PSYCH3 3rd Edition by Spencer A. Rathus - Test Bank
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PSYCH3 3rd Edition by Spencer A. Rathus - Test Bank

PSYCH3 3rd Edition by Spencer A. Rathus - Test Bank   Instant Download - Complete Test Bank With Answers     Sample Questions Are Posted Below   Chapter 5: Learning   MULTIPLE CHOICE   According to behaviorists, __________ is any relatively permanent change in an organism’s behavior that occurs because of experience. a. extinction c. …

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PSYCH3 3rd Edition by Spencer A. Rathus – Test Bank

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are Posted Below

 

Chapter 5: Learning

 

MULTIPLE CHOICE

 

  1. According to behaviorists, __________ is any relatively permanent change in an organism’s behavior that occurs because of experience.
a. extinction c. acquisition
b. higher-order conditioning d. learning

 

 

ANS:  D                    DIF:    1                    REF:   Learning, Experience, and Change

OBJ:   1                    MSC:  TYPE: Factual

 

  1. Psychologists who believe that learning involves experiences that change the way organisms mentally represent the environment are
a. behaviorist. c. Pavlovian psychologists.
b. cognitive psychologists. d. observational psychologists.

 

 

ANS:  B                    DIF:    1                    REF:   Learning, Experience, and Change

OBJ:   1                    MSC:  TYPE: Factual

 

  1. Cognitive psychologists define learning as a ___________ change that may or may not be associated with a ___________ change.
a. mental; behavioral c. positive; behavioral
b. behavioral; mental d. behavioral; negative

 

 

ANS:  A                    DIF:    2                    REF:   Learning, Experience, and Change

OBJ:   1                    MSC:  TYPE: Conceptual

 

  1. As a young child, you could not read, but through many reinforcing experiences with your parents and teachers, you learned to read and still can. This is most consistent with which definition of learning?
a. behaviorist c. complex
b. cognitive d. instinctive

 

 

ANS:  A                    DIF:    3                    REF:   Learning, Experience, and Change

OBJ:   1                    MSC:  TYPE: Applied

 

  1. Jill has learned about all the negative effects of cigarette smoking but continues to smoke. This is most consistent with which definition of learning?
a. behaviorist c. complex
b. cognitive d. instinctive

 

 

ANS:  B                    DIF:    3                    REF:   Learning, Experience, and Change

OBJ:   1                    MSC:  TYPE: Applied

 

 

 

 

 

 

 

 

  1. The reason we are more likely to stop at a red light than at a green light is because
a. the human eye is more sensitive to the color red than the color green.
b. we learn that stopping at red lights is associated with avoiding accidents and tickets.
c. we are born knowing that red means “stop” and green means “go.”
d. none of these

 

 

ANS:  B                    DIF:    1

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

 

  1. A student’s preference for a grade of “A” rather than an “F” is most likely the result of
a. classical conditioning. c. adaptation conditioning.
b. operant conditioning. d. counterconditioning.

 

 

ANS:  A                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Applied

 

  1. Ivan Pavlov is best known for his research in
a. operant conditioning. c. insight learning.
b. classical conditioning. d. contingency theory.

 

 

ANS:  B                    DIF:    1

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. Ivan Pavlov was originally attempting to identify __________.
a. neural receptors in the mouths of dogs
b. amount of salivation in a dog’s response to a tone
c. principles of classical conditioning
d. amount of salivation in a dog’s response to a bell

 

 

ANS:  A                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. While attempting to identify neural receptors that trigger salivary glands, Ivan Pavlov inadvertently found that reflexes can be learned through
a. contingency. c. instinct.
b. dissociation. d. association.

 

 

ANS:  D                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. Ivan Pavlov provided evidence that reflexes can be learned through
a. contingency. c. instinct.
b. dissociation. d. association.

 

 

ANS:  D                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. What was the reason that Ivan Pavlov’s dogs began salivating in response to an assistant entering the laboratory?
a. The assistant made a noise every time they entered the room.
b. The assistant had previously brought food to the animal.
c. The dogs had been deconditioned through dissociation.
d. The dogs were hungry.

 

 

ANS:  B                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

 

  1. Pavlov referred to learned salivation as a __________. Today it is better known as a(n) __________.
a. conditioned response; orienting reflex c. conditional reflex; conditioned response
b. learned response; neutral stimulus d. conditioned response; conditional reflex

 

 

ANS:  C                    DIF:    1

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. A trained salivary response was called the_______________ by Pavlov.
a. conditioned response c. conditioned stimulus
b. conditional reflex d. neutral stimulus

 

 

ANS:  B                    DIF:    1

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. According to the __________ perspective, an organism learns the association between two stimuli because they are paired together, not because the organism knows that one stimulus will follow another.
a. cognitive c. psychoanalytic
b. behaviorist d. observational

 

 

ANS:  B                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

 

  1. How do behaviorists explain Pavlov’s classical conditioning results?
a. The dog has learned that the meat powder is contingent upon presentation of the bell.
b. The dog has made a mental representation of the bell and meat powder.
c. The dog has learned the association between paired stimuli.
d. The dog has come to expect that the meat powder will come in the presence of the bell.

 

 

ANS:  C                    DIF:    3

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. From the __________ perspective, the dog in Pavlov’s experiments salivated in response to the bell because the bell became mentally connected to the meat powder.
a. behaviorist c. psychoanalytic
b. cognitive d. observational

 

 

ANS:  B                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. What does the cognitive psychology view of classical conditioning state?
a. Organisms learn the relationships between events.
b. Organisms form mental representations and make predictions about events.
c. The focus is on the information learned by the organism.
d. All of these

 

 

ANS:  D                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

 

  1. In regard to Pavlov’s classical conditioning experiments, what would the cognitive perspective be?
a. The dogs learned the association between two contiguous stimuli without a contingency factor.
b. The dogs mentally connected the bell with the meat powder.
c. The dogs had no mental representation; rather, the CS and US were merely contiguous.
d. The dogs learned the association between the CR and the UR.

 

 

ANS:  B                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. The behavioral view of classical conditioning focuses on simple _________ of stimuli, while the cognitive view adds ________ representations of the environment.
a. pairing; mental c. pairing; physical
b. separation; physical d. separation; mental

 

 

ANS:  A                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. In Pavlov’s original experiments, the bell was at first a(n) _______ stimulus.
a. novel c. conditioned
b. unconditioned d. neutral

 

 

ANS:  D                    DIF:    1

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

 

 

 

 

  1. How can a dog be trained to salivate when a bell is sounded?
a. Have a bell in the room where the animal is fed.
b. Pair the sound of the bell with the delivery of food.
c. Praise the dog after it is fed.
d. None of these.

 

 

ANS:  B                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. In Pavlov’s experiments, meat powder elicited salivation. Salivation in this case was the
a. CR. c. CS.
b. UR. d. US.

 

 

ANS:  B                    DIF:    1

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. Your dog starts to salivate when you use the electric can opener to open his can of dog food. After learning the principles of classical conditioning, it becomes obvious to you that the can opener has become an effective
a. UR. c. CR.
b. US. d. CS.

