Scientific American Psychology 1st Edition by Deborah Licht By - Test Bank

Scientific American Psychology 1st Edition by Deborah Licht By – Test Bank

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are Posted Below

 

Multiple Choice

 

 

 

 

1. A relatively permanent change in behavior or thinking due to experience is called:
2. A)
3. B)
4. C)
5. D)

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 1 Define learning.

Page:  187

Topic:  What Is Learning?

 

 

 

 

2. Psychologists define _____ as a relatively permanent change in behavior or thinking resulting from experience.
3. A) adaptation
4. B) habituation
5. C) cognition
6. D) learning

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 1 Define learning.

Page:  187

Topic:  What Is Learning?

 

 

 

 

3. Learning refers to:
4. A) an organism’s decline in response following repeated stimulation.
5. B) an organism’s response to an event or occurrence.
6. C) a relatively permanent change in behavior or thinking due to experience.
7. D) an organism’s ability to associate a behavior with its consequences.

 

Ans:  C

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 1 Define learning.

Page:  187

Topic:  What Is Learning?

WebQuiz:  WebQuiz 1

 

 

 

 

4. Rubin is reading the descriptions of some of the psychology courses in his college’s course catalog. The description of one course reads in part, “A survey of the methods by which organisms’ behavior changes as a result of experience.” This course is MOST likely titled:
5. A) The Psychology of Learning.
6. B) Sensation and Perception.
7. C)
8. D) Intelligence: Theory and Research.

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 1 Define learning.

Page:  187

Topic:  What Is Learning?

WebQuiz:  WebQuiz 1

 

 

 

 

5. Learning involves:
6. A) neurogenesis but not neuroplasticity.
7. B) neuroplasticity but not neurogenesis.
8. C) both neurogenesis and neuroplasticity.
9. D) neither neurogenesis nor neuroplasticity.

 

Ans:  C

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Challenging

Learning Objective:  LO 1 Define learning.

Page:  187

Topic:  What Is Learning?

 

 

 

 

6. _____ is a form of learning in which an organism responds less strongly to an event following repeated exposures to it.
7. A) Habituation
8. B) Adaptation
9. C) Extinction
10. D) Discrimination

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 1 Define learning.

Page:  187

Topic:  What Is Learning?

 

 

 

 

7. To which process in perception is the concept of habituation in learning MOST similar?
8. A) sensation
9. B) accommodation
10. C) constancy
11. D) adaptation

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 1 Define learning.

Page:  187

Topic:  What Is Learning?

 

 

 

 

8. Candice tosses a newly purchased felt mouse across the floor; her cat chases it excitedly, clutches it in its paws, and rolls around with it. Several tosses later, her cat yawns pointedly and settles itself for a nap. The change in Candice’s cat’s behavior illustrates:
9. A)
10. B)
11. C)
12. D)

 

Ans:  B

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 1 Define learning.

Page:  187

Topic:  What Is Learning?

 

 

 

 

9. Event is to behavior as _____ is to _____.
10. A) nature; nurture
11. B) nurture; nature
12. C) stimulus; response
13. D) response; stimulus

 

Ans:  C

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 1 Define learning.

Page:  187

Topic:  What Is Learning?

 

 

 

 

10. Imitation is to consequences as _____ is to _____.
11. A) operant conditioning; observational learning
12. B) observational learning; classical conditioning
13. C) observational learning; operant conditioning
14. D) classical conditioning; operant conditioning

 

Ans:  C

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 1 Define learning.

Page:  188

Topic:  What Is Learning?

 

 

 

 

11. Social learning is a synonym for:
12. A) classical conditioning.
13. B) operant conditioning.
14. C) observational learning.
15. D) adaptation.

 

Ans:  C

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 1 Define learning.

Page:  188

Topic:  What Is Learning?

 

 

 

 

12. _____ is credited for laying the foundation for the study of classical conditioning in psychology.
13. A) Pavlov
14. B) Thorndike
15. C) Skinner
16. D) Watson

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Infographic 5.1

Learning Objective:  LO 2 Explain what Pavlov’s studies teach us about classical conditioning.

Page:  189

Topic:  What Salivating Dogs Can Teach Us

 

 

 

 

13. Although I won the Nobel Prize in 1904 for my research in physiology, I am BEST known for my pioneering work in the psychology of learning. I am:
14. A) William James.
15. B) F. Skinner.
16. C) Ivan Pavlov.
17. D) Edward Thorndike.

 

Ans:  C

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 2 Explain what Pavlov’s studies teach us about classical conditioning.

Page:  189

Topic:  What Salivating Dogs Can Teach Us

 

 

 

 

14. Ivan Pavlov is associated with the study of classical conditioning. This means that he studied how:
15. A) people learn by imitating others.
16. B) organisms associate two different stimuli.
17. C) people associate their behaviors with their consequences.
18. D) organisms respond to repeated stimuli.

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Infographic 5.1

Learning Objective:  LO 2 Explain what Pavlov’s studies teach us about classical conditioning.

Page:  189

Topic:  What Salivating Dogs Can Teach Us

 

 

 

 

15. Classical conditioning involves the conditioning of the involuntary responses of the autonomic nervous system. Classical conditioning therefore targets:
16. A) the sympathetic nervous system.
17. B) the parasympathetic nervous system.
18. C) the somatic nervous system.
19. D) either the sympathetic or the parasympathetic nervous system.

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 2 Explain what Pavlov’s studies teach us about classical conditioning.

Page:  189

Topic:  What Salivating Dogs Can Teach Us

 

 

 

 

16. Classical conditioning involves the conditioning of the involuntary responses of the autonomic nervous system. Such responses include the elevation in heart rate associated with anxiety or fear, a response of the _____ nervous system.
17. A) sympathetic
18. B) parasympathetic
19. C) somatic
20. D) secondary

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 2 Explain what Pavlov’s studies teach us about classical conditioning.

Page:  189

Topic:  What Salivating Dogs Can Teach Us

 

 

 

 

17. The text states that “[Pavlov’s] assistant’s footsteps seemed to act like a trigger for the dog to start salivating.” In the terminology of classical conditioning, the footsteps served as a(n) _____ stimulus.
18. A) unconditioned
19. B) reinforcing
20. C) conditioned
21. D) higher order

 

Ans:  C

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Infographic 5.1

Learning Objective:  LO 2 Explain what Pavlov’s studies teach us about classical conditioning.

Page:  189

Topic:  What Salivating Dogs Can Teach Us

WebQuiz:  WebQuiz 1

 

 

 

 

18. A research assistant in a lab conditions dogs to salivate to the sound of a bell. During conditioning, the assistant deliberately manipulates the interval between the sound of the bell and the presentation of food. After conditioning, he measures how much the dog salivates when the bell is presented alone. The interval is the _____ variable. The amount of salivation is the _____ variable.
19. A) dependent; experimental
20. B) dependent; independent
21. C) independent; control
22. D) independent; dependent

 

Ans:  D

APA 2.0:  2.4

APA Outcome:  2.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 2 Explain what Pavlov’s studies teach us about classical conditioning.

Page:  190

Topic:  What Salivating Dogs Can Teach Us

 

 

 

 

19. In the first phase of the classical conditioning process:
20. A) an unconditioned stimulus elicits an unconditioned response.
21. B) a neutral stimulus is paired with an unconditioned stimulus.
22. C) a conditioned stimulus elicits a conditioned response.
23. D) a neutral stimulus is paired with a conditioned stimulus.

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Infographic 5.1

Learning Objective:  LO 2 Explain what Pavlov’s studies teach us about classical conditioning.

Page:  190-192

Topic:  What Salivating Dogs Can Teach Us

 

 

 

 

20. In the final phase of the classical conditioning process:
21. A) an unconditioned stimulus elicits an unconditioned response.
22. B) a neutral stimulus is paired with an unconditioned stimulus.
23. C) a conditioned stimulus elicits a conditioned response.
24. D) a neutral stimulus is paired with a conditioned stimulus.

 

Ans:  C

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Infographic 5.1

Learning Objective:  LO 2 Explain what Pavlov’s studies teach us about classical conditioning.

Page:  190-192

Topic:  What Salivating Dogs Can Teach Us

 

 

 

 

21. The textbook states that Pavlov “had to pick a stimulus that was more controlled than the sound of someone walking into a room” in order to investigate classical conditioning more systematically. In other words, Pavlov had to deliberately manipulate the neutral stimulus to conduct:
22. A) correlational studies.
23. B) case studies.
24. C) observational research.
25. D) experimental research.

 

Ans:  D

APA 2.0:  2.4

APA Outcome:  2.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 2 Explain what Pavlov’s studies teach us about classical conditioning.

Page:  190

Topic:  What Salivating Dogs Can Teach Us

 

 

 

 

22. ______ is a type of learning in which a neutral stimulus comes to elicit a response after being paired with a stimulus that would elicit the same response naturally.
23. A) Classical conditioning
24. B) Operant conditioning
25. C) Observational learning
26. D) Shaping

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Infographic 5.1

Learning Objective:  LO 3 Evaluate the differences between the US, UR, CS, and CR.

Page:  190-192

Topic:  Time For Some Terms

WebQuiz:  WebQuiz 2

 

 

 

 

23. Broadly speaking, nature is to nurture as the _____ is to the _____.
24. A) CS; US
25. B) NS; US
26. C) US; CS
27. D) CR; UR

 

Ans:  C

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Infographic 5.1

Learning Objective:  LO 3 Evaluate the differences between the US, UR, CS, and CR.

Page:  190

Topic:  Time For Some Terms

 

 

 

 

24. In Pavlov’s study, the US was _____; the neutral stimulus was _____; and, finally, the CS was ____.
25. A) meat; the bell; meat
26. B) meat; the bell; the bell
27. C) the bell; meat; meat
28. D) meat; meat; the bell

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Easy

Feature:  Infographic 5.1

Learning Objective:  LO 3 Evaluate the differences between the US, UR, CS, and CR.

Page:  190-192

Topic:  Time For Some Terms

 

 

 

 

25. Tim loves dill pickles. Now, the sight of a jar on the supermarket shelf makes his mouth water.  In the terminology of classical conditioning, the sight of the jar is a(n) ____.
26. A) CS
27. B) US
28. C) NS
29. D) CR

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 1.4

Bloom’s Taxonomy:  Applying

Difficulty:  Medium

Feature:  Infographic 5.1

Learning Objective:  LO 3 Evaluate the differences between the US, UR, CS, and CR.

Page:  190

Topic:  Time For Some Terms

 

 

 

 

26. Alexis uses cocaine, which activates her sympathetic nervous system. When anticipating a visit from her dealer, her hands shake and her heart pounds. Which of the following correctly identifies the neutral stimulus, the CS, and the US?
27. A) neutral stimulus – knock on the door; CS – cocaine; US – cocaine
28. B) neutral stimulus – knock on the door; CS – knock on the door; US – pounding heart
29. C) neutral stimulus – knock on the door; CS – knock on the door; US – cocaine
30. D) neutral stimulus – cocaine; CS – knock on the door; US – cocaine

 

Ans:  C

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.2

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Infographic 5.1

Learning Objective:  LO 3 Evaluate the differences between the US, UR, CS, and CR.

Page:  190-192

Topic:  Time For Some Terms

 

 

 

 

27. In classical conditioning, how are the neutral stimulus and the CS related?
28. A) They are not related; they are completely different stimuli.
29. B) The CS becomes a neutral stimulus.
30. C) They are the same thing; the terms are interchangeable.
31. D) The neutral stimulus becomes the CS.

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Infographic 5.1

Learning Objective:  LO 3 Evaluate the differences between the US, UR, CS, and CR.

Page:  190-192

Topic:  Time For Some Terms

WebQuiz:  WebQuiz 2

 

 

 

 

28. Classical conditioning is the same thing as _____ conditioning.
29. A) higher order
30. B) instrumental
31. C) operant
32. D) Pavlovian

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Infographic 5.1

Learning Objective:  LO 3 Evaluate the differences between the US, UR, CS, and CR.

Page:  190

Topic:  Time For Some Terms

 

 

 

 

29. In classical conditioning, the neutral stimulus is paired with the unconditioned stimulus during the _____ phase.
30. A) recovery
31. B) acquisition
32. C) generalization
33. D) extinction

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Infographic 5.1

Learning Objective:  LO 3 Evaluate the differences between the US, UR, CS, and CR.

Page:  190-192

Topic:  Time For Some Terms

 

 

 

 

30. Often, a conditioned response may be elicited not only by the original CS, but by a similar one as well. This is known as stimulus:
31. A)
32. B)
33. C)
34. D)

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  192

Topic:  Nuts and Bolts of Classical Conditioning

 

 

 

 

31. June’s cat runs to the kitchen at the sound of the electric can opener, but not when a blender is used. June’s cat is demonstrating stimulus:
32. A)
33. B)
34. C)
35. D)

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Easy

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  192-193

Topic:  Nuts and Bolts of Classical Conditioning

 

 

 

 

32. Which term BEST describes the correlation a researcher is likely to find between the extent to which stimulus generalization is observed and the similarity between the original CS and the new one?
33. A) zero
34. B) negative
35. C) positive
36. D) variable

 

Ans:  C

APA 2.0:  1.2; 2.4

APA Outcome:  1.2; 2.3

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  192

Topic:  Nuts and Bolts of Classical Conditioning

 

 

 

 

33. Which statement BEST expresses the relationship between stimulus generalization and stimulus discrimination?
34. A) They are unrelated.
35. B) They are opposites.
36. C) They are the same thing.
37. D) Stimulus discrimination is a type of stimulus generalization.

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  192-193

Topic:  Nuts and Bolts of Classical Conditioning

 

 

 

 

34. A scientist conditions a dog to salivate in response to the sound of a high-pitched tone. The researcher then presents a low-pitched tone. The dog fails to salivate. The dog is demonstrating:
35. A)
36. B)
37. C)
38. D)

 

Ans:  C

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  193

Topic:  Nuts and Bolts of Classical Conditioning

 

 

 

 

35. _____ occurs when a previously conditioned response decreases in frequency when the CS is presented in the absence of the US.
36. A) Extinction
37. B) Habituation
38. C) Adaptation
39. D) Deonditioning

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  193

Topic:  Nuts and Bolts of Classical Conditioning

 

 

 

 

36. _____ refers to a decrease in the response to a stimulus when it is presented repeatedly, whereas _____ refers to the eventual disappearance of a conditioned response when an unconditioned stimulus is no longer presented.
37. A) Extinction; habituation
38. B) Habituation; extinction
39. C) Habituation; adaptation
40. D) Adaptation; habituation

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Challenging

Learning Objective:  LO 1 Define learning.; LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  187; 193

Topic:  Nuts and Bolts of Classical Conditioning; What Is Learning?

