Name: Essentials of Understanding Psychology 11th Edition By Feldman - Test Bank
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Complete Test Bank With Answers

Sample Questions Posted Below

Student:

___________________________________________________________________________

Psychologists use the term

experience.

_____

to refer to a relatively permanent change in behavior resulting from

growth

maturation

cognition

learning

Learning reflects

. Maturation reflects

_____

nurture; nature

nature; nurture

nature; nature as well

nurture; nurture as well3.

is the decrease in response to a stimulus that occurs after repeated presentations of the same

_____

stimulus.

Sensation

Disinhibition

Habituation

Conservation

You toss a newly purchased felt mouse across the floor; your cat chases it excitedly, clutches it in her

paws and rolls around with it. Several tosses later, your cat yawns pointedly and settles herself for a nap.

The change in your cat’s behavior illustrates:

adaptation.

habituation.

conditioning.

maturation.5.

_____

refers to a decrease in the response to a stimulus when it is presented repeatedly, whereas

_____

refers to the eventual disappearance of a conditioned response when an unconditioned stimulus is no

longer presented.

Extinction; habituation

Habituation; extinction

Habituation; adaptation

Adaptation; habituation

_____

is credited with laying the foundation for the study of classical conditioning in psychology.

Thorndike

Skinner

Pavlov

Watson7.

_____

is a type of learning in which a neutral stimulus comes to bring about a response after it is paired

with a stimulus that naturally brings about that response.

Classical conditioning

Operant conditioning

Observational learning

Instrumental conditioning

_____

stimulus does not naturally bring about the response of interest.

Reflexive

Unconditioned

Neutral

Normative

_____

stimulus naturally brings about a particular response without having been learned.

Conditioned

Unconditioned

Neutral

Normative10.

In Pavlov’s study, the unconditioned stimulus (UCS) was

finally, the conditioned stimulus (CS) was

_____

_____; the neutral stimulus was

_____; and,

meat; the bell; meat

meat; the bell; the bell

the bell; meat; meat

meat; meat; the bell

11.

Tim loves dill pickles. Now, the sight of a jar on the supermarket shelf makes his mouth water. In the

terminology of classical conditioning, the sight of the jar is a(n) _____

conditioned stimulus

unconditioned stimulus

neutral stimulus

conditioned response12.

Alexis uses cocaine, which activates her sympathetic nervous system. Expecting her dealer, her hands

shake and her heart pounds when she hears a knock on the door. Which alternative below CORRECTLY

identifies the neutral stimulus, the CS, and the UCS?

Neutral stimulus—knock on the door; CS—cocaine; UCS—cocaine

Neutral stimulus—knock on the door; CS—knock on the door; UCS—pounding heart

Neutral stimulus—knock on the door; CS—knock on the door; UCS—cocaine

Neutral stimulus—cocaine; CS—knock on the door; UCS—cocaine

13.

In classical conditioning, how are the neutral stimulus and the conditioned response related?

They are not related; they are completely different stimuli.

They are the same thing; the terms are interchangeable.

The neutral stimulus becomes the conditioned stimulus.

The conditioned stimulus becomes the neutral stimulus.

14.

Nature is to nurture what

is to

_____

conditioned stimulus; unconditioned stimulus

conditioned response; unconditioned response

neutral stimulus; conditioned stimulus

unconditioned response; conditioned response15.

Classical conditioning is most successful when the neutral stimulus begins:

just before the unconditioned stimulus begins.

at exactly the same time that the unconditioned stimulus begins.

long before the unconditioned stimulus begins.

immediately after the unconditioned stimulus begins.

16.

Which pair below CORRECTLY identifies a stimulus or response in Watson and Rayner’s “Little Albert”

study?

Unconditioned stimulus—noise

Conditioned stimulus— fear

Unconditioned response—rat

Neutral stimulus—fear17.

Jonas is a veteran of the war in Iraq. He suffers from posttraumatic stress disorder (PTSD). Now, back

home in a quiet California neighborhood, he jumps when he hears a firecracker or a car backfire. In the

terminology of classical conditioning, these sounds are best thought of as

stimuli.

_____

neutral

unconditioned

conditioned

normative

18.

_____

occurs when a previously conditioned response decreases in frequency and eventually disappears.

Extinction

Habituation

Adaptation

Deconditioning19.

Which of the following scenarios exemplifies extinction?

. Alexis is a former cocaine user. Now that she no longer uses cocaine, her hands no longer shake and her

heart no longer pounds when she hears a car pull into her drive, like her dealer used to do in his car.

Alexis uses cocaine. She no longer feels quite the same rush as she did when she first started using.

. Alexis is a former cocaine user in recovery. After a relapse, though, her hands shake and her heart

pounds when she hears a car pull into her drive, like her dealer used to do in his car.

Alexis uses cocaine. She finds that she is slowly losing her sense of smell.

20.

Which of the following sequences CORRECTLY arranges the phases of the classical conditioning

process, from first to last?

Acquisition → spontaneous recovery → extinction

Acquisition → extinction → spontaneous recovery

Spontaneous recovery → acquisition → extinction

Extinction → acquisition → spontaneous recovery21.

The reemergence of an extinguished conditioned response after a period of rest and with no further

conditioning is known as

_____

extinction

habituation

spontaneous recovery

deconditioning

22.

Which of the following scenarios best exemplifies spontaneous recovery?

. Alexis is a former cocaine user. Now that she no longer uses cocaine, her hands no longer shake and her

heart no longer pounds when she hears a car pull into her drive, like her dealer used to do in his car.

Alexis uses cocaine. She no longer feels quite the same rush as she did when she first started using.

. Alexis is a former cocaine user in recovery. After a relapse, though, her hands shake and her heart

pounds when she hears a car pull into her drive, like her dealer used to do in his car.

Alexis uses cocaine. She finds that she is slowly losing her sense of smell.23.

_____

is a process in which, after a stimulus has been conditioned to produce a particular response,

stimuli that are similar to the original stimulus produce the same response.

Stimulus location

Stimulus generalization

Stimulus reflexive

Stimulus discrimination

24.

Which of the following is TRUE of stimulus generalization?

It is the process that occurs if two stimuli are sufficiently distinct from one another.

The greater the similarity between two stimuli, the greater the likelihood of stimulus generalization.

The conditioned response elicited by the new stimulus is usually more intense than the original

conditioned response.

Stimulus generalization provides the ability to differentiate between stimuli.25.

Rosa becomes anxious when she enters the examination room at the clinic before a blood test. She also

squirms when she views injections on television. This illustrates:

observational learning.

stimulus generalization.

spontaneous recovery.

stimulus discrimination.

26.

_____

occurs if two stimuli are sufficiently distinct from each other that one evokes a conditioned

response but the other does not.

Stimulus location

Stimulus generalization

Stimulus diffusion

Stimulus discrimination27.

Which of the following terms best expresses the relationship between stimulus generalization and

stimulus discrimination?

They are unrelated.

They are opposites.

They are the same thing.

Stimulus discrimination is a type of stimulus generalization.

28.

June’s cat runs to the kitchen at the sound of the electric can opener, which she has learned is used to open

her food when her dinner is about to be served. The cat does not run when a blender is used, although it

sounds similar. June’s cat is demonstrating stimulus:

control.

discrimination.

generalization.

diffusion.29.

Janine completed several tours of duty in Afghanistan. She suffers from PTSD. Now, back home in

Texas, she is frightened by firecrackers and cars backfiring. The fact that these sounds scare her reflects a

process of stimulus:

diffusion.

discrimination.

generalization.

control.

30.

Stimulus

_____ provides the ability to differentiate between stimuli.

control

discrimination

generalization

diffusion31.

In what way does learned taste aversion seem to contradict the basic principles of classical conditioning?

In learned taste aversion, the CS and the unconditioned response (UCR) are separated by only a brief

interval.

Learned taste aversion can occur after only a single CS-UCR pairing.

Learned taste aversion takes longer to develop than do most classical conditioning processes.

Learned taste aversion is subject to biologically based constraints while, classical conditioning is not.

32.

is learning in which a voluntary response is strengthened or weakened, depending on its favorable

_____

or unfavorable consequences.

Classical conditioning

Operant conditioning

Observational learning

Instrumental conditioning

33.

Operant conditioning most importantly involves forming associations between:

neutral and unconditioned stimuli.

stimuli and involuntary behavior.

behavior and consequences.

conditioned response and reflex.34.

Classical conditioning applies mostly to

_____

. Operant conditioning applies mainly to

_____

biological responses; voluntary responses

voluntary behavior; involuntary behavior

voluntary behavior; biological behavior

involuntary response; involuntary behavior

35.

The root of operant conditioning may be traced to

from cages.

_____

‘s early studies of hungry cats learning to escape

Skinner

Thorndike

Watson

Pavlov

36.

“Responses that lead to satisfying consequences are more likely to be repeated.

” This is the law of:

consequences.

reward.

effect.

reinforcement.37.

The most influential psychologist to study operant conditioning was:

Freud.

Watson.

Pavlov.

Skinner.

38.

The process by which a stimulus increases the likelihood that a preceding behavior will be repeated is

called:

habituation.

reinforcement.

learning.

spontaneous recovery.39.

Which of the following approaches to treating a phobia is/are CORRECTLY matched with the type of

learning it reflects?

Conditioning client to associate a response of relaxation rather than anxiety to the feared object –

observational learning

Reinforcing client directly by interacting with the feared object – operant conditioning

Exposing client to a model interacting successfully with the feared object – classical conditioning

A new behavior is learned but not demonstrated until some incentive is provided for displaying it –

perceptual learning

40.

_____

is any stimulus that increases the probability that a preceding behavior will occur again.

catalyst

rejoinder

reinforcer

stimulant41.

Reinforcers that satisfy a biological need are called

reinforcers.

_____

primary

positive

unconditioned

reflexive

42.

Nature is to nurture what

reinforcers are to

reinforcers.

_____

positive; negative

secondary; primary

unconditioned; conditioned

primary; secondary

43.

Which of the following reinforcers is INCORRECTLY categorized?

Food—primary reinforcer

Money—primary reinforcer

Praise—secondary reinforcer

Relief—primary reinforcer44.

Which of the following is an example of a secondary reinforcer?

Food

Sex

Money

Relief

45.

As part of a behavior modification program, Kendra and her partner each agree to praise the other if she

completes her assigned household chores by the end of the day. Such praise is an example of:

primary reinforcement

tertiary reinforcement

positive reinforcement

negative reinforcement

46.

The term reward is synonymous with:

positive reinforcement only.

reinforcement generally.

negative reinforcement only.

primary reinforcement only.47.

A(n) _____

reinforcer is a stimulus added to the environment, like getting paid to work, that specifically

brings about an increase in a preceding response.

primary

positive

unconditioned

neutral

48.

A(n) _____

reinforcer refers to the removal of an unpleasant stimulus, putting on a sweater when your

cold for example, which leads to an increase in the probability that a preceding response will be repeated

in the future.

negative

secondary

unconditioned

neutral49.

One reason Carlos continues to work at his job is the check he receives every two weeks. Carlos’

paycheck is a

reinforcer.

_____

neutral

primary

secondary

negative

50.

Dr. DiFonzo notices several students nodding in agreement as he lectures. Subsequently, his rhetoric

becomes more confident and more passionate. The students have provided

reinforcement.

_____

positive

secondary

conditioned

neutral51.

