Test bank for introduction to psychology 11th edition james w kalat

Test Bank for Introduction to Psychology 11th Edition James W. Kalat

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Chapter 06—Learning Multiple Choice 1. Behaviorism began as a protest against psychologists who tried to study what? a. Reflexive acts b. Evolution c. Animal learning d. Mental states ANSWER: d 2. What do we call the psychologists who study only observable actions? a. Psychoanalysts b. Humanistic psychologists c. Behaviorists d. Structuralists ANSWER: c 3. Which type of psychologist insists that psychologists should avoid mental explanations? a. Psychoanalyst b. Behaviorist c. Cognitive psychologist d. Humanistic psychologist ANSWER: b 4. What is the goal of behaviorism? a. To teach people to get along with one another peacefully b. To understand the conscious and unconscious thoughts that produce behavior c. To understand behavior in simple nonmentalistic terms d. To trace behaviors to underlying genetics and brain processes ANSWER: c 5. Of the following, which is a behaviorist most likely to study? a. Animal learning b. Repressed memories c. Unconscious thought processes d. Self-reported mental states ANSWER: a 6. Of the following, which is a behaviorist LEAST likely to study? a. Mental states b. Animal learning c. Reflexes d. Stimulus-response connections ANSWER: a Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning 7. Which topics are of the LEAST interest to behaviorists? a. Conscious and unconscious thought b. Classical and operant conditioning c. Animal and human learning d. Stimuli and responses ANSWER: a 8. Why do behaviorists insist that thoughts are not the causes of behavior? a. Thought processes are too slow to explain most behaviors. b. Most people have trouble describing their thoughts clearly. c. Much of behavior depends on unconscious thought processes. d. The events that caused the thoughts are the real causes.

ANSWER: d 9. “I thought about it and decided what to do.” Why would behaviorists reject that statement? a. Behaviorists care about animal behavior and not human behavior. b. Your thoughts did not cause the action, because events caused your thoughts. c. Behaviorists rely entirely on explanations in terms of brain activity. d. Behaviorists explain behavior in terms of unconscious thoughts, not conscious ones.

ANSWER: b 10. Why do behaviorists argue that your thoughts do not cause your behaviors? a. Thoughts are brain processes, and behaviors are muscle activities. b. Behavior depends on free will that science cannot explain. c. It is difficult to understand people’s unconscious thoughts. d. Past and present events caused your thoughts.

ANSWER: d 11. Which of these do modern behaviorists believe? a. All behavior can be described as responses to current stimuli. b. The causes of behavior include past experiences and current stimuli. c. People have a free will that science cannot explain. d. Psychologists should conduct research on the nature of conscious thought.

ANSWER: b 12. If Jennifer reacts to a sound with increased heart rate, which of the following would NOT be a possible explanation, according to behaviorists? a. The sound had previously been paired with shock. b. The sound resembled a similar sound that was previously paired with shock. c. She had previously received rewards for activity in the presence of this sound. d. She was frightened by the sound.

ANSWER: d 13. Behaviorists would at once REJECT which of these statements?

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Chapter 06—Learning a. A worm increases its activity in the presence of bright light. b. A worm turns toward the food that it likes better. c. A worm increases its activity when its body temperature exceeds 30 degrees Celsius. d. A worm moves upward more slowly than it moves downward.

ANSWER: b 14. A behaviorist would be willing to accept which of these explanations? a. The rat turned toward the light because it likes to explore its environment. b. The rat turned toward the light because it enjoys being able to see what is around it. c. The rat turned toward the light because of previous reinforcements for approaching light. d. The rat turned toward the light because it was afraid of the dark.

ANSWER: c 15. What has been the goal of behaviorism? a. To teach people to cooperate for the betterment of all b. To understand the differences between conscious and unconscious thought c. To find basic laws of behavior, analogous to the laws of physics d. To understand how genetic differences guide behavioral development ANSWER: c 16. “An animal goes a particular direction only because its legs carry it there. Every action is a response to a stimulus present at the moment.” Which psychologists would endorse these statements? a. Developmental theorists, such as Jean Piaget b. Psychoanalysts, such as Sigmund Freud c. Humanistic psychologists, such as Carl Rogers d. The earliest behaviorists, such as Jacques Loeb ANSWER: d 17. According to Jacques Loeb, an early behaviorist, why do certain animals turn toward the light? a. Even invertebrates such as caterpillars have desires and purposes. b. Even invertebrates such as caterpillars learn by copying others’ behaviors. c. Animals that approach the light are afraid of the dark. d. Light causes more muscle tension on one side than the other.

ANSWER: d 18. Which of the following did Ivan Pavlov study? a. Social learning theory b. Operant conditioning c. Classical conditioning d. The zone of proximal development ANSWER: c 19. Who discovered classical conditioning? a. Ivan Pavlov Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning b. B. F. Skinner c. Edward Thorndike d. Jean Piaget ANSWER: a 20. What is an unconditioned reflex? a. An automatic connection between a stimulus and a response b. A learned connection between a stimulus and a response c. A procedure for teaching an animal to respond to a stimulus d. A response that has generalized from a trained stimulus to a new stimulus ANSWER: a 21. In most of Pavlov’s experiments, what did he measure? a. Lever pressing b. Salivation c. Pecking at a disk d. Heart rate ANSWER: b 22. What is a conditioned response? a. A response that prevents the unconditioned stimulus b. An action made in the absence of any stimulus c. A learned response to the conditioned stimulus d. An unlearned response to the unconditioned stimulus ANSWER: c 23. If you want to produce classical conditioning, what procedure should you use? a. Pair the unconditioned stimulus with the unconditioned response. b. Pair the conditioned stimulus with the unconditioned stimulus. c. Pair the conditioned stimulus with the conditioned response. d. Present the conditioned stimulus without the unconditioned stimulus.

ANSWER: b 24. Which of these is true at the beginning of an experiment on classical conditioning? a. The CS and the UCS are similar. b. The CS automatically elicits the CR. c. The UCS automatically elicits the UCR. d. The CS and the CR are similar.

ANSWER: c 25. Which of the following is NOT present on the first trial for classical conditioning? a. Conditioned stimulus b. Conditioned response c. Unconditioned stimulus Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning d. Unconditioned response ANSWER: b 26. On the first trial for classical conditioning, what do the CS and UCS elicit? a. The CS elicits no response and the UCS elicits no response b. The CS elicits no response and the UCS elicits the UCR c. The CS elicits the CR and the UCS elicits the UCR d. The CS elicits the CR and the UCS elicits no response ANSWER: b 27. In the first trial for classical conditioning, what response, if any, occurs? a. Only the unconditioned response b. Only the conditioned response c. Both a conditioned response and an unconditioned response d. No response ANSWER: a 28. In Pavlov’s experiments, which two elements were similar to each other? a. The CS and the UCS b. The CS and the CR c. The CR and the UCR d. The UCS and the UCR ANSWER: c 29. In classical conditioning, which of these becomes stronger as a result of training? a. The conditioned stimulus b. The conditioned response c. The unconditioned stimulus d. The unconditioned response ANSWER: b 30. When Pavlov paired a buzzer with food and measured salivation, what was the food? a. Conditioned stimulus b. Unconditioned stimulus c. Conditioned response d. Unconditioned response ANSWER: b 31. When Pavlov paired a buzzer with food and measured salivation, what was the buzzer? a. Conditioned stimulus b. Unconditioned stimulus c. Conditioned response d. Unconditioned response ANSWER: a Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning 32. When Pavlov paired a buzzer with food and measured salivation, what was the salivation? a. Conditioned stimulus b. Unconditioned stimulus c. Conditioned response and unconditioned response d. Conditioned stimulus and unconditioned stimulus ANSWER: c 33. When Pavlov paired a buzzer with food and measured salivation, what was the conditioned stimulus? a. The buzzer b. The food c. Salivation d. Both the buzzer and the food ANSWER: a 34. When Pavlov paired a buzzer with food and measured salivation, what was the unconditioned stimulus? a. The buzzer b. The food c. Salivation d. Both the buzzer and the food ANSWER: b 35. When Pavlov paired a buzzer with food and measured salivation, what was the conditioned response? a. The buzzer b. The food c. Salivation d. Both the buzzer and the food ANSWER: c 36. When Pavlov paired a buzzer with food and measured salivation, what was the unconditioned response? a. The buzzer b. The food c. Salivation d. Both the buzzer and the food ANSWER: c 37. People hear a tone, followed by a puff of air to the eyes. Soon, they blink their eyes when they hear the tone. What are the conditioned stimulus and conditioned response? a. The tone is the conditioned stimulus and the puff of air is the conditioned response. b. The puff of air is the conditioned stimulus and the tone is the conditioned response. c. The tone is the conditioned stimulus and blinking is the conditioned response. d. The puff of air is the conditioned stimulus and blinking is the conditioned response.