 

 

 

 

37. A scientist conditions a dog to salivate in response to the sound of a tone. The researcher continues to present the tone, but gives the dog no food. Eventually, the dog stops salivating to the tone. The dog is demonstrating:
38. A)
39. B)
40. C)
41. D)

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Easy

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  193

Topic:  Nuts and Bolts of Classical Conditioning

 

 

 

 

38. Which scenario describes extinction?
39. A) Alexis is a former cocaine user. Now that she no longer uses, her hands no longer shake and her heart no longer pounds when she hears a car pull into her driveway, like her dealer used to do in his car.
40. B) Alexis uses cocaine. She no longer feels quite the same rush as she did when she first started using.
41. C) Alexis is a former cocaine user in recovery. After a relapse, though, her hands shake and her heart pounds when she hears a car pull into her driveway, like her dealer used to do in his car.
42. D) Alexis uses cocaine. When her dealer pulls into her driveway, her hands shake and her heart pounds, even though she has not yet consumed the drug.

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Medium

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  193

Topic:  Nuts and Bolts of Classical Conditioning

 

 

 

 

39. _____ occurs when an extinguished CR reappears after a period of rest.
40. A) Stimulus generalization
41. B) Stimulus discrimination
42. C) Successive approximation
43. D) Spontaneous recovery

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  193

Topic:  Nuts and Bolts of Classical Conditioning

 

 

 

 

40. Which scenario describes spontaneous recovery?
41. A) Gabby is a former cocaine user. Now that she no longer uses, her hands no longer shake and her heart no longer pounds when she hears a car pull into her driveway, like her dealer used to do in his car.
42. B) Gabby uses cocaine. She no longer feels quite the same rush as she did when she fist started using.
43. C) Gabby is a former cocaine user in recovery. Although she hasn’t had any symptoms in weeks, her hands shake and her heart pounds when she hears a car pull into her driveway, like her dealer used to do in his car.
44. D) Gabby uses cocaine. When her dealer pulls into her driveway, her hands shake and her heart pounds, even though she has not consumed the drug.

 

Ans:  C

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  193

Topic:  Nuts and Bolts of Classical Conditioning

 

 

 

 

41. Higher order conditioning occurs when:
42. A) stimuli similar to the CS elicit the same conditioned response.
43. B) a second neutral stimulus becomes a new CS after repeated pairings with the original CS.
44. C) an extinguished conditioned response reappears after a period of rest.
45. D) complex emotional responses are learned through classical conditioning.

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Figure 5.1 Higher Order Conditioning

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  193-194

Topic:  Nuts and Bolts of Classical Conditioning

 

 

 

 

42. Higher order conditioning involves an association between:
43. A) a CS and a US.
44. B) a CS and a new neutral stimulus.
45. C) two similar USs.
46. D) a neutral stimulus and a US.

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Figure 5.1 Higher Order Conditioning

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  194

Topic:  Nuts and Bolts of Classical Conditioning

WebQuiz:  WebQuiz 1

 

 

 

 

43. The mere sight of a needle is enough to make Aimee wince, as if in pain. Even being in a hospital or clinic is enough to make her squirm, probably because these settings are associated with needles. This example BEST illustrates:
44. A) stimulus generalization.
45. B) stimulus discrimination.
46. C) negative reinforcement.
47. D) higher order conditioning.

 

Ans:  D

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Table 5.1 Real-Life Examples of Classical Conditioning

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  193-194

Topic:  Nuts and Bolts of Classical Conditioning

 

 

 

 

44. Adam was stung by a bee. Now he is frightened not only of bees but of all flying insects. This example illustrates:
45. A) stimulus generalization.
46. B)
47. C)
48. D) spontaneous recovery.

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.2

Bloom’s Taxonomy:  Applying

Difficulty:  Easy

Feature:  Table 5.1 Real-Life Examples of Classical Conditioning

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  192

Topic:  From Dogs to People: Extending Pavlov’s Understanding

 

 

 

 

45. Janine completed several tours of duty in Afghanistan. She suffers from PTSD. Now, back home in Texas, she is frightened by firecrackers and cars backfiring. The fact that these sounds scare her reflects stimulus:
46. A)
47. B)
48. C)
49. D)

 

Ans:  C

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.2

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Table 5.1 Real-Life Examples of Classical Conditioning

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  192-193

Topic:  From Dogs to People: Extending Pavlov’s Understanding

 

 

 

 

46. Jonas is a veteran of the war in Iraq. He suffers from PTSD. Now, back home in a quiet California neighborhood, he jumps when he hears a firecracker or a car backfire. In the terminology of classical conditioning, these sounds are BEST thought of as _____ stimuli.
47. A) neutral
48. B) unconditioned
49. C) conditioned
50. D) associated

 

Ans:  C

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.2

Bloom’s Taxonomy:  Applying

Difficulty:  Medium

Feature:  Table 5.1 Real-Life Examples of Classical Conditioning

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  192-195

Topic:  From Dogs to People: Extending Pavlov’s Understanding

WebQuiz:  WebQuiz 1

 

 

 

 

47. Andrea has a needle phobia. Which pair correctly identifies the stimulus or response in the conditioning of her phobia?
48. A) conditioned stimulus – pain; tissue damage
49. B) unconditioned stimulus – the needle itself
50. C) neutral stimulus – the needle itself
51. D) unconditioned response – fear triggered by the needle

 

Ans:  C

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.2

Bloom’s Taxonomy:  Applying

Difficulty:  Medium

Feature:  Infographic 5.1; Table 5.1 Real-Life Examples of Classical Conditioning

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  194-195

Topic:  From Dogs to People: Extending Pavlov’s Understanding

 

 

 

 

48. Rosa becomes anxious when she enters the examination room at the clinic before a blood test. She also squirms when she views injections on television. This paragraph illustrates:
49. A) classical conditioning and spontaneous recovery.
50. B) classical conditioning and stimulus generalization.
51. C) operant conditioning and shaping.
52. D) operant conditioning and negative reinforcement.

 

Ans:  B

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.2

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Table 5.1 Real-Life Examples of Classical Conditioning

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  192-195

Topic:  From Dogs to People: Extending Pavlov’s Understanding

 

 

 

 

49. Garrett was stung by a bee. Now he is frightened not only of bees but also of wasps and hornets. However, he is not afraid of flies and mosquitos. This example illustrates:
50. A) stimulus generalization.
51. B)
52. C) stimulus discrimination.
53. D) both stimulus generalization and stimulus discrimination.

 

Ans:  D

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.2

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Table 5.1 Real-Life Examples of Classical Conditioning

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  192-195

Topic:  From Dogs to People: Extending Pavlov’s Understanding

 

 

 

 

50. Carlotta consumed some poorly stored sushi on a hot day and became violently ill. Now Carlotta can’t stand the sight of sushi. She has developed a:
51. A)
52. B) conditioned taste aversion.
53. C) conditioned taste sensitization.
54. D) conditioned taste association.

 

Ans:  B

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 5 Summarize how classical conditioning is dependent on the biology of the organism.

Page:  195-196

Topic:  Yuck! Conditioned Taste Aversion

 

 

 

 

51. Effie no longer eats egg salad sandwiches—some time ago, she found herself vomiting after consuming a sandwich in which the mayonnaise must have spoiled. Which alternative below correctly identifies the stimulus in this situation?
52. A) US – bacteria
53. B) CS – nausea
54. C) US – food
55. D) CS – bacteria

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 5 Summarize how classical conditioning is dependent on the biology of the organism.

Page:  195-196

Topic:  Yuck! Conditioned Taste Aversion

WebQuiz:  WebQuiz 2

 

 

 

 

52. How is conditioned taste aversion an exception to the general principles of classical conditioning?
53. A) Conditioned taste aversions require a longer interval between the CS and the response than do most CRs.
54. B) Conditioned taste aversions require more trials to acquire than do most CRs.
55. C) Conditioned taste aversions require a shorter interval between the CS and the response than do most CRs.
56. D) Conditioned taste aversions often require only a single CS-US pairing for their acquisition.

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 5 Summarize how classical conditioning is dependent on the biology of the organism.

Page:  195

Topic:  Yuck! Conditioned Taste Aversion

WebQuiz:  WebQuiz 1

 

 

 

 

53. In an effort to help save an endangered Australian marsupial called the northern quoll, researchers paired a nausea-inducing drug along with parts of the toxic toads the quolls often eat. In this application of a phenomenon called _____, the toxic toads are a(n) _____.
54. A) conditioned taste aversion; CS
55. B) conditioned taste aversion; US
56. C) instinctive drift; CS
57. D) instinctive drift; US

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Didn’t See That Coming

Learning Objective:  LO 5 Summarize how classical conditioning is dependent on the biology of the organism.

Page:  196-197

Topic:  Yuck! Conditioned Taste Aversion

 

 

 

 

54. In research described in the text (O’Donnell, et al., 2010), Australian scientists are trying to help save the endangered northern quoll. Since the work is focused on changing real-world outcomes, it is called _____ research.
55. A) practical
56. B) basic
57. C) experimental
58. D) applied

 

Ans:  D

APA 2.0:  2.4

APA Outcome:  2.1

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Didn’t See That Coming

Learning Objective:  LO 5 Summarize how classical conditioning is dependent on the biology of the organism.

Page:  196-197

Topic:  Yuck! Conditioned Taste Aversion

 

 

 

 

55. In a study cited in the textbook, Schedlowski asked participants to drink green, lavender-scented strawberry milk. Half the participants took an immunosuppressive drug along with the milk. The remainder took a placebo pill. Five days later, and then again 11 days later, all participants took a placebo pill with the milk. Both times, Schedlowski measured the immune responses of all participants. In this study, the group initially receiving the immunosuppressive drug was called the _____ group.
56. A) control
57. B) dependent
58. C) experimental
59. D) independent

 

Ans:  C

APA 2.0:  1.4

APA Outcome:  2.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  From the Pages of Scientific American

Learning Objective:  LO 5 Summarize how classical conditioning is dependent on the biology of the organism.

Page:  197

Topic:  Yuck! Conditioned Taste Aversion

 

 

 

 

56. In a study cited in the textbook, Schedlowski asked participants to drink green, lavender-scented strawberry milk. Half the participants took an immunosuppressive drug along with the milk. The remainder took a placebo pill. Five days later, and then again 11 days later, all participants took a placebo pill with the milk. Both times, Schedlowski measured the immune responses of all participants. In this study, immunosuppressive drug-vs.-placebo is the _____ variable.
57. A) control
58. B) dependent
59. C) experimental
60. D) independent

 

Ans:  D

APA 2.0:  1.4

APA Outcome:  2.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  From the Pages of Scientific American

Learning Objective:  LO 5 Summarize how classical conditioning is dependent on the biology of the organism.

Page:  197

Topic:  Yuck! Conditioned Taste Aversion

 

 

 

 

57. In a study cited in the textbook, Schedlowski asked participants to drink green, lavender-scented strawberry milk. Half the participants took an immunosuppressive drug along with the milk. The remainder took a placebo pill. Five days later, and then again 11 days later, all participants took a placebo pill with the milk. Both times, Schedlowski measured the immune responses of all participants. In this study, the green milk is a(n) _____, whereas the immunosuppressive drug is a(n) ______.
58. A) CS; NS
59. B) CS; US
60. C) US; CS
61. D) US; NS

 

Ans:  B

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  From the Pages of Scientific American

Learning Objective:  LO 5 Summarize how classical conditioning is dependent on the biology of the organism.

Page:  197

Topic:  Yuck! Conditioned Taste Aversion

 

 

 

 

58. The phenomenon of conditioned taste aversion may be applied to:
59. A) help save endangered animal species.
60. B) help patients on harsh immunosuppressive drug regimens.
61. C) both help save endangered animal species and help patients on harsh immunosuppressive drug regimens.
62. D) neither help save endangered animal species nor help patients on harsh immunosuppressive drug regimens.

 

Ans:  B

APA 2.0:  5.3

APA Outcome:  4.4

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Didn’t See That Coming; From the Pages of Scientific American

Learning Objective:  LO 5 Summarize how classical conditioning is dependent on the biology of the organism.

Page:  196-197

Topic:  Yuck! Conditioned Taste Aversion

 

 

 

 

59. Watson and Rayner are known for their study of:
60. A) cats in puzzle boxes.
61. B) Little Albert and conditioned fear.
62. C) children playing with a Bobo doll.
63. D) rats in Skinner boxes.

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 6 Evaluate the Little Albert study and explain how fear can be learned.

Page:  198

Topic:  Little Albert and Conditioned Emotional Response

 

 

 

 

60. Which pair below incorrectly identifies a stimulus or response in Watson and Rayner’s “Little Albert” study?
61. A) neutral stimulus – rat
62. B) CS – noise
63. C) US – rat
64. D) All of these are incorrect.

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 6 Evaluate the Little Albert study and explain how fear can be learned.

Page:  198

Topic:  Little Albert and Conditioned Emotional Response

 

 

 

 

61. Recall the research methods described in an earlier chapter of the textbook. Which of the techniques does Watson and Rayner’s Little Albert BEST exemplify?
62. A) naturalistic observation
63. B) case study
64. C) correlational method
65. D) experimental method

 

Ans:  B

APA 2.0:  1.2; 2.4

APA Outcome:  1.2; 2.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 6 Evaluate the Little Albert study and explain how fear can be learned.

Page:  198

Topic:  Little Albert and Conditioned Emotional Response

WebQuiz:  WebQuiz 2

 

 

 

 

62. Conditioning principles have been applied successfully in advertising. In an effective advertisement, the product or service being promoted is usually a(n):
63. A) negative reinforcer.
64. B) positive reinforcer.
65. C)
66. D)

 

Ans:  C

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Table 5.1 Real-Life Examples of Classical Conditioning

Learning Objective:  LO 6 Evaluate the Little Albert study and explain how fear can be learned.