Negative reinforcement:

is the same thing as punishment.

increases the likelihood that preceding behaviors will be repeated.

decreases the likelihood that a behavior will be performed.

is a stimulus whose removal leads to a decrease in the probability that a preceding response will be

repeated.

52.

Which of the following scenarios exemplifies negative reinforcement?

Vanna fastens her seatbelt as soon as she gets in her car to stop the annoying alert sound.

Drake no longer cuts class, now that his parents confiscated his iPod.

Maria now buys a different brand of cigarettes to get two packs for the price of one.

Nate no longer arrives late at work following a reprimand from his boss.

53.

_____

weakens a response through the application of an unpleasant stimulus.

Negative reinforcement

Negative punishment

Positive punishment

Normative reinforcement54.

_____ punishment consists of the removal of something pleasant.

Prescriptive

Negative

Positive

Normative

55.

Which of the following scenarios exemplify negative punishment?

Astrid tells her daughter she is grounded for misbehaving and cannot meet her friends for a week.

Carly yells at her husband when he comes home drunk.

Jim makes his middle-schoolers run extra laps when they are unruly in gym class.

Joanie takes several ibuprofen tablets when she has a headache.

56.

Which of the following is an example of positive punishment?

You fight with your significant other and walk away

Getting a speeding ticket

Grounding a child for misbehaving and not letting him/her watch television

Giving your dog a treat for rolling over57.

Sheryl’s parents have told her that she is “grounded” and will not be allowed to watch any television for a

week, because she is not completing her assignments on time. This is an example of:

negative punishment.

negative reinforcement.

positive punishment.

positive reinforcement.

58.

Which of the following is an example of negative punishment?

You fight with your significant other and walk away.

Spanking a child for misbehaving.

Yelling at your spouse for being irresponsible.

Informing an employee that he has been demoted because of a poor job evaluation.

59.

Which of the following types of consequences is CORRECTLY matched with an example?

Positive reinforcement – Vickie applies lotion to lessen the discomfort of a small burn

Negative reinforcement – Ella’s parents confiscate her car keys for breaking curfew

Positive punishment – Laurel’s mother yells at her when Laurel takes $20 from her mom’s purse

Negative punishment – Maddie receives a bonus for outstanding work performance60.

Which of the following types of consequences is CORRECTLY matched with an example?

Positive reinforcement – Harvey is suspended when he vandalizes school property

Negative reinforcement – Jeff puts up his umbrella when it starts to sprinkle so he won’t get wet

Positive punishment – Jacqueline’s teacher puts a cute sticker on an arithmetic exercise completed

without mistakes

Negative punishment – Tommy receives a written reprimand from his boss following a series of

customer complaints

61.

Which of the following is NOT a disadvantage of punishment?

It is ineffective if it is not delivered immediately after the undesirable behavior.

Physical punishment sends the message that aggressive behavior is appropriate.

It tends to change behavior very slowly.

Punishment does not suggest which alternative behaviors might be more desirable.

62.

Behavior that is reinforced every time it occurs is said to be on a(n) _____

reinforcement schedule.

secondary

positive

intermittent

continuous63.

You don’t receive a smile or a “thank you” each time you hold a door for the person behind you. It is

acknowledged sometimes. Door-holding is reinforced on a(n) _____

reinforcement schedule.

continuous

partial

regular

fixed

64.

Vending machine is to slot machine what

reinforcement is to

reinforcement.

_____

secondary; primary

continuous; intermittent

partial; intermittent

variable; fixed

65.

A fixed-ratio schedule is a schedule:

by which reinforcement is given only after a specific number of responses are made.

by which reinforcement occurs after a varying number of responses rather than after a fixed number.

that provides reinforcement for a response only if a fixed time period has elapsed, making overall rates

of response relatively low.

by which the time between reinforcements varies around some average rather than being fixed.66.

Which of the following promotions exemplifies the use of a fixed-ratio schedule of reinforcement?

. A 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.

. A café offers its customers a punch card. Each time a patron purchases a beverage, a hole is punched;

when ten holes are punched, the patron receives a free beverage.

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.

Now and then, a café announces a two-for-one deal.

67.

Dr. Arceneaux wants his students to take advantage of online practice quizzes on his course site. Which

of the following is the most effective plan to increase the number of practice quizzes completed?

1 bonus point for every 2 online practice quizzes completed

5 points deducted from course total if no quizzes are completed

1 bonus point awarded every 2 weeks if 2 or more quizzes have been completed

1 bonus point awarded every now and then (about 2 weeks on average) if 2 or more quizzes have been

completed recently68.

A variable-ratio schedule is a schedule:

by which reinforcement is given only after a specific number of responses are made.

by which reinforcement occurs after a fluctuating number of responses rather than after a fixed

number.

that provides reinforcement for a response only if a fixed time period has elapsed, making overall rates

of response relatively low.

by which the time between reinforcements varies around some average rather than being fixed.

69.

Dr. Arceneaux has developed several alternative plans to increase the number of online practice quizzes

his students complete. Which plan below is INCORRECTLY matched with the related schedule?

1 bonus point for every two online practice quizzes completed—fixed-ratio

1 bonus point awarded every 2 weeks if two or more quizzes have been completed—fixed-interval

. 1 bonus point awarded every now and then (about 2 weeks on average) if two or more quizzes have

been completed recently—variable-ratio

. 1 bonus point awarded randomly, either for every 2 online quizzes taken or 2 bonus points for all those

students taken within the first week—variable-interval70.

Imagine that you graphed the cumulative number of bar-press responses over time of four rats, each

reinforced on a different one of the four schedules of intermittent reinforcement. Each rat’s behavior is

graphed on a separate line. The line with the greatest slope should be that displaying the behavior of the

rat reinforced on the

schedule.

_____

fixed-ratio

fixed-interval

variable-interval

variable-ratio

71.

In general, _____

schedules of reinforcement yield high response rates.

variable-interval

fixed-interval

variable-ratio

fixed-ratio72.

Typically long pauses in responding are found in

schedules.

_____

fixed-interval

fixed-ratio

variable-interval

variable-ratio

73.

A privately funded program pays low-income parents $50 every two months for each child who attends

school regularly during that period. This incentive illustrates a

schedule of reinforcement.

_____

fixed-interval

fixed-ratio

variable-interval

variable-ratio

74.

A fixed-interval schedule is a schedule:

by which reinforcement is given only after a specific number of responses are made.

by which reinforcement occurs after a varying number of responses rather than after a fixed number.

. that provides reinforcement for a response only if an unvarying time period has elapsed, making overall

rates of response relatively low.

by which the time between reinforcements varies around some average rather than being constant.75.

Paychecks and semester grades are delivered on a

schedule of reinforcement.

_____

fixed-ratio

fixed-interval

variable-ratio

variable-interval

76.

A variable-interval schedule is a schedule:

by which reinforcement is given only after a specific number of responses are made.

by which reinforcement occurs after a varying number of responses rather than after a fixed number.

that provides reinforcement for a response only if a fixed time period has elapsed, making overall rates

of response relatively low.

by which the time between reinforcements fluctuates around some average rather than being fixed.77.

Which of the following is TRUE about stimulus control training?

In stimulus control training, a behavior is reinforced in the presence of a specific stimulus.

In stimulus control training, a behavior is reinforced in the absence of a specific stimulus.

. Stimulus control training is the process of teaching a complex behavior by rewarding closer and closer

approximations of the desired behavior.

. Stimulus control training is the process of teaching a simple behavior by rewarding closer and closer

approximations of the desired behavior.

78.

Ewan is convinced that a woman across the bar is “sending signals.

” A learning theorist would term such

signals:

conditioned stimuli.

discriminative stimuli.

positive reinforcers.

intermittent reinforcers.79.

Sheryl makes pleasant small talk and pays her boss a compliment before asking for a personal day,

because such a strategy was successful with a few of her previous bosses. This example most clearly

illustrates:

stimulus generalization.

stimulus control.

stimulus discrimination.

shaping.

80.

The process of teaching a complex behavior by reinforcing closer and closer approximations of the

desired behavior is called:

stimulus control training.

discrimination training.

shaping.

behavior modification.81.

Mrs. Martin, a third-grade teacher, is instructing cursive writing. At first, she reinforces even crude

attempts to reproduce letters with an encouraging word; as time goes on, though, she reinforces only

well-formed letters. By reinforcing progressively better attempts at writing letters, Mrs. Martin is using:

discrimination training.

shaping.

stimulus control training.

behavior modification.

82.

Which of the following does NOT accurately reflect a distinction between classical and operant

conditioning?

. Classical conditioning entails forming an association between stimuli; operant conditioning involves

forming an association between a behavior and its consequences.

Classical conditioning applies to voluntary behavior, while operant conditioning applies to involuntary

behavior.

. In the case of classical conditioning, before conditioning, an unconditioned stimulus leads to an

unconditioned response; in operant conditioning reinforcement leads to an increase in behavior.

. In the case of classical conditioning, after conditioning, a conditioned stimulus leads to a conditioned

response; in operant conditioning punishment leads to a decrease in behavior.83.

Which of the following is TRUE of classical conditioning?

. Its basic principle is that reinforcement increases the frequency of the behavior preceding it;

punishment decreases the frequency of the behavior preceding it.

It applies to involuntary behavior.

According to classical conditioning, reinforcement leads to an increase in behavior.

. According to classical conditioning, organism voluntarily operates on its environment to produce a

desirable result. After behavior occurs, the likelihood of the behavior occurring again is increased or

decreased by the behavior’s consequences.

84.

Dr. Simonelli is a practicing behavior analyst. What does she do?

She helps clients explore the unconscious motivations behind their behaviors.

She helps clients change how they think about their own behavior and that of others.

She specializes in behavior modification techniques.

She conducts basic research into conditioning mechanisms and principles.85.

_____

is a formalized technique for promoting the frequency of desirable conducts and decreasing the

incidence of unwanted ones.

Functional modification

Genetic modification

Posttranslational modification

Behavior modification

86.

The cognitive learning concept of

_____

learning is associated most prominently with

_____

latent; Tolman

latent; Thorndike

implicit; Tolman

implicit; Thorndike

87.

The

_____

learning.

is an approach to the study of learning that focuses on the thought processes that underlie

transformative learning theory

behavioral learning theory

cognitive learning theory

constructivism learning theory88.

Psychologists working within the cognitive learning perspective:

deny the importance of classical and operant conditioning.

go beyond classical and operant conditioning.

perform research essentially identical to that conducted by more traditional learning theorists.

have probably never heard of classical and operant conditioning.

89.

Which of the following does the cognitive learning theory emphasize?

Expectations

Imitation

Consolidation

Associations

90.

The focus of classical and operant conditioning is on

is on

_____

_____; the focus of the cognitive learning approach

external stimuli, responses, and reinforcement; internal thoughts and expectations of learners

external stimuli, responses, and reinforcement; external stimuli, responses, and reinforcement as well

internal thoughts and expectations of learners; external stimuli, responses, and reinforcement

internal thoughts and expectations of learners; internal thoughts and expectations of learners as well91.

Learning in which a new behavior is acquired but is not demonstrated until some incentive is provided for

displaying it is known as

_____

learning.

tangential

latent

perceptual

spatial

92.

Which theorist is CORRECTLY matched with the concept with which he is associated?

Bandura—classical conditioning

Tolman—latent learning

Pavlov—observational learning

Watson—associative learning

93.

_____

learning occurs without reinforcement.

Latent

Operant

Subliminal

Manifest94.

Recall Tolman’s latent learning experiments in which rats learned to run a maze. What was the critical

result?