 

 

ANS:  D                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Applied

 

  1. During Pavlov’s classic experiments, after conditioning, the bell was the __________, and salivation was the __________.
a. CS; CR c. CR; CS
b. US; UR d. UR; US

 

 

ANS:  A                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. With Pavlov’s classic work, before conditioning occurred, __________ was the UR, and __________ was the US.
a. the meat powder; the bell c. salivation; the bell
b. the bell; salivation d. salivation; the meat powder

 

 

ANS:  D                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

 

 

 

 

 

 

 

  1. What is a conditioned response?
a. A reflexive reaction to meat powder.
b. A learned response to a previously neutral stimulus.
c. A neutral stimulus that elicits a response.
d. An operant reaction to a bell.

 

 

ANS:  B                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. You walk past Pizza Hut and salivate in response to the aroma of freshly baked pizzas. What is this the result of?
a. classical conditioning c. spontaneous recovery
b. operant conditioning d. instrumental conditioning

 

 

ANS:  A                    DIF:    1

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Applied

 

  1. Johnny is tormented in the schoolyard every day by a bully with bright red frizzy hair. One day, Johnny’s father brought his boss, Mr. Dale, home. The boss had bright red frizzy hair, and Johnny ran to his room, crying. Mr. Dale’s hair functioned as a __________, and Johnny’s fear was a __________.
a. US; CR c. CS; CR
b. US; UR d. CR; CS

 

 

ANS:  C                    DIF:    3

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Applied

 

  1. You are walking along and are suddenly startled by the loud sound of a truck backfiring. Your startle response is the __________, and the sound of the backfire is the __________.
a. UR; US c. CR; CS
b. CS; US d. CR; UR

 

 

ANS:  A                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Applied

 

  1. While sitting in her Jeep at a red traffic light, Lauren heard a loud screech. One second later, a cab smashed into the back of her Jeep. Now when she hears a screeching sound, she feels anxious. In this example, the screech became an effective __________, and her anxiety in response to the sound became the __________.
a. CR; CS c. CS; CR
b. US; CR d. CS; UR

 

 

ANS:  C                    DIF:    3

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Applied

 

 

 

 

  1. What usually takes only one trial to condition successfully?
a. operant conditioning c. classical conditioning
b. taste aversion d. lever pressing

 

 

ANS:  B                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

 

  1. While on vacation, twelve years ago, Benjamin became extremely ill when he ate some shrimp. The fact that he cannot eat shrimp to this day is a classic example of
a. taste conditioning. c. taste associations.
b. taste aversion. d. predicted taste conditioning.

 

 

ANS:  B                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

 

  1. Taste aversions are fascinating examples of
a. operant conditioning. c. the contingency theory.
b. insight learning. d. classical conditioning.

 

 

ANS:  D                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. To control the rat population in urban settings, the health department scatters bags of corn and molasses laced with poison. Many rats who survive temporarily become very sick. Then, the surviving rats never eat the bait again. What is this an example of?
a. higher-order conditioning c. observational learning
b. spontaneous recovery d. taste aversion

 

 

ANS:  D                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Applied

 

  1. Taste aversions differ from other instances of classical conditioning because
a. only one association may be required. c. the US and the CS must be contiguous.
b. the US can occur hours after the CS. d. both a and b.

 

 

ANS:  D                    DIF:    3

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Applied

 

  1. Taste aversion poses a problem for strict behaviorists because
a. the CS and US are not contiguous. c. the CS and US are contiguous.
b. it cannot be extinguished. d. there is no US.

 

 

ANS:  A                    DIF:    3

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

 

 

 

 

  1. One way that taste aversion is different from other examples of classical conditioning is that
a. it cannot be extinguished.
b. taste aversion usually takes only one trial.
c. the CS and US are contiguous.
d. there is no US.

 

 

ANS:  B                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. Unlike other forms of conditioning, taste aversion is powerful and rapidly acquired, suggesting that it
a. is specific to certain organisms.
b. is because the CS and US are contiguous.
c. only occurs in humans and not lower animals.
d. has adaptive significance.

 

 

ANS:  D                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. In a study of taste aversion, rats were conditioned with sweetened water, light, and a clicker. What did the results show?
a. Nauseated rats were more likely to acquire an appropriate taste aversion to the sweetened water.
b. Shocked rats were more likely to develop an appropriate aversion to light.
c. For each group of rats, learning was adaptive.
d. All of these.

 

 

ANS:  D                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. Continued presentation of the CS in the absence of the US will result in
a. counter conditioning. c. extinction of the CS.
b. extinction of the US. d. extinction of the CR.

 

 

ANS:  D                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. Alex, your dog, has just been switched from dry dog food to canned dog food. Alex has always made a fast dash to the kitchen every time he heard the dog food bag rattling.  What will be the most likely result of switching to canned food?
a. The sound of the bag will lose its status as a CS for Alex.
b. Alex will immediately run to the sound of the can opener.
c. Alex will continue to always come running to the sound of a bag being opened.
d. None of these.

 

 

ANS:  A                    DIF:    3

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Applied

 

  1. Mimi, your cat, comes running into the kitchen every time you use the electric can opener. Her vet has instructed you to switch her from canned cat food to dry cat food that comes in a bag. Which of the following will likely occur?
a. She will always come running to the sound of the electric can opener.
b. The sound of the bag will not become an effective CS for Mimi.
c. Eventually, the sound of the electric can opener will lose its status as a CS for Mimi.
d. Mimi will immediately come running to the sound of the bag and not to the sound of the electric can opener.

 

 

ANS:  C                    DIF:    3

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Applied

 

  1. According to the _____________ perspective, extinction changes a person’s mental representation of the environment because the conditioned stimulus is no longer predictive of an unconditioned stimulus.
a. behavioral c. evolutionary
b. cognitive d. clinical

 

 

ANS:  B                    DIF:    1

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

 

  1. The term extinction can be a bit misleading because
a. the US always elicits a CR. c. a CS is never really extinguished.
b. we see spontaneous recovery of CRs. d. a CS has the potential of eliciting a UR.

 

 

ANS:  B                    DIF:    3

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

 

  1. Why would the term extinction be a possible misnomer?
a. Because a CS is never really extinguished.
b. Because a CS always has the potential of eliciting a UR.
c. Because the US always elicits a CR.
d. Because we see spontaneous recovery of CRs.

 

 

ANS:  D                    DIF:    3

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

 

  1. Pavlov’s dogs experienced extinction trials, however a few days later, Pavlov sounded the tone and the dogs salivated. This recurrence of the extinguished response is called
a. spontaneous recovery. c. un-learning.
b. acquisition. d. conditioning.

 

 

ANS:  A                    DIF:    1

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

 

  1. Because of the phenomenon of spontaneous recovery, psychologists believe that
a. extinction of a CR can never really occur.
b. extinction of a CS can never really occur.
c. the CR is not really extinguished but merely inhibited during extinction trials.
d. the UR is not really extinguished but merely inhibited during extinction trials.