ANSWER: c Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning 38. People hear a tone, followed by a puff of air to the eyes. Soon, they blink their eyes when they hear the tone. What is the unconditioned stimulus? a. The tone b. The puff of air c. The eyes d. Blinking ANSWER: b 39. People hear a tone, followed by a puff of air to the eyes, which causes an eyeblink. After a few pairings, people blink their eyes when they hear the tone. What are the conditioned stimulus and the unconditioned stimulus? a. The puff of air is the conditioned stimulus and the tone is the unconditioned stimulus. b. The tone is the conditioned stimulus and the puff of air is the unconditioned stimulus. c. The puff of air is the conditioned stimulus and blinking is the unconditioned stimulus. d. The tone is the conditioned stimulus and blinking is the unconditioned stimulus.

ANSWER: b 40. People hear a tone, followed by a puff of air to the eyes, which causes an eyeblink. After a few pairings, people blink their eyes when they hear the tone. What is the tone? a. Conditioned response b. Unconditioned response c. Conditioned stimulus d. Unconditioned stimulus ANSWER: c 41. People hear a tone, followed by a puff of air to the eyes, which causes an eyeblink. After a few pairings, people blink their eyes when they hear the tone. In this experiment, what is blinking? a. The conditioned stimulus b. The unconditioned stimulus c. Both the conditioned stimulus and the unconditioned stimulus d. Both the conditioned response and the unconditioned response ANSWER: d 42. People hear a tone, followed by a puff of air to the eyes, which causes an eyeblink. After a few pairings, people blink their eyes when they hear the tone. What is the conditioned stimulus? a. The tone b. The air puff c. Blinking d. The time between the tone and the air puff ANSWER: a 43. People hear a tone, followed by a puff of air to the eyes, which causes an eyeblink. After a few pairings, people blink their eyes when they hear the tone. What are the tone and the puff of air? a. The tone is the conditioned stimulus and the puff of air is the unconditioned stimulus. b. The tone is the conditioned stimulus and the puff of air is the conditioned response. c. The tone is the unconditioned stimulus and the puff of air is the unconditioned response.

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Chapter 06—Learning d. The tone is the conditioned response and the puff of air is the unconditioned response.

ANSWER: a 44. Your clock makes a clicking sound just before the alarm. Initially that sound didn’t waken you, but now it does, due to classical conditioning. What is the alarm? a. Conditioned stimulus b. Unconditioned stimulus c. Conditioned response d. Unconditioned response ANSWER: b 45. Your clock makes a clicking sound just before the alarm. Initially that sound didn’t waken you, but now it does, due to classical conditioning. What is the clicking sound? a. Conditioned stimulus b. Unconditioned stimulus c. Conditioned response d. Unconditioned response ANSWER: a 46. Your clock makes a clicking sound just before the alarm. Initially that sound didn’t waken you, but now it does, due to classical conditioning. What is waking up? a. Conditioned stimulus b. Unconditioned stimulus c. Both conditioned stimulus and unconditioned stimulus d. Both conditioned response and unconditioned response ANSWER: d 47. Your clock makes a clicking sound just before the alarm. Initially that sound didn’t waken you, but now it does, due to classical conditioning. What is the conditioned stimulus? a. The clicking sound b. The alarm c. Waking up d. The clock ANSWER: a 48. Your clock makes a clicking sound just before the alarm. Initially that sound didn’t waken you, but now it does, due to classical conditioning. What is the unconditioned stimulus? a. The clicking sound b. The alarm c. Waking up d. The clock ANSWER: b 49. A nursing mother puts her baby to the breast as soon as she hears it cry. After a few days, the baby’s cry causes her milk to flow. What is the conditioned stimulus?

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Chapter 06—Learning a. The mother b. The flow of milk c. The baby’s cry d. The baby sucking ANSWER: c 50. A nursing mother puts her baby to the breast as soon as she hears it cry. After a few days, the baby’s cry causes her milk to flow. What is the conditioned response? a. The mother b. The flow of milk c. The baby’s cry d. The baby sucking ANSWER: b 51. A drill sergeant shouts, “Fire!,” the artillery shoots, and the loud sound makes you flinch. After a few repetitions, the word Fire! makes you flinch. What is the conditioned stimulus? a. The drill sergeant b. The word Fire! c. The loud sound d. Flinching ANSWER: b 52. A drill sergeant shouts, “Fire!,” the artillery shoots, and the loud sound makes you flinch. After a few repetitions, the word Fire! makes you flinch. What is the unconditioned stimulus? a. The drill sergeant b. The word Fire! c. The loud sound d. Flinching ANSWER: c 53. A drill sergeant shouts, “Fire!,” the artillery shoots, and the loud sound makes you flinch. After a few repetitions, the word Fire! makes you flinch. What is the conditioned response? a. The drill sergeant b. The word Fire! c. The loud sound d. Flinching ANSWER: d 54. In classical conditioning, which term describes a learned decrease in the conditioned response? a. Generalization b. Extinction c. Spontaneous recovery d. Discrimination ANSWER: b Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning 55. After classically conditioning some response, what procedure leads to extinction? a. Ceasing all exposure to both the CS and the UCS b. Punishing all responses to the CS c. Presenting the UCS without the CS d. Presenting the CS without the UCS ANSWER: d 56. What is the procedure for producing extinction in classical conditioning? a. Presenting the conditioned stimulus and then the unconditioned stimulus b. Presenting the conditioned stimulus, followed by nothing c. Presenting the unconditioned stimulus, followed by nothing d. Presenting no stimulus at all ANSWER: b 57. Suppose you pair a sound with food, leading to conditioned salivation. How could you produce extinction? a. Present neither stimulus. b. Present a different stimulus, followed by food. c. Present the food without the sound. d. Present the sound without the food.

ANSWER: d 58. After you produce classical conditioning, you repeatedly present the conditioned stimulus by itself. Which of the following will happen? a. Acquisition b. Generalization c. Discrimination d. Extinction ANSWER: d 59. How could you extinguish a classically conditioned response? a. Stop providing positive reinforcement. b. Wait a long time without further training. c. Repeatedly present the unconditioned stimulus by itself. d. Repeatedly present the conditioned stimulus by itself.

ANSWER: d 60. How does extinction differ from forgetting? a. Specific experiences cause extinction. Passage of time leads to forgetting. b. Specific experiences cause forgetting. Passage of time leads to extinction. c. Forgetting is temporary. Extinction is permanent. d. Forgetting is temporary. Extinction is permanent.

ANSWER: a 61. What is the “extinction” of a conditioned response?