Page:  199

Topic:  Real-Life Examples of Classical Conditioning

 

 

 

 

63. Advertisers use enjoyable music, cute babies, attractive models, and funny spokespeople to create positive advertisements. The music, babies, and so on are BEST thought of as:
64. A)
65. B) neutral stimuli.
66. C) positive reinforcers.
67. D)

 

Ans:  D

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Table 5.1 Real-Life Examples of Classical Conditioning

Learning Objective:  LO 6 Evaluate the Little Albert study and explain how fear can be learned.

Page:  199

Topic:  Real-Life Examples of Classical Conditioning

 

 

 

 

64. A popular athlete endorses an athletic shoe in a series of glossy magazine ads. In the application of conditioning to advertising, which statement is correct?
65. A) The athlete is a US; the shoe is a CS.
66. B) The athlete is a CS; readers’ liking for the athlete is a CR.
67. C) The shoe is a US; the athlete is a CS
68. D) The shoe is a US; readers’ positive response to the shoe is a UR.

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4,4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Table 5.1 Real-Life Examples of Classical Conditioning

Learning Objective:  LO 6 Evaluate the Little Albert study and explain how fear can be learned.

Page:  199

Topic:  Real-Life Examples of Classical Conditioning

 

 

 

 

65. An actor is hired to appear in a series of commercials promoting a new laptop computer. The actor’s last two movies, though, have failed at the box office. This means that the actor may NOT serve as the optimal _____ in the commercials.
66. A) negative reinforcer
67. B) positive reinforcer
68. C) CS
69. D) US

 

Ans:  D

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Table 5.1 Real-Life Examples of Classical Conditioning

Learning Objective:  LO 6 Evaluate the Little Albert study and explain how fear can be learned.

Page:  199

Topic:  Real-Life Examples of Classical Conditioning

 

 

 

 

66. Gorn (1982) showed participants pictures of different-colored pens. Some pen colors were paired with pleasant music; others were paired with unpleasant music. As a free gift, participants were more likely to choose the pen colors associated with pleasant music than the pen colors associated with unpleasant music. Which choice correctly identifies the CS and the CR, respectively, in this study?
67. A) pen color; liking for pen
68. B) pen color; liking for music
69. C) type of music; liking for music
70. D) type of music; liking for pen

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 6 Evaluate the Little Albert study and explain how fear can be learned.

Page:  199

Topic:  Real-Life Examples of Classical Conditioning

 

 

 

 

67. According to the textbook, sexual fetishes may be explained through classical conditioning. The object of the fetish—a certain type of clothing, for example—acts as a:
68. A)
69. B)
70. C)
71. D)

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Table 5.1 Real-Life Examples of Classical Conditioning

Learning Objective:  LO 6 Evaluate the Little Albert Study and explain how fear can be learned.

Page:  190, 199

Topic:  Real-Life Examples of Classical Conditioning

 

 

 

 

68. Marina feels a rush of love and nostalgia at the scent of honeysuckle; the fragrance is similar to that of the perfume her mother wore when Marina was little. The perfume’s fragrance is a(n) _____. The scent of honeysuckle elicits a similar response through the process of stimulus ____.
69. A) CS; discrimination
70. B) CS; generalization
71. C) US; discrimination
72. D) US; generalization

 

Ans:  B

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Table 5.1 Real-Life Examples of Classical Conditioning

Learning Objective:  LO 6 Evaluate the Little Albert Study and explain how fear can be learned.

Page:  190, 199

Topic:  Real-Life Examples of Classical Conditioning

 

 

 

 

69. Watson and Raynor (1925) found that Little Albert’s conditioned fear was elicited not only by a rat but also by a number of similar objects. Little Albert’s behavior illustrates stimulus:
70. A)
71. B)
72. C)
73. D)

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.; LO 6 Evaluate the Little Albert study and explain how fear can be learned.

Page:  192, 198

Topic:  Little Albert and Conditioned Emotional Response; Nuts and Bolts of Classical Conditioning

 

 

 

 

70. _____ conditioning is a type of learning in which organisms associate actions with consequences.
71. A) Secondary
72. B) Operant
73. C) Social
74. D) Classical

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 7 Describe Thorndike’s law of effect.

Page:  201

Topic:  Operant Conditioning and the Law of Effect

 

 

 

 

71. Engineering the consequences of her daughter’s behavior is a key element in Laureen’s parenting strategy. As an example, Laura’s daughter is allowed to select the evening movie if she completes her homework before dinner. Laura appears to echo _____ in emphasizing the importance of _____ conditioning in learning.
72. A) Pavlov; classical
73. B) Pavlov; operant
74. C) Skinner; classical
75. D) Skinner; operant

 

Ans:  D

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 7 Describe Thorndike’s law of effect.

Page:  201; 203

Topic:  Behaviorism and the Shaping of Behavior; Operant Conditioning and the Law of Effect

 

 

 

 

72. Operant conditioning is associated with _____ and _____.
73. A) Pavlov; Skinner
74. B) Pavlov; Watson
75. C) Thorndike; Skinner
76. D) Thorndike; Watson

 

Ans:  C

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 7 Describe Thorndike’s law of effect.

Page:  201; 203

Topic:  Behaviorism and the Shaping of Behavior; Operant Conditioning and the Law of Effect

 

 

 

 

73. In Thorndike’s puzzle box, the amount of time it took the cats to break free of the cage was a(n) _____ definition of learning.
74. A) experimental
75. B) operational
76. C) empirical
77. D) conceptual

 

Ans:  B

APA 2.0:  1.2; 2.4

APA Outcome:  1.2; 1.3

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 7 Describe Thorndike’s law of effect.

Page:  202

Topic:  Operant Conditioning and the Law of Effect

 

 

 

 

74. The roots of operant conditioning may be traced to _____’s early studies of hungry cats learning to escape from cages.
75. A) Thorndike
76. B) Watson
77. C) Skinner
78. D) Pavlov

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature: Figure 5.2 Puzzle Box

Learning Objective:  LO 7 Describe Thorndike’s law of effect.

Page:  201-202

Topic:  Operant Conditioning and the Law of Effect

 

 

 

 

75. “Responses that lead to pleasurable consequences are more likely to be repeated.” This is the law of:
76. A)
77. B)
78. C)
79. D)

 

Ans:  C

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 7 Describe Thorndike’s law of effect.

Page:  202

Topic:  Operant Conditioning and the Law of Effect

WebQuiz:  WebQuiz 1

 

 

 

 

76. Thorndike’s notion that successful responses are stamped in by experience may be seen as an early statement of Skinner’s concept of:
77. A) observational learning.
78. B) classical conditioning.
79. C) successive approximation.
80. D) positive reinforcement.

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 7 Describe Thorndike’s law of effect.

Page:  202-203

Topic:  Operant Conditioning and the Law of Effect

WebQuiz:  WebQuiz 1

 

 

 

 

77. The process by which a stimulus increases the likelihood that the preceding behavior will be repeated is called:
78. A)
79. B)
80. C)
81. D)

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Medium

Learning Objective:  LO 7 Describe Thorndike’s law of effect.

Page:  202

Topic:  Operant Conditioning and the Law of Effect

 

 

 

 

78. Perhaps the MOST influential early research on operant conditioning was conducted by:
79. A)
80. B)
81. C)
82. D)

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  5.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Infographic 5.2

Learning Objective:  LO 8 Explain shaping and the method of successive approximations.

Page:  203

Topic:  Behaviorism and the Shaping of Behavior

 

 

 

 

79. Based on the textbook’s discussion, Skinner is known for the study of:
80. A) operant conditioning and shaping.
81. B) operant conditioning and modeling.
82. C) classical conditioning and fear.
83. D) classical conditioning and taste aversion.

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Infographic 5.2

Learning Objective:  LO 8 Explain shaping and the method of successive approximations.

Page:  202

Topic:  Behaviorism and the Shaping of Behavior

 

 

 

 

80. A Skinner box provides a highly controlled environment allowing researchers to study how animal behavior varies with alterations in the environment. In this situation, animal behavior is a(n) _____ variable.  An alteration in the environment is a(n) _____ variable.
81. A) dependent; dependent
82. B) dependent; independent
83. C) independent; dependent
84. D) independent; independent

 

Ans:  B

APA 2.0:  2.4

APA Outcome:  2.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Challenging

Learning Objective:  LO 8 Explain shaping and the method of successive approximations.

Page:  203

Topic:  Behaviorism and the Shaping of Behavior

 

 

 

 

81. Skinner’s work reflected the psychological school of:
82. A)
83. B)
84. C)
85. D)

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  5.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 8 Explain shaping and the method of successive approximations.

Page:  203

Topic:  Behaviorism and the Shaping of Behavior

 

 

 

 

82. Dr. Ruiz asserts that the only truly scientific psychology is a psychology based on concrete, observable behavior. Dr. Ruiz’s view resembles that of the influential psychologist:
83. A)
84. B)
85. C)
86. D)

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  5.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 8 Explain shaping and the method of successive approximations.

Page:  203

Topic:  Behaviorism and the Shaping of Behavior

 

 

 

 

83. The process of teaching complex behavior by reinforcing ever closer approximations of the desired behavior is called:
84. A)
85. B) stimulus generalization.
86. C) instinctive drift.
87. D)

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  5.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Infographic 5.2

Learning Objective:  LO 8 Explain shaping and the method of successive approximations.

Page:  203

Topic:  Behaviorism and the Shaping of Behavior

 

 

 

 

84. The psychologist _____ taught pigeons to bowl through _____.
85. A) Bandura; modeling
86. B) Bandura; shaping
87. C) Skinner; modeling
88. D) Skinner; shaping

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Infographic 5.2

Learning Objective:  LO 8 Explain shaping and the method of successive approximations.

Page:  203

Topic:  Behaviorism and the Shaping of Behavior

WebQuiz:  WebQuiz 2

 

 

 

 

85. Which statement BEST captures the relationship between shaping and successive approximations?
86. A) Shaping applies to operant conditioning, whereas successive approximations applies to classical conditioning.
87. B) Shaping and successive approximations are similar techniques.
88. C) Shaping is the same thing as successive approximations.
89. D) Shaping occurs with successive approximations.

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Infographic 5.2

Learning Objective:  LO 8 Explain shaping and the method of successive approximations.

Page:  203

Topic:  Behaviorism and the Shaping of Behavior

 

 

 

 

86. Using reinforcers to condition a series of small steps that get progressively closer to a target behavior is called:
87. A)
88. B) higher-order conditioning.
89. C) partial reinforcement.
90. D) successive approximations.

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Infographic 5.2

Learning Objective:  LO 8 Explain shaping and the method of successive approximations.

Page:  203

Topic:  Behaviorism and the Shaping of Behavior

 

 

 

 

87. Mrs. Martin, a third-grade teacher, is teaching cursive writing. At first, she reinforces even crude attempts to reproduce letters with an encouraging word; as time goes on, though, she reinforces only well-formed letters. By reinforcing progressively better attempts at writing letters, Mrs. Martin is using:
88. A)
89. B) classical conditioning.
90. C) partial reinforcement.
91. D)

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Easy

Learning Objective:  LO 8 Explain shaping and the method of successive approximations.

Page:  203

Topic:  Behaviorism and the Shaping of Behavior

 

 

 

 

88. Sheryl makes pleasant small talk and pays her boss a compliment before asking for a day off, because such a strategy was successful with a few of her previous bosses. This example most clearly illustrates:
89. A) instinctive drift.
90. B) stimulus generalization.
91. C)
92. D) stimulus discrimination.

 

Ans:  B

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Table 5.2 Conditioning Basics

Learning Objective:  LO 8 Explain shaping and the method of successive approximations.

Page:  206

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

89. Skinner’s students Keller and Marian Breiland found that animals tend to revert to behaviors consistent with their instincts, a(n) _____ conditioning phenomenon called _____.
90. A) classical; higher order conditioning
91. B) classical; instinctive drift
92. C) operant; higher order conditioning
93. D) operant; instinctive drift

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Think Again

Learning Objective:  LO 8 Explain shaping and the method of successive approximations.

Page:  205

Topic:  Behaviorism and the Shaping of Behavior

 

 

 

 

90. When Saralyn’s partner says “I’m going to bed early,” she follows expectantly; when he says, “I’m tired,” she stays behind and reads in the living room for a while. Saralyn’s behavior demonstrates:
91. A) stimulus generalization.
92. B) instinctive drift.
93. C) stimulus discrimination.
94. D) acquisition training.

 

Ans:  C

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 8 Explain shaping and the method of successive approximations.

Page:  206

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

91. _____ refers to a behavior’s disappearance when its reinforcer is removed.
92. A) Adaptation
93. B) Habituation
94. C) Intermittent reinforcement
95. D) Extinction

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Table 5.2 Conditioning Basics

Learning Objective:  LO 7 Describe Thorndike’s law of effect.

Page:  205-206

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

92. When behavior reemerges following extinction, _____ has occurred.
93. A) stimulus discrimination
94. B) spontaneous recovery
95. C) acquisition
96. D) stimulus generalization

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Table 5.2 Conditioning Basics

Learning Objective:  LO 8 Explain shaping and the method of successive approximations.

Page:  206

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

93. In 2010, an advertising agency stopped paying bonuses to executives who attracted new clients. In 2011, the agency signed no new clients. This example illustrates:
94. A)
95. B) stimulus discrimination.
96. C)
97. D)

 

Ans:  C

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Table 5.2 Conditioning Basics

Learning Objective:  LO 8 Explain shaping and the method of successive approximations.

Page:  205-206

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

94. Molly’s dog no longer sits when Molly says, “Sit!” because Molly no longer feeds the animal table scraps when it obeys. The dog sits, though, when Molly’s sister visits one evening and says “Sit!” Molly’s dog is demonstrating:
95. A)
96. B) spontaneous recovery.
97. C)
98. D) stimulus generalization.

 

Ans:  B

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Table 5.2 Conditioning Basics

Learning Objective:  LO 8 Explain shaping and the method of successive approximations.

