Motivation Theory Research and Application 6th Edition by Herbert L. Petri - Test Bank

Motivation Theory Research and Application 6th Edition by Herbert L. Petri – Test Bank

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are Posted Below

 

CHAPTER 5  – Test Bank

 

Learned Motives: Classical, Instrumental, and Observational Learning

 

[Note: After each question, the correct answer, the textbook page from which it comes, and the question type is provided.]

 

 

1. In Pavlov’s experiment, removing the UCS and only presenting the CS will eventually lead to:
2. motivation
3. reinforcement
4. extinction
5. learning

[c  150  factual]

 

2. In Pavlov’s classical conditioning experiments, the meat powder was the:
3. UCS
4. CS
5. CR
6. UCR

[a  150  factual]

 

3. In classical conditioning, the organism is relatively:
4. active
5. alert
6. passive
7. unconscious

[c  151  factual]

 

4. In an experiment by Pavlov, dogs were required to make finer and finer discriminations between circles and ellipses. When the dogs could no longer reliably discriminate, they:
5. behaved randomly
6. became passive and depressed
7. became vicious and aggressive
8. developed “neurotic” behavior

[d  152  factual]

 

 

5. Pavlov’s work with experimental neurosis showed that:
6. instrumental conditioning can lead to motivated behavior
7. classical conditioning can lead to motivated behavior
8. neither classical nor instrumental conditioning is involved in motivated behavior
9. people can be conditioned to be neurotic

[b  152  conceptual]

 

6. In Watson’s and Rayner’s experiment with the infant “Little Albert”:
7. the white rat was the UCS causing fear
8. the loud noise caused by striking the metal bar was the UCS for fear
9. the white rat became the CS for fear
10. Watson became the CS for fear

[b  153  factual]

 

7. Wolpe’s therapeutic technique called systematic desensitization:
8. is a type of instrumental conditioning
9. uses an anxiety hierarchy
10. pairs relaxation and real anxiety producing people and activities
11. is based on operant conditioning

[b  154  factual]

 

8. As it relates to systematic desensitization, the term counterconditioning means:
9. to condition with an aversive stimulus
10. to extinguish a previously acquired response
11. a conditioning procedure in which a negative CS is paired with a positive UCS
12. to condition with an internal CS

[c  154  factual]

 

9. The research of Mary Cover Jones (1924) demonstrated that:
10. fear can be eliminated through classical conditioning
11. fear is permanent
12. fear is easy to develop
13. instrumental conditioning can reduce fear

[a  154  factual]

 

10. In intero-exteroceptive conditioning:
11. both the UCS and CS are applied externally but the response is internal
12. both the UCS and CS are applied internally but the response is external
13. the CS is applied internally and the UCS externally
14. the UCS is given internally and the CS is given externally

[c  154  factual]

 

 

11. Which of the following is not true of interoceptive conditioning?
12. it requires conscious experience or awareness of the conditioning
13. it is usually unavoidable
14. it can lead to maladaptive behaviors
15. it is more permanent than external classical conditioning

[a  154-155  factual]

 

12. In the experiment with the “tasty” and “bright-noisy” water, the footshock group:
13. associated the tasty water with the shock
14. did not associate the tasty water with the shock
15. did not associate the bright-noisy water with the shock
16. did not show any preferences in the study

[b  156  factual]

 

13. Taste aversion learning is best viewed as:
14. modeling learning
15. classical conditioning
16. instrumental conditioning
17. operant conditioning

[b  156  factual]

 

14. In the experiment by Garcia and Koelling (1966), a group of rats was exposed to a taste cue followed by X-rays which made the rats feel sick. Later, these rats:
15. avoided light and sound cues
16. did not avoid the taste cue
17. avoided the taste cue
18. were neutral in their behavior toward the taste cue

[c  156  factual]

 

15. Taste aversion studies suggest that:
16. organisms are prepared to make some associations more readily than others
17. learned associations are the same across species
18. learned associations are all basically unprepared
19. prepared, unprepared, and contraprepared associations are all accomplished in the same way

[a  157  conceptual]

 

16. Which one of the following is NOT included in Seligman’s preparedness hypothesis?
17. unprepared
18. very prepared
19. contraprepared
20. prepared

[b  157  conceptual]

 

 

