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Sample Questions Posted Below
Multiple Choice
1. A relatively permanent change in behavior or thinking due to experience is called:
A) development.
B) learning.
C) cognition.
D) perception.
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 1 Define learning.
Page: 187
Topic: What Is Learning?
2. Psychologists define _____ as a relatively permanent change in behavior or thinking resulting
from experience.
A) adaptation
B) habituation
C) cognition
D) learning
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 1 Define learning.
Page: 187
Topic: What Is Learning?2
3. Learning refers to:
A) an organism’s decline in response following repeated stimulation.
B) an organism’s response to an event or occurrence.
C) a relatively permanent change in behavior or thinking due to experience.
D) an organism’s ability to associate a behavior with its consequences.
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 1 Define learning.
Page: 187
Topic: What Is Learning?
WebQuiz: WebQuiz 1
4. Rubin is reading the descriptions of some of the psychology courses in his college’s course
catalog. The description of one course reads in part, “A survey of the methods by which
organisms’ behavior changes as a result of experience.” This course is MOST likely titled:
A) The Psychology of Learning.
B) Sensation and Perception.
C) Cognition.
D) Intelligence: Theory and Research.
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Learning Objective: LO 1 Define learning.
Page: 187
Topic: What Is Learning?
WebQuiz: WebQuiz 13
5. Learning involves:
A) neurogenesis but not neuroplasticity.
B) neuroplasticity but not neurogenesis.
C) both neurogenesis and neuroplasticity.
D) neither neurogenesis nor neuroplasticity.
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Challenging
Learning Objective: LO 1 Define learning.
Page: 187
Topic: What Is Learning?
6. _____ is a form of learning in which an organism responds less strongly to an event following
repeated exposures to it.
A) Habituation
B) Adaptation
C) Extinction
D) Discrimination
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 1 Define learning.
Page: 187
Topic: What Is Learning?
7. To which process in perception is the concept of habituation in learning MOST similar?4
A) sensation
B) accommodation
C) constancy
D) adaptation
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 1 Define learning.
Page: 187
Topic: What Is Learning?
8. Candice tosses a newly purchased felt mouse across the floor; her cat chases it excitedly,
clutches it in its paws, and rolls around with it. Several tosses later, her cat yawns pointedly and
settles itself for a nap. The change in Candice’s cat’s behavior illustrates:
A) adaptation.
B) habituation.
C) extinction.
D) maturation.
Ans: B
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Learning Objective: LO 1 Define learning.
Page: 187
Topic: What Is Learning?
9. Event is to behavior as _____ is to _____.
A) nature; nurture
B) nurture; natureC) stimulus; response
D) response; stimulus
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 1 Define learning.
Page: 187
Topic: What Is Learning?
10. Imitation is to consequences as _____ is to _____.
A) operant conditioning; observational learning
B) observational learning; classical conditioning
C) observational learning; operant conditioning
D) classical conditioning; operant conditioning
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 1 Define learning.
Page: 188
Topic: What Is Learning?
11. Social learning is a synonym for:
A) classical conditioning.
B) operant conditioning.
C) observational learning.
D) adaptation.
Ans: C
56
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 1 Define learning.
Page: 188
Topic: What Is Learning?
12. _____ is credited for laying the foundation for the study of classical conditioning in
psychology.
A) Pavlov
B) Thorndike
C) Skinner
D) Watson
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 5.1
Learning Objective: LO 2 Explain what Pavlov’s studies teach us about classical conditioning.
Page: 189
Topic: What Salivating Dogs Can Teach Us
13. Although I won the Nobel Prize in 1904 for my research in physiology, I am BEST known
for my pioneering work in the psychology of learning. I am:
A) William James.
B) B.F. Skinner.
C) Ivan Pavlov.
D) Edward Thorndike.
Ans: C
APA 2.0: 1.27
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Page: 189
Topic: What Salivating Dogs Can Teach Us
Learning Objective: LO 2 Explain what Pavlov’s studies teach us about classical conditioning.
14. Ivan Pavlov is associated with the study of classical conditioning. This means that he studied
how:
A) people learn by imitating others.
B) organisms associate two different stimuli.
C) people associate their behaviors with their consequences.
D) organisms respond to repeated stimuli.
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 5.1
Learning Objective: LO 2 Explain what Pavlov’s studies teach us about classical conditioning.
Page: 189
Topic: What Salivating Dogs Can Teach Us
15. Classical conditioning involves the conditioning of the involuntary responses of the
autonomic nervous system. Classical conditioning therefore targets:
A) the sympathetic nervous system.
B) the parasympathetic nervous system.
C) the somatic nervous system.
D) either the sympathetic or the parasympathetic nervous system.
Ans: D
APA 2.0: 1.2
APA Outcome: 1.28
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 2 Explain what Pavlov’s studies teach us about classical conditioning.
Page: 189
Topic: What Salivating Dogs Can Teach Us
16. Classical conditioning involves the conditioning of the involuntary responses of the
autonomic nervous system. Such responses include the elevation in heart rate associated with
anxiety or fear, a response of the _____ nervous system.
A) sympathetic
B) parasympathetic
C) somatic
D) secondary
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 2 Explain what Pavlov’s studies teach us about classical conditioning.
Page: 189
Topic: What Salivating Dogs Can Teach Us
17. The text states that “[Pavlov’s] assistant’s footsteps seemed to act like a trigger for the dog to
start salivating.” In the terminology of classical conditioning, the footsteps served as a(n) _____
stimulus.
A) unconditioned
B) reinforcing
C) conditioned
D) higher order
Ans: C
APA 2.0: 1.2
APA Outcome: 1.29
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 5.1
Learning Objective: LO 2 Explain what Pavlov’s studies teach us about classical conditioning.
Page: 189
Topic: What Salivating Dogs Can Teach Us
WebQuiz: WebQuiz 1
18. A research assistant in a lab conditions dogs to salivate to the sound of a bell. During
conditioning, the assistant deliberately manipulates the interval between the sound of the bell and
the presentation of food. After conditioning, he measures how much the dog salivates when the
bell is presented alone. The interval is the _____ variable. The amount of salivation is the _____
variable.
A) dependent; experimental
B) dependent; independent
C) independent; control
D) independent; dependent
Ans: D
APA 2.0: 2.4
APA Outcome: 2.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 2 Explain what Pavlov’s studies teach us about classical conditioning.
Page: 190
Topic: What Salivating Dogs Can Teach Us
19. In the first phase of the classical conditioning process:
A) an unconditioned stimulus elicits an unconditioned response.
B) a neutral stimulus is paired with an unconditioned stimulus.
C) a conditioned stimulus elicits a conditioned response.
D) a neutral stimulus is paired with a conditioned stimulus.
Ans: A10
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 5.1
Learning Objective: LO 2 Explain what Pavlov’s studies teach us about classical conditioning.
Page: 190-192
Topic: What Salivating Dogs Can Teach Us
20. In the final phase of the classical conditioning process:
A) an unconditioned stimulus elicits an unconditioned response.
B) a neutral stimulus is paired with an unconditioned stimulus.
C) a conditioned stimulus elicits a conditioned response.
D) a neutral stimulus is paired with a conditioned stimulus.
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 5.1
Learning Objective: LO 2 Explain what Pavlov’s studies teach us about classical conditioning.
Page: 190-192
Topic: What Salivating Dogs Can Teach Us
21. The textbook states that Pavlov “had to pick a stimulus that was more controlled than the
sound of someone walking into a room” in order to investigate classical conditioning more
systematically. In other words, Pavlov had to deliberately manipulate the neutral stimulus to
conduct:
A) correlational studies.
B) case studies.
C) observational research.
D) experimental research.11
Ans: D
APA 2.0: 2.4
APA Outcome: 2.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 2 Explain what Pavlov’s studies teach us about classical conditioning.
Page: 190
Topic: What Salivating Dogs Can Teach Us
22. ______ is a type of learning in which a neutral stimulus comes to elicit a response after
being paired with a stimulus that would elicit the same response naturally.
A) Classical conditioning
B) Operant conditioning
C) Observational learning
D) Shaping
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 5.1
Learning Objective: LO 3 Evaluate the differences between the US, UR, CS, and CR.
Page: 190-192
Topic: Time For Some Terms
WebQuiz: WebQuiz 2
23. Broadly speaking, nature is to nurture as the _____ is to the _____.
A) CS; US
B) NS; US
C) US; CS
D) CR; UR
Ans: C12
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 5.1
Learning Objective: LO 3 Evaluate the differences between the US, UR, CS, and CR.
Page: 190
Topic: Time For Some Terms
24. In Pavlov’s study, the US was _____; the neutral stimulus was _____; and, finally, the CS
was ____.
A) meat; the bell; meat
B) meat; the bell; the bell
C) the bell; meat; meat
D) meat; meat; the bell
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Easy
Feature: Infographic 5.1
Learning Objective: LO 3 Evaluate the differences between the US, UR, CS, and CR.
Page: 190-192
Topic: Time For Some Terms
25. Tim loves dill pickles. Now, the sight of a jar on the supermarket shelf makes his mouth
water. In the terminology of classical conditioning, the sight of the jar is a(n) ____.
A) CS
B) US
C) NS
D) CR
Ans: A13
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 1.4
Bloom’s Taxonomy: Applying
Difficulty: Medium
Feature: Infographic 5.1
Learning Objective: LO 3 Evaluate the differences between the US, UR, CS, and CR.
Page: 190
Topic: Time For Some Terms
26. Alexis uses cocaine, which activates her sympathetic nervous system. When anticipating a
visit from her dealer, her hands shake and her heart pounds. Which of the following correctly
identifies the neutral stimulus, the CS, and the US?
A) neutral stimulus – knock on the door; CS – cocaine; US – cocaine
B) neutral stimulus – knock on the door; CS – knock on the door; US – pounding heart
C) neutral stimulus – knock on the door; CS – knock on the door; US – cocaine
D) neutral stimulus – cocaine; CS – knock on the door; US – cocaine
Ans: C
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.2
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Infographic 5.1
Learning Objective: LO 3 Evaluate the differences between the US, UR, CS, and CR.
Page: 190-192
Topic: Time For Some Terms
27. In classical conditioning, how are the neutral stimulus and the CS related?
A) They are not related; they are completely different stimuli.
B) The CS becomes a neutral stimulus.
C) They are the same thing; the terms are interchangeable.
D) The neutral stimulus becomes the CS.14
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 5.1
Learning Objective: LO 3 Evaluate the differences between the US, UR, CS, and CR.
Page: 190-192
Topic: Time For Some Terms
WebQuiz: WebQuiz 2
28. Classical conditioning is the same thing as _____ conditioning.
A) higher order
B) instrumental
C) operant
D) Pavlovian
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 5.1
Learning Objective: LO 3 Evaluate the differences between the US, UR, CS, and CR.
Page: 190
Topic: Time For Some Terms
29. In classical conditioning, the neutral stimulus is paired with the unconditioned stimulus
during the _____ phase.
A) recovery
B) acquisition
C) generalization
D) extinction15
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 5.1
Learning Objective: LO 3 Evaluate the differences between the US, UR, CS, and CR.
Page: 190-192
Topic: Time For Some Terms
30. Often, a conditioned response may be elicited not only by the original CS, but by a similar
one as well. This is known as stimulus:
A) extinction.
B) generalization.
C) discrimination.
D) habituation.
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 192
Topic: Nuts and Bolts of Classical Conditioning
31. June’s cat runs to the kitchen at the sound of the electric can opener, but not when a blender
is used. June’s cat is demonstrating stimulus:
A) discrimination.
B) shaping.
C) recovery.
D) generalization.16
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Easy
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 192-193
Topic: Nuts and Bolts of Classical Conditioning
32. Which term BEST describes the correlation a researcher is likely to find between the extent
to which stimulus generalization is observed and the similarity between the original CS and the
new one?
A) zero
B) negative
C) positive
D) variable
Ans: C
APA 2.0: 1.2; 2.4
APA Outcome: 1.2; 2.3
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 192
Topic: Nuts and Bolts of Classical Conditioning
33. Which statement BEST expresses the relationship between stimulus generalization and
stimulus discrimination?
A) They are unrelated.
B) They are opposites.
C) They are the same thing.
D) Stimulus discrimination is a type of stimulus generalization.17
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 192-193
Topic: Nuts and Bolts of Classical Conditioning
34. A scientist conditions a dog to salivate in response to the sound of a high-pitched tone. The
researcher then presents a low-pitched tone. The dog fails to salivate. The dog is demonstrating:
A) habituation.
B) adaptation.
C) discrimination.
D) extinction.
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 193
Topic: Nuts and Bolts of Classical Conditioning
35. _____ occurs when a previously conditioned response decreases in frequency when the CS
is presented in the absence of the US.
A) Extinction
B) Habituation
C) Adaptation
D) Deonditioning18
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 193
Topic: Nuts and Bolts of Classical Conditioning
36. _____ refers to a decrease in the response to a stimulus when it is presented repeatedly,
whereas _____ refers to the eventual disappearance of a conditioned response when an
unconditioned stimulus is no longer presented.
A) Extinction; habituation
B) Habituation; extinction
C) Habituation; adaptation
D) Adaptation; habituation
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Challenging
Learning Objective: LO 1 Define learning.; LO 4 Recognize and give examples of stimulus
discrimination and stimulus generalization.
Page: 187; 193
Topic: Nuts and Bolts of Classical Conditioning; What Is Learning?
37. A scientist conditions a dog to salivate in response to the sound of a tone. The researcher
continues to present the tone, but gives the dog no food. Eventually, the dog stops salivating to
the tone. The dog is demonstrating:
A) habituation.
B) adaptation.19
C) discrimination.