 

 

ANS:  C                    DIF:    3

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. __________________ is the tendency for a conditioned response to be evoked by stimuli that are similar to the conditioned stimulus.
a. Discrimination c. Spontaneous recovery
b. Generalization d. Extinction

 

 

ANS:  B                    DIF:    1

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. Your little brother learned that a cow says “moo moo.” When he sees a horse he calls it a “moo moo”. What is this is an example of?
a. higher-order conditioning c. generalization
b. response discrimination d. discrimination

 

 

ANS:  C                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Applied

 

  1. When a young child sees a cow and calls it “doggie,” this is an example of
a. stimulus discrimination. c. higher-order conditioning.
b. stimulus generalization. d. response discrimination.

 

 

ANS:  B                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Applied

 

  1. __________________ is the tendency for an organism to distinguish between a CS and similar stimuli that does not predict an unconditioned stimulus.
a. Discrimination c. Spontaneous recovery
b. Generalization d. Extinction

 

 

ANS:  A                    DIF:    1

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. A baby cries in response to faces of strangers but smiles when he sees his mother’s face. What is this an example of?
a. higher-order conditioning c. generalization
b. response generalization d. discrimination

 

 

ANS:  D                    DIF:    1

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Applied

 

  1. Your dog barks and growls to the sound of a stranger’s car engine pulling into your driveway, yet wags his tail and gets excited to the sound of your car engine. This is an example of
a. discrimination. c. higher-order conditioning.
b. generalization. d. response generalization.

 

 

ANS:  A                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Applied

 

  1. Your front doorbell has a higher pitch than your back doorbell. When one rings, you always know which door to answer. What is this an example of?
a. discrimination c. higher-order conditioning
b. generalization d. response generalization

 

 

ANS:  A                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Applied

 

  1. Both generalization and discrimination are _________ because they allow us to understand that a red traffic light means stop in any city and to distinguish the faces in our family.
a. adaptive c. innate
b. abnormal d. illogical

 

 

ANS:  A                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

 

  1. Generalization is to discrimination as
a. operant is to classical. c. innate is to learned.
b. abnormal is to normal. d. broader is to narrower.

 

 

ANS:  D                    DIF:    3

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

 

  1. Your child fears going to the doctor because on her last visit she received a painful treatment. Now every time your child visits the doctor the nurse is with him. You notice the child seems afraid of the nurse even though she has never administered a painful treatment. What is this probably due to?
a. higher-order conditioning c. stimulus discrimination
b. stimulus overload d. response generalization

 

 

ANS:  A                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Applied

 

 

 

 

 

 

 

  1. After the bell became an effective CS, Pavlov then paired it with a light. Eventually, the light was able to elicit the response of salivation. What is this an example of?
a. response hierarchy c. generalization
b. higher-order conditioning d. stimulus-response hierarchy

 

 

ANS:  B                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. As a young child, the white coat of your pediatrician elicited a fear response in you. Eventually, your pediatrician’s waiting room and her receptionist came to elicit fear. This occurred because of
a. response hierarchy. c. generalized conditioning.
b. stimulus-response hierarchy. d. higher-order conditioning.

 

 

ANS:  D                    DIF:    3

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Applied

 

  1. The most thrilling part of a rollercoaster ride is the speed of the rapid descent. Yet your excitement begins to build as you wait in line and gradually increases as you board the train, strap yourself in, and begin the slow incline. These increments in level of excitement during this whole process is an example of
a. response hierarchy. c. higher-order conditioning.
b. stimulus-response hierarchy. d. generalized conditioning.

 

 

ANS:  C                    DIF:    3

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

 

  1. Many fear responses are acquired through the process of _______ conditioning.
a. classical c. primary
b. temporary d. secondary

 

 

ANS:  A                    DIF:    1

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

 

  1. Pairing a pleasant stimulus with a fear-evoking object or situation describes
a. programmed learning. c. counterconditioning.
b. shaping. d. flooding.

 

 

ANS:  C                    DIF:    1

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

 

 

 

 

 

 

  1. Your mother has a fear of cats. The psychologist repeatedly pairs her love for classical music with the gradual exposure to a cat.   What is this known as?
a. higher-order conditioning c. operant conditioning
b. counterconditioning d. cookie conditioning

 

 

ANS:  B                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Applied

 

  1. Your dog is upset and agitated around your new cat. Your new cat is not particularly happy around your dog, either. Then you start to feed them together, side by side. They begin to like each other (or at least tolerate each other). This happened in accordance with what principle?
a. fear hierarchy conditioning c. backward conditioning
b. counterconditioning d. trace conditioning

 

 

ANS:  B                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Applied

 

  1. Watson conditioned fear in Little Albert by presenting a white rat with the loud clanging sound. __________ was the CS, and __________ was the US.
a. The loud sound; the rat c. The light; the rat
b. The rat; the loud sound d. The bell; the loud sound

 

 

ANS:  B                    DIF:    3

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

  1. After being conditioned to fear a white rat, Little Albert cried in the presence of other furry objects such as a rabbit and fur coat. This is due to
a. discrimination. c. higher order conditioning.
b. generalization. d. spontaneous recovery.

 

 

ANS:  B                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

 

  1. The two behavior-therapy methods of flooding and systematic desensitization are based on what principle?
a. extinction c. stimulus generalization
b. punishment d. higher-order conditioning

 

 

ANS:  A                    DIF:    3

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

 

  1. A child who is afraid of the water is tossed into a swimming pool to teach him how to swim. What is this an example of?
a. programmed learning c. counterconditioning
b. shaping d. flooding

 

 

ANS:  D                    DIF:    1

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Applied

  1. You are absolutely terrified of dogs. Your behavior therapist is taking you to a kennel where you will be surrounded by 10 dogs.  This therapeutic approach is known as
a. systematic desensitization. c. aversion conditioning.
b. higher-order conditioning. d. flooding.

 

 

ANS:  D                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

 

  1. To reduce Patty’s fear of horses, a behavior therapist took her immediately to the nearby horse farm. She instructed Patty to stand in the stables, where she was surrounded by 20 horses. This is an example of
a. aversion-hierarchy conditioning. c. systematic desensitization.
b. higher-order conditioning. d. flooding.

 

 

ANS:  D                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Applied

 

  1. Peter has a phobia for dogs. The behavior therapist has him relax and just think about dogs, and occasionally shows him pictures of dogs. The next session will involve going to the pet store to observe dogs through a glass, and the next week a trip to a kennel. In every instance Peter must maintain a relaxed response. This type of behavior therapy is known as
a. aversion-hierarchy conditioning. c. higher-order conditioning.
b. systematic desensitization. d. stimulus generalization conditioning.

 

 

ANS:  B                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

 

  1. To reduce Mary Ann’s fear of birds, a behavior therapist had her relax and think of a bird. Then she showed Mary Ann a picture of some birds, after which they both watched the Hitchcock movie about birds. After a few sessions, she took Mary Ann to the aviary. This is an example of what type of behavior therapy?
a. systematic desensitization c. higher-order conditioning
b. flooding d. aversion conditioning

 

 

ANS:  A                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

 

  1. Behavior therapists prefer systematic desensitization over flooding as a behavior therapy to reduce fears because
a. it takes less time.
b. it exposes the individual to the fear-evoking stimuli all at once.
c. the process of relaxation and gradual exposure to varied forms of the feared stimuli is more pleasant.
d. the client is not exposed to the feared stimuli.

