The World of Psychology 8th Canadian Edition By Samuel E. Wood – Test Bank

Complete Test Bank With Answers

 

 

Sample Questions Posted Below

 

Chapter 5 – Learning

1) Experience causes learning if it results in 

a. a cognitive understanding of what has changed.

b. internal changes in the organism which may or may not be detectable.

c. a relatively permanent change in behaviour, capability, or attitude.

d. maturation of the targeted area.

Answer: c

Correct: Learning is defined as a relatively permanent change in behaviour that results from experience, but is not as a result of illness, injury, or maturation.

Diff: 1

Type: MC

Page Reference: 126

Topic: Conceptual

Objective: 5.1 Define learning and classical conditioning.

2) The term learning applies to behaviour changes

a. that are relatively permanent.

b. that result from maturation.

c. stemming from fatigue, drugs, or illness.

d. that are temporary.

Answer: a

Correct: Learning is defined as a relatively permanent change in behaviour that results from experience, but is not as a result of illness, injury, or maturation.

Diff: 1

Type: MC

Page Reference: 126

Topic: Conceptual

Objective: 5.1 Define learning and classical conditioning.

3) Which behavioural changes are considered to be learned?

a. Those occurring as a result of maturation

b. Those occurring as a result of illness

c. Those occurring as a result of experience

d. Those occurring as a result of fatigue

Answer: c

Correct: Learning is defined as a relatively permanent change in behaviour that results from experience, but is not as a result of illness, injury, or maturation.

Diff: 1

Type: MC

Page Reference: 126

Topic: Conceptual

Objective: 5.1 Define learning and classical conditioning.

4) An important aspect of the definition of learning is that the learned behaviour

a. is a result of experience.

b. is present in all adult members of the species.

c. must be adaptive for the organism.

d. must be observable.

Answer: a

Correct: Learning is defined as a relatively permanent change in behaviour that results from experience, but is not as a result of illness, injury, or maturation.

Diff: 1

Type: MC

Page Reference: 126

Topic: Conceptual

Objective: 5.1 Define learning and classical conditioning.

5) Birds’ migration and salmon’s spawning are not considered learned behaviours, because they

a. are not relatively permanent.

b. do not result from experience.

c. have not been reinforced.

d. are not always overt.

Answer: b

Correct: Learning is defined as a relatively permanent change in behaviour that results from experience, but is not as a result of illness, injury, or maturation.

Diff: 2

Type: MC

Page Reference: 126

Topic: Applied

Objective: 5.1 Define learning and classical conditioning.

6) Which of the following would be an example of learning, according to the definition in the text?

a. Now that he is six feet and three inches tall, Michael can dunk a basketball.

b. Andy rides his bicycle without training wheels for the first time.

c. The newborn calf stands up and begins to walk.

d. A spider spins its first web.

Answer: b

Correct: Learning is defined as a relatively permanent change in behaviour that results from experience. Andy has had to learn to ride his bike through experience, an important element in the definition of learning.

Diff: 2

Type: MC

Page Reference: 126

Topic: Applied

Objective: 5.1 Define learning and classical conditioning.

7) Classical conditioning was first researched by

a. B.F. Skinner.

b. Albert Bandura.

c. Ivan Pavlov.

d. John B. Watson.

Answer: c

Correct: The creator of classical conditioning theory was Ivan Pavlov.

Diff: 2

Type: MC

Page Reference: 126

Topic: Factual

Objective: 5.1 Define learning and classical conditioning.

8) The discovery of classical conditioning has been attributed to

a. Sigmund Freud.

b. J.B. Watson.

c. Ivan Pavlov.

d. B.F. Skinner.

Answer: c

Correct: The creator of classical conditioning theory was Ivan Pavlov.

Diff: 2

Type: MC

Page Reference: 126

Topic: Factual

Objective: 5.1 Define learning and classical conditioning.

9) In his investigation of classical conditioning, Ivan Pavlov found that dogs

a. refused to eat food that they had seen make other dogs sick.

b. who had been conditioned could no longer digest food normally.

c. would not eat food within reach until given the appropriate signal.

d. began to salivate at the sight or sound of laboratory assistants bringing food, as well as from the taste of the food.

Answer: d

Correct: Pavlov’s pivotal discovery was that the dogs began to salivate even before the food was placed in front of them. This discovery caused the ensuing chain of events that ultimately led to the establishment of his theory.

Diff: 2

Type: MC

Page Reference: 126

Topic: Factual

Objective: 5.1 Define learning and classical conditioning.

10) An involuntary response to a particular stimulus, such as an eye-blink response to a puff of air or salivation to food placed in one’s mouth, is called a

a. modified behaviour.

b. conditioned response.

c. vicarious response.

d. reflex.

Answer: d

Correct: A reflex is not a learned response, nor is it one that develops as a reaction to something observed in others (that is, vicariously). It is an uncontrolled response to a specific stimulus.

Diff: 2

Type: MC

Page Reference: 126-127

Topic: Conceptual

Objective: 5.1 Define learning and classical conditioning.

11) In the psychology of learning, any event or object in the environment to which an organism responds is called

a. a mark.

b. a discriminative event.

c. a signal.

d. a stimulus.

Answer: d

Correct: A stimulus is that which triggers one of the senses (typically) and causes a response or reaction.

Diff: 1

Type: MC

Page Reference: 127

Topic: Conceptual

Objective: 5.1 Define learning and classical conditioning.

12) Which of the following is not an example of an unconditioned reflex?

a. John’s pupils dilating in response to a bright light

b. Mike pulling his hand back quickly after touching a hot stove

c. Rick wiping his dirty hands off on his jeans before picking up the mail from the table

d. Tony’s tears when he is peeling onions

Answer: c

Correct: A reflex is an uncontrolled response to a specific stimulus. Rick is wiping his hands out of a learned experience that one should handle paperwork with clean hands. He maintains control of this behaviour and makes the decision to engage in it, rather than it being involuntary, as reflex actions are.

Diff: 2

Type: MC

Page Reference: 127

Topic: Applied

Objective: 5.1 Define learning and classical conditioning.

13) Which of the following is an example of an unconditioned reflex?

a. Joseph smiling after receiving a high grade on an exam

b. Damien cheering his favourite team in the final play-off game

c. Amanda saying “Thank you” to a helpful sales clerk in a store

d. Bob pulling his hand back after touching a hot stove burner

Answer: d

Correct: This is an example of a reflex that is built into the nervous system, and is involuntary and automatic.

Diff: 2

Type: MC

Page Reference: 127

Topic: Applied

Objective: 5.1 Define learning and classical conditioning.

14) In classical conditioning, the stimulus which elicits a response the first time it is presented to an organism is called the

a. generalized stimulus.

b. conditioned stimulus.

c. unconditioned stimulus.

d. neutral stimulus.

Answer: c

Correct: An unconditioned stimulus causes a naturally occurring reaction, or one that is NOT learned.

Diff: 2

Type: MC

Page Reference: 127

Topic: Conceptual

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

15) In classical conditioning, if an animal responds to a stimulus the first time the stimulus is presented, the response is called the

a. conditioned response.

b. extinction response.

c. maturation response.

d. unconditioned response.

Answer: d

Correct: An unconditioned stimulus causes a naturally occurring reaction, or one that is NOT learned.

Diff: 2

Type: MC

Page Reference: 127

Topic: Conceptual

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

16) In Pavlov’s original research, dogs heard a tone and then had meat powder placed in their mouths, which caused them to salivate. After many pairings of the tone and the meat powder, they would salivate when the tone was presented alone. In this case, the tone is an example of

a. an unconditioned stimulus.

b. an unconditioned response.

c. a conditioned stimulus.

d. a conditioned response.

Answer: c

Correct: A conditioned stimulus is paired with an unconditioned stimulus such that the former eventually causes the same response as the unconditioned stimulus.

Diff: 2

Type: MC

Page Reference: 127-128

Topic: Applied

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

17) In Pavlov’s original research, dogs heard a tone and then had meat powder placed in their mouths, which caused them to salivate. After many pairings of the tone and the meat powder, they would salivate when the tone was presented alone. In this case, the conditioned response would be

a. salivating to the tone.

b. the meat powder.

c. the tone.

d. the meat powder’s influence on salivating.

Answer: a

Correct: A conditioned stimulus is paired with an unconditioned stimulus in such a way that the former eventually causes the same response as the unconditioned stimulus. When the conditioned stimulus is able to elicit the initially unconditioned response, this reaction is subsequently labeled the conditioned response.

Diff: 2

Type: MC

Page Reference: 127-128

Topic: Applied

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

18) In Pavlov’s original research, dogs heard a tone and then had meat powder placed in their mouths which caused them to salivate. After many pairings of the tone and meat powder, they would salivate when the tone was presented alone. In this case, the meat powder is an example of

a. an unconditioned response.

b. a conditioned response.

c. a conditioned stimulus.

d. an unconditioned stimulus.

Answer: d

Correct: A stimulus that naturally and consistently causes a particular response is considered an unconditioned stimulus. The meat powder is an example of this.

Diff: 2

Type: MC

Page Reference: 127

Topic: Applied

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

19) In Pavlov’s original research, dogs heard a tone and then had meat powder placed in their mouths which caused them to salivate. In this case, salivating to the meat powder is an example of

a. a conditioned stimulus.

b. a conditioned response.

c. an unconditioned response.

d. an unconditioned stimulus.

Answer: c

Correct: A stimulus that naturally and consistently causes a particular response is considered an unconditioned stimulus. The ensuing response is considered an unconditioned response. The dogs salivating to the meat powder provides an example of an unconditioned response.

Diff: 2

Type: MC

Page Reference: 127

Topic: Applied

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

20) In his original studies with dogs, Pavlov concluded that the salivation response had been learned because

a. dogs should have been calmed by the musical tones, not excited to the point of salivation.

b. all behaviour is learned.

c. gradual progress towards this response had been observed.

d. dogs do not naturally salivate to musical tones.

Correct: A stimulus and its consistent response are both considered conditioned if they do not naturally or instinctively occur together. Dogs do not salivate, by nature, to the sound of a musical tone. Pavlov was able to condition the dogs to do so through learning.

Answer: d

Diff: 2

Type: MC

Page Reference: 127

Topic: Conceptual

Objective: 5.1 Define learning and classical conditioning.

21) According to Pavlov, when classically conditioning a response, it is best to present the conditioned stimulus

a. several minutes before the unconditioned stimulus.

b. slightly before the unconditioned stimulus.

c. immediately after the unconditioned stimulus.

d. at the same time as the unconditioned stimulus.

Answer: b

Correct: Timing of the presentation of the conditioned and unconditioned stimuli is very important. It was determined that presentation of the conditioned stimulus had to occur just prior to the presentation of the unconditioned stimulus for learning (or conditioning) to occur.

Diff: 2

Type: MC

Page Reference: 127-128

Topic: Factual

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

22) Which of the following refers to the learned aspect from an example of classical conditioning?

a. salivating to the sound of the word steak

b. giving food pellets to a pigeon after it pecks at a red dot target

c. pairing a bell with the presentation of food

d. presenting a puff of air to cause a person’s eyelid to blink

Answer: a

Correct: A stimulus and its consistent response are both considered conditioned if they do not naturally or instinctively occur together. People do not naturally salivate to the sound of the word steak. This is a learned response that results from people associating the word steak with a positive experience of eating it.

Diff: 2

Type: MC

Page Reference: 127-128

Topic: Applied

Objective: 5.1 Define learning and classical conditioning.

23) In classical conditioning, which element functions as a signal?

a. the unconditioned stimulus

b. the conditioned response

c. the conditioned stimulus

d. the unconditioned response

Answer: c

Correct: In current thinking of the classical conditioning paradigm, it is believed that the conditioned stimulus acts as a signal that the unconditioned stimulus will follow.

Diff: 2

Type: MC

Page Reference: 127-128

Topic: Conceptual

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

24) In classical conditioning, what is the term for a neutral stimulus that comes to elicit a response because it has been paired repeatedly with another stimulus that reliably elicits that response?

a. unconditioned stimulus

b. conditioned reflex

c. conditioned stimulus

d. aversive stimulus

Answer: c

Correct: A stimulus and its consistent response are both considered conditioned if they do not naturally or instinctively occur together. Typically the conditioned stimulus begins as a neutral stimulus that is consistently paired with an unconditioned stimulus. Through repeated pairings, eventually the conditioned stimulus elicits the same response as the unconditioned stimulus, even in the absence of the latter.

Diff: 2

Type: MC

Page Reference: 127-128

Topic: Conceptual

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

25) After repeatedly pairing a conditioned stimulus with an unconditioned stimulus, a trainer presents the conditioned stimulus alone, and the subject responds with

a. a conditioned stimulus.

b. a conditioned response.

c. an unconditioned stimulus.

d. an unconditioned response.

Answer: b

Correct: Typically the conditioned stimulus begins as a neutral stimulus that is consistently paired with an unconditioned stimulus. Through repeated pairings, eventually the conditioned stimulus elicits the same response as the unconditioned stimulus, even in the absence of the latter. This response is now termed a conditioned response.

Diff: 2

Type: MC

Page Reference: 127-128

Topic: Conceptual

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

26) In which of the following does a stimulus that cannot initially elicit a response acquire the ability to do so as a result of repeated pairing with the stimulus that does elicit the response?

a. observational conditioning

b. operant conditioning

c. classical conditioning

d. vicarious conditioning

Answer: c

Correct: Classical conditioning results when a neutral stimulus is consistently paired with an unconditioned stimulus. Through repeated pairings, eventually the conditioned stimulus elicits the same response as the unconditioned stimulus, even in the absence of the latter.

Diff: 2

Type: MC

Page Reference: 127

Topic: Conceptual

Objective: 5.1 Define learning and classical conditioning.

27) Carrie fed her cat canned tuna that was opened with an electric can opener. Even when she was merely opening a can of corn, her cat responded physically as if it were about to be fed. In this example, the unconditioned stimulus is the

a. corn.

b. tuna.

c. sound of the electric can opener.

d. eating behaviours.

Answer: b

Correct: A stimulus which naturally and consistently causes a particular response is considered an unconditioned stimulus. In this instance, the cat’s natural response would be to the tuna, originally.

Diff: 2

Type: MC

Page Reference: 127-128

Topic: Applied

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

28) Carrie fed her cat canned tuna that was opened with an electric can opener. Even when she was merely opening a can of corn, her cat responded physically as if it were about to be fed. In this example, the conditioned stimulus is the

a. sound of the electric can opener.

b. eating behaviours.

c. corn.

d. tuna.

Answer: a

Correct: A stimulus and its consistent response are both considered conditioned if they do not naturally or instinctively occur together. Only through repeated pairings of the can opener and the tuna has the cat come to associate the opener with the food. As a result, the sound of the opener has become a conditioned stimulus.

Diff: 2

Type: MC

Page Reference: 127-128

Topic: Applied

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

29) Morgana was once frightened by big, barking dogs—she now cries when she sees a dog. After this has occurred many times, Morgana now also cries at the sight of a dog leash or collar. In this example, the conditioned response is

a. the sound of barking.

b. crying at hearing a dog.

c. crying at seeing a dog leash or collar.

d. the dog.

Answer: c

Correct: A stimulus and its consistent response are both considered conditioned if they do not naturally or instinctively occur together. Only through the very strong association of frightening sounds (barking) with dogs, and the association of the leash and collar with a big dog, has Morgana learned to be fearful of leashes and collars. As a result, the leash and collar have become a conditioned stimulus, which elicits the conditioned response of crying at the sight of a leash or collar.

Diff: 3

Type: MC

Page Reference: 127-128

Topic: Applied

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

30) Little Tammy is frightened by thunder and cries when she hears it. During a season of frequent electrical storms, thunder is always preceded by lightning. Now Tammy cries as soon as she sees lightning, before the thunder can be heard. In this example, the conditioned stimulus is

a. lightning.

b. crying at the sight of lightning.

c. thunder.

d. crying at the sound of thunder.

Answer: a

Correct: A stimulus and its consistent response are both considered conditioned if they do not naturally or instinctively occur together. Only through repeated pairings of thunder and lightning has Tammy come to associate thunder with the sight of lightning. As a result, the sight of lightning has become a conditioned stimulus.

Diff: 2

Type: MC

Page Reference: 127-128

Topic: Applied

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

31) A puff of air on the surface of your eye will make you blink reflexively. If you hear a buzzer repeatedly just before air is puffed into your eye, eventually you will blink as soon as you hear the buzzer. In this example, the unconditioned stimulus is the

a. eye-blink response to the puff of air.

b. puff of air.

c. buzzer.

d. eye-blink response to the buzzer.