D) extinction.
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Easy
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 193
Topic: Nuts and Bolts of Classical Conditioning
38. Which scenario describes extinction?
A) Alexis is a former cocaine user. Now that she no longer uses, her hands no longer shake and
her heart no longer pounds when she hears a car pull into her driveway, like her dealer used to do
in his car.
B) Alexis uses cocaine. She no longer feels quite the same rush as she did when she first started
using.
C) Alexis is a former cocaine user in recovery. After a relapse, though, her hands shake and her
heart pounds when she hears a car pull into her driveway, like her dealer used to do in his car.
D) Alexis uses cocaine. When her dealer pulls into her driveway, her hands shake and her heart
pounds, even though she has not yet consumed the drug.
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Medium
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 193
Topic: Nuts and Bolts of Classical Conditioning20
39. _____ occurs when an extinguished CR reappears after a period of rest.
A) Stimulus generalization
B) Stimulus discrimination
C) Successive approximation
D) Spontaneous recovery
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 193
Topic: Nuts and Bolts of Classical Conditioning
40. Which scenario describes spontaneous recovery?
A) Gabby is a former cocaine user. Now that she no longer uses, her hands no longer shake and
her heart no longer pounds when she hears a car pull into her driveway, like her dealer used to do
in his car.
B) Gabby uses cocaine. She no longer feels quite the same rush as she did when she fist started
using.
C) Gabby is a former cocaine user in recovery. Although she hasn’t had any symptoms in weeks,
her hands shake and her heart pounds when she hears a car pull into her driveway, like her dealer
used to do in his car.
D) Gabby uses cocaine. When her dealer pulls into her driveway, her hands shake and her heart
pounds, even though she has not consumed the drug.
Ans: C
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 193
Topic: Nuts and Bolts of Classical Conditioning21
41. Higher order conditioning occurs when:
A) stimuli similar to the CS elicit the same conditioned response.
B) a second neutral stimulus becomes a new CS after repeated pairings with the original CS.
C) an extinguished conditioned response reappears after a period of rest.
D) complex emotional responses are learned through classical conditioning.
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Figure 5.1 Higher Order Conditioning
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 193-194
Topic: Nuts and Bolts of Classical Conditioning
42. Higher order conditioning involves an association between:
A) a CS and a US.
B) a CS and a new neutral stimulus.
C) two similar USs.
D) a neutral stimulus and a US.
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Figure 5.1 Higher Order Conditioning
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 194
Topic: Nuts and Bolts of Classical Conditioning22
WebQuiz: WebQuiz 1
43. The mere sight of a needle is enough to make Aimee wince, as if in pain. Even being in a
hospital or clinic is enough to make her squirm, probably because these settings are associated
with needles. This example BEST illustrates:
A) stimulus generalization.
B) stimulus discrimination.
C) negative reinforcement.
D) higher order conditioning.
Ans: D
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Table 5.1 Real-Life Examples of Classical Conditioning
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 193-194
Topic: Nuts and Bolts of Classical Conditioning
44. Adam was stung by a bee. Now he is frightened not only of bees but of all flying insects.
This example illustrates:
A) stimulus generalization.
B) adaptation.
C) shaping.
D) spontaneous recovery.
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.2
Bloom’s Taxonomy: Applying
Difficulty: Easy
Feature: Table 5.1 Real-Life Examples of Classical Conditioning23
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 192
Topic: From Dogs to People: Extending Pavlov’s Understanding
45. Janine completed several tours of duty in Afghanistan. She suffers from PTSD. Now, back
home in Texas, she is frightened by firecrackers and cars backfiring. The fact that these sounds
scare her reflects stimulus:
A) extinction.
B) discrimination.
C) generalization.
D) association.
Ans: C
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.2
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Table 5.1 Real-Life Examples of Classical Conditioning
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 192-193
Topic: From Dogs to People: Extending Pavlov’s Understanding
46. Jonas is a veteran of the war in Iraq. He suffers from PTSD. Now, back home in a quiet
California neighborhood, he jumps when he hears a firecracker or a car backfire. In the
terminology of classical conditioning, these sounds are BEST thought of as _____ stimuli.
A) neutral
B) unconditioned
C) conditioned
D) associated
Ans: C
APA 2.0: 1.2; 1.324
APA Outcome: 1.2; 4.2
Bloom’s Taxonomy: Applying
Difficulty: Medium
Feature: Table 5.1 Real-Life Examples of Classical Conditioning
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 192-195
Topic: From Dogs to People: Extending Pavlov’s Understanding
WebQuiz: WebQuiz 1
47. Andrea has a needle phobia. Which pair correctly identifies the stimulus or response in the
conditioning of her phobia?
A) conditioned stimulus – pain; tissue damage
B) unconditioned stimulus – the needle itself
C) neutral stimulus – the needle itself
D) unconditioned response – fear triggered by the needle
Ans: C
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.2
Bloom’s Taxonomy: Applying
Difficulty: Medium
Feature: Infographic 5.1; Table 5.1 Real-Life Examples of Classical Conditioning
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 194-195
Topic: From Dogs to People: Extending Pavlov’s Understanding
48. Rosa becomes anxious when she enters the examination room at the clinic before a blood
test. She also squirms when she views injections on television. This paragraph illustrates:
A) classical conditioning and spontaneous recovery.
B) classical conditioning and stimulus generalization.
C) operant conditioning and shaping.25
D) operant conditioning and negative reinforcement.
Ans: B
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.2
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Table 5.1 Real-Life Examples of Classical Conditioning
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 192-195
Topic: From Dogs to People: Extending Pavlov’s Understanding
49. Garrett was stung by a bee. Now he is frightened not only of bees but also of wasps and
hornets. However, he is not afraid of flies and mosquitos. This example illustrates:
A) stimulus generalization.
B) adaptation.
C) stimulus discrimination.
D) both stimulus generalization and stimulus discrimination.
Ans: D
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.2
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Table 5.1 Real-Life Examples of Classical Conditioning
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 192-195
Topic: From Dogs to People: Extending Pavlov’s Understanding
50. Carlotta consumed some poorly stored sushi on a hot day and became violently ill. Now
Carlotta can’t stand the sight of sushi. She has developed a:
A) phobia.26
B) conditioned taste aversion.
C) conditioned taste sensitization.
D) conditioned taste association.
Ans: B
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Learning Objective: LO 5 Summarize how classical conditioning is dependent on the biology of
the organism.
Page: 195-196
Topic: Yuck! Conditioned Taste Aversion
51. Effie no longer eats egg salad sandwiches—some time ago, she found herself vomiting after
consuming a sandwich in which the mayonnaise must have spoiled. Which alternative below
correctly identifies the stimulus in this situation?
A) US – bacteria
B) CS – nausea
C) US – food
D) CS – bacteria
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Learning Objective: LO 5 Summarize how classical conditioning is dependent on the biology of
the organism.
Page: 195-196
Topic: Yuck! Conditioned Taste Aversion
WebQuiz: WebQuiz 227
52. How is conditioned taste aversion an exception to the general principles of classical
conditioning?
A) Conditioned taste aversions require a longer interval between the CS and the response than do
most CRs.
B) Conditioned taste aversions require more trials to acquire than do most CRs.
C) Conditioned taste aversions require a shorter interval between the CS and the response than
do most CRs.
D) Conditioned taste aversions often require only a single CS-US pairing for their acquisition.
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 5 Summarize how classical conditioning is dependent on the biology of
the organism.
Page: 195
Topic: Yuck! Conditioned Taste Aversion
WebQuiz: WebQuiz 1
53. In an effort to help save an endangered Australian marsupial called the northern quoll,
researchers paired a nausea-inducing drug along with parts of the toxic toads the quolls often eat.
In this application of a phenomenon called _____, the toxic toads are a(n) _____.
A) conditioned taste aversion; CS
B) conditioned taste aversion; US
C) instinctive drift; CS
D) instinctive drift; US
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Didn’t See That Coming
Learning Objective: LO 5 Summarize how classical conditioning is dependent on the biology of
the organism.28
Page: 196-197
Topic: Yuck! Conditioned Taste Aversion
54. In research described in the text (O’Donnell, et al., 2010), Australian scientists are trying to
help save the endangered northern quoll. Since the work is focused on changing real-world
outcomes, it is called _____ research.
A) practical
B) basic
C) experimental
D) applied
Ans: D
APA 2.0: 2.4
APA Outcome: 2.1
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Didn’t See That Coming
Learning Objective: LO 5 Summarize how classical conditioning is dependent on the biology of
the organism.
Page: 196-197
Topic: Yuck! Conditioned Taste Aversion
55. In a study cited in the textbook, Schedlowski asked participants to drink green, lavender-
scented strawberry milk. Half the participants took an immunosuppressive drug along with the
milk. The remainder took a placebo pill. Five days later, and then again 11 days later, all
participants took a placebo pill with the milk. Both times, Schedlowski measured the immune
responses of all participants. In this study, the group initially receiving the immunosuppressive
drug was called the _____ group.
A) control
B) dependent
C) experimental
D) independent
Ans: C29
APA 2.0: 1.4
APA Outcome: 2.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: From the Pages of Scientific American
Learning Objective: LO 5 Summarize how classical conditioning is dependent on the biology of
the organism.
Page: 197
Topic: Yuck! Conditioned Taste Aversion
56. In a study cited in the textbook, Schedlowski asked participants to drink green, lavender-
scented strawberry milk. Half the participants took an immunosuppressive drug along with the
milk. The remainder took a placebo pill. Five days later, and then again 11 days later, all
participants took a placebo pill with the milk. Both times, Schedlowski measured the immune
responses of all participants. In this study, immunosuppressive drug-vs.-placebo is the _____
variable.
A) control
B) dependent
C) experimental
D) independent
Ans: D
APA 2.0: 1.4
APA Outcome: 2.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: From the Pages of Scientific American
Learning Objective: LO 5 Summarize how classical conditioning is dependent on the biology of
the organism.
Page: 197
Topic: Yuck! Conditioned Taste Aversion
57. In a study cited in the textbook, Schedlowski asked participants to drink green, lavender-
scented strawberry milk. Half the participants took an immunosuppressive drug along with the30
milk. The remainder took a placebo pill. Five days later, and then again 11 days later, all
participants took a placebo pill with the milk. Both times, Schedlowski measured the immune
responses of all participants. In this study, the green milk is a(n) _____, whereas the
immunosuppressive drug is a(n) ______.
A) CS; NS
B) CS; US
C) US; CS
D) US; NS
Ans: B
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: From the Pages of Scientific American
Learning Objective: LO 5 Summarize how classical conditioning is dependent on the biology of
the organism.
Page: 197
Topic: Yuck! Conditioned Taste Aversion
58. The phenomenon of conditioned taste aversion may be applied to:
A) help save endangered animal species.
B) help patients on harsh immunosuppressive drug regimens.
C) both help save endangered animal species and help patients on harsh immunosuppressive
drug regimens.
D) neither help save endangered animal species nor help patients on harsh immunosuppressive
drug regimens.
Ans: B
APA 2.0: 5.3
APA Outcome: 4.4
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Didn’t See That Coming; From the Pages of Scientific American
Learning Objective: LO 5 Summarize how classical conditioning is dependent on the biology of
the organism.
Page: 196-19731
Topic: Yuck! Conditioned Taste Aversion
59. Watson and Rayner are known for their study of:
A) cats in puzzle boxes.
B) Little Albert and conditioned fear.
C) children playing with a Bobo doll.
D) rats in Skinner boxes.
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Page: 198
Learning Objective: LO 6 Evaluate the Little Albert study and explain how fear can be learned.
Topic: Little Albert and Conditioned Emotional Response
60. Which pair below incorrectly identifies a stimulus or response in Watson and Rayner’s
“Little Albert” study?
A) neutral stimulus – rat
B) CS – noise
C) US – rat
D) All of these are incorrect.
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 6 Evaluate the Little Albert study and explain how fear can be learned.
Page: 198
Topic: Little Albert and Conditioned Emotional Response32
61. Recall the research methods described in an earlier chapter of the textbook. Which of the
techniques does Watson and Rayner’s Little Albert BEST exemplify?
A) naturalistic observation
B) case study
C) correlational method
D) experimental method
Ans: B
APA 2.0: 1.2; 2.4
APA Outcome: 1.2; 2.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 6 Evaluate the Little Albert study and explain how fear can be learned.
Page: 198
Topic: Little Albert and Conditioned Emotional Response
WebQuiz: WebQuiz 2
62. Conditioning principles have been applied successfully in advertising. In an effective
advertisement, the product or service being promoted is usually a(n):
A) negative reinforcer.
B) positive reinforcer.
C) CS.
D) US.
Ans: C
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Table 5.1 Real-Life Examples of Classical Conditioning
Learning Objective: LO 6 Evaluate the Little Albert study and explain how fear can be learned.
Page: 199
Topic: Real-Life Examples of Classical Conditioning33
63. Advertisers use enjoyable music, cute babies, attractive models, and funny spokespeople to
create positive advertisements. The music, babies, and so on are BEST thought of as:
A) CSs.
B) neutral stimuli.
C) positive reinforcers.
D) USs.
Ans: D
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Table 5.1 Real-Life Examples of Classical Conditioning
Learning Objective: LO 6 Evaluate the Little Albert study and explain how fear can be learned.
Page: 199
Topic: Real-Life Examples of Classical Conditioning
64. A popular athlete endorses an athletic shoe in a series of glossy magazine ads. In the
application of conditioning to advertising, which statement is correct?
A) The athlete is a US; the shoe is a CS.
B) The athlete is a CS; readers’ liking for the athlete is a CR.
C) The shoe is a US; the athlete is a CS
D) The shoe is a US; readers’ positive response to the shoe is a UR.