Rats that were never given an incentive, never learned to run the maze.

Rats that were never given an incentive still learned to run the maze.

. Rats that began to receive an incentive halfway through the experiment rapidly matched the

performance of rats that had been reinforced from the beginning of the experiment.

Rats that began to receive an incentive halfway through the experiment never learned to run the maze.

95.

A(n) _____

is a mental representation of spatial locations and directions.

algorithm

prototype

cognitive map

perceptual blueprint96.

You have a kind of picture in your head of your hometown, a mental representation of its layout and the

location of key landmarks, like rivers, buildings, freeways, and parks. This representation is called a(n):

internal navigator.

mental GPS.

cognitive map.

perceptual blueprint.

97.

Learning by watching the behavior of another person, or model is known as

_____

perceptual learning

observational learning

latent learning

tangential learning

98.

Bandura’s Bobo doll experiment was intended to demonstrate:

shaping.

observational learning.

latent learning.

stimulus control training.99.

Observational learning is based in part on the activity of

neurons in the brain.

_____

mirror

reflexive

imitative

modeling

100.

Which of the following statements INCORRECTLY describes the effects on observational learning of the

reinforcement or punishment of the model?

We are more likely to imitate reward models than we are to imitate non-reward models.

Observational learning does not occur when the model is punished.

Observing the punishment of a model does not stop observers from learning the behavior.

Observational learning is likely to occur when the model is rewarded.

101.

_____

is associated with the Fearless-Peer experiment. The experiment demonstrates

_____

Pavlov; classical conditioning

Bandura; observational learning

Skinner; operant conditioning

Thorndike; latent learning102.

Based on your reading of the text, the average child in the United States has viewed more than

murders on network TV by the time he or she graduates from elementary school.

_____

500

8,000

6,000

103.

According to one survey, approximately one-

_____

attempted to commit a media-inspired copycat crime.

of violent young male offenders in Florida had

fifth

fourth

third

half104.

Based on your reading of the text, exposure to actual firearm violence increases by a factor of

_____

likelihood that an adolescent will commit serious violence within the succeeding two years.

the

1.5

105.

Travis is an intuitive thinker with a highly developed ability to remember verbal material, especially if

it is highly relevant. Janet is detail-oriented, with an excellent memory for abstract material. She is not

easily dissuaded by dull tasks. Which of the following statements best identifies the learning styles of

these two individuals?

Travis has an analytical learning style. Janet’s learning style is relational.

Travis has a relational learning style. Janet’s learning style is analytical.

Both Travis and Janet have analytical learning styles.

Both Travis and Janet have relational learning styles.106.

Which alternative below CORRECTLY pairs a learning style described in your text with one of its

characteristics?

Relational style – shows intuitive thinking

Relational style – able to focus on details

Analytical style – displays improvisational, intuitive thinking

Analytical style – displays good memory for relevant, verbal material

107.

Neal, an Asian-American student would most likely:

focus on detail.

have a good memory for verbally presented ideas and information.

learn materials that have a human, social content.

perceive information as part of total picture.

108.

An analytic learning style is most likely to be displayed by:

Caucasian males.

Asian-American females.

Hispanic-American females.

Native-American males.109.

Which of the following students is most likely to display an analytical learning style?

Jamal, an African-American male

Lee, an Asian-American male

Mona, a Caucasian female

Nina, a Hispanic-American female

110.

is a decline in the behavioral response following repeated exposure

______________________________

to the same stimulus.

111.

In Pavlov’s study, the bell is both a(n) ______________________________

stimulus.

stimulus and a conditioned

112.

A bright flash automatically causes us to blink. It is a(n) ______________________________

response.

113.

______________________________

are intense, irrational fears.

114.

occurs when an extinguished conditioned response reappears after a

______________________________

period of rest.

115.

Adam was badly stung by a bee when he was a child. Now he is frightened not only of bees but of all

flying insects. This example illustrates

______________________________

116.

Olympia consumed some poorly stored sushi on a hot day; she became violently ill. Now Olympia can’t

stand the sight of sushi. She has developed a(n) ______________________________

117.A stimulus that increases the probability that a preceding behavior will be repeated is termed a(n)

______________________________

118.

Money is an example of a

______________________________

reinforcer.

119.

Positive punishment

unpleasant stimulus.

______________________________

a response through the application of an

120.

A weekly paycheck is an example of

______________________________

schedule.

121.

When a behavior is reinforced in the presence of a specific stimulus, but not in its absence it is known as

______________________________

training.

122.

When your partner says “I’m going up to bed early,

” you follow expectantly. When he or she says,

tired,

” you stay behind and say you’ll read in the living room for a while. This is an example of a

stimulus.

______________________________

“I’m

123.

Shaping is one way that organisms learn

______________________________

behavior.

124.

Dr. Margate specializes in using behavior modification techniques to help adults engage in health-

promoting behaviors, such as exercising, quitting smoking, and so forth. Dr. Margate is a behavior

______________________________

125.

Dr. Tabachnik focuses on the expectations participants develop regarding the likelihood

that a given behavior will be punished. Dr. Tabachnik might be described as a(n)

theorist.

______________________________

126.

In the latent learning study described in the text, the rats that were reinforced only during the latter

portion of the experiment would be considered a(n) ______________________________ group.

127.

In observational learning, the organism whose behavior is observed is termed the

______________________________

128.

______________________________

are neurons that fire when we observe another person’s behavior.129.

Although a “phonics” approach to reading instruction might capitalize on an analytic learning style,

the “whole-word” approach may be better suited to a(n) ______________________________

learning

style.

130.

Explain classical conditioning with a suitable example.

131.

In the case of Pavlov and his dog, identify and describe the following: neutral stimulus, unconditioned

stimulus, unconditioned response, conditioned stimulus, and conditioned response.

132.

Making specific reference to such terms as UCS, CS, UCR, CR, and stimulus generalization, explain how

classical conditioning may account for the development of a specific phobia.

133.

Making reference to neutral, unconditioned, conditioned stimuli, unconditioned, and conditioned

responses, distinguish between (a) extinction and spontaneous recovery and (b) stimulus generalization

and stimulus discrimination. Give an original example of either extinction or spontaneous recovery, and

of either stimulus generalization and stimulus discrimination.

134.

How have psychologists challenged Pavlov’s traditional account of classical conditioning?

135.

Imagine that you are a parent, a teacher, or a supervisor in a workplace. Give specific examples of how

you might use (a) positive reinforcement, (b) negative reinforcement, (c) positive punishment, and (d)

negative punishment to bring about desirable changes in the behavior of a child, student, or subordinate

worker.

136.

Suppose that you are asked to lead a workshop for parents on the use of punishment and reinforcement

to manage child and adolescent behavior. What might you tell the parents regarding the appropriate and

inappropriate use of punishment? Provide concrete examples to support your points. Suggest how parents

might use punishment more effectively and how they might substitute reinforcement for punishment.

Provide concrete examples to support your points.

137.

What are the pros and cons of punishment?

138.

Draw on your knowledge of positive and negative reinforcement, punishment, schedules of

reinforcement, stimulus control training, discriminative stimuli, shaping, and biological constraints on

learning to describe how you might use operant conditioning to train domestic animals—e.g., dogs, cats,

horses, etc.

—to perform desired behaviors.

139.

Identify and define the four schedules of intermittent or partial reinforcement. Provide day-to-day

examples of each of the four schedules. Identify two specific ways that college professors might use our

understanding of the schedules to increase the frequency with which students study course materials.

140.

Identify a behavior of your own that you would like to perform more frequently (e.g., studying,

completing household chores or yard work) or less frequently (e.g., snacking, smoking cigarettes).

Outline a step-by-step behavior modification program that might help you achieve your goal.

141.

How do the phenomena of latent and observational learning force a reconsideration of the view of

learning offered by classical and operant conditioning theorists? Provide as thoughtful a response as you

can.

142.

Briefly describe observational learning and Bandura’s Bobo doll research. Discuss how this research

altered conventional views of learning. What role might mirror neurons play in observational learning?

143.

Observational learning research suggests that seeing others reinforced for particular behaviors may

encourage our own acquisition of similar behaviors. To what extent is exposure to media violence

associated with the acquisition of aggressive behavior?

144.

To what extent does culture influence learning style? Distinguish between analytic and relational learning

styles and suggest how they might vary across sociocultural groups. How might they reflect cross-cultural

differences in parenting or teaching practices?

5 Key

Psychologists use the term

experience.

_____

to refer to a relatively permanent change in behavior resulting from

growth

maturation

cognition

learning

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Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #1

Learning Objective: Define learning.

Learning Outcome: 15-1

Topic: Learning

Learning reflects

. Maturation reflects

_____

nurture; nature

nature; nurture

nature; nature as well

nurture; nurture as well

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Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #2

Learning Objective: Define learning.

Learning Outcome: 15-1

Topic: Learning3.

is the decrease in response to a stimulus that occurs after repeated presentations of the same

_____

stimulus.

Sensation

Disinhibition

Habituation

Conservation

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Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #3

Learning Objective: Define learning.

Learning Outcome: 15-2

Topic: Learning

You toss a newly purchased felt mouse across the floor; your cat chases it excitedly, clutches it in her

paws and rolls around with it. Several tosses later, your cat yawns pointedly and settles herself for a

nap. The change in your cat’s behavior illustrates:

adaptation.

habituation.

conditioning.

maturation.

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Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #4

Learning Objective: Define learning.

Learning Outcome: 15-2

Topic: Learning5.

_____

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.

Extinction; habituation

Habituation; extinction

Habituation; adaptation

Adaptation; habituation

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Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #5

Learning Objective: Define learning.

Learning Outcome: 15-2

Topic: Learning

_____

is credited with laying the foundation for the study of classical conditioning in psychology.

Thorndike

Skinner

Pavlov

Watson

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Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #6

Learning Objective: Define and describe classical conditioning.

Learning Outcome: 15-2

Topic: Classical Conditioning7.

_____

is a type of learning in which a neutral stimulus comes to bring about a response after it is

paired with a stimulus that naturally brings about that response.

Classical conditioning

Operant conditioning

Observational learning

Instrumental conditioning

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Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #7

Learning Objective: Define and describe classical conditioning.

Learning Outcome: 15-2

Topic: Classical Conditioning

_____

stimulus does not naturally bring about the response of interest.

Reflexive

Unconditioned

Neutral

Normative

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Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #8

Learning Objective: Define and describe classical conditioning.

Learning Outcome: 15-2

Topic: Classical Conditioning9.

_____

stimulus naturally brings about a particular response without having been learned.

Conditioned

Unconditioned

Neutral

Normative

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Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #9

Learning Objective: Define and describe classical conditioning.

Learning Outcome: 15-2

Topic: Classical Conditioning

10.

In Pavlov’s study, the unconditioned stimulus (UCS) was

finally, the conditioned stimulus (CS) was

_____

_____; the neutral stimulus was

_____; and,

meat; the bell; meat

meat; the bell; the bell

the bell; meat; meat

meat; meat; the bell

APA LO: 1.2

APA LO: 1.3

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Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #10

Learning Objective: Define and describe classical conditioning.

Learning Outcome: 15-2

Topic: Classical Conditioning11.

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) _____

conditioned stimulus

unconditioned stimulus

neutral stimulus

conditioned response

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Blooms Taxonomy: Apply

Difficulty: Easy

Feldman – Chapter 05 #11

Learning Objective: Define and describe classical conditioning.

Learning Outcome: 15-2

Topic: Classical Conditioning

12.