 

 

ANS:  C                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

 

  1. The major difference between counterconditioning and flooding is that counterconditioning
a. is based on the concept of extinction.
b. exposes the client to a hierarchy of feared stimuli under relaxed conditions.
c. is not used by behavior therapists.
d. repeatedly pairs a pleasant stimulus with the fear-evoking stimulus.

 

 

ANS:  D                    DIF:    3

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

 

  1. In _________ conditioning the focus is on how organisms form anticipations about the environment; in _______ conditioning the focus is on what the organism does to act on the environment.
a. classical; operant c. higher-order; classical
b. operant; classical d. operant; higher-order

 

 

ANS:  A                    DIF:    3

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

  1. Pavlov is to Skinner as
a. psychologist is to physiologist.
b. classical conditioning is to operant conditioning.
c. reward is to reinforcement.
d. voluntary is to involuntary.

 

 

ANS:  B                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

  1. During World War II, B. F. Skinner was to head-up “Project Pigeon,” where
a. he would train pigeons to carry messages between army camps.
b. he would train pigeons to guide missiles to their targets.
c. he was to train pigeons to drop bombs on the enemy.
d. pigeons were used as projectiles and shot out of cannons.

 

 

ANS:  B                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. An involuntary response is to classical conditioning as a voluntary response is to _________.
a. operant conditioning c. reinforcement
b. extinction d. generalization

 

 

ANS:  A                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

 

 

 

 

 

  1. In operant conditioning an organism learns to respond because
a. involuntary behaviors are elicited.
b. of the consequences of the behavior.
c. genetic predispositions invoke the behavior.
d. a psychological mechanism, known as the operant, forces the organism to perform the behavior.

 

 

ANS:  B                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. Which of the following best illustrates operant conditioning according to Skinner?
a. A dog salivates at the sound of a dinner bell.
b. A cat comes running when it hears the sound of the can opener.
c. A dolphin is given a fish every time it jumps through a hoop.
d. The mating behavior of salmon.

 

 

ANS:  C                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

  1. What would a Skinnerian therapist treating a patient with depression focus on?
a. Discrete, observable behaviors of the depressed patient.
b. Modifying depressive behavior patterns.
c. Providing a concrete schedule of specific behaviors to accomplish.
d. All of these.

 

 

ANS:  D                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

  1. Which psychologist used the operant chamber for efficiently testing operant methodology?
a. Thorndike c. Rescorla
b. Hull d. Skinner

 

 

ANS:  D                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. Stimuli that increase the frequency of behavior are referred to as
a. reinforcers. c. modifiers.
b. extinguishers. d. none of these

 

 

ANS:  A                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

 

 

 

 

 

 

  1. In operant conditioning, the manner in which the first reinforced response is made can
a. be prompted verbally.
b. happen by chance.
c. be done while receiving physical guidance.
d. all of these

 

 

ANS:  D                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. Which of the following is NOT an example of reinforcing a behavior?
a. praising a dog for rolling over c. ringing a bell before a dog rolls over
b. patting a dog for rolling over d. giving a dog a “biscuit” for rolling over

 

 

ANS:  C                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Applied

 

  1. The two types of reinforcers distinguished by Skinner are
a. intermediate and occasional. c. primary and negative.
b. incidental and delayed. d. positive and negative.

 

 

ANS:  D                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. When a behavior is followed by negative reinforcement, the behavior is likely to
a. extinguish. c. decrease.
b. be suppressed. d. increase.

 

 

ANS:  D                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

  1. Any stimulus that, when presented, increases the likelihood that a behavior will continue is called a(n)
a. positive reinforcer. c. conditioned stimulus.
b. negative reinforcer. d. unconditioned stimulus.

 

 

ANS:  A                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. Any stimulus that, when removed, increases the likelihood that a behavior will continue is called a(n)
a. positive reinforcer. c. conditioned stimulus.
b. negative reinforcer. d. unconditioned stimulus.

 

 

ANS:  B                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. Because you set your alarm every night, you always get to work on time and are never reprimanded for being late. This behavior is strengthened by a
a. positive primary reinforcer. c. positive reinforcer.
b. primary reinforcer. d. negative reinforcer.

 

 

ANS:  D                    DIF:    3

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Applied

 

  1. Amy always comes home on time when she’s out with her friends and never violates the curfew set by her parents. What strengthens this behavior?
a. A positive primary reinforcer. c. A positive reinforcer.
b. A primary reinforcer. d. A negative reinforcer.

 

 

ANS:  D                    DIF:    3

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Applied

 

  1. Which of the following statements about immediate versus delayed reinforcement is correct?
a. The short-term consequences of a behavior often provide greater incentive than the long-term consequences.
b. The long-term consequences of a behavior are more satisfying than the immediate consequences.
c. There is no difference in the effectiveness of immediate and delayed reinforcement.
d. Humans are unable to envision the long-term consequences of their own behavior.

 

 

ANS:  A                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

  1. Reinforcers can be
a. a reward. c. biologically satisfying.
b. a pleasant event. d. all of these

 

 

ANS:  D                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

  1. Food, water, and warmth are examples of __________ reinforcers.
a. primary c. delayed
b. secondary d. partial

 

 

ANS:  A                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

 

 

 

 

 

 

  1. Why is money a secondary reinforcer?
a. It may be used to get primary reinforcers.
b. It is rewarding to everyone.
c. It is rewarding to have money in a savings account.
d. all of these

 

 

ANS:  A                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. Since secondary reinforcers are associated with established reinforcers, they are sometimes called
a. conditioned reinforcers. c. secondary primary reinforcers.
b. primary reinforcers. d. primary secondary reinforcers.

 

 

ANS:  A                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. Which of the following best describes giving a dog food after rolling over?
a. A negative, primary, immediate reinforcer was given.
b. A positive, secondary, immediate reinforcer was given.
c. A positive, primary, immediate reinforcer was given.
d. A negative, primary, delayed reinforcer was given.

 

 

ANS:  C                    DIF:    3

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Applied

 

  1. Working hard to avoid the loss of your paycheck next week is an example of a
a. negative, secondary, delayed reinforcer. c. positive, primary, immediate reinforcer.
b. positive, secondary, delayed reinforcer. d. negative, primary, delayed reinforcer.

 

 

ANS:  A                    DIF:    3

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Applied

 

  1. What does extinction in operant conditioning involve?
a. The elimination of a response.
b. The removal of the reward that maintains the response.
c. A decrease in behavior.
d. All of these.

 

 

ANS:  D                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

 

 

 

  1. Positive reinforcement is to increasing behavior as ______________ is to decreasing behavior.
a. negative reinforcement c. shaping
b. extinction d. generalization

 

 

ANS:  B                    DIF:    3

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

  1. Spontaneous recovery describes the event in which an organism performs
a. a new or novel behavior. c. a previously extinguished response.
b. a behavior that was never reinforced. d. none of these

 

 

ANS:  C                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. Spontaneous recovery of extinguished responses in operant conditioning supports the notion that the
a. behavior was not permanently lost. c. behavior was forgotten.
b. behavior was innate. d. behavior was not adaptive.