Page:  205-206

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

95. The addition of a pleasant stimulus following a target behavior is called _____ reinforcement.
96. A) primary
97. B) positive
98. C) partial
99. D) secondary

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 9 Identify the differences between positive and negative reinforcement.

Page:  207

Topic:  Acquisition to Extinction, and Everything in Between

WebQuiz:  WebQuiz 1

 

 

 

 

96. Positive reinforcement occurs when:
97. A) a desirable stimulus is removed following a behavior.
98. B) an unpleasant stimulus is removed following a behavior.
99. C) a desirable stimulus is added following a behavior.
100. D) an unpleasant stimulus is added following a behavior.

 

Ans:  C

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 9 Identify the differences between positive and negative reinforcement.

Page:  207

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

97. A talent competition judge tells a contestant that her audition was “brilliant . . . one of the best this season.” The judge’s response is an example of:
98. A) positive reinforcement.
99. B) negative reinforcement.
100. C) positive punishment.
101. D) negative punishment.

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 9 Identify the differences between positive and negative reinforcement.

Page:  207

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

98. After catching up on all her readings and assignments, Leah treats herself by going to a movie with a friend. This outing is an example of _____ reinforcement.
99. A) positive
100. B) primary
101. C) partial
102. D) negative

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4,4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 9 Identify the differences between positive and negative reinforcement.

Page:  207

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

99. The removal of an unpleasant stimulus following a target behavior is called _____ reinforcement.
100. A) secondary
101. B) ratio
102. C) partial
103. D) negative

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 9 Identify the differences between positive and negative reinforcement.

Page:  208

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

100. With negative reinforcement a(n):
101. A) desirable stimulus is removed following a behavior.
102. B) unpleasant stimulus is removed following a behavior.
103. C) desirable stimulus is added following a behavior.
104. D) unpleasant stimulus is added following a behavior.

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 9 Identify the differences between positive and negative reinforcement.

Page:  208

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

101. In a Skinner box, a rat escapes painful electric shock by pressing a lever. The rat’s bar-pressing behavior is maintained by:
102. A) negative punishment.
103. B) negative reinforcement.
104. C) positive punishment.
105. D) positive reinforcement.

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 9 Identify the differences between positive and negative reinforcement.

Page:  208

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

102. Negative reinforcement:
103. A) is the same thing as punishment.
104. B) leads to an increase in the probability of a behavior.
105. C) decreases the likelihood that a behavior will be performed.
106. D) is also called secondary reinforcement.

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 9 Identify the differences between positive and negative reinforcement.

Page:  208

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

103. Which scenario exemplifies negative reinforcement?
104. A) Vanna fastens her seatbelt as soon as she gets in her car to stop the annoying alert sound.
105. B) Drake no longer cuts class, now that his parents confiscated his iPad.
106. C) Maria now buys a different brand of cigarettes to get two packs for the price of one.
107. D) Nate no longer arrives late at work following a reprimand from his boss.

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Medium

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 9 Identify the differences between positive and negative reinforcement.

Page:  208

Topic:  Acquisition to Extinction, and Everything in Between

WebQuiz:  WebQuiz 2

 

 

 

 

104. Ava is wheeling her toddler, Jamie, through the supermarket after a long and tiring day. When Jamie begins to fuss, Ava scolds her sharply; Jamie’s fussing subsides. Which statement is false?
105. A) Ava’s scolding negatively reinforces Jamie’s fussing.
106. B) Ava’s scolding punishes Jamie’s fussing.
107. C) Jamie stops fussing, which negatively reinforces Ava’s scolding.
108. D) Ava received negative reinforcement when Jamie stopped fussing.

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 9 Identify the differences between positive and negative reinforcement.

Page:  208

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

105. Which consequence is correctly matched with an example of it?
106. A) positive reinforcement – Harvey is suspended when he vandalizes school property.
107. B) negative reinforcement – Jeff puts up his umbrella when it starts to sprinkle so he won’t get wet.
108. C) positive punishment – Jacqueline’s teacher puts a cute sticker on an arithmetic exercise completed without mistakes.
109. D) negative punishment – Tommy receives a written reprimand from his boss following a series of customer complaints.

 

Ans:  B

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Medium

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 9 Identify the differences between positive and negative reinforcement.

Page:  208

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

106. Which statement is correctly matched with its consequence?
107. A) Janie continues her drug use because it eliminates unpleasant cravings for the drug. – negative punishment
108. B) Janie reduces her drug use because it leaves her without money. – negative reinforcement
109. C) Janie reduces her drug use because of the drug’s physical side effects. – negative punishment
110. D) Janie continues her drug use because it takes her mind off unpleasant thoughts. – negative reinforcement

 

Ans:  D

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.2

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 9 Identify the differences between positive and negative reinforcement.

Page:  208

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

107. Which statement about the consequences of behavior is true?
108. A) Positive reinforcement increases the likelihood of desired behavior, whereas negative reinforcement decreases it.
109. B) Positive reinforcement decreases the likelihood of desired behavior, whereas negative reinforcement increases it.
110. C) Positive reinforcement and negative reinforcement both increase the likelihood of desired behavior.
111. D) Positive reinforcement and negative reinforcement both decrease the likelihood of desired behavior.

 

Ans:  C

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 9 Identify the differences between positive and negative reinforcement.

Page:  207-208

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

108. Reinforcers that satisfy a biological need are called _____ reinforcers.
109. A) primary
110. B) positive
111. C) unconditioned
112. D) reflexive

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 10 Distinguish between primary and secondary reinforcers.

Page:  208

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

109. For Thorndike’s cats, fish was a ____ reinforcer.
110. A) negative
111. B) primary
112. C) partial
113. D) positive

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 10 Distinguish between primary and secondary reinforcers.; LO 7 Describe Thorndike’s law of effect.

Page:  202, 208

Topic:  Acquisition to Extinction, and Everything in Between; Operant Conditioning and the Law of Effect

WebQuiz:  WebQuiz 2

 

 

 

 

110. Loosely speaking, nature is to nurture as ______ reinforcers are to ______ reinforcers.
111. A) positive; negative
112. B) secondary; primary
113. C) unconditioned; conditioned
114. D) primary; secondary

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 10 Distinguish between primary and secondary reinforcers.

Page:  208-209

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

111. Which of the following reinforcers is NOT correctly categorized?
112. A) food – primary reinforcer
113. B) money – primary reinforcer
114. C) praise – secondary reinforcer
115. D) smile – secondary reinforcer

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 10 Distinguish between primary and secondary reinforcers.

Page:  208-209

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

112. One reason Carlos continues to work at his job is the check he receives every two weeks. Carlos’s paycheck is a(n) _____ reinforcer.
113. A) conditional
114. B) primary
115. C) secondary
116. D) unconditional

 

Ans:  C

APA 2.0:  5.3

APA Outcome:  4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 10 Distinguish between primary and secondary reinforcers.

Page:  208-209

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

113. Slot machine is to vending machine as _____ reinforcement is to _____ reinforcement.
114. A) primary; secondary
115. B) secondary; primary
116. C) positive; negative
117. D) negative; positive

 

Ans:  B

APA 2.0:  5.3

APA Outcome:  4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 10 Distinguish between primary and secondary reinforcers.

Page:  208-209

Topic:  Acquisition to Extinction, and Everything in Between

WebQuiz:  WebQuiz 2

 

 

 

 

114. Dr. DiFonzo notices several students nodding in agreement as he lectures. Subsequently, his rhetoric becomes more confident and more passionate. The students have provided ______ reinforcement.
115. A) positive
116. B) primary
117. C) both positive and primary
118. D) both positive and secondary

 

Ans:  D

APA 2.0:  5.3

APA Outcome:  4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Medium

Learning Objective:  LO 10 Distinguish between primary and secondary reinforcers.

Page:  208-209

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

115. Sergio changes his Facebook profile picture. A friend comments with a smiley-face emoticon. The emoticon offers Sergio _____ reinforcement for changing his profile picture.
116. A) conditional
117. B) primary
118. C) negative
119. D) positive

 

Ans:  D

APA 2.0:  5.3

APA Outcome:  4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Easy

Feature:  Social Media and Psychology

Learning Objective:  LO 10 Distinguish between primary and secondary reinforcers.

Page:  209

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

116. Several friends “like” Pearl’s Facebook status update. These “likes” act as _____ reinforcers maintaining Pearl’s behavior of posting status updates.
117. A) positive
118. B) primary
119. C) both positive and primary
120. D) neither positive nor primary

 

Ans:  A

APA 2.0:  5.3

APA Outcome:  4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Social Media and Psychology

Learning Objective:  LO 10 Distinguish between primary and secondary reinforcers.

Page:  208-209

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

117. In _____ reinforcement, every instance of a behavior is reinforced.
118. A) primary
119. B) continuous
120. C) positive
121. D) constant

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 11 Describe continuous reinforcement and partial reinforcement.

Page:  211

Topic:  The Power of Partial Reinforcement

 

 

 

 

118. In real life, behavior is probably MOST often reinforced by _____ reinforcement.
119. A) partial
120. B) continuous
121. C) primary
122. D) negative

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 11 Describe continuous reinforcement and partial reinforcement.

Page:  211

Topic:  The Power of Partial Reinforcement

 

 

 

 

119. Which statement BEST expresses the relationship between partial and intermittent reinforcement?
120. A) Partial reinforcement is different from intermittent reinforcement.
121. B) Partial reinforcement is similar to intermittent reinforcement.
122. C) Partial reinforcement is the same thing as intermittent reinforcement.
123. D) Partial reinforcement is the opposite of intermittent reinforcement.

 

Ans:  C

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 11 Describe continuous reinforcement and partial reinforcement.

Page:  211

Topic:  The Power of Partial Reinforcement

 

 

 

 

120. Vending machine is to ____ reinforcement as slot machine is to _____ reinforcement.
121. A) continuous; partial
122. B) partial; continuous
123. C) partial; intermittent
124. D) intermittent; partial

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Medium

Learning Objective:  LO 11 Describe continuous reinforcement and partial reinforcement.

Page:  210-211

Topic:  The Power of Partial Reinforcement

 

 

 

 

121. On most occasions, drivers who are let into a driving lane acknowledge the favor in some way; sometimes, though, they don’t. The behavior of letting drivers in is maintained by _____ reinforcement.
122. A) intermittent
123. B) primary
124. C) continuous
125. D) negative

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 11 Describe continuous reinforcement and partial reinforcement.

Page:  211

Topic:  The Power of Partial Reinforcement

WebQuiz:  WebQuiz 1

 

 

 

 

122. A person doesn’t receive a smile or a “thank you” each time he holds a door for the person behind him, just most of the time. Door-holding is reinforced on a(n) _____ schedule.
123. A) continuous
124. B) interval
125. C) partial
126. D) fixed

 

Ans:  C

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 11 Describe continuous reinforcement and partial reinforcement.

Page:  211

Topic:  The Power of Partial Reinforcement

 

 

 

 

123. Acquiring behavior is to maintaining behavior as _____ reinforcement is to _____ reinforcement.
124. A) primary; secondary
125. B) partial; continuous
126. C) positive; negative
127. D) continuous; partial

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 11 Describe continuous reinforcement and partial reinforcement.

Page:  210

Topic:  The Power of Partial Reinforcement

 

 

 

 

124. Compared to behaviors reinforced on a continuous schedule, behaviors reinforced on partial schedules are _____ resistant to extinction.
125. A) more
126. B) slightly less
127. C) equally
128. D) much less

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 11 Describe continuous reinforcement and partial reinforcement.

Page:  211

Topic:  The Power of Partial Reinforcement

WebQuiz:  WebQuiz 2

 

 

 

 

125. In variable-ratio reinforcement:
126. A) reinforcers are delivered after a changing number of responses.
127. B) reinforcers are delivered after pre-established time periods.
128. C) reinforcers are delivered after a fluctuating period of time.
129. D) the specific reinforcer changes from trial to trial.

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  212-213

Topic:  Timing Is Everything: Reinforcement Schedules

 

 

 

 

126. A _____ schedule of reinforcement is one in which reinforcement is provided after a pre-established number of responses.
127. A) fixed-interval
128. B) fixed-ratio
129. C) variable-interval
130. D) variable-ratio

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  212-213

Topic:  Timing Is Everything: Reinforcement Schedules

 

 

 

 

127. In one company, associates sell a consumer product over the telephone. For every tenth sale, associates receive a $100 cash bonus. The bonus is delivered on a _____ schedule.
128. A) fixed-ratio
129. B) fixed-interval
130. C) variable-ratio
131. D) variable-interval

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Medium

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  212-213

Topic:  Timing Is Everything: Reinforcement Schedules

 

 

 

 

128. A pigeon is placed in a Skinner box. On a fixed-ratio schedule of reinforcement, the pigeon receives food after pecking a disk:
129. A) for a time period that fluctuates.
130. B) a varying number of times.
131. C) for a set time period.
132. D) a set number of times.

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Easy

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  212-213

Topic:  Timing Is Everything: Reinforcement Schedules

 

 

 

 

129. Which laboratory example reflects a fixed-ratio schedule of reinforcement?
130. A) A pigeon pecking a disk receives food every 6 minutes.
131. B) Every 7th time a rat presses a lever, it receives food pellets.
132. C) Every 6 minutes, a rat receives food for pressing a lever. Then the schedule changes to every 5 minutes, then to every 9 minutes.
133. D) A pigeon pecking a disk receives food after 4 pecks, then after 7, after 5, and then after 6.

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  212-213

Topic:  Timing Is Everything: Reinforcement Schedules

WebQuiz:  WebQuiz 2

 

 

 

 

130. Which promotion exemplifies the use of a fixed-ratio schedule of reinforcement?
131. A) A café prints “You are a winner” on a random one-twelfth of its coffee lids; patrons receiving such a lid can redeem it for a free beverage.
132. B) A café offers its customers a punch card. Each time a patron purchases a beverage, a hold is punched; when ten holes are punched, the patron receives a free beverage.
133. C) Every now and then, a café announces a two-for-one deal.
134. D) A café offers each patron an early morning two-for-one free-beverage-with-purchase deal from 5 to 6 a.m. on Monday mornings.