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4,4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Table 5.1 Real-Life Examples of Classical Conditioning
Learning Objective: LO 6 Evaluate the Little Albert study and explain how fear can be learned.
Page: 199
Topic: Real-Life Examples of Classical Conditioning34
65. An actor is hired to appear in a series of commercials promoting a new laptop computer. The
actor’s last two movies, though, have failed at the box office. This means that the actor may NOT
serve as the optimal _____ in the commercials.
A) negative reinforcer
B) positive reinforcer
C) CS
D) US
Ans: D
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Table 5.1 Real-Life Examples of Classical Conditioning
Learning Objective: LO 6 Evaluate the Little Albert study and explain how fear can be learned.
Page: 199
Topic: Real-Life Examples of Classical Conditioning
66. Gorn (1982) showed participants pictures of different-colored pens. Some pen colors were
paired with pleasant music; others were paired with unpleasant music. As a free gift, participants
were more likely to choose the pen colors associated with pleasant music than the pen colors
associated with unpleasant music. Which choice correctly identifies the CS and the CR,
respectively, in this study?
A) pen color; liking for pen
B) pen color; liking for music
C) type of music; liking for music
D) type of music; liking for pen
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 6 Evaluate the Little Albert study and explain how fear can be learned.35
Page: 199
Topic: Real-Life Examples of Classical Conditioning
67. According to the textbook, sexual fetishes may be explained through classical conditioning.
The object of the fetish—a certain type of clothing, for example—acts as a:
A) CS.
B) CR.
C) US.
D) UR.
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Table 5.1 Real-Life Examples of Classical Conditioning
Learning Objective: LO 6 Evaluate the Little Albert Study and explain how fear can be learned.
Page: 190, 199
Topic: Real-Life Examples of Classical Conditioning
68. Marina feels a rush of love and nostalgia at the scent of honeysuckle; the fragrance is similar
to that of the perfume her mother wore when Marina was little. The perfume’s fragrance is a(n)
_____. The scent of honeysuckle elicits a similar response through the process of stimulus ____.
A) CS; discrimination
B) CS; generalization
C) US; discrimination
D) US; generalization
Ans: B
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Table 5.1 Real-Life Examples of Classical Conditioning36
Learning Objective: LO 6 Evaluate the Little Albert Study and explain how fear can be learned.
Page: 190, 199
Topic: Real-Life Examples of Classical Conditioning
69. Watson and Raynor (1925) found that Little Albert’s conditioned fear was elicited not only
by a rat but also by a number of similar objects. Little Albert’s behavior illustrates stimulus:
A) generalization.
B) discrimination.
C) adaptation.
D) extinction.
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.; LO 6 Evaluate the Little Albert study and explain how fear can be learned.
Page: 192, 198
Topic: Little Albert and Conditioned Emotional Response; Nuts and Bolts of Classical
Conditioning
70. _____ conditioning is a type of learning in which organisms associate actions with
consequences.
A) Secondary
B) Operant
C) Social
D) Classical
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy37
Learning Objective: LO 7 Describe Thorndike’s law of effect.
Page: 201
Topic: Operant Conditioning and the Law of Effect
71. Engineering the consequences of her daughter’s behavior is a key element in Laureen’s
parenting strategy. As an example, Laura’s daughter is allowed to select the evening movie if she
completes her homework before dinner. Laura appears to echo _____ in emphasizing the
importance of _____ conditioning in learning.
A) Pavlov; classical
B) Pavlov; operant
C) Skinner; classical
D) Skinner; operant
Ans: D
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Learning Objective: LO 7 Describe Thorndike’s law of effect.
Page: 201; 203
Topic: Behaviorism and the Shaping of Behavior; Operant Conditioning and the Law of Effect
72. Operant conditioning is associated with _____ and _____.
A) Pavlov; Skinner
B) Pavlov; Watson
C) Thorndike; Skinner
D) Thorndike; Watson
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 7 Describe Thorndike’s law of effect.38
Page: 201; 203
Topic: Behaviorism and the Shaping of Behavior; Operant Conditioning and the Law of Effect
73. In Thorndike’s puzzle box, the amount of time it took the cats to break free of the cage was
a(n) _____ definition of learning.
A) experimental
B) operational
C) empirical
D) conceptual
Ans: B
APA 2.0: 1.2; 2.4
APA Outcome: 1.2; 1.3
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 7 Describe Thorndike’s law of effect.
Page: 202
Topic: Operant Conditioning and the Law of Effect
74. The roots of operant conditioning may be traced to _____’s early studies of hungry cats
learning to escape from cages.
A) Thorndike
B) Watson
C) Skinner
D) Pavlov
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Figure 5.2 Puzzle Box
Learning Objective: LO 7 Describe Thorndike’s law of effect.
Page: 201-20239
Topic: Operant Conditioning and the Law of Effect
75. “Responses that lead to pleasurable consequences are more likely to be repeated.” This is
the law of:
A) consequences.
B) reward.
C) effect.
D) effort.
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 7 Describe Thorndike’s law of effect.
Page: 202
Topic: Operant Conditioning and the Law of Effect
WebQuiz: WebQuiz 1
76. Thorndike’s notion that successful responses are stamped in by experience may be seen as an
early statement of Skinner’s concept of:
A) observational learning.
B) classical conditioning.
C) successive approximation.
D) positive reinforcement.
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 7 Describe Thorndike’s law of effect.
Page: 202-203
Topic: Operant Conditioning and the Law of Effect40
WebQuiz: WebQuiz 1
77. The process by which a stimulus increases the likelihood that the preceding behavior will be
repeated is called:
A) reinforcement.
B) shaping.
C) conditioning.
D) association.
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Medium
Learning Objective: LO 7 Describe Thorndike’s law of effect.
Page: 202
Topic: Operant Conditioning and the Law of Effect
78. Perhaps the MOST influential early research on operant conditioning was conducted by:
A) Skinner.
B) Watson.
C) Pavlov.
D) Bandura.
Ans: A
APA 2.0: 1.2
APA Outcome: 5.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 5.2
Learning Objective: LO 8 Explain shaping and the method of successive approximations.
Page: 203
Topic: Behaviorism and the Shaping of Behavior41
79. Based on the textbook’s discussion, Skinner is known for the study of:
A) operant conditioning and shaping.
B) operant conditioning and modeling.
C) classical conditioning and fear.
D) classical conditioning and taste aversion.
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 5.2
Learning Objective: LO 8 Explain shaping and the method of successive approximations.
Page: 202
Topic: Behaviorism and the Shaping of Behavior
80. A Skinner box provides a highly controlled environment allowing researchers to study how
animal behavior varies with alterations in the environment. In this situation, animal behavior is
a(n) _____ variable. An alteration in the environment is a(n) _____ variable.
A) dependent; dependent
B) dependent; independent
C) independent; dependent
D) independent; independent
Ans: B
APA 2.0: 2.4
APA Outcome: 2.2
Bloom’s Taxonomy: Understanding
Difficulty: Challenging
Learning Objective: LO 8 Explain shaping and the method of successive approximations.
Page: 203
Topic: Behaviorism and the Shaping of Behavior42
81. Skinner’s work reflected the psychological school of:
A) humanism.
B) behaviorism.
C) structuralism.
D) functionalism.
Ans: B
APA 2.0: 1.2
APA Outcome: 5.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 8 Explain shaping and the method of successive approximations.
Page: 203
Topic: Behaviorism and the Shaping of Behavior
82. Dr. Ruiz asserts that the only truly scientific psychology is a psychology based on concrete,
observable behavior. Dr. Ruiz’s view resembles that of the influential psychologist:
A) Maslow.
B) James.
C) Freud.
D) Skinner.
Ans: D
APA 2.0: 1.2
APA Outcome: 5.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 8 Explain shaping and the method of successive approximations.
Page: 203
Topic: Behaviorism and the Shaping of Behavior
83. The process of teaching complex behavior by reinforcing ever closer approximations of the43
desired behavior is called:
A) shaping.
B) stimulus generalization.
C) instinctive drift.
D) modeling.
Ans: A
APA 2.0: 1.2
APA Outcome: 5.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 5.2
Learning Objective: LO 8 Explain shaping and the method of successive approximations.
Page: 203
Topic: Behaviorism and the Shaping of Behavior
84. The psychologist _____ taught pigeons to bowl through _____.
A) Bandura; modeling
B) Bandura; shaping
C) Skinner; modeling
D) Skinner; shaping
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 5.2
Learning Objective: LO 8 Explain shaping and the method of successive approximations.
Page: 203
Topic: Behaviorism and the Shaping of Behavior
WebQuiz: WebQuiz 2
85. Which statement BEST captures the relationship between shaping and successive44
approximations?
A) Shaping applies to operant conditioning, whereas successive approximations applies to
classical conditioning.
B) Shaping and successive approximations are similar techniques.
C) Shaping is the same thing as successive approximations.
D) Shaping occurs with successive approximations.
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 5.2
Learning Objective: LO 8 Explain shaping and the method of successive approximations.
Page: 203
Topic: Behaviorism and the Shaping of Behavior
86. Using reinforcers to condition a series of small steps that get progressively closer to a target
behavior is called:
A) shaping.
B) higher-order conditioning.
C) partial reinforcement.
D) successive approximations.
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 5.2
Learning Objective: LO 8 Explain shaping and the method of successive approximations.
Page: 203
Topic: Behaviorism and the Shaping of Behavior45
87. Mrs. Martin, a third-grade teacher, is teaching cursive writing. At first, she reinforces even
crude attempts to reproduce letters with an encouraging word; as time goes on, though, she
reinforces only well-formed letters. By reinforcing progressively better attempts at writing
letters, Mrs. Martin is using:
A) shaping.
B) classical conditioning.
C) partial reinforcement.
D) modeling.
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Easy
Learning Objective: LO 8 Explain shaping and the method of successive approximations.
Page: 203
Topic: Behaviorism and the Shaping of Behavior
88. Sheryl makes pleasant small talk and pays her boss a compliment before asking for a day
off, because such a strategy was successful with a few of her previous bosses. This example most
clearly illustrates:
A) instinctive drift.
B) stimulus generalization.
C) shaping.
D) stimulus discrimination.
Ans: B
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Table 5.2 Conditioning Basics
Learning Objective: LO 8 Explain shaping and the method of successive approximations.
Page: 206
Topic: Acquisition to Extinction, and Everything in Between46
89. Skinner’s students Keller and Marian Breiland found that animals tend to revert to behaviors
consistent with their instincts, a(n) _____ conditioning phenomenon called _____.
A) classical; higher order conditioning
B) classical; instinctive drift
C) operant; higher order conditioning
D) operant; instinctive drift
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Think Again
Learning Objective: LO 8 Explain shaping and the method of successive approximations.
Page: 205
Topic: Behaviorism and the Shaping of Behavior
90. When Saralyn’s partner says “I’m going to bed early,” she follows expectantly; when he
says, “I’m tired,” she stays behind and reads in the living room for a while. Saralyn’s behavior
demonstrates:
A) stimulus generalization.
B) instinctive drift.
C) stimulus discrimination.
D) acquisition training.
Ans: C
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Learning Objective: LO 8 Explain shaping and the method of successive approximations.
Page: 206
Topic: Acquisition to Extinction, and Everything in Between47
91. _____ refers to a behavior’s disappearance when its reinforcer is removed.
A) Adaptation
B) Habituation
C) Intermittent reinforcement
D) Extinction
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Table 5.2 Conditioning Basics
Learning Objective: LO 7 Describe Thorndike’s law of effect.
Page: 205-206
Topic: Acquisition to Extinction, and Everything in Between
92. When behavior reemerges following extinction, _____ has occurred.
A) stimulus discrimination
B) spontaneous recovery
C) acquisition
D) stimulus generalization
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Table 5.2 Conditioning Basics
Learning Objective: LO 8 Explain shaping and the method of successive approximations.
Page: 206
Topic: Acquisition to Extinction, and Everything in Between48
93. In 2010, an advertising agency stopped paying bonuses to executives who attracted new
clients. In 2011, the agency signed no new clients. This example illustrates:
A) habituation.
B) stimulus discrimination.
C) extinction.
D) adaptation.
Ans: C
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Table 5.2 Conditioning Basics
Learning Objective: LO 8 Explain shaping and the method of successive approximations.
Page: 205-206
Topic: Acquisition to Extinction, and Everything in Between
94. Molly’s dog no longer sits when Molly says, “Sit!” because Molly no longer feeds the animal
table scraps when it obeys. The dog sits, though, when Molly’s sister visits one evening and says
“Sit!” Molly’s dog is demonstrating:
A) adaptation.
B) spontaneous recovery.
C) acquisition.
D) stimulus generalization.
Ans: B
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Table 5.2 Conditioning Basics
Learning Objective: LO 8 Explain shaping and the method of successive approximations.
Page: 205-206
Topic: Acquisition to Extinction, and Everything in Between49
95. The addition of a pleasant stimulus following a target behavior is called _____
reinforcement.
A) primary
B) positive
C) partial
D) secondary
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 9 Identify the differences between positive and negative reinforcement.
Page: 207
Topic: Acquisition to Extinction, and Everything in Between
WebQuiz: WebQuiz 1
96. Positive reinforcement occurs when:
A) a desirable stimulus is removed following a behavior.
B) an unpleasant stimulus is removed following a behavior.
C) a desirable stimulus is added following a behavior.
D) an unpleasant stimulus is added following a behavior.
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 9 Identify the differences between positive and negative reinforcement.
Page: 207
Topic: Acquisition to Extinction, and Everything in Between50
97. A talent competition judge tells a contestant that her audition was “brilliant . . . one of the
best this season.” The judge’s response is an example of:
A) positive reinforcement.
