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1. While riding on an airplane and experiencing turbulence, Steve closes his eyes but opens them after the turbulence has passed. Steve closing his eyes as an example of ______.
A. positive reinforcement.
B. positive punishment.
C. an escape response.
D. contingency reduction.
Ans: C
Learning Objective: 6-1: Recall the variables that determine how quickly an escape response is learned.
Cognitive Domain: Application
Difficulty Level: Easy
2. Engaging in a behavior to remove an aversive event is called ______.
A. an escape response
B. contingency reduction
C. negative punishment
D. vicarious reinforcement
Ans: A
Learning Objective: 6-1: Recall the variables that determine how quickly an escape response is learned.
Cognitive Domain: Knowledge
Difficulty Level: Easy
3. While driving his car in the country with few cars around, Marcus comes upon a car wreck where the person outside appears to have a little blood on their arm but nothing more. What will Marcus do? Choose the most correct answer ______.
A. Marcus will slow down and drive slowly past
B. Marcus will slow down and then stop to see if the person is okay
C. Marcus will slow down and then speed up as he gets closer to the wreck
D. Marcus will speed up and drive by as fast as possible
Ans: B
Learning Objective: 6-1: Recall the variables that determine how quickly an escape response is learned.
Cognitive Domain: Application
Difficulty Level: Medium
4. Suzanne is driving her car and comes upon a car wreck with the person outside appears to have lots of blood on them and is sitting next to their car. What will
Suzanne’s behavior be?
A. Suzanne will slow down and stop and see if the person is okay.
B. Suzanne will slow down and drive slowly past.
C. Suzanne will slow down and then speed up as soon as she gets closer to the wreck.
D. Suzanne will speed up and drive by as fast as possible.
Ans: D
Learning Objective: 6-1: Recall the variables that determine how quickly an escape response is learned.
Cognitive Domain: Application
Difficulty Level: Hard
5. The more unpleasant the situation ______.
A. the more likely the person will stop and help
B. the more likely the person will look closely then offer to help
C. the more likely a person will call someone else to help
D. the more likely the person will try to get out of there as soon as possible
Ans: D
Learning Objective: 6-1: Recall the variables that determine how quickly an escape response is learned.
Cognitive Domain: Comprehension
Difficulty Level: Medium
6. Which statement is not correct? There is higher motivation to escape when ______.
A. the task is more unpleasant
B. the expectation of failure is higher
C. the amount of negative reinforcement is low
D. none of these
Ans: C
Learning Objective: 6-1: Recall the variables that determine how quickly an escape response is learned.
Cognitive Domain: Application
Difficulty Level: Hard
7. The greater the reduction of an aversive stimulus, ______.
A. the faster the escape response
B. the higher amount of negative reinforcement needed
C. the slower the escape response
D. the greater the amount of punishment needed to increase the behavior
Ans: A
Learning Objective: 6-1: Recall the variables that determine how quickly an escape response is learned.
Cognitive Domain: Comprehension
Difficulty Level: Medium
8. The longer the negative reinforcement is delayed after an escape response, ______.
A. the faster the acquisition of the escape behavior
B. the higher the final level of escape performance
C. the slower the escape behavior
D. the greater the punishment needs to be effective
Ans: C
Learning Objective: 6-1: Recall the variables that determine how quickly an escape response is learned.
Cognitive Domain: Comprehension
Difficulty Level: Hard
9. If there is a long delay in negative reinforcement following the escape from the aversive stimulus, ______.
A. the escape behavior will still occur but it will take longer before it occurs
B. the escape behavior will increase
C. escape behavior will remain the same as a short delay in receiving negative reinforcement
D. the escape behavior will not occur
Ans: D
Learning Objective: 6-1: Recall the variables that determine how quickly an escape response is learned.
Cognitive Domain: Comprehension
Difficulty Level: Medium
10. What is the impact of acquisition training on escape behavior?
A. There is no impact.
B. Low acquisition training causes high extinction to the escape response.
C. Medium acquisition training causes high extinction to the escape response.
D. Greater acquisition training causes slower extinction to the escape response.
Ans: D
Learning Objective: 6-1: Recall the variables that determine how quickly an escape response is learned.