Answer: b

Correct: A stimulus and its consistent response are both considered conditioned if they do not naturally or instinctively occur together. Only through repeated pairings of the sound of a buzzer and a puff of air (causing a reflex action) would you learn to associate the buzzer with a blinking response. In this case, the puff of air would be the unconditioned stimulus.

Diff: 2

Type: MC

Page Reference: 127-128

Topic: Applied

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

32) Morgana was once frightened by big, barking dogs—she now cries when she sees a dog. After this has occurred many times, Morgana now also cries at the sight of a dog leash or collar. In this example, the conditioned stimulus is

a. crying at seeing a leash or collar.

b. the leash or collar.

c. the dog.

d. crying at hearing a dog.

Answer: b

Correct: A stimulus and its consistent response are both considered conditioned if they do not naturally or instinctively occur together. Only through the very strong association of frightening sounds (barking) with dogs, and the association of the leash and collar with a big dog, has Morgana learned to be fearful of leashes and collars. As a result, the leash and collar have become a conditioned stimulus, which elicits the conditioned response of crying at the sight of a leash or collar.

Diff: 3

Type: MC

Page Reference: 127-128

Topic: Applied

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

33) Articles of clothing or other features that are repeatedly paired with sexual arousal or pleasure may become ________ for such reactions.

a. unconditioned responses

b. conditioned responses

c. conditioned stimuli

d. unconditioned stimuli

Answer: c

Correct: A stimulus and its consistent response are both considered conditioned if they do not naturally or instinctively occur together. Only through the association of pleasurable experiences with previously neutral stimuli, such as clothing, can these stimuli eventually elicit the same response as the pleasurable experiences. In such cases, the clothing becomes a conditioned stimulus.

Diff: 2

Type: MC

Page Reference: 127-128

Topic: Applied

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

34) Salivating when you are eating steak is ________ response; salivating when you see a thick steak being barbecued on television is ________ response.

a. an unconditioned; an unconditioned

b. a conditioned; a conditioned

c. an unconditioned; a conditioned

d. a conditioned; an unconditioned

Answer: c

Correct: Salivating at the taste of food is a naturally occurring response. Repeated pairings of the sight of food cooking in advance of eating such food results in the association of the sight with the taste, and eventually elicits the naturally occurring response of salivating. As a result, the food being eaten is an unconditioned stimulus (unlearned), while the sight of the food cooking is a learned, or conditioned, stimulus.

Diff: 2

Type: MC

Page Reference: 127-128

Topic: Applied

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

35) Allison is a fashion model, so cameras and flashbulbs are a part of her life. She responds to the click of a camera with a slight contraction of her pupils, even when a flashbulb is not being used. This contraction of her pupils is an example of

a. an unconditioned response.

b. a conditioned response.

c. a discriminatory response.

d. a reflexive response.

Answer: b

Correct: A stimulus and its consistent response are both considered conditioned if they do not naturally or instinctively occur together. Flashbulbs on cameras elicit a natural response of blinking and contracting pupils. Repeated pairings of the sound of a camera shutter clicking open prior to the flash of a bulb will eventually cause the contracting pupils in response to the click of the shutter alone. In this case, the pupils contracting becomes the conditioned response.

Diff: 3

Type: MC

Page Reference: 127-128

Topic: Applied

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

36) Andrea’s mother always puts special napkins on the table when she serves fried chicken, Andrea’s favourite food. Now Andrea begins to salivate as soon as she sees the special napkins on the table. The conditioned stimulus in this situation is

a. the special napkins.

b. the fried chicken.

c. Andrea’s mother.

d. salivation.

Answer: a

Correct: A stimulus and its consistent response are both considered conditioned if they do not naturally or instinctively occur together. Napkins do not naturally elicit the response of salivating except through repeated pairings with a favourite food that does cause salivating. As a result, the napkins have become a conditioned stimulus.

Diff: 2

Type: MC

Page Reference: 127-128

Topic: Applied

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

37) Andrea’s mother always puts special napkins on the table when she serves fried chicken, Andrea’s favourite food. Now Andrea begins to salivate as soon as she sees the special napkins on the table. The unconditioned stimulus in this situation is

a. Andrea’s mother.

b. salivation.

c. the fried chicken.

d. the special napkins.

Answer: c

Correct: The stimulus that causes the natural reaction—that is, the unconditioned stimulus—in this case is the fried chicken.

Diff: 2

Type: MC

Page Reference: 127-128

Topic: Applied

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

38) Andrea’s mother always puts special napkins on the table when she serves fried chicken, Andrea’s favourite food. Now Andrea begins to salivate as soon as she sees the special napkins on the table. The special napkins in this situation are the

a. unconditioned response.

b. conditioned response.

c. unconditioned stimulus.

d. conditioned stimulus.

Answer: d

Correct: A stimulus and its consistent response are both considered conditioned if they do not naturally or instinctively occur together. Napkins do not naturally elicit the response of salivating except through repeated pairings with a favourite food that does cause salivating. As a result, the napkins have become a conditioned stimulus.

Diff: 2

Type: MC

Page Reference: 127-128

Topic: Applied

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

39) Andrea’s mother always puts special napkins on the table when she serves fried chicken, Andrea’s favourite food. Now Andrea begins to salivate as soon as she sees the special napkins on the table. Salivating to the sight of the napkins in this situation is the

a. conditioned stimulus.

b. conditioned response.

c. unconditioned response.

d. unconditioned stimulus.

Answer: b

Correct: A stimulus and its consistent response are both considered conditioned if they do not naturally or instinctively occur together. Napkins do not naturally elicit the response of salivating except through repeated pairings with a favourite food that does cause salivating. As a result, the napkins have become a conditioned stimulus, eliciting the conditioned response of salivating at the sight of them.

Diff: 2

Type: MC

Page Reference: 127-128

Topic: Applied

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

40) For years, Sylvester the cat has been fed canned tuna that has been opened with an electric can opener. Now Sylvester races into the kitchen every time he hears the can opener. What is the unconditioned stimulus in this example?

a. the sound of the can opener

b. Sylvester’s owner

c. food other than his

d. the tuna

Answer: d

Correct: The stimulus that causes a natural reaction—that is, the unconditioned stimulus—in this case is the tuna.

Diff: 2

Type: MC

Page Reference: 127-128

Topic: Applied

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

41) For years, Sylvester the cat has been fed canned tuna that has been opened with an electric can opener. Now Sylvester races into the kitchen every time he hears the can opener. What is the conditioned stimulus in this example?

a. the tuna

b. Sylvester’s owner

c. the sound of the can opener

d. running to the kitchen

Answer: c

Correct: A stimulus and its consistent response are both considered conditioned if they do not naturally or instinctively occur together. A can opener does not naturally elicit the response from a cat of running toward the sound of it, except through repeated pairings with a favourite food that is presented immediately after the sound. As a result, the can opener has become a conditioned stimulus, eliciting the conditioned response of the cat running toward its sound.

Diff: 2

Type: MC

Page Reference: 127-128

Topic: Applied

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

42) Two-year-old Rick was playing with a balloon when it burst and made an extremely loud noise, causing him to cry. Now, whenever Rick sees a balloon, he becomes frightened. In this situation, the loud noise is the

a. unconditioned response.

b. conditioned stimulus.

c. conditioned response.

d. unconditioned stimulus.

Answer: d

Correct: The stimulus that causes a natural reaction—that is, the unconditioned stimulus—in this case, is the loud noise.

Diff: 2

Type: MC

Page Reference: 127-128

Topic: Applied

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

43) Two-year-old Rick was playing with a balloon when it burst and made an extremely loud noise, causing him to cry. Now, whenever Rick sees a balloon, he becomes frightened. In this situation, crying at the loud noise is the

a. unconditioned response.

b. unconditioned stimulus.

c. conditioned response.

d. conditioned stimulus.

Answer: a

Correct: The natural reaction to a common stimulus is considered an unconditioned response. In this case, crying at the sound of a loud noise is the unconditioned response.

Diff: 2

Type: MC

Page Reference: 127-128

Topic: Applied

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

44) Two-year-old Rick was playing with a balloon when it burst and made an extremely loud noise, causing him to cry. Now, whenever Rick sees a balloon, he becomes frightened. In this situation, the balloon is the

a. unconditioned response.

b. conditioned stimulus.

c. conditioned response.

d. unconditioned stimulus.

Answer: b

Correct: A stimulus and its consistent response are both considered conditioned if they do not naturally or instinctively occur together. A balloon on its own does not naturally elicit the response of crying in a child, except through repeated pairings with the loud noise it makes when it is popped. As a result, the balloon has become a conditioned stimulus, eliciting the conditioned response of Rick’s crying.

Diff: 2

Type: MC

Page Reference: 127-128

Topic: Applied

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

45) Two-year-old Rick was playing with a balloon when it burst and made an extremely loud noise, causing him to cry. Now, whenever Rick sees a balloon, he becomes frightened. In this situation, the fear produced by the sight of the balloon is the

a. unconditioned response.

b. conditioned stimulus.

c. conditioned response.

d. unconditioned stimulus.

Answer: c

Correct: A stimulus and its consistent response are both considered conditioned if they do not naturally or instinctively occur together. A balloon on its own does not naturally elicit the response of crying in a child, except through repeated pairings with the loud noise it makes when it is popped. As a result, the balloon has become a conditioned stimulus, eliciting the conditioned response of Rick’s crying.

Diff: 3

Type: MC

Page Reference: 127-128

Topic: Applied

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

46) Which element in classical conditioning is the learned signal?

a. conditioned stimulus

b. conditioned response

c. unconditioned stimulus

d. unconditioned response

Answer: a

Correct: In current thinking of the classical conditioning paradigm, it is believed that the conditioned stimulus acts as a signal that the unconditioned stimulus will follow.

Diff: 1

Type: MC

Page Reference: 127-128

Topic: Conceptual

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

47) Extinction requires which of the following?

a. conditioned stimulus and unconditioned stimulus presentations

b. conditioned stimulus-only presentations

c. unconditioned stimulus-only presentations

d. no presentations of either conditioned or unconditioned stimuli

Answer: b

Correct: If a subject is conditioned to respond in a particular way to a new stimulus, but the unconditioned stimulus originally paired with it is no longer present, eventually the conditioned response will stop.

Diff: 2

Type: MC

Page Reference: 128

Topic: Conceptual

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

48) In order to extinguish a classically conditioned response, you must repeatedly present the ________ without the ________.

a. conditioned response; conditioned stimulus

b. conditioned response; unconditioned response

c. unconditioned stimulus; unconditioned stimulus

d. conditioned stimulus; unconditioned stimulus

Answer: d

Correct: If a subject is conditioned to respond in a particular way to a new stimulus, but the unconditioned stimulus originally paired with it is no longer present, eventually the conditioned response will stop.

Diff: 2

Type: MC

Page Reference: 128-129

Topic: Conceptual

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

49) What happens when a conditioned response is extinguished?

a. The conditioned stimulus becomes an inhibitor.

b. The conditioned stimulus no longer signals that the unconditioned stimulus will follow.

c. The association between the unconditioned stimulus and the unconditioned response is forgotten.

d. The association between the conditioned stimulus and the unconditioned stimulus is forgotten.

Answer: b

Correct: If a subject is conditioned to respond in a particular way to a new stimulus, but the unconditioned stimulus originally paired with it is no longer present, eventually the conditioned response will stop. This weakening and eventual cessation of the conditioned response is known as extinction.

Diff: 3

Type: MC

Page Reference: 128-129

Topic: Conceptual

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

50) Which factor listed below led Pavlov to determine that an extinguished conditioned response was not erased or forgotten, but only inhibited?

a. The unconditioned stimulus produced stronger unconditioned responses than before conditioning.

b. The conditioned response could be recovered in much less time than was originally required to learn it.

c. The conditioned stimulus always produced some diminished response after extinction.

d. Brain scans indicated that a permanent change at the synapses had occurred.

Answer: d

Correct: Pavlov called this recurrence “spontaneous recovery.” The spontaneously recovered response, however, was weaker and shorter in duration than the original conditioned response.

Diff: 2

Type: MC

Page Reference: 128-129

Topic: Conceptual

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

51) The occurrence of spontaneous recovery in classical conditioning shows that

a. classically conditioned responses have survival value for organisms.

b. classically conditioned responses endure permanently.

c. the association between the conditioned stimulus and the conditioned response has not been completely forgotten.

d. responses learned through classical conditioning are more durable than responses learned through operant conditioning.

Answer: a

Correct: We tend to remember those associations that are made after only one pairing between a strong CS and US, usually when the US elicits strong feelings of fear or threat. As well, we may have a long rest period between exposures to such a CS, but spontaneous recovery allows those feelings of danger to surface quickly and aid to protect us from potential harm.

Diff: 3

Type: MC

Page Reference: 128-129

Topic: Conceptual

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

52) Little Harold overcame his fear of water after two bullies had held him under the water. Although he swam the rest of the season without noticeable fear, on the first day of swimming the next summer, he began to cry and said he was scared. What had occurred?

a. spontaneous recovery

b. extinction

c. discrimination

d. generalization

Answer: a

Correct: The association between the conditioned stimulus and the unconditioned stimulus has not been completely forgotten when spontaneous recovery is evidenced. As a result, the original fear Harold felt during the one summer surfaced again when he returned to the environment where the original conditioning occurred.

Diff: 2

Type: MC

Page Reference: 128-129

Topic: Applied

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

53) Following conditioning, repeated presentations of the conditioned stimulus in the absence of the unconditioned stimulus will lead to a reduction and eventually a disappearance of the conditioned response. This phenomenon is referred to as

a. spontaneous recovery.

b. generalization.

c. acquisition.

d. extinction.

Answer: d

Correct: If a subject is conditioned to respond in a particular way to a new stimulus, but the unconditioned stimulus originally paired with it is no longer present, eventually the conditioned response will stop.

Diff: 2

Type: MC

Page Reference: 128-129

Topic: Conceptual

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

54) Failure to occasionally pair the conditioned stimulus with the unconditioned stimulus will lead to

a. higher-order conditioning.

b. stimulus generalization.

c. extinction.

d. remission.

Answer: c

Correct: If a subject is conditioned to respond in a particular way to a new stimulus, but the unconditioned stimulus originally paired with it is no longer present, eventually the conditioned response will stop.

Diff: 2

Type: MC

Page Reference: 128-129

Topic: Conceptual

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

55) The gradual weakening and disappearance of a conditioned response when the conditioned stimulus is presented repeatedly without the unconditioned stimulus is called

a. generalization.

b. extinction.

c. discrimination.

d. spontaneous recovery.

Answer: b

Correct: If a subject is conditioned to respond in a particular way to a new stimulus, but the unconditioned stimulus originally paired with it is no longer present, eventually the conditioned response will stop.

Diff: 2

Type: MC

Page Reference: 128-129

Topic: Conceptual

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

56) Following extinction, if a conditioned stimulus is presented at a later time, it may again evoke a conditioned response. This phenomenon is referred to as

a. spontaneous recovery.

b. stimulus discrimination.

c. blocking.

d. stimulus generalization.

Answer: a

Correct: If a subject is conditioned to respond in a particular way to a new stimulus, but the unconditioned stimulus originally paired with it is no longer present, eventually the conditioned response will stop. When presentation of the conditioned stimulus alone elicits the conditioned response, this is known as spontaneous recovery.

Diff: 2

Type: MC

Page Reference: 128-129

Topic: Conceptual

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

57) Last winter, Carmen skidded on the ice and hit another car. This left her with a fear of driving on ice and snow that she finally overcame by the end of the winter. But her fear returned when she had to drive for the first time on the snow this winter. This is an example of

a. generalization.

b. discrimination.

c. spontaneous recovery.

d. extinction.

Answer: c

Correct: The association between the conditioned stimulus and the unconditioned stimulus has not been completely forgotten when spontaneous recovery is evidenced. As a result, the original fear Carmen felt during the one winter surfaced again when she experienced the same circumstances that were present during the original conditioning.

Diff: 2

Type: MC

Page Reference: 128-129

Topic: Applied

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

58) The tendency of stimuli similar to a conditioned stimulus to evoke the conditioned response is called

a. spontaneous recovery.

b. generalization.

c. extinction.

d. discrimination.

Answer: b

Correct: A stimulus will elicit a response similar to a conditioned stimulus, if the new stimulus is reasonably similar to the original conditioned stimulus. This is known as generalization.