B) negative reinforcement.
C) positive punishment.
D) negative punishment.
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 9 Identify the differences between positive and negative reinforcement.
Page: 207
Topic: Acquisition to Extinction, and Everything in Between
98. After catching up on all her readings and assignments, Leah treats herself by going to a
movie with a friend. This outing is an example of _____ reinforcement.
A) positive
B) primary
C) partial
D) negative
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4,4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 9 Identify the differences between positive and negative reinforcement.
Page: 207
Topic: Acquisition to Extinction, and Everything in Between51
99. The removal of an unpleasant stimulus following a target behavior is called _____
reinforcement.
A) secondary
B) ratio
C) partial
D) negative
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 9 Identify the differences between positive and negative reinforcement.
Page: 208
Topic: Acquisition to Extinction, and Everything in Between
100. With negative reinforcement a(n):
A) desirable stimulus is removed following a behavior.
B) unpleasant stimulus is removed following a behavior.
C) desirable stimulus is added following a behavior.
D) unpleasant stimulus is added following a behavior.
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 9 Identify the differences between positive and negative reinforcement.
Page: 208
Topic: Acquisition to Extinction, and Everything in Between52
101. In a Skinner box, a rat escapes painful electric shock by pressing a lever. The rat’s bar-
pressing behavior is maintained by:
A) negative punishment.
B) negative reinforcement.
C) positive punishment.
D) positive reinforcement.
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 9 Identify the differences between positive and negative reinforcement.
Page: 208
Topic: Acquisition to Extinction, and Everything in Between
102. Negative reinforcement:
A) is the same thing as punishment.
B) leads to an increase in the probability of a behavior.
C) decreases the likelihood that a behavior will be performed.
D) is also called secondary reinforcement.
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 9 Identify the differences between positive and negative reinforcement.
Page: 208
Topic: Acquisition to Extinction, and Everything in Between
103. Which scenario exemplifies negative reinforcement?53
A) Vanna fastens her seatbelt as soon as she gets in her car to stop the annoying alert sound.
B) Drake no longer cuts class, now that his parents confiscated his iPad.
C) Maria now buys a different brand of cigarettes to get two packs for the price of one.
D) Nate no longer arrives late at work following a reprimand from his boss.
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Medium
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 9 Identify the differences between positive and negative reinforcement.
Page: 208
Topic: Acquisition to Extinction, and Everything in Between
WebQuiz: WebQuiz 2
104. Ava is wheeling her toddler, Jamie, through the supermarket after a long and tiring day.
When Jamie begins to fuss, Ava scolds her sharply; Jamie’s fussing subsides. Which statement is
false?
A) Ava’s scolding negatively reinforces Jamie’s fussing.
B) Ava’s scolding punishes Jamie’s fussing.
C) Jamie stops fussing, which negatively reinforces Ava’s scolding.
D) Ava received negative reinforcement when Jamie stopped fussing.
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 9 Identify the differences between positive and negative reinforcement.
Page: 208
Topic: Acquisition to Extinction, and Everything in Between54
105. Which consequence is correctly matched with an example of it?
A) positive reinforcement – Harvey is suspended when he vandalizes school property.
B) negative reinforcement – Jeff puts up his umbrella when it starts to sprinkle so he won’t get
wet.
C) positive punishment – Jacqueline’s teacher puts a cute sticker on an arithmetic exercise
completed without mistakes.
D) negative punishment – Tommy receives a written reprimand from his boss following a series
of customer complaints.
Ans: B
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Medium
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 9 Identify the differences between positive and negative reinforcement.
Page: 208
Topic: Acquisition to Extinction, and Everything in Between
106. Which statement is correctly matched with its consequence?
A) Janie continues her drug use because it eliminates unpleasant cravings for the drug. –
negative punishment
B) Janie reduces her drug use because it leaves her without money. – negative reinforcement
C) Janie reduces her drug use because of the drug’s physical side effects. – negative punishment
D) Janie continues her drug use because it takes her mind off unpleasant thoughts. – negative
reinforcement
Ans: D
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.2
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 9 Identify the differences between positive and negative reinforcement.
Page: 208
Topic: Acquisition to Extinction, and Everything in Between55
107. Which statement about the consequences of behavior is true?
A) Positive reinforcement increases the likelihood of desired behavior, whereas negative
reinforcement decreases it.
B) Positive reinforcement decreases the likelihood of desired behavior, whereas negative
reinforcement increases it.
C) Positive reinforcement and negative reinforcement both increase the likelihood of desired
behavior.
D) Positive reinforcement and negative reinforcement both decrease the likelihood of desired
behavior.
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 9 Identify the differences between positive and negative reinforcement.
Page: 207-208
Topic: Acquisition to Extinction, and Everything in Between
108. Reinforcers that satisfy a biological need are called _____ reinforcers.
A) primary
B) positive
C) unconditioned
D) reflexive
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 10 Distinguish between primary and secondary reinforcers.56
Page: 208
Topic: Acquisition to Extinction, and Everything in Between
109. For Thorndike’s cats, fish was a ____ reinforcer.
A) negative
B) primary
C) partial
D) positive
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 10 Distinguish between primary and secondary reinforcers.; LO 7
Describe Thorndike’s law of effect.
Page: 202, 208
Topic: Acquisition to Extinction, and Everything in Between; Operant Conditioning and the Law
of Effect
WebQuiz: WebQuiz 2
110. Loosely speaking, nature is to nurture as ______ reinforcers are to ______ reinforcers.
A) positive; negative
B) secondary; primary
C) unconditioned; conditioned
D) primary; secondary
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 10 Distinguish between primary and secondary reinforcers.57
Page: 208-209
Topic: Acquisition to Extinction, and Everything in Between
111. Which of the following reinforcers is NOT correctly categorized?
A) food – primary reinforcer
B) money – primary reinforcer
C) praise – secondary reinforcer
D) smile – secondary reinforcer
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 10 Distinguish between primary and secondary reinforcers.
Page: 208-209
Topic: Acquisition to Extinction, and Everything in Between
112. One reason Carlos continues to work at his job is the check he receives every two weeks.
Carlos’s paycheck is a(n) _____ reinforcer.
A) conditional
B) primary
C) secondary
D) unconditional
Ans: C
APA 2.0: 5.3
APA Outcome: 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Learning Objective: LO 10 Distinguish between primary and secondary reinforcers.
Page: 208-209
Topic: Acquisition to Extinction, and Everything in Between58
113. Slot machine is to vending machine as _____ reinforcement is to _____ reinforcement.
A) primary; secondary
B) secondary; primary
C) positive; negative
D) negative; positive
Ans: B
APA 2.0: 5.3
APA Outcome: 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Learning Objective: LO 10 Distinguish between primary and secondary reinforcers.
Page: 208-209
Topic: Acquisition to Extinction, and Everything in Between
WebQuiz: WebQuiz 2
114. Dr. DiFonzo notices several students nodding in agreement as he lectures. Subsequently, his
rhetoric becomes more confident and more passionate. The students have provided ______
reinforcement.
A) positive
B) primary
C) both positive and primary
D) both positive and secondary
Ans: D
APA 2.0: 5.3
APA Outcome: 4.4
Bloom’s Taxonomy: Applying
Difficulty: Medium
Learning Objective: LO 10 Distinguish between primary and secondary reinforcers.
Page: 208-209
Topic: Acquisition to Extinction, and Everything in Between59
115. Sergio changes his Facebook profile picture. A friend comments with a smiley-face
emoticon. The emoticon offers Sergio _____ reinforcement for changing his profile picture.
A) conditional
B) primary
C) negative
D) positive
Ans: D
APA 2.0: 5.3
APA Outcome: 4.4
Bloom’s Taxonomy: Applying
Difficulty: Easy
Feature: Social Media and Psychology
Learning Objective: LO 10 Distinguish between primary and secondary reinforcers.
Page: 209
Topic: Acquisition to Extinction, and Everything in Between
116. Several friends “like” Pearl’s Facebook status update. These “likes” act as _____ reinforcers
maintaining Pearl’s behavior of posting status updates.
A) positive
B) primary
C) both positive and primary
D) neither positive nor primary
Ans: A
APA 2.0: 5.3
APA Outcome: 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Social Media and Psychology
Learning Objective: LO 10 Distinguish between primary and secondary reinforcers.
Page: 208-209
Topic: Acquisition to Extinction, and Everything in Between60
117. In _____ reinforcement, every instance of a behavior is reinforced.
A) primary
B) continuous
C) positive
D) constant
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Page: 211
Topic: The Power of Partial Reinforcement
Learning Objective: LO 11 Describe continuous reinforcement and partial reinforcement.
118. In real life, behavior is probably MOST often reinforced by _____ reinforcement.
A) partial
B) continuous
C) primary
D) negative
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 11 Describe continuous reinforcement and partial reinforcement.
Page: 211
Topic: The Power of Partial Reinforcement61
119. Which statement BEST expresses the relationship between partial and intermittent
reinforcement?
A) Partial reinforcement is different from intermittent reinforcement.
B) Partial reinforcement is similar to intermittent reinforcement.
C) Partial reinforcement is the same thing as intermittent reinforcement.
D) Partial reinforcement is the opposite of intermittent reinforcement.
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 11 Describe continuous reinforcement and partial reinforcement.
Page: 211
Topic: The Power of Partial Reinforcement
120. Vending machine is to ____ reinforcement as slot machine is to _____ reinforcement.
A) continuous; partial
B) partial; continuous
C) partial; intermittent
D) intermittent; partial
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Medium
Learning Objective: LO 11 Describe continuous reinforcement and partial reinforcement.
Page: 210-211
Topic: The Power of Partial Reinforcement
121. On most occasions, drivers who are let into a driving lane acknowledge the favor in some
way; sometimes, though, they don’t. The behavior of letting drivers in is maintained by _____
reinforcement.62
A) intermittent
B) primary
C) continuous
D) negative
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Learning Objective: LO 11 Describe continuous reinforcement and partial reinforcement.
Page: 211
Topic: The Power of Partial Reinforcement
WebQuiz: WebQuiz 1
122. A person doesn’t receive a smile or a “thank you” each time he holds a door for the person
behind him, just most of the time. Door-holding is reinforced on a(n) _____ schedule.
A) continuous
B) interval
C) partial
D) fixed
Ans: C
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Learning Objective: LO 11 Describe continuous reinforcement and partial reinforcement.
Page: 211
Topic: The Power of Partial Reinforcement
123. Acquiring behavior is to maintaining behavior as _____ reinforcement is to _____
reinforcement.
A) primary; secondary63
B) partial; continuous
C) positive; negative
D) continuous; partial
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 11 Describe continuous reinforcement and partial reinforcement.
Page: 210
Topic: The Power of Partial Reinforcement
124. Compared to behaviors reinforced on a continuous schedule, behaviors reinforced on
partial schedules are _____ resistant to extinction.
A) more
B) slightly less
C) equally
D) much less
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Page: 211
Topic: The Power of Partial Reinforcement
WebQuiz: WebQuiz 2
Learning Objective: LO 11 Describe continuous reinforcement and partial reinforcement.
125. In variable-ratio reinforcement:
A) reinforcers are delivered after a changing number of responses.
B) reinforcers are delivered after pre-established time periods.
C) reinforcers are delivered after a fluctuating period of time.64
D) the specific reinforcer changes from trial to trial.
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 212-213
Topic: Timing Is Everything: Reinforcement Schedules
126. A _____ schedule of reinforcement is one in which reinforcement is provided after a pre-
established number of responses.
A) fixed-interval
B) fixed-ratio
C) variable-interval
D) variable-ratio
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 212-213
Topic: Timing Is Everything: Reinforcement Schedules
127. In one company, associates sell a consumer product over the telephone. For every tenth
sale, associates receive a $100 cash bonus. The bonus is delivered on a _____ schedule.
A) fixed-ratio
B) fixed-interval
C) variable-ratio
D) variable-interval65
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Medium
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 212-213
Topic: Timing Is Everything: Reinforcement Schedules
128. A pigeon is placed in a Skinner box. On a fixed-ratio schedule of reinforcement, the pigeon
receives food after pecking a disk:
A) for a time period that fluctuates.
B) a varying number of times.
C) for a set time period.
D) a set number of times.
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Easy
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 212-213
Topic: Timing Is Everything: Reinforcement Schedules
129. Which laboratory example reflects a fixed-ratio schedule of reinforcement?
A) A pigeon pecking a disk receives food every 6 minutes.
B) Every 7th time a rat presses a lever, it receives food pellets.
C) Every 6 minutes, a rat receives food for pressing a lever. Then the schedule changes to every
5 minutes, then to every 9 minutes.
D) A pigeon pecking a disk receives food after 4 pecks, then after 7, after 5, and then after 6.
Ans: B
APA 2.0: 1.266
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 212-213
Topic: Timing Is Everything: Reinforcement Schedules
WebQuiz: WebQuiz 2
130. Which promotion exemplifies the use of a fixed-ratio schedule of reinforcement?
A) A café prints “You are a winner” on a random one-twelfth of its coffee lids; patrons receiving
such a lid can redeem it for a free beverage.
B) A café offers its customers a punch card. Each time a patron purchases a beverage, a hold is
punched; when ten holes are punched, the patron receives a free beverage.
C) Every now and then, a café announces a two-for-one deal.
D) A café offers each patron an early morning two-for-one free-beverage-with-purchase deal
from 5 to 6 a.m. on Monday mornings.
Ans: B
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 212-213
Topic: Timing Is Everything: Reinforcement Schedules
131. Which promotion exemplifies the use of a variable-ratio schedule of reinforcement?
A) Every now and then, a café announces a two-for-one deal.