Alexis uses cocaine, which activates her sympathetic nervous system. Expecting her dealer, her

hands shake and her heart pounds when she hears a knock on the door. Which alternative below

CORRECTLY identifies the neutral stimulus, the CS, and the UCS?

Neutral stimulus—knock on the door; CS—cocaine; UCS—cocaine

Neutral stimulus—knock on the door; CS—knock on the door; UCS—pounding heart

Neutral stimulus—knock on the door; CS—knock on the door; UCS—cocaine

Neutral stimulus—cocaine; CS—knock on the door; UCS—cocaine

APA LO: 1.2

APA LO: 1.3

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Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #12

Learning Objective: Define and describe classical conditioning.

Learning Outcome: 15-2

Topic: Classical Conditioning13.

In classical conditioning, how are the neutral stimulus and the conditioned response related?

They are not related; they are completely different stimuli.

They are the same thing; the terms are interchangeable.

The neutral stimulus becomes the conditioned stimulus.

The conditioned stimulus becomes the neutral stimulus.

APA LO: 1.2

APA LO: 1.3

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Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #13

Learning Objective: Define and describe classical conditioning.

Learning Outcome: 15-2

Topic: Classical Conditioning

14.

Nature is to nurture what

is to

_____

conditioned stimulus; unconditioned stimulus

conditioned response; unconditioned response

neutral stimulus; conditioned stimulus

unconditioned response; conditioned response

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Easy

Feldman – Chapter 05 #14

Learning Objective: Define and describe classical conditioning.

Learning Outcome: 15-2

Topic: Classical Conditioning15.

Classical conditioning is most successful when the neutral stimulus begins:

just before the unconditioned stimulus begins.

at exactly the same time that the unconditioned stimulus begins.

long before the unconditioned stimulus begins.

immediately after the unconditioned stimulus begins.

APA LO: 1.2

APA LO: 1.3

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Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #15

Learning Objective: Define and describe classical conditioning.

Learning Outcome: 15-2

Topic: Classical Conditioning

16.

Which pair below CORRECTLY identifies a stimulus or response in Watson and Rayner’s “Little

Albert” study?

Unconditioned stimulus—noise

Conditioned stimulus— fear

Unconditioned response—rat

Neutral stimulus—fear

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Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #16

Learning Objective: Define and describe classical conditioning.

Learning Outcome: 15-2

Topic: Applying Conditioning to Human Behavior17.

Jonas is a veteran of the war in Iraq. He suffers from posttraumatic stress disorder (PTSD). Now, back

home in a quiet California neighborhood, he jumps when he hears a firecracker or a car backfire. In

the terminology of classical conditioning, these sounds are best thought of as

stimuli.

_____

neutral

unconditioned

conditioned

normative

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Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #17

Learning Objective: Define and describe classical conditioning.

Learning Outcome: 15-2

Topic: Applying Conditioning to Human Behavior

18.

occurs when a previously conditioned response decreases in frequency and eventually

_____

disappears.

Extinction

Habituation

Adaptation

Deconditioning

Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #18

Learning Outcome: 15-2

Topic: Extinction19.

Which of the following scenarios exemplifies extinction?

car.

. Alexis is a former cocaine user. Now that she no longer uses cocaine, her hands no longer shake and

her heart no longer pounds when she hears a car pull into her drive, like her dealer used to do in his

Alexis uses cocaine. She no longer feels quite the same rush as she did when she first started using.

. Alexis is a former cocaine user in recovery. After a relapse, though, her hands shake and her heart

pounds when she hears a car pull into her drive, like her dealer used to do in his car.

Alexis uses cocaine. She finds that she is slowly losing her sense of smell.

Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #19

Learning Outcome: 15-2

Topic: Extinction

20.

Which of the following sequences CORRECTLY arranges the phases of the classical conditioning

process, from first to last?

Acquisition → spontaneous recovery → extinction

Acquisition → extinction → spontaneous recovery

Spontaneous recovery → acquisition → extinction

Extinction → acquisition → spontaneous recovery

Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Easy

Feldman – Chapter 05 #20

Learning Outcome: 15-2

Topic: Extinction21.

The reemergence of an extinguished conditioned response after a period of rest and with no further

conditioning is known as

_____

extinction

habituation

spontaneous recovery

deconditioning

Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #21

Learning Outcome: 15-2

Topic: Extinction

22.

Which of the following scenarios best exemplifies spontaneous recovery?

car.

. Alexis is a former cocaine user. Now that she no longer uses cocaine, her hands no longer shake and

her heart no longer pounds when she hears a car pull into her drive, like her dealer used to do in his

Alexis uses cocaine. She no longer feels quite the same rush as she did when she first started using.

. Alexis is a former cocaine user in recovery. After a relapse, though, her hands shake and her heart

pounds when she hears a car pull into her drive, like her dealer used to do in his car.

Alexis uses cocaine. She finds that she is slowly losing her sense of smell.

Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #22

Learning Outcome: 15-2

Topic: Extinction23.

_____

is a process in which, after a stimulus has been conditioned to produce a particular response,

stimuli that are similar to the original stimulus produce the same response.

Stimulus location

Stimulus generalization

Stimulus reflexive

Stimulus discrimination

Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #23

Learning Outcome: 15-2

Topic: Generalization

24.

Which of the following is TRUE of stimulus generalization?

It is the process that occurs if two stimuli are sufficiently distinct from one another.

The greater the similarity between two stimuli, the greater the likelihood of stimulus

generalization.

The conditioned response elicited by the new stimulus is usually more intense than the original

conditioned response.

Stimulus generalization provides the ability to differentiate between stimuli.

Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #24

Learning Outcome: 15-2

Topic: Generalization25.

Rosa becomes anxious when she enters the examination room at the clinic before a blood test. She

also squirms when she views injections on television. This illustrates:

observational learning.

stimulus generalization.

spontaneous recovery.

stimulus discrimination.

Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #25

Learning Outcome: 15-2

Topic: Generalization

26.

_____

occurs if two stimuli are sufficiently distinct from each other that one evokes a conditioned

response but the other does not.

Stimulus location

Stimulus generalization

Stimulus diffusion

Stimulus discrimination

Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #26

Learning Outcome: 15-2

Topic: Discrimination27.

Which of the following terms best expresses the relationship between stimulus generalization and

stimulus discrimination?

They are unrelated.

They are opposites.

They are the same thing.

Stimulus discrimination is a type of stimulus generalization.

Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Easy

Feldman – Chapter 05 #27

Learning Outcome: 15-2

Topic: Discrimination

Topic: Generalization

28.

June’s cat runs to the kitchen at the sound of the electric can opener, which she has learned is used

to open her food when her dinner is about to be served. The cat does not run when a blender is used,

although it sounds similar. June’s cat is demonstrating stimulus:

control.

discrimination.

generalization.

diffusion.

Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #28

Learning Outcome: 15-2

Topic: Discrimination29.

Janine completed several tours of duty in Afghanistan. She suffers from PTSD. Now, back home

in Texas, she is frightened by firecrackers and cars backfiring. The fact that these sounds scare her

reflects a process of stimulus:

diffusion.

discrimination.

generalization.

control.

Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #29

Learning Outcome: 15-2

Topic: Generalization

30.

Stimulus

_____ provides the ability to differentiate between stimuli.

control

discrimination

generalization

diffusion

Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Medium

Feldman – Chapter 05 #30

Learning Outcome: 15-2

Topic: Discrimination31.

In what way does learned taste aversion seem to contradict the basic principles of classical

conditioning?

In learned taste aversion, the CS and the unconditioned response (UCR) are separated by only a

brief interval.

Learned taste aversion can occur after only a single CS-UCR pairing.

Learned taste aversion takes longer to develop than do most classical conditioning processes.

Learned taste aversion is subject to biologically based constraints while, classical conditioning is

not.

APA LO: 1.2

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Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #31

Learning Objective: Identify the challenges that have been made to the traditional views of classical conditioning.

Learning Outcome: 15-2

Topic: Classical Conditioning

32.

_____

is learning in which a voluntary response is strengthened or weakened, depending on its

favorable or unfavorable consequences.

Classical conditioning

Operant conditioning

Observational learning

Instrumental conditioning

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #32

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Operant Conditioning33.

Operant conditioning most importantly involves forming associations between:

neutral and unconditioned stimuli.

stimuli and involuntary behavior.

behavior and consequences.

conditioned response and reflex.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #33

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Operant Conditioning

34.

Classical conditioning applies mostly to

_____

. Operant conditioning applies mainly to

_____

biological responses; voluntary responses

voluntary behavior; involuntary behavior

voluntary behavior; biological behavior

involuntary response; involuntary behavior

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #34

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Operant Conditioning35.

The root of operant conditioning may be traced to

escape from cages.

_____

‘s early studies of hungry cats learning to

Skinner

Thorndike

Watson

Pavlov

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #35

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Thorndikes Law of Effect

36.

“Responses that lead to satisfying consequences are more likely to be repeated.

” This is the law of:

consequences.

reward.

effect.

reinforcement.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #36

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Thorndikes Law of Effect37.

The most influential psychologist to study operant conditioning was:

Freud.

Watson.

Pavlov.

Skinner.

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #37

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Operant Conditioning

38.

The process by which a stimulus increases the likelihood that a preceding behavior will be repeated is

called:

habituation.

reinforcement.

learning.

spontaneous recovery.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #38

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Reinforcement39.

Which of the following approaches to treating a phobia is/are CORRECTLY matched with the type of

learning it reflects?

Conditioning client to associate a response of relaxation rather than anxiety to the feared object –

observational learning

Reinforcing client directly by interacting with the feared object – operant conditioning

Exposing client to a model interacting successfully with the feared object – classical conditioning

A new behavior is learned but not demonstrated until some incentive is provided for displaying it –

perceptual learning

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #39

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Reinforcement

40.

_____

is any stimulus that increases the probability that a preceding behavior will occur again.

catalyst

rejoinder

reinforcer

stimulant

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #40

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Reinforcement41.

Reinforcers that satisfy a biological need are called

_____

reinforcers.

primary

positive

unconditioned

reflexive

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #41

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Reinforcement

42.

Nature is to nurture what

reinforcers are to

reinforcers.

_____

positive; negative

secondary; primary

unconditioned; conditioned

primary; secondary

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Easy

Feldman – Chapter 05 #42

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Reinforcement43.

Which of the following reinforcers is INCORRECTLY categorized?

Food—primary reinforcer

Money—primary reinforcer

Praise—secondary reinforcer

Relief—primary reinforcer

APA LO: 1.2

APA LO: 1.3

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Blooms Taxonomy: Remember

Difficulty: Medium

Feldman – Chapter 05 #43

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Reinforcement

44.

Which of the following is an example of a secondary reinforcer?

Food

Sex

Money

Relief

APA LO: 1.2

APA LO: 1.3

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Blooms Taxonomy: Remember

Difficulty: Medium

Feldman – Chapter 05 #44

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Reinforcement45.

As part of a behavior modification program, Kendra and her partner each agree to praise the other if

she completes her assigned household chores by the end of the day. Such praise is an example of:

primary reinforcement

tertiary reinforcement

positive reinforcement

negative reinforcement

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #45

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-2

Topic: Reinforcement

46.

The term reward is synonymous with:

positive reinforcement only.

reinforcement generally.

negative reinforcement only.

primary reinforcement only.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Medium

Feldman – Chapter 05 #46

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Reinforcement47.

A(n) _____

reinforcer is a stimulus added to the environment, like getting paid to work, that

specifically brings about an increase in a preceding response.

primary

positive

unconditioned

neutral

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #47

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Reinforcement

48.

