Animal Behavior
Pre-Test Questions
Course Introduction
Animal Behavior explores the biological foundations, evolutionary origins, and ecological significance of how animals act in their natural environments. The course covers fundamental topics such as communication, mating systems, foraging strategies, aggression, parental care, and social organization. Through the integration of theory, observation, and experimental evidence, students examine both the proximate mechanisms such as genetics, neurobiology, and physiology and ultimate causes that drive the diverse behaviors seen across animal species. Emphasis is placed on the scientific methods used to study behavior, including field observations and experimental approaches, with applications to conservation, animal welfare, and human-animal interactions.
Recommended Textbook
The Principles of Learning and Behavior 7th Edition by Michael Domjan
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Chapter 1: Introduction
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Q1) Sarah is interested in behavior accessible to conscious reflection.In terms of learning, she is probably most interested in
A)procedural learning.
B)problematic learning.
C)declarative learning.
D)esoteric learning.
Answer: C
Q2) Which of the following is true of the development of new drugs?
A)Usually drug development occurs without the use of animal models.
B)Animal models are only useful when developing drugs that do not affect cognition.
C)Animal models cannot address human drug dependency.
D)Drug development is not possible without animal models.
Answer: D
Q3) The generation of new, previously unknown facts about behavior must come from A)computer modeling.
B)studying live organisms.
C)studying live humans.
D)studying live non-humans.
Answer: B
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Chapter 2: Elicited Behavior, Habituation, and Sensitization
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Q1) Which of the following is true regarding any given modal action pattern?
A)usually found in many species
B)involves species-specific responses
C)cannot be elicited by a stimulus found in the organism's usual environment
D)involves movement towards or away from a stimulus
Answer: B
Q2) An emotion-arousing stimulus elicits
A)emotion after-effects directly.
B)the a process directly.
C)the b process directly.
D)the a and b processes directly.
Answer: B
Q3) Describe the distinction between habituation, sensory adaptation, and fatigue.
Answer: Answer not provided
Q4) Describe how habituation and sensitization are involved in emotion regulation and drug addiction.
Answer: Answer not provided
Q5) How can a response that has decreased through habituation to the eliciting stimulus be reinstated?
Answer: Answer not provided
4
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Chapter 3: Classical Conditioning
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Sample Questions
Q1) Which of the following best describes backward conditioning?
A)The US follows the CS.
B)The US begins with the CS and continues after the CS terminates.
C)The CS follows the US.
D)The CS begins with the US and continues after the US terminates.
Answer: C
Q2) A sign reading "out of gas" at a restaurant does not cause the frustration of the same sign at a service station because of which choice below?
A)The restaurant is excitatory.
B)The excitatory context is missing at the restaurant.
C)The excitatory context is missing at the service station.
D)The restaurant is inhibitory.
Answer: B
Q3) What is pseudo-conditioning? Describe two control procedures that help to differentiate true conditioning from pseudo-conditioning.
Answer: Answer not provided
Q4) How is learning in classical conditioning procedures measured?
Answer: Answer not provided
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Chapter 4: Classical Conditioning
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Q1) The best evidence regarding sucrose pellets is
A)they can only serve as a CS.
B)they can only serve as a US
C)whether they serve as a CS or US is relative.
D)none of the above
Q2) Your friend plans to autoshape her goldfish to swim up to a hoop (the CS).You recommend using a US that
A)is very familiar to the fish.
B)that is slightly aversive to the fish.
C)that is relatively novel to the fish.
D)that is very aversive to the fish.
Q3) What is the blocking effect? Provide two theoretical mechanisms for the blocking effect.
Q4) According to the Rescorla-Wagner model, extinction is which of the following?
A)learning a new association
B)imposing an inhibitory stimulus on an excitatory stimulus
C)undoing a conditioned association
D)a process of habituation
Q5) How do current approaches to stimulus substitution differ from Pavlov's approach?
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Chapter 5: Instrumental Conditioning
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Q1) Which of the following would most likely be used in a discrete trial procedure?
A)licking water from a tube to gain access to food
B)pressing a lever to gain access to food
C)running down a runway to gain access to food
D)pushing a rod to gain access to food
Q2) Subjects exposed to inescapable shock in the exposure phase of a learned helplessness experiment typically show slowed escape learning during a later conditioning phase.However, if during the conditioning phase their escape responses are marked by an external stimulus, they show little disruption of their escape learning.This suggests that
A)animals can perceive the contingency between their behavior and the delivery of a reinforcer.
B)animals learn to be inactive in response to inescapable shock during the exposure phase.
C)animals pay less attention to their actions due to inescapable shock.
D)animals perseverate in their responses following inescapable shock.
Q3) What factors contribute to the effectiveness of an instrumental reinforcer?
Q4) Describe alternative explanations of the learned helplessness effect.
Q5) What are the similarities and differences between positive and negative reinforcement?
Page 7
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Chapter 6: Schedules of Reinforcement and Choice Behavior
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Q1) According to molecular maximizing theories of matching,
A)organisms always choose whichever response alternative is most likely to be reinforced at that time.
B)organisms distribute their responses so as to maximize the amount of reinforcement they receive over the long run.
C)the local rate of response is calculated over just the time the organism devotes to that particular response.
D)matching is possible in the absence of momentary maximizing.
Q2) Describe the generalized matching law equation and explain each of its parameters.
Q3) The striatum and associated nuclei appear to be involved in the A)affective code that modifies behavior.
B)integration of positive and negative outcomes over multiple trials.
C)indexing reward magnitude.
