Behavior Modification
Final Exam Questions
Course Introduction
Behavior Modification is a course that explores the principles and applications of behavior change techniques grounded in behavioral psychology. Students will examine the foundational theories, such as classical and operant conditioning, and learn how to systematically assess, plan, implement, and evaluate interventions designed to modify behavior in various settings. Emphasis is placed on evidence-based strategies, ethical considerations, and the practical use of reinforcement, punishment, shaping, and modeling to address behavioral problems and improve performance in educational, clinical, and organizational environments. Through lectures, case studies, and hands-on projects, participants gain both theoretical knowledge and practical skills in behavior modification.
Recommended Textbook
The Principles of Learning and Behavior Active Learning Edition 6th Edition by Michael
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P. Domjan
Chapter 1: Introduction
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Q1) Which of the following is not true of the general-process approach to learning?
A) Elemental processes are assumed to operate in a similar manner across learning situations.
B) Evidence of learning in diverse species provides support for the general-process approach.
C) The generality is assumed to exist in the contents and speed of learning.
D) The generality is assumed to exist in elemental laws of association.
Answer: C
Q2) What can behavioral studies of learning demonstrate?
A) how the elements of the nervous system change due to associative learning
B) the conditions under which information is acquired
C) the features of the reflex arc necessary for learning to occur
D) All of these
Answer: B
Q3) All of the following are true of British empiricists except
A) they believed that ideas were based on associations of simple sensory events.
B) they conducted experiments to test the rules of association.
C) they held that the mind was a blank slate at birth.
D) they thought that sense experiences were the basis of knowledge.
Answer: B
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Chapter 2: Elicited Behavior, Habituation, and Sensitization
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Q1) Compare the dual-process theory to the opponent-process theory of motivation.What is the goal of each theory? What similarities do you notice in the mechanisms? Differences? How does each account for habituation effects?
Answer: Answer not provided
Q2) Repeated presentations of a stimulus
A) result in short-term and long-term habituation effects.
B) result in long-term habituation effects only.
C) result in spontaneous recovery if enough time passes.
D) None of these
Answer: D
Q3) According to Groves and Thompson (1970),which of the following is true?
A) Habituation and sensitization processes occur in different parts of the nervous system.
B) Habituation is similar to fatigue; sensitization is similar to adaptation.
C) Habituation is similar to adaptation; sensitization is similar to fatigue.
D) Both habituation and sensitization occur at the level of the sensory receptors.
Answer: A
Q4) Explain the role of the S-R and state systems in elicited behaviors.
Answer: Answer not provided
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Chapter 3: Classical Conditioning: Foundations
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Q1) To measure conditioned inhibition in non-bidirectional response systems,you could use
A) the response blocking test.
B) the differential-inhibition test.
C) the compound-stimulus test.
D) the compound-inhibitory test.
Answer: C
Q2) Which of the following best describes the "trace interval" in trace conditioning?
A) the time between the start of the CS and the end of the US
B) the time between the start of the CS and the start of the US
C) the time between the end of the CS and the end of the US
D) the time between the end of the CS and the start of the US
Answer: D
Q3) Object learning involves making an association between which of the following?
A) any two naturally occurring stimuli
B) the same feature of two objects
C) different features of the same object
D) an arbitrary stimulus and a biologically relevant stimulus
Answer: C
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Chapter 4: Classical Conditioning: Mechanisms
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Q1) Chicks presented with a lighted disk signaling warmth pecked at the disk,pushed the disk,and shook their heads in a snuggling manner.Their response to the heat was to nap.The conditioned response to the disk is best predicted by which of the following?
A) the stimulus substitution model
B) the compensatory response model
C) the behavioral systems model
D) the belongingness model
Q2) How can Pavlovian conditioning mechanisms explain drug tolerance and what are some of the implications of these mechanisms?
Q3) How do current approaches to stimulus substitution differ from Pavlov's approach?
Q4) In a study with cocaine-using human subjects,cues associated with cocaine use elicited heart rate increases and negative changes in mood.These findings support which of the following?
A) the stimulus substitution model
B) the compensatory-response model
C) the S-R learning model
D) These findings are not consistent with any of the presented models.
Q5) How can you distinguish between S-R and S-S learning experimentally?
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Chapter 5: Instrumental Conditioning: Foundations
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Q1) A positive contingency between a response and an appetitive stimulus is also known as
A) positive reinforcement.
B) negative reinforcement.
C) punishment.
D) omission training.
Q2) Suzie thought that earning $6.00 an hour for flipping burgers was great money when she was in high school.Now,after she lost her $20,000 a year job as a flight technician,she isn't even considering returning to her old job at Burgers R Tasty.She is demonstrating
A) positive contrast.
B) negative contrast.
C) instinctive drift.
D) simultaneous contrast.
Q3) What are the effects of a delay of reinforcement on instrumental learning and what causes these effects?
Q4) Compare discrete-trial and free-operant methods of instrumental conditioning.What are the advantages of each class of procedure? What factors would influence your choice of procedure type if you were to explore instrumental behaviors?
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Chapter 6: Schedules of Reinforcement and Choice Behavior
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Q1) Which of the following describes behavior reinforced on a variable ratio schedule?
A) delivering the mail
B) pulling the arm of a slot machine
C) checking a washing machine to see if the clothes are done
D) flipping burgers for $5.00 an hour
Q2) Which of the following is the correct way to express the value discounting function mathematically?
A) V = M/(1 + KD)
B) M = V/(1 - KD)
C) K = M/(1 - VD)
D) D = V/(1 + KM)
Q3) Describe the generalized matching law equation and explain each of its parameters.