Diff: 2

Type: MC

Page Reference: 128-129

Topic: Conceptual

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

59) Ali grew-up in a country where police committed horrible atrocities against civilians. Now in Canada, when Ali sees a police officer he is overcome by a great fear. The fact that Ali is now fearful of all police officers in Canada suggests that

a. discrimination has occurred.

b. generalization has occurred.

c. extinction has occurred.

d. spontaneous recovery has occurred.

Answer: b

Correct: A stimulus will elicit a response similar to a conditioned stimulus, if the new stimulus is reasonably similar to the original conditioned stimulus. This is known as generalization.

Diff: 2

Type: MC

Page Reference: 128-129

Topic: Applied

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

60) Sirens on police cars, fire trucks, and ambulances do not sound exactly alike, but because of ________ we react similarly to them.

a. discrimination

b. spontaneous recovery

c. generalization

Correct: A stimulus will elicit a response similar to a conditioned stimulus, if the new stimulus is reasonably similar to the original conditioned stimulus. This is known as generalization.

d. extinction

Answer: c

Diff: 2

Type: MC

Page Reference: 128-129

Topic: Conceptual

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

61) The important variable in determining whether a conditioned response will generalize to a stimulus other than the original conditioned stimulus depends mainly on the ________ of two stimuli.

a. intensity

b. familiarity

c. modality

d. similarity

Answer: d

Correct: A stimulus will elicit a response similar to a conditioned stimulus if the new stimulus is reasonably similar to the original conditioned stimulus. This is known as generalization.

Diff: 2

Type: MC

Page Reference: 129

Topic: Conceptual

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

62) Juanita had an automobile accident on a bridge, and now she becomes very nervous whenever she has to cross any bridge. Which process accounts for this feeling?

a. discrimination

b. generalization

c. extinction

d. spontaneous recovery

Answer: b

Correct: A stimulus will elicit a response similar to a conditioned stimulus, if the new stimulus is reasonably similar to the original conditioned stimulus. This is known as generalization.

Diff: 2

Type: MC

Page Reference: 128-129

Topic: Applied

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

63) Morris fell from his bicycle and was badly bruised. Now, whenever he sees any bicycle, Morris becomes very anxious. Morris’ anxiety can best be explained on the basis of

a. generalization.

b. discrimination.

c. spontaneous recovery.

d. extinction.

Answer: a

Correct: A stimulus will elicit a response similar to a conditioned stimulus, if the new stimulus is reasonably similar to the original conditioned stimulus. This is known as generalization.

Diff: 2

Type: MC

Page Reference: 128-129

Topic: Applied

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

64) Alexi has conditioned Yuri to salivate when a red light is presented. To which of the following colours of light is Yuri most likely to salivate?

a. orange

Correct: A stimulus will elicit a response similar to a conditioned stimulus if the new stimulus is reasonably similar to the original conditioned stimulus. In this case, the closest stimulus to the red light is the orange light.

b. yellow

c. blue

d. green

Answer: a

Diff: 2

Type: MC

Page Reference: 129

Topic: Applied

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

65) Elton has conditioned John to salivate to the presentation of the tone C. To which of the following tones is John most likely to salivate?

a. A

b. D

Correct: A stimulus will elicit a response similar to a conditioned stimulus, if the new stimulus is reasonably similar to the original conditioned stimulus. In this case, the closest stimulus to the original would be the D tone.

c. F

d. D, F and A equally

Answer: b

Diff: 3

Type: MC

Page Reference: 129

Topic: Conceptual

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

66) In one of Pavlov’s experiments, many doges were trained to salivate at the sound of a bell that was repeatedly paired with food. If one dog responded only to the original bell, but did not respond to other similar bells, that dog was showing the ability to

a. generalize.

b. recover.

c. detect.

d. discriminate.

Answer: d

Correct: Through repeated pairings of the US with only the precise stimulus being conditioned, rather than close approximations, the dogs were able to distinguish between those tones that would result in presentation of food and those that would not. This defines discrimination in classical conditioning.

Diff: 3

Type: MC

Page Reference: 129-130

Topic: Conceptual

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

67) Five-year-old Andre was bitten by his neighbour’s collie. He won’t go near that dog but seems to have no fear of other dogs, even other collies. Which process accounts for his behaviour?

a. generalization

b. extinction

c. discrimination

d. spontaneous recovery

Answer: c

Correct: Andre is able to distinguish the neighbour’s dog from others that are not necessarily prone to bite him. Distinguishing between one CS and another that will not likely be associated with an unconditioned stimulus (such as being bitten) defines discrimination in classical conditioning.

Diff: 2

Type: MC

Page Reference: 129-130

Topic: Applied

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

68) In order to teach an animal to salivate when only a certain tone is played, you must

a. sound the tone and present the food when the dog salivates correctly.

b. present food before every tone, but let the animal eat it only when it’s the right tone.

c. only pair food with the one tone you want the animal to salivate to.

d. pair the food with all the tones, but add noxious substances to it when ringing the wrong tone.

Answer: c

Correct: Through repeated pairings of the unconditioned stimulus with only the precise stimulus being conditioned, rather than close approximations, an animal would be able to distinguish between the tones that result in the presentation of food and those that did not.

Diff: 3

Type: MC

Page Reference: 129-130

Topic: Conceptual

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

69) The skill of discrimination has

a. an effect on our ability to learn through operant conditioning.

b. survival value.

c. no real use to humans.

d. a solid basis in research for being found only in lower animals.

Answer: b

Correct: If we are able to discriminate between those experiences or circumstances that can be of harm to us and those that are benign, we are likely to face fewer dangers or threats to our well-being.

Diff: 2

Type: MC

Page Reference: 130

Topic: Conceptual

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

70) When a neutral stimulus is paired with an existing conditioned stimulus and thus gains the power to elicit the conditioned response, 

a. higher-order conditioning has taken place.

b. operant conditioning has occurred.

c. aversive conditioning has taken place.

d. observational learning has occurred.

Answer: a

Correct: The repeated pairing of a conditioned stimulus with a previously neutral stimulus allows the new, neutral stimulus to elicit the conditioned response.

Diff: 2

Type: MC

Page Reference: 130

Topic: Factual

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

71) Alex’s grandmother always gave him candy when he saw her. Over time, he became excited and happy whenever he saw her. Years later, he experiences the same feeling when he smells her perfume in a store. This kind of conditioning is called

a. higher-order conditioning.

b. avoidance learning.

c. operant conditioning.

d. aversive conditioning.

Answer: a

Correct: The repeated pairing of a conditioned stimulus, Alex’s grandmother, with a previously neutral stimulus, the perfume, allows the new, neutral stimulus to elicit the conditioned response.

Diff: 2

Type: MC

Page Reference: 130

Topic: Applied

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

72) Tom is in love with Peggy. He now thinks of her when he passes a place where they took a walk, when he hears a song that they listened to together, or when he notices an advertisement for a movie at the cinema they visited. Each of these responses is an example of

a. avoidance learning.

b. latent learning.

c. higher-order conditioning.

d. spontaneous recovery.

Answer: c

Correct: The repeated pairing of a conditioned stimulus with a previously neutral stimulus allows the new, neutral stimulus to elicit the conditioned response.

Diff: 2

Type: MC

Page Reference: 130

Topic: Applied

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

73) Research by Watson and Rayners early in the last century suggested that human beings can sometimes acquire ________ through classical conditioning.

a. strong fears

b. new skills

c. parental instincts

d. intense disgust

Answer: a

Correct: Through their work with the subject known as “Little Albert,” Watson and  were able to prove that people can be conditioned to exhibit the fear response where none previously existed.

Diff: 2

Type: MC

Page Reference: 130-131

Topic: Factual

Objective: 5.4 Apply classical conditioning theory in a real-world context.

74) In Watson and Rayner’s study with “Little Albert,” what was the conditioned response?

a. the white rat

b. fear of the white rat

c. fear of the loud noise

d. the loud noise

Answer: b

Correct: Little Albert did not have a fear of rats when he was first brought to Watsons laboratory. Watson conditioned Albert to have a fear of white rats through the experiment.

Diff: 2

Type: MC

Page Reference: 130-131

Topic: Conceptual

Objective: 5.4 Apply classical conditioning theory in a real-world context.

75) Peter’s fear of the white rat transferred to the rabbit, fur coat, and cotton. What process did this demonstrate?

a. spontaneous recovery

b. discrimination

c. extinction

d. generalization

Answer: d

Correct: A stimulus will elicit a response similar to a conditioned stimulus, if the new stimulus is reasonably similar to the original conditioned stimulus, through the process of generalization. In this case, Little Albert was conditioned to fear other white furry-looking objects.

Diff: 2

Type: MC

Page Reference: 128-129, 130-131

Topic: Conceptual

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

76) Rudy is playing with a white rat when a loud noise suddenly startles him and he begins to cry. He is later given a white rabbit to play with and he begins to cry again. His reaction to the white rabbit illustrates

a. discrimination.

b. extinction.

c. spontaneous recovery.

d. generalization.

Answer: d

Correct: A stimulus will elicit a response similar to a conditioned stimulus, if the new stimulus is reasonably similar to the original conditioned stimulus, through the process of generalization. In this case, the stimulus of the white rabbit is close enough to the original stimulus of the white rat to elicit the conditioned response of fear.

Diff: 2

Type: MC

Page Reference: 128-129; 130-131

Topic: Applied

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

77) Over the course of 38 therapy sessions, Watson and Mary Cover Jones used all of the following strategies to remove Peter’s fear of the white rabbit, except

a. gradually bringing a white rabbit closer and closer to him until he eventually grew fond of it.

b. having him watch his friends play with a white rabbit.

c. showing him first pictures of white rabbits, then toy white rabbits, and introducing a real white rabbit.

d. having him eat candy in his high chair during the therapy sessions.

Answer: c

Correct: Watson and Jones included scenarios of Peter’s friends playing with a white rabbit, they gave Peter candy to eat while the rabbit was present, and brought the rabbit progressively closer to Peter until he was comfortable with it in his lap and eventually showed signs of fondness for the rabbit.

Diff: 3

Type: MC

Page Reference: 131

Topic: Factual

Objective: 5.4 Apply classical conditioning theory in a real-world context.

78) Which of the following is not a response initially learned through classical conditioning?

a. a phobia

b. a fear of a dentist’s drill

c. hunger

d. excitement at finding money

Answer: c

Correct: Hunger is a natural physiological response, and as such is not learned through any means, including classical conditioning.

Diff: 2

Type: MC

Page Reference: 127-130

Topic: Conceptual

Objective: 5.4 Apply classical conditioning theory in a real-world context.

79) Using classical conditioning, some advertisers attempt to create pleasant feelings in us when they make their commercials. How do they do this?

a. They tell us the truth about the product in a nice way.

b. They show us the product followed by the name of the company.

c. They pair a neutral product with attractive people or places.

d. They reinforce us with a rebate when we buy the product.

Answer: c

Correct: Many advertisers pair their product with pleasant concepts like beautiful places and/or people. It is the hope of the advertisers who use this strategy that we will associate the positive feelings we have for the beautiful places or people with the product being advertised.

Diff: 3

Type: MC

Page Reference: 134

Topic: Applied

Objective: 5.4 Apply classical conditioning theory in a real-world context.

80) Classical conditioning has a role in all of the following, except

a. maturation.

b. drug tolerance.

c. reactions to advertising.

d. sexual arousal.

Answer: a

Correct: Maturation is a naturally occurring process that cannot be influenced by learning. People will reach maturational stages in their own time, regardless of learning.

Diff: 2

Type: MC

Page Reference: 133-135

Topic: Conceptual

Objective: 5.4 Apply classical conditioning theory in a real-world context.

81) Which of the following illustrates the use of classical conditioning in advertising?

a. showing a sports celebrity driving Car A

b. having someone explain how Car A is superior to Car B

c. showing Car A being assembled

d. having someone explain the outstanding features of Car A

Answer: a

Correct: Many advertisers pair their product with pleasant concepts like beautiful places and/or people. It is the hope of the advertisers who use this strategy that we will associate the positive feelings we have for the beautiful places or people with the product being advertised. In this case, it is hoped we would associate positive feelings toward the celebrity with images of the car.

Diff: 2

Type: MC

Page Reference: 134

Topic: Applied

Objective: 5.4 Apply classical conditioning theory in a real-world context.

82) Which of the following would not be an example of classically conditioned response?

a. working harder to get a raise

b. a fearful response to a place where you were previously harmed

c. associating a brand of sneakers with a particular sports celebrity

d. thinking of a past love when you hear a certain song

Answer: a

Correct: Because the raise would occur after the hard work, or as a consequence of it, this is not a scenario that demonstrates classical conditioning principles.

Diff: 3

Type: MC

Page Reference: 133-135

Topic: Conceptual

Objective: 5.4 Apply classical conditioning theory in a real-world context.

83) Which of the following does not increase the strength of the conditioned response in classical conditioning?

a. increasing the intensity of the unconditioned stimulus

b. always following the conditioned stimulus with the unconditioned stimulus

c. presenting the conditioned stimulus a considerable time before the unconditioned stimulus

d. more pairings of the conditioned and unconditioned stimuli

Answer: c

Correct: Timing of the presentation of the conditioned stimulus is critical to the success of classical conditioning. To become conditioned, a neutral stimulus must be presented in very close temporal proximity to the unconditioned stimulus—not long before.

Diff: 2

Type: MC

Page Reference: 131

Topic: Conceptual

Objective: 5.5 Identify and explain the factors that influence classical conditioning.

84) Which of the following factors would least influence classical conditioning?

a. the strength of the neutral stimulus

b. the number of pairings of the conditioned stimulus and the unconditioned stimulus

c. how reliably the conditioned stimulus predicts the unconditioned stimulus

d. the intensity of the unconditioned stimulus

Answer: a

Correct: A neutral stimulus is just that: neutral. As such, it typically has no strength.

Diff: 2

Type: MC

Page Reference: 131

Topic: Conceptual

Objective: 5.5 Identify and explain the factors that influence classical conditioning.

85) Which of the following is not one of the four factors identified in the text that influences classical conditioning?

a. the duration of the unconditioned response

b. the number of pairings of the conditioned stimulus and the unconditioned stimulus

c. the intensity of the unconditioned stimulus

d. the reliability of the conditioned stimulus predicting the unconditioned stimulus

Answer: a

Correct: The duration of the unconditioned response does not indicate the likelihood of successful conditioning.

Diff: 3

Type: MC

Page Reference: 131

Topic: Conceptual

Objective: 5.5 Identify and explain the factors that influence classical conditioning.

86) Which of the following is not one of the four factors identified in the text that influences classical conditioning?

a. the number of pairings of the conditioned stimulus and the unconditioned stimulus

b. the intensity of the unconditioned stimulus

c. the temporal relationship between the conditioned stimulus and the unconditioned stimulus

d. the number of pairings of the conditioned response and the unconditioned response

Correct: Conditioned responses are not paired with unconditioned responses. Unconditioned responses replace or become conditioned responses through classical conditioning.

Answer: d

Diff: 3

Type: MC

Page Reference: 131

Topic: Conceptual

Objective: 5.5 Identify and explain the factors that influence classical conditioning.

87) Which of the following is not one of the four factors that influences classical conditioning identified in the text?

a. the number of pairings of the conditioned stimulus and the unconditioned stimulus

b. the temporal relationship between the conditioned stimulus and the unconditioned stimulus

c. the intensity of the conditioned stimulus

d. the reliability of the conditioned stimulus predicting the unconditioned stimulus

Answer: c

Correct: The conditioned stimulus typically starts out as a neutral stimulus. Therefore, it is not possible for it to have any intensity at the outset of classical conditioning.

Diff: 3

Type: MC

Page Reference: 131

Topic: Conceptual

Objective: 5.5 Identify and explain the factors that influence classical conditioning.

88) Classical conditioning is least likely to occur if the conditioned stimulus

a. is simultaneous with the unconditioned stimulus.

b. follows the unconditioned stimulus by one second.

c. precedes the unconditioned stimulus by one-half second.

d. precedes the unconditioned stimulus by one second.

Correct: Timing of the presentation of the conditioned stimulus is critical to the success of classical conditioning. To become conditioned, a neutral stimulus must be presented just prior to the unconditioned stimulus, not after.

Answer: b

Diff: 2

Type: MC

Page Reference: 131

Topic: Conceptual

Objective: 5.5 Identify and explain the factors that influence classical conditioning.