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Chapter 06—Learning a. Forgetting a response after a long delay without training b. Learning to suppress the response c. Total obliteration of the connection between stimulus and response d. Generalization of the response to new stimuli ANSWER: b 62. After Pavlov classically conditioned salivation to a sound, what procedure produced extinction? a. Presenting a similar sound followed by food b. Presenting the food without the sound c. Punishing the animal for salivating d. Presenting the sound without food ANSWER: d 63. What produces spontaneous recovery of a learned response? a. Acquisition of a conditioned response, then acquisition of a competing response b. Extinction, long delay, and then testing again c. Acquisition of a conditioned response, then testing with a different but similar stimulus d. Acquisition, then generalization, then discrimination ANSWER: b 64. Suppose you produce classical conditioning and then extinction. If you wait a long time and then test again, what will happen? a. Generalization b. Discrimination c. Spontaneous recovery d. Inhibition ANSWER: c 65. What is spontaneous recovery? a. A conditioned response to a stimulus that was not part of the training b. A new response to the conditioned stimulus, not resembling the unconditioned response c. Increased response to a stimulus after a delay following extinction d. A response after the conditioned response that produces the opposite result ANSWER: c 66. After Pavlov classically conditioned salivation to a sound, what produced spontaneous recovery? a. Presenting a similar sound followed by food b. Presenting the food without the sound c. Producing extinction and then waiting before testing again d. Presenting the sound without food ANSWER: c 67. In which of these orders would events occur in classical conditioning? a. Acquisition, spontaneous recovery, extinction Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning b. Acquisition, extinction, spontaneous recovery c. Spontaneous recovery, acquisition, extinction d. Spontaneous recovery, extinction, acquisition ANSWER: b 68. A dog that was trained to salivate at the sight of a white square also salivates somewhat at the sight of a gray square.

What is the dog displaying? a. Stimulus generalization b. Extinction c. Spontaneous recovery d. Acquisition ANSWER: a 69. Someone who became nauseated after eating a mushroom also avoids a similar but harmless mushroom. This behavior is an example of what? a. Stimulus generalization b. Stimulus discrimination c. Spontaneous recovery d. Extinction ANSWER: a 70. Someone stung by a jellyfish now fears anything floating in the water. This is an example of what? a. Habituation b. Spontaneous recovery c. Discrimination d. Stimulus generalization ANSWER: d 71. Suppose you have been conditioned to show increased heart rate at the sight of a venomous snake. What would you have to do to demonstrate stimulus generalization? a. Continue your increased heart rate long after the snake has left. b. Increase your heart rate at the sight of a harmless snake. c. Decrease your heart rate after the snake has left. d. Report unpleasant dreams about a venomous snake.

ANSWER: b 72. What procedure can produce stimulus generalization of a conditioned response? a. Extinguish the response, wait, and then present the conditioned stimulus again. b. Present the unconditioned stimulus without the conditioned stimulus. c. Present the conditioned stimulus without the unconditioned stimulus. d. Test with something similar to the conditioned stimulus.

ANSWER: d 73. If people were classically conditioned by pairing a buzz with an air puff to the eyes, how could we test them for stimulus generalization?

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Chapter 06—Learning a. Present the buzz without the air puff. b. Present the air puff without the buzz. c. Pair the buzz with shock. d. Present a similar sound.

ANSWER: d 74. What term applies when someone learns to respond to a stimulus and not to a similar one? a. Extinction b. Stimulus generalization c. Discrimination d. Spontaneous recovery ANSWER: c 75. If one tone predicts food (causing conditioned salivation), and a different tone does not, what happens? a. Discrimination b. Stimulus generalization c. Spontaneous recovery d. Variable-interval responding ANSWER: a 76. Classical conditioning has been offered as an explanation for which of the following? a. Absolute pitch b. Synesthesia c. Drug tolerance d. Bird migration ANSWER: c 77. Under which circumstance would drug tolerance develop quickly? a. The user gradually increases the dose of the drug. b. The user is unaware of when he/she receives the drug. c. The user varies the location and procedure for taking the drug. d. The user always takes the drug in the same environment.

ANSWER: d 78. In the classical conditioning interpretation of drug tolerance, what is the conditioned stimulus? a. The procedure of administering the drug b. The entry of the drug into the brain c. The drug’s effects on the body d. The body’s defenses against the drug ANSWER: a 79. In the classical conditioning interpretation of drug tolerance, what is the unconditioned stimulus? a. The procedure of administering the drug b. The entry of the drug into the brain Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning c. The drug’s effects on the body d. The body’s defenses against the drug ANSWER: b 80. In the classical conditioning interpretation of drug tolerance, what is the conditioned response? a. The procedure of administering the drug b. The entry of the drug into the brain c. The social setting in which someone takes the drug d. The body’s defenses against the drug ANSWER: d 81. In the classical conditioning interpretation of drug tolerance, what is the unconditioned response? a. The procedure of administering the drug b. The entry of the drug into the brain c. The social setting in which someone takes the drug d. The body’s defenses against the drug ANSWER: d 82. In the classical conditioning interpretation of drug tolerance, what are the conditioned stimulus and the unconditioned stimulus? a. The conditioned stimulus is the injection procedure and the unconditioned stimulus is the “high” that the user experiences b. The conditioned stimulus is the drug’s entry into the brain and the unconditioned stimulus is the “high” that the user experiences c. The conditioned stimulus is the injection procedure and the unconditioned stimulus is the drug’s entry into the brain d. The conditioned stimulus is the injection procedure and the unconditioned stimulus is the body’s defenses against the drug ANSWER: c 83. In the classical conditioning interpretation of drug tolerance, what are the conditioned stimulus and the conditioned response? a. The conditioned stimulus is the injection procedure and the conditioned response is the “high” that the user experiences. b. The conditioned stimulus is the drug’s entry into the brain and the conditioned response is the “high” that the user experiences. c. The conditioned stimulus is the injection procedure and the conditioned response is the drug’s entry into the brain. d. The conditioned stimulus is the injection procedure and the conditioned response is the body’s defenses against the drug ANSWER: d 84. According to classical conditioning interpretation, drug tolerance depends on rapidly mobilizing the body’s defenses against the drug. Which term applies to that mobilization? a. Reinforcement Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning b. Unconditioned stimulus c. Conditioned stimulus d. Conditioned response ANSWER: d 85. According to classical conditioning interpretation of drug tolerance, which procedure should lead to extinction of the tolerance (and therefore increased response to the drug)? a. Lengthening the delay between one drug administration and the next one b. Getting regular amounts of sleep at the same time each night c. Taking the drug repeatedly in the same place, under the same conditions d. Going through the injection procedure, without the drug itself ANSWER: d 86. What did Pavlov say was necessary for classical conditioning to occur? a. The CS and UCS must be equally familiar or unfamiliar. b. The CS and UCS must produce similar sensations. c. The CS and UCS must be close together in time. d. The CS and UCS must be similar in intensity.

ANSWER: c 87. According to Pavlov, which of the following is essential for classical conditioning? a. The learner must understand the relationship between the CS and UCS. b. The CS and UCS must occur at almost the same time. c. The CS must physically resemble the UCS. d. The UCS must occur before the CS. ANSWER: b 88. According to Pavlov, classical conditioning occurs if and only if what happens? a. The learner increases activity at dopamine synapses. b. The learner receives positive reinforcement for a response. c. The learner is conscious of the relationship between the CS and UCS. d. The CS and UCS occur close together in time.