B) A café offers its customers a punch card. Each time a patron purchases a beverage, a hold is
punched; when ten holes are punched, the patron receives a free beverage.
C) A café prints “You are a winner” on a random one-twelfth of its coffee lids; patrons receiving
such a lid can redeem it for a free beverage.
D) A café offers each patron an early morning two-for-one free-beverage-with-purchase deal
from 5 to 6 a.m. on Monday mornings.67
Ans: C
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 212-213
Topic: Timing Is Everything: Reinforcement Schedules
132. Playing a slot machine is reinforced on a _____ schedule.
A) variable-interval
B) fixed-interval
C) variable-ratio
D) fixed-ratio
Ans: C
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 212-213
Topic: Timing Is Everything: Reinforcement Schedules
WebQuiz: WebQuiz 2
133. Salary is to commission as _____ is to _____.
A) ratio schedule; interval schedule
B) primary reinforcer; secondary reinforcer
C) interval schedule; ratio schedule
D) secondary reinforcer; primary reinforcer
Ans: C
APA 2.0: 1.2; 1.368
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 212-213
Topic: Timing Is Everything: Reinforcement Schedules
134. Paychecks and course grades are delivered on a _____ schedule of reinforcement.
A) fixed-ratio
B) fixed-interval
C) variable-ratio
D) variable-interval
Ans: B
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 212-213
Topic: Timing Is Everything: Reinforcement Schedules
135. In New York City, a privately funded program pays low-income parents $50 every two
months for each child who attends school regularly during that period. This incentive illustrates a
_____ schedule of reinforcement.
A) fixed-interval
B) fixed-ratio
C) variable-interval
D) variable-ratio
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying69
Difficulty: Challenging
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 212-213
Topic: Timing Is Everything: Reinforcement Schedules
136. Pauses in responding are MOST pronounced in _____ schedules of reinforcement.
A) variable-ratio
B) random
C) variable interval
D) fixed-interval
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Figure 5.3 Schedules of Reinforcement
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 212-213
Topic: Timing Is Everything: Reinforcement Schedules
137. Sometimes when one calls a customer service center, one is put on hold; one does not know
how long it will be before the holding behavior is reinforced by the response of an associate, and
it doesn’t matter what one does in the meantime. Holding a phone line is reinforced on a _____
schedule.
A) fixed-interval
B) fixed-ratio
C) variable-interval
D) variable-ratio
Ans: C
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying70
Difficulty: Challenging
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 212-213
Topic: Timing Is Everything: Reinforcement Schedules
138. A rat in a Skinner box is trained to press a bar for food pellets. The rat is then placed on a
partial reinforcement schedule, receiving pellets every 5 minutes. This is a _____ schedule of
reinforcement.
A) fixed-interval
B) fixed-ratio
C) variable-interval
D) variable-ratio
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 212-213
Topic: Timing Is Everything: Reinforcement Schedules
139. Dr. Arceneaux has developed several alternative plans to increase the number of online
practice quizzes his students complete. Which plan below is incorrectly matched with a
reinforcement schedule?
A) 1 bonus point for every two online practice quizzes completed – fixed-ratio
B) 1 bonus point awarded every 2 weeks if two or more quizzes have been completed – fixed-
interval
C) 1 bonus point awarded every now and then (about 2 weeks on average) if two or more
quizzes have been completed recently – variable-ratio
D) None of these are incorrectly matched.
Ans: C71
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 212-213
Topic: Timing Is Everything: Reinforcement Schedules
WebQuiz: WebQuiz 1
140. Dr. Arceneaux wants his students to take advantage of online practice quizzes on his course
Web site. Which of the following is the MOST effective plan to increase the number of practice
quizzes completed?
A) 1 bonus point for every 2 online practice quizzes completed.
B) 5 points deducted from course total if no quizzes completed.
C) 1 bonus point awarded every 2 weeks if 2 or more quizzes have been completed.
D) 1 bonus point awarded every now and then (about 2 weeks on average) if 2 or more quizzes
have been completed recently.
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Figure 5.3 Schedules of Reinforcement
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 212-213
Topic: Timing Is Everything: Reinforcement Schedules
141. Which schedule of partial reinforcement is correctly matched with its definition?
A) fixed-ratio – reinforcement is delivered after a changing number of responses
B) variable-ratio – reinforcement is delivered after a pre-established time period
C) fixed-interval – reinforcement is delivered after a set number of responses
D) variable-interval – reinforcement is delivered after a fluctuating time period72
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 212-213
Topic: Timing Is Everything: Reinforcement Schedules
142. Positive punishment is:
A) exemplified by a spanking.
B) exemplified by a time-out.
C) the same thing as negative reinforcement.
D) a contradiction in terms.
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 215
Topic: The Trouble With Punishment
143. Which scenario exemplifies negative punishment?
A) Astrid sends her daughter to her room alone when she misbehaves.
B) Carly yells at her husband when he comes home late.
C) Jack makes his middle-school students run extra laps when they are unruly during gym class.
D) Joanie takes several ibuprofen tablets when she has a headache.
Ans: A
APA 2.0: 1.2; 1.373
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 215
Topic: The Trouble With Punishment
144. Which type of consequence is correctly matched with an example?
A) positive reinforcement – Vickie applies lotion to lessen the discomfort of a small burn.
B) negative reinforcement – Ella’s parents confiscate her car keys for breaking curfew.
C) positive punishment – Laurel’s mother yells at her when she takes $20 from her mom’s purse.
D) negative punishment – Maddie receives a bonus for outstanding work performance.
Ans: C
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 215
Topic: The Trouble With Punishment
145. In _____, something unpleasant follows an unwanted behavior.
A) negative reinforcement
B) secondary reinforcement
C) negative punishment
D) positive punishment
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering74
Difficulty: Easy
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 215
Topic: The Trouble With Punishment
146. When a parent attempts to reduce a child’s unwanted behaviors by removing desired
privileges, the parent is using:
A) negative reinforcement.
B) secondary reinforcement.
C) negative punishment.
D) positive punishment.
Ans: C
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 215
Topic: The Trouble With Punishment
147. Approximately _____% of American parents use corporal punishment to discipline their
young children.
A) 25
B) 50
C) 65
D) 75
Ans: C
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Remembering75
Difficulty: Easy
Feature: Controversies
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 215-216
Topic: The Trouble With Punishment
148. According to research cited in the text (Tomoda et al., 2009), harsh physical punishment of
young children may retard growth in the brain’s:
A) brainstem.
B) frontal lobes.
C) limbic system.
D) left hemisphere.
Ans: B
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Controversies
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 215-216
Topic: The Trouble With Punishment
WebQuiz: WebQuiz 1
149. Which of the following is NOT a disadvantage of using corporal punishment to discipline
young children?
A) It may be related to problem behaviors in adolescence.
B) It may be related to retarded brain development.
C) Physical punishment sends the message that aggressive behavior is appropriate.
D) It tends to change behavior very slowly.
Ans: D
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.476
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Controversies
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 215-216
Topic: The Trouble With Punishment
150. Negative punishment ____ behavior. Negative reinforcement _____ behavior.
A) decreases; decreases
B) decreases; increases
C) increases; decreases
D) increases; increases
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 13 Explain how punishment differs from negative reinforcement.
Page: 216
Topic: The Trouble With Punishment
WebQuiz: WebQuiz 2
151. Which statement regarding the consequences of behavior is MOST accurate?
A) Negative reinforcement and punishment have similar effects on behavior.
B) Negative reinforcement and punishment have the same effects on behavior.
C) Negative reinforcement and punishment have different effects on behavior.
D) Negative reinforcement and punishment have opposite effects on behavior.
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding77
Difficulty: Medium
Feature: Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 13 Explain how punishment differs from negative reinforcement.
Page: 216
Topic: The Trouble With Punishment
152. Behavior is increased by:
A) positive reinforcement and negative punishment.
B) positive reinforcement only.
C) positive reinforcement and negative reinforcement.
D) negative reinforcement only.
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 13 Explain how punishment differs from negative reinforcement.
Page: 216
Topic: The Trouble With Punishment
WebQuiz: WebQuiz 1
153. Behavior is decreased by:
A) negative reinforcement and positive punishment.
B) positive punishment only.
C) negative reinforcement only.
D) positive punishment and negative punishment.
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium78
Feature: Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 13 Explain how punishment differs from negative reinforcement.
Page: 216
Topic: The Trouble With Punishment
154. Skip would like his partner to stop leaving shaving cream and stubble in the sink after he
shaves in the morning. At first, Skip complains to his partner about the mess. Then Skip changes
tactics: he thanks his partner on the occasional mornings when he rinses out the sink. Skip has
changed from using _____ to using _____.
A) positive punishment; positive reinforcement
B) negative reinforcement; negative punishment
C) negative reinforcement; positive reinforcement
D) positive reinforcement; negative reinforcement
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Medium
Feature: Think Again
Learning Objective: LO 13 Explain how punishment differs from negative reinforcement.
Page: 217
Topic: The Trouble With Punishment
155. Marco is training his dog to sit. Initially, he gives the dog a biscuit each time the dog sits on
command. Later, he gives the dog a biscuit every fourth time the dog sits on command. Marco
has replaced a(n) _____ schedule of reinforcement with a(n) _____ schedule.
A) continuous; fixed-interval
B) continuous; fixed-ratio
C) primary; secondary
D) continuous; secondary
Ans: B
APA 2.0: 1.2; 1.379
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Think Again
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 217
Topic: The Trouble With Punishment
156. Which of these responses is acquired through classical conditioning?
A) feeling anxious before a test
B) inserting coins into a vending machine
C) Both these responses are acquired through classical conditioning.
D) Neither of these responses is acquired through classical conditioning.
Ans: A
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Figure 5.4 Differences Between Classical and Operant Conditioning
Learning Objective: LO 7 Describe Thorndike’s law of effect.; LO 2 Explain what Pavlov’s
studies teach us about classical conditioning.
Page: 218
Topic: Classical and Operant Conditioning: What’s the Difference?
157. Voluntary behavior is to involuntary behavior as _____ conditioning is to _____
conditioning.
A) classical; Pavlovian
B) classical; operant
C) Pavlovian; operant
D) operant; classical
Ans: D
APA 2.0: 1.280
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Figure 5.4 Differences Between Classical and Operant Conditioning
Learning Objective: LO 13 Explain how punishment differs from negative reinforcement.
Page: 218
Topic: Classical and Operant Conditioning: What’s the Difference?
158. Which set contains a discrepant element?
A) {voluntary behavior, operant conditioning, associations between stimuli}
B) {associations between behavior and consequences, voluntary behavior, operant conditioning}
C) {Pavlovian conditioning, classical conditioning, associations between stimuli}
D) {associations between stimuli, involuntary behavior, Pavlovian conditioning}
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Figure 5.4 Differences Between Classical and Operant Conditioning
Learning Objective: LO 7 Describe Thorndike’s law of effect.; LO 2 Explain what Pavlov’s
studies teach us about classical conditioning.
Page: 218
Topic: Classical and Operant Conditioning: What’s the Difference?
159. Which statement accurately represents the main distinction between classical and operant
conditioning?
A) Classical conditioning applies to involuntary behavior, whereas operant conditioning applies
to voluntary behavior.
B) Classical conditioning applies to voluntary behavior, whereas operant conditioning applies to
involuntary behavior.
C) Both these statements reflect valid distinctions between classical and operant conditioning.
D) Neither of these statements reflects a valid distinction between classical and operant
conditioning.81
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Figure 5.4 Differences Between Classical and Operant Conditioning
Learning Objective: LO 7 Describe Thorndike’s law of effect.; LO 2 Explain what Pavlov’s
studies teach us about classical conditioning.
Page: 218
Topic: Classical and Operant Conditioning: What’s the Difference?
160. Operant conditioning applies to _____ and involves associations between _____.
A) involuntary behavior; behavior and consequences
B) involuntary behavior; stimuli
C) voluntary behavior; behavior and consequences
D) voluntary behavior; stimuli
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Figure 5.4 Differences Between Classical and Operant Conditioning
Learning Objective: LO 7 Describe Thorndike’s law of effect.; LO 2 Explain what Pavlov’s
studies teach us about classical conditioning.
Page: 218
Topic: Classical and Operant Conditioning: What’s the Difference?
161. Operant conditioning involves forming associations between:
A) different stimuli.
B) stimuli and behavior.
C) behavior and consequences.
D) different behaviors.82
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Figure 5.4 Differences Between Classical and Operant Conditioning
Learning Objective: LO 7 Describe Thorndike’s law of effect.; LO 2 Explain what Pavlov’s
studies teach us about classical conditioning.
Page: 218
Topic: Classical and Operant Conditioning: What’s the Difference?
162. Classical conditioning applies to _____ and involves associations between _____.
A) involuntary behavior; behavior and consequences
B) involuntary behavior; stimuli
C) voluntary behavior; behavior and consequences
D) voluntary behavior; stimuli
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Figure 5.4 Differences Between Classical and Operant Conditioning
Learning Objective: LO 7 Describe Thorndike’s law of effect.; LO 2 Explain what Pavlov’s
studies teach us about classical conditioning.
Page: 218
Topic: Classical and Operant Conditioning: What’s the Difference?
163. Psychologists working in the area of cognition and learning:
A) deny the importance of classical and operant conditioning.
B) go beyond classical and operant conditioning.
C) perform research essentially identical to that conducted by more traditional learning theorists.
D) have probably never heard of classical and operant conditioning.83
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 15 Describe latent learning and explain how cognition is involved in
learning.
Page: 223
Topic: Learning and Cognition: A Map That Cannot Be Seen
164. The focus of classical and operant conditioning is on _____. The focus of the cognitive
learning approach is on _____.