 

 

ANS:  A                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

  1. __________ work to increase the likelihood that a behavior will be strengthened, whereas __________ work to decrease the likelihood that a behavior will be strengthened.
a. Positive reinforcers; negative reinforcers
b. Primary reinforcers; secondary reinforcers
c. Negative reinforcers; punishments
d. Primary positive reinforcers; primary negative reinforcers

 

 

ANS:  C                    DIF:    3

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

  1. The term reinforcement was preferred over the term reward because Skinner believed that the latter suggested
a. we can only measure what we observe.
b. mental processes were involved in learning.
c. somehow the animal would prefer a reward to a reinforcement.
d. only observable behavior should be measured in learning trials.

 

 

ANS:  B                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

 

 

 

 

  1. B. F. Skinner arrived at a number of reinforcers __________, by observing those stimuli that would increase the frequency of behavior.
a. logically c. slowly
b. empirically d. rapidly

 

 

ANS:  B                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. Punishment is an aversive event that _________ the frequency of the behavior it follows.
a. increases c. eliminates
b. decreases d. maintains

 

 

ANS:  B                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. The text gives an example of a pigeon getting rewarded for pecking a button ONLY in the presence of a green light. We can then safely assume that
a. pecking behavior when the light is off will become extinguished.
b. pecking when the green light is off must have been punished.
c. it is innate for pigeons to peck only when green lights are on.
d. pigeons have superior color vision.

 

 

ANS:  A                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

  1. A stimulus that indicates reinforcement is available is called a _____________ stimulus.
a. negative c. timed
b. positive d. discriminative

 

 

ANS:  D                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. We stop at a red traffic light and go when it is green because individually, both lights serve as
a. reinforcers. c. discriminative stimuli.
b. generalized stimuli. d. discriminative responses.

 

 

ANS:  C                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Applied

 

 

 

 

 

 

 

 

  1. In the movie Jurassic Park, the Tyrannosaurus Rex would respond to moving stimuli and subsequently be rewarded with dinner. Aware of the complex reptilian visual system, Jeff Goldblum began running so that he would divert the monster’s attention away from the children, who were trapped in the Jeep. In this case, Jeff became an effective
a. generalized stimulus. c. punishment.
b. discriminative stimulus. d. negative reinforcer.

 

 

ANS:  B                    DIF:    3

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Applied

 

  1. Which of the following illustrates continuous reinforcement?
a. You become less thirsty every time you drink a glass of water.
b. You go to the movies even though you only enjoy about 25% of the films you see.
c. You buy a weekly lottery ticket.
d. None of these.

 

 

ANS:  A                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

  1. When you are beginning to train your dog to “sit,” it is most effective to put him on
a. partial reinforcement. c. a variable-interval schedule.
b. continuous reinforcement. d. a variable-ratio schedule.

 

 

ANS:  B                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

  1. After your dog has learned to consistently come to you on command, it is wise to put her on __________ because it is more resistant to extinction.
a. partial reinforcement c. consistent reinforcement
b. continuous reinforcement d. a full reward reinforcement

 

 

ANS:  A                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

  1. All of the following are examples of reinforcement schedules EXCEPT
a. fixed ratio. c. fixed intermittent.
b. variable ratio. d. fixed interval.

 

 

ANS:  C                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. A fixed interval schedule is best described as providing reinforcement after
a. a fixed number of correct responses. c. varying time intervals.
b. any number of correct responses. d. equal intervals of time.

 

 

ANS:  D                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. A car dealer’s summer and fall incentive programs are an example of what?
a. a variable ratio schedule c. a fixed interval schedule
b. a fixed ratio schedule d. a variable interval schedule

 

 

ANS:  C                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Applied

 

  1. Professor Fournier gives a quiz every Monday. His students would then tend to __________ because they are on a __________ schedule of reinforcement.
a. start studying immediately after the quiz; fixed-interval
b. study regularly through the week; fixed-interval
c. study on Sunday nights; fixed-interval
d. pay attention in class; variable-interval

 

 

ANS:  C                    DIF:    3

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Applied

 

  1. A variable interval schedule is best described as providing reinforcement after
a. a certain number of correct responses are made.
b. any number of correct responses is made.
c. varying spans of time.
d. a set amount of time passes.

 

 

ANS:  C                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. A teacher announces that there will be pop quizzes throughout the semester. What is this an example of?
a. a variable ratio schedule c. a fixed interval schedule
b. a fixed ratio schedule d. a variable interval schedule

 

 

ANS:  D                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Applied

 

  1. A fixed ratio schedule is best described as providing reinforcement after
a. a specific number of correct responses have been made.
b. any number of correct responses has been made.
c. varying time intervals.
d. a two week period passes.

 

 

ANS:  A                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

 

 

 

 

 

  1. A variable ratio schedule is best described as providing reinforcement after
a. a specific number of correct responses have been made.
b. any number of correct responses has been made.
c. unpredictable intervals.
d. enough time passes.

 

 

ANS:  B                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. According to operant conditioning, what is a slot machine an example of?
a. variable ratio schedule. c. fixed interval schedule.
b. fixed ratio schedule. d. variable interval schedule.

 

 

ANS:  A                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Applied

 

  1. You are paid $29 for every five doghouses that you paint. This is an example of
a. variable ratio schedule. c. fixed interval schedule.
b. fixed ratio schedule. d. variable interval schedule.

 

 

ANS:  B                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Applied

 

  1. Individuals who buy lottery tickets on a regular basis are usually on a __________ schedule of reinforcement.
a. variable-ratio c. fixed-interval
b. variable-interval d. fixed-ratio

 

 

ANS:  A                    DIF:    3

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

  1. Reinforcing successive steps towards a behavioral goal is called
a. molding. c. creating.
b. shaping. d. forming.

 

 

ANS:  B                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. Breaking complex behaviors down into smaller steps, and reinforcing those steps sequentially as they are completed describes the principle of
a. effortful learning. c. approximating.
b. shaping. d. forming.

 

 

ANS:  B                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

 

 

  1. Encouraging the members of a dance class at the completion of each individual step best describes
a. approximating. c. performing.
b. forming. d. shaping.

 

 

ANS:  D                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Applied

 

  1. The most effective method for teaching complex behaviors is
a. conforming. c. shaping.
b. shifting. d. forming.

 

 

ANS:  C                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. To efficiently train a rat to press a lever, you should reward
a. every response, even if the rat is not pressing the lever.
b. every response, even if the rat is moving away from the lever.
c. the first response that the rat makes in the direction of the lever.
d. all responses, even if the rat is grooming itself.

 

 

ANS:  C                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Applied

 

  1. When we train a rat to press a lever using shaping, we reinforce all those behaviors that move in the direction of the lever. We are reinforcing __________ of the goal.
a. successive approximations c. successive shapings
b. executive approximations d. goal orientations

 

 

ANS:  A                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. Carl and “his amazing canines” are an act in the circus. Jumping through a fiery hoop is one of the acts. At the onset of this training, Carl reinforced the dogs for each movement toward the hoop. Eventually, they were reinforced as they neared the hoop. What is this an example of?
a. classical conditioning c. shaping
b. escape conditioning d. avoidance conditioning

 

 

ANS:  C                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Applied

 

 

 

 

 

 

  1. To train a young child to eat with a spoon, you should reinforce small steps until she gets it right. This is an example of
a. variable reinforcement. c. partial reinforcement.
b. negative reinforcement. d. shaping.