 

Ans:  B

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  212-213

Topic:  Timing Is Everything: Reinforcement Schedules

 

 

 

 

131. Which promotion exemplifies the use of a variable-ratio schedule of reinforcement?
132. A) Every now and then, a café announces a two-for-one deal.
133. B) A café offers its customers a punch card. Each time a patron purchases a beverage, a hold is punched; when ten holes are punched, the patron receives a free beverage.
134. C) A café prints “You are a winner” on a random one-twelfth of its coffee lids; patrons receiving such a lid can redeem it for a free beverage.
135. D) A café offers each patron an early morning two-for-one free-beverage-with-purchase deal from 5 to 6 a.m. on Monday mornings.

 

Ans:  C

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  212-213

Topic:  Timing Is Everything: Reinforcement Schedules

 

 

 

 

132. Playing a slot machine is reinforced on a _____ schedule.
133. A) variable-interval
134. B) fixed-interval
135. C) variable-ratio
136. D) fixed-ratio

 

Ans:  C

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  212-213

Topic:  Timing Is Everything: Reinforcement Schedules

WebQuiz:  WebQuiz 2

 

 

 

 

133. Salary is to commission as _____ is to _____.
134. A) ratio schedule; interval schedule
135. B) primary reinforcer; secondary reinforcer
136. C) interval schedule; ratio schedule
137. D) secondary reinforcer; primary reinforcer

 

Ans:  C

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  212-213

Topic:  Timing Is Everything: Reinforcement Schedules

 

 

 

 

134. Paychecks and course grades are delivered on a _____ schedule of reinforcement.
135. A) fixed-ratio
136. B) fixed-interval
137. C) variable-ratio
138. D) variable-interval

 

Ans:  B

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  212-213

Topic:  Timing Is Everything: Reinforcement Schedules

 

 

 

 

135. In New York City, a privately funded program pays low-income parents $50 every two months for each child who attends school regularly during that period. This incentive illustrates a _____ schedule of reinforcement.
136. A) fixed-interval
137. B) fixed-ratio
138. C) variable-interval
139. D) variable-ratio

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  212-213

Topic:  Timing Is Everything: Reinforcement Schedules

 

 

 

 

136. Pauses in responding are MOST pronounced in _____ schedules of reinforcement.
137. A) variable-ratio
138. B) random
139. C) variable interval
140. D) fixed-interval

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Figure 5.3 Schedules of Reinforcement

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  212-213

Topic:  Timing Is Everything: Reinforcement Schedules

 

 

 

 

137. Sometimes when one calls a customer service center, one is put on hold; one does not know how long it will be before the holding behavior is reinforced by the response of an associate, and it doesn’t matter what one does in the meantime. Holding a phone line is reinforced on a _____ schedule.
138. A) fixed-interval
139. B) fixed-ratio
140. C) variable-interval
141. D) variable-ratio

 

Ans:  C

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  212-213

Topic:  Timing Is Everything: Reinforcement Schedules

 

 

 

 

138. A rat in a Skinner box is trained to press a bar for food pellets. The rat is then placed on a partial reinforcement schedule, receiving pellets every 5 minutes. This is a _____ schedule of reinforcement.
139. A) fixed-interval
140. B) fixed-ratio
141. C) variable-interval
142. D) variable-ratio

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  212-213

Topic:  Timing Is Everything: Reinforcement Schedules

 

 

 

 

139. Dr. Arceneaux has developed several alternative plans to increase the number of online practice quizzes his students complete. Which plan below is incorrectly matched with a reinforcement schedule?
140. A) 1 bonus point for every two online practice quizzes completed – fixed-ratio
141. B) 1 bonus point awarded every 2 weeks if two or more quizzes have been completed – fixed-interval
142. C) 1 bonus point awarded every now and then (about 2 weeks on average) if two or more quizzes have been completed recently – variable-ratio
143. D) None of these are incorrectly matched.

 

Ans:  C

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  212-213

Topic:  Timing Is Everything: Reinforcement Schedules

WebQuiz:  WebQuiz 1

 

 

 

 

140. Dr. Arceneaux wants his students to take advantage of online practice quizzes on his course Web site. Which of the following is the MOST effective plan to increase the number of practice quizzes completed?
141. A) 1 bonus point for every 2 online practice quizzes completed.
142. B) 5 points deducted from course total if no quizzes completed.
143. C) 1 bonus point awarded every 2 weeks if 2 or more quizzes have been completed.
144. D) 1 bonus point awarded every now and then (about 2 weeks on average) if 2 or more quizzes have been completed recently.

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Figure 5.3 Schedules of Reinforcement

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  212-213

Topic:  Timing Is Everything: Reinforcement Schedules

 

 

 

 

141. Which schedule of partial reinforcement is correctly matched with its definition?
142. A) fixed-ratio – reinforcement is delivered after a changing number of responses
143. B) variable-ratio – reinforcement is delivered after a pre-established time period
144. C) fixed-interval – reinforcement is delivered after a set number of responses
145. D) variable-interval – reinforcement is delivered after a fluctuating time period

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  212-213

Topic:  Timing Is Everything: Reinforcement Schedules

 

 

 

 

142. Positive punishment is:
143. A) exemplified by a spanking.
144. B) exemplified by a time-out.
145. C) the same thing as negative reinforcement.
146. D) a contradiction in terms.

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  215

Topic:  The Trouble With Punishment

 

 

 

 

143. Which scenario exemplifies negative punishment?
144. A) Astrid sends her daughter to her room alone when she misbehaves.
145. B) Carly yells at her husband when he comes home late.
146. C) Jack makes his middle-school students run extra laps when they are unruly during gym class.
147. D) Joanie takes several ibuprofen tablets when she has a headache.

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  215

Topic:  The Trouble With Punishment

 

 

 

 

144. Which type of consequence is correctly matched with an example?
145. A) positive reinforcement – Vickie applies lotion to lessen the discomfort of a small burn.
146. B) negative reinforcement – Ella’s parents confiscate her car keys for breaking curfew.
147. C) positive punishment – Laurel’s mother yells at her when she takes $20 from her mom’s purse.
148. D) negative punishment – Maddie receives a bonus for outstanding work performance.

 

Ans:  C

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  215

Topic:  The Trouble With Punishment

 

 

 

 

145. In _____, something unpleasant follows an unwanted behavior.
146. A) negative reinforcement
147. B) secondary reinforcement
148. C) negative punishment
149. D) positive punishment

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  215

Topic:  The Trouble With Punishment

 

 

 

 

146. When a parent attempts to reduce a child’s unwanted behaviors by removing desired privileges, the parent is using:
147. A) negative reinforcement.
148. B) secondary reinforcement.
149. C) negative punishment.
150. D) positive punishment.

 

Ans:  C

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  215

Topic:  The Trouble With Punishment

 

 

 

 

147. Approximately _____% of American parents use corporal punishment to discipline their young children.
148. A) 25
149. B) 50
150. C) 65
151. D) 75

 

Ans:  C

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Controversies

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  215-216

Topic:  The Trouble With Punishment

 

 

 

 

148. According to research cited in the text (Tomoda et al., 2009), harsh physical punishment of young children may retard growth in the brain’s:
149. A)
150. B) frontal lobes.
151. C) limbic system.
152. D) left hemisphere.

 

Ans:  B

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Controversies

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  215-216

Topic:  The Trouble With Punishment

WebQuiz:  WebQuiz 1

 

 

 

 

149. Which of the following is NOT a disadvantage of using corporal punishment to discipline young children?
150. A) It may be related to problem behaviors in adolescence.
151. B) It may be related to retarded brain development.
152. C) Physical punishment sends the message that aggressive behavior is appropriate.
153. D) It tends to change behavior very slowly.

 

Ans:  D

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Controversies

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  215-216

Topic:  The Trouble With Punishment

 

 

 

 

150. Negative punishment ____ behavior. Negative reinforcement _____ behavior.
151. A) decreases; decreases
152. B) decreases; increases
153. C) increases; decreases
154. D) increases; increases

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 13 Explain how punishment differs from negative reinforcement.

Page:  216

Topic:  The Trouble With Punishment

WebQuiz:  WebQuiz 2

 

 

 

 

151. Which statement regarding the consequences of behavior is MOST accurate?
152. A) Negative reinforcement and punishment have similar effects on behavior.
153. B) Negative reinforcement and punishment have the same effects on behavior.
154. C) Negative reinforcement and punishment have different effects on behavior.
155. D) Negative reinforcement and punishment have opposite effects on behavior.

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 13 Explain how punishment differs from negative reinforcement.

Page:  216

Topic:  The Trouble With Punishment

 

 

 

 

152. Behavior is increased by:
153. A) positive reinforcement and negative punishment.
154. B) positive reinforcement only.
155. C) positive reinforcement and negative reinforcement.
156. D) negative reinforcement only.

 

Ans:  C

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 13 Explain how punishment differs from negative reinforcement.

Page:  216

Topic:  The Trouble With Punishment

WebQuiz:  WebQuiz 1

 

 

 

 

153. Behavior is decreased by:
154. A) negative reinforcement and positive punishment.
155. B) positive punishment only.
156. C) negative reinforcement only.
157. D) positive punishment and negative punishment.

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 13 Explain how punishment differs from negative reinforcement.

Page:  216

Topic:  The Trouble With Punishment

 

 

 

 

154. Skip would like his partner to stop leaving shaving cream and stubble in the sink after he shaves in the morning. At first, Skip complains to his partner about the mess. Then Skip changes tactics: he thanks his partner on the occasional mornings when he rinses out the sink. Skip has changed from using _____ to using _____.
155. A) positive punishment; positive reinforcement
156. B) negative reinforcement; negative punishment
157. C) negative reinforcement; positive reinforcement
158. D) positive reinforcement; negative reinforcement

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Medium

Feature:  Think Again

Learning Objective:  LO 13 Explain how punishment differs from negative reinforcement.

Page:  217

Topic:  The Trouble With Punishment

 

 

 

 

155. Marco is training his dog to sit. Initially, he gives the dog a biscuit each time the dog sits on command. Later, he gives the dog a biscuit every fourth time the dog sits on command. Marco has replaced a(n) _____ schedule of reinforcement with a(n) _____ schedule.
156. A) continuous; fixed-interval
157. B) continuous; fixed-ratio
158. C) primary; secondary
159. D) continuous; secondary

 

Ans:  B

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Think Again

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  217

Topic:  The Trouble With Punishment

 

 

 

 

156. Which of these responses is acquired through classical conditioning?
157. A) feeling anxious before a test
158. B) inserting coins into a vending machine
159. C) Both these responses are acquired through classical conditioning.
160. D) Neither of these responses is acquired through classical conditioning.

 

Ans:  A

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Figure 5.4 Differences Between Classical and Operant Conditioning

Learning Objective:  LO 7 Describe Thorndike’s law of effect.; LO 2 Explain what Pavlov’s studies teach us about classical conditioning.

Page:  218

Topic:  Classical and Operant Conditioning: What’s the Difference?

 

 

 

 

157. Voluntary behavior is to involuntary behavior as _____ conditioning is to _____ conditioning.
158. A) classical; Pavlovian
159. B) classical; operant
160. C) Pavlovian; operant
161. D) operant; classical

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Figure 5.4 Differences Between Classical and Operant Conditioning

Learning Objective:  LO 13 Explain how punishment differs from negative reinforcement.

Page:  218

Topic:  Classical and Operant Conditioning: What’s the Difference?

 

 

 

 

158. Which set contains a discrepant element?
159. A) {voluntary behavior, operant conditioning, associations between stimuli}
160. B) {associations between behavior and consequences, voluntary behavior, operant conditioning}
161. C) {Pavlovian conditioning, classical conditioning, associations between stimuli}
162. D) {associations between stimuli, involuntary behavior, Pavlovian conditioning}

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Figure 5.4 Differences Between Classical and Operant Conditioning

Learning Objective:  LO 7 Describe Thorndike’s law of effect.; LO 2 Explain what Pavlov’s studies teach us about classical conditioning.

Page:  218

Topic:  Classical and Operant Conditioning: What’s the Difference?

 

 

 

 

159. Which statement accurately represents the main distinction between classical and operant conditioning?
160. A) Classical conditioning applies to involuntary behavior, whereas operant conditioning applies to voluntary behavior.
161. B) Classical conditioning applies to voluntary behavior, whereas operant conditioning applies to involuntary behavior.
162. C) Both these statements reflect valid distinctions between classical and operant conditioning.
163. D) Neither of these statements reflects a valid distinction between classical and operant conditioning.

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Figure 5.4 Differences Between Classical and Operant Conditioning

Learning Objective:  LO 7 Describe Thorndike’s law of effect.; LO 2 Explain what Pavlov’s studies teach us about classical conditioning.

Page:  218

Topic:  Classical and Operant Conditioning: What’s the Difference?

 

 

 

 

160. Operant conditioning applies to _____ and involves associations between _____.
161. A) involuntary behavior; behavior and consequences
162. B) involuntary behavior; stimuli
163. C) voluntary behavior; behavior and consequences
164. D) voluntary behavior; stimuli

 

Ans:  C

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Figure 5.4 Differences Between Classical and Operant Conditioning

Learning Objective:  LO 7 Describe Thorndike’s law of effect.; LO 2 Explain what Pavlov’s studies teach us about classical conditioning.

Page:  218

Topic:  Classical and Operant Conditioning: What’s the Difference?

 

 

 

 

161. Operant conditioning involves forming associations between:
162. A) different stimuli.
163. B) stimuli and behavior.
164. C) behavior and consequences.
165. D) different behaviors.

 

Ans:  C

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Figure 5.4 Differences Between Classical and Operant Conditioning

Learning Objective:  LO 7 Describe Thorndike’s law of effect.; LO 2 Explain what Pavlov’s studies teach us about classical conditioning.

Page:  218

Topic:  Classical and Operant Conditioning: What’s the Difference?

 

 

 

 

162. Classical conditioning applies to _____ and involves associations between _____.
163. A) involuntary behavior; behavior and consequences
164. B) involuntary behavior; stimuli
165. C) voluntary behavior; behavior and consequences
166. D) voluntary behavior; stimuli

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Figure 5.4 Differences Between Classical and Operant Conditioning

Learning Objective:  LO 7 Describe Thorndike’s law of effect.; LO 2 Explain what Pavlov’s studies teach us about classical conditioning.