A(n) _____

reinforcer refers to the removal of an unpleasant stimulus, putting on a sweater when

your cold for example, which leads to an increase in the probability that a preceding response will be

repeated in the future.

negative

secondary

unconditioned

neutral

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #48

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Reinforcement49.

One reason Carlos continues to work at his job is the check he receives every two weeks. Carlos’

paycheck is a

reinforcer.

_____

neutral

primary

secondary

negative

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #49

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Reinforcement

50.

Dr. DiFonzo notices several students nodding in agreement as he lectures. Subsequently, his rhetoric

becomes more confident and more passionate. The students have provided

reinforcement.

_____

positive

secondary

conditioned

neutral

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #50

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Reinforcement51.

Negative reinforcement:

is the same thing as punishment.

increases the likelihood that preceding behaviors will be repeated.

decreases the likelihood that a behavior will be performed.

is a stimulus whose removal leads to a decrease in the probability that a preceding response will be

repeated.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #51

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Reinforcement

52.

Which of the following scenarios exemplifies negative reinforcement?

Vanna fastens her seatbelt as soon as she gets in her car to stop the annoying alert sound.

Drake no longer cuts class, now that his parents confiscated his iPod.

Maria now buys a different brand of cigarettes to get two packs for the price of one.

Nate no longer arrives late at work following a reprimand from his boss.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #52

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Reinforcement53.

_____

weakens a response through the application of an unpleasant stimulus.

Negative reinforcement

Negative punishment

Positive punishment

Normative reinforcement

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #53

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Punishment

54.

_____ punishment consists of the removal of something pleasant.

Prescriptive

Negative

Positive

Normative

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #54

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Punishment55.

Which of the following scenarios exemplify negative punishment?

Astrid tells her daughter she is grounded for misbehaving and cannot meet her friends for a week.

Carly yells at her husband when he comes home drunk.

Jim makes his middle-schoolers run extra laps when they are unruly in gym class.

Joanie takes several ibuprofen tablets when she has a headache.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #55

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Punishment

56.

Which of the following is an example of positive punishment?

You fight with your significant other and walk away

Getting a speeding ticket

Grounding a child for misbehaving and not letting him/her watch television

Giving your dog a treat for rolling over

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #56

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Punishment57.

Sheryl’s parents have told her that she is “grounded” and will not be allowed to watch any television

for a week, because she is not completing her assignments on time. This is an example of:

negative punishment.

negative reinforcement.

positive punishment.

positive reinforcement.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #57

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Punishment

58.

Which of the following is an example of negative punishment?

You fight with your significant other and walk away.

Spanking a child for misbehaving.

Yelling at your spouse for being irresponsible.

Informing an employee that he has been demoted because of a poor job evaluation.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #58

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Punishment59.

Which of the following types of consequences is CORRECTLY matched with an example?

Positive reinforcement – Vickie applies lotion to lessen the discomfort of a small burn

Negative reinforcement – Ella’s parents confiscate her car keys for breaking curfew

Positive punishment – Laurel’s mother yells at her when Laurel takes $20 from her mom’s purse

Negative punishment – Maddie receives a bonus for outstanding work performance

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Easy

Feldman – Chapter 05 #59

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Punishment

60.

Which of the following types of consequences is CORRECTLY matched with an example?

Positive reinforcement – Harvey is suspended when he vandalizes school property

Negative reinforcement – Jeff puts up his umbrella when it starts to sprinkle so he won’t get wet

Positive punishment – Jacqueline’s teacher puts a cute sticker on an arithmetic exercise completed

without mistakes

Negative punishment – Tommy receives a written reprimand from his boss following a series of

customer complaints

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #60

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Punishment61.

Which of the following is NOT a disadvantage of punishment?

It is ineffective if it is not delivered immediately after the undesirable behavior.

Physical punishment sends the message that aggressive behavior is appropriate.

It tends to change behavior very slowly.

Punishment does not suggest which alternative behaviors might be more desirable.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #61

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Punishment

62.

Behavior that is reinforced every time it occurs is said to be on a(n) _____

reinforcement schedule.

secondary

positive

intermittent

continuous

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #62

Learning Outcome: 16-1

Topic: Schedules of Reinforcement63.

You don’t receive a smile or a “thank you” each time you hold a door for the person behind you. It is

acknowledged sometimes. Door-holding is reinforced on a(n) _____

reinforcement schedule.

continuous

partial

regular

fixed

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Easy

Feldman – Chapter 05 #63

Learning Outcome: 16-1

Topic: Schedules of Reinforcement

64.

Vending machine is to slot machine what

reinforcement is to

_____

reinforcement.

secondary; primary

continuous; intermittent

partial; intermittent

variable; fixed

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #64

Learning Outcome: 16-1

Topic: Schedules of Reinforcement65.

A fixed-ratio schedule is a schedule:

by which reinforcement is given only after a specific number of responses are made.

by which reinforcement occurs after a varying number of responses rather than after a fixed

number.

that provides reinforcement for a response only if a fixed time period has elapsed, making overall

rates of response relatively low.

by which the time between reinforcements varies around some average rather than being fixed.

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #65

Learning Outcome: 16-1

Topic: Schedules of Reinforcement

66.

Which of the following promotions exemplifies the use of a fixed-ratio schedule of reinforcement?

. A 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.

. A café offers its customers a punch card. Each time a patron purchases a beverage, a hole is

punched; when ten holes are punched, the patron receives a free beverage.

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.

Now and then, a café announces a two-for-one deal.

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #66

Learning Outcome: 16-1

Topic: Schedules of Reinforcement67.

Dr. Arceneaux wants his students to take advantage of online practice quizzes on his course site.

Which of the following is the most effective plan to increase the number of practice quizzes

completed?

1 bonus point for every 2 online practice quizzes completed

5 points deducted from course total if no quizzes are completed

1 bonus point awarded every 2 weeks if 2 or more quizzes have been completed

1 bonus point awarded every now and then (about 2 weeks on average) if 2 or more quizzes have

been completed recently

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #67

Learning Outcome: 16-1

Topic: Schedules of Reinforcement

68.

A variable-ratio schedule is a schedule:

by which reinforcement is given only after a specific number of responses are made.

by which reinforcement occurs after a fluctuating number of responses rather than after a fixed

number.

that provides reinforcement for a response only if a fixed time period has elapsed, making overall

rates of response relatively low.

by which the time between reinforcements varies around some average rather than being fixed.

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #68

Learning Outcome: 16-1

Topic: Schedules of Reinforcement69.

Dr. Arceneaux has developed several alternative plans to increase the number of online practice

quizzes his students complete. Which plan below is INCORRECTLY matched with the related

schedule?

1 bonus point for every two online practice quizzes completed—fixed-ratio

1 bonus point awarded every 2 weeks if two or more quizzes have been completed—fixed-interval

. 1 bonus point awarded every now and then (about 2 weeks on average) if two or more quizzes have

been completed recently—variable-ratio

. 1 bonus point awarded randomly, either for every 2 online quizzes taken or 2 bonus points for all

those students taken within the first week—variable-interval

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #69

Learning Outcome: 16-1

Topic: Schedules of Reinforcement

70.

Imagine that you graphed the cumulative number of bar-press responses over time of four rats, each

reinforced on a different one of the four schedules of intermittent reinforcement. Each rat’s behavior is

graphed on a separate line. The line with the greatest slope should be that displaying the behavior of

the rat reinforced on the

schedule.

_____

fixed-ratio

fixed-interval

variable-interval

variable-ratio

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #70

Learning Outcome: 16-1

Topic: Schedules of Reinforcement71.

In general, _____

schedules of reinforcement yield high response rates.

variable-interval

fixed-interval

variable-ratio

fixed-ratio

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #71

Learning Outcome: 16-1

Topic: Schedules of Reinforcement

72.

Typically long pauses in responding are found in

_____

schedules.

fixed-interval

fixed-ratio

variable-interval

variable-ratio

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #72

Learning Outcome: 16-1

Topic: Schedules of Reinforcement73.

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.

fixed-interval

fixed-ratio

variable-interval

variable-ratio

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #73

Learning Outcome: 16-1

Topic: Schedules of Reinforcement

74.

A fixed-interval schedule is a schedule:

by which reinforcement is given only after a specific number of responses are made.

by which reinforcement occurs after a varying number of responses rather than after a fixed

number.

. that provides reinforcement for a response only if an unvarying time period has elapsed, making

overall rates of response relatively low.

by which the time between reinforcements varies around some average rather than being constant.

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #74

Learning Outcome: 16-1

Topic: Schedules of Reinforcement75.

Paychecks and semester grades are delivered on a

schedule of reinforcement.

_____

fixed-ratio

fixed-interval

variable-ratio

variable-interval

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Easy

Feldman – Chapter 05 #75

Learning Outcome: 16-1

Topic: Schedules of Reinforcement

76.

A variable-interval schedule is a schedule:

by which reinforcement is given only after a specific number of responses are made.

by which reinforcement occurs after a varying number of responses rather than after a fixed

number.

that provides reinforcement for a response only if a fixed time period has elapsed, making overall

rates of response relatively low.

by which the time between reinforcements fluctuates around some average rather than being fixed.

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #76

Learning Outcome: 16-1

Topic: Schedules of Reinforcement77.

Which of the following is TRUE about stimulus control training?

In stimulus control training, a behavior is reinforced in the presence of a specific stimulus.

In stimulus control training, a behavior is reinforced in the absence of a specific stimulus.

. Stimulus control training is the process of teaching a complex behavior by rewarding closer and

closer approximations of the desired behavior.

. Stimulus control training is the process of teaching a simple behavior by rewarding closer and

closer approximations of the desired behavior.

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #77

Learning Outcome: 16-1

Topic: Discrimination

78.

Ewan is convinced that a woman across the bar is “sending signals.

” A learning theorist would term

such signals:

conditioned stimuli.

discriminative stimuli.

positive reinforcers.

intermittent reinforcers.

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #78

Learning Outcome: 16-1

Topic: Discrimination79.

Sheryl makes pleasant small talk and pays her boss a compliment before asking for a personal day,

because such a strategy was successful with a few of her previous bosses. This example most clearly

illustrates:

stimulus generalization.

stimulus control.

stimulus discrimination.

shaping.

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #79

Learning Outcome: 16-1

Topic: Generalization

80.

The process of teaching a complex behavior by reinforcing closer and closer approximations of the

desired behavior is called:

stimulus control training.

discrimination training.

shaping.

behavior modification.

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #80

Learning Outcome: 16-1

Topic: Shaping81.

Mrs. Martin, a third-grade teacher, is instructing cursive writing. At first, she reinforces even crude

attempts to reproduce letters with an encouraging word; as time goes on, though, she reinforces only

well-formed letters. By reinforcing progressively better attempts at writing letters, Mrs. Martin is

using:

discrimination training.

shaping.

stimulus control training.

behavior modification.

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #81

Learning Outcome: 16-1

Topic: Shaping

82.

Which of the following does NOT accurately reflect a distinction between classical and operant

conditioning?

. Classical conditioning entails forming an association between stimuli; operant conditioning involves

forming an association between a behavior and its consequences.

Classical conditioning applies to voluntary behavior, while operant conditioning applies to

involuntary behavior.

. In the case of classical conditioning, before conditioning, an unconditioned stimulus leads to an

unconditioned response; in operant conditioning reinforcement leads to an increase in behavior.