Cognitive Domain: Comprehension
Difficulty Level: Easy
11. Which is a way to stop an organism from engaging in an escape response?
A. having a low intensity punisher
B. increasing the required behavior that created the situation that required an escape response
C. providing a positive reinforcer
D. providing an aversive consequence following the escape response
Ans. D
Learning Objective: 6-1: Recall the variables that determine how quickly an escape response is learned.
Cognitive Domain: Knowledge
Difficulty Level: Easy
12. In escape conditioning, the subject must ______.
A. make a response to remove an aversive event
B. endure an aversive stimulus until it is terminated
C. make a response in order to avoid an aversive event
D. stop making a response in order to avoid punishment
Ans: A
Learning Objective: 6-1: Recall the variables that determine how quickly an escape response is learned.
Cognitive Domain: Knowledge
Difficulty Level: Easy
13. Which of the following factors does not control the acquisition of the response in escape conditioning?
A. Faster conditioning of the response occurs when the aversive event is more intense.
B. Delaying the termination of the aversive event interferes with the performance of the escape response.
C. The asymptotic level of escape responding is raised when the intensity of the aversive event is increased.
D. Higher levels of escape responding are observed when the intensity of the aversive event is reduced.
Ans: D
Learning Objective: 6-1: Recall the variables that determine how quickly an escape response is learned.
Cognitive Domain: Knowledge
Difficulty Level: Medium
14. The escape response can be eliminated (extinguished) when ______.
A. the negative reinforcement is removed
B. the aversive event is removed
C. the anticipatory pain response is extinguished
D. all of these
Ans: D
Learning Objective: 6-1: Recall the variables that determine how quickly an escape response is learned.
Cognitive Domain: Knowledge
Difficulty Level: Easy
15. Which of the following closely approximates the vicious-circle behavior found in rats?
A. The person who is outgoing and viewed as the life of the party.
B. The person who tries to be friends with everyone.
C. The person who seeks admiration from others and becomes upset when it does not occur.
D. The person who enters into successive relationships with the same type of person only to have each relationship fail.
Ans: D
Learning Objective: 6-2: Describe how to produce self-punitive or vicious circle behavior.
Cognitive Domain: Application
Difficulty Level: Hard
16. John receives a notice from the police department to pay for a ticket he received. However, he decides to just ignore the notice. This is an example of ______.
A. active avoidance
B. passive avoidance
C. contrast avoidance
D. none of these
Ans: B
Learning Objective: 6-3: Distinguish between an active avoidance response and a passive avoidance response.
Cognitive Domain: Application
Difficulty Level: Medium
17. Jeremy is invited to an office party he does not want to attend. Not wanting to upset everyone, he says he needs to catch a plane that day to visit his parents in a different city. This is an example of ______.
A. contrast avoidance
B. active avoidance
C. passive avoidance
D. none of these
Ans: B
Learning Objective: 6-3: Distinguish between an active avoidance response and a passive avoidance response.
Cognitive Domain: Application
Difficulty Level: Medium
18. In active avoidance training, the subject is trained to ______.
A. withhold making a response in order to prevent the occurrence of an aversive event
B. make a response in order to terminate an aversive event
C. alternate making two different responses in order to remove an aversive event
D. make a response in order to prevent the occurrence of an aversive event
Ans: D
Learning Objective: 6-3: Distinguish between an active avoidance response and a passive avoidance response.
Cognitive Domain: Knowledge
Difficulty Level: Easy
19. Paying your car bill in order to avoid car repossession is an example of ______.
A. contingent avoidance
B. contrast avoidance
C. active avoidance
D. passive avoidance
Ans: C
Learning Objective: 6-3: Distinguish between an active avoidance response and a passive avoidance response.
Cognitive Domain: Application
Difficulty Level: Easy
20. My aunt has agoraphobia and never leaves her home. This is an example of ______.
A. active avoidance
B. passive avoidance
C. contrast avoidance
D. contingent avoidance
Ans: B
Learning Objective: 6-3: Distinguish between an active avoidance response and a passive avoidance response.