Page:  218

Topic:  Classical and Operant Conditioning: What’s the Difference?

 

 

 

 

163. Psychologists working in the area of cognition and learning:
164. A) deny the importance of classical and operant conditioning.
165. B) go beyond classical and operant conditioning.
166. C) perform research essentially identical to that conducted by more traditional learning theorists.
167. D) have probably never heard of classical and operant conditioning.

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 15 Describe latent learning and explain how cognition is involved in learning.

Page:  223

Topic:  Learning and Cognition: A Map That Cannot Be Seen

 

 

 

 

164. The focus of classical and operant conditioning is on _____. The focus of the cognitive learning approach is on _____.
165. A) external stimuli and consequences; internal processes
166. B) internal processes; internal processes
167. C) external stimuli and consequences; external stimuli and consequences
168. D) internal processes; external stimuli and consequences

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Challenging

Learning Objective:  LO 15 Describe latent learning and explain how cognition is involved in learning.

Page:  223

Topic:  Learning and Cognition: A Map That Cannot Be Seen

 

 

 

 

165. Cognitive learning applies to:
166. A) humans only.
167. B) non-human animals only.
168. C) humans and higher primates, but not other animals.
169. D) humans, higher primates, and other animals.

 

Ans:  C

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 15 Describe latent learning and explain how cognition is involved in learning.

Page:  224

Topic:  Learning and Cognition: A Map That Cannot Be Seen

 

 

 

 

166. Which cognitive learning theorist is correctly matched with the concept with which he is associated?
167. A) Tolman – latent learning
168. B) Kohler – insight
169. C) Both Tolman and Kohler are correctly matched.
170. D) Neither Tolman nor Kohler is correctly matched.

 

Ans:  C

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Medium

Learning Objective:  LO 15 Describe latent learning and explain how cognition is involved in learning.

Page:  224

Topic:  Learning and Cognition: A Map That Cannot Be Seen

WebQuiz:  WebQuiz 2

 

 

 

 

167. Learning that occurs internally and is expressed behaviorally only when there is sufficient motivation to do so is called _____ learning.
168. A) latent
169. B) cognitive
170. C) subliminal
171. D) manifest

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 15 Describe latent learning and explain how cognition is involved in learning.

Page:  224

Topic:  Learning and Cognition: A Map That Cannot Be Seen

 

 

 

 

168. Recall Tolman’s latent learning experiments in which rats learned to run a maze. What was the critical result?
169. A) Rats that were never reinforced never learned to run the maze.
170. B) Rats that were never reinforced still learned to run the maze.
171. C) Rats that began to receive reinforcement halfway through the experiment rapidly matched the performance of rats that had been reinforced from the beginning of the experiment.
172. D) Rats that began to receive reinforcement halfway through the experiment never learned to run the maze.

 

Ans:  C

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Figure 5.5 Latent Learning

Learning Objective:  LO 15 Describe latent learning and explain how cognition is involved in learning.

Page:  224

Topic:  Learning and Cognition: A Map That Cannot Be Seen

 

 

 

 

169. Kate has a kind of picture in her head of her hometown, a mental representation of its layout and the location of key landmarks such as rivers, buildings, freeways, and parks. This representation is called a(n):
170. A) internal navigator.
171. B) mental map.
172. C) mental GPS.
173. D) cognitive blueprint.

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Applying

Difficulty:  Medium

Learning Objective:  LO 15 Describe latent learning and explain how cognition is involved in learning.

Page:  224

Topic:  Learning and Cognition: A Map That Cannot Be Seen

WebQuiz:  WebQuiz 1

 

 

 

 

170. What is the reason that Tolman’s latent learning results pose a problem for strict, Skinnerian views of learning?
171. A) The results suggest that direct reinforcement is not necessary for learning to occur.
172. B) The results suggest that internal processes may be necessary to fully explain learning.
173. C) Both these statements are reasons that Tolman’s latent learning results pose a problem for strict, Skinnerian views of learning.
174. D) Neither of these statements is a reason that Tolman’s latent learning results pose a problem for strict, Skinnerian views of learning.

 

Ans:  C

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 15 Describe latent learning and explain how cognition is involved in learning.

Page:  224

Topic:  Learning and Cognition: A Map That Cannot Be Seen

 

 

 

 

171. Recall Tolman and Honzik’s classic latent learning experiment. The rats’ error rate in navigating the maze is a(n) _____ variable. In a graph of the experiment’s results, the error rate is displayed on the _____-axis.
172. A) dependent; x
173. B) dependent; y
174. C) independent; x
175. D) independent; y

 

Ans:  B

APA 2.0:  2.4

APA Outcome:  2.2; 7.3

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Figure 5.5 Latent Learning

Learning Objective:  LO 15 Describe latent learning and explain how cognition is involved in learning.

Page:  224

Topic:  Learning and Cognition: A Map That Cannot Be Seen

 

 

 

 

172. The sudden awareness of a problem’s solution is called:
173. A) latent learning.
174. B)
175. C) operant conditioning.
176. D)

 

Ans:  B

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 15 Describe latent learning and explain how cognition is involved in learning.

Page:  224

Topic:  Learning and Cognition: A Map That Cannot Be Seen

 

 

 

 

173. Which set is correct?
174. A) {Kohler, chimpanzees, insight}
175. B) {cats, operant conditioning, Pavlov}
176. C) {operant conditioning, Thorndike, dogs}
177. D) {Skinner, latent learning, rats}

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 15 Describe latent learning and explain how cognition is involved in learning.

Page:  224

Topic:  Learning and Cognition: A Map That Cannot Be Seen

 

 

 

 

174. Which learning theorist is correctly matched with his concept?
175. A) Thorndike – classical conditioning
176. B) Kohler – operant conditioning
177. C) Pavlov – insight
178. D) Tolman – latent learning

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 15 Describe latent learning and explain how cognition is involved in learning.

Page:  224

Topic:  Learning and Cognition: A Map That Cannot Be Seen

 

 

 

 

175. Observational learning is to latent learning as _____ is to _____.
176. A) Kohler; Tolman
177. B) Tolman; Bandura
178. C) Bandura; Kohler
179. D) Bandura; Tolman

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about learning.

Page:  220

Topic:  The Power of Observational Learning

 

 

 

 

176. Bandura’s “Bobo doll” experiments were intended to demonstrate:
177. A) latent learning.
178. B)
179. C)
180. D) observational learning.

 

Ans:  D

APA 2.0:  1.2

APA Outcome:  5.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about learning.

Page:  220

Topic:  The Power of Observational Learning

 

 

 

 

177. In Bandura’s observational learning work, which of the following is MOST likely a dependent variable?
178. A) whether children see a film of an adult model or not
179. B) whether the model in the film behaves aggressively or not
180. C) whether children mimic the model’s aggressive behavior
181. D) whether children are allowed to play with the doll after the film

 

Ans:  C

APA 2.0:  2.4

APA Outcome:  2.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about learning.

Page:  220

Topic:  The Power of Observational Learning

 

 

 

 

178. Kayla is helping her professor conduct an observational learning study in which the model is either similar or dissimilar to the participant. In this study, the similarity of the model to the participant is a(n) _____ variable.
179. A) control
180. B) dependent
181. C) experimental
182. D) independent

 

Ans:  D

APA 2.0:  2.4

APA Outcome:  2.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about learning.

Page:  221

Topic:  The Power of Observational Learning

 

 

 

 

179. Dr. Landry is conducting an observational learning study in which the model is either similar or dissimilar to the participant. Dr. Landry thinks that participants are more likely to imitate the behavior of similar rather than dissimilar models. This is a(n):
180. A)
181. B)
182. C) operational definition.
183. D)

 

Ans:  B

APA 2.0:  2.4

APA Outcome:  1.3; 2.4

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about learning.

Page:  221

Topic:  The Power of Observational Learning

 

 

 

 

180. Which of the following is the correlation coefficient a researcher would MOST likely obtain between scores on a measure of exposure to media violence and scores on a measure of aggressive behavior?
181. A) .30
182. B) .80
183. C) 00
184. D) -.50

 

Ans:  A

APA 2.0:  2.4

APA Outcome:  1.2; 2.3

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about learning.

Page:  221

Topic:  The Power of Observational Learning

 

 

 

 

181. The American Academy of Pediatrics recommends that children be limited to less than _____ hours of screen time per day. Preschool children average _____ hours of screen time each day.
182. A) 2; 4.4
183. B) 2; 5.5
184. C) 3; 4.4
185. D) 3; 5.5

 

Ans:  A

APA 2.0:  1.3

APA Outcome:  4.4

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about learning.

Page:  221-222

Topic:  The Power of Observational Learning

WebQuiz:  WebQuiz 1

 

 

 

 

182. Psychologists use the term _____ to refer to behaviors that benefit others.
183. A) prosocial
184. B) nice
185. C) altruistic
186. D) empathetic

 

Ans:  A

APA 2.0:  1.2

APA Outcome:  5.2; 5.6; 9.4

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about learning.

Page:  222

Topic:  The Power of Observational Learning

 

 

 

 

183. In research cited in the textbook, Greitemeyer (2009) exposed participants to either neutral or prosocial messages and assessed their prosocial thoughts, feelings, and behaviors. In this research, participants exposed to neutral messages were in the _____ group.
184. A) control
185. B) dependent
186. C) experimental
187. D) independent

 

Ans:  A

APA 2.0:  2.4

APA Outcome:  1.2; 2.2; 5.6; 9.4

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about learning.

Page:  222

Topic:  The Power of Observational Learning

WebQuiz:  WebQuiz 2

 

 

 

 

184. In a series of three experiments, Greitemeyer (2009) examined the influence of prosocial messages on thought and behavior. Which statement BEST expresses the results of this research?
185. A) Prosocial messages had short-term effects on prosocial thought and emotion, but not on prosocial behavior.
186. B) Prosocial messages had short-term effects on prosocial thought, emotion, and behavior.
187. C) Prosocial messages had long-term effects on prosocial thought, emotion, and behavior.
188. D) Prosocial messages had little effect on prosocial thought, emotion, and behavior.

 

Ans:  B

APA 2.0: 1.2; 1.3; 2.4

APA Outcome:  1.2; 4.4; 5.6; 9.4

Bloom’s Taxonomy:  Remembering

Difficulty:  Challenging

Learning Objective:  LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about learning.

Page:  222

Topic:  The Power of Observational Learning

WebQuiz:  WebQuiz 2

 

 

 

 

True/False

 

 

 

 

185. Learning results in permanent changes to behavior or thinking.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Challenging

Learning Objective:  LO 1 Define learning.

Page:  187

Topic:  What Is Learning?

 

 

 

 

186. Habituation is a type of learning.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 1 Define learning.

Page:  187

Topic:  What Is Learning?

 

 

 

 

187. Social learning is the same thing as operant conditioning.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 1 Define psychology.

Page:  188

Topic:  What Is Learning?

 

 

 

 

188. Louis demonstrates observational learning when he imitates his trainer’s stance to perform a weightlifting exercise.

 

Ans:  True

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 1 Define learning.

Page:  188

Topic:  What Is Learning?

 

 

 

 

189. Skinner is to classical conditioning as Pavlov is to operant conditioning.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.3

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Infographic 5.1

Learning Objective:  LO 2 Explain what Pavlov’s studies teach us about classical conditioning.

Page:  189, 203

Topic:  What Salivating Dogs Can Teach Us

 

 

 

 

190. Although Pavlov is best known for his contributions to psychology, he was actually a physiologist.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 2 Explain what Pavlov’s studies teach us about classical conditioning.

Page:  189

Topic:  What Salivating Dogs Can Teach Us

 

 

 

 

191. Pavlov focused on the conditioning of voluntary behavior.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Medium

Learning Objective:  LO 2 Explain what Pavlov’s studies teach us about classical conditioning.

Page:  189

Topic:  What Salivating Dogs Can Teach Us

 

 

 

 

192. A bright light causes people to blink reflexively. In this instance, blinking is a conditioned response.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Applying

Feature:  Infographic 5.1

Difficulty:  Challenging

Learning Objective:  LO 2 Explain what Pavlov’s studies teach us about classical conditioning.

Page:  190

Topic:  What Salivating Dogs Can Teach Us

 

 

 

 

193. In the first phase of the classical conditioning process, a conditioned stimulus is paired with an unconditioned stimulus.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Infographic 5.1

Learning Objective:  LO 2 Explain what Pavlov’s studies teach us about classical conditioning.

Page:  190

Topic:  What Salivating Dogs Can Teach Us

 

 

 

 

194. In Pavlov’s study, the bell is both a neutral and a conditioned stimulus.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Infographic 5.1

Learning Objective:  LO 3 Evaluate the differences between the US, UR, CS, and CR.

Page:  190

Topic:  What Salivating Dogs Can Teach Us

 

 

 

 

195. Because a bright flash of light automatically causes one to blink, it is a conditioned stimulus.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Infographic 5.1

Learning Objective:  LO 3 Evaluate the differences between the US, UR, CS, and CR.

Page:  190

Topic:  Time For Some Terms

 

 

 

 

196. Pavlov championed the use of introspection in psychology.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 3 Evaluate the differences between the US, UR, CS, and CR.

Page:  192

Topic:  Time For Some Terms

 

 

 

 

197. Ivan Pavlov found that his dogs failed to salivate when he changed the CS even very slightly.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  192

Topic:  Nuts and Bolts of Classical Conditioning

 

 

 

 

198. Stimulus discrimination and stimulus generalization are basically opposite processes.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  192

Topic:  Nuts and Bolts of Classical Conditioning

 

 

 

 

199. Extinction expunges an association from an organism’s brain.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  193

Topic:  Nuts and Bolts of Classical Conditioning

 

 

 

 

200. Higher order conditioning entails forming an association between a conditioned stimulus and a new neutral stimulus.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Figure 5.1 Higher Order Conditioning

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  194

Topic:  Nuts and Bolts of Classical Conditioning

 

 

 

 

201. Stimulus generalization and stimulus discrimination can explain how we develop fearful or anxious responses to stimuli.