89) Mary has never liked the look of mushrooms. Every time she sees one she feels nauseous. She is showing evidence of a

a. spontaneous extinction.

b. a taste aversion.

c. a fussiness problem.

d. an avoidance-learning problem.

Answer: b

Correct: The unpleasant look of mushrooms in this instance has been associated with feelings of illness, common in taste aversion situations.

Diff: 2

Type: MC

Page Reference: 132

Topic: Applied

Objective: 5.5 Identify and explain the factors that influence classical conditioning.

90) Some alcoholics are given a drug called Antabuse, which reacts with alcohol to cause nausea and vomiting. The use of Antabuse to treat alcoholism is an application of

a. stimulus generalization.

b. higher-order conditioning.

c. negative reinforcement.

d. conditioned taste aversions.

Answer: d

Correct: The pairing of Antabuse and alcohol in this instance has been associated with feelings of nausea, with the expectation that the person using this process will develop a taste aversion to alcohol.

Diff: 2

Type: MC

Page Reference: 132-133

Topic: Applied

Objective: 5.5 Identify and explain the factors that influence classical conditioning.

91) Conditioned taste aversions can be used as an explanation for

a. why some animals are predators and others are not.

b. why sugar and salt are added to canned foods.

c. weight loss among people undergoing chemotherapy.

d. why people like certain foods.

Answer: c

Correct: Because people undergoing chemotherapy often experience extreme nausea and frequent vomiting, they may associate these events with a particular food, including those that they normally consume. As a result, they may develop taste aversions to foods commonly found in their diet, and find their food preferences becoming increasingly limited over the span of the chemotherapy, leading to weight loss.

Diff: 2

Type: MC

Page Reference: 133

Topic: Conceptual

Objective: 5.5 Identify and explain the factors that influence classical conditioning.

92) For classical conditioning to occur, the unconditioned stimulus should follow immediately after the conditioned stimulus and the two must be paired repeatedly. An exception to this statement is the conditioned

a. drug tolerance.

b. immune response.

c. salivation response.

d. taste aversion.

Answer: d

Correct: Taste aversion is believed to occur because humans are predisposed to develop conditioned responses very quickly and easily when the stimulus has a potentially strong negative effect on one’s well-being. This would explain the case of the nausea and potential vomiting being associated with the food one consumed prior to such illness.

Diff: 2

Type: MC

Page Reference: 132-133

Topic: Conceptual

Objective: 5.5 Identify and explain the factors that influence classical conditioning.

93) In his animal study of sexual arousal, Pfaus and his associates were able to demonstrate the link between objects in the environment and sexual receptivity in humans. In his research, he used

a. human subjects who had a variety of fetishes.

b. male rats wearing jackets before they mated.

c. dogs that had white fur compared to dogs that had dark fur.

d. long-haired cats compared to short-haired cats.

Answer: b

Correct: Pfaus used rats wearing jackets as an environmental cue to sexual interest, which helped to clarify the link between such cues and sexual arousal.

Diff: 2

Type: MC

Page Reference: 135

Topic: Conceptual

Objective: 5.5 Identify and explain the factors that influence classical conditioning.

94) Rescorla has suggested that the critical factor in classical conditioning is whether the conditioned stimulus provides information that enables the organism to reliably predict the occurrence of the unconditioned stimulus. This research is written from the ________ perspective.

a. operant

b. cognitive

c. classical conditioning

d. biological

Answer: b

Correct: Cognitive psychology focuses on information processing models.

Diff: 1

Type: MC

Page Reference: 132

Topic: Conceptual

Objective: 5.5 Identify and explain the factors that influence classical conditioning.

95) Many contemporary researchers claim that biological predispositions, or the degree to which ________ prepare(s) animals and humans to acquire or resist acquiring classically conditioned responses, are an important factor in the conditioning process.

a. mitochondria

b. neural proliferation

c. genes

d. learning passed from parent to child

Answer: c

Correct: Genes are the units of genetic inheritance.

Diff: 1

Type: MC

Page Reference: 132-133

Topic: Conceptual

Objective: 5.5 Identify and explain the factors that influence classical conditioning.

96) B.F. Skinner is associated with

a. salivating dogs.

b. operant conditioning.

c. observational learning.

d. classical conditioning.

Answer: b

Correct: The name most readily associated with operant conditioning is B.F. Skinner.

Diff: 2

Type: MC

Page Reference: 136

Topic: Factual

Objective: 5.6 Define operant conditioning.

97) In the psychology of learning, reinforcers will always

a. break the law of effect.

b. strengthen or increase the probability of the response it follows.

c. cause the conditioned stimulus to produce the conditioned response.

d. create a problem when used with children.

Answer: b

Correct: The notion of a reinforcer is that, by presenting it subsequent to a particular behaviour, it will increase the likelihood of that behaviour occurring again.

Diff: 1

Type: MC

Page Reference: 136

Topic: Conceptual

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

98) Operant conditioning can be used for all of the following, except

a. learning new responses.

b. creating a response to a neutral stimulus through association.

c. decreasing the frequency of an existing response.

d. increasing the frequency of an existing response.

Answer: b

Correct: This describes classical conditioning, not operant conditioning.

Diff: 2

Type: MC

Page Reference: 136

Topic: Conceptual

Objective: 5.6 Define operant conditioning.

99) According to operant conditioning, behaviours change because of the

a. unconscious motivations involved.

b. consequences they produce.

c. involuntary associations formed between stimulus and response.

d. observation of other people’s behaviours.

Answer: b

Correct: In operant conditioning, when one experiences a positive response to a behaviour, it likely increases in frequency. When one experiences a negative consequence after a behaviour, it likely decreases in frequency. In this way, behaviours are affected by the consequences produced by them.

Diff: 2

Type: MC

Page Reference: 136

Topic: Conceptual

Objective: 5.6 Define operant conditioning.

100) The type of learning in which the behaviour is modified by its consequences is referred to as

a. classical conditioning.

b. associational learning.

c. flooding.

d. operant conditioning.

Answer: d

Correct: In operant conditioning, when one experiences a positive response to a behaviour, it likely increases in frequency. When one experiences a negative consequence after a behaviour, it likely decreases in frequency. In this way, behaviours are affected by the consequences produced by them.

Diff: 2

Type: MC

Page Reference: 136

Objective: 5.6 Define operant conditioning.

101) Learning to perform behaviours that produce positive outcomes and to avoid behaviours that yield negative outcomes is a basic characteristic of

a. stimulus generalization.

b. classical conditioning.

c. operant conditioning.

Correct: In operant conditioning, when one experiences a positive response to a behaviour, it likely increases in frequency. When one experiences a negative consequence after a behaviour, it likely decreases in frequency. In this way, behaviours are affected by the consequences produced by them.

d. flooding.

Answer: c

Diff: 2

Type: MC

Page Reference: 136

Topic: Conceptual

Objective: 5.6 Define operant conditioning.

102) According to the text, reinforcement is defined as any event that

a. satisfies psychological needs.

b. increases the probability of a response.

c. satisfies physiological needs.

d. a person or animal enjoys.

Answer: b

Correct: When a behaviour is reinforced, there is an increased likelihood that the behaviour will occur again.

Diff: 2

Type: MC

Page Reference: 136

Topic: Factual

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

103) Positive reinforcement ________ responses that precede it.

a. suppresses

b. strengthens

c. facilitates

d. weakens

Answer: b

Correct: When a behaviour is reinforced, there is an increased likelihood that the behaviour will occur again.

Diff: 2

Type: MC

Page Reference: 138

Topic: Factual

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

104) If you perform an action and its consequence is positive reinforcement, your tendency to perform the same action again

a. remains unchanged.

b. decreases.

c. becomes cognitively associated with the original stimuli that triggered it.

d. increases.

Answer: d

Correct: When a behaviour is reinforced, there is an increased likelihood that the behaviour will occur again.

Diff: 2

Type: MC

Page Reference: 138

Topic: Factual

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

105) The removal of an unpleasant stimulus after a desired behaviour has occurred

a. is the reverse of positive reinforcement.

b. is called awful reinforcement.

c. is known as prototypical reinforcement.

d. is called negative reinforcement.

Answer: d

Correct: Negative reinforcement involves the removal of an unpleasant stimulus. The effect is to increase the likelihood of the recurrence of the behaviour.

Diff: 2

Type: MC

Page Reference: 138

Topic: Conceptual

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

106) Negative reinforcement

a. decreases the probability of a response.

b. is less effective than positive reinforcement.

c. is another term for punishment.

d. increases the probability of a response.

Answer: d

Correct: Negative reinforcement involves the removal of an unpleasant stimulus. The effect is to increase the likelihood of the recurrence of the behaviour.

Diff: 2

Type: MC

Page Reference: 138

Topic: Conceptual

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

107) The termination of pain that occurs when a rat escapes or avoids electric shock by bar-pressing is a

a. positive reinforcer.

b. negative reinforcer.

c. secondary reinforcer.

d. positive reinforcer.

Answer: b

Correct: Negative reinforcement involves the removal of an unpleasant stimulus.

Diff: 2

Type: MC

Page Reference: 138

Topic: Applied

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

108) Which of the following involves negative reinforcement?

a. Mikhail is allowed to play his iPod only if he keeps his grades up.

b. Dan is deprived of Netflix for fighting with his sister.

c. A drunk driver gets his license revoked.

d. A teenager is no longer grounded because she did her homework.

Answer: d

Correct: Negative reinforcement involves the removal of an unpleasant stimulus, which is, in this case, being restricted to one’s home.

Diff: 3

Type: MC

Page Reference: 138

Topic: Applied

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

109) Taking aspirin to terminate a headache leads to

a. punishment.

b. negative reinforcement.

c. positive reinforcement.

d. classical conditioning.

Answer: b

Correct: Negative reinforcement involves the removal of an unpleasant stimulus. In this case, the negative stimulus is the headache.

Diff: 2

Type: MC

Page Reference: 138

Topic: Conceptual

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

110) Positive reinforcement tends to ________ the probability of a response; negative reinforcement tends to ________ the probability of a response.

a. increase; decrease

b. decrease; decrease

c. decrease; increase

d. increase; increase

Answer: d

Correct: Any type of reinforcement, whether positive or negative, serves to increase the likelihood of the behaviour that precedes it.

Diff: 3

Type: MC

Page Reference: 138

Topic: Conceptual

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

111) The probability of a response is increased by

a. positive reinforcement only.

b. both positive and negative reinforcement.

c. neither positive nor negative reinforcement.

d. negative reinforcement only.

Answer: b

Correct: Any type of reinforcement, whether positive or negative, serves to increase the likelihood of the behaviour that precedes it.

Diff: 2

Type: MC

Page Reference: 138

Topic: Conceptual

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

112) What are the stimuli that can serve as reinforcers without learning because they fulfill basic biological needs?

a. primary reinforcers

b. operants

c. secondary reinforcers

d. satisfiers

Answer: a

Correct: When a reinforcer involves a basic need, such as food, water, or termination of pain, it is considered a primary reinforcer.

Diff: 2

Type: MC

Page Reference: 138

Topic: Factual

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

113) The money Max’s mother gives him for doing chores around the house is an example of a

a. discriminative stimulus.

b. primary reinforcer.

c. secondary reinforcer.

d. contingent reward.

Answer: c

Correct: Reinforcers (such as money) that allow us access to primary reinforcers (such as food) are considered secondary reinforcers.

Diff: 2

Type: MC

Page Reference: 138

Topic: Conceptual

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

114) Which of the following is an example of a primary reinforcer?

a. food

b. praise

c. money

d. books

Answer: a

Correct: When a reinforcer satisfies a basic need, such as hunger, thirst. or termination of pain, it is considered a primary reinforcer.

Diff: 2

Type: MC

Page Reference: 138

Topic: Conceptual

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

115) Food, water, and sex are examples of

a. conditioned responses.

b. secondary reinforcers.

c. conditioned reinforcers.

d. primary reinforcers.

Answer: d

Correct: When a reinforcer satisfies a basic need, such as hunger, thirst, or termination of pain, it is considered a primary reinforcer.

Diff: 2

Type: MC

Page Reference: 138

Topic: Conceptual

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

116) Which of the following is not an example of a primary reinforcer?

a. food

b. money

c. sexual pleasure

d. water

Answer: b

Correct: Reinforcers (such as money) that allow us access to primary reinforcers (such as food) are considered secondary reinforcers.

Diff: 2

Type: MC

Page Reference: 138

Topic: Conceptual

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

117) A neutral stimulus that becomes reinforcing after repeated pairings with other reinforcers is

a. a primary reinforcer.

b. a secondary reinforcer.

c. an operant.

d. a satisfier.

Answer: b

Correct: Reinforcers (such as money) that allow us access to, and are therefore associated with, primary reinforcers (such as food) are considered secondary reinforcers.

Diff: 3

Type: MC

Page Reference: 138

Topic: Conceptual

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

118) Which type of reinforcer depends upon learning?

a. secondary reinforcer

b. negative reinforcer

c. positive reinforcer

d. primary reinforcer

Answer: a

Correct: Reinforcers (such as money) that are associated, through learning, with primary reinforcers (such as food) are considered secondary reinforcers.

Diff: 2

Type: MC

Page Reference: 138

Topic: Factual

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

119) Primary reinforcers differ from secondary reinforcers in that

a. they are never negative reinforcers.

b. their value does not have to be learned.

c. they can be used for both humans and other animals.

d. they are always positive reinforcers.

Answer: b

Correct: Secondary reinforcers (such as money) are associated with primary reinforcers through learning.

Diff: 2

Type: MC

Page Reference: 138

Topic: Factual

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

120) Money, status, and praise are examples of

a. consequential reinforcers.

b. preliminary reinforcers.

c. primary reinforcers.

d. secondary reinforcers.

Answer: d

Correct: Reinforcers (such as money or praise) that are associated, through learning, with primary reinforcers (such as food or love) are considered secondary reinforcers.

Diff: 2

Type: MC

Page Reference: 138

Topic: Conceptual

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

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

a. water

b. oxygen

c. praise

d. sexual pleasure

Answer: c

Correct: Reinforcers (such as praise) that are associated, through learning, with primary reinforcers (such as love), are considered secondary reinforcers.

Diff: 2

Type: MC

Page Reference: 138

Topic: Conceptual

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

122) Receiving a paycheque and being praised are examples of

a. primary reinforcers.

b. negative reinforcers.

c. discriminative stimuli.

d. secondary reinforcers.

Answer: d

Correct: Reinforcers (such as money or praise) that are associated, through learning, with primary reinforcers (such as food or love) are considered secondary reinforcers.

Diff: 2

Type: MC

Page Reference: 138

Topic: Conceptual

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

123) If used to increase behaviour, a smile, head nod and a wink can be considered

a. secondary reinforcers.

b. learned biological constraints.

c. primary reinforcers.

d. positive punishers.

Correct: Reinforcers (such as praise or signs of affection) that are associated, through learning, with primary reinforcers (such as love) are considered secondary reinforcers.

Answer: a

Diff: 2

Type: MC

Page Reference: 138

Topic: Conceptual

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

124) In operant conditioning, to shape someone’s behaviour means you

a. approximate the behaviour you want and stop there.

b. start off by rewarding behaviour which is close to what you want, then behaviour that is closer to what you want, and finally only that behaviour which you actually want.

c. punish non-desired behaviour until all that remains is the desired behaviour.

d. perform a desired behaviour yourself, and then reinforce the person when they mimic your behaviour.

Answer: b

Correct: Shaping behaviour refers to the reinforcement of behaviours that approximate the desired behaviour until the organism has learned to associate positive reinforcement with the exact behaviour being targeted.

Diff: 3

Type: MC

Page Reference: 136

Topic: Conceptual

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

125) Reinforcing successive approximations of the desired response is called

a. shaping.

b. moulding.

c. training.

d. facilitating.

Answer: a

Correct: Shaping behaviour refers to the reinforcement of behaviours that approximate the desired behaviour. Reinforcement is then only provided as the organism gets increasingly closer to the target behaviour. The behaviour exhibited in this process is termed successive approximations.

Diff: 2

Type: MC

Page Reference: 136

Topic: Conceptual

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

126) A procedure whereby subjects are given reinforcers for performing behaviours which get closer and closer to some target behaviour is called

a. shaping.

b. tracing.

c. observational learning.

d. flooding.

Answer: a

Correct: Shaping behaviour refers to the reinforcement of behaviours that approximate the desired behaviour. Reinforcement is then only provided as the organism gets increasingly closer to the target behaviour.