Cognitive Domain: Application
Difficulty Level: Hard
21. After canceling your car appointment, the technician asks if you would like to reschedule. You indicate you need to check your schedule but never call them back. This is an example of ______.
A. two-way avoidance
B. contrast avoidance
C. passive avoidance
D. active avoidance
Ans: C
Learning Objective: 6-3: Distinguish between an active avoidance response and a passive avoidance response.
Cognitive Domain: Application
Difficulty Level: Hard
22. In general, increasing the severity of the aversive events ______.
A. has no effect on avoidance conditioning
B. interferes with fear conditioning
C. produces higher levels of avoidance conditioning in simple tasks
D. produces lower levels of avoidance conditioning in simple tasks
Ans: C
Learning Objective: 6-1: Recall the variables that determine how quickly an escape response is learned.
Cognitive Domain: Knowledge
Difficulty Level: Easy
23. Which will provide the slowest avoidance learning?
A. a short CS-UCS interval
B. a moderate CS-UCS interval
C. a long CS-UCS interval
D. the duration of time between the CS and USC has no impact on avoidance learning
Ans: C
Learning Objective: 6-3: Distinguish between an active avoidance response and a passive avoidance response.
Cognitive Domain: Comprehension
Unconditioned Stimulus
Difficulty Level: Hard
24. The use of an aversive event contingent upon the occurrence of an inappropriate behavior is called ______.
A. avoidance
B. negative reinforcement
C. punishment
D. negative contrast Ans: C
Learning Objective: 6-4: Explain the differences between positive and negative punishment.
Cognitive Domain: Knowledge
Difficulty Level: Medium
25. Delivery of an aversive stimulus which causes a reduction in responding is called ______.
A. positive punishment
B. negative punishment
C. omission training
D. response cost Ans: A
Learning Objective: 6-4: Explain the differences between positive and negative punishment.
Cognitive Domain: Knowledge
Difficulty Level: Easy
26. Spanking is an example of ___.
A. positive punishment
B. negative punishment
C. omission training
D. response cost
Ans: A
Learning Objective: 6-4: Explain the differences between positive and negative punishment.
Cognitive Domain: Knowledge
Difficulty Level: Easy
27. When delivering an electric shock causes a reduction in responding, this is an example of ______.
A. negative punishment
B. positive punishment
C. omission training
D. response cost Ans: B
Learning Objective: 6-4: Explain the differences between positive and negative punishment.
Cognitive Domain: Knowledge
Difficulty Level: Easy
28. Which is not a type of term related to negative punishment?
A. omission training
B. response cost
C. time out from reinforcement
D. response contingencies
Ans: D
Learning Objective: 6-4: Explain the differences between positive and negative punishment.
Cognitive Domain: Knowledge
Difficulty Level: Hard
29. Negative punishment involves ______.
A. the delivery of an aversive event following a response
B. behaviors to remove an aversive event
C. learning to make a socially appropriate response
D. the loss of reinforcement following an unwanted response
Ans: D
Learning Objective: 6-4: Explain the differences between positive and negative punishment.
Cognitive Domain: Knowledge
Difficulty Level: Medium
30. A child throws a tantrum and their parents place the child in the corner for 5 min As a result the tantrum behavior decreases. This is called ______.
A. response cost
B. time out
C. situational punishment
D. conventional punishment
Ans: B
Learning Objective: 6-4: Explain the differences between positive and negative punishment.
Cognitive Domain: Application
Difficulty Level: Easy
31. When I speed down the road, get pulled over by the police and given a ticket, this is an example of ______.
A. situational punishment
B. conventional punishment
C. time out
D. response cost
Ans: D
Learning Objective: 6-4: Explain the differences between positive and negative punishment.
Cognitive Domain: Application
Difficulty Level: Medium
32. Based on his research, Skinner concluded that punishing a response ______.
A. actually increased a behavior
B. destroys the underlying S-R association
C. temporarily decreases the frequency of a response
D. permanently stopped the response
Ans: C
Learning Objective: 6-5: Describe the variables that determine whether or not punishment will be effective.