 

 

ANS:  D                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Applied

 

  1. The most efficient way to train your dog to “sit” would be
a. through trial and error.
b. to push his backside down and reward him.
c. to reward him while he is paying attention.
d. to reward him when he gives you his paw.

 

 

ANS:  B                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Applied

 

  1. All of the following demonstrate how operant conditioning influences the behavior of children EXCEPT
a. Parents reward gender appropriate behavior and punish gender-inappropriate behavior.
b. Parents reward children for expressing attitudes that are similar to their own, and punish or ignore contradictory attitudes.
c. Peers choose to play with children who are generous and non-aggressive and avoid those who are aggressive.
d. Children learn to anticipate that thunder follows lightening.

 

 

ANS:  D                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

  1. People and lower animals have learned to control autonomic responses in order to attain reinforcement with the use of
a. programmed learning. c. token economies.
b. socialization. d. biofeedback training.

 

 

ANS:  D                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. When individuals receive biofeedback training to, say, lower their blood pressure, reinforcement is provided in the form of
a. loud clanging noises. c. classical music.
b. variable schedules. d. information.

 

 

ANS:  D                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

 

 

  1. If parents ignore children’s desirable behavior, _______ is likely to occur.
a. extinction c. spontaneous recovery
b. reinforcement d. punishment

 

 

ANS:  A                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Applied

 

  1. Adults frequently reinforce undesirable behavior in children by ___________ them.
a. punishing c. ignoring
b. attending to d. punishing and attending to

 

 

ANS:  D                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

  1. Placing a disruptive child in time out where the child is in a restrictive environment and completely isolated from either teacher or peer approval illustrates the use of
a. negative reinforcement. c. extinction.
b. positive reinforcement. d. none of these.

 

 

ANS:  C                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. Operant conditioning can be effective in which of the following circumstances?
a. modifying one’s own behavior c. disciplining children at school
b. lowering blood pressure d. all of these

 

 

ANS:  D                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Applied

 

  1. Who developed programmed learning?
a. Thorndike c. Rescorla
b. Hull d. Skinner

 

 

ANS:  D                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. B. F. Skinner designed an educational practice based on operant conditioning. This practice worked on the assumption that complex tasks that involve conceptual learning along with motor skills can be broken down into small steps. This design was called
a. programmed learning. c. motor learning.
b. operant learning. d. conceptual learning.

 

 

ANS:  A                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

 

 

 

  1. All of the following apply to programmed learning EXCEPT
a. errors are not punished.
b. learning experiences are structured to include a few errors, so that people can learn from their mistakes.
c. people work at their own pace.
d. correct responses are reinforced.

 

 

ANS:  B                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

  1. Cognitive psychologists describe and explain behavior using concepts such as
a. structures and schemas. c. association and reinforcement.
b. templates and information processing. d. all of these.

 

 

ANS:  D                    DIF:    1                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Factual

 

  1. A rat that was allowed to roam freely in a maze without reinforcement will later find food at the end of the maze faster than a rat that never saw the maze before because of
a. contingency planning. c. cognitive mapping.
b. shaping. d. programmed learning.

 

 

ANS:  C                    DIF:    1                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Factual

 

  1. Tolman showed that rats can learn about their environment without reinforcement. What did his research illustrate the difference between?
a. learning and performance c. goals and learning
b. learning and mapping d. association and reinforcement

 

 

ANS:  A                    DIF:    1                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Conceptual

 

  1. E. C. Tolman’s work on latent learning demonstrated that
a. rats can learn a maze in the absence of reinforcement.
b. rats cannot learn a maze in the absence of reinforcement.
c. dogs can be conditioned when tones and shocks are presented at random intervals.
d. dogs come to expect shock in the presence of the tone.

 

 

ANS:  A                    DIF:    2                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Factual

 

 

 

 

 

 

 

 

 

 

 

  1. The significance of Tolman’s research on latent learning was that
a. rats could learn a maze only if there was reinforcement, suggesting they acquired a cognitive map.
b. rats could learn a maze in the absence of reinforcement, suggesting they acquired a cognitive map.
c. dogs could not be conditioned when tones and shocks were presented at random intervals.
d. dogs come to expect shock in the presence of the tone.

 

 

ANS:  B                    DIF:    3                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Conceptual

 

  1. Who proposed the contingency theory for classical conditioning?
a. Robert Rescorla
b. Albert Bandura
c. Ivan Pavlov
d. B.F. Skinner

 

 

ANS:  A                    DIF:    2                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Applied

 

  1. The contingency theory suggests that the learning in classical conditioning occurs because the CS is ___________ the US.
a. predictive of c. unrelated to
b. contiguous with d. occurring at the same time as

 

 

ANS:  A                    DIF:    2                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Conceptual

 

  1. According to contingency theory, a randomly presented conditioned stimulus and unconditioned stimulus would not change behavior because
a. the conditioned stimulus did not provide strong enough reinforcement.
b. the unconditioned stimulus is presented before the conditioned stimulus.
c. classical conditioning can only be effective when the behavior is performed in a highly structured environment.
d. the conditioned stimulus does not provide information about the unconditioned stimulus.

 

 

ANS:  D                    DIF:    2                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Conceptual

 

  1. Rescorla’s research on contingency theory supports a cognitive perspective in learning because
a. of the role of contiguity.
b. merely pairing stimuli cannot account for learning.
c. the tone preceded the shock.
d. dogs became conditioned when shock followed the tone.

 

 

ANS:  B                    DIF:    3                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Conceptual

 

  1. Results of research on latent learning and observational learning suggest all of the following EXCEPT
a. Learning can occur without obvious reward.
b. Learning can be interpreted in cognitive concepts.
c. Learning cannot be explained in behavioral terms alone.
d. Learning can occur only if the operant is reinforced.

 

 

ANS:  D                    DIF:    3                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Conceptual

 

  1. Bandura’s research suggests that we can learn
a. through classical conditioning. c. through latent learning.
b. through observational learning. d. through contingency conditions.

 

 

ANS:  B                    DIF:    1                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Factual

 

  1. Learning that is not mechanically acquired through reinforcement, void of overt responses, and is gained through paying attention to other’s behavior is called ___________ learning.
a. programmed c. association
b. classical d. observational

 

 

ANS:  D                    DIF:    1                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Factual

 

  1. William’s dad was a gardener. William often played in the yard where his dad worked. He now has his own home and prides himself for having the best garden on the block. Most likely ___________ learning occurred during his childhood.
a. programmed c. associative
b. classical d. observational

 

 

ANS:  D                    DIF:    2                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Applied

 

  1. Everyday you walk across campus, passing many buildings you’ve not had need to enter. Toward the end of the term you have to speak to your professor about a research paper. When she tells you her office is in Murray Hall, you know exactly where it is. You have demonstrated
a. contingency theory. c. latent learning.
b. the role of expectancy. d. observational learning.