Diff: 2

Type: MC

Page Reference: 136

Topic: Conceptual

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

127) What technique can be used when the behaviour desired from an organism is complex and not one that is likely to occur naturally?

a. aversive conditioning

b. shaping

c. flooding

d. extinction

Answer: b

Correct: Shaping behaviour refers to the reinforcement of behaviours that approximate the desired behaviour. Reinforcement is then only provided as the organism gets increasingly closer to the target behaviour. This is required because some behaviours are complex enough not to occur naturally in some organisms.

Diff: 2

Type: MC

Page Reference: 136

Topic: Conceptual

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

128) Shaping is an important procedure because it makes it possible for organisms to

a. extinguish bad habits.

b. control the frequency of reinforcement.

c. learn new behaviours.

d. escape or avoid punishment.

Answer: c

Correct: Shaping behaviour refers to the reinforcement of behaviours that approximate the desired behaviour. Reinforcement is then only provided as the organism gets increasingly closer to the target behaviour. This is required because some behaviours are complex enough not to occur naturally in some organisms.

Diff: 2

Type: MC

Page Reference: 136

Topic: Conceptual

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

129) What is the term for a soundproof operant-conditioning chamber with a device for delivering food and either a bar for rats to press or a disk for pigeons to peck?

a. a maze

b. a food chamber

c. a cumulative recorder

d. a Skinner box

Answer: d

Correct: In efforts to study operant conditioning, Skinner devised a soundproof box that could house the animals he wished to study, so as to control the environment in which his learning studies could be conducted.

Diff: 2

Type: MC

Page Reference: 136

Topic: Factual

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

130) Which of the following behaviours is likely the result of shaping?

a. A dog salivates at the sound of an electric can opener.

b. Tropical fish swim to the top of the tank at feeding time.

c. A cat sleeps on the warm hearth before a fireplace.

d. A dolphin leaps through a ring of fire suspended over the water.

Answer: d

Correct: Because dolphins would not naturally engage in behaviours such as leaping through rings of fire, it is likely that this behaviour is shaped through operant conditioning.

Diff: 2

Type: MC

Page Reference: 136

Topic: Applied

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

131) Michael’s teacher used to say “good” when Michael managed to pronounce words correctly. Then she said “good” only when Michael correctly read an entire sentence. Now she withholds encouraging comments until he has read several sentences accurately. What technique is Michael’s teacher using in teaching him to read?

a. flooding

b. blocking

c. shaping

d. priming

Answer: c

Correct: Shaping behaviour refers to the reinforcement of behaviours that approximate the desired behaviour. Reinforcement is then provided as the individual gets increasingly closer to the target behaviour. Finally reinforcement occurs only when the target behaviour is exhibited, as in the case of Michael correctly reading an entire sentence.

Diff: 2

Type: MC

Page Reference: 136

Topic: Applied

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

132) When Matthew wrote a  “B” that looked more like a “D,” his teacher, Mrs. Chen, still praised him because it was better than his previous attempts. Mrs. Chen used a procedure called

a. blocking.

b. generalization.

c. shaping.

d. extinction.

Answer: c

Correct: Shaping behaviour refers to the reinforcement of behaviours that approximate the desired behaviour. Reinforcement is then only provided as the organism gets increasingly closer to the target behaviour, even if it is less than perfect, as in the case of Matthew’s B.

Diff: 2

Type: MC

Page Reference: 136

Topic: Applied

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

133) Parents could use shaping procedures to teach small children to do all of the following, except

a. eat with a spoon.

b. pronounce words correctly.

c. dress themselves.

d. associate their bed with sleep.

Answer: d

Correct: Shaping is not required in this instance, because the association does happen rather naturally, and is not considered a complex behaviour. Learning by association is also an indication of classical conditioning, rather than operant, of which shaping is a part.

Diff: 3

Type: MC

Page Reference: 136

Topic: Conceptual

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

134) Even though Nicholas’s handwriting was not very good, the teacher complimented him because the writing was better than in his previous attempts. The teacher is using a procedure called

a. shaping.

b. successive discrimination.

c. sequential learning.

d. the Skinner method.

Answer: a

Correct: Shaping refers to the reinforcement of behaviours that approximate the desired behaviour. Reinforcement is then only provided as the organism gets increasingly closer to the target behaviour, even if it is less than perfect.

Diff: 2

Type: MC

Page Reference: 136

Topic: Applied

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

135) A pigeon is left overnight in a Skinner Box. The mechanism is set to give out a food pellet every five minutes, no matter what the animal does. In the morning the researcher finds the pigeon tucking its head under its wing and moving in a counter-clockwise circle. What has most likely happened?

a. Spontaneous recovery has happened.

b. Sequential learning took place during the night.

c. The bird has developed superstitious behaviour.

d. Classical conditioning has shaped the bird’s behaviour.

Answer: c

Correct: Superstitious behaviour results from the mistaken connection between a reinforcer and the action that preceded it, where no connection truly exists. In this situation, the bird engaged in the behaviour described in the item, just prior to receiving a food pellet, and mistakenly associated the behaviour and the reward.

Diff: 3

Type: MC

Page Reference: 136-137

Topic: Applied

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

136) Extinction in operant conditioning involves

a. withholding reinforcement.

b. punishment.

c. positive reinforcement.

d. negative reinforcement.

Answer: a

Correct: Behaviours that occur because they have been rewarded with reinforcers cease to occur when the reinforcers are withheld. The cessation of the behaviour, in this instance, is called extinction.

Diff: 2

Type: MC

Page Reference: 137

Topic: Conceptual

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

137) According to the principles of operant conditioning, refusing to give the child who is having a tantrum what he is asking for, will

a. cause problems between the parents.

b. extinguish the behaviour.

c. only provoke further negative behaviour.

d. severely traumatize the child.

Answer: b

Correct: If a tantrum occurs because a request has been denied, then providing the requested item reinforces tantrum behaviour as a means to achieve that item.

Diff: 2

Type: MC

Page Reference: 137

Topic: Conceptual

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

138) Which of the following occur in operant conditioning?

a. extinction, spontaneous recovery, generalization, and discrimination.

b. extinction and generalization

c. generalization and discrimination

d. extinction, generalization, and discrimination

Answer: a

Correct: All four of these elements exist in operant conditioning.

Diff: 2

Type: MC

Page Reference: 137-138

Topic: Factual

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

139) A pigeon gets a food reward each time it pecks at a blue disk. Because of generalization, the pigeon would also peck at

a. a black disk.

b. a white disk.

c. an orange disk.

d. a green disk.

Answer: d

Correct: A pigeon trained to peck at a disk of a particular colour will peck at one similar in colour, due to the concept of generalization.

Diff: 2

Type: MC

Page Reference: 137

Topic: Applied

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

140) Jane misbehaves around her parents, who do not discipline her, but does not misbehave in the presence of her grandparents, who reward her only when she behaves appropriately. The difference in her behaviour can best be explained on the basis of

a. blocking.

b. generalization.

c. discrimination.

d. spontaneous recovery.

Answer: c

Correct: Jane has been trained to distinguish between the conditions under which she will or will not receive a reinforcer for a particular behaviour. This is known as discrimination.

Diff: 2

Type: MC

Page Reference: 137-138

Topic: Applied

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

141) A stimulus that signals whether a certain response or behaviour is likely to be followed by reward or punishment is called a

a. generalizable stimulus.

b. discriminative stimulus.

c. differentiating stimulus.

d. reinforcing stimulus.

Answer: b

Correct: When paired with one of several similar stimuli, the discriminative stimulus signals the exact stimulus that will elicit a response that will be rewarded. For example, Skinner trained pigeons to peck only at yellow disks that were lit. If the birds pecked at yellow disks that were not lit up, there was no reward.

Diff: 2

Type: MC

Page Reference: 137-138

Topic: Conceptual

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

142) ________ reinforcement is most effective in conditioning a new response; afterward ________ reinforcement is best for maintaining the response.

a. Partial; partial

b. Partial; continuous

c. Continuous; continuous

d. Continuous; partial

Answer: d

Correct: Regular or continuous reinforcement of a desired behaviour is required to condition a new response. To maintain it, partial reinforcement has the effect of increasing the strength of the response.

Diff: 3

Type: MC

Page Reference: 138-139

Topic: Factual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

143) The schedule of reinforcement that requires subjects to make a certain number of correct responses to receive a reward is called a

a. variable-ratio schedule.

b. fixed-ratio schedule.

c. variable-interval schedule.

d. fixed-interval schedule.

Correct: A fixed-ratio reinforcement schedule is based on a specific number of responses being exhibited before the reinforcer is given.

Answer: b

Diff: 2

Type: MC

Page Reference: 139

Topic: Conceptual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

144) Which of the following schedules is most likely to generate a high rate of responding, with a tendency toward brief pauses immediately after each reinforcement?

a. variable ratio

b. fixed interval

c. fixed ratio

d. variable interval

Answer: c

Correct: The effect of a fixed-ratio schedule of reinforcement is to increase the pattern of response heavily until the reinforcer is given. The organism then tends to slow down, or pause for a period before engaging in high rates of response again.

Diff: 2

Type: MC

Page Reference: 139

Topic: Conceptual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

145) Agricultural workers who are paid according to the number of bushels of corn picked are on which reinforcement schedule?

a. fixed interval

b. variable interval

c. variable ratio

d. fixed ratio

Answer: d

Correct: A fixed-ratio reinforcement schedule is based on a specific number of responses being exhibited before the reinforcer is given. In this case, the specific number of full bushels (response) is required before the workers are paid (reinforcer).

Diff: 2

Type: MC

Page Reference: 139

Topic: Applied

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

146) Among the following, who is reinforced on a variable-ratio schedule?

a. Zara, who is paid an hourly wage.

b. Lise, who sells real estate and is paid whenever she sells a house.

c. Galiana, who works for a yearly salary.

d. Detlev, who does piece work and is paid for each unit he produces.

Answer: b

Correct: Real estate agents must often list and show many houses (desired behaviour) before they make a sale (reinforcer). Because there is no predictability between the frequency of the behaviours and the reinforcers, these salespeople are considered to be on a variable-ratio reinforcement schedule.

Diff: 2

Type: MC

Page Reference: 139

Topic: Applied

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

147) Katrin’s gambling on a slot machine is reinforced according to the

a. variable-ratio schedule.

b. fixed-interval schedule.

c. variable-interval schedule.

d. fixed-ratio schedule.

Answer: a

Correct: The targeted behaviour of putting money into a slot machine is only reinforced after an unpredictable number of occurrences. As a result, playing slot machines is considered to be a behaviour that is rewarded on a variable-ratio schedule.

Diff: 2

Type: MC

Page Reference: 139-140

Topic: Applied

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

148) Temper tantrums are usually hard to extinguish because they have been maintained on a

a. fixed-interval schedule.

b. variable-interval schedule.

c. variable-ratio schedule.

d. fixed-ratio schedule.

Answer: c

Correct: When parents intermittently reward tantrum behaviours, they are using a variable-ratio reinforcement schedule for the behaviour.

Diff: 2

Type: MC

Page Reference: 139-140

Topic: Conceptual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

149) In a ________ schedule, the first correct response made after a specific time period has elapsed brings the reward.

a. fixed-ratio

b. fixed-interval

c. variable-interval

d. variable-ratio

Answer: b

Correct: The fixed-interval reinforcement schedule dictates that an organism is rewarded for target behaviours only after a specific time interval has lapsed.

Diff: 2

Type: MC

Page Reference: 140

Topic: Conceptual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

150) Which schedule tends to produce a pattern in which responding is initially low following a reward, but then gradually increases as the time for the next reward approaches?

a. variable interval

b. fixed ratio

c. variable ratio

d. fixed interval

Answer: d

Correct: The fixed-interval reinforcement schedule dictates that an organism is rewarded for target behaviours only after a specific time interval has lapsed. The resultant pattern of behaviour from the organism is a slowing of the response after the last reward, until a short time before the next reward is due, at which point the rate of response increases.

Diff: 2

Type: MC

Page Reference: 140

Topic: Factual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

151) Which reinforcement schedule produces high, stable rates of responding?

a. fixed interval

b. variable ratio

c. variable interval

d. fixed ratio

Answer: b

Correct: The organism on a variable ratio reinforcement schedule does not know how many actions will be required to produce a reward. As a result, a consistent high level of actions are performed.

Diff: 2

Type: MC

Page Reference: 139

Topic: Factual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

152) Jamie and Anna are both employed raking leaves. Anna is paid $2 for each bag of leaves she rakes; Jamie is paid $4 per hour. Anna is paid according to the ________ schedule; Jamie is paid according to the ________ schedule.

a. variable-ratio; variable-interval

b. fixed-interval; fixed-ratio

c. fixed-ratio; fixed-interval

d. variable-ratio; fixed-interval

Answer: c

Correct: Because Anna receives a reinforcer for each instance of the targeted behaviour, she is on a fixed-ratio interval reinforcement schedule. Jamie is paid on conclusion of a specific interval (hour) of work, which reflects a fixed-interval reinforcement schedule.

Diff: 2

Type: MC

Page Reference: 139-140

Topic: Applied

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

153) People who are paid every week on Friday afternoon are on a

a. variable-ratio schedule.

b. fixed-interval schedule.

c. variable-interval schedule.

d. fixed-ratio schedule.

Answer: b

Correct: When a reinforcer is provided at specific intervals (every Friday) regardless of the incidence of the targeted behaviour (work), this reflects a fixed-interval schedule of reinforcement.

Diff: 2

Type: MC

Page Reference: 140

Topic: Conceptual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

154) If children behave better on Fridays than on other days, you might suspect that the children are given allowances on which schedule of reinforcement?

a. fixed interval

b. fixed ratio

c. variable ratio

d. variable interval

Answer: a

Correct: When a reinforcer is provided at specific intervals (every Friday) regardless of the frequency of a targeted behaviour (good behaviour), this reflects a fixed-interval schedule of reinforcement.

Diff: 2

Type: MC

Page Reference: 140

Topic: Conceptual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

155) You have a chemistry quiz every Friday. You set up a study schedule in which you study every night from 19:00 to 21:00, followed by a pizza. Your studying reflects a ________reinforcement schedule.

a. fixed-interval

b. variable ratio

c. fixed ratio

d. variable interval

Answer: a

Correct: When an event occurs at specific intervals (every night at the same time) regardless of the frequency of a targeted behaviour (studying), this reflects a fixed-interval schedule.

Diff: 2

Type: MC

Page Reference: 140

Topic: Applied

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

156) You are doing homework. Your mother drops in at random times and gives you a treat if she finds you have been doing your work. What reinforcement schedule does she have you on?

a. fixed interval

b. variable ratio

c. variable interval

d. fixed ratio

Correct: If an event (mother checking your work) occurs at random intervals regardless of the rate of responses (studying) between intervals, this reflects a variable-interval schedule.

Answer: c

Diff: 2

Type: MC

Page Reference: 140

Topic: Applied

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

157) Which schedule of reinforcement yields the lowest response rate?

a. a fixed-interval schedule

b. a variable-ratio schedule

c. a variable-interval schedule

d. a fixed-ratio schedule 

Answer: d

Correct: In a fixed-ratio schedule, an organism is only rewarded at pre-specified times, giving no incentive for a higher rate of activity.

Diff: 2

Type: MC

Page Reference: 140

Topic: Factual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

158) Video lottery terminals are so appealing to people because they are

a. always able to choose the machine about to pay off.

b. efficient at the skill required to work the machine.

c. operated by a fixed-ratio schedule.

d. set on a variable-ratio schedule.

Answer: d

Correct: In a variable-ratio schedule, an organism is unclear how many responses are required before a reinforcer is given. The result is a very strong response pattern that is difficult to extinguish, as in the behaviour of playing video lottery terminals.

Diff: 2

Type: MC

Page Reference: 139-140

Topic: Applied

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

159) Which of the following statements is true of the partial-reinforcement effect?

a. Behaviours that have been partially reinforced rather than continuously reinforced are easier to extinguish.

b. Partial reinforcement results in greater resistance to extinction than does continuous reinforcement.

c. Behaviours that have been partially reinforced tend only to occur part of the time.

d. Partial reinforcement is more effective than continuous reinforcement in the acquisition of new behaviours.

Answer: b

Correct: Partial reinforcement results in targeted behaviours that are harder to extinguish than those that are rewarded by continuous reinforcement.

Diff: 3

Type: MC

Page Reference: 141

Topic: Factual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

160) According to the partial-reinforcement effect, responses are less likely to be extinguished if

a. most of the responses have been reinforced.

b. only a small proportion of responses have been reinforced.

c. none of the responses have been reinforced.

d. all the responses have been reinforced.