Cognitive Domain: Knowledge
Difficulty Level: Easy
33. Skinner believed ______.
A. punishment could permanently suppress a behavior
B. extinction should be used to permanently suppress a behavior
C. only response cost could permanently suppress a behavior
D. only omission training could permanently suppress a behavior
Ans: B
Learning Objective: 6-5: Describe the variables that determine whether or not punishment will be effective.
Cognitive Domain: Knowledge
Difficulty Level: Medium
34. Many variables determine if punishment will suppress a behavior. Which is not one of these?
A. severity of the punishing stimulus
B. consistency of the punishment
C. delay of punishment
D. all of these
Ans: D
Learning Objective: 6-5: Describe the variables that determine whether or not punishment will be effective.
Cognitive Domain: Analysis
Difficulty Level: Easy
35. As the severity of a punishing stimulus increases ______.
A. responding decreases
B. responding decreases then increases
C. responding remains the same
D. responding increases, then decreases
Ans: A
Learning Objective: 6-5: Describe the variables that determine whether or not punishment will be effective.
Cognitive Domain: Knowledge
Difficulty Level: Easy
36. Which of the following punishment schedules is the most effective?
A. FR-10
B. FR-5
C. FR-1
D. VR-5
Ans: C
Learning Objective: 6-5: Describe the variables that determine whether or not punishment will be effective.
Cognitive Domain: Knowledge
Difficulty Level: Hard
37. A parent decides to use punishment to stop their child from yelling. Which technique should the parent use?
A. Punishing the child only when it yells in the house
B. Punishing the child after the parent comes home from work
C. Punishing the child every time it yells
D. Punishing the child 1 hr later
Ans: C
Learning Objective: 6-5: Describe the variables that determine whether or not punishment will be effective.
Cognitive Domain: Application
Difficulty Level: Easy
38. Students in a classroom are beginning to act out. To most effectively address this issue the teacher should ______.
A. immediately punish the students who are acting out
B. punish the entire class
C. wait until the end of the class and then punish the students
D. contact the students parents and discuss the issue with them
Ans: A
Learning Objective: 6-5: Describe the variables that determine whether or not punishment will be effective.
Cognitive Domain: Application
Difficulty Level: Easy
39. The longer the delay between the response and the punishing stimulus, ______.
A. the more effective the punishing stimulus becomes
B. the more ineffective the punishing stimulus becomes
C. the greater the responding to the punishing stimulus
D. none of these
Ans: B
Learning Objective: 6-5: Describe the variables that determine whether or not punishment will be effective.
Cognitive Domain: Knowledge
Difficulty Level: Hard
40. A person has been apprehended by the police for robbing a bank. After 3 weeks, the person has a trial for robbing the bank and is convicted. The person is then sentenced to 5 years in jail. How effective will this punishment be in stopping future bank robbing behavior?
A. Very effective. The person will never rob a bank again.
B. Somewhat effective. But it will take a greater prison sentence to make the person not rob banks again.
C. The punishment will have no effect on suppressing bank robbing behavior.
D. The punisher will actually cause the person to increase their bank robbing behavior when they get out.
Ans: C
Learning Objective: 6-5: Describe the variables that determine whether or not punishment will be effective.
Cognitive Domain: Application
Difficulty Level: Medium
41. When an animal is given electric shock as part of an experiment they engage in a variety of behaviors. Which is one of these?
A. The animal will become aggressive toward other animals.
B. The animal will become very passive and withdraw from other animals.
C. The animal will engage in behaviors that gives it more shock
D. The animal will begin engage in behaviors that allows it to be more active with other animals.
Ans: A
Learning Objective: 6-6: Discuss the negative consequences of the use of punishment to suppress undesired behavior.
Cognitive Domain: Comprehension
Difficulty Level: Medium
42. Pain-induced aggression occurs in ______.
A. dogs only
B. cats only
C. humans only
D. many types of organisms
Ans: D
Learning Objective: 6-6: Discuss the negative consequences of the use of punishment to suppress undesired behavior.
Cognitive Domain: Knowledge
Difficulty Level: Easy
43. When a child is reinforced for nonaggressive reactions to aversive events but punished for aggressive responses to painful events. The probability of pain-induced aggression ______.