A) external stimuli and consequences; internal processes
B) internal processes; internal processes
C) external stimuli and consequences; external stimuli and consequences
D) internal processes; external stimuli and consequences
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Challenging
Learning Objective: LO 15 Describe latent learning and explain how cognition is involved in
learning.
Page: 223
Topic: Learning and Cognition: A Map That Cannot Be Seen
165. Cognitive learning applies to:
A) humans only.
B) non-human animals only.
C) humans and higher primates, but not other animals.
D) humans, higher primates, and other animals.84
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 15 Describe latent learning and explain how cognition is involved in
learning.
Page: 224
Topic: Learning and Cognition: A Map That Cannot Be Seen
166. Which cognitive learning theorist is correctly matched with the concept with which he is
associated?
A) Tolman – latent learning
B) Kohler – insight
C) Both Tolman and Kohler are correctly matched.
D) Neither Tolman nor Kohler is correctly matched.
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Medium
Learning Objective: LO 15 Describe latent learning and explain how cognition is involved in
learning.
Page: 224
Topic: Learning and Cognition: A Map That Cannot Be Seen
WebQuiz: WebQuiz 2
167. Learning that occurs internally and is expressed behaviorally only when there is sufficient
motivation to do so is called _____ learning.
A) latent
B) cognitive
C) subliminal
D) manifest85
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
learning.
Page: 224
Learning Objective: LO 15 Describe latent learning and explain how cognition is involved in
Topic: Learning and Cognition: A Map That Cannot Be Seen
168. Recall Tolman’s latent learning experiments in which rats learned to run a maze. What was
the critical result?
A) Rats that were never reinforced never learned to run the maze.
B) Rats that were never reinforced still learned to run the maze.
C) Rats that began to receive reinforcement halfway through the experiment rapidly matched the
performance of rats that had been reinforced from the beginning of the experiment.
D) Rats that began to receive reinforcement halfway through the experiment never learned to
run the maze.
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Figure 5.5 Latent Learning
Learning Objective: LO 15 Describe latent learning and explain how cognition is involved in
learning.
Page: 224
Topic: Learning and Cognition: A Map That Cannot Be Seen
169. Kate has a kind of picture in her head of her hometown, a mental representation of its
layout and the location of key landmarks such as rivers, buildings, freeways, and parks. This
representation is called a(n):86
A) internal navigator.
B) mental map.
C) mental GPS.
D) cognitive blueprint.
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Applying
Difficulty: Medium
Learning Objective: LO 15 Describe latent learning and explain how cognition is involved in
learning.
Page: 224
Topic: Learning and Cognition: A Map That Cannot Be Seen
WebQuiz: WebQuiz 1
170. What is the reason that Tolman’s latent learning results pose a problem for strict,
Skinnerian views of learning?
A) The results suggest that direct reinforcement is not necessary for learning to occur.
B) The results suggest that internal processes may be necessary to fully explain learning.
C) Both these statements are reasons that Tolman’s latent learning results pose a problem for
strict, Skinnerian views of learning.
D) Neither of these statements is a reason that Tolman’s latent learning results pose a problem
for strict, Skinnerian views of learning.
Ans: C
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 15 Describe latent learning and explain how cognition is involved in
learning.
Page: 224
Topic: Learning and Cognition: A Map That Cannot Be Seen87
171. Recall Tolman and Honzik’s classic latent learning experiment. The rats’ error rate in
navigating the maze is a(n) _____ variable. In a graph of the experiment’s results, the error rate is
displayed on the _____-axis.
A) dependent; x
B) dependent; y
C) independent; x
D) independent; y
Ans: B
APA 2.0: 2.4
APA Outcome: 2.2; 7.3
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Figure 5.5 Latent Learning
Learning Objective: LO 15 Describe latent learning and explain how cognition is involved in
learning.
Page: 224
Topic: Learning and Cognition: A Map That Cannot Be Seen
172. The sudden awareness of a problem’s solution is called:
A) latent learning.
B) insight.
C) operant conditioning.
D) reinforcement.
Ans: B
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
learning.
Page: 224
Learning Objective: LO 15 Describe latent learning and explain how cognition is involved in
Topic: Learning and Cognition: A Map That Cannot Be Seen88
173. Which set is correct?
A) {Kohler, chimpanzees, insight}
B) {cats, operant conditioning, Pavlov}
C) {operant conditioning, Thorndike, dogs}
D) {Skinner, latent learning, rats}
Ans: A
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
learning.
Page: 224
Learning Objective: LO 15 Describe latent learning and explain how cognition is involved in
Topic: Learning and Cognition: A Map That Cannot Be Seen
174. Which learning theorist is correctly matched with his concept?
A) Thorndike – classical conditioning
B) Kohler – operant conditioning
C) Pavlov – insight
D) Tolman – latent learning
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
learning.
Page: 224
Learning Objective: LO 15 Describe latent learning and explain how cognition is involved in
Topic: Learning and Cognition: A Map That Cannot Be Seen89
175. Observational learning is to latent learning as _____ is to _____.
A) Kohler; Tolman
B) Tolman; Bandura
C) Bandura; Kohler
D) Bandura; Tolman
Ans: D
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about
learning.
Page: 220
Topic: The Power of Observational Learning
176. Bandura’s “Bobo doll” experiments were intended to demonstrate:
A) latent learning.
B) shaping.
C) insight.
D) observational learning.
Ans: D
APA 2.0: 1.2
APA Outcome: 5.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
learning.
Page: 220
Topic: The Power of Observational Learning
Learning Objective: LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about
177. In Bandura’s observational learning work, which of the following is MOST likely a90
dependent variable?
A) whether children see a film of an adult model or not
B) whether the model in the film behaves aggressively or not
C) whether children mimic the model’s aggressive behavior
D) whether children are allowed to play with the doll after the film
Ans: C
APA 2.0: 2.4
APA Outcome: 2.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about
learning.
Page: 220
Topic: The Power of Observational Learning
178. Kayla is helping her professor conduct an observational learning study in which the model
is either similar or dissimilar to the participant. In this study, the similarity of the model to the
participant is a(n) _____ variable.
A) control
B) dependent
C) experimental
D) independent
Ans: D
APA 2.0: 2.4
APA Outcome: 2.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about
learning.
Page: 221
Topic: The Power of Observational Learning91
179. Dr. Landry is conducting an observational learning study in which the model is either
similar or dissimilar to the participant. Dr. Landry thinks that participants are more likely to
imitate the behavior of similar rather than dissimilar models. This is a(n):
A) theory.
B) hypothesis.
C) operational definition.
D) conclusion.
Ans: B
APA 2.0: 2.4
APA Outcome: 1.3; 2.4
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about
learning.
Page: 221
Topic: The Power of Observational Learning
180. Which of the following is the correlation coefficient a researcher would MOST likely
obtain between scores on a measure of exposure to media violence and scores on a measure of
aggressive behavior?
A) .30
B) .80
C) 1.00
D) -.50
Ans: A
APA 2.0: 2.4
APA Outcome: 1.2; 2.3
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about
learning.
Page: 221
Topic: The Power of Observational Learning92
181. The American Academy of Pediatrics recommends that children be limited to less than
_____ hours of screen time per day. Preschool children average _____ hours of screen time each
day.
A) 2; 4.4
B) 2; 5.5
C) 3; 4.4
D) 3; 5.5
Ans: A
APA 2.0: 1.3
APA Outcome: 4.4
Bloom’s Taxonomy: Remembering
Difficulty: Easy
learning.
Page: 221-222
Topic: The Power of Observational Learning
WebQuiz: WebQuiz 1
Learning Objective: LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about
182. Psychologists use the term _____ to refer to behaviors that benefit others.
A) prosocial
B) nice
C) altruistic
D) empathetic
Ans: A
APA 2.0: 1.2
APA Outcome: 5.2; 5.6; 9.4
Bloom’s Taxonomy: Remembering
Difficulty: Easy
learning.
Page: 222
Topic: The Power of Observational Learning
Learning Objective: LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about93
183. In research cited in the textbook, Greitemeyer (2009) exposed participants to either neutral
or prosocial messages and assessed their prosocial thoughts, feelings, and behaviors. In this
research, participants exposed to neutral messages were in the _____ group.
A) control
B) dependent
C) experimental
D) independent
Ans: A
APA 2.0: 2.4
APA Outcome: 1.2; 2.2; 5.6; 9.4
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about
learning.
Page: 222
Topic: The Power of Observational Learning
WebQuiz: WebQuiz 2
184. In a series of three experiments, Greitemeyer (2009) examined the influence of prosocial
messages on thought and behavior. Which statement BEST expresses the results of this research?
A) Prosocial messages had short-term effects on prosocial thought and emotion, but not on
prosocial behavior.
B) Prosocial messages had short-term effects on prosocial thought, emotion, and behavior.
C) Prosocial messages had long-term effects on prosocial thought, emotion, and behavior.
D) Prosocial messages had little effect on prosocial thought, emotion, and behavior.
Ans: B
APA 2.0: 1.2; 1.3; 2.4
APA Outcome: 1.2; 4.4; 5.6; 9.4
Bloom’s Taxonomy: Remembering
Difficulty: Challenging
Learning Objective: LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about
learning.94
Page: 222
Topic: The Power of Observational Learning
WebQuiz: WebQuiz 2
True/False
185. Learning results in permanent changes to behavior or thinking.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Challenging
Learning Objective: LO 1 Define learning.
Page: 187
Topic: What Is Learning?
186. Habituation is a type of learning.
Ans: True
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 1 Define learning.
Page: 187
Topic: What Is Learning?95
187. Social learning is the same thing as operant conditioning.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 1 Define psychology.
Page: 188
Topic: What Is Learning?
188. Louis demonstrates observational learning when he imitates his trainer’s stance to perform
a weightlifting exercise.
Ans: True
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Learning Objective: LO 1 Define learning.
Page: 188
Topic: What Is Learning?
189. Skinner is to classical conditioning as Pavlov is to operant conditioning.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.3
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 5.1
Learning Objective: LO 2 Explain what Pavlov’s studies teach us about classical conditioning.
Page: 189, 203
Topic: What Salivating Dogs Can Teach Us96
190. Although Pavlov is best known for his contributions to psychology, he was actually a
physiologist.
Ans: True
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Page: 189
Topic: What Salivating Dogs Can Teach Us
Learning Objective: LO 2 Explain what Pavlov’s studies teach us about classical conditioning.
191. Pavlov focused on the conditioning of voluntary behavior.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Medium
Learning Objective: LO 2 Explain what Pavlov’s studies teach us about classical conditioning.
Page: 189
Topic: What Salivating Dogs Can Teach Us
192. A bright light causes people to blink reflexively. In this instance, blinking is a conditioned
response.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Applying97
Feature: Infographic 5.1
Difficulty: Challenging
Learning Objective: LO 2 Explain what Pavlov’s studies teach us about classical conditioning.
Page: 190
Topic: What Salivating Dogs Can Teach Us
193. In the first phase of the classical conditioning process, a conditioned stimulus is paired with
an unconditioned stimulus.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 5.1
Learning Objective: LO 2 Explain what Pavlov’s studies teach us about classical conditioning.
Page: 190
Topic: What Salivating Dogs Can Teach Us
194. In Pavlov’s study, the bell is both a neutral and a conditioned stimulus.
Ans: True
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 5.1
Learning Objective: LO 3 Evaluate the differences between the US, UR, CS, and CR.
Page: 190
Topic: What Salivating Dogs Can Teach Us98
195. Because a bright flash of light automatically causes one to blink, it is a conditioned
stimulus.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 5.1
Learning Objective: LO 3 Evaluate the differences between the US, UR, CS, and CR.
Page: 190
Topic: Time For Some Terms
196. Pavlov championed the use of introspection in psychology.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Page: 192
Topic: Time For Some Terms
Learning Objective: LO 3 Evaluate the differences between the US, UR, CS, and CR.
197. Ivan Pavlov found that his dogs failed to salivate when he changed the CS even very
slightly.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
generalization.
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus99
Page: 192
Topic: Nuts and Bolts of Classical Conditioning
198. Stimulus discrimination and stimulus generalization are basically opposite processes.
Ans: True
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 192
Topic: Nuts and Bolts of Classical Conditioning
199. Extinction expunges an association from an organism’s brain.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 193
Topic: Nuts and Bolts of Classical Conditioning
200. Higher order conditioning entails forming an association between a conditioned stimulus
and a new neutral stimulus.
Ans: True100
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Figure 5.1 Higher Order Conditioning
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 194
Topic: Nuts and Bolts of Classical Conditioning
201. Stimulus generalization and stimulus discrimination can explain how we develop fearful or
anxious responses to stimuli.
Ans: True
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 194
Topic: From Dogs to People: Extending Pavlov’s Understanding
202. Arachnophobic Joanie practices positive visualization when she sees spiders; her
visualizations function as CSs.
Ans: True
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 194101
Topic: From Dogs to People: Extending Pavlov’s Understanding
203. Marisol becomes sick after eating clams. Thereafter, scallops and mussels also make her
nauseous, but shrimp and lobster do not. Marisol’s reaction illustrates both stimulus
generalization and stimulus discrimination.
Ans: True
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 192-193
Topic: From Dogs to People: Extending Pavlov’s Understanding
204. Lee becomes sick after eating clams. Thereafter, scallops and mussels also make him
nauseous, but shrimp and lobster do not. Lee’s reaction to scallops and mussels illustrates
extinction.
Ans: False
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Medium
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 192-193
Topic: From Dogs to People: Extending Pavlov’s Understanding
205. Anxiety-reduction techniques such as relaxation training and positive visualization are102
based on operant conditioning.