 

Ans:  True

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  194

Topic:  From Dogs to People: Extending Pavlov’s Understanding

 

 

 

 

202. Arachnophobic Joanie practices positive visualization when she sees spiders; her visualizations function as CSs.

 

Ans:  True

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  194

Topic:  From Dogs to People: Extending Pavlov’s Understanding

 

 

 

 

203. Marisol becomes sick after eating clams. Thereafter, scallops and mussels also make her nauseous, but shrimp and lobster do not. Marisol’s reaction illustrates both stimulus generalization and stimulus discrimination.

 

Ans:  True

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  192-193

Topic:  From Dogs to People: Extending Pavlov’s Understanding

 

 

 

 

204. Lee becomes sick after eating clams. Thereafter, scallops and mussels also make him nauseous, but shrimp and lobster do not. Lee’s reaction to scallops and mussels illustrates extinction.

 

Ans:  False

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Medium

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  192-193

Topic:  From Dogs to People: Extending Pavlov’s Understanding

 

 

 

 

205. Anxiety-reduction techniques such as relaxation training and positive visualization are based on operant conditioning.

 

Ans:  False

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  195

Topic:  From Dogs to People: Extending Pavlov’s Understanding

 

 

 

 

206. Garcia and his colleagues conducted classic demonstrations of conditioned taste aversion.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 5 Summarize how classical conditioning is dependent on the biology of the organism.

Page:  195-196

Topic:  Yuck! Conditioned Taste Aversion

 

 

 

 

207. Poisoned or spoiled food is a powerful CS.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Challenging

Learning Objective:  LO 5 Summarize how classical conditioning is dependent on the biology of the organism.

Page:  195

Topic:  Yuck! Conditioned Taste Aversion

 

 

 

 

208. Conditioned taste aversion is usually established only after multiple US-CS pairings.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 5 Summarize how classical conditioning is dependent on the biology of the organism.

Page:  195

Topic:  Yuck! Conditioned Taste Aversion

 

 

 

 

209. The rats in Garcia’s studies could better associate nausea with smells or tastes than with sights or sounds.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Medium

Learning Objective:  LO 5 Summarize how classical conditioning is dependent on the biology of the organism.

Page:  196

Topic:  Yuck! Conditioned Taste Aversion

 

 

 

 

210. Watson and Rayner’s Little Albert study would be considered unethical by today’s standards.

 

Ans:  True

APA 2.0:  2.2; 3.1

APA Outcome:  1.2; 5.1

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 6 Evaluate the Little Albert study and explain how fear can be learned.

Page:  198

Topic:  Little Albert and Conditioned Emotional Response

 

 

 

 

211. Watson and Rayner’s Little Albert study supported the idea that fear is innate.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 6 Evaluate the Little Albert study and explain how fear can be learned.

Page:  198

Topic:  Little Albert and Conditioned Emotional Response

 

 

 

 

212. In advertising, the classical conditioning of positive responses toward products or brands may last as long as several weeks.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 6 Evaluate the Little Albert study and explain how fear can be learned.

Page:  199

Topic:  Real-Life Examples of Classical Conditioning

 

 

 

 

213. In a typical advertisement, the product or service being promoted serves as a US for positive emotional responses.

 

Ans:  False

APA 2.0:  1.2; 4.4

APA Outcome:  1.2; 1.3

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Table 5.1 Real-Life Examples of Classical Conditioning

Learning Objective:  LO 6 Evaluate the Little Albert study and explain how fear can be learned.

Page:  199

Topic:  Real-Life Examples of Classical Conditioning

 

 

 

 

214. Sexual fetishes may be seen as a real-life example of operant conditioning.

 

Ans:  False

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Table 5.1 Real-Life Examples of Classical Conditioning

Learning Objective:  LO 6 Evaluate the Little Albert study and explain how fear can be learned.

Page:  199

Topic:  Real-Life Examples of Classical Conditioning

 

 

 

 

215. Operant conditioning is based on associations between stimuli.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 7 Describe Thorndike’s law of effect.

Page:  201

Topic:  Operant Conditioning and the Law of Effect

 

 

 

 

216. Pavlov is to Thorndike as dog is to cat.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Easy

Feature:  Figure 5.2 Puzzle Box

Learning Objective:  LO 7 Describe Thorndike’s law of effect.

Page:  201

Topic:  Operant Conditioning and the Law of Effect

 

 

 

 

217. Thorndike introduced the term “reinforcement” to psychology.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Challenging

Learning Objective:  LO 7 Describe Thorndike’s law of effect.

Page:  202

Topic:  Operant Conditioning and the Law of Effect

 

 

 

 

218. When parents gives their teens money for good grades, they are providing a reinforcer.

 

Ans:  True

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Medium

Learning Objective:  LO 7 Describe Thorndike’s law of effect.

Page:  202

Topic:  Operant Conditioning and the Law of Effect

 

 

 

 

219. B.F. Skinner conducted the most influential early research on operant conditioning.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Infographic 5.2

Learning Objective:  LO 8 Explain shaping and the method of successive approximations.

Page:  203

Topic:  Behaviorism and the Shaping of Behavior

 

 

 

 

220. B.F. Skinner reflected the humanist perspective in psychology.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 8 Explain shaping and the method of successive approximations.

Page:  203

Topic:  Behaviorism and the Shaping of Behavior

 

 

 

 

221. Shaping is achieved through reinforcing successive approximations.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Easy

Feature:  Infographic 5.2

Learning Objective:  LO 8 Explain shaping and the method of successive approximations.

Page:  203

Topic:  Behaviorism and the Shaping of Behavior

 

 

 

 

222. One can teach a chicken to play baseball.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Think Again

Learning Objective:  LO 8 Explain shaping and the method of successive approximations.

Page:  205

Topic:  Behaviorism and the Shaping of Behavior

 

 

 

 

223. Conditioning can override most, if not all, of an organism’s instinctive behavioral tendencies.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Think Again

Learning Objective:  LO 8 Explain shaping and the method of successive approximations.

Page:  205

Topic:  Behaviorism and the Shaping of Behavior

 

 

 

 

224. The concept of extinction applies to both classical and operant conditioning.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Table 5.2 Conditioning Basics

Learning Objective:  LO 8 Explain shaping and the method of successive approximations.

Page:  206

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

225. In the process called shaping, behaviors eventually disappear when they are no longer reinforced.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Table 5.2 Conditioning Basics

Learning Objective:  LO 8 Explain shaping and the method of successive approximations.

Page:  206

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

226. Roberta laughs at one of Keith’s jokes, thereby providing positive reinforcement.

 

Ans:  True

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 9 Identify the differences between positive and negative reinforcement.

Page:  207

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

227. Negative reinforcement weakens behavior.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 9 Identify the differences between positive and negative reinforcement.

Page:  208

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

228. Both positive reinforcement and negative reinforcement have the same effect on behavior.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 9 Identify the differences between positive and negative reinforcement.

Page:  207-208

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

229. Sex is a primary reinforcer.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 10 Distinguish between primary and secondary reinforcers.

Page:  208

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

230. Primary reinforcers are also called conditioned reinforcers.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 10 Distinguish between primary and secondary reinforcers.

Page:  208

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

231. Partial reinforcement is sometimes called intermittent reinforcement.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 11 Describe continuous reinforcement and partial reinforcement.

Page:  210

Topic:  The Power of Partial Reinforcement

 

 

 

 

232. Studying is usually reinforced on a continuous schedule.

 

Ans:  False

APA 2.0:  4.2; 1.2; 1.3

APA Outcome:  1.2; 4.4; 9.2

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 11 Describe continuous reinforcement and partial reinforcement.

Page:  210

Topic:  The Power of Partial Reinforcement

 

 

 

 

233. Behaviors reinforced on a continuous schedule are more resistant to extinction than are behaviors reinforced on an intermittent schedule.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 11 Describe continuous reinforcement and partial reinforcement.

Page:  211

Topic:  The Power of Partial Reinforcement

 

 

 

 

234. The positive effects of partial reinforcement are more pronounced among individuals with ADHD.

 

Ans:  False

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 11 Describe continuous reinforcement and partial reinforcement.

Page:  211

Topic:  The Power of Partial Reinforcement

 

 

 

 

235. One characteristic of interval schedules of reinforcement is that there is little responding immediately following the delivery of reinforcement.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Challenging

Feature:  Figure 5.3 Schedules of Reinforcement

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  212

Topic:  Timing Is Everything: Reinforcement Schedules

 

 

 

 

236. A rat is on a variable-ratio schedule of reinforcement when it receives a food pellet after a fluctuating number of bar presses.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  212

Topic:  Timing Is Everything: Reinforcement Schedules

 

 

 

 

237. In a fixed-interval schedule, reinforcement is delivered after a set time period.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  213

Topic:  Timing Is Everything: Reinforcement Schedules

 

 

 

 

238. Interval schedules of reinforcement usually produce a higher rate of responding than do ratio schedules.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Figure 5.3 Schedules of Reinforcement

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  212-213

Topic:  Timing Is Everything: Reinforcement Schedules

 

 

 

 

239. Positive punishment involves presenting an undesirable stimulus after an unwanted behavior.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  215

Topic:  The Trouble With Punishment

 

 

 

 

240. A probation officer is using positive punishment when she fines a client $100 for missing an appointment.

 

Ans:  False

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.2

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 13 Explain how punishment differs from negative reinforcement.

Page:  215

Topic:  The Trouble With Punishment

 

 

 

 

241. A late charge on one’s utility bill exemplifies negative punishment.

 

Ans:  True

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 13 Explain how punishment differs from negative reinforcement.

Page:  215

Topic:  The Trouble With Punishment

 

 

 

 

242. About 65% of American parents use corporal punishment to modify the behavior of young children.

 

Ans:  True

APA 2.0:  5.3

APA Outcome:  4.4

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Controversies

Learning Objective:  LO 13 Explain how punishment differs from negative reinforcement.

Page:  215

Topic:  The Trouble With Punishment

 

 

 

 

243. Research has established a causal link between spanking young children and negative outcomes in adolescence.

 

Ans:  False

APA 2.0:  1.1; 5.3

APA Outcome:  3.1; 4.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Controversies

Learning Objective:  LO 13 Explain how punishment differs from negative reinforcement.

Page:  216

Topic:  The Trouble With Punishment

 

 

 

 

244. In the terms “positive reinforcement” and “negative reinforcement”, the words “positive” and “negative” mean pleasant and unpleasant, respectively.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 13 Explain how punishment differs from negative reinforcement.

Page:  216

Topic:  The Trouble With Punishment

 

 

 

 

245. Negative reinforcement is the same thing as punishment.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 13 Explain how punishment differs from negative reinforcement.

Page:  216

Topic:  The Trouble With Punishment

 

 

 

 

246. Reinforcement is more effective than punishment at changing behavior.

 

Ans:  True

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Think Again

Learning Objective:  LO 13 Explain how punishment differs from negative reinforcement.

Page:  217

Topic:  The Trouble With Punishment

 

 

 

 

247. Operant conditioning applies to voluntary behavior.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Figure 5.4 Differences Between Classical and Operant Conditioning

Learning Objective:  LO 7 Describe Thorndike’s law of effect.; LO 2 Explain what Pavlov’s studies teach us about classical conditioning.

Page:  218

Topic:  Classical and Operant Conditioning: What’s the Difference?

 

 

 

 

248. In observational learning, the organism whose behavior is observed is termed the model.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about learning.

Page:  219

Topic:  Observational Learning and Cognition

 

 

 

 

249. Bandura is to Kohler as latent learning is to insight.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about learning.

Page:  220, 224

Topic:  The Power of Observational Learning

 

 

 

 

250. Children are more likely to imitate models who are reinforced than models who are punished.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about learning.

Page:  221

Topic:  The Power of Observational Learning

 

 

 

 

251. The more television children watch, the more likely they are to show antisocial behavior as young adults.

 

Ans:  True

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about learning.

Page:  221

Topic:  The Power of Observational Learning

 

 

 

 

252. Sylvia is demonstrating prosocial behavior when she gives her seat on a crowded bus to a pregnant woman with a large shopping bag.

 

Ans:  True

APA 2.0:  2.2; 1.2; 1.3

APA Outcome:  1.2; 4.4; 5.6; 9.4

Bloom’s Taxonomy:  Applying

Difficulty:  Easy

Learning Objective:  LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about learning.

Page:  222

Topic:  The Power of Observational Learning

 

 

 

 

253. Experimental evidence supports the hypothesis that prosocial behavior among adults is related to prosocial media messages.

 

Ans:  True

APA 2.0: 1.2; 1.3; 2.2

APA Outcome:  1.2; 4.2; 5.6; 9.4

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about learning.

Page:  222

Topic:  The Power of Observational Learning

 

 

 

 

254. Only humans appear capable of acquiring new behaviors through observational learning.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Didn’t See That Coming

Learning Objective:  LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about learning.

Page:  223

Topic:  The Power of Observational Learning

 

 

 

 

255. In the latent learning study described in the text, the rats that were reinforced only during the latter portion of the experiment would be considered a control group.

 

Ans:  False

APA 2.0:  1.3

APA Outcome:  2.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 15 Describe latent learning and explain how cognition is involved in learning.

Page:  224

Topic:  Learning and Cognition: A Map That Cannot Be Seen

 

 

 

 

256. The results of Tolman and Honzik’s latent learning experiment confirmed a strict Skinnerian view of learning.

 

Ans:  False

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 15 Describe latent learning and explain how cognition is involved in learning.

Page:  224

Topic:  Learning and Cognition: A Map That Cannot Be Seen

 

 

 

 

257. Tolman and Honzik’s latent learning experiment showed that reinforcement may not always be necessary for learning to occur.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 15 Describe latent learning and explain how cognition is involved in learning.

Page:  224

Topic:  Learning and Cognition: A Map That Cannot Be Seen

 

 

 

 

258. When Cliff suddenly realizes the solution to a brainteaser, he is demonstrating latent learning.

 

Ans:  False

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 15 Describe latent learning and explain how cognition is involved in learning.

Page:  225

Topic:  Learning and Cognition: A Map That Cannot Be Seen

 

 

 

 

259. Contemporary psychologists agree that cognitive processes contribute to learning in an essential way.

 

Ans:  True

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Learning Objective:  LO 15 Describe latent learning and explain how cognition is involved in learning.

