. For example, one might reward oneself with a desired activity (e.g.,
a phone call to a friend) each day that one meets the five-cigarette target. One might also reinforce
activities incompatible with smoking cigarettes, such as visiting the gym.
Implementing the program. Apply the program consistently.
Keeping records. Monitor target behaviors. Example: record the number of cigarettes smoked each
day; record the delivery of reinforcements, etc.
Evaluating and altering the ongoing program. Compare program data to the baseline data to determine
the success of the program. If the program has been successful, it can be gradually faded; if it has not,
changes may be made.
APA LO: 1.3
APA LO: 5.2
Blooms Taxonomy: Apply
Difficulty: Medium
Feldman – Chapter 05 #140
Learning Objective: Describe behavior modification.
Learning Outcome: 16-2
Topic: Behavior Modification
141.
How do the phenomena of latent and observational learning force a reconsideration of the view of
learning offered by classical and operant conditioning theorists? Provide as thoughtful a response as
you can.
Two key ideas should form the core of the answer: (1) latent and observational learning phenomena
suggest that direct reinforcement may not be necessary for an individual to learn; and (2) latent and
observational learning phenomena suggest that internal processes may be a necessary component of
any complete explanation of learning.
In Tolman’s latent learning work, rats who began reinforcement for running a maze only halfway
through the experiment rapidly matched the performance of rats who had been receiving
reinforcement from the beginning, suggesting that they had been developing some internal
representation of the maze all along. Reinforcement was not necessary for learning to occur; it was
necessary only for the demonstration of learning in behavior. In Bandura’s “Bobo doll” experiments,
children only needed to see a model reinforced for aggressive behavior to become more aggressive
themselves. Observational learning is supported internally by networks of mirror neurons.
APA LO: 1.2
APA LO: 1.3
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #141
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Latent Learning
Topic: Observational Learning
142.
Briefly describe observational learning and Bandura’s Bobo doll research. Discuss how this research
altered conventional views of learning. What role might mirror neurons play in observational
learning?
According to psychologist Albert Bandura and colleagues, a major part of human learning consists
of observational learning, which is learning by watching the behavior of another person, or model.
Because of its reliance on observation of others—a social phenomenon—the perspective taken by
Bandura is often referred to as a social cognitive approach to learning. Observational learning is
particularly important in acquiring skills in which the operant conditioning technique of shaping is
inappropriate. Observational learning may have a genetic basis. For example, we find observational
learning at work with mother animals teaching their young such activities as hunting. In addition, the
discovery of mirror neurons that fire when we observe another person carrying out a behavior suggests
that the capacity to imitate others may be innate. Not all behavior that we witness is learned or carried
out, of course. One crucial factor that determines whether we later imitate a model is whether the
model is rewarded for his or her behavior. Models who are rewarded for behaving in a particular way
are more apt to be mimicked than are models who receive punishment. Observing the punishment of
a model, however, does not necessarily stop observers from learning the behavior. Observers can still
describe the model’s behavior—they are just less apt to perform it. Observational learning is central
to a number of important issues relating to the extent to which people learn simply by watching the
behavior of others.
APA LO: 2.2
APA LO: 2.3
Blooms Taxonomy: Understand
Difficulty: Medium
Feldman – Chapter 05 #142
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Observational Learning
143.
Observational learning research suggests that seeing others reinforced for particular behaviors may
encourage our own acquisition of similar behaviors. To what extent is exposure to media violence
associated with the acquisition of aggressive behavior?
Different levels of media violence are associated with aggressive behavior. The text offers the
following evidence:
— One survey of incarcerated, violent young male offenders showed that 25% had tried to commit a
media-inspired copycat crime.
— College students who frequently played violent video games were more likely to have been
involved in delinquent behavior and aggression.
The text mentions three specific mechanisms by which media violence may contribute to real-life
aggression: (1) it may lower inhibitions against behaving aggressively; (2) it may predispose us to see
others’ behavior as aggressive even when it is not; and (3) it may desensitize us to violence.
APA LO: 1.2
Blooms Taxonomy: Remember
Difficulty: Medium
Feldman – Chapter 05 #143
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Violence in Media
144.
To what extent does culture influence learning style? Distinguish between analytic and relational
learning styles and suggest how they might vary across sociocultural groups. How might they reflect
cross-cultural differences in parenting or teaching practices?
The answer should include the following elements:
Analytic learning style—Individuals with an analytic learning style perform best when they can
undertake an initial analysis of the principles and components underlying a phenomenon.
Relational learning style—Individuals with a relational learning style perform best when they are first
exposed to a full unit or complete phenomenon; the individual parts are best understood through their
relationship to the whole.
Caucasian and Asian-American males tend to display an analytic learning style; Caucasian females
and African-, Native-, and Hispanic-American males and females tend to display a relational style.
Parenting and teaching practices may encourage the development of one or the other of the learning
styles. Western education tends to reinforce the acquisition of an analytic style, as does Caucasian-
American parenting; it is possible that parenting styles among other sociocultural groups tend to
encourage a more relational style.
APA LO: 1.2
APA LO: 5.5
Blooms Taxonomy: Remember
Difficulty: Easy
Feldman – Chapter 05 #144
Learning Objective: Define observational learning and outline its basic processes.
Learning Outcome: 17-1
Topic: Violence in Media
5 Summary
Category # of Questions
Accessibility: Keyboard Navigation 109
APA LO: 1.2 135
APA LO: 1.3 73
APA LO: 2.2 5
APA LO: 2.3 2
APA LO: 2.5 3
APA LO: 5.2 1
APA LO: 5.5 1
Blooms Taxonomy: Apply 36
Blooms Taxonomy: Remember 58
Blooms Taxonomy: Understand 50
Difficulty: Easy 67
Difficulty: Medium 77
Feldman – Chapter 05 144
Learning Objective: Define and describe classical conditioning. 19
Learning Objective: Define learning. 5
Learning Objective: Define observational learning and outline its basic processes. 33
Learning Objective: Describe behavior modification. 6
Learning Objective: Explain operant conditioning. 36
Learning Objective: Identify the challenges that have been made to the traditional views of classical conditioning. 3
Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discriminati
on.
16
Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, super
stitious behavior, and shaping.
26
Learning Outcome: 15-1 2
Learning Outcome: 15-2 41
Learning Outcome: 16-1 63
Learning Outcome: 16-2 5
Learning Outcome: 17-1 33
Topic: Applying Conditioning to Human Behavior 4
Topic: Behavior Modification 6
Topic: Biological Constraints 1
Topic: Classical Conditioning 18
Topic: Cognitive Learning Theory 5
Topic: Discrimination 9
Topic: Extinction 7
Topic: Generalization 8
Topic: Latent Learning 9
Topic: Learning 5
Topic: Observational Learning 9
Topic: Operant Conditioning 4
Topic: Punishment 14
Topic: Reinforcement 19
Topic: Schedules of Reinforcement 18
Topic: Shaping 4
Topic: Thorndikes Law of Effect 2
Topic: Violence in Media 11