 

 

ANS:  C                    DIF:    2                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Applied

 

  1. According to Bandura, a person who engages in a response to be imitated is a
a. shaper. c. reinforcer.
b. model. d. learner.

 

 

ANS:  B                    DIF:    1                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Factual

 

  1. Dana liked to watch her mom prepare dinner when she was a little girl. As a grown-up, Dana now enjoys preparing gourmet meals for her family. It can be said that her mother was a ___________ for learning to cook.
a. reinforcer c. shaper
b. programmer d. model

 

 

ANS:  D                    DIF:    1                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Applied

 

  1. When a young child saw her older sister receive extra money for helping clean up around the house, it is likely that she experienced
a. secondary rewards. c. envy.
b. latent learning. d. vicarious reinforcement.

 

 

ANS:  D                    DIF:    2                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Applied

 

  1. Which of the following is NOT true regarding media violence in America?
a. TV programs generally show the harmful long-term consequences of aggressive behavior.
b. Murders, beatings and sexual assaults are routinely presented.
c. Violence is often shown to have only temporary or minimal effects.
d. Violent video games increase both aggressive behavior and the likelihood for juvenile delinquency.

 

 

ANS:  A                    DIF:    2                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Factual

 

  1. Observational learning research suggests that media violence provides viewers with aggressive ______, or ideas about how to behave in situations that are similar to those they have observed.
a. scripts c. rewards
b. models d. maps

 

 

ANS:  A                    DIF:    1                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Factual

 

  1. According to the text, media violence is said to do all of the following EXCEPT
a. increase emotional arousal. c. encourage nonviolent behavior.
b. disinhibit aggressive behavior. d. prime aggressive memories.

 

 

ANS:  C                    DIF:    1                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Factual

 

  1. Media violence could __________ the expression of aggressive behavior, especially when __________.
a. inhibit; the viewer has a predisposition for violent behavior
b. disinhibit; the media aggressor was rewarded
c. disinhibit; the media aggressor is punished
d. inhibit; the individual frequently views violence

 

 

ANS:  B                    DIF:    2                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Factual

  1. Repeated exposure to TV violence may cause ____________, thereby decreasing sensitivity to real violence.
a. disinhibition c. priming
b. habituation d. arousal

 

 

ANS:  B                    DIF:    1                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Factual

 

  1. Research shows that playing violent video games is associated with
a. increases in aggressive thoughts and behavior in the laboratory.
b. a history of juvenile delinquency.
c. a greater likelihood of males acting aggressively after playing the games.
d. all of these

 

 

ANS:  D                    DIF:    2                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Factual

 

  1. Research suggests that the effects of exposure to media violence may be influenced by all of the following factors EXCEPT
a. athletic ability. c. gender roles.
b. biological sex differences. d. aggression history.

 

 

ANS:  A                    DIF:    2                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Factual

 

  1. Research on media violence concludes that
a. there is a circular connection between media violence and aggressive behavior.
b. there is a causal relationship between media violence and aggressive behavior.
c. media violence causes aggression.
d. there is no connection between media violence and aggression.

 

 

ANS:  A                    DIF:    1                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Factual

 

  1. All of the following are family factors that contribute to the likelihood of aggression in children EXCEPT
a. parental substance abuse. c. parental rejection.
b. physical punishment. d. two parent families.

 

 

ANS:  D                    DIF:    2                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Factual

 

  1. To help a child who watches violent programs act less aggressively one should inform the child that
a. the violent behavior he or she sees in the media does not represent the behavior of most people.
b. the aggressive behaviors he or she watches are not real.
c. that there can be life changing consequences to violent behavior.
d. all of these.

 

 

ANS:  D                    DIF:    1                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Applied

 

COMPLETION

 

  1. From the behaviorist perspective, __________________is defined as a relatively permanent change in behavior that arises from experience.

 

ANS:  learning

 

DIF:    1                    REF:   Learning, Experience, and Change   OBJ:   1

MSC:  TYPE: Factual

 

  1. ___________ conditioning is a simple form of associative learning that enables organisms to anticipate events.

 

ANS:  Classical

 

DIF:    1                    REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. Cognitive theories of learning focus on the ___________ gained by the organism.

 

ANS:  information

 

DIF:    2                    REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. An environmental condition that elicits a response is called a ___________.

 

ANS:  stimulus

 

DIF:    1                    REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. An unlearned response in which an organism attends to a stimulus is called a(n) ___________ ___________.

 

ANS:  orienting reflex

 

DIF:    2                    REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. Taste aversions are ___________ because they motivate organisms to avoid harmful foods.

 

ANS:  adaptive

 

DIF:    2                    REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

 

 

 

 

  1. An experimental procedure in which stimuli lose their ability to evoke learned responses because the events that had followed the stimuli no longer occur is the definition of__________________.

 

ANS:  extinction

 

DIF:    2                    REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. _______ _______ is the reoccurrence of an extinguished response as a function of the passage of time.

 

ANS:  Spontaneous recovery

 

DIF:    1                    REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. In conditioning, ________________ is the tendency for a conditioned response to be evoked by stimuli that are similar to the stimulus to which the response was conditioned.

 

ANS:  generalization

 

DIF:    1                    REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. __________ conditioning involves the learning of relationships among stimuli, none of which evokes an unlearned response.

 

ANS:  Higher-order

 

DIF:    2                    REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. In ____________________, a pleasant stimulus is repeatedly paired with a fear-evoking object, thereby counteracting the fear response.

 

ANS:  counterconditioning

 

DIF:    2                    REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. Systematic desensitization is used to overcome __________ responses.

 

ANS:  fear

 

DIF:    1                    REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

 

 

 

  1. ______________ conditioning focuses on how organisms form anticipations about their environments, whereas ______________ conditioning focuses on what they do about them.

 

ANS:  Classical; operant

 

DIF:    1                    REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

  1. ___________ _____________ is a simple form of learning in which organisms learn to engage in behavior that is reinforced.

 

ANS:  Operant conditioning

 

DIF:    1                    REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. ______________ reinforcers increase the probability that behavior will occur when they are applied.

 

ANS:  Positive

 

DIF:    1                    REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. In operant conditioning, the extinction of learned responses results from the repeated performance of operant behavior without ______________.

 

ANS:  reinforcement

 

DIF:    1                    REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. ____________, like reinforcers, are stimuli that increase the frequency of behavior.

 

ANS:  Rewards

 

DIF:    1                    REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. From the cognitive perspective, we could suggest that organisms that have experienced _______ _______ do not expect reinforcement every time they engage in a response.

 

ANS:  partial reinforcement

 

DIF:    2                    REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

 

 

 

 

  1. A __________ schedule is one in which reinforcement is provided after a specific number of correct responses.

 

ANS:  fixed-ratio

 

DIF:    2                    REF:   Operant Conditioning: Learning What Does What to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. __________ is a procedure for teaching complex behavior that first reinforces approximations of the desired behavior.

 

ANS:  Shaping

 

DIF:    1                    REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. Biofeedback, behavior modification, and programmed learning are all applications of __________ __________.