Answer: b

Correct: Partial reinforcement results in targeted behaviours that are harder to extinguish than those that are rewarded by continuous reinforcement. If most responses are reinforced, this is similar to continuous reinforcement. If no responses are reinforced, extinction occurs.

Diff: 3

Type: MC

Page Reference: 141

Topic: Factual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

161) What are parents doing wrong when their children continue to nag to get what they want, even though the parents usually do not give in to the nagging?

a. not using punishment when they should

b. not giving the child what they want sooner

c. failing to give the child the appropriate item before they start to nag

d. occasionally reinforcing the nagging by giving in once in a while

Answer: d

Correct: Partial reinforcement results in targeted behaviours that are harder to extinguish than those that are rewarded by continuous reinforcement, or no reinforcement. Parents who give in to nagging only on occasion are essentially using a partial reinforcement schedule.

Diff: 3

Type: MC

Page Reference: 140-141

Topic: Conceptual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

162) Continuous reinforcement is to ________, as partial reinforcement is to ________.

a. increased behaviour; decreased behaviour

b. weak responses; strong responses

c. slow extinction; fast extinction

d. reinforcing behaviour without fail; not expecting reinforcement every time

Answer: d

Correct: Continuous reinforcement refers to reward for every instance of a targeted behaviour. Partial reinforcement does not reward behaviour at every instance.

Diff: 2

Type: MC

Page Reference: 138-139

Topic: Conceptual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

163) Which of the following would not help a person acquire an operantly conditioned response more quickly?

a. giving immediate rather than delayed reinforcement

b. reinforcing some but not every correct response

c. giving a large rather than a small reinforcer

d. maintaining a high level of motivation

Answer: b

Correct: In order to condition a new response, continuous reinforcement is most effective. This requires reinforcement on every occasion of the exhibited target behaviour.

Diff: 3

Type: MC

Page Reference: 141

Topic: Conceptual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

164) For better performance, reinforcement should be

a. delayed rather than immediate.

b. positive rather than negative.

c. immediate rather than delayed.

d. smaller rather than larger.

Answer: c

Correct: Responses are learned more effectively when reinforcement occurs immediately after they are exhibited, rather than delayed.

Diff: 3

Type: MC

Page Reference: 141

Topic: Factual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

165) For maximum effectiveness, when operantly conditioning a behaviour, the reinforcer should be presented ________ the target behaviour.

a. at the same time as

b. several minutes after

c. immediately before

d. immediately after

Answer: d

Correct: Responses are learned more effectively when reinforcement occurs immediately after they are exhibited, rather than delayed.

Diff: 2

Type: MC

Page Reference: 141

Topic: Factual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

166) People often engage in behaviour that is reinforcing in the short term but is not in their long-term interest. This reflects the influence of

a. the immediacy of reinforcement.

b. their level of motivation.

c. the schedule of reinforcement.

d. the magnitude of reinforcement.

Answer: a

Correct: Responses are learned and sustained more effectively when reinforcement occurs immediately after they are exhibited, rather than delayed.

Diff: 2

Type: MC

Page Reference: 141

Topic: Conceptual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

167) Which of the following is not one of the factors identified in the text that influence operant conditioning?

a. immediacy of reinforcement

b. level of motivation

c. consistency of punishment

d. magnitude of reinforcement

Correct: The factors affecting operant conditioning include immediacy of the reinforcer, magnitude of the reinforcer, and the motivation of the learner.

Answer: c

Diff: 3

Type: MC

Page Reference: 141

Topic: Factual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

168) Procedures that strengthen behaviour are termed ________ and procedures that suppress behaviour are termed ________.

a. positive; negative

b. reinforcement; punishment

c. primary; secondary

d. implosive; explosive

Answer: b

Correct: Anything that serves to strengthen a response is considered a reinforcer, while anything that diminishes or weakens a response is considered a punishment.

Diff: 2

Type: MC

Page Reference: 142

Topic: Factual

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

169) Negative reinforcement is to ________ as punishment is to ________.

a. response decrease; response increase

b. response increase; response increase

c. response decrease; response decrease

d. response increase; response decrease

Answer: d

Correct: Anything that serves to strengthen a response is considered a reinforcer, while anything that diminishes or weakens a response is considered a punishment.

Diff: 3

Type: MC

Page Reference: 142

Topic: Conceptual

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

170) Which of the following is not an example of punishment?

a. spanking a child for running into the street

b. not allowing a teenager to use the car for a week because he came in very late on the previous weekend

c. sending a child to his room until he finishes cleaning it

d. grounding a child because she has not done her chores

Answer: c

Correct: By definition, punishment seeks to decrease an undesirable behaviour. In this instance, the response of a child being sent to his room is a negative consequence that is an attempt to increase a desired one behaviour (the cleaning of the room). This is an example of negative reinforcement, not punishment.

Diff: 3

Type: MC

Page Reference: 142

Topic: Conceptual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

171) Which of the following is not a limitation of punishment?

a. It can lead to alienation and attempts to escape.

b. It does not help people develop more desirable behaviours.

c. It must be applied frequently to be effective.

d. It can bring about aggression and hostility.

Answer: c

Correct: While punishment must be applied consistently to be effective, that is not the same as applying it frequently.

Diff: 2

Type: MC

Page Reference: 142

Topic: Factual

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

172) A limitation of punishment is that it

a. prevents the use of reinforcers.

b. suppresses rather than extinguishes behaviours.

c. makes it impossible to establish new, desirable behaviours.

d. rapidly loses its effectiveness for individuals.

Answer: b

Correct: None of the other answers are true, but punishment is known to suppress unwanted behaviours, rather than extinguish them altogether.

Diff: 2

Type: MC

Page Reference: 142

Topic: Factual

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

173) Which of the following statements about punishment is false?

a. It may merely suppress rather than eliminate unwanted behaviour.

b. It can create strong fear that interferes with performance.

c. It has long been considered by psychologists to be the most useful conditioning consequence.

d. It can arouse anger and hostility.

Correct: Psychologists recommend against the use of punishment where possible. The preferred alternative is to remove any reinforcing consequences of undesirable behaviours.

Answer: c

Diff: 2

Type: MC

Page Reference: 142

Topic: Factual

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

174) Many psychologists feel ________ is best way to extinguish a problem behaviour.

a. removing the rewarding consequences of undesirable behaviour

b. punishment

c. direct reinforcement

d. unconscious process training

Answer: a

Correct: Psychologists recommend against the use of punishment where possible. The preferred alternative is to remove any reinforcing consequences of undesirable behaviours.

Diff: 2

Type: MC

Page Reference: 142

Topic: Factual

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

175) How can we give attention to a child who is misbehaving and not reinforce her negative behaviour?

a. Add a negative reinforcement into their environment.

b. Use positive reinforcement (such as praise) when they behave properly.

c. Punish them severely.

d. Adopt a time-out, isolation room program for them.

Answer: b

Correct: A child who is consistently reinforced for desirable behaviour learns that this is behaviour worth engaging in. Punishing unwanted behaviour does not teach anything about the desired behaviour.

Diff: 2

Type: MC

Page Reference: 142

Topic: Conceptual

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

176) Which of the following is not presented in the text as one of the major factors influencing the effectiveness of punishment?

a. intensity

b. timing

c. consistency

d. frequency

Answer: d

Correct: While timing, intensity, and consistency of the application of punishment are noted as important contributors to its effectiveness, frequency is not cited.

Diff: 2

Type: MC

Page Reference: 143

Topic: Factual

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

177) For punishment to be effective it should be

a. initially weak and then increased in intensity.

b. relatively mild.

c. used only occasionally to keep the subject off guard.

d. applied immediately after the undesirable behaviour.

Answer: d

Correct: The timing of punishment is critical to its effectiveness. For it to be effective, it must immediately follow the undesirable behaviour.

Diff: 2

Type: MC

Page Reference: 143

Topic: Factual

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

178) Punishment is most effective when

a. it is of a moderate intensity and applied on a variable schedule.

b. it is given immediately after the undesired behaviour.

c. it is relatively mild.

d. it is applied on a variable-ratio schedule.

Answer: b

Correct: The timing of punishment is critical to its effectiveness. For it to be effective, it must immediately follow the undesirable behaviour.

Diff: 2

Type: MC

Page Reference: 143

Topic: Factual

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

179) Punishment is most effective when it is given

a. immediately following the behaviour.

b. after a long delay following the behaviour.

c. on a variable schedule.

d. after a short delay following the behaviour.

Answer: a

Correct: The timing of punishment is critical to its effectiveness. For it to be effective, it must immediately follow the undesirable behaviour.

Diff: 2

Type: MC

Page Reference: 143

Topic: Factual

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

180) When Betty has had a difficult day, she becomes very grumpy and is often critical of her husband Bill. Bill will often begin doing household projects like yard work during these times. Bill has exhibited

a. the negative consequences of punishment.

b. behaviour modification.

c. biofeedback.

d. avoidance learning.

Answer: d

Correct: Betty’s grumpy mood and criticisms of Bill at the same time every day have resulted in his association of the time of day with her negativity. By engaging in chores at that exact time, so as to avoid Betty, Bill is demonstrating avoidance learning.

Diff: 2

Type: MC

Page Reference: 143

Topic: Applied

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

181) Learning to perform a behaviour because it terminates an aversive event is called ________ learning, and it reflects the power of ________ reinforcement.

a. negative; positive

b. operant; classical

c. escape; negative

d. avoidance; punitive

Answer: c

Correct: Negative reinforcement increases behaviour when the consequence of the behaviour is the removal of something unpleasant.

Diff: 2

Type: MC

Page Reference: 143-144

Topic: Conceptual

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

182) The passive resignation to aversive conditions learned by repeated exposure to inescapable aversive events is called

a. learned helplessness.

b. the partial-reinforcement effect.

c. avoidance learning.

d. the magnitude of punishment effect.

Answer: a

Correct: When an organism learns that attempts to avoid an aversive stimulus consistently fail, the organism eventually gives up trying to avoid that stimulus. This is called learned helplessness.

Diff: 2

Type: MC

Page Reference: 144

Topic: Factual

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

183) One account of why poverty is so difficult to overcome suggests that people living in poverty have given up, perceiving that their condition is inescapable. This explanation sounds most like

a. avoidance learning.

b. the consequences of punishment.

c. learned helplessness.

d. the magnitude of punishment effect.

Answer: c

Correct: When an organism learns that attempts to avoid an aversive stimulus consistently fail, the organism eventually gives up trying to avoid that stimulus. This is called learned helplessness.

Diff: 2

Type: MC

Page Reference: 144

Topic: Conceptual

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

184) In Overmeier and Seligman’s experiment on learned helplessness, the dogs in the control group

a. jumped over the barrier to the safe area of the cage.

b. could not learn to escape the shocks.

c. refused to move, even when prompted.

d. took all the shocks the experimenters gave them without moving.

Answer: a

Correct: Because the dogs learned that avoidance of the aversive stimulus was possible, they quickly learned to do so consistently.

Diff: 1

Type: MC

Page Reference: 144

Topic: Factual

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

185) Josie grew up in an abusive home with a very domineering father who punished her severely whenever she tried to argue with him. As an adult in a relationship, she finds it impossible to disagree with her partner. She may be experiencing

a. learned helplessness.

b. classical conditioning.

c. the effective side of punishment.

d. negative reinforcement.

Answer: a

Correct: When an organism learns that attempts to avoid an aversive stimulus consistently fail, the organism eventually gives up trying to avoid that stimulus. This is called learned helplessness.

Diff: 3

Type: MC

Page Reference: 144

Topic: Applied

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

186) Operant conditioning is to ________ subjects as classical conditioning is to ________ subjects.

a. passive; passive

b. active; active

c. passive; active

d. active; passive

Answer: d

Correct: In operant conditioning, one actively shapes desired behaviours. In classical conditioning, the subject is typically responding to the environment in a passive way when associations are learned.

Diff: 2

Type: MC

Page Reference: 144-145

Topic: Conceptual

Objective: 5.11 Compare and contrast the similarities and differences between classical and operant conditioning and the factors that influence them.

187) Classical conditioning is to ________ responses as operant conditioning is to ________ responses.

a. voluntary; involuntary

b. involuntary; involuntary

c. involuntary; voluntary

d. voluntary; voluntary

Answer: c

Correct: In classical conditioning, the subject is typically responding to the environment in a passive (involuntary) manner. In operant conditioning, the subject is taught to respond actively to the process of shaping. The subject voluntarily chooses to exhibit the desired behaviour for the expected reinforcer.

Diff: 3

Type: MC

Page Reference: 144-145

Topic: Conceptual

Objective: 5.11 Compare and contrast the similarities and differences between classical and operant conditioning and the factors that influence them.

188) Which of the following is descriptive of operant conditioning?

a. An association is formed between a response and its consequence.

b. The response acquired is usually an involuntary or reflexive response.

c. The responses acquired are usually emotional reactions.

d. The subject is usually passive.

Answer: a

Correct: The consequence of a particular response is part of the operant conditioning paradigm. In classical conditioning, an association is made between a stimulus that immediately precedes an organism’s response to the environment.

Diff: 3

Type: MC

Page Reference: 145

Topic: Conceptual

Objective: 5.11 Compare and contrast the similarities and differences between classical and operant conditioning and the factors that influence them.

189) The systematic use of learning principles to change behaviour is called

a. behaviour modification.

b. counselling.

c. education.

d. biofeedback.

Answer: a

Correct: An effort to modify or eliminate behaviours through classical or operant conditioning is called behaviour modification.

Diff: 2

Type: MC

Page Reference: 145-146

Topic: Factual

Objective: 5.12 Define behaviour modification and token economy.

190) A system of behaviour change that reinforces desirable behaviour with coupons that can be exchanged at a later time for goods or privileges is known as

a. the prison system.

b. instrumental conditioning.

c. a token economy.

d. a time out.

Answer: c

Correct: Specific rewards are sometimes impossible to give at every instance of the target behaviour. In such cases, an individual may earn tokens that will eventually be exchanged for an identified reward.

Diff: 2

Type: MC

Page Reference: 146-147

Topic: Conceptual

Objective: 5.12 Define behaviour modification and token economy.

191) Which of the following statements about the token economy is not true?

a. It is most successful where the environment can be strictly controlled.

b. It is designed to encourage socially acceptable behaviour.

c. It is a type of behaviour modification program.

d. It is based on classical conditioning principles.

Answer: d

Correct: Token economies are typically rooted in operant conditioning principles, as the classical conditioning paradigm does not apply.

Diff: 2

Type: MC

Page Reference: 146-147

Topic: Factual

Objective: 5.12 Define behaviour modification and token economy.

192) A negative impact of a token economy program could be

a. the people see how the tokens are meaningless.

b. the tokens come to dominate the person’s life.

c. that when the reward is no longer given, the positive behaviour may simply disappear.

d. not wanting to part with the tokens when it is time to cash them in.

Answer: c

Correct: The risk of reinforcing inherently pleasant activities is that when the reward is removed, the behaviour will possibly be eliminated as well.

Diff: 2

Type: MC

Page Reference: 146

Topic: Factual

Objective: 5.12 Define behaviour modification and token economy.

193) The purpose of a time out in behaviour modification programs is to

a. give all the other children a break from the one acting inappropriately.

b. remove the child for a short time from sources of positive reinforcement.

c. allow the child to consider their bad behaviour, and make a change.

d. give the teacher a chance to think about how to work effectively with the child.

Answer: b

Correct: The time-out situation takes the opportunity for social engagement—a positive reinforcer—away from the individual who is being punished in this manner.

Diff: 2

Type: MC

Page Reference: 146-147

Topic: Conceptual

Objective: 5.12 Define behaviour modification and token economy.

194) Which of the following is true of a token economy?

a. People in such a program must know in advance what is going to be reinforced.

b. They are programs that reduce socially undesirable behaviour by punishing it with tokens.

c. Tokens are reinforcing intrinsically, and do not need to be used or exchanged after being given.

d. Token economies are only effective when used on children.

Answer: a

Correct: It is important that they do know so they will behave appropriately.

Diff: 2

Type: MC

Page Reference: 146

Topic: Conceptual

Objective: 5.13 Apply behaviour modification in a real-world context.

195) One problem with token economies is that

a. subjects tend to demand escalating rewards.

b. behaviours tend to be permanently altered, and sometimes this is not desirable if they are specific to the situation.

c. learned behaviour generally stops once the tokens are discontinued.

d. they tend to work in mild situations, but rarely are effective in difficult situations like prisons or special needs classrooms.