. In the case of classical conditioning, after conditioning, a conditioned stimulus leads to a

conditioned response; in operant conditioning punishment leads to a decrease in behavior.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #82

Learning Objective: Describe behavior modification.

Learning Outcome: 16-1

Topic: Behavior Modification83.

Which of the following is TRUE of classical conditioning?

. Its basic principle is that reinforcement increases the frequency of the behavior preceding it;

punishment decreases the frequency of the behavior preceding it.

It applies to involuntary behavior.

According to classical conditioning, reinforcement leads to an increase in behavior.

. According to classical conditioning, organism voluntarily operates on its environment to produce a

desirable result. After behavior occurs, the likelihood of the behavior occurring again is increased or

decreased by the behavior’s consequences.

APA LO: 1.2

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #83

Learning Objective: Describe behavior modification.

Learning Outcome: 16-1

Topic: Behavior Modification

84.

Dr. Simonelli is a practicing behavior analyst. What does she do?

She helps clients explore the unconscious motivations behind their behaviors.

She helps clients change how they think about their own behavior and that of others.

She specializes in behavior modification techniques.

She conducts basic research into conditioning mechanisms and principles.

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #84

Learning Objective: Describe behavior modification.

Learning Outcome: 16-2

Topic: Behavior Modification85.

_____

is a formalized technique for promoting the frequency of desirable conducts and decreasing the

incidence of unwanted ones.

Functional modification

Genetic modification

Posttranslational modification

Behavior modification

APA LO: 1.2

APA LO: 2.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #85

Learning Objective: Describe behavior modification.

Learning Outcome: 16-2

Topic: Behavior Modification

86.

The cognitive learning concept of

_____

learning is associated most prominently with

_____

latent; Tolman

latent; Thorndike

implicit; Tolman

implicit; Thorndike

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #86

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Latent Learning87.

The

_____

learning.

is an approach to the study of learning that focuses on the thought processes that underlie

transformative learning theory

behavioral learning theory

cognitive learning theory

constructivism learning theory

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #87

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Cognitive Learning Theory

88.

Psychologists working within the cognitive learning perspective:

deny the importance of classical and operant conditioning.

go beyond classical and operant conditioning.

perform research essentially identical to that conducted by more traditional learning theorists.

have probably never heard of classical and operant conditioning.

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #88

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Cognitive Learning Theory89.

Which of the following does the cognitive learning theory emphasize?

Expectations

Imitation

Consolidation

Associations

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #89

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Cognitive Learning Theory

90.

The focus of classical and operant conditioning is on

approach is on

_____

_____; the focus of the cognitive learning

external stimuli, responses, and reinforcement; internal thoughts and expectations of learners

external stimuli, responses, and reinforcement; external stimuli, responses, and reinforcement as

well

internal thoughts and expectations of learners; external stimuli, responses, and reinforcement

internal thoughts and expectations of learners; internal thoughts and expectations of learners as

well

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Easy

Feldman – Chapter 05 #90

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Cognitive Learning Theory91.

Learning in which a new behavior is acquired but is not demonstrated until some incentive is provided

for displaying it is known as

_____

learning.

tangential

latent

perceptual

spatial

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #91

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Latent Learning

92.

Which theorist is CORRECTLY matched with the concept with which he is associated?

Bandura—classical conditioning

Tolman—latent learning

Pavlov—observational learning

Watson—associative learning

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Easy

Feldman – Chapter 05 #92

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Latent Learning93.

_____

learning occurs without reinforcement.

Latent

Operant

Subliminal

Manifest

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #93

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Latent Learning

94.

Recall Tolman’s latent learning experiments in which rats learned to run a maze. What was the critical

result?

Rats that were never given an incentive, never learned to run the maze.

Rats that were never given an incentive still learned to run the maze.

. Rats that began to receive an incentive halfway through the experiment rapidly matched the

performance of rats that had been reinforced from the beginning of the experiment.

Rats that began to receive an incentive halfway through the experiment never learned to run the

maze.

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Easy

Feldman – Chapter 05 #94

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Latent Learning95.

A(n) _____

is a mental representation of spatial locations and directions.

algorithm

prototype

cognitive map

perceptual blueprint

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #95

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Latent Learning

96.

You have a kind of picture in your head of your hometown, a mental representation of its layout and

the location of key landmarks, like rivers, buildings, freeways, and parks. This representation is called

a(n):

internal navigator.

mental GPS.

cognitive map.

perceptual blueprint.

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Easy

Feldman – Chapter 05 #96

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Latent Learning97.

Learning by watching the behavior of another person, or model is known as

_____

perceptual learning

observational learning

latent learning

tangential learning

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #97

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Observational Learning

98.

Bandura’s Bobo doll experiment was intended to demonstrate:

shaping.

observational learning.

latent learning.

stimulus control training.

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #98

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Observational Learning99.

Observational learning is based in part on the activity of

_____

neurons in the brain.

mirror

reflexive

imitative

modeling

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #99

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Observational Learning

100.

Which of the following statements INCORRECTLY describes the effects on observational learning of

the reinforcement or punishment of the model?

We are more likely to imitate reward models than we are to imitate non-reward models.

Observational learning does not occur when the model is punished.

Observing the punishment of a model does not stop observers from learning the behavior.

Observational learning is likely to occur when the model is rewarded.

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #100

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Observational Learning101.

_____

is associated with the Fearless-Peer experiment. The experiment demonstrates

_____

Pavlov; classical conditioning

Bandura; observational learning

Skinner; operant conditioning

Thorndike; latent learning

APA LO: 1.3

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #101

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Observational Learning

102.

Based on your reading of the text, the average child in the United States has viewed more than

murders on network TV by the time he or she graduates from elementary school.

_____

500

8,000

6,000

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #102

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Violence in Media103.

According to one survey, approximately one-

_____

attempted to commit a media-inspired copycat crime.

of violent young male offenders in Florida had

fifth

fourth

third

half

APA LO: 1.2

APA LO: 2.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #103

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Violence in Media

104.

Based on your reading of the text, exposure to actual firearm violence increases by a factor of

_____

the likelihood that an adolescent will commit serious violence within the succeeding two years.

1.5

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #104

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Violence in Media105.

Travis is an intuitive thinker with a highly developed ability to remember verbal material, especially if

it is highly relevant. Janet is detail-oriented, with an excellent memory for abstract material. She is not

easily dissuaded by dull tasks. Which of the following statements best identifies the learning styles of

these two individuals?

Travis has an analytical learning style. Janet’s learning style is relational.

Travis has a relational learning style. Janet’s learning style is analytical.

Both Travis and Janet have analytical learning styles.

Both Travis and Janet have relational learning styles.

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #105

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Violence in Media

106.

Which alternative below CORRECTLY pairs a learning style described in your text with one of its

characteristics?

Relational style – shows intuitive thinking

Relational style – able to focus on details

Analytical style – displays improvisational, intuitive thinking

Analytical style – displays good memory for relevant, verbal material

APA LO: 1.2

Accessibility: Keyboard Navigation

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #106

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Violence in Media107.

Neal, an Asian-American student would most likely:

focus on detail.

have a good memory for verbally presented ideas and information.

learn materials that have a human, social content.

perceive information as part of total picture.

APA LO: 1.2

APA LO: 2.5

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #107

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Violence in Media

108.

An analytic learning style is most likely to be displayed by:

Caucasian males.

Asian-American females.

Hispanic-American females.

Native-American males.

APA LO: 1.2

APA LO: 2.5

Accessibility: Keyboard Navigation

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #108

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Violence in Media109.

Which of the following students is most likely to display an analytical learning style?

Jamal, an African-American male

Lee, an Asian-American male

Mona, a Caucasian female

Nina, a Hispanic-American female

APA LO: 1.2

APA LO: 2.5

Accessibility: Keyboard Navigation

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #109

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Violence in Media

110.

Habituation is a decline in the behavioral response following repeated exposure to the same stimulus.

APA LO: 1.2

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #110

Learning Objective: Define and describe classical conditioning.

Learning Outcome: 15-2

Topic: Classical Conditioning

111.

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

APA LO: 1.3

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #111

Learning Objective: Define and describe classical conditioning.

Learning Outcome: 15-2

Topic: Classical Conditioning

112.

A bright flash automatically causes us to blink. It is a(n) unconditioned response.

APA LO: 1.3

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #112

Learning Objective: Define and describe classical conditioning.

Learning Outcome: 15-2

Topic: Classical Conditioning

113.

Phobias are intense, irrational fears.

APA LO: 1.3

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #113114.

115.

116.

117.

118.

119.

Learning Objective: Define and describe classical conditioning.

Learning Outcome: 15-2

Topic: Applying Conditioning to Human Behavior

Spontaneous recovery occurs when an extinguished conditioned response reappears after a period of

rest.

APA LO: 1.2

APA LO: 1.3

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #114

Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.

Learning Outcome: 15-2

Topic: Extinction

Adam was badly stung by a bee when he was a child. Now he is frightened not only of bees but of all

flying insects. This example illustrates

stimulus generalization .

APA LO: 1.2

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #115

Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.

Learning Outcome: 15-2

Topic: Generalization

Olympia consumed some poorly stored sushi on a hot day; she became violently ill. Now Olympia

can’t stand the sight of sushi. She has developed a(n) learned taste aversion .

APA LO: 1.2

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #116

Learning Objective: Identify the challenges that have been made to the traditional views of classical conditioning.

Learning Outcome: 15-2

Topic: Classical Conditioning

A stimulus that increases the probability that a preceding behavior will be repeated is termed a(n)

reinforcer .

APA LO: 1.2

APA LO: 1.3

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #117

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Reinforcement

Money is an example of a secondary reinforcer.

APA LO: 1.2

APA LO: 1.3

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #118

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Reinforcement

Positive punishment weakens a response through the application of an unpleasant stimulus.APA LO: 1.2

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #119

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Punishment

120.

A weekly paycheck is an example of fixed-interval schedule.

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #120

Learning Outcome: 16-1

Topic: Schedules of Reinforcement

121.

When a behavior is reinforced in the presence of a specific stimulus, but not in its absence it is known

as stimulus control training.

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #121

Learning Outcome: 16-1

Topic: Discrimination

122.

When your partner says “I’m going up to bed early,

” you follow expectantly. When he or she

says,

“I’m tired,

” you stay behind and say you’ll read in the living room for a while. This is an example

of a discriminative stimulus.

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #122

Learning Outcome: 16-1

Topic: Discrimination

123.

Shaping is one way that organisms learn complex behavior.

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #123

Learning Outcome: 16-1

Topic: Shaping

124.

Dr. Margate specializes in using behavior modification techniques to help adults engage in health-

promoting behaviors, such as exercising, quitting smoking, and so forth. Dr. Margate is a behavior

analyst .

APA LO: 1.2

APA LO: 2.2

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #124

Learning Objective: Describe behavior modification.

Learning Outcome: 16-2

Topic: Behavior Modification

125.

Dr. Tabachnik focuses on the expectations participants develop regarding the likelihood that a given126.

127.

128.

129.

behavior will be punished. Dr. Tabachnik might be described as a(n) cognitive learning theorist.

APA LO: 1.2

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #125

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Cognitive Learning Theory

In the latent learning study described in the text, the rats that were reinforced only during the latter

portion of the experiment would be considered a(n) experimental group.

APA LO: 2.2

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #126

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Latent Learning

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

APA LO: 1.2

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #127

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Observational Learning

Mirror neurons are neurons that fire when we observe another person’s behavior.