Ans: False
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 195
Topic: From Dogs to People: Extending Pavlov’s Understanding
206. Garcia and his colleagues conducted classic demonstrations of conditioned taste aversion.
Ans: True
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
the organism.
Page: 195-196
Topic: Yuck! Conditioned Taste Aversion
Learning Objective: LO 5 Summarize how classical conditioning is dependent on the biology of
207. Poisoned or spoiled food is a powerful CS.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Challenging
Learning Objective: LO 5 Summarize how classical conditioning is dependent on the biology of
the organism.
Page: 195103
Topic: Yuck! Conditioned Taste Aversion
208. Conditioned taste aversion is usually established only after multiple US-CS pairings.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
the organism.
Page: 195
Topic: Yuck! Conditioned Taste Aversion
Learning Objective: LO 5 Summarize how classical conditioning is dependent on the biology of
209. The rats in Garcia’s studies could better associate nausea with smells or tastes than with
sights or sounds.
Ans: True
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Medium
Learning Objective: LO 5 Summarize how classical conditioning is dependent on the biology of
the organism.
Page: 196
Topic: Yuck! Conditioned Taste Aversion
210. Watson and Rayner’s Little Albert study would be considered unethical by today’s
standards.
Ans: True104
APA 2.0: 2.2; 3.1
APA Outcome: 1.2; 5.1
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Page: 198
Learning Objective: LO 6 Evaluate the Little Albert study and explain how fear can be learned.
Topic: Little Albert and Conditioned Emotional Response
211. Watson and Rayner’s Little Albert study supported the idea that fear is innate.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 6 Evaluate the Little Albert study and explain how fear can be learned.
Page: 198
Topic: Little Albert and Conditioned Emotional Response
212. In advertising, the classical conditioning of positive responses toward products or brands
may last as long as several weeks.
Ans: True
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Page: 199
Learning Objective: LO 6 Evaluate the Little Albert study and explain how fear can be learned.
Topic: Real-Life Examples of Classical Conditioning105
213. In a typical advertisement, the product or service being promoted serves as a US for
positive emotional responses.
Ans: False
APA 2.0: 1.2; 4.4
APA Outcome: 1.2; 1.3
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Table 5.1 Real-Life Examples of Classical Conditioning
Learning Objective: LO 6 Evaluate the Little Albert study and explain how fear can be learned.
Page: 199
Topic: Real-Life Examples of Classical Conditioning
214. Sexual fetishes may be seen as a real-life example of operant conditioning.
Ans: False
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Table 5.1 Real-Life Examples of Classical Conditioning
Learning Objective: LO 6 Evaluate the Little Albert study and explain how fear can be learned.
Page: 199
Topic: Real-Life Examples of Classical Conditioning
215. Operant conditioning is based on associations between stimuli.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 7 Describe Thorndike’s law of effect.
Page: 201106
Topic: Operant Conditioning and the Law of Effect
216. Pavlov is to Thorndike as dog is to cat.
Ans: True
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Easy
Feature: Figure 5.2 Puzzle Box
Learning Objective: LO 7 Describe Thorndike’s law of effect.
Page: 201
Topic: Operant Conditioning and the Law of Effect
217. Thorndike introduced the term “reinforcement” to psychology.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Challenging
Learning Objective: LO 7 Describe Thorndike’s law of effect.
Page: 202
Topic: Operant Conditioning and the Law of Effect
218. When parents gives their teens money for good grades, they are providing a reinforcer.
Ans: True
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying107
Difficulty: Medium
Learning Objective: LO 7 Describe Thorndike’s law of effect.
Page: 202
Topic: Operant Conditioning and the Law of Effect
219. B.F. Skinner conducted the most influential early research on operant conditioning.
Ans: True
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 5.2
Learning Objective: LO 8 Explain shaping and the method of successive approximations.
Page: 203
Topic: Behaviorism and the Shaping of Behavior
220. B.F. Skinner reflected the humanist perspective in psychology.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Learning Objective: LO 8 Explain shaping and the method of successive approximations.
Page: 203
Topic: Behaviorism and the Shaping of Behavior
221. Shaping is achieved through reinforcing successive approximations.
Ans: True108
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Easy
Feature: Infographic 5.2
Learning Objective: LO 8 Explain shaping and the method of successive approximations.
Page: 203
Topic: Behaviorism and the Shaping of Behavior
222. One can teach a chicken to play baseball.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Think Again
Learning Objective: LO 8 Explain shaping and the method of successive approximations.
Page: 205
Topic: Behaviorism and the Shaping of Behavior
223. Conditioning can override most, if not all, of an organism’s instinctive behavioral
tendencies.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Think Again
Learning Objective: LO 8 Explain shaping and the method of successive approximations.
Page: 205
Topic: Behaviorism and the Shaping of Behavior109
224. The concept of extinction applies to both classical and operant conditioning.
Ans: True
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Table 5.2 Conditioning Basics
Learning Objective: LO 8 Explain shaping and the method of successive approximations.
Page: 206
Topic: Acquisition to Extinction, and Everything in Between
225. In the process called shaping, behaviors eventually disappear when they are no longer
reinforced.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Table 5.2 Conditioning Basics
Learning Objective: LO 8 Explain shaping and the method of successive approximations.
Page: 206
Topic: Acquisition to Extinction, and Everything in Between
226. Roberta laughs at one of Keith’s jokes, thereby providing positive reinforcement.
Ans: True
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying110
Difficulty: Challenging
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 9 Identify the differences between positive and negative reinforcement.
Page: 207
Topic: Acquisition to Extinction, and Everything in Between
227. Negative reinforcement weakens behavior.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 9 Identify the differences between positive and negative reinforcement.
Page: 208
Topic: Acquisition to Extinction, and Everything in Between
228. Both positive reinforcement and negative reinforcement have the same effect on behavior.
Ans: True
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 9 Identify the differences between positive and negative reinforcement.
Page: 207-208
Topic: Acquisition to Extinction, and Everything in Between
229. Sex is a primary reinforcer.111
Ans: True
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Page: 208
Learning Objective: LO 10 Distinguish between primary and secondary reinforcers.
Topic: Acquisition to Extinction, and Everything in Between
230. Primary reinforcers are also called conditioned reinforcers.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 10 Distinguish between primary and secondary reinforcers.
Page: 208
Topic: Acquisition to Extinction, and Everything in Between
231. Partial reinforcement is sometimes called intermittent reinforcement.
Ans: True
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Page: 210
Topic: The Power of Partial Reinforcement
Learning Objective: LO 11 Describe continuous reinforcement and partial reinforcement.112
232. Studying is usually reinforced on a continuous schedule.
Ans: False
APA 2.0: 4.2; 1.2; 1.3
APA Outcome: 1.2; 4.4; 9.2
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Learning Objective: LO 11 Describe continuous reinforcement and partial reinforcement.
Page: 210
Topic: The Power of Partial Reinforcement
233. Behaviors reinforced on a continuous schedule are more resistant to extinction than are
behaviors reinforced on an intermittent schedule.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Page: 211
Topic: The Power of Partial Reinforcement
Learning Objective: LO 11 Describe continuous reinforcement and partial reinforcement.
234. The positive effects of partial reinforcement are more pronounced among individuals with
ADHD.
Ans: False
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Page: 211
Learning Objective: LO 11 Describe continuous reinforcement and partial reinforcement.113
Topic: The Power of Partial Reinforcement
235. One characteristic of interval schedules of reinforcement is that there is little responding
immediately following the delivery of reinforcement.
Ans: True
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Challenging
Feature: Figure 5.3 Schedules of Reinforcement
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 212
Topic: Timing Is Everything: Reinforcement Schedules
236. A rat is on a variable-ratio schedule of reinforcement when it receives a food pellet after a
fluctuating number of bar presses.
Ans: True
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 212
Topic: Timing Is Everything: Reinforcement Schedules
237. In a fixed-interval schedule, reinforcement is delivered after a set time period.
Ans: True
APA 2.0: 1.2114
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Page: 213
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Topic: Timing Is Everything: Reinforcement Schedules
238. Interval schedules of reinforcement usually produce a higher rate of responding than do
ratio schedules.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Figure 5.3 Schedules of Reinforcement
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 212-213
Topic: Timing Is Everything: Reinforcement Schedules
239. Positive punishment involves presenting an undesirable stimulus after an unwanted
behavior.
Ans: True
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 215
Topic: The Trouble With Punishment115
240. A probation officer is using positive punishment when she fines a client $100 for missing
an appointment.
Ans: False
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.2
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 13 Explain how punishment differs from negative reinforcement.
Page: 215
Topic: The Trouble With Punishment
241. A late charge on one’s utility bill exemplifies negative punishment.
Ans: True
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 13 Explain how punishment differs from negative reinforcement.
Page: 215
Topic: The Trouble With Punishment
242. About 65% of American parents use corporal punishment to modify the behavior of young
children.
Ans: True
APA 2.0: 5.3
APA Outcome: 4.4
Bloom’s Taxonomy: Remembering116
Difficulty: Easy
Feature: Controversies
Learning Objective: LO 13 Explain how punishment differs from negative reinforcement.
Page: 215
Topic: The Trouble With Punishment
243. Research has established a causal link between spanking young children and negative
outcomes in adolescence.
Ans: False
APA 2.0: 1.1; 5.3
APA Outcome: 3.1; 4.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Controversies
Learning Objective: LO 13 Explain how punishment differs from negative reinforcement.
Page: 216
Topic: The Trouble With Punishment
244. In the terms “positive reinforcement” and “negative reinforcement”, the words “positive”
and “negative” mean pleasant and unpleasant, respectively.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 13 Explain how punishment differs from negative reinforcement.
Page: 216
Topic: The Trouble With Punishment117
245. Negative reinforcement is the same thing as punishment.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 13 Explain how punishment differs from negative reinforcement.
Page: 216
Topic: The Trouble With Punishment
246. Reinforcement is more effective than punishment at changing behavior.
Ans: True
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Think Again
Learning Objective: LO 13 Explain how punishment differs from negative reinforcement.
Page: 217
Topic: The Trouble With Punishment
247. Operant conditioning applies to voluntary behavior.
Ans: True
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
Feature: Figure 5.4 Differences Between Classical and Operant Conditioning
Learning Objective: LO 7 Describe Thorndike’s law of effect.; LO 2 Explain what Pavlov’s118
studies teach us about classical conditioning.
Page: 218
Topic: Classical and Operant Conditioning: What’s the Difference?
248. In observational learning, the organism whose behavior is observed is termed the model.
Ans: True
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
learning.
Page: 219
Topic: Observational Learning and Cognition
Learning Objective: LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about
249. Bandura is to Kohler as latent learning is to insight.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about
learning.
Page: 220, 224
Topic: The Power of Observational Learning
250. Children are more likely to imitate models who are reinforced than models who are
punished.119
Ans: True
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
learning.
Page: 221
Topic: The Power of Observational Learning
Learning Objective: LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about
251. The more television children watch, the more likely they are to show antisocial behavior as
young adults.
Ans: True
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
learning.
Page: 221
Topic: The Power of Observational Learning
Learning Objective: LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about
252. Sylvia is demonstrating prosocial behavior when she gives her seat on a crowded bus to a
pregnant woman with a large shopping bag.
Ans: True
APA 2.0: 2.2; 1.2; 1.3
APA Outcome: 1.2; 4.4; 5.6; 9.4
Bloom’s Taxonomy: Applying
Difficulty: Easy
learning.
Page: 222
Learning Objective: LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about120
Topic: The Power of Observational Learning
253. Experimental evidence supports the hypothesis that prosocial behavior among adults is
related to prosocial media messages.
Ans: True
APA 2.0: 1.2; 1.3; 2.2
APA Outcome: 1.2; 4.2; 5.6; 9.4
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about
learning.
Page: 222
Topic: The Power of Observational Learning
254. Only humans appear capable of acquiring new behaviors through observational learning.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Didn’t See That Coming
Learning Objective: LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about
learning.
Page: 223
Topic: The Power of Observational Learning
255. In the latent learning study described in the text, the rats that were reinforced only during
the latter portion of the experiment would be considered a control group.121
Ans: False
APA 2.0: 1.3
APA Outcome: 2.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 15 Describe latent learning and explain how cognition is involved in
learning.
Page: 224
Topic: Learning and Cognition: A Map That Cannot Be Seen
256. The results of Tolman and Honzik’s latent learning experiment confirmed a strict
Skinnerian view of learning.
Ans: False
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 15 Describe latent learning and explain how cognition is involved in
learning.
Page: 224
Topic: Learning and Cognition: A Map That Cannot Be Seen
257. Tolman and Honzik’s latent learning experiment showed that reinforcement may not always
be necessary for learning to occur.
Ans: True
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 15 Describe latent learning and explain how cognition is involved in
learning.
Page: 224122
Topic: Learning and Cognition: A Map That Cannot Be Seen
258. When Cliff suddenly realizes the solution to a brainteaser, he is demonstrating latent
learning.
Ans: False
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Learning Objective: LO 15 Describe latent learning and explain how cognition is involved in
learning.
Page: 225
Topic: Learning and Cognition: A Map That Cannot Be Seen
259. Contemporary psychologists agree that cognitive processes contribute to learning in an
essential way.
Ans: True
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Easy
learning.
Page: 225
Learning Objective: LO 15 Describe latent learning and explain how cognition is involved in
Topic: Learning and Cognition: A Map That Cannot Be Seen
Essay123
260. Define learning. Define and provide examples for three of the following terms: a)
habituation; b) stimulus; c) operant conditioning; and d) observational learning.
Ans: Psychologists define learning as a relatively permanent change in behavior or thought due
to experience.
