Motivation Theory Research And Application, International Edition, 6th Edition by Herbert L - Test Bank

Motivation Theory Research And Application, International Edition, 6th Edition by Herbert L – Test Bank

 

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Sample Questions Are Posted Below

 

CHAPTER 5  – Instructor’s Manual

 

Learned Motives: Classical, Instrumental, and Observational Learning

 

 

Chapter Preview

 

This chapter is concerned with the following questions:

 

1. How are motives acquired?

 

2. How does classical conditioning contribute to the motivation of behavior?

 

3. How does instrumental conditioning contribute to the motivation of behavior?

 

4. How is observational learning involved in the development of motives?

 

 

 

Chapter Outline

 

Pavlovian classical conditioning

Experimental Neurosis

Elimination of Motivated Behaviors Through Conditioning

Interoceptive Conditioning

Implications of Interoceptive Conditioning

Learned Aversions

Learned Taste Aversions in Caner Patients

Instrumental Conditioning

Quantity, Quality, and Contrasts of Reinforcement

Primary and Conditioned Reinforcement

Generalized Conditioned Reinforcers

Tokens and Token Economies

Classical-Operant Interactions in Motivation

Acquired Fear

Conditioned Emotional Responses (CERs)

Learned Helplessness

Symptoms of Helplessness

Retardation of Learning (Associative Retardation)

Somatic Effects

Reduction of Helplessness with Time

Causes and Prevention of Helplessness

Observational Learning (Modeling)

Modeling Processes: Attention, Retention, Reproduction

Attention

Retention

Reproduction

Modeling Processes: Vicarious Reinforcement

Learning and Aggression

Classical Conditioning and Aggression

Instrumental Conditioning and Aggression

Modeled Aggression

Sexual Motivation and Learning

Learned Sexual Values

 

 

 

Class Lecture Ideas

 

1. Classical Conditioning Terminology

Although students should have been exposed to classical conditioning terminology in their introductory psychology class, chances are good that they would appreciate a refresher here.  In addition to UCS, UCR, CS, CR, include extinction, generalization, and spontaneous recovery.

 

2. Little Albert

Simply because Watson & Rayner’s (1920) study with Little Albert is such a classic in psychology, you should cover it in class.  Although it has some flaws, it does demonstrate how we might learn some emotions.

 

3. Counterconditioning

Counterconditioning is a very useful application of classical conditioning for students to understand.  Review the basic concepts, including systematic desensitization and anxiety hierarchy.  Provide a couple of examples.

 

4. Learned Aversion

John Garcia’s research is extremely relevant, to classical conditioning as well as to motivation.  Review the research and make sure students understand the importance of biological constraints on what can be learned.  Also describe Bernstein’s research on learned aversion in cancer patients, as this demonstrates its importance in everyday life.

 

5. Reinforcement

Provide an overall look at reinforcement so students can better understand this section.  Define reinforcement, review schedules of reinforcement, and describe primary and conditioned reinforcement.  Especially important for motivation, describe amount of reinforcement and quality of reinforcement.

 

 

6. Token Economy

Because token economies are useful in a variety of situations, it is important that you include them in a lecture.  Encourage students to think of places where a token economy might apply.  I like to tell my students that they are in a token economy.  At the end of the term, they “cash” their points in for a grade.

 

7. Learned Helplessness

Martin Seligman’s learned helplessness phenomenon points out the importance of motivation.  Review the early experiments, the symptoms of helplessness, and the causes and prevention of helplessness.

 

8. Observational Learning

The social learning theory (Bandura, 1971) has played a large role in our understanding of learning, behavior, and motivation.  Review the general terms in modeling, as well as the modeling processes (attention, retention, and reproduction).  Carefully review Bandura’s research on modeled aggression using children interacting with a Bobo doll.  Encourage students to discuss this study, as it serves as the basis of our understanding of the effects of television on violence.

 

 

 

Class Activities

 

1. Video Clips

Some of the topics in this chapter are difficult to grasp without seeing them, but actually bringing them into the classroom (recreating them) is difficult if not impossible.  My solution is to show short video clips to the students.  Here are several topics that really help students when they view video clips.  The video clips are available from various places, including YouTube.

Pavlov and Classical Conditioning – a video of Pavlov’s classical conditioning study (or an animation of it) really helps students understand.

Little Albert – it is much easier to understand how Albert was conditioned to fear the white rat when you can see a video.

Bandura’s Bobo Doll Study – This study consists of several conditions, and watching the procedures makes it much easier to understand.

 

2. Taste Aversion Learning Examples

It usually turns out that when I start talking about taste aversion learning, several students spontaneously want to share their experiences.  So now I start by asking students if there is any type of food that they currently can’t eat that they used to like.  I always get a good response, and the examples hit home quickly.

 

3. Desensitization/Relaxation Therapist

You might invite a counselor who is familiar with systematic desensitization to your class.  She could help students develop an anxiety hierarchy, teach them relaxation training, and then provide a demonstration of desensitization training.

4. Fear Survey

What sorts of fears do students experience, and how did they develop?  Have your class develop a brief fear survey.  Questions on fears, when developed, causes, implications for their lives might be on it.  Then have students pass out the survey to the students on campus and report back to the class at the next class.  Analyze the results to determine if any trends exist.  For example, was classical conditioning involved?