A. increases
B. decreases
C. remains the same
D. increases then decreases
Ans: B
Learning Objective: 6-6: Discuss the negative consequences of the use of punishment to suppress undesired behavior.
Cognitive Domain: Knowledge
Difficulty Level: Easy
44. When children observe cartoons with significant aggression, they engage in which type of behavior?
A. They become more passive.
B. They engage in small amounts of aggressive behavior and then stop.
C. They become more aggressive.
D. They attack the television set.
Ans: C
Learning Objective: 6-6: Discuss the negative consequences of the use of punishment to suppress undesired behavior.
Cognitive Domain: Comprehension
Difficulty Level: Easy
45. In a game, children are verbally punished for engaging in particular types of behavior. When these children try to control the actions of other children, they use which technique?
A. They hit the other children.
B. They verbally punish other children.
C. They become more passive around other children.
D. They talk to their teacher about other children.
Ans: B
Learning Objective: 6-6: Discuss the negative consequences of the use of punishment to suppress undesired behavior.
Cognitive Domain: Application
Difficulty Level: Medium
46. When parents use aggressive forms of punishment, __.
A. their children behave more aggressively at home but not at school
B. their children behave more aggressively at school but not at home
C. their children behave more aggressively at school and at home
D. there children do not behave aggressively at home or at school
Ans: C
Learning Objective: 6-6: Discuss the negative consequences of the use of punishment to suppress undesired behavior.
Cognitive Domain: Application
Difficulty Level: Medium
47. Parents who abuse their children ______.
A. were more likely to be abused by their parents
B. were less likely to be abused by their parents
C. do not model abusive behavior toward their children
D. none of these
Ans: A
Learning Objective: 6-6: Discuss the negative consequences of the use of punishment to suppress undesired behavior.
Cognitive Domain: Knowledge
Difficulty Level: Easy
48. Negative effects of punishment include ______.
A. pain-induced aggression
B. generalization to appropriate behaviors
C. modeling of aggression
D. all of these
Ans: D
Learning Objective: 6-6: Discuss the negative consequences of the use of punishment to suppress undesired behavior.
Cognitive Domain: Knowledge
Difficulty Level: Easy
49. Effective punishment is ______.
A. immediate
B. consistent
C. severe
D. all of these
Ans: D
Learning Objective: 6-5: Describe the variables that determine whether or not punishment will be effective.
Cognitive Domain: Knowledge
Difficulty Level: Easy
50. Effective punishment is ______.
A. delayed
B. weak
C. consistent
D. none of these
Ans: C
Learning Objective: 6-5: Describe the variables that determine whether or not punishment will be effective.
Cognitive Domain: Knowledge
Difficulty Level: Easy
51. Treatments for phobic of behavior do not include ______.
A. response prevention
B. flooding
C. systematic desensitization
D. counterconditioning
Ans: D
Learning Objective: 6-7: Recall an example of the effective use of punishment.
Cognitive Domain: Knowledge
Difficulty Level: Easy
52. Ellen suffers from obsessive-compulsive disorder, primarily an extreme fear of death. Her therapist took her to a local funeral home and has her handle the dead bodies. After one day, Alan was able to suppress her urge to engage in her obsessivecompulsive disorder rituals. Ellen’s therapist used ______ to eliminate Ellen’s fear.
A. systematic desensitization
B. stimulus overload
C. flooding
D. response satiation
Ans: C
Learning Objective: 6-7: Recall an example of the effective use of punishment.
Cognitive Domain: Application
Difficulty Level: Hard
53. Joe suffers from a fear of elevators. His therapist has Joe enter an elevator and remain on the elevator as it goes up and down. Over time, shows fear of elevators begins to decrease and finally stops. Joe’s therapist is using ______ to eliminate Joe’s fear of elevators.
A. flooding
B. systematic desensitization
C. response satiation
D. stimulus overload
Ans: A
Learning Objective: 6-7: Recall an example of the effective use of punishment.