Answer: c

Correct: This is a serious problem for all token economies where long-term behaviour change is the goal.

Diff: 2

Type: MC

Page Reference: 146

Topic: Conceptual

Objective: 5.13 Apply behaviour modification in a real-world context.

196) What did the observational learning psychologists add to Skinner’s learning theory?

a. more about reinforcement theory

b. the influence of negative reinforcement on behaviour

c. learned helplessness theory

d. the influence of cognitive processes

Answer: d

Correct: In observational learning theory, it is believed that simply seeing the pattern of response and consequences allows an individual to make the cognitive connection between the two. Subsequently, it is less likely that the individual will engage in behaviour that results in negative consequences, and more likely they will engage in those that result in rewards.

Diff: 2

Type: MC

Page Reference: 146

Topic: Factual

Objective: 5.14 Define cognitive learning/observational learning.

197) Which researcher is associated with the subject of observational learning?

a. Albert Bandura

b. Edward Tolman

c. Wolfgang Kohler

d. Edward Thorndike

Answer: a

Correct: The main proponent of observational learning is Albert Bandura.

Diff: 2

Type: MC

Page Reference: 146

Topic: Factual

Objective: 5.14 Define cognitive learning/observational learning.

198) Acquiring new forms of behaviour by watching and imitating others is called observational learning or

a. operant conditioning.

b. latent learning.

c. learning by insight.

d. modelling.

Answer: d

Correct: Modelling occurs when we observe and copy the successful behaviour of others.

Diff: 2

Type: MC

Page Reference: 146-147

Topic: Conceptual

Objective: 5.14 Define cognitive learning/observational learning.

199) In observational learning, the person who demonstrates a behaviour or whose behaviour is imitated is called the

a. trainer

b. therapist

c. model

d. observed

Answer: c

Correct: Modelling occurs when we observe and copy the successful behaviour of others.

Diff: 2

Type: MC

Page Reference: 147

Topic: Conceptual

Objective: 5.14 Define cognitive learning/observational learning.

200) Observational learning can be used for all of the following, except

a. strengthening existing responses.

b. weakening existing responses.

c. acquiring new responses.

d. monitoring internal responses.

Answer: d

Correct: Observational learning occurs when we notice and copy the successful behaviour of others, or avoid those that we identify as resulting in punishment. Monitoring one’s internal responses does not involve other people at all.

Diff: 3

Type: MC

Page Reference: 147

Topic: Conceptual

Objective: 5.14 Define cognitive learning/observational learning.

201) Observational learning is particularly useful when we find ourselves in ______ situations.

a. unusual

b. scary

c. habitual

d. classical

Answer: a

Correct: This is a very efficient way to acquire the most appropriate behaviour in a novel situation.

Diff: 2

Type: MC

Page Reference: 147

Topic: Factual

Objective: 5.14 Define cognitive learning/observational learning.

202) Hayley has been afraid of snakes for as long as she can remember, and her mother has the same paralyzing fear. Hayley most likely acquired her fear through

a. observational learning.

b. latent learning.

c. classical conditioning.

d. learning by insight.

Answer: a

Correct: Observational learning occurs when we observe and copy the adaptive behaviour of others.

Diff: 2

Type: MC

Page Reference: 147

Topic: Applied

Objective: 5.14 Define cognitive learning/observational learning.

203) Lee’s work performance improves after she witnesses Jane receive a 10 percent wage cut due to poor work performance and low production. Lee’s improvement is probably the result of

a. observational learning.

b. latent learning.

c. classical conditioning.

d. learning by insight.

Answer: a

Correct: Observational learning occurs when we notice and copy the successful behaviour of others, or avoid those behaviours that we identify as resulting in punishment. In this instance, Jane’s poor performance was punished, allowing Lee to learn from observing Jane.

Diff: 2

Type: MC

Page Reference: 147

Topic: Applied

Objective: 5.14 Define cognitive learning/observational learning.

204) Bud, a new employee, watches an experienced employee perform a specific task, and then Bud tries to repeat the task. The changes in Bud’s behaviour can best be explained on the basis of

a. classical conditioning.

b. operant conditioning.

c. latent learning.

d. observational learning.

Answer: d

Correct: Observational learning occurs when we notice and copy the successful behaviour of others, or avoid those that we observe result in punishment. Bud is attempting to copy the experienced employee.

Diff: 2

Type: MC

Page Reference: 147

Topic: Applied

Objective: 5.14 Define cognitive learning/observational learning.

205) Sarah constantly watches professional basketball games. Sometimes after watching, she goes to her backyard hoop and tries it out. Her change in behaviour due to watching the games can best be explained as

a. operant learning.

b. latent learning.

c. classical conditioning.

d. modelling.

Answer: d

Correct: Modelling occurs when we observe and copy the successful behaviour of others.

Diff: 2

Type: MC

Page Reference: 146-147

Topic: Applied

Objective: 5.14 Define cognitive learning/observational learning.

206) Which of the following is not an effect of media violence?

a. It presents aggression as an acceptable way to solve problems.

b. It teaches new forms of aggression.

c. It reduces emotional reactions to aggression and the effects of aggression.

d. It makes the real world seem like a less violent place than it is.

Answer: d

Correct: Media violence results in our perception that there is a higher incidence of violence in the real world than is the case.

Diff: 3

Type: MC

Page Reference: 147-148

Topic: Factual

Objective: 5.15 Understand the role of observational modelling.

207) In an early study of aggression, Albert Bandura found that young children later modelled aggressive behaviour if they had been exposed to

a. either a live, filmed, or cartoon-type model behaving aggressively.

b. a filmed version of the model behaving aggressively.

c. a film version of a cartoon-type character behaving aggressively in a fantasy-like setting.

d. a live model behaving aggressively.

Answer: a

Correct: Children who were allowed to observe any model of aggressive behaviour were found to behave more aggressively following their exposure to such scenarios.

Diff: 2

Type: MC

Page Reference: 147-148

Topic: Factual

Objective: 5.15 Understand the role of observational modelling.

208) How does the violence on television promote violence in real life?

a. It simply indicates how to get what you want.

b. It makes it appear acceptable.

c. It acts as a negative reinforcer.

d. It shows us the real outcome of violent actions.

Answer: b

Correct: When individuals watch aggression and violence on television, the result is a desensitization to the victims of violence in real life.

Diff: 2

Type: MC

Page Reference: 147-148

Topic: Factual

Objective: 5.15 Understand the role of observational modelling.

209) Procrastinators are people who

a. can stay with one task for a long time.

b. are well organized.

c. have difficulty starting and/or finishing a project.

d. like to do things in a timely fashion.

Answer: c

Correct: When individuals continually put off work, or the completion of tasks, they are said to procrastinate.

Diff: 1

Type: MC

Page Reference: 149

Topic: Conceptual

Objective: 5.15 Understand the role of observational modelling.

210) Procrastinators can help themselves by

a. not keeping track of how long they have been working on a project.

b. not thinking about the problems caused by procrastination.

c. waiting till the “right time” to begin a project.

d. identifying the environmental cues that habitually interfere with getting work done.

Answer: d

Correct: Often procrastinators are distracted by competing interests. One solution to procrastination is to identify those cues and to avoid responding to them.

Diff: 2

Type: MC

Page Reference: 149

Topic: Factual

Objective: 5.15 Understand the role of observational modelling.

211) Based on the description in the text, any event that results in a response by an organism, even the passage of time, could be a stimulus.

a. True

Correct: Correct

b. False

Incorrect: Incorrect

Answer: a

Diff: 2

Type: TF

Page Reference: 126

Topic: Factual

Objective: 5.1 Define learning and classical conditioning.

212) Learning is the only type of change in performance that results in a permanent change.

a. True

Incorrect: Incorrect

b. False

Correct: Correct

Answer: b

Diff: 1

Type: TF

Page Reference: 127

Objective: 5.1 Define learning and classical conditioning.

213) Pavlov found that about 20 pairings of the tone and the meat powder would result in a conditioned response where the tone alone could elicit the salivation response.

a. True

Correct: Correct

b. False

Incorrect: Incorrect

Answer: a

Diff: 2

Type: TF

Page Reference: 127

Topic: Factual

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

214) In original trials with his dogs, Pavlov identified the tone as the unconditioned stimulus.

a. True

Incorrect: Incorrect

b. False

Correct: Correct

Answer: b

Diff: 1

Type: TF

Page Reference: 127

Topic: Factual

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

215) In extinction, the conditioned response is completely forgotten, as if it had been erased.

a. True

Incorrect: Incorrect

b. False

Correct: Correct  

Answer: b

Diff: 1

Type: TF

Page Reference: 128

Topic: Conceptual

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

216) Spontaneous recovery refers to the reappearance of a conditioned response when the conditioned stimulus is presented. It does not refer to any recurrence of the response in a random fashion.

a. True

Correct: Correct

b. False

Incorrect: Incorrect

Answer: a

Diff: 1

Type: TF

Page Reference: 128

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

217) In higher-order conditioning, the unconditioned stimulus and response are actually previously conditioned stimuli and responses.

a. True

Correct: Correct

b. False

Incorrect: Incorrect

Answer: a

Diff: 2

Type: TF

Page Reference: 130

Topic: Conceptual

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

218) John Watson conditioned little Albert to exhibit fear of a white rat and then extinguished this fear.

a. True

Incorrect: Incorrect

b. False

Correct: Correct

Answer: b

Diff: 2

Type: TF

Page Reference: 130-131

Topic: Conceptual

Objective: 5.4 Apply classical conditioning theory in a real-world context.

219) Conditioning occurs most quickly when the unconditioned stimulus and the conditioned stimulus occur at the same time.

a. True

Incorrect: Incorrect

b. False

Correct: Correct

Answer: b

Diff: 2

Type: TF

Page Reference: 131

Topic: Factual

Objective: 5.5 Identify and explain the factors that influence classical conditioning.

220) Classical conditioning rarely occurs if the conditioned stimulus follows the unconditioned stimulus.

a. True

Correct: Correct

b. False

Incorrect: Incorrect

Answer: a

Diff: 2

Type: TF

Page Reference: 131

Topic: Factual

Objective: 5.5 Identify and explain the factors that influence classical conditioning.

221) According to the text, television advertisements are most effective if the products are presented just after the beautiful people are shown.

a. True

Incorrect: Incorrect

b. False

Correct: Correct

Answer: b

Diff: 2

Type: TF

Page Reference: 134

Topic: Applied

Objective: 5.5 Identify and explain the factors that influence classical conditioning.

222) Drug overdoses can result if a typical dose of the drug is taken in a strange place.

a. True

Correct: Correct

b. False

Incorrect: Incorrect

Answer: a

Diff: 2

Type: TF

Page Reference: 133-134

Topic: Conceptual

Objective: 5.5 Identify and explain the factors that influence classical conditioning.

223) In operant conditioning, learning occurs when a behaviour is modified by the consequences of the behaviour.

a. True

Correct: Correct

b. False

Incorrect: Incorrect

Answer: a

Diff: 1

Type: TF

Page Reference: 136

Topic: Conceptual

Objective: 5.6 Define operant conditioning.

224) In operant conditioning, the consequences of behaviour are manipulated to increase or decrease the frequency of a response or to shape an entirely new response.

a. True

Correct: Correct

b. False

Incorrect: Correct

Answer: a

Diff: 1

Type: TF

Page Reference: 136

Topic: Factual

Objective: 5.6 Define operant conditioning.

225) In operant conditioning, it is important for the consequences to come first and then the behaviour within 10 seconds.

a. True

Incorrect: Incorrect

b. False

Correct: Correct

Answer: b

Diff: 1

Type: TF

Page Reference: 136

Topic: Factual

Objective: 5.6 Define operant conditioning.

226) A secondary reinforcer is acquired or learned.

a. True

Correct: Correct

b. False

Incorrect: Incorrect

Answer: a

Diff: 1

Type: TF

Page Reference: 138

Topic: Factual

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

227) Negative reinforcement involves learning a behaviour because something negative follows the behaviour.

a. True

Incorrect: Incorrect

b. False

Correct: Correct

Answer: b

Diff: 1

Type: TF

Page Reference: 138

Topic: Factual

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

228) The goal of both positive and negative reinforcement is to increase the probability of a response.

a. True

Correct: Correct

b. False

Incorrect: Incorrect

Answer: a

Diff: 2

Type: TF

Page Reference: 138

Topic: Conceptual

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

229) In fixed-ratio schedule of reinforcement, the rate of responding is high because the number of reinforcers depends directly on the response rate.

a. True

Correct: Correct

b. False

Incorrect: Incorrect

Answer: a

Diff: 1

Type: TF

Page Reference: 139

Topic: Factual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

230) In the partial-reinforcement effect, the partial reinforcement results in partial learning.

a. True

Incorrect: Incorrect

b. False

Correct: Correct

Answer: b

Diff: 1

Type: TF

Page Reference: 140-141

Topic: Conceptual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

231) Responses are conditioned more effectively when the reinforcement is immediate.

a. True

Correct: Correct

b. False

Incorrect: Incorrect

Answer: a

Diff: 2

Type: TF

Page Reference: 141

Topic: Conceptual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

232) The strength or speed of conditioning does not appear to be influenced by the level of motivation of the learner.

a. True

Incorrect: Incorrect

b. False

Correct: Correct

Answer: b

Diff: 2

Type: TF

Page Reference: 141-142

Topic: Conceptual

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

233) Both punishment and negative reinforcement are used to decrease the probability of a response.

a. True

Incorrect: Incorrect

b. False

Correct: Correct

Answer: b

Diff: 2

Type: TF

Page Reference: 142

Topic: Conceptual

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

234) Ideally, punishment should be the minimum necessary to suppress the problem behaviour.

a. True

Correct: Correct

b. False

Incorrect: Incorrect

Answer: a

Diff: 2

Type: TF

Page Reference: 142

Topic: Conceptual

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

235) An effective method of applying punishment is for one parent to punish a behaviour and another parent ignore the same behaviour.

a. True

Incorrect: Incorrect

b. False

Correct: Correct

Answer: b

Diff: 2

Type: TF

Page Reference: 143

Topic: Factual

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

236) “Time out” is a technique in which a child who is misbehaving is removed from sources of positive reinforcement for a short period of time.

a. True

Correct: Correct

b. False

Incorrect: Incorrect

Answer: a

Diff: 1

Type: TF

Page Reference: 146

Topic: Conceptual

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

237) The processes of generalization, discrimination, extinction, and spontaneous recovery occur in both classical and operant conditioning.

a. True

Correct: Correct

b. False

Incorrect: Incorrect

Answer: a

Diff: 2

Type: TF

Page Reference: 144

Topic: Conceptual

Objective: 5.11 Compare and contrast the similarities and differences between classical and operant conditioning and the factors that influence them.

238) The tokens in a token economy are chosen because they are primary reinforcers.

a. True

Incorrect: Incorrect

b. False

Correct: Correct

Answer: b

Diff: 2

Type: TF

Page Reference: 146

Topic: Conceptual

Objective: 5.12 Define behaviour modification and token economy.

239) One of the most successful applications of behaviour modification has been in the treatment of psychological problems ranging from phobias to addictive behaviours.

a. True

Correct: Correct

b. False

Incorrect: Incorrect

Answer: a

Diff: 2

Type: TF

Page Reference: 146

Topic: Conceptual

Objective: 5.12 Define behaviour modification and token economy.

240) Reinforcing children or students for activities they already enjoy often results in an increase in the preferred behaviour, even after the reinforcement is withdrawn.

a. True

Incorrect: Incorrect

b. False

Correct: Correct

Answer: b

Diff: 1

Type: TF

Page Reference: 146

Topic: Conceptual

Objective: 5.13 Apply behaviour modification in a real-world context.

241) Behaviour modification has been successfully applied to psychological problems like phobias and addictive behaviour (drug addiction).

a. True

Correct: Correct

b. False

Incorrect: Incorrect

Answer: a

Diff: 1

Type: TF

Page Reference: 146

Topic: Factual

Objective: 5.13 Apply behaviour modification in a real-world context.

242) Observational learning or modelling is a behaviour that is unique to humans.

a. True

Incorrect: Incorrect

b. False

Correct: Correct

Answer: b

Diff: 1

Type: TF

Page Reference: 146-147

Topic: Factual

Objective: 5.14 Define cognitive learning/observational learning.

243) Bandura used tokens to enhance his demonstration of observational learning.

a. True

Incorrect: Incorrect

b. False

Correct: Correct

Answer: b

Diff: 1

Type: TF

Page Reference: 146

Topic: Conceptual

Objective: 5.15 Understand the role of observational modelling.