 

 

 

Class Discussion Suggestions

 

1. How relevant is Pavlov’s classical conditioning study today?

 

2. Much of the research presented in this chapter was conducted on animals. How relevant is animal research on human motivation?  How ethical is the research on animals?   Could it be conducted with people?  Why is it important to conduct the research?

 

3. Why is Wolpe’s desensitization technique valuable?

 

4. Why is understanding how we develop taste aversion learning important? What is a personal example of taste aversion learning?

 

5. Do people respond the same way animals do to changes in reinforcement schedule? For example, how would you respond if your boss tells you economy is bad so your pay rate is going to be reduced by 50% ?

 

6. What are some examples of token economies in your life?

 

7. How do people acquire fear?

 

8. What are effective ways to treat or prevent learned helplessness?

 

9. How important is modeling on learning behaviors? Give examples of various types of reinforcement.

 

 

 

Short Answer Questions

 

1. Identify the four terms used to describe classical conditioning.

 

2. Describe Watson and Rayner’s Little Albert’s study.

 

3. Describe a systematic desensitization session (include anxiety hierarchy).

 

4. What is interoceptive conditioning?

 

5. Describe Garcia and Koelling’s taste aversion learning study.

 

6. Discuss importance of Bernstein’s learned taste aversion study of cancer patients.

 

7. How do amount of reinforcement (AOR) and quality of reinforcement (QOR) affect behavior?

 

8. How does changing amount of reinforcement affect behavior (negative or positive contrast)?

 

9. Provide examples of primary reinforcers and conditioned reinforcers?

 

10. Describe how a token economy might work.

 

11. Describe conditioned emotional response (CER) training.

 

12. Discuss dangers of learned helplessness.

 

13. Identify symptoms of helplessness.

 

14. Give examples of learning through observation (modeling).

 

15. Identify three processes in modeling.

 

16. Describe Bandura’s Bobo doll study.

 

17. What are sexual values, and how are they learned?

 

 

 

Essay Questions

 

1. Evaluate the importance of classical conditioning in every day behavior. Provide examples.

 

2. Describe systematic desensitization, and apply it to a specific problem (include anxiety hierarchy).

 

3. Discuss the important implications of the taste aversion learning research. How is this related to Seligman’s preparedness hypothesis?

 

4. Describe Bernstein’s learned taste aversion research in cancer patients, and discuss the applications to help people going through chemotherapy.

 

5. Describe research on amount of reinforcement and quality of reinforcement, and discuss the applications for motivation in the workplace.

 

6. Describe the token economy system and apply it to practical situations.

 

7. Describe Seligman’s learned helplessness research and evaluate ways to prevent or treat helplessness in daily life. Evaluate criticisms of the learned helplessness concept.

 

8. Evaluate the importance of vicarious learning in everyday life. Give examples of learning through observation.

 

9. How is aggression learned? Review classical conditioning, instrumental conditioning, and observational modeling and aggressive motivation.

 

10. Evaluate the research that suggests sexual behavior can be learned.

 

 

 

Additional Reading Suggestions

 

Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.

 

Pavlov, I. (1927). Conditioned reflexes. London: Claredon Press.

 

Garcia, J., & Koelling, R. (1966). Relation of cue to consequence in avoidance learning. Psychonomic Science, 4, 123-124.

 

Skinner, B. F. (1953). Science and human behavior. New York: Free Press.

 

Seligman, M. E. P. (1975). Helplessness: On depression, development, and death. San Francisco: Freeman.

 

 

Annotated Websites

 

Seligman and Weiss’s ideas compared on learned helplessness

http://www.psy.plym.ac.uk/year2/psy221depression/psy221depression.htm

 

Observational Learning

http://www.edpsycinteractive.org/topics/soccog/soclrn.html

Huitt, W. (2004). Observational (social) learning: An overview. Educational Psychology Interactive. Valdosta, GA: Valdosta State University.

 

Albert Bandura

http://www.ship.edu/~cgboeree/bandura.html

Brief biography of Albert Bandura, including some of his theories and research

SeaWorld

http://seaworld.org/infobooks/training/mmtrain.html

Sea World website that describes training of animals with behavioral techniques

 

Pavlov dog classical conditioning

http://www.uwm.edu/~johnchay/cc.htm

Website that gives opportunity to classically condition a dog, similar to what Pavlov did

 

B F Skinner Foundation

http://www.bfskinner.org/BFSkinner/Home.html

Website that contains a great deal of information on Skinner, his ideas, and his research

 

Watson article

http://psychclassics.yorku.ca/Watson/views.htm

John Watson, “Psychology as a behaviorist sees it” article. (1913).

 

Positive Reinforcement

http://psych.athabascau.ca/html/prtut/

Athabasca University, activity teaching students about positive reinforcement

 

Classical Conditioning

http://www.healthyinfluence.com/wordpress/steves-primer-of-practical-persuasion-3-0/doing/ding-dong-classical-conditioning/

Website showing various applications of classical conditioning

 

Schedules of Reinforcement

http://www.edpsycinteractive.org/topics/behavior/operant.html

Website that reviews various schedules of reinforcement

 

Obesity Society

http://www.obesity.org/

Obesity Society website, with information about obesity and its treatment