Term Definition Typical Example
Habituation An organism does not respond as strongly to an event
following multiple occurrences of the event.
Stimulus An event or occurrence leading to a reaction or
Operant Conditioning Observational Learning response.
People learn by associating their behavior with its
consequences.
People learn by watching and imitating other people. A cat chases a new toy excitedl
it. However, the cat responds le
tosses.
A chat window appears on your
contacting you.
An employee is reprimanded fo
employee takes care to arrive o
A gym member watches a fitne
particular exercise. The membe
herself.
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Remembering
Difficulty: Medium
Learning Objective: LO 1 Define learning.
Page: 187-188
Topic: What Is Learning?
261. People blink automatically when a beam of light is shone directly at the eye. A researcher
pairs a soft tone with a beam of light. After a number of these pairings, her participants blink
when they hear the tone, even when the light is not presented. Identify the neutral stimulus, the
US, and the CS in this scenario, as well as the UR and CR. Explain your answers.
Ans:
Neutral stimulus US CS Soft tone – A soft tone does not naturally or automatically cause people to blink.
Beam of light – A beam of light causes people to blink reflexively.
Soft tone – The tone is a neutral stimulus paired with the US (the light). Over time, it become124
UR CR stimulus.
Blinking in response to a beam of light – Blinking occurs reflexively in response to a beam o
Blinking in response to a tone – The tone is a previously neutral stimulus; blinking in respon
response.
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Feature: Infographic 5.1
Learning Objective: LO 3 Evaluate the differences between the US, UR, CS, and CR.
Page: 190-193
Topic: Time For Some Terms
262. Making explicit reference to neutral, unconditioned, and conditioned stimuli and to
unconditioned and conditioned responses, distinguish succinctly between (a) extinction and
spontaneous recovery and (b) stimulus generalization and stimulus discrimination. Supply an
original example of either extinction or spontaneous recovery, and of either stimulus
generalization or stimulus discrimination.
Ans: The answer should contain the following points: Extinction vs. spontaneous recovery:
Extinction refers to the weakening and eventual disappearance of a conditioned response when
the conditioned stimulus is presented repeatedly in the absence of the unconditioned stimulus.
For example, a cat conditioned to run toward the kitchen at the sound of an electric can opener
may eventually stop doing so when its owner begins to feed it only dry food, rather than canned
wet food. Spontaneous recovery refers to the reemergence of an extinguished conditioned
response when the unconditioned stimulus is again presented along with the conditioned
stimulus. For example, a cat may immediately resume running toward the kitchen at the sound of
the can opener when its owner again feeds it canned wet food after a period of feeding it only dry
food. Stimulus generalization vs. stimulus discrimination: Stimulus generalization occurs when a
conditioned stimulus is elicited not only by the original conditioned stimulus, but also by similar
stimuli. An individual with a needle phobia may react with anxiety not only to injections or
blood tests, but to also to the mere sight of an injection on television or of a discarded needle on
the sidewalk. Stimulus generalization occurs when a stimulus that might seem somewhat similar
to the original conditioned stimulus fails to elicit the conditioned stimulus. For example, an
individual with a needle phobia may react with anxiety to the sight of an injection on television
or of a discarded needle on the sidewalk, but not to the sight of scissors, knives, or other sharp
objects.125
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Remembering
Difficulty: Medium
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 192-195
Topic: From Dogs to People: Extending Pavlov’s Understanding; Nuts and Bolts of Classical
Conditioning
263. Making specific reference to such terms as US, CS, UR, CR, and stimulus generalization,
explain how classical conditioning may account for the development of a specific phobia.
Ans: The acquisition of a phobia begins with an unconditioned stimulus that reflexively elicits a
startled, anxious, or fearful response. Such USs include loud noises, a loss of bodily support, and
tissue damage. Neutral stimuli occurring along with the unconditioned stimulus may become
conditioned stimuli, able to elicit a conditioned response of fear or anxiety. In Watson and
Rayner’s “Little Albert” study, for example, a previously neutral white rat was presented along
with an unconditioned stimulus of loud noise; Little Albert came to fear the rat. Through the
process of stimulus generalization, fear or anxiety may be elicited not only by the original CS,
but by similar stimuli as well; Little Albert, for example, became fearful of other white or furry
objects in addition to rats. Example: Fear of flying: A fear of flying may be seen as essentially a
fear of falling or the loss of bodily support. During a period of turbulence, a flight passenger may
experience a dropping or plummeting sensation, an unconditioned stimulus eliciting an
unconditioned fear response. Surrounding stimuli, such as the flight cabin, may act as
conditioned stimuli capable of eliciting a conditioned fear response. This response may
generalize to the airplane itself and to other stimuli associated with flying.
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 4 Recognize and give examples of stimulus discrimination and stimulus
generalization.
Page: 194-198
Topic: From Dogs to People: Extending Pavlov’s Understanding126
264. Distinguish between positive and negative reinforcement, and between positive and
negative punishment. Provide an example of each of these four types of consequence from your
own experience.
Ans: Both positive and negative reinforcement increase behavior. Positive reinforcement entails
providing or adding a pleasant or desirable consequence following behavior. For example, a
friend may “like” a photo that you post on Facebook, increasing the likelihood that you will
include photos in your status updates. Negative reinforcement involves the removal of an
aversive or unpleasant stimulus as a result of behavior. For example, you might take several
ibuprofen and drink a cup of coffee when you have a severe headache. Your headache’s
disappearance negatively reinforces the ibuprofen/coffee ritual. Positive and negative
punishment both decrease behavior. Positive punishment entails providing or adding an aversive
or undesirable consequence following behavior. For example, your roommate may yell at you
when you leave your belongings strewn on the couch. Negative reinforcement involves the
removal of a pleasant stimulus as a result of behavior. For example, an expensive speeding ticket
may reduce the likelihood that you will exceed the speed limit in the future.
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.;
LO 9 Identify the differences between positive and negative reinforcement.
Page: 207-208; 215
Topic: Acquisition to Extinction, and Everything in Between
265. Imagine that you are a parent, a teacher, or a supervisor in a workplace. Give specific
examples of how you might use (a) positive reinforcement, (b) negative reinforcement, (c)
positive punishment, and (d) negative punishment to bring about desirable changes in the
behavior of a child, student, or subordinate worker.
Ans: Positive reinforcement. A parent may give a child money for completing household chores,
thereby increasing the likelihood that he or she will complete chores in the future. Negative
reinforcement. Following the exemplary completion of a series of chores, a parent might excuse
the child from an odious chore he or she may have originally been expected to perform. The127
child may be more likely in the future to complete his or her chores. Positive punishment. A
parent may reprimand a child harshly for hitting a sibling. The child should be less likely to hit
the sibling in the future. Negative punishment. A parent may send a child to his or her room
without dessert if the child throws a tantrum during the evening meal. The child should be less
likely to throw tantrums in the future. Teacher: Positive reinforcement. A teacher may praise a
student for completing an assignment without errors, thereby increasing the likelihood that he or
she will complete assignments correctly in the future. Negative reinforcement. A teacher may
eliminate a homework assignment if recent homework has been completed in a timely an
accurate fashion; the student’s performance may improve in the future as a result. Positive
punishment. A teacher may write harsh comments on a carelessly done homework assignment,
perhaps reducing the likelihood that assignments will be completed sloppily in the future.
Negative punishment. A child may be forced to sit alone in a corner or in the coatroom if he or
she behaves aggressively toward classmates; aggressive behavior should decrease in the future as
a result. Supervisor: Positive reinforcement. A supervisor may give an employee a value card to a
local restaurant or department store following a highly productive week, thereby encouraging
future productivity. Negative reinforcement. A supervisor may grant an employee a personal day
or an extended lunch hour for exemplary work performance, encouraging high performance in
the future. Positive punishment. A supervisor may lecture an employee for making an off-color
remark to another worker; the employee may be less likely to make such remarks in the future.
Negative punishment. A supervisor may eliminate a perk such as free coffee when employees
abuse workplace privileges. Workers should be less likely to abuse privileges in the future.
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 10.4; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Feature: Infographic 5.3; Table 5.3 Reinforcement Versus Punishment
Learning Objective: LO 9 Identify the differences between positive and negative reinforcement.;
LO 13 Explain how punishment differs from negative reinforcement.
Page: 207-208; 215
Topic: Acquisition to Extinction, and Everything in Between
266. Identify and define the four schedules of intermittent or partial reinforcement. Provide
examples of each of the four schedules. How might college professors use an understanding of
the schedules to increase the frequency with which students study course materials?
Ans: Four schedules of intermittent reinforcement: Fixed-interval (FI), fixed-ratio (FR),
variable-interval (VI), and variable-ratio (VR) schedules. Definitions and examples: Fixed-128
interval (FI). Reinforcement is delivered following a set or constant time period. Typical
examples include grades and paychecks. Fixed-ratio (FR). Reinforcement is delivered following
a set or constant number of responses. Piecework offers a typical example. Variable-interval
(VI). Reinforcement is delivered following a fluctuating time period. Fishing and holding on the
phone are reinforced on a VI schedule. Variable-ratio (VR). Reinforcement is delivered
following a variable number of responses. Salespeople are reinforced with sales on such a
schedule. Slot machines deliver payoffs on a VR schedule. Professors might try to take
advantage of the higher rates of responding seen under ratio schedules. Using an FR schedule,
for example, professors could award points for each chapter summary or review completed.
Professors could also use VI or VR schedules to circumvent the post-reinforcement pauses seen
in FI and FR schedules. For example, giving quizzes on a VI rather than an FI schedule—that is,
giving “pop” quizzes—might encourage students to study more regularly.
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Applying
Difficulty: Challenging
Learning Objective: LO 12 Name the schedules of reinforcement and give examples of each.
Page: 212-213
Topic: Timing Is Everything: Reinforcement Schedules
267. Suppose that you are asked to lead a workshop for parents on the use of punishment and
reinforcement to manage child and adolescent behavior. What might you tell the parents
regarding the use of corporal punishment among American parents and its potential drawbacks?
Ans: About 2/3 of American parents use corporal punishment, because it often offers a fast-
acting “fix” for unwanted behavior. However, correlational evidence suggests that corporal
punishment may be associated with aggression and other antisocial behaviors, probably because
corporal punishment provides a model for aggressive behavior. Moreover, corporal punishment
has been linked to the later development of anxiety, mood, personality, and substance use
disorders, as well as to retarded development of the frontal lobe. However, these results are
correlational, not experimental; they do not establish a cause-and-effect link between punishment
and these negative outcomes. In the hands of “warm, responsive, rational, and temperate”
parents, spanking may be an effective way to modify the behavior of young children.
APA 2.0: 1.2; 1.3
APA Outcome: 1.2; 4.4
Bloom’s Taxonomy: Remembering
Difficulty: Easy129
Feature: Controversies
Learning Objective: LO 13 Explain how punishment differs from negative reinforcement.
Page: 215-216
Topic: The Trouble With Punishment
268. Is media violence a problem? If so, do prosocial media messages offer a potential solution?
Refer to observational learning and modeling in your response.
Ans: Observational learning occurs as a result of watching the others’ behavior. Observers
imitate, or model, the behavior of others. Observational learning suggests that children and adults
may imitate the aggressive or violent behavior they encounter in such media as television, the
Internet, and video games. The American Academy of Pediatrics concluded that “media violence
can contribute to aggressive behavior, desensitization to violence, . . . and the fear of being
harmed.” Huesmann et al. (2003) found that children who watched television shows with violent
role models were more likely to physically abuse their spouses and get into trouble with the law
when they became adults. A longitudinal study in New Zealand found that the more television
children watched, the more likely they were to show antisocial behavior as adults (Robertson et
al., 2013). While this type of research indicates an association between media violence and
aggression, it does not prove a cause-and-effect link. Many children’s television shows encourage
prosocial behavior, such as kindness and generosity. One example is Sesame Street. Research by
Cole et al. (2008) indicates that such shows have a positive influence on children’s behavior. One
study with adults showed that listening to music with prosocial lyrics can have at least a short-
term positive impact on empathy and helping behaviors (Greitemeyer, 2009).
APA 2.0: 1.2; 1.3; 2.2
APA Outcome: 1.2; 4.2; 5.6; 9.4
Bloom’s Taxonomy: Remembering
Difficulty: Medium
Learning Objective: LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about
learning.
Page: 219-222
Topic: Observational Learning and Cognition; The Power of Observational Learning
269. How do latent and observational learning force a reconsideration of the view of learning
offered by classical and operant conditioning theorists? Explain the research behind both130
phenomena.
Ans: (1) Latent and observational learning phenomena suggest that direct reinforcement may not
be necessary for an individual to learn; and (2) latent and observational learning phenomena
suggest that internal processes may be a necessary component of any complete explanation of
learning. In Tolman’s latent learning work, rats who received reinforcement for running a maze
only halfway through the experiment rapidly matched the performance of rats who had been
receiving reinforcement from the beginning, suggesting that they had been developing some
internal representation of the maze all along. This showed that reinforcement was unnecessary
for learning to occur; it was necessary only for the demonstration of learning in behavior. In
Bandura’s “Bobo doll” experiments, children only needed to see a model reinforced for
aggressive behavior in order to act more aggressive themselves.
APA 2.0: 1.2
APA Outcome: 1.2
Bloom’s Taxonomy: Understanding
Difficulty: Medium
Learning Objective: LO 14 Summarize what Bandura’s classic Bobo doll study teaches us about
learning.; LO 15 Describe latent learning and explain how cognition is involved in learning.
Page: 219-225
Topic: Learning and Cognition: A Map That Cannot Be Seen; The Power of Observational
Learning
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