Cognitive Domain: Application
Difficulty Level: Medium
54. Marcus suffers from a fear of heights. His therapist has Mark go to the glass window that goes out from the edge of the Grand Canyon and remain there. Over time, Marcus is fear of heights decreases and finally stops. Marcus his therapist is using ______ to eliminate Marcus’s fear of heights.
A. systematic desensitization
B. response satiation
C. stimulus overload
D. flooding
Ans: D
Learning Objective: 6-7: Recall an example of the effective use of punishment.
Cognitive Domain: Application
Difficulty Level: Easy
55. One problem with using the flooding technique is ______.
A. it takes too long
B. the elimination of the fear is short term
C. many individuals have difficulty tolerating flooding
D. the fear level is too low
Ans: C
Learning Objective: 6-7: Recall an example of the effective use of punishment.
Cognitive Domain: Analysis
Difficulty Level: Easy
56. Which chemical substance in the body is related to flooding?
A. estrogen
B. testosterone
C. cortisol
D. dopamine
Ans: C
Learning Objective: 6-7: Recall an example of the effective use of punishment.
Cognitive Domain: Knowledge
Difficulty Level: Hard
57. ______ differs from the typical extinction procedure because the fear stimulus cannot be escaped.
A. Systematic desensitization
B. Response deprivation
C. Counterconditioning
D. Flooding
Ans: D
Learning Objective: 6-7: Recall an example of the effective use of punishment.
Cognitive Domain: Knowledge
Difficulty Level: Hard
58. Which behaviors has punishment been used on successfully in humans ______.
A. vomiting
B. headbanging
C. climbing behavior
D. punishment has been used to eliminate all of these behaviors
Ans: D
Learning Objective: 6-7: Recall an example of the effective use of punishment.
Cognitive Domain: Comprehension
Difficulty Level: Easy
59. When a child loses their allowance for engaging in a particular behavior, this is an example of a ______ technique.
A. systematic desensitization
B. omission training
C. response cost
D. timeout
Ans: C
Learning Objective: 6-7: Recall an example of the effective use of punishment.
Cognitive Domain: Application
Difficulty Level: Hard
60. In order to ethically use punishment as a means for influencing behavior in an experiment, what should the procedure be contingent on?
A. Subjects should experience less discomfort than they would if the treatment had not been employed.
B. Subject should be of low moral character.
C. Subject should only be pooled from the criminal justice system.
D. Punishment should only be used with nonhuman species.
Ans: A
Learning Objective: 6-8: Explain when it is ethical to use punishment as a means of behavioral control.
Cognitive Domain: Comprehension
Difficulty Level: Medium
1. As the cost of helping increases, the likelihood of helping behavior also increases. Ans: F
Learning Objective: 6-1: Recall the variables that determine how quickly an escape response is learned.
Cognitive Domain: Knowledge
Difficulty Level: Easy
2. The greater the acquisition training, the slower the extinction of the escape behavior. Ans: T
Learning Objective: 6-1: Recall the variables that determine how quickly an escape response is learned.
Cognitive Domain: Knowledge
Difficulty Level: Medium
3. In passive avoidance, you simply do not respond. Ans: T
Learning Objective: 6-3: Distinguish between an active avoidance response and a passive avoidance response.
Cognitive Domain: Knowledge
Difficulty Level: Easy
4. Mild punishing stimuli are as effective as a strong punishing stimulus. Ans: F
Learning Objective: 6-5: Describe the variables that determine whether or not punishment will be effective.
Cognitive Domain: Knowledge
Difficulty Level: Hard
5. The greater the severity of the aversive event the more likely the participant will learn the avoidance response.
Ans: T
Learning Objective: 6-3: Distinguish between an active avoidance response and a passive avoidance response.
Cognitive Domain: Knowledge
Difficulty Level: Easy
6. Delay has minimal impacts on avoidance behavior. Ans: F
Learning Objective: 6-3: Distinguish between an active avoidance response and a passive avoidance response.
Cognitive Domain: Knowledge
Unconditioned Stimulus
Difficulty Level: Medium
7. Punishment is the same as avoidance. Ans: F
Learning Objective: 6-4: Explain the differences between positive and negative punishment.