APA LO: 1.2

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #128

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Observational Learning

Although a “phonics” approach to reading instruction might capitalize on an analytic learning style,

the “whole-word” approach may be better suited to a(n) relational learning style.

APA LO: 1.2

Blooms Taxonomy: Understand

Difficulty: Easy

Feldman – Chapter 05 #129

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Violence in Media130.

Explain classical conditioning with a suitable example.

Students’ examples may vary.

Classical conditioning is a type of learning in which a neutral stimulus (such as the experimenter’s

footsteps) comes to elicit a response after being paired with a stimulus (such as food) that naturally

brings about that response.

To demonstrate classical conditioning, Pavlov attached a tube to the salivary gland of a dog, allowing

him to measure precisely the dog’s salivation. He then rang a bell and, just a few seconds later,

presented the dog with meat. This pairing occurred repeatedly and was carefully planned so that, each

time, exactly the same amount of time elapsed between the presentation of the bell and the meat. At

first the dog would salivate only when the meat was presented, but soon it began to salivate at the

sound of the bell. In fact, even when Pavlov stopped presenting the meat, the dog still salivated after

hearing the sound. The dog had been classically conditioned to salivate to the bell.

APA LO: 1.2

APA LO: 1.3

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #130

Learning Objective: Define and describe classical conditioning.

Learning Outcome: 15-2

Topic: Classical Conditioning131.

In the case of Pavlov and his dog, identify and describe the following: neutral stimulus, unconditioned

stimulus, unconditioned response, conditioned stimulus, and conditioned response.

Before conditioning, there are two unrelated stimuli: the ringing of a bell and meat. We know that

normally the ringing of a bell does not lead to salivation but to some irrelevant response, such as

pricking up the ears or perhaps a startle reaction. The bell is therefore called the neutral stimulus,

because it is a stimulus that, before conditioning, does not naturally bring about the response in which

we are interested.

We also have meat, which naturally causes a dog to salivate—the response we are interested in

conditioning. The meat is considered an unconditioned stimulus (UCS) because food placed in a

dog’s mouth automatically causes salivation to occur. The response that the meat elicits (salivation) is

called an unconditioned response (UCR)—a natural, innate, reflexive response that is not associated

with previous learning. Unconditioned responses are always brought about by the presence of

unconditioned stimuli. When conditioning is complete, the bell has evolved from a neutral stimulus

to a conditioned stimulus (CS). At this time, salivation that occurs as a response to the conditioned

stimulus (bell) is considered a conditioned response (CR). After conditioning, then, the conditioned

stimulus evokes the conditioned response.

APA LO: 1.2

APA LO: 1.3

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #131

Learning Objective: Define and describe classical conditioning.

Learning Outcome: 15-2

Topic: Classical Conditioning132.

Making specific reference to such terms as UCS, CS, UCR, CR, and stimulus generalization, explain

how classical conditioning may account for the development of a specific phobia.

The acquisition of a phobia begins with an unconditioned stimulus that reflexively elicits a startled,

anxious, or fearful response. Such UCSs include loud noises, a loss of bodily support, and tissue

damage. Neutral stimuli occurring along with the unconditioned stimulus may become conditioned

stimuli, able to elicit a conditioned response of fear or anxiety. In Watson and Rayner’s “Little Albert”

study, for example, a previously neutral white rat was presented along with an unconditioned stimulus

of loud noise; Little Albert came to fear the rat. Through the process of stimulus generalization, fear

or anxiety may be elicited not only by the original CS, but by similar stimuli as well; Little Albert, for

example, became fearful of other white or furry objects in addition to rats.

Example: Fear of flying: A fear of flying may be seen as essentially a fear of falling, of the loss

of bodily support. During a period of turbulence, a flight passenger may experience a dropping

or plummeting sensation, an unconditioned stimulus eliciting an unconditioned fear response.

Surrounding stimuli, such as the flight cabin, may act as conditioned stimuli capable of eliciting a

conditioned fear response. This response may generalize to the airplane itself and to other stimuli

associated with flying.

APA LO: 1.3

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #132

Learning Objective: Define and describe classical conditioning.

Learning Outcome: 15-2

Topic: Applying Conditioning to Human Behavior133.

Making reference to neutral, unconditioned, conditioned stimuli, unconditioned, and conditioned

responses, distinguish between (a) extinction and spontaneous recovery and (b) stimulus

generalization and stimulus discrimination. Give an original example of either extinction or

spontaneous recovery, and of either stimulus generalization and stimulus discrimination.

The answer should contain the following points:

Extinction vs. spontaneous recovery: Extinction refers to the weakening and eventual disappearance

of a conditioned response when the conditioned stimulus is presented repeatedly in the absence of the

unconditioned stimulus. For example, a cat conditioned to run toward the kitchen at the sound of an

electric can opener may eventually stop doing so when its owner begins to feed it only dry food, rather

than canned wet food. Spontaneous recovery refers to the reemergence of an extinguished conditioned

response when the unconditioned stimulus is again presented along with the conditioned stimulus.

Returning to the previous example, a cat may immediately resume running toward the kitchen at the

sound of the can opener when its owner again feeds it canned wet food after a period of feeding it only

dry food.

Stimulus generalization vs. stimulus discrimination: Stimulus generalization occurs when a

conditioned stimulus is elicited not only by the original conditioned stimulus, but also by similar

stimuli. An individual with a needle phobia may react with anxiety not only to injections or blood

tests, but to also to the mere sight of an injection on television or of a discarded needle on the

sidewalk. By contrast, stimulus generalization occurs when a stimulus that might seem somewhat

similar to the original conditioned stimulus fails to elicit the conditioned stimulus. For example, an

individual with a needle phobia may react with anxiety to the sight of an injection on television or of a

discarded needle on the sidewalk, but not to the sight of scissors, knives, or other sharp objects.

APA LO: 1.2

APA LO: 1.3

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #133

Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discrimination.

Learning Outcome: 15-2

Topic: Discrimination

Topic: Extinction

Topic: Generalization134.

How have psychologists challenged Pavlov’s traditional account of classical conditioning?

Psychologists have challenged Pavlov’s original description of classical conditioning by suggesting

that biology influences the ease with which associations may be conditioned.

Learning theorists influenced by cognitive psychology have argued that learners actively develop an

understanding and expectancy about which particular unconditioned stimuli are matched with specific

conditioned stimuli. A ringing bell, for instance, gives a dog something to think about: the impending

arrival of food.

Pavlov implied that all associations may be acquired with more or less equal ease. However, it appears

that organisms are biologically prepared to learn certain associations more readily than others. One

example is conditioned taste aversion. If a food makes an organism sick, the organism may acquire an

association between stimuli associated with the food, such as its appearance or smell, and illness or

nausea rapidly, perhaps after a single experience with illness following the food.

APA LO: 1.2

APA LO: 1.3

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #134

Learning Objective: Identify the challenges that have been made to the traditional views of classical conditioning.

Learning Outcome: 15-2

Topic: Classical Conditioning135.

Imagine that you are a parent, a teacher, or a supervisor in a workplace. Give specific examples of

how you might use (a) positive reinforcement, (b) negative reinforcement, (c) positive punishment,

and (d) negative punishment to bring about desirable changes in the behavior of a child, student, or

subordinate worker.

Students’ examples may vary.

The answer might include examples such as the following:

Parent:

Positive reinforcement. A parent may give a child money for completing household chores, thereby

increasing the likelihood that he or she will complete chores in the future.

Negative reinforcement. Following the exemplary completion of a series of chores, a parent might

excuse the child from an odious chore he or she may have originally been expected to perform. The

child may be more likely in the future to complete his or her chores.

Positive punishment. A parent may reprimand a child harshly for hitting a sibling. The child should be

less likely to hit the sibling in the future.

Negative punishment. A parent may send a child to his or her room without dessert if the child throws

a tantrum during the evening meal. The child should be less likely to throw tantrums in the future.

Teacher:

Positive reinforcement. A teacher may praise a student for completing an assignment without errors,

thereby increasing the likelihood that he or she will complete assignments correctly in the future.

Negative reinforcement. A teacher may eliminate a homework assignment if recent homework has

been completed in a timely and accurate fashion; the student’s performance may improve in the future

as a result.

Positive punishment. A teacher may write harsh comments on a carelessly done homework

assignment, perhaps reducing the likelihood that assignments will be completed sloppily in the future.Negative punishment. A child may be forced to sit alone in a corner or in the cloakroom if he or she

behaves aggressively toward classmates; aggressive behavior should decrease in the future as a result.

Supervisor:

Positive reinforcement. A supervisor may give an employee a value card to a local restaurant or

department store following a highly productive week, thereby encouraging future productivity.

Negative reinforcement. A supervisor may grant an employee a personal day or an extended lunch

hour for exemplary work performance, encouraging high performance in the future.

Positive punishment. A supervisor may lecture an employee for making an off-color remark to another

worker; the employee may be less likely to make such remarks in the future.

Negative punishment. A supervisor may eliminate a perk such as free coffee when employees abuse

workplace privileges. Workers should be less likely to abuse privileges in the future.

APA LO: 1.3

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #135

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Punishment

Topic: Reinforcement136.

Suppose that you are asked to lead a workshop for parents on the use of punishment and reinforcement

to manage child and adolescent behavior. What might you tell the parents regarding the appropriate

and inappropriate use of punishment? Provide concrete examples to support your points. Suggest

how parents might use punishment more effectively and how they might substitute reinforcement for

punishment. Provide concrete examples to support your points.

Students’ examples may vary.

Punishment is sometimes appropriate. It is the most rapid means of suppressing behavior that may be

dangerous to continue, such as running into the street or playing with matches. Punishment has also

been applied successfully to prevent self-injury among autistic children.

Punishment is often used ineffectively by parents. First, punishment is only effective if it is delivered

immediately after the undesirable behavior. For example, the threat,

“Wait until your father gets

home!” will do little to stop a toddler from writing on the wall. If punishment is to be used, it should

be delivered while the behavior is underway. Second, the use of physical punishment—e.g., spanking,

whipping—conveys the message that physical aggression is appropriate. It may cause the child to fear

or evade the parent, and it may damage a child’s self-esteem. A child may conceal his undesirable

behavior, such as by writing on the walls inside a closet. Third, punishment is really only effective if

it is accompanied by the reinforcement of desirable alternatives to the punished behavior. A parent

might additionally reinforce drawing or writing on paper rather than on the wall, rather than only

punishing the child when he writes on the wall. Punishment in and of itself does little to convey

information regarding more appropriate behaviors.

APA LO: 1.2

APA LO: 2.3

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #136

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Punishment137.

What are the pros and cons of punishment?

Punishment often presents the quickest route to changing behavior that, if allowed to continue, might

be dangerous to an individual. There are some rare instances in which punishment can be the most

humane approach to treating certain severe disorders. For example, some children suffer from autism,

a psychological disorder that can lead them to abuse themselves by tearing at their skin or banging

their heads against the wall, injuring themselves severely in the process. In such cases—and when all

other treatments have failed—punishment in the form of a quick but intense electric shock has been

used to prevent self-injurious behavior. Such punishment, however, is used only to keep the child safe

and to buy time until positive reinforcement procedures can be initiated.