ANSWER: d 89. According to Pavlov, what physiological change caused classical conditioning? a. Faster action potentials between the sense organs and the brain b. A new connection between two brain areas c. Increased release of dopamine and serotonin at particular synapses d. Increased metabolic rate in a particular brain area ANSWER: b 90. What did Pavlov say was responsible for classical conditioning? a. Growth of a connection between the CS center and the UCS center b. Increased metabolic rate in both the CS center and the UCS center Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning c. Increased metabolic rate in just the CS center d. Increased metabolic rate in just the UCS center ANSWER: a 91. Pavlov believed that a physiological change caused an animal to react to the CS as if it were the UCS. Which of the following is evidence AGAINST that idea? a. If a sound is paired with food, the CR closely resembles the UCR. b. If a sound is paired with shock, the CR does not resemble the UCR. c. If a sound is paired with a strong shock, conditioning is faster than with a weak shock. d. If a loud sound is paired with a shock, conditioning is faster than with a soft sound.

ANSWER: b 92. Pavlov believed that a physiological change caused an animal to react to the CS as if it were the UCS. Which of the following is evidence AGAINST that idea? a. Conditioning occurs faster with an unfamiliar CS than with a familiar CS. b. In some cases extinction is followed by spontaneous recovery. c. In some cases the CR does not resemble the UCR. d. Conditioning occurs faster with a strong UCR than with a weaker UCR. ANSWER: c 93. In classical conditioning, suppose the CS always occurs 2 seconds before the UCS. When will the CR occur? a. Before the CS b. Immediately after the CS c. Almost 2 seconds after the CS d. Immediately after the UCS ANSWER: c 94. Under which condition is classical conditioning strongest? a. The CS and UCS occur at random times. b. The UCS always occurs shortly before the CS. c. The UCS always occurs shortly after any CS, but also often occurs by itself. d. The UCS always occurs shortly after any CS, and never occurs by itself.

ANSWER: d 95. Pavlov believed that pairing a CS with a UCS necessarily led to classical conditioning. Which of the following is evidence AGAINST that idea? a. In most cases, the CR resembles the UCR. b. Repeatedly omitting the UCR leads to extinction. c. Conditioning fails if the UCS occurs alone as often as it occurs after the CS. d. A more intense CS leads to a more intense CR. ANSWER: c 96. Animal #1 always gets a conditioned stimulus (CS) followed by the unconditioned stimulus (UCS), and often gets the UCS by itself. Animal #2 sometimes gets the CS followed by the UCS, but not always. Animal #3 always gets the CS followed by the UCS, and the UCS never occurs at other times. Animal #4 always get the UCS followed by the CS, and Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning never gets either one alone. Which animal will show the strongest evidence of conditioning? a. Animal #1 b. Animal #2 c. Animal #3 d. Animal #4 ANSWER: c 97. This classical conditioning experiment includes a light and a tone, which we can call CS1 and CS2. First the animal repeatedly gets CS1 followed by the UCS. Then it gets both CS1 and CS2 followed by the UCS. Which stimulus or stimuli will now evoke a strong CR? a. Both CS1 and CS2, equally b. CS1 only c. CS2 only d. Neither CS1 nor CS2 ANSWER: b 98. A rat gets light then shock until it responds to the light. Then, it gets light plus tone before shock for additional trials.

In later test trials, the rat shows strong reaction to the light and little reaction to the sound. What is this phenomenon called? a. Law of effect b. Spontaneous recovery c. Blocking effect d. Stimulus generalization ANSWER: c 99. A dog hears a tone followed by food until it consistently salivates to the tone. Then it gets both the tone and a light before food for additional trials. What will now evoke a strong conditioned response? a. Only the light b. Only the tone c. Either the light or the tone d. Neither the light nor the tone ANSWER: b 100. When Thorndike studied cats escaping from puzzle boxes, what result was usual? a. On each trial, a cat escaped more rapidly than on the previous trial. b. At first a cat escaped slowly, but after some trial it suddenly became quick. c. On average a cat escaped no more rapidly on later trials than on the first few trials. d. A cat got faster at escaping, but only on a gradual, irregular basis.

ANSWER: d 101. When Thorndike studied cats escaping from puzzle boxes, what result would have suggested to him that the cats gained an understanding of how to open the box? a. If the cats’ speed of escaping had increased more gradually than it did b. If the cats’ speed of escaping had increased suddenly at some point c. If the cats had been able to learn without reinforcement Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning d. If the cats had shown a facial expression whenever they escaped ANSWER: b 102. Why did Thorndike conclude that his cats did NOT solve his task by an understanding or insight? a. Even after many trials, they often failed to escape from the puzzle box. b. The cats improved their escape times gradually and irregularly. c. The cats escaped rapidly, even on the first trial. d. The cats were slow to escape for many trials, and then improved suddenly.

ANSWER: b 103. What conclusion did Thorndike draw from observing that cats improved their ability to escape his puzzle boxes gradually, not suddenly? a. Learning requires conscious understanding of the situation. b. Learning combines classical conditioning and operant conditioning. c. Learning requires the strengthening of synapses in the basal ganglia. d. Learning means strengthening a response, not gaining an insight.

ANSWER: d 104. What did Edward Thorndike say was the basis for animal learning? a. Reinforcing the probability of certain responses b. Understanding the relationship between an action and its outcome c. The growth of connections between one brain area and another d. Increasing the activity at synapses using the transmitters glutamate and dopamine ANSWER: a 105. Because Thorndike’s cats learned gradually instead of suddenly, what did he conclude? a. The cats learned by classical conditioning, not operant conditioning. b. The cats learned by gaining an understanding of the situation. c. Learning means increased sensitivity at glutamate synapses. d. Learning means strengthening responses, not gaining insights.

ANSWER: d 106. Because Thorndike’s cats gradually improved their performance, without any point of sudden change, what did he conclude? a. Solving the problem depends on both classical and operant conditioning. b. Learning does not depend on understanding or insight. c. Learning requires conscious reasoning. d. Heredity and environment are equally important for animal learning.

ANSWER: b 107. According to Thorndike, what is reinforcement? a. The process of giving the individual something that he or she desires b. The process of placing the individual in the proper position and posture c. The process of increasing the probability of a response Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning d. The process of facilitating activity at a particular type of synapse ANSWER: c 108. According to Thorndike, what is a reinforcer? a. An event that the learner desires or finds enjoyable b. An event that puts the learner into the correct position to make a response c. An event that improves memory of something that happened long ago d. An event that makes the last response become more likely ANSWER: d 109. Responses that are followed by a reinforcer become more likely in the future. This is known as what? a. The equilibrium principle b. The law of effect c. Temporal contiguity d. The all or none law ANSWER: b 110. What did Thorndike mean by the law of effect? a. Reinforcement makes the previous response become more probable. b. The best way to train a response is to reinforce successive approximations to it. c. Extinction proceeds faster after continuous reinforcement than after partial reinforcement. d. Reinforcement produces changes in certain types of synapses.

ANSWER: a 111. Which of these was an important implication of Thorndike’s research on cats in puzzle boxes? a. Animal species with larger brains tend to learn more rapidly. b. Learned responses are forgotten quickly unless they are frequently rehearsed. c. Simple explanations are possible for apparently complex behaviors. d. Animals profit from living in group cages instead of individual cages.

ANSWER: c 112. What is the main difference between classical conditioning and operant conditioning? a. In operant conditioning, the animal receives rewards instead of punishments. b. In operant conditioning, the animal’s behavior controls the outcome. c. In operant conditioning, the animal associates one stimulus with another stimulus. d. In operant conditioning, the animal receives reinforcement on every trial, not just some.

ANSWER: b 113. What is the main difference between classical conditioning and operant conditioning? a. In classical conditioning, the animal must move its skeletal muscles. b. In classical conditioning, the animal learns rapidly but also forgets rapidly. c. In classical conditioning, the animal’s responses do not control the reinforcements. d. In classical conditioning, the animal receives rewards instead of punishments.

ANSWER: c Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning 114. Which of these is true in operant conditioning, but not in classical conditioning? a. The events to be associated occur close together in time. b. The only response is a visceral change such as salivation or a change in heart rate. c. The individual’s response controls the delivery of reinforcement. d. The response is forgotten quickly unless it is rehearsed frequently.