D)executive control of behavior weighing value of alternative choices.
Q4) Compare ratio and interval schedules.What patterns of behavior are generated by fixed and variable schedules?
Q5) What does the matching law allow us to predict? How can the law be used to determine relative reinforcer values?
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Chapter 7: Instrumental Conditioning
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Q1) Bob was washing dishes to avoid getting fired.Just then he heard the sound of his crazy boss arriving at the restaurant.According to the two-process theory, he will now wash the dishes
A)more rapidly.
B)less rapidly.
C)at the same rate.
D)more rapidly at first and then less rapidly.
Q2) The distribution of responses that occurs in the absence of restrictions is called
A)the unrestricted baseline.
B)the Premack principle.
C)the Premack baseline.
D)the behavioral deprivation point.
Q3) Which of the following is not considered a contribution of the Premack principle?
A)It encouraged thinking about reinforcers as responses.
B)It pointed out that any activity could be used as a reinforcer.
C)It pointed out sensory reinforcement as an alternative to drive reduction.
D)It paved the way for applications of reinforcement procedures to many differing human problems.
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Chapter 8: Stimulus Control of Behavior
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Q1) Which of the following tones will result in the greatest peak-shift phenomenon?
A)S+ = 1000 Hz: S- = no tone
B)S+ = 1000 Hz: S- = 990 Hz
C)S+ = 1000 Hz: S- = 1030 Hz
D)S+ = 1000 Hz: S- = 900 Hz
Q2) Spence's theory suggests that the peak shift phenomenon will only occur when
A)the excitatory and inhibitory generalization gradients overlap.
B)the excitatory and inhibitory generalization gradients do not overlap.
C)the inhibitory generalization gradient shifts towards the S+.
D)the excitatory generalization gradient shifts away from the S-.
Q3) An animal demonstrates stimulus generalization when it
A)responds in a similar fashion to repeated presentations of the same stimulus.
B)responds in a different fashion to repeated presentations of the same stimulus.
C)responds in a similar fashion to two or more stimuli.
D)responds in a different fashion to two or more stimuli.
Q4) Describe the difference between intradimensional- and interdimensionaldiscrimination training.
Q5) Describe the phenomenon of overshadowing and describe how it may be explained by elemental and configural approaches to stimulus control.
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Chapter 9: Extinction of Conditioned Behavior
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Q1) Describe how extinguishing one response may influence how often other responses occur.
Q2) The results from experiments exploring compounding extinction cues suggest that extinction may operate in part by A)causing enhanced forgetting.
B)an error-correction process like that found in the Rescorla-Wagner model.
C)a block of spontaneous recovery.
D)impeding the development of resurgence.
Q3) Resurgence of an extinguished response occurs when A)time simply passes.
B)other responses are also extinguished.
C)subjects are inadvertently exposed to the training US.
D)subjects are exposed to the training contexts.
Q4) What are three paradoxical effects of extinction? How does the concept of frustration explain each effect?
Q5) Behavioral momentum is most directly related to A)the rate of responding.
B)the rate of reinforcement.
C)both the rate of responding and reinforcement.
D)None of the above
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Chapter 10: Averse Control
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Q1) More response suppression will be achieved if the shock that is administered in a punishment situation is
A)response noncontingent, harsh, and of long duration.
B)response contingent, mild, and of short duration.
C)response noncontingent, mild, and of short duration.
D)response contingent, harsh, and of long duration.
Q2) What is the fundamental problem in the analysis of avoidance behavior, and how is this problem resolved by two- process theory?
Q3) Punishment is also referred to as
A)active avoidance.
B)passive avoidance.
C)escape.
D)negative reinforcement.
Q4) Your friend has decided to use punishment as a means of training her new puppy.What are three things she must do to ensure that the aversive stimuli she administers will quickly alter the pup's behavior?
Q5) Provide three pieces of evidence supporting the claim that your spinal cord learns.
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Chapter 11: Comparative Cognition I
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Q1) After three righthand turns, Sally remembers that to get to Beth's house she must next make a lefthand turn.To remember the left-hand turn, Sally is using A)prospection.
B)retrospection.
C)introspection.
D)rehearsal memory.
Q2) Compare the learning of a general rule to the learning of specific rules.Under what circumstances will general rules be learned? What causes specific rules to be learned?
Q3) Learning is not possible without memory.However, studies of learning do differ from those of memory.For example, in most studies of learning, , but in studies of memory, .
A)retention intervals vary; the retrieval phase is varied
B)the retrieval phase varies; the acquisition phase is varied
C)the acquisition phase varies; retention intervals are varied
D)retention intervals vary; the acquisition phase is varied
Q4) What is spatial memory? Describe two procedures that demonstrate spatial memory in animals.
Q5) Compare and contrast working and reference memory.
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Chapter 12: Comparative Cognition Ii
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Q1) In an experiment with hungry rats, food is delivered to a food cup at regular 40 s intervals.The rats' head pokes into the food cup area are suggestive of A)episodic memory.
B)duration estimation.
C)duration production.
D)scalar invariance.
Q2) Describe food caching behavior and what factors experimenters have to rule out before concluding that the behavior is mediated by working memory.
Q3) Which of the following is not a consideration of nonhuman language learning?
A)Can animals learn language?
B)What type of training leads to language skills?
C)What language skills do animals develop during training?
D)How can language skills be documented?
Q4) Which of the following is not a component of linguistic competence?
A)learning a vocabulary
B)developing a grammar
C)language comprehension
D)None of the above; all are components of linguistic competence.
Q5) What does learning a perceptual concept involve?
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