Page:  225

Topic:  Learning and Cognition: A Map That Cannot Be Seen

 

 

 

 

Essay

 

 

 

 

260. Define learning. Define and provide examples for three of the following terms: a) habituation; b) stimulus; c) operant conditioning; and d) observational learning.

 

Ans:  Psychologists define learning as a relatively permanent change in behavior or thought due to experience.

 

Term	Definition	Typical Example
Habituation	An organism does not respond as strongly to an event following multiple occurrences of the event.	A cat chases a new toy excitedly the first time her owner tosses it. However, the cat responds less vigorously to successive tosses.
Stimulus	An event or occurrence leading to a reaction or response.	A chat window appears on your Facebook page; an old friend is contacting you.
Operant Conditioning	People learn by associating their behavior with its consequences.	An employee is reprimanded for arriving late to work. The employee takes care to arrive on time each day thereafter.
Observational Learning	People learn by watching and imitating other people.	A gym member watches a fitness trainer demonstrate a particular exercise. The member then performs the exercise herself.

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Remembering

Difficulty:  Medium

Learning Objective:  LO 1 Define learning.

Page:  187-188

Topic:  What Is Learning?

 

 

 

 

261. People blink automatically when a beam of light is shone directly at the eye. A researcher pairs a soft tone with a beam of light. After a number of these pairings, her participants blink when they hear the tone, even when the light is not presented. Identify the neutral stimulus, the US, and the CS in this scenario, as well as the UR and CR. Explain your answers.

 

Ans:

Neutral stimulus	Soft tone – A soft tone does not naturally or automatically cause people to blink.
US	Beam of light – A beam of light causes people to blink reflexively.
CS	Soft tone – The tone is a neutral stimulus paired with the US (the light). Over time, it becomes the conditioned stimulus.
UR	Blinking in response to a beam of light – Blinking occurs reflexively in response to a beam of light.
CR	Blinking in response to a tone – The tone is a previously neutral stimulus; blinking in response to it is a learned response.

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Feature:  Infographic 5.1

Learning Objective:  LO 3 Evaluate the differences between the US, UR, CS, and CR.

Page:  190-193

Topic:  Time For Some Terms

 

 

 

 

262. Making explicit reference to neutral, unconditioned, and conditioned stimuli and to unconditioned and conditioned responses, distinguish succinctly between (a) extinction and spontaneous recovery and (b) stimulus generalization and stimulus discrimination. Supply an original example of either extinction or spontaneous recovery, and of either stimulus generalization or stimulus discrimination.

 

Ans:  The answer should contain the following points: Extinction vs. spontaneous recovery: Extinction refers to the weakening and eventual disappearance of a conditioned response when the conditioned stimulus is presented repeatedly in the absence of the unconditioned stimulus. For example, a cat conditioned to run toward the kitchen at the sound of an electric can opener may eventually stop doing so when its owner begins to feed it only dry food, rather than canned wet food. Spontaneous recovery refers to the reemergence of an extinguished conditioned response when the unconditioned stimulus is again presented along with the conditioned stimulus. For example, a cat may immediately resume running toward the kitchen at the sound of the can opener when its owner again feeds it canned wet food after a period of feeding it only dry food. Stimulus generalization vs. stimulus discrimination: Stimulus generalization occurs when a conditioned stimulus is elicited not only by the original conditioned stimulus, but also by similar stimuli. An individual with a needle phobia may react with anxiety not only to injections or blood tests, but to also to the mere sight of an injection on television or of a discarded needle on the sidewalk. Stimulus generalization occurs when a stimulus that might seem somewhat similar to the original conditioned stimulus fails to elicit the conditioned stimulus. For example, an individual with a needle phobia may react with anxiety to the sight of an injection on television or of a discarded needle on the sidewalk, but not to the sight of scissors, knives, or other sharp objects.

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Remembering

Difficulty:  Medium

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  192-195

Topic:  From Dogs to People: Extending Pavlov’s Understanding; Nuts and Bolts of Classical Conditioning

 

 

 

 

263. Making specific reference to such terms as US, CS, UR, CR, and stimulus generalization, explain how classical conditioning may account for the development of a specific phobia.

 

Ans:  The acquisition of a phobia begins with an unconditioned stimulus that reflexively elicits a startled, anxious, or fearful response. Such USs include loud noises, a loss of bodily support, and tissue damage. Neutral stimuli occurring along with the unconditioned stimulus may become conditioned stimuli, able to elicit a conditioned response of fear or anxiety. In Watson and Rayner’s “Little Albert” study, for example, a previously neutral white rat was presented along with an unconditioned stimulus of loud noise; Little Albert came to fear the rat. Through the process of stimulus generalization, fear or anxiety may be elicited not only by the original CS, but by similar stimuli as well; Little Albert, for example, became fearful of other white or furry objects in addition to rats. Example: Fear of flying: A fear of flying may be seen as essentially a fear of falling or the loss of bodily support. During a period of turbulence, a flight passenger may experience a dropping or plummeting sensation, an unconditioned stimulus eliciting an unconditioned fear response. Surrounding stimuli, such as the flight cabin, may act as conditioned stimuli capable of eliciting a conditioned fear response. This response may generalize to the airplane itself and to other stimuli associated with flying.

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 4 Recognize and give examples of stimulus discrimination and stimulus generalization.

Page:  194-198

Topic:  From Dogs to People: Extending Pavlov’s Understanding

 

 

 

 

264. Distinguish between positive and negative reinforcement, and between positive and negative punishment. Provide an example of each of these four types of consequence from your own experience.

 

Ans:  Both positive and negative reinforcement increase behavior. Positive reinforcement entails providing or adding a pleasant or desirable consequence following behavior. For example, a friend may “like” a photo that you post on Facebook, increasing the likelihood that you will include photos in your status updates. Negative reinforcement involves the removal of an aversive or unpleasant stimulus as a result of behavior. For example, you might take several ibuprofen and drink a cup of coffee when you have a severe headache. Your headache’s disappearance negatively reinforces the ibuprofen/coffee ritual. Positive and negative punishment both decrease behavior. Positive punishment entails providing or adding an aversive or undesirable consequence following behavior. For example, your roommate may yell at you when you leave your belongings strewn on the couch. Negative reinforcement involves the removal of a pleasant stimulus as a result of behavior. For example, an expensive speeding ticket may reduce the likelihood that you will exceed the speed limit in the future.

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.; LO 9 Identify the differences between positive and negative reinforcement.

Page:  207-208; 215

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

265. Imagine that you are a parent, a teacher, or a supervisor in a workplace. Give specific examples of how you might use (a) positive reinforcement, (b) negative reinforcement, (c) positive punishment, and (d) negative punishment to bring about desirable changes in the behavior of a child, student, or subordinate worker.

 

Ans:  Positive reinforcement. A parent may give a child money for completing household chores, thereby increasing the likelihood that he or she will complete chores in the future. Negative reinforcement. Following the exemplary completion of a series of chores, a parent might excuse the child from an odious chore he or she may have originally been expected to perform. The child may be more likely in the future to complete his or her chores. Positive punishment. A parent may reprimand a child harshly for hitting a sibling. The child should be less likely to hit the sibling in the future. Negative punishment. A parent may send a child to his or her room without dessert if the child throws a tantrum during the evening meal. The child should be less likely to throw tantrums in the future. Teacher: Positive reinforcement. A teacher may praise a student for completing an assignment without errors, thereby increasing the likelihood that he or she will complete assignments correctly in the future. Negative reinforcement. A teacher may eliminate a homework assignment if recent homework has been completed in a timely an accurate fashion; the student’s performance may improve in the future as a result. Positive punishment. A teacher may write harsh comments on a carelessly done homework assignment, perhaps reducing the likelihood that assignments will be completed sloppily in the future. Negative punishment. A child may be forced to sit alone in a corner or in the coatroom if he or she behaves aggressively toward classmates; aggressive behavior should decrease in the future as a result. Supervisor: Positive reinforcement. A supervisor may give an employee a value card to a local restaurant or department store following a highly productive week, thereby encouraging future productivity. Negative reinforcement. A supervisor may grant an employee a personal day or an extended lunch hour for exemplary work performance, encouraging high performance in the future. Positive punishment. A supervisor may lecture an employee for making an off-color remark to another worker; the employee may be less likely to make such remarks in the future. Negative punishment. A supervisor may eliminate a perk such as free coffee when employees abuse workplace privileges. Workers should be less likely to abuse privileges in the future.

APA 2.0: 1.2; 1.3

APA Outcome:  1.2; 10.4; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Feature:  Infographic 5.3; Table 5.3 Reinforcement Versus Punishment

Learning Objective: LO 9 Identify the differences between positive and negative reinforcement.; LO 13 Explain how punishment differs from negative reinforcement.

Page:  207-208; 215

Topic:  Acquisition to Extinction, and Everything in Between

 

 

 

 

266. Identify and define the four schedules of intermittent or partial reinforcement. Provide examples of each of the four schedules. How might college professors use an understanding of the schedules to increase the frequency with which students study course materials?

 

Ans:  Four schedules of intermittent reinforcement: Fixed-interval (FI), fixed-ratio (FR), variable-interval (VI), and variable-ratio (VR) schedules. Definitions and examples: Fixed-interval (FI). Reinforcement is delivered following a set or constant time period. Typical examples include grades and paychecks. Fixed-ratio (FR). Reinforcement is delivered following a set or constant number of responses. Piecework offers a typical example. Variable-interval (VI). Reinforcement is delivered following a fluctuating time period. Fishing and holding on the phone are reinforced on a VI schedule. Variable-ratio (VR). Reinforcement is delivered following a variable number of responses. Salespeople are reinforced with sales on such a schedule. Slot machines deliver payoffs on a VR schedule. Professors might try to take advantage of the higher rates of responding seen under ratio schedules. Using an FR schedule, for example, professors could award points for each chapter summary or review completed. Professors could also use VI or VR schedules to circumvent the post-reinforcement pauses seen in FI and FR schedules. For example, giving quizzes on a VI rather than an FI schedule—that is, giving “pop” quizzes—might encourage students to study more regularly.

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Applying

Difficulty:  Challenging

Learning Objective:  LO 12 Name the schedules of reinforcement and give examples of each.

Page:  212-213

Topic:  Timing Is Everything: Reinforcement Schedules

 

 

 

 

267. Suppose that you are asked to lead a workshop for parents on the use of punishment and reinforcement to manage child and adolescent behavior. What might you tell the parents regarding the use of corporal punishment among American parents and its potential drawbacks?

 

Ans:  About 2/3 of American parents use corporal punishment, because it often offers a fast-acting “fix” for unwanted behavior. However, correlational evidence suggests that corporal punishment may be associated with aggression and other antisocial behaviors, probably because corporal punishment provides a model for aggressive behavior. Moreover, corporal punishment has been linked to the later development of anxiety, mood, personality, and substance use disorders, as well as to retarded development of the frontal lobe. However, these results are correlational, not experimental; they do not establish a cause-and-effect link between punishment and these negative outcomes. In the hands of “warm, responsive, rational, and temperate” parents, spanking may be an effective way to modify the behavior of young children.

APA 2.0:  1.2; 1.3

APA Outcome:  1.2; 4.4

Bloom’s Taxonomy:  Remembering

Difficulty:  Easy

Feature:  Controversies

Learning Objective:  LO 13 Explain how punishment differs from negative reinforcement.

Page:  215-216

Topic:  The Trouble With Punishment

 

 

 

 

268. Is media violence a problem? If so, do prosocial media messages offer a potential solution? Refer to observational learning and modeling in your response.

 

Ans:  Observational learning occurs as a result of watching the others’ behavior. Observers imitate, or model, the behavior of others. Observational learning suggests that children and adults may imitate the aggressive or violent behavior they encounter in such media as television, the Internet, and video games. The American Academy of Pediatrics concluded that “media violence can contribute to aggressive behavior, desensitization to violence,  . . .  and the fear of being harmed.” Huesmann et al. (2003) found that children who watched television shows with violent role models were more likely to physically abuse their spouses and get into trouble with the law when they became adults. A longitudinal study in New Zealand found that the more television children watched, the more likely they were to show antisocial behavior as adults (Robertson et al., 2013). While this type of research indicates an association between media violence and aggression, it does not prove a cause-and-effect link. Many children’s television shows encourage prosocial behavior, such as kindness and generosity. One example is Sesame Street. Research by Cole et al. (2008) indicates that such shows have a positive influence on children’s behavior. One study with adults showed that listening to music with prosocial lyrics can have at least a short-term positive impact on empathy and helping behaviors (Greitemeyer, 2009).

APA 2.0: 1.2; 1.3; 2.2

APA Outcome:  1.2; 4.2; 5.6; 9.4

Bloom’s Taxonomy:  Remembering

Difficulty:  Medium

Learning Objective:  LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about learning.

Page:  219-222

Topic:  Observational Learning and Cognition; The Power of Observational Learning

 

 

 

 

269. How do latent and observational learning force a reconsideration of the view of learning offered by classical and operant conditioning theorists? Explain the research behind both phenomena.

 

Ans:  (1) Latent and observational learning phenomena suggest that direct reinforcement may not be necessary for an individual to learn; and (2) latent and observational learning phenomena suggest that internal processes may be a necessary component of any complete explanation of learning. In Tolman’s latent learning work, rats who received reinforcement for running a maze only halfway through the experiment rapidly matched the performance of rats who had been receiving reinforcement from the beginning, suggesting that they had been developing some internal representation of the maze all along. This showed that reinforcement was unnecessary for learning to occur; it was necessary only for the demonstration of learning in behavior. In Bandura’s “Bobo doll” experiments, children only needed to see a model reinforced for aggressive behavior in order to act more aggressive themselves.

APA 2.0:  1.2

APA Outcome:  1.2

Bloom’s Taxonomy:  Understanding

Difficulty:  Medium

Learning Objective:  LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about learning.; LO 15 Describe latent learning and explain how cognition is involved in learning.

Page:  219-225

Topic:  Learning and Cognition: A Map That Cannot Be Seen; The Power of Observational Learning