Punishment has several disadvantages that make its routine questionable. For one thing, punishment

is frequently ineffective, particularly if it is not delivered shortly after the undesired behavior or if the

individual is able to leave the setting in which the punishment is being given. Even worse, physical

punishment can convey to the recipient the idea that physical aggression is permissible and perhaps

even desirable. In addition, physical punishment is often administered by people who are themselves

angry or enraged. It is unlikely that individuals in such an emotional state will be able to think

through what they are doing or control carefully the degree of punishment they are inflicting. Finally,

punishment does not convey any information about what an alternative, more appropriate behavior

might be. To be useful in bringing about more desirable behavior in the future, punishment must be

accompanied by specific information about the behavior that is being punished, along with specific

suggestions concerning a more desirable behavior.

APA LO: 1.2

APA LO: 1.3

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #137

Learning Objective: Explain operant conditioning.

Learning Outcome: 16-1

Topic: Punishment138.

Draw on your knowledge of positive and negative reinforcement, punishment, schedules of

reinforcement, stimulus control training, discriminative stimuli, shaping, and biological constraints on

learning to describe how you might use operant conditioning to train domestic animals—e.g., dogs,

cats, horses, etc.

—to perform desired behaviors.

Students’ answers may vary.

Positive reinforcement. We may reward a kitten with a cuddle when it begins to use its litter box.

Punishment. We may squirt a cat with water each time it climbs on the furniture or the curtains.

Schedules of reinforcement. When training a puppy to sit on command, we might reinforce it on

a continuous schedule at first to facilitate the acquisition of the behavior; we may then fade the

reinforcement schedule, reinforcing it on a fixed- or variable-ratio intermittent schedule to make the

behavior resistant to extinction.

Stimulus control training and discriminative stimuli. We might wish to train a cat to use an outdoor

litter box rather than a flower bed; we might reinforce the cat for using the box but punish it for using

the flower bed.

Shaping. When training a puppy to sit on command, we might reinforce successive approximations to

the desired behavior. For example, we might initially reinforce even fairly general squatting motions;

later we might reinforce only a full sit.

Biological constraints on learning. We may take advantage of species-typical behaviors to train

animals. Examples include the tendency of cats to bury their feces, the tendency of some breeds of

dogs to burrow, and so on.

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

APA LO: 1.3

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #138

Learning Outcome: 16-1

Topic: Biological Constraints

Topic: Punishment

Topic: Reinforcement

Topic: Schedules of Reinforcement

Topic: Shaping139.

Identify and define the four schedules of intermittent or partial reinforcement. Provide day-to-day

examples of each of the four schedules. Identify two specific ways that college professors might

use our understanding of the schedules to increase the frequency with which students study course

materials.

Students’ examples may vary.

The answer should include the following:

Four schedules of intermittent reinforcement: Fixed-interval (FI), fixed-ratio (FR), variable-interval

(VI), and variable-ratio (VR) schedules.

Definitions and examples:

Fixed-interval (FI). Reinforcement is delivered following a set or constant time period. Typical

examples include grades and paychecks.

Fixed-ratio (FR). Reinforcement is delivered following a set or constant number of responses.

Piecework offers a typical example.

Variable-interval (VI). Reinforcement is delivered following a time period that varies around an

average. Fishing and holding on the phone are reinforced on a VI schedule.

Variable-ratio (VR). Reinforcement is delivered following a variable number of responses.

Salespeople are reinforced with sales on such a schedule. Slot machines deliver payoffs on a VR

schedule.

Professors might try to take advantage of the higher rates of responding seen under ratio schedules.

Using an FR schedule, for example, professors could award points for each chapter summary or

review completed. The text also suggests that giving quizzes on a VI rather than an FI schedule—that

is, giving “pop” quizzes—might encourage students to study more regularly.

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, superstitious behavior, and shaping.

APA LO: 1.2

APA LO: 1.3

Blooms Taxonomy: Understand

Difficulty: Easy

Feldman – Chapter 05 #139

Learning Outcome: 16-1

Topic: Schedules of Reinforcement140.

Identify a behavior of your own that you would like to perform more frequently (e.g., studying,

completing household chores or yard work) or less frequently (e.g., snacking, smoking cigarettes).

Outline a step-by-step behavior modification program that might help you achieve your goal.

The behavior students identify may differ.

Identifying goals and target behaviors. Define the desired behavior change and state goals and specific

targets in observable, measurable terms. Example: Goal—to smoke fewer cigarettes; Target—to

smoke no more than five cigarettes each day.

Designing a data-recording system and recording preliminary data. Collect baseline data. Example:

record the number of cigarettes smoked each day for one week prior to attempting to change the

behavior.

Selecting a behavior change strategy. Select strategies based on operant conditioning principles. More

than one strategy should be used. For example, one might reward oneself with a desired activity (e.g.,

a phone call to a friend) each day that one meets the five-cigarette target. One might also reinforce

activities incompatible with smoking cigarettes, such as visiting the gym.

Implementing the program. Apply the program consistently.

Keeping records. Monitor target behaviors. Example: record the number of cigarettes smoked each

day; record the delivery of reinforcements, etc.

Evaluating and altering the ongoing program. Compare program data to the baseline data to determine

the success of the program. If the program has been successful, it can be gradually faded; if it has not,

changes may be made.

APA LO: 1.3

APA LO: 5.2

Blooms Taxonomy: Apply

Difficulty: Medium

Feldman – Chapter 05 #140

Learning Objective: Describe behavior modification.

Learning Outcome: 16-2

Topic: Behavior Modification141.

How do the phenomena of latent and observational learning force a reconsideration of the view of

learning offered by classical and operant conditioning theorists? Provide as thoughtful a response as

you can.

Two key ideas should form the core of the answer: (1) latent and observational learning phenomena

suggest that direct reinforcement may not be necessary for an individual to learn; and (2) latent and

observational learning phenomena suggest that internal processes may be a necessary component of

any complete explanation of learning.

In Tolman’s latent learning work, rats who began reinforcement for running a maze only halfway

through the experiment rapidly matched the performance of rats who had been receiving

reinforcement from the beginning, suggesting that they had been developing some internal

representation of the maze all along. Reinforcement was not necessary for learning to occur; it was

necessary only for the demonstration of learning in behavior. In Bandura’s “Bobo doll” experiments,

children only needed to see a model reinforced for aggressive behavior to become more aggressive

themselves. Observational learning is supported internally by networks of mirror neurons.

APA LO: 1.2

APA LO: 1.3

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #141

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Latent Learning

Topic: Observational Learning142.

Briefly describe observational learning and Bandura’s Bobo doll research. Discuss how this research

altered conventional views of learning. What role might mirror neurons play in observational

learning?

According to psychologist Albert Bandura and colleagues, a major part of human learning consists

of observational learning, which is learning by watching the behavior of another person, or model.

Because of its reliance on observation of others—a social phenomenon—the perspective taken by

Bandura is often referred to as a social cognitive approach to learning. Observational learning is

particularly important in acquiring skills in which the operant conditioning technique of shaping is

inappropriate. Observational learning may have a genetic basis. For example, we find observational

learning at work with mother animals teaching their young such activities as hunting. In addition, the

discovery of mirror neurons that fire when we observe another person carrying out a behavior suggests

that the capacity to imitate others may be innate. Not all behavior that we witness is learned or carried

out, of course. One crucial factor that determines whether we later imitate a model is whether the

model is rewarded for his or her behavior. Models who are rewarded for behaving in a particular way

are more apt to be mimicked than are models who receive punishment. Observing the punishment of

a model, however, does not necessarily stop observers from learning the behavior. Observers can still

describe the model’s behavior—they are just less apt to perform it. Observational learning is central

to a number of important issues relating to the extent to which people learn simply by watching the

behavior of others.

APA LO: 2.2

APA LO: 2.3

Blooms Taxonomy: Understand

Difficulty: Medium

Feldman – Chapter 05 #142

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Observational Learning143.

Observational learning research suggests that seeing others reinforced for particular behaviors may

encourage our own acquisition of similar behaviors. To what extent is exposure to media violence

associated with the acquisition of aggressive behavior?

Different levels of media violence are associated with aggressive behavior. The text offers the

following evidence:

— One survey of incarcerated, violent young male offenders showed that 25% had tried to commit a

media-inspired copycat crime.

— College students who frequently played violent video games were more likely to have been

involved in delinquent behavior and aggression.

The text mentions three specific mechanisms by which media violence may contribute to real-life

aggression: (1) it may lower inhibitions against behaving aggressively; (2) it may predispose us to see

others’ behavior as aggressive even when it is not; and (3) it may desensitize us to violence.

APA LO: 1.2

Blooms Taxonomy: Remember

Difficulty: Medium

Feldman – Chapter 05 #143

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Violence in Media144.

To what extent does culture influence learning style? Distinguish between analytic and relational

learning styles and suggest how they might vary across sociocultural groups. How might they reflect

cross-cultural differences in parenting or teaching practices?

The answer should include the following elements:

Analytic learning style—Individuals with an analytic learning style perform best when they can

undertake an initial analysis of the principles and components underlying a phenomenon.

Relational learning style—Individuals with a relational learning style perform best when they are first

exposed to a full unit or complete phenomenon; the individual parts are best understood through their

relationship to the whole.

Caucasian and Asian-American males tend to display an analytic learning style; Caucasian females

and African-

, Native-

, and Hispanic-American males and females tend to display a relational style.

Parenting and teaching practices may encourage the development of one or the other of the learning

styles. Western education tends to reinforce the acquisition of an analytic style, as does Caucasian-

American parenting; it is possible that parenting styles among other sociocultural groups tend to

encourage a more relational style.

APA LO: 1.2

APA LO: 5.5

Blooms Taxonomy: Remember

Difficulty: Easy

Feldman – Chapter 05 #144

Learning Objective: Define observational learning and outline its basic processes.

Learning Outcome: 17-1

Topic: Violence in Media

5 Summary

Category # of Questions

Accessibility: Keyboard Navigation 109

APA LO: 1.2 135

APA LO: 1.3 73

APA LO: 2.2 5

APA LO: 2.3 2

APA LO: 2.5 3

APA LO: 5.2 1

APA LO: 5.5 1

Blooms Taxonomy: Apply 36

Blooms Taxonomy: Remember 58

Blooms Taxonomy: Understand 50

Difficulty: Easy 67

Difficulty: Medium 77

Feldman – Chapter 05 144

Learning Objective: Define and describe classical conditioning. 19

Learning Objective: Define learning. 5

Learning Objective: Define observational learning and outline its basic processes. 33

Learning Objective: Describe behavior modification. 6

Learning Objective: Explain operant conditioning. 36

Learning Objective: Identify the challenges that have been made to the traditional views of classical conditioning. 3

Learning Objective: In classical conditioning, define acquisition, extinction, spontaneous recovery, generalization, and discriminati

on.

Learning Objective: Outline the schedules of reinforcement and define the operant view of generalization and discrimination, super

stitious behavior, and shaping.

Learning Outcome: 15-1 2

Learning Outcome: 15-2 41

Learning Outcome: 16-1 63

Learning Outcome: 16-2 5

Learning Outcome: 17-1 33

Topic: Applying Conditioning to Human Behavior 4

Topic: Behavior Modification 6

Topic: Biological Constraints 1

Topic: Classical Conditioning 18

Topic: Cognitive Learning Theory 5

Topic: Discrimination 9

Topic: Extinction 7

Topic: Generalization 8

Topic: Latent Learning 9

Topic: Learning 5

Topic: Observational Learning 9

Topic: Operant Conditioning 4

Topic: Punishment 14

Topic: Reinforcement 19

Topic: Schedules of Reinforcement 18

Topic: Shaping 4

Topic: Thorndikes Law of Effect 2

Topic: Violence in Media 11

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