Cognitive Domain: Knowledge
Difficulty Level: Easy
8. There are two types of omission training: response cost and timeout. Ans: T
Learning Objective: 6-4: Explain the differences between positive and negative punishment.
Cognitive Domain: Knowledge
Difficulty Level: Medium
9. Variables that determine whether or not punishment will be effective include the severity of punishment, the consistency of punishment, and the delay between the responses in the punishment.
Ans: T
Learning Objective: 6-5: Describe the variables that determine whether or not punishment will be effective.
Cognitive Domain: Knowledge
Difficulty Level: Hard
10. Skinner believed that punishment could permanently suppress an inappropriate response.
Ans: F
Learning Objective: 6-5: Describe the variables that determine whether or not punishment will be effective.
Cognitive Domain: Knowledge
Difficulty Level: Easy
11. Mild punishers effectively suppress behavior.
Ans: F
Learning Objective: 6-5: Describe the variables that determine whether or not punishment will be effective.
Cognitive Domain: Knowledge
Difficulty Level: Medium
12. Punishment must be consistently administered if it is to successfully eliminate inappropriate behavior.
Ans: T
Learning Objective: 6-5: Describe the variables that determine whether or not punishment will be effective.
Cognitive Domain: Comprehension
Difficulty Level: Easy
13. Children will often imitate a model’s aggressive behavior.
Ans: T
Learning Objective: 6-6: Discuss the negative consequences of the use of punishment to suppress undesired behavior.
Cognitive Domain: Knowledge
Difficulty Level: Easy
14. Suppressive effects of punishment would generalize to similar behaviors, and the inhibition of these responses may be undesirable.
Ans: T
Learning Objective: 6-6: Discuss the negative consequences of the use of punishment to suppress undesired behavior.
Cognitive Domain: Comprehension
Difficulty Level: Hard
15. Flooding and extinction are the same.
Ans: F
Learning Objective: 6-7: Recall an example of the effective use of punishment.
Cognitive Domain: Knowledge
Difficulty Level: Easy
Essay
1. List and describe three factors that influence the effectiveness of punishment.
Ans:
Severity: How strong or mild the punishment is.
Consistency: How often the punishment is given after the behavior.
Immediacy: How soon after the behavior the punishment is administered.
Learning Objective: 6-5: Describe the variables that determine whether or not punishment will be effective.
Cognitive Domain: Knowledge
Difficulty Level: Medium
2. Compare and contrast active and passive avoidance.
Ans:
Passive avoidance: Simply not responding to an event prevents the aversive event from occurring.
Active avoidance: An overt response is given that prevents the aversive event from occurring.
Learning Objective: 6-3: Distinguish between an active avoidance response and a passive avoidance response.
Cognitive Domain: Analysis
Difficulty Level: Easy
3. What is punishment? Then describe the differences between positive and negative punishment.
Ans: Punishment is defined as the use of an aversive event contingent upon the occurrence of inappropriate behavior.
In Positive Punishment, a physically or psychologically aversive event is given following some response.
In Negative Punishment, reinforcement is lost or becomes unavailable as a consequence of the inappropriate behavior.
Learning Objective: 6-4: Explain the differences between positive and negative punishment.
Cognitive Domain: Knowledge
Difficulty Level: Easy
4. Skinner contended that punishment was not effective. What was his reasons for doing so.
Ans: Skinner showed that the initial effects of punishment was that the punished rats showed a lower response rate than unpunished rats; however, the suppressive effects of the punishment was short-lived. Further the punished rats continue to respond at high rates even after nonpunished rats had slowed down.
Learning Objective: 6-5: Describe the variables that determine whether or not punishment will be effective.
Cognitive Domain: Comprehension
Difficulty Level: Hard
5. Which is more effective: punishment or extinction? Defend your answer. Ans: Skinner believed that extinction instead of punishment should be used to permanently suppress an inappropriate response. However, research by other researchers showed that punishment does permanently suppress inappropriate behavior. However, punishments effectiveness depends upon a variety of variables such as the severity of the punishment, consistency of punishment, and delay of punishment.
Learning Objective: 6-5: Describe the variables that determine whether or not punishment will be effective.
Cognitive Domain: Analysis
Difficulty Level: Hard