Q4) Which of the following individuals is most likely to be on a variable ratio schedule of reinforcement?
A) a clerk at a fast food restaurant
B) a gambler
C) a mail delivery person
D) a baker with a cake in the oven
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Chapter 7: Instrumental Conditioning: Motivational Mechanisms
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Q1) Which of the following is not a contribution of the bliss point approach?
A) It moved us away from thinking about reinforcers as a special class of stimuli.
B) Reinforcer responses are not considered to be more likely than instrumental responses.
C) Organisms are assumed to respond maximally as determined by physiology, ecological niche, and natural response tendencies.
D) Instrumental conditioning began to be viewed as a strengthening of the instrumental response.
Q2) In economic concepts of response allocation,"prices" are equivalent to A) instrumental schedules.
B) instrumental behaviors.
C) instrumental rewards.
D) instrumental spending.
Q3) Describe similarities and differences between the Premack principle and subsequent behavioral regulation theory.
Q4) What are the shortcomings of behavioral-regulation theory?
Q5) Describe what an S-O association is and what research tactic provides the best evidence for it.
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Chapter 8: Stimulus Control of Behavior
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Sample Questions
Q1) Describe the peak-shift effect and its determinants.
Q2) According to some learning theorists,in order to train a child to sleep through the night,a parent should do all of the following except A) allow the child to sleep only in his or her own bed.
B) check on the child, if necessary, with a minimum of disturbance.
C) firmly but kindly scold the child when he or she wakes during the night.
D) develop a nonvarying bed-time routine.
Q3) How might a music teacher use learning factors of stimulus control to train students to recognize different tones?
Q4) Describe a way to determine if an animal is demonstrating stimulus generalization.
Q5) When the S+ and S- differ only in terms of one stimulus feature,the training procedure is called
A) intradimensional discrimination.
B) interdimensional discrimination.
C) extradimensional discrimination.
D) hypodimensional discrimination.
Q6) Explain how the type of reinforcement provided can contribute to stimulus control.
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Chapter 9: Extinction of Conditioned Behavior
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Q1) What are the two major behavioral effects of conducting an extinction procedure? Provide an example from everyday life to illustrate these effects.
Q2) To restore extinction performance,
A) test several days after the extinction trials.
B) present cues from the extinction trials.
C) present cues from the conditioning trials.
D) test in a different context.
Q3) Which of the following is not considered a paradoxical reward effect?
A) the overtraining extinction effect
B) the magnitude reinforcement effect
C) the partial reinforcement extinction effect
D) the behavioral momentum effect
Q4) What are three paradoxical effects of extinction? How does the concept of frustration explain each effect?
Q5) Describe the basic behavioral and emotional consequences of extinction.
Q6) What effect does reinforcer devaluation have after extinction procedures? What does this tell us about what is,or is not,learned in extinction?
Q7) Compare three mechanisms of PREE.What evidence supports,or refutes,each mechanism?
Page 11
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Chapter 10: Aversive Control: Avoidance and Punishment
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Sample Questions
Q1) According to the safety-signal hypothesis,_____ serve as conditioned inhibitors of fear.
A) temporal cues of the S-S interval
B) response associated feedback cues
C) CS associated feedback cues
D) US associated feedback cues
Q2) In a time out procedure,behavior modification is achieved by
A) the careful administration of a mildly aversive stimulus.
B) reducing contact with appetitive stimuli.
C) the administration of a relatively strong aversive stimulus.
D) reducing contact with an annoying stimulus.
Q3) The reduction of fear to the shock-avoidance CS that accompanies extended avoidance training
A) is accompanied by a reduction in avoidance responses.
B) has little effect on avoidance responses.
C) reduces the persistence of avoidance responses.
D) results in the flooding of avoidance responses.
Q4) Compare the safety-signal hypothesis to the two-process theory of avoidance.
Q5) In what ways is punishment similar to positive reinforcement; in what ways is it different?
Page 12
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Chapter 11: Comparative Cognition I: Memory Mechanisms
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Q1) Sometimes training results in conflicting memories.What role do contextual cues play in retrieval of conflicting memories?
Q2) Which of the following is not a factor that determines performance in a delayed matching to sample task?
A) the duration of the delay
B) the duration of the sample presentation
C) the nature of the stimulus to be remembered
D) None of the above; all are important determinants of performance.
Q3) Which of the following has been determined to most influence the behavior of rats in a radial arm maze?
A) odor cues
B) the presence or absence of food
C) a fixed sequence of responses
D) visual cues in the testing room
Q4) If a hamster in a radial maze is keeping in mind where it has been,it is using
A) prospective memory.
B) introspective memory.
C) retrospective memory.
D) reference memory.
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Chapter 12: Comparative Cognition II: Special Topics
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Q1) A simultaneous stimulus array cannot be solved by learning A) a serial pattern.
B) serial representations.
C) stimulus-response associations.
D) paired associates.
Q2) After learning to press five keys,"A" through "E," in alphabetical order,monkeys were given tests in which subsets of two keys were presented.A comparison of the latencies to press the second key revealed that as the number of letters missing between the two test keys increased,(BD) versus (BE) for example,the latency to press the second key _____,suggesting that the monkeys were using mental scanning to perform the task. A) remained the same B) increased C) decreased D) increased if the first key was "A" or "B," and decreased if the first key was "C" or "D" ("E" could not be the first key)
Q3) Compare response chains,paired associate learning and serial representation learning.How can an investigator determine which strategy is being used by an animal in a serial pattern learning task?
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