ANSWER: c 115. Which of these is true in operant conditioning but not in classical conditioning? a. The learned response is quickly forgotten unless it is rehearsed frequently. b. The individual’s response controls the outcome, such as reinforcement. c. Two stimuli are presented at certain times, regardless of the individual’s actions. d. The animal associates events distant in time more easily than those close in time.

ANSWER: b 116. Which of these is true in classical conditioning but not in operant conditioning? a. The learned response is quickly forgotten unless it is rehearsed frequently. b. The individual’s response controls the outcome, such as reinforcement. c. Two stimuli are presented at certain times, regardless of the individual’s actions. d. The animal associates events distant in time more easily than those close in time.

ANSWER: c 117. An animal sees a flashing light and then makes a response that is followed by food. The food is given only when the animal makes the response. Which type of learning is this? a. Operant conditioning b. Classical conditioning c. Social learning d. Conditioned taste aversion ANSWER: a 118. Operant conditioning and classical conditioning apply primarily to what type of responses? a. Operant conditioning: skeletal responses. Classical conditioning: visceral responses. b. Operant conditioning: visceral responses. Classical conditioning: skeletal responses. c. Operant conditioning: reflexive responses. Classical conditioning: skeletal responses. d. Operant conditioning: visceral responses. Classical conditioning: reflexive responses.

ANSWER: a 119. To determine whether some example of learning is operant conditioning or classical conditioning, what do we need to know? a. What kind of event is used as the conditioned stimulus b. Whether the reinforcement is pleasant or unpleasant c. Whether or not the individual’s response controls the outcome, such as reinforcement d. How many repetitions are necessary before the individual begins to show learning ANSWER: c Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning 120. What is a major difference between operant conditioning and classical conditioning? a. In operant conditioning, the learner’s response controls what happens next. b. Classical conditioning associates three events instead of two. c. Responses learned in operant conditioning are rapidly forgotten unless rehearsed often. d. Classical conditioning controls skeletal muscles; operant conditioning controls the viscera.

ANSWER: a 121. A bell rings, an animal sits up and salivates, and then the experimenter delivers food. This could be either classical or operant conditioning. To decide which one it is, what do we need to know? a. How rapidly the animal forgets during a period without training b. Whether the animal sits up immediately after the bell, or after a delay c. Which happens first, sitting up or salivating d. Whether the bell always predicts food, or if only after the animal sits up ANSWER: d 122. When a dog hears a bell, it sits up on its hind legs, drools, and receives food. What kind of conditioning is this? a. It is operant conditioning. b. It is classical conditioning. c. It depends. Does the dog sit up first, or does it drool first? d. It depends. Does the food always follow the bell, or only if the dog sits up?

ANSWER: d 123. If you have been deprived of the opportunity to do something, the opportunity to do it can function as a reinforcer.

Which term applies to this principle? a. Law of effect b. Blocking effect c. Schedule of reinforcement d. Disequilibrium principle ANSWER: d 124. According to the disequilibrium principle, what event would be a reinforcer for someone? a. Something the person has not recently had enough opportunity to do b. Something that is a common behavior for others in the same society c. Something that increases the probability of long-term health d. Something that equalizes the activity between the left and right brain hemispheres ANSWER: a 125. To determine what would be a reinforcer for some child today, according to the disequilibrium principle, how should we start? a. Find something the child has not recently had enough opportunity to do. b. Test which actions the child can do easily, and which ones are more difficult. c. Measure brain waves as the child looks at one picture after another. d. Ask other children the same age what they like to do.

ANSWER: a Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning 126. While studying for exams, you have had less than the usual opportunity for physical exercise. Which of the following predicts that an opportunity to exercise will be reinforcing for you? a. The blocking effect b. The disequilibrium principle c. Applied behavior analysis d. The law of effect ANSWER: b 127. On most days Angela reads for 1 hour, plays outside for 3 hours, and watches TV for 3 hours. Yesterday, however, she read for 3 hours, played outside for 3 hours, and watched TV for 1 hour. According to the disequilibrium principle, what would be the strongest reinforcer for her right now? a. All three events would be equally reinforcing. b. Reading c. Playing outside d. Watching TV ANSWER: d 128. What does the disequilibrium principle state? a. Heredity and environment contribute equally to both classical and operant conditioning. b. Reinforcement increases the balance of activity between the left and right hemispheres. c. If you have been deprived of doing something, a chance to do it will be reinforcing. d. Punishment is most effective for someone who has also received much reinforcement.

ANSWER: c 129. What is a secondary reinforcer? a. A weaker than average reinforcer b. Something that became reinforcing by association with something else c. Something that reinforces behaviors that are made unconsciously d. A reinforcer that occurs long after the primary reinforcer ANSWER: b 130. What is meant by the term secondary reinforcer? a. An item that became reinforcing by association with something else b. The process that occurs when you watch someone else receive reinforcement c. An item that reinforces some behaviors and not others d. An item that provides only weak and temporary reinforcement ANSWER: a 131. What term describes something that became reinforcing by association with something else? a. Primary reinforcer b. Secondary reinforcer c. Equilibrium d. Disequilibrium ANSWER: b Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning 132. Which of these is an example of a primary reinforcer? a. Money b. Water to drink c. Good grades in school d. Tickets to a sports event ANSWER: b 133. Which of the following is an example of a secondary reinforcer? a. Money b. Water to drink c. Food d. A shady spot on a hot day ANSWER: a 134. If you want to make a punishment more effective in deterring a behavior, what should you do? a. Deliver the punishment on a variable-interval schedule. b. Deliver the punishment on a variable-ratio schedule. c. Make the punishment quick and predictable. d. Announce that only some of the people who break the rule will receive punishment.

ANSWER: c 135. B. F. Skinner punished rats for bar pressing by having the bar slap their paws each time they pressed it for food.

Based on the results of this study, what did he conclude? a. Punishment produces no long-term effects on a learned behavior. b. Weaker punishments are more effective than intense punishments. c. Punishment produces no effect at first, but suppresses a learned behavior later. d. Punishment is more effective than reinforcement in changing behavior.

ANSWER: a 136. In Skinner’s study, rats were punished when they pressed a bar for food. From the results, Skinner concluded that punishment is ineffective in the long run. What would be a more accurate conclusion? a. Punishment is ineffective if no other response is available. b. Punishment is ineffective if it occurs too rapidly. c. Punishment is ineffective if it is too intense. d. Punishment is ineffective at the time, but it exerts stronger effects later.

ANSWER: a 137. Children who are frequently spanked tend to be ill behaved. What conclusion (if any) can we draw from this result? a. Spanking leads to bad behaviors. b. Ill-behaved children provoke their parents to spank them. c. Certain genes lead to ill-behaved children and short-tempered parents. d. We can draw none of these conclusions.

ANSWER: d Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning 138. What kind of evidence supports the recommendation against spanking children? a. Spanking frequency is positively correlated with children’s misbehavior. b. Spanking frequency is negatively correlated with children’s misbehavior. c. Experiments with random assignment show psychological harm from spankings. d. Experiments with random assignment show health problems from spankings.

ANSWER: a 139. Frequently spanked children tend toward misbehavior. What (if anything) can we conclude, and why? a. Spanking leads to misbehavior. The evidence stated is sufficient. b. Misbehaving children provoke their parents to lose their temper. The evidence stated is sufficient. c. We can draw no cause and effect conclusion, because the sample sizes have been small. d. We can draw no cause and effect conclusion, because the evidence is correlational.

ANSWER: d 140. What do positive reinforcement and negative reinforcement have in common with each other? a. They both strengthen a behavior. b. They both weaken a behavior. c. They both depend on presenting some stimulus. d. They both depend on avoiding some stimulus.

ANSWER: a 141. What is meant by negative reinforcement? a. Reinforcement by avoiding pain b. Presenting a weaker than average reinforcement c. Reinforcement for doing nothing d. Omitting a positive reinforcement ANSWER: a 142. What other terms mean the same as negative reinforcement? a. Escape or avoidance learning b. Extinction or forgetting c. Generalization or discrimination d. Shaping or chaining ANSWER: a 143. In positive and negative reinforcement, what is the distinction between positive and negative? a. It depends on whether something is presented or avoided. b. It depends on whether the reinforcement is larger or smaller than usual. c. It depends on whether the reinforcement is pleasant or unpleasant. d. It depends on whether a behavior is strengthened or weakened.

ANSWER: a 144. What strengthens the probability of a behavior? a. Either positive or negative reinforcement Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning b. Positive reinforcement only c. Negative reinforcement only d. Neither a positive reinforcement nor a negative reinforcement ANSWER: a 145. If you learn to close the door to keep out the insects, what process increased this behavior? a. Disequilibrium principle b. Positive reinforcement c. Negative reinforcement d. Stimulus generalization ANSWER: c 146. What procedure leads to extinction in operant conditioning? a. Punishing the response b. Giving no reinforcement after the response c. Presenting the CS without the UCS d. Presenting the UCS without the CS ANSWER: b 147. How could you produce extinction of a response established by operant conditioning? a. Punish the response. b. Wait a long time without offering an opportunity for response. c. Stop providing reinforcement for the response. d. Present the CS without the UCS. ANSWER: c 148. What is the procedure for extinction in operant conditioning? a. Repeatedly present the conditioned stimulus by itself. b. Repeatedly present the unconditioned stimulus by itself. c. Stop providing positive reinforcement. d. Provide negative reinforcement.

ANSWER: c 149. A child learned to get candy by crying. What would extinguish this response? a. Punish the child for crying. b. Stop giving candy. c. Give candy before the child starts crying. d. Explain to the child why crying is inappropriate.

ANSWER: b 150. A child who plays games on an iPad by touching the screen now tries to control the picture on a TV by touching the screen. This is an example of what? a. Discrimination b. Stimulus generalization Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning c. Dishabituation d. The disequilibrium principle ANSWER: b 151. A bird that eats an insect that looked like a twig now starts biting at twigs. This is an example of what? a. Stimulus generalization b. Discrimination c. Dishabituation d. Negative reinforcement ANSWER: a 152. Which of these is an example of stimulus generalization? a. You smile while watching a comedy movie. b. You smile when someone points a camera at you and tells you to smile. c. You smile at someone who looks like your best friend. d. You smile while remembering one of your best accomplishments.

ANSWER: c 153. Which of the following is an example of discrimination in operant conditioning? a. You buy from a store with good quality products and avoid a store with poor quality. b. You buy more expensive things shortly after receiving a paycheck. c. You buy something expensive with a credit card and then regret your purchase later. d. You buy attractive clothing and then enjoy wearing it to a party.

ANSWER: a 154. Stopping at a red light and going forward on green illustrates which aspect of operant conditioning? a. Fixed-ratio schedule b. Negative reinforcement c. Stimulus generalization d. Discrimination ANSWER: d 155. Which term describes the ability of a stimulus to encourage some responses and discourage others? a. Stimulus control b. Stimulus generalization c. Negative reinforcement d. Dishabituation ANSWER: a 156. When you hear an ambulance siren, you drive to the side of the road. What does this act illustrate? a. A discriminative stimulus b. A fixed-ratio schedule c. Negative reinforcement d. Dishabituation Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning ANSWER: a 157. B. F. Skinner sought explanations of behavior in terms of what? a. Unconscious thought processes b. Imbalances among neurotransmitters c. Ethnic and cultural influences d. Previous reinforcements ANSWER: d 158. To measure animal learning, how did B. F. Skinner define the response? a. Any movement that depended on a certain brain area (such as the motor cortex) b. Any movement that the animal enjoyed doing (such as running) c. Any movement that included a certain set of muscles (such as flexors in the legs) d. Any movement that produced a certain outcome (such as depressing a lever) ANSWER: d 159. What does shaping mean (in the context of operant conditioning)? a. Establishing a response by punishing every alternative response b. Molding the animal’s body into position to make the response c. Establishing a response and then providing opportunities to apply it in new situations d. Establishing a response by reinforcing successive approximations ANSWER: d 160. What did B. F. Skinner mean by “shaping”? a. Start by training a simple response and work up to more complex ones. b. Show the animal an example of the response and let it imitate. c. Mold the animal’s body into the right position to make the response. d. Change the outcome of the response unpredictably from one time to the next.

ANSWER: a 161. What did B. F. Skinner mean by “shaping”? a. Forcing the animal’s body into a position that makes the response easy b. Controlling a behavior by stimulating appropriate areas of the brain c. Teaching a behavior by reinforcing approximations to it d. Gradually increasing the reinforcements to make behavior more vigorous ANSWER: c 162. In operant conditioning, what does shaping mean? a. Putting the animal’s body into a position to make a desired response b. Reinforcing approximations to a desired response c. Stimulating brain areas that lead to a desired response d. Recording every instance of a desired response ANSWER: b Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning 163. Training a response by reinforcing successive approximations to it is known as what? a. Classical conditioning b. Shaping c. Disequilibrium d. The law of effect ANSWER: b 164. What is the first step in the “shaping” procedure to teach a rat to press a lever? a. Reinforce a simple behavior such as sitting up. b. Mold the rat’s body into the correct position to press the lever. c. Press the lever a few times yourself, to show how it works. d. Electrically stimulate the motor cortex of the rat.

ANSWER: a 165. The procedure called “shaping” occurs at which stage of operant conditioning? a. At the start of training b. When the animal has learned the response, but still responds slowly c. When training is complete d. At the start of the extinction procedure ANSWER: a 166. What will a psychologist do in the “shaping” procedure to train a response? a. Electrically stimulate the brain areas responsible for the response. b. Start by reinforcing a simple first step in the response. c. Hold the rat’s paws in the position necessary to make the response. d. Deprive the animal of food and water until it makes the response.

ANSWER: b 167. Someone using operant conditioning to teach you to play the piano might start by praising you for putting your hands on the keys, then for pressing one of the keys, and so forth. This would be an example of what? a. Negative reinforcement b. Stimulus generalization c. The law of effect d. Shaping ANSWER: d 168. A psychologist would use shaping for what purpose? a. To train an animal to make a new response b. To increase social interactions among people from diverse backgrounds c. To produce an optical illusion d. To measure people’s attitudes and personalities ANSWER: a 169. In operant conditioning, what is meant by “chaining”?

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Chapter 06—Learning a. Reinforcing a behavior by the opportunity to do the next behavior b. Teaching one animal, which then demonstrates the response for the next animal c. Providing a sequence of reinforcements after a single response d. Electrically stimulating a sequence of brain areas to produce a given response ANSWER: a 170. An experimenter trains a rat to sit up, then to sit and raise one arm, then to wait for music before sitting up, and so forth. Eventually the rat responds to the “Star Spangled Banner” by raising the flag and saluting. This procedure combines which two procedures? a. Shaping and chaining b. Classical conditioning and operant conditioning c. Generalization and discrimination d. Positive reinforcement and negative reinforcement ANSWER: a 171. You learn to make a series of responses, such as turning on a computer, opening a file, typing, saving, printing, and handing in your work. This makes use of what principle of operant conditioning? a. Negative reinforcement b. Variable-interval schedule of reinforcement c. Chaining d. Disequilibrium ANSWER: c 172. When you successfully key in a telephone number, the reinforcement for hitting a correct number is the opportunity to hit the next number. This series of behaviors illustrates which concept? a. Shaping b. Stimulus generalization c. Chaining d. Fixed-interval schedule of reinforcement ANSWER: c 173. On a continuous schedule of reinforcement, when does reinforcement occur? a. After every response b. For the first response after a given period of time c. After a certain number of responses d. After an unpredictable number of responses ANSWER: a 174. In an action video game, you get points every time you aim correctly. This is an example of which type of schedule of reinforcement? a. Continuous b. Variable-ratio c. Fixed-interval d. Variable-interval Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning ANSWER: a 175. The more oysters you open, the greater your chances of finding a pearl, but you cannot predict when you will find one. This is an example of which type of schedule of reinforcement? a. Fixed-interval b. Variable-interval c. Fixed-ratio d. Variable-ratio ANSWER: d 176. Suppose that when several students raise their hands in class, the professor calls on one at random. Thus, the more often you raise your hand, the more your chance of being called, but you can never be sure when that will be. Which schedule of reinforcement is this? a. Fixed-interval b. Variable-interval c. Fixed-ratio d. Variable-ratio ANSWER: d 177. Because of a shortage of apples, your local store will sell you only one per day. Which schedule of reinforcement is this? a. Fixed-interval b. Variable-interval c. Fixed-ratio d. Variable-ratio ANSWER: a 178. Your local coffee shop offers a discounted price to everyone who is in line when the store opens. Which schedule of reinforcement is this? a. Fixed-interval b. Variable-interval c. Fixed-ratio d. Variable-ratio ANSWER: a 179. Suppose you try to buy fresh raspberries every day, but your grocery store has them on some days and not others.

Which schedule of reinforcement is this? a. Fixed-interval b. Variable-interval c. Fixed-ratio d. Variable-ratio ANSWER: b 180. If you check an Internet service for important world news, you could find a major event at any time, unpredictably.

Which type of schedule of reinforcement is this?

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Chapter 06—Learning a. Fixed-interval b. Variable-interval c. Fixed-ratio d. Variable-ratio ANSWER: b 181. You occasionally check for new email message, but they appear at unpredictable times. Which schedule of reinforcement is present in this case? a. Fixed-interval b. Variable-interval c. Fixed-ratio d. Variable-ratio ANSWER: b 182. Suppose a video game gives you points for every tenth hit. Which schedule of reinforcement is this? a. Fixed-interval b. Variable-interval c. Fixed-ratio d. Variable-ratio ANSWER: c 183. You attend every new movie at your local theater, but you enjoy only about half of them. Which schedule of reinforcement is this? a. Fixed-interval b. Variable-interval c. Fixed-ratio d. Variable-ratio ANSWER: d 184. You scan the night sky looking for meteors or comets. They appear at unpredictable times. This is an example of which type of schedule of reinforcement? a. Fixed-interval b. Variable-interval c. Fixed-ratio d. Variable-ratio ANSWER: b 185. Compared to someone with a history of continuous reinforcement, what is true for someone who has been reinforced on an unpredictable schedule, such as variable-ratio or variable-interval? a. The responses will extinguish more slowly. b. The responses will be more vigorous. c. The responses will occur with less delay between one and the next. d. The responses will fail to generalize to new stimuli or new settings.

ANSWER: a Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning 186. John and Joe enjoy fishing. Last year John caught fish every time he tried, but Joe caught fish only occasionally. So far this year, neither one has caught any fish. What will happen? a. John will quit more quickly. b. Joe will quit more quickly. c. Both will quit equally fast. d. Whoever is the younger one will quit more quickly.

ANSWER: a 187. Oblivia and her sister Deliria take the same classes. In the past, teachers praised Oblivia every time she spoke in class, but they praised Deliria only occasionally. This year, teachers never praise either one. What will happen? a. Obivia will give up more quickly. b. Deliria will give up more quickly. c. Both will give up equally fast. d. Whoever is the younger one will give up more quickly.

ANSWER: a 188. One persuasion technique began by giving soldiers extra privileges for writing an essay slightly favorable to the captors. Later they shaped the soldiers into greater and greater cooperation. This is a practical application of what? a. Classical conditioning b. Operant conditioning c. The representativeness heuristic d. The availability heuristic ANSWER: b 189. How could you use an operant-conditioning principle to persuade someone to do something? a. Start by reinforcing a small amount of cooperation and then shape further cooperation. b. Electrically stimulate the brain areas responsible for the desired behaviors. c. Demonstrate the desired behavior and wait for the person to imitate it. d. Pair a neutral stimulus with presentation of another stimulus that causes the behavior.

ANSWER: a 190. During the Korean War, captors persuaded U.S. soldiers to cooperate by reinforcing small amounts of cooperation and then moving to greater levels. This procedure resembles which procedure? a. The disequilibrium principle b. Shaping c. Classical conditioning d. Vicarious punishment ANSWER: b 191. Behavior modification is a practical application of what? a. Classical conditioning b. Operant conditioning c. The representativeness heuristic d. The availability heuristic Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning ANSWER: b 192. Suppose a teacher is careful to present material one small step at a time, with frequent tests and positive reinforcements for correct answers. This approach is an application of what? a. Theory of mind b. Dishabituation c. Classical conditioning d. Operant conditioning ANSWER: d 193. Which of these is central to applied behavior analysis? a. Hypnosis b. Operant conditioning c. Psychoanalysis d. Recordings of brain activity ANSWER: b 194. Applied behavior analysis (or behavior modification) teaches acceptable behaviors by reinforcing simple behaviors and then advancing to more complex behaviors. What does this idea apply? a. Piaget’s concept of conservation b. Erikson’s stages of development c. Skinner’s procedure of shaping d. Pavlov’s procedure of classical conditioning ANSWER: c 195. What procedure might you use in applied behavior analysis? a. Surround someone with other people who are engaged in appropriate behaviors. b. Combine psychoanalysis with certain antidepressant drugs. c. Reinforce acceptable behaviors and not the undesired ones. d. Record brain activity and correlate it with self-reported changes in mood.

ANSWER: c 196. A safety officer offered rewards to the entire class if everyone played more safely on the playground. This approach is an example of what? a. Classical conditioning b. Theory of mind c. Applied behavior analysis d. The availability heuristic ANSWER: c 197. What is meant by “preparedness” in learning? a. Some associations are easier to learn than others are. b. Some individuals learn faster or more easily than others do. c. Stimulant drugs increase alertness and therefore improve learning.

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Chapter 06—Learning d. Learning is faster if it combines both classical and operant conditioning.

ANSWER: a 198. A cat easily learns to push or pull something to escape from a puzzle box, but does not easily learn to scratch or lick itself. Which term applies to observations like this? a. Preparedness b. Shaping c. Disequilibrium d. Heuristics ANSWER: a 199. The idea of preparedness in learning is consistent with which of these assumptions? a. Animal species with larger brains tend to learn faster than those with smaller brains. b. Learning proceeds more swiftly if it combines classical and operant conditioning. c. It is easiest to learn something that is likely to be useful in nature. d. Learning proceeds more swiftly if it activates the left and right hemispheres equally.

ANSWER: c 200. With which of the following do animals most easily associate a taste? a. Illness b. Electrical shock c. Sounds d. Sexual excitation ANSWER: a 201. With which of the following do animals most easily associate stomach illness? a. A flashing light b. A location c. A taste d. A sound ANSWER: c 202. In which way are conditioned taste aversions unusual, compared to other learning? a. Learning occurs more readily for isolated individuals than those in a social group. b. Learned associations are rapidly forgotten in the absence of frequent reminders. c. Learning occurs easily even with a long delay between the events to be associated. d. Both infants and older individuals learn better than adolescents and young adults do.

ANSWER: c 203. Pavlov and Skinner thought animals could associate any two events with each other equally easily. What is a welldocumented exception to that rule? a. Animals very easily associate a buzzing sound with a need to turn to the right. b. Animals very easily associate a ticking sound with a need to turn to the left. c. Animals very easily associate a taste with illness.

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Chapter 06—Learning d. Animals very easily associate a taste with painful shock.

ANSWER: c 204. Which type of learning occurs easily even with a long delay between the events to be associated? a. Classical conditioning b. Operant conditioning c. Conditioned taste aversion d. Association of arm movements with electric shock ANSWER: c 205. Rats learn an aversion to a taste that precedes their becoming ill. What is unusual about this learning? a. They learn slowly but they forget rapidly. b. They generalize their aversion to all familiar tastes. c. They avoid the taste only in the location where they drank it. d. They learn even if the taste and illness are separated by hours.

ANSWER: d 206. Which type of learning occurs easily even with items that are separated by an hour or more? a. A flashing light followed by shock b. A loud sound followed by food c. An unfamiliar taste followed by illness d. A simple response followed by electric shock ANSWER: c 207. What happens if an animal eats an unfamiliar food and becomes ill many minutes later? a. It immediately learns to avoid that food. b. It fails to learn anything, because of the long delay. c. It becomes even more likely than usual to eat that food again. d. It learns to avoid all familiar foods.

ANSWER: a 208. Rats receive a shock when they drink saccharin-flavored water from a tube that produces loud noises and bright lights. Later, what do they avoid, if anything? a. The loud noises and bright lights b. Saccharin-flavored water c. The tube d. Nothing ANSWER: a 209. Rats become nauseated after they drink saccharin-flavored water from a tube that produces loud noises and bright lights. Later, what do they avoid, if anything? a. The loud noises and bright lights b. Saccharin-flavored water c. The tube Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning d. Nothing ANSWER: b 210. Which associations do animals generally learn most easily? a. They associate lights and sounds with illness and foods with pain. b. They associate lights and sounds with pain and foods with illness. c. They associate lights and sounds with social stimuli and foods with cognitive stimuli. d. They associate lights and sounds with cognitive stimuli and foods with social stimuli.

ANSWER: b 211. Rats drink saccharin-flavored water, see bright lights, and hear loud noises. Shortly afterward, they are exposed to Xrays that cause nausea. What, if anything, do they learn to avoid? a. Lights b. Noises c. Saccharin-flavored water d. Nothing ANSWER: c 212. Rats drink saccharin-flavored water, hear loud noises, and see bright lights. Some of the rats are made nauseated and others get electric shocks. What happens? a. All the rats learn to avoid saccharin, loud noises, and bright lights equally. b. Rats receiving shock learn to avoid all three equally. Those made nauseous avoid nothing. c. The nauseated rats avoid the lights and noises, and the shocked rats avoid the taste. d. The nauseated rats avoid the taste, and the shocked rats avoid the lights and noises.

ANSWER: d 213. What types of associations are animals most predisposed to learn? a. They associate lights and sounds with shocks and they associate tastes with illness. b. They associate lights and sounds with illness and they associate tastes with shocks. c. They associate lights and sounds with reward and they associate tastes with punishment. d. They associate lights and sounds with punishment and they associate tastes with reward.

ANSWER: a 214. Animals are predisposed to associate shock and nausea with which types of stimuli? a. They associate shock with social stimuli and nausea with physical stimuli. b. They associate shock with physical stimuli and nausea with social stimuli. c. They associate shock with lights and sounds and they associate nausea with tastes. d. They associate shock with tastes and they associate nausea with lights and sounds.

ANSWER: c 215. How did ranchers in the western United States deter coyotes from eating sheep? a. They raised coyotes and sheep together from infancy on. b. They disguised the sheep as other coyotes. c. They gave the coyotes shock when they attacked sheep.

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Chapter 06—Learning d. They paired sheep meat with chemicals that cause nausea.

ANSWER: d 216. Why do many cancer patients lose their appetite after receiving radiation therapy? a. They feel better physically but they start to become depressed. b. Radiation alters activity in the brain areas responsible for taste. c. Radiation alters activity in the brain areas responsible for hunger. d. They associate the last food they ate with nausea.

ANSWER: d 217. Many cancer patients lose their appetite for many foods after radiation therapy. What is a way to preserve their appetite? a. Heat all meals to a higher than usual temperature. b. Eat small but frequent meals, always in a social atmosphere. c. Increase the amount of spiciness, and decrease total calories. d. Always eat the same “scapegoat” food prior to radiation.

ANSWER: d 218. Birdsong learning is unusual in what way? a. Females learn significantly faster than males. b. The learned song is forgotten unless it is practiced daily. c. Birds cannot begin to learn until they are several years old. d. Learning occurs while the bird makes no response and gets no reinforcement.

ANSWER: d 219. When does a male songbird learn what his song is supposed to sound like? a. During his first year, long before he can sing b. As soon as he can start to sing c. After he has attracted a mate d. After he has begun to fight with other males ANSWER: a 220. Is any example known in which an animal learns while making no response and receiving no reinforcement? a. No b. Yes, conditioned taste aversion c. Yes, maze learning d. Yes, birdsong learning ANSWER: d 221. What does the social-learning approach emphasize? a. The law of effect b. Variable-ratio schedules of reinforcement c. The disequilibrium principle d. Learning by imitation Copyright Cengage Learning. Powered by Cognero.

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Chapter 06—Learning ANSWER: d 222. Which of the following most strongly emphasizes learning by imitation? a. Classical conditioning b. Operant conditioning c. Social learning d. Conditioned taste aversion ANSWER: c 223. Which of these does the social-learning approach NOT emphasize? a. Classical conditioning b. Vicarious reinforcement and punishment c. Imitation d. Self-reinforcement ANSWER: a 224. Social-learning theory emphasizes the importance of what? a. Algorithms b. Shaping and chaining c. Schedules of reinforcement d. Imitation ANSWER: d 225. How did Bandura and colleagues get children to vigorously attack a “Bobo” doll? a. The experimenters reinforced successive approximations to attacking the doll. b. After older children attacked younger children, the younger children were given the doll. c. The experimenters and children sang a song about the glories of warfare. d. The children watched a film of someone else attacking the doll.

ANSWER: d 226. Aspiring singers copy the song style, and sometimes even the clothing, of established stars. What kind of learning is this? a. Classical conditioning b. Primary reinforcement c. Fixed-interval reinforcement d. Vicarious reinforcement ANSWER: d 227. What happens during vicarious reinforcement? a. You receive reinforcement on a mixture of ratio and interval schedules. b. You describe what reinforcement you would like. c. You receive punishment first, and then positive reinforcement. d. You watch someone else receive reinforcement.

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Test Bank for Introduction to Psychology 11th Edition James W. Kalat Name:

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Chapter 06—Learning 228. Which of the following is an example of using vicarious reinforcement? a. An advertisement for a medicine that explains both the benefits and the risks b. An advertisement for a politician that emphasizes the faults of his/her opponent c. An advertisement for the lottery, showing happy winners d. An advertisement for a movie that shows a few typical scenes ANSWER: c 229. If you are a good writer but a poor athlete, you might imitate good writers but not athletes. Why? a. A difference in algorithms b. A difference in schedules of reinforcement c. A difference in self-efficacy d. A difference in heuristics ANSWER: c 230. Why is vicarious punishment usually less effective than vicarious reinforcement? a. People are already careful to avoid dangerous behaviors. b. Vicarious reinforcement is simpler than vicarious punishment. c. People tend to identify with successful people. d. Vicarious punishment lacks self-efficacy.

ANSWER: c 231. According to the social learning perspective, what increases self-efficacy? a. Threats of punishment b. Strictly enforced deadlines c