244) Observing consequences for aggressive acts seems to help preschoolers learn that violence is morally unacceptable.

a. True

Incorrect: Incorrect

b. False

Correct: Correct

Answer: b

Diff: 1

Type: TF

Page Reference: 148

Topic: Conceptual

Objective: 5.15 Understand the role of observational modelling.

245) What was Pavlov’s major contribution to psychology?

Answer: 

GUIDELINES: Ivan Pavlov’s study of the conditioned reflex provided psychology with a model of learning called classical conditioning.

Diff: 1

Type: ES

Page Reference: 126

Objective: 5.1 Define learning and classical conditioning.

246) Carl has just had a bad experience in a restaurant. He found a piece of dirty cloth in his soup and now whenever he drives past what used to be his favourite restaurant he feels ill. Describe what has caused his experience using the terms of classical conditioning.

Answer: 

GUIDELINES: The student’s response will have to discuss the process of classical acquisition using terms that will include, UCS (dirty cloth), CR (feeling of nausea), etc. 

Diff: 1

Type: ES

Page Reference: 126-128

Objective: 5.1 Define learning and classical conditioning.

247) Define “learning” and explain what makes classical conditioning a form of learning.

Answer: 

GUIDELINES: The student will suggest that learning is a relatively permanent change in behaviour, knowledge, capability, or attitude that is acquired through experience and cannot be attributed to illness, injury, or maturation. They should then provide some example or general explanation about how some behaviour is changed through the pairing of a neutral stimulus with an unconditioned response. They should use appropriate terminology from the classical conditioning paradigm. 

Diff: 3

Type: ES

Page Reference: 126-128

Objective: 5.1 Define learning and classical conditioning.

248) What are the steps of a classical conditioning session?

Answer: 

GUIDELINES: During classical conditioning, a neutral stimulus is presented shortly before an unconditioned stimulus, which naturally brings forth an unconditioned response. After repeated pairings, the conditioned stimulus by itself will elicit the conditioned response.

Diff: 2

Type: ES

Page Reference: 127-128

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

249) How does classical conditioning explain the extinction of a conditioned response?

Answer: 

GUIDELINES: If the conditioned stimulus is presented repeatedly without the unconditioned stimulus, the conditioned response will become progressively weaker and eventually disappear. This is known as extinction. This is another example of learning. The animal learns that the neutral stimulus (conditioned stimulus) is no longer a signal that food will follow. 

Diff: 2

Type: ES

Page Reference: 128

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

250) Describe the basic classical conditioning model and use a personal example to show that you understand the following concepts: unconditioned stimulus, unconditioned response, conditioned stimulus, conditioned response, acquisition, extinction, and spontaneous recovery.

Answer: 

GUIDELINES: Students should explain the relationships among UCS, UCR, CS and CR (some may utilize a chart to show these relationships). Students should be able to use one example to illustrate all of the terms.

Diff: 2

Type: ES

Page Reference: 127-128

Objective: 5.2 Define and explain each of the key elements of classical conditioning, including US, UR, CS, and CR.

251) What is generalization?

Answer: 

GUIDELINES: Generalization occurs when an organism makes a conditioned response to a stimulus that is similar to the original conditioned stimulus.

Diff: 1

Type: ES

Page Reference: 128-129

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

252) What is discrimination in classical conditioning?

Answer: 

GUIDELINES: Discrimination is the ability to distinguish between similar stimuli so that the conditioned response is made only to the original conditioned stimulus.

Diff: 1

Type: ES

Page Reference: 129-130

Objective: 5.3 Understand how basic principles such as extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning function within classical conditioning.

253) How does the Little Albert study help our understanding of the origins of fear?

Answer: 

GUIDELINES: Little Albert demonstrated that fear could be classically conditioned in a real life situation when Watson presented a white rat along with a loud, frightening noise, Albert was conditioned to fear the white rat.

Diff: 1

Type: ES

Page Reference: 130-131

Objective: 5.4 Apply classical conditioning theory in a real-world context.

254) What types of responses can be learned through classical conditioning?

Answer: 

GUIDELINES: Positive and negative emotional responses, conditioned immune responses, and conditioned drug tolerance in drug users are some examples of responses acquired through classical conditioning. Any response that involves a physiological response on the part of the subject. 

Diff: 2

Type: ES

Page Reference: 133-135

Objective: 5.4 Apply classical conditioning theory in a real-world context.

255) What are four factors that influence classical conditioning?

Answer: 

GUIDELINES: 

The number of pairings of conditioned stimulus and unconditioned stimulus.

The intensity of the unconditioned stimulus.

How reliably the conditioned stimulus predicts the unconditioned stimulus.

The temporal relationship between the conditioned stimulus and the unconditioned stimulus.

Diff: 2

Type: ES

Page Reference: 131

Objective: 5.5 Identify and explain the factors that influence classical conditioning.

256) Describe the cognitive view of classical conditioning.

Answer: 

GUIDELINES: The student should summarize the implications of Rescorla’s research. His research demonstrated that the critical element in classical conditioning is not the repeated pairing of the conditioned stimulus and the unconditioned stimulus, but whether the conditioned stimulus provided information that enabled the rat subjects to reliably predict the occurrence of the unconditioned stimulus.

Diff: 2

Type: ES

Page Reference: 132

Objective: 5.5 Identify and explain the factors that influence classical conditioning.

257) Describe the biological perspective on classical conditioning. 

Answer: 

GUIDELINES: Research has shown that the presence or absence of a single gene in rats can dramatically alter their ability to be classically conditioned. The student will also want to mention the concept of biological predisposition and Garcia’s research showing that certain types of behaviours such as taste aversion are more easily learned due to their survival value. 

Diff: 3

Type: ES

Page Reference: 132-133

Objective: 5.5 Identify and explain the factors that influence classical conditioning.

258) How are responses acquired through operant conditioning?

Answer: 

GUIDELINES: Operant conditioning is a method for conditioning voluntary responses. The consequences of behaviour are manipulated to shape a new response or to increase or decrease the frequency of an existing response. If behaviour is followed by something that the subject finds pleasant, the behaviour will tend to be performed in the future. The opposite is also true.

Diff: 2

Type: ES

Page Reference: 136

Objective: 5.6 Define operant conditioning.

259) How do positive reinforcement and negative reinforcement reach the same goal?

Answer: 

GUIDELINES: Both positive reinforcement and negative reinforcement are used to strengthen or increase the probability of a response. With positive reinforcement, the desired response is followed with a reward—a consequence that the subject likes. A negative reinforcement is followed with the termination of an aversive stimulus—as a consequence of the behaviour something unpleasant is stopped. 

Diff: 2

Type: ES

Page Reference: 138

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

260) For five of the following, give an example you have experienced (or might experience) as a college student: (1) classical conditioning; (2) operant conditioning; (3) observational learning; (4) latent learning; (5) conditioned taste aversions; (6) extinction; (7) shaping. Be certain that your examples clearly illustrate the concept.

Answer: 

GUIDELINES: Remember that students need only write examples of five of the seven terms. Grade for both the clarity of term’s illustration and the use of college-student examples.

Diff: 3

Type: ES

Page Reference: 127; 133; 136; 137; 146

Objective: 5.7 Define and explain each of the key elements of operant conditioning, including reinforcers/reinforcement and punishers/punishment.

261) How does operant conditioning explain the learning of new behaviours?

Answer: 

GUIDELINES: Operant conditioning is a type of learning in which the consequences of behaviour tend to modify the behaviour in the future. Behaviour that is followed by pleasant consequences tends to be repeated and this is labelled reinforcement; behaviour that is ignored or punished is less likely to be repeated.

Diff: 1

Type: ES

Page Reference: 136

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

262) How is shaping used to condition a response?

Answer: 

GUIDELINES: Shaping gradually moulds a desired behaviour by reinforcing responses that become progressively closer to the target behaviour. The behaviour that is reinforced is gradually changed until the target behaviour is learned. 

Diff: 2

Type: ES

Page Reference: 136

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

263) How does extinction occur in operant conditioning?

Answer: 

GUIDELINES: Extinction is the weakening and often eventual disappearance of a learned response. In classical conditioning, the conditioned response is weakened with any repeated presentation of the conditioned stimulus without the unconditioned stimulus. In effect, the subject is relearning that the behaviour no longer is connected to reinforcement or punishment. 

Diff: 2

Type: ES

Page Reference: 137

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

264) How does a discrimination stimulus affect behaviour?

Answer: 

GUIDELINES: A discrimination stimulus is a stimulus that signals whether a certain response or behaviour is likely to be followed by reward or punishment. The subject is learning about the signal as well as the connection between the reward or punishment and the behaviour. 

Diff: 2

Type: ES

Page Reference: 137-138

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

265) How is shaping used to condition a response?

Answer: 

GUIDELINES: In shaping, rather than waiting for the desired response to be produced, we selectively reinforce successive approximation toward the goal response until the desired response is achieved. A trainer starts with a behaviour that is close to the desired behaviour, but perhaps one that is easier to learn. Then the reward or punishment is changed so that behaviour that is closer to the target behaviour is rewarded or punished. 

Diff: 2

Type: ES

Page Reference: 136

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

266) Define shaping and explain how parents use shaping techniques in rearing children.

Answer: 

GUIDELINES: After defining shaping, several examples should be given that illustrate knowledge of the concept, such as making a bed, getting dressed by oneself, and feeding oneself.

Diff: 2

Type: ES

Page Reference: 136

Objective: 5.8 Understand how basic principles such as shaping, extinction, spontaneous recovery, generalization, and discrimination function within operant conditioning.

267) What are the four major schedules of reinforcement, and which schedule yields the highest response rate and the greatest resistance to extinction? Why is this the case?

Answer: 

GUIDELINES: The four major schedules of reinforcement are the fixed-ratio, variable-ratio, fixed-interval, and variable-interval schedules. The variable-ratio schedule provides the highest response rate and the greatest resistance to extinction. On a continuous schedule, a reinforcer is expected without fail after each correct response. When a reinforcer is withheld, it is noticed immediately. But on a partial-reinforcement schedule, a reinforcer is not expected after every response. Thus, no immediate difference is apparent between the partial-reinforcement schedule and the onset of extinction. The subject has become used to having to perform at unpredictable rates before a reward. 

Diff: 3

Type: ES

Page Reference: 139-140

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

268) What is the partial-reinforcement effect?

Answer: 

GUIDELINES: A pattern of reinforcement in which some portion of the correct responses are reinforced, rather than 100 percent. Partial reinforcement results in a greater resistance to extinction than does continuous reinforcement. This result is known as the partial-reinforcement effect. There is an inverse relationship between the percentage of responses that have been reinforced and resistance to extinction—that is, the lower the percentage of responses that are reinforced, the longer extinction will take when reinforcement is withheld

Diff: 2

Type: ES

Page Reference: 140-141

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

269) Explain each of the four basic schedules of reinforcement and give one example of each that you have personally experienced.

Answer: 

GUIDELINES: Many possible examples exist: (1) fixed ratio: getting paid a set amount for each basket of leaves raked; (2) variable ratio: getting praised for class comments at a rate of about every six comments made; getting a date for about every three calls to a potential date; (3) fixed interval: weekly quizzes in a class; (4) variable interval: “pop quizzes;” having about one term paper due every five weeks.

Diff: 2

Type: ES

Page Reference: 139-140

Objective: 5.9 Explain how different reinforcement schedules impact on learning.

270) How does punishment compare and contrast with negative reinforcement?

Answer: 

GUIDELINES: Punishment is used to decrease the frequency of a response whereas negative reinforcement is used to increase the frequency of a response. Punishment is the application of a stimulus that the subject finds unpleasant. Negative reinforcement is a consequence in which something that is unpleasant to the subject is removed. 

Diff: 2

Type: ES

Page Reference: 142

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

271) What are some disadvantages of punishment?

Answer: 

GUIDELINES: Punishment generally suppresses rather than extinguishes behaviour. It does this to help people develop more appropriate behaviours. It can cause fear, anger, hostility, and aggression in the punished person. Punishment gives the subject some information that a certain behaviour is undesirable, but it gives them no information about what to replace that behaviour with. In addition, the person administering the punishment may be modelling aggression and controlling behaviour, things we generally do not want to see in the subject. 

Diff: 3

Type: ES

Page Reference: 142

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

272) What three factors increase the effectiveness of punishment?

Answer: 

GUIDELINES: Punishment is most effective when it is administered immediately after undesirable behaviour. This gives immediate information for the subject. When applied it should be at a minimum level so as not to encourage aggression or hostility in the subject and minimize the modelling of aggression on the part of the trainer. It should also be applied consistently—both by individual trainers and by any trainer associated with the subject. You can’t punish a behaviour one time, ignore it another time, and reinforce it at other times. 

Diff: 2

Type: ES

Page Reference: 143

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

273) What is learned helplessness?

Answer: 

GUIDELINES: The learned response of resigning oneself passively to aversive conditions, rather than taking action to change, escape, or avoid them. Helplessness is learned through repeated exposure to inescapable or unavoidable aversive events. What the subject has learned is that there is no response that will allow them to escape or avoid the aversive stimulus. 

Diff: 1

Type: ES

Page Reference: 144

Objective: 5.10 Understand the strengths and weaknesses associated with punishment.

274) Describe the processes that are comparable in classical and operant conditioning.

Answer: 

GUIDELINES: The processes of generalization, discrimination, extinction, and spontaneous recovery occur in both classical and operant conditioning. Both types of conditioning depend on associative learning. But in classical conditioning, the association is formed between two stimuli, for example, a tone and food, a white rat and a loud noise, or a product and a celebrity. In operant conditioning, the association is established between a response and its consequences, studying hard and a high test grade, good table manners and praise from a parent, or (in the world of rats and pigeons) bar pressing and food or disk pecking and food.

Diff: 2

Type: ES

Page Reference: 144-145

Objective: 5.11 Compare and contrast the similarities and differences between classical and operant conditioning and the factors that influence them.

275) What is behaviour modification?

Answer: 

GUIDELINES: Behaviour modification involves the systematic application of learning principles to individuals or groups in order to eliminate undesirable behaviour and/or encourage desirable behaviour. In these programs, operant and classical conditioning principles are applied in real life situations. When voluntary behaviour is the target, operant conditioning is used. When physiological responses such as fear responses are the target behaviour, classical conditioning is used. 

Diff: 2

Type: ES

Page Reference: 145-146

Objective: 5.12 Define behaviour modification and token economy.

276) Describe how you could use a token economy to change one of your own behaviours.

Answer: 

GUIDELINES: Behaviour modification involves the systematic application of learning principles to individuals or groups in order to eliminate undesirable behaviour and encourage desirable behaviour. The student can pick any behaviour they wish. What they do need to do is define the terms they use and be sure to apply behaviour modification principles correctly. They will need to focus on operant procedures and use the tokens as a means to a larger reward. 

Diff: 2

Type: ES

Page Reference: 146

Objective: 5.13 Apply behaviour modification in a real-world context.

277) Give one example of classical conditioning, one of operant conditioning, and one of observational learning in an infant (birth to two years). Be certain to point out how your examples illustrate the three kinds of learning.

Answer: 

GUIDELINES: For this question, students should give a variety of responses that are age-appropriate and appropriate for the type of learning.

Diff: 3

Type: ES

Page Reference: 127, 136, 146

Objective: 5.14 Define cognitive learning/observational learning.

278) What is observational learning?

Answer: 

GUIDELINES: Observational learning is learning by observing the behaviour of others, called the model, and the consequences of that behaviour.

Diff: 2

Type: ES

Page Reference: 146-147

Objective: 5.15 Understand the role of observational modelling.

279) Summarize what the research on observational learning suggests about the relationship between violence on television and children’s violence.

Answer: 

GUIDELINES: The student should mention Bandura and his research that demonstrates the efficacy of observational learning in children, especially with regard to violence. This line of research has shown that children will imitate violent behaviour when they see it performed by adults, children their own age, or a different age and live, on tape, or in the form of cartoons. In addition, they will still show an increase in violence when they observe violent behaviour that is punished. Brain-imaging studies suggest that these long-term effects may be the result of patterns of neural activation that underlie emotionally laden behavioural scripts that children learn while watching violent programming and that these effects may last for many years. 

Diff: 2

Type: ES

Page Reference: 147-148

Objective: 5.15 Understand the role of observational modelling.

Test Bank to accompany The World of Psychology, Eighth Canadian Edition