17. Chemotherapy patients sometimes eat less than they should. Research suggests that this lack of eating may be caused by:
18. a pre-existing case of anorexia nervosa
19. changes in the nervous system due to the effects of chemotherapy
20. the direct action of the chemotherapy drugs on satiety signals from the stomach
21. a learned aversion to food eaten near the time of chemotherapy treatment

[d  158  factual]

 

18. The situation of a child who learns to work hard at school in order to get praise from his teachers and parents would be an example of:
19. classical conditioning
20. instrumental conditioning
21. interoceptive conditioning
22. latent learning

[b  160  factual]

 

19. Thorndike (1913) found that the consequences of a response strengthen the connection between that response and some stimulus in the environment. He called this strengthening the:
20. law of effect
21. Thorndike’s learning hypothesis
22. classical conditioning law
23. preparedness hypothesis

[a  160 factual]

 

20. According to Bolles’s (1975) theory of amount of reinforcement effect (AOR):
21. there is a positive relationship between the quality of reinforcement and performance
22. there is a positive relationship between the quantity of reinforcement and performance
23. the amount of reinforcement affects performance is a curvilinear manner
24. greater amounts of reinforcement produce greater persistence of behavior

[b  161  factual]

 

21. When Crespi (1942) gave rats different amounts of reinforcement for running, he found that:
22. larger rewards slowed the rats down
23. smaller rewards produced the fastest running
24. larger rewards produced faster running
25. amount of reward did not influence running speed

[c  161  factual]

 

22. A greater quality of reinforcement has which of the following effects upon performance?
23. generally decreases the amount of performance
24. generally improves performance
25. does not alter performance
26. makes performance more resistant to extinction

[b  161-162  factual]

 

23. In an experiment on the effects of reinforcement on running speed, when a large reward that the rats had been receiving was changed to a medium reward, their performance declined to below a group that always received a medium reward. This is called:
24. negative contrast
25. positive contrast
26. diminishing reward effect
27. quality of reward effect

[a  162  factual]

 

24. Secondary reinforcers:
25. are intrinsically reinforcing due to their very nature
26. come to control responding due to their association with other reinforcers
27. are such things as water, food, avoidance of pain
28. usually involve a form of latent learning

[b  163  factual]

 

25. A generalized conditioned reinforcer is:
26. an unlearned reinforcer
27. a reinforcer that conditions people to respond to many situations
28. a reinforcer that only maintains behavior under certain general conditions
29. a stimulus that previously has been paired with several different primary reinforcers

[d  163  factual]

 

26. A _____ increases the probability of the response that it follows.
27. stimulus
28. motivation
29. reinforcer
30. latent investment

[c  163  factual]

 

27. A _____ reinforcer is effective because of its very nature, while a _____ reinforcer is effective only after it has been associated with a primary reinforcer.
28. large; small
29. generalized; automatic
30. primary; conditioned
31. learned; instinctive

[c  163  factual]

 

28. In a token economy, tokens:
29. replace all reinforcers
30. can be exchanged for other reinforcers at a later time
31. can be used only with humans
32. have been shown to be ineffective in producing desirable results

[b  164  factual]

 

29. A _____ serves as a reminder of the other reinforcers it can buy.
30. generalized reinforcer
31. token
32. stimulus
33. reinforcing stimulus

[b  164  factual]

 

30. In a long-term study of the effects of a token economy on mining safety, results showed that:
31. tokens influenced safety at first, but had no long-term effects
32. tokens generally were not valued by the miners
33. lost-time injuries were reduced significantly at both mines in the study
34. lost-time injuries were reduced at one mine, but not at the other

[c  164-165  factual]

 

31. In _____ training, a rat is taught the bar press a lever on a schedule of reinforcement. Then independently the rat is subjected to parings of time and shock. Afterward, the rat will suppress bar pressing when the tone is on (with no shock).
32. classical conditioning
33. aversion test
34. conditioned emotional response
35. operant conditioning

[c  168  factual]

 

32. Which of the following is NOT true according to results of Seligman’s experiment in which dogs were given unavoidable shocks? The dogs given unavoidable shocks:
33. were much slower to learn to avoid the shock in a new “controllable” situation
34. were less aggressive in aversive and competitive conditions
35. got better with time
36. could not be prevented from developing learned helplessness

[d  169  conceptual]

 

33. Which of the following has research on learned helplessness NOT shown?
34. control over the environment is crucial for avoiding helplessness
35. “inoculating” subjects against helplessness can prevent helplessness from developing
36. both rats and humans easily learn to be helpless
37. animals can be taught to gain control over their environments

[c  169  conceptual]

 

34. According to Seligman (1976), all of the following are symptoms of helplessness EXCEPT:
35. passivity
36. retardation of learning
37. decrease in aggressiveness or competitiveness
38. increase in helplessness with time

[d  170  conceptual]

 

35. An animal that exhibited symptoms such as slowness to learn new responses, passivity, and failure to compete effectively for resources might be characterized as displaying _____, according to Seligman.
36. passive-aggressive tendencies
37. depression
38. interoceptive conditioning
39. learned helplessness

[d  170  conceptual]

 

36. According to Bandura, human behavior results from:
37. internal, conflicting forces
38. control from the environment, i.e., reinforcement and punishment
39. interactions between behaviors and the conditions that control the behaviors
40. cognitive factors only

[c  172  factual]

 

37. Vicarious learning means:
38. learning by observing others
39. classical conditioning
40. emotional learning
41. no schedule of reinforcement

[a  172  factual]

 

38. According to Bandura’s social learning theory, the primary function of reinforcement is:
39. to reduce a social need
40. motivational and informational
41. only motivational
42. only informational

[b  173  factual]

 

39. The importance of vicarious reinforcement situations is that they show that:
40. we alter our behavior as a result of observing consequences of behavior of others
41. reinforcement lowers inhibitions
42. motivational aspects of reinforcement are not important
43. classical conditioning is essential for pleasure

[a  173  factual]

 

40. According to Bandura, which of the following is NOT a modeling process in observational learning?
41. attention
42. retention
43. regulation
44. reproduction

[c  173  conceptual]

 

41. Little Johnny is watching his father shave. Which modeling process is he exhibiting?
42. attention
43. reproduction
44. regulation
45. retention

[a  173  conceptual]

 

42. In a study of human aggressive behavior, Berkowitz and LePage (1967) found that the presence of a gun:
43. was not noticed by most subjects
44. increased the intensity of shocks given by one subject to another
45. had no influence on the intensity of shocks given by one subject to another
46. served as a situational cue that elicited reduced aggression

[b  175  conceptual]

 

43. The situation in which an individual reacts aggressively almost without thinking is what Berkowitz called:
44. instinctive aggression
45. impulsive aggression
46. unconscious aggression
47. learned aggression

[b  175  factual]

 

44. Studies of rats that learn to go to the correct arm of a T-maze, or to press a lever for the opportunity to kill a mouse suggest that aggressive behavior:
45. itself may be reinforcing
46. occurs if it is rewarded
47. is caused by genetic predisposition in some rats
48. is influenced only by reinforcement

[a  176  conceptual]

 

45. When Bandura and his associates conducted experiments on aggression in children, they found:
46. children do not act aggressively until age five
47. children learn to model aggressive behaviors that they observe in others
48. observing aggressive behavior seems to inhibit the children’s own aggression
49. only males were aggressive

[b  176  conceptual]

 

 

46. In Bandura’s modeled aggression study, children’s aggressive behavior toward the _____ was measured.
47. other children
48. adult bystander
49. Bobo doll
50. experimenter

[c  176  factual]

 

47. Research on aggression has shown all of the following EXCEPT:
48. aggression is a basic instinct in humans
49. people who are reinforced for aggressive behavior tend to continue to be aggressive
50. aggression may be due, in part, to classical conditioning
51. individuals can learn to be aggressive by observing aggressive behavior in others

[a  176-177  conceptual]

 

48. Pfaus and colleagues (2001) stated that rats prefer a location that has previously been paired with a mate for copulation. This phenomenon is called:
49. classical conditioned sex
50. mating location preference
51. sexual habituation
52. conditional place preference

[d  178  factual]

 

49. The concept of “sexual values” implies that:
50. acceptable sexual behaviors are the same from one culture to another
51. acceptable sexual behaviors depend upon the culture in which one is raised
52. what constitutes acceptable sexual behavior changes as a person ages
53. sexual behavior is often considered valuable

[b  178  conceptual]

 

50. According to Luria and colleagues (1987), most people learn the rules of sexual behavior during:
51. early childhood
52. just before puberty
53. adolescence
54. early adulthood

[c  179  factual]