 

ANS:  operant conditioning

 

DIF:    1                    REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. The __________ theory claims that learning occurs when stimuli provide information about the likelihood of the occurrence of other stimuli.

 

ANS:  contingency

 

DIF:    3                    REF:   Cognitive Factors in Learning          OBJ:   4

MSC:  TYPE: Factual

 

  1. __________ helped to determine the principles of observational learning.

 

ANS:  Bandura

 

DIF:    2                    REF:   Cognitive Factors in Learning          OBJ:   4

MSC:  TYPE: Factual

 

  1. In observational learning a child may view and imitate a(n) ________ .

 

ANS:  model

 

DIF:    1                    REF:   Cognitive Factors in Learning          OBJ:   4

MSC:  TYPE: Factual

 

 

 

 

 

 

  1. __________ is one of our major sources of informal observational learning.

 

ANS:  Television

 

DIF:    2                    REF:   Cognitive Factors in Learning          OBJ:   4

MSC:  TYPE: Factual

 

TRUE/FALSE

 

  1. Both behavioral and cognitive psychologists define learning as a relatively permanent change.

 

ANS:  T                    DIF:    1                    REF:   Learning, Experience, and Change

OBJ:   1                    MSC:  TYPE: Factual

 

  1. Classical conditioning involves learning to associate events with other events.

 

ANS:  T                    DIF:    1

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. A conditioned stimulus (CS) is a stimulus that elicits a response from an organism prior to conditioning.

 

ANS:  F                    DIF:    1

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. An unconditioned response (UCR) is a learned response to a conditioned stimulus.

 

ANS:  F                    DIF:    1

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. The evolutionary perspective suggests that organisms are biologically predisposed to develop taste aversions that are adaptive.

 

ANS:  T                    DIF:    1

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. Learned responses are extinguished when conditioned stimuli are no longer associated with unconditioned stimuli.

 

ANS:  T                    DIF:    1

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. The extinction of conditioned responses leads to their permanent eradication.

 

ANS:  F                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

  1. In the process of generalization, the more closely a stimulus resembles the CS, the weaker the CR.

 

ANS:  F                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. In higher-order conditioning, there are at least two formerly neutral stimuli involved.

 

ANS:  T                    DIF:    3

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

 

  1. Biological preparedness means that some species are ready to learn certain associations much quicker than others.

 

ANS:  T                    DIF:    2

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Conceptual

 

  1. Flooding is a behavioral fear-reduction technique in which a hierarchy of fear-evoking stimuli is presented while the person remains relaxed.

 

ANS:  F                    DIF:    1

REF:   Classical Conditioning: Learning What Is Linked to What

OBJ:   2                    MSC:  TYPE: Factual

 

  1. Operant conditioning got its start with E.L. Thorndike’s experiments with cats in puzzle boxes.

 

ANS:  T                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. Skinner focused on how organisms think and feel.

 

ANS:  F                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. Delayed reinforcers are more effective than immediate reinforcers.

 

ANS:  F                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

  1. Positive punishment feels good.

 

ANS:  F                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

 

  1. In operant conditioning, a stimulus that indicates that reinforcement is available is called a discriminative stimulus.

 

ANS:  T                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

  1. Partial reinforcement schedules can maintain behavior over long periods of time even when the behavior goes unreinforced.

 

ANS:  T                    DIF:    1

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. A variable-interval schedule is a schedule in which a specific amount of time must elapse between the previous and subsequent times that reinforcement is available.

 

ANS:  F                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Factual

 

  1. Scolding a child may increase the undesirable behavior.

 

ANS:  T                    DIF:    2

REF:   Operant Conditioning: Learning What Does What to What

OBJ:   3                    MSC:  TYPE: Conceptual

 

  1. A cognitive map is an illustration showing the different parts of the brain.

 

ANS:  F                    DIF:    1                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Factual

 

  1. In a classic study by Bandura, children who observed an aggressive model exhibited significantly less aggressive behavior than children in a control group.

 

ANS:  F                    DIF:    1                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Factual

 

  1. Experimental research shows that playing violent video games does not increase aggressive thoughts and behaviors in the laboratory.

 

ANS:  F                    DIF:    2                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Factual

 

  1. Family factors affect the likelihood that children will imitate media violence.

 

ANS:  T                    DIF:    1                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Factual

 

 

 

  1. There is nothing parents and teachers can do about the inevitable exposure of children to media violence.

 

ANS:  F                    DIF:    1                    REF:   Cognitive Factors in Learning

OBJ:   4                    MSC:  TYPE: Factual

 

ESSAY

 

  1. a) Discuss classical conditioning and operant conditioning. Be sure to discuss the components of each type of conditioning.

 

  1. b) Describe the main differences between these two forms of conditioning.

 

ANS:

Essay should include:

 

  1. a) Classical conditioning as a form of associative learning. Include definitions of UCS, CS, UCR, and CR. Operant conditioning involves engaging in a behavior because of the consequences. Include discussion of positive and negative reinforcers.

 

  1. b) Describe the difference between associating events and acting on the environment to receiving a result or reinforcer.

 

 

 

 

  1. a) Describe an example of how fear could be learned by classical conditioning.

 

  1. b) Describe three methods for reversing fears, including how these methods are different.

 

ANS:

Essay should include:

 

  1. a) A description of Little Albert who was conditioned to fear a white rat when paired with a loud noise (or similar example).

 

  1. b) Counterconditioning: associating pleasant experiences with a feared stimulus

Flooding: continuous presentation of fear-inducing stimulus

Systematic desensitization: gradual exposure of the fear-inducing stimulus while person maintains relaxation.

 

 

 

 

 

 

 

 

 

 

 

  1. a) Compare and contrast positive reinforcement, negative reinforcement, positive punishment and negative punishment.

 

  1. b) Provide examples of positive and negative reinforcement and punishment.

 

ANS:

Essay should include:

 

  1. a) Positive reinforcement: when presented, it increases the frequency of a behavior.

Negative reinforcement: when removed it increases the frequency of a behavior.

Positive punishment: when presented it decreases the frequency of a behavior.

Negative punishment: when removed it decreases the frequency of a behavior.

 

  1. b) Examples should distinguish the two types of reinforcement and the two types of punishment.

 

 

 

 

  1. Describe the four schedules of partial reinforcement and provide examples for each.

 

ANS:

Essay should include:

 

Interval schedules (fixed and variable): reinforcements are contingent upon time.

Ratio schedules: (fixed and variable) reinforcements are contingent on the number of responses.

Examples should illustrate the differences between the four schedules.

 

 

 

 

  1. a) Discuss four ways in which depictions of media violence contribute to aggression.

 

  1. b) Discuss the circular relationship between media violence and aggression.

 

ANS:

Essay should include:

 

  1. a) Four from the following: observational learning, disinhibition, increased arousal, priming of aggressive thoughts and memories, habituation; including how these concepts lead to aggression.

 

  1. b) Non-directional relationship between media violence and aggression. Does aggression predict viewing media violence or does viewing predict aggression? Other factors such as personal predispositions may also contribute to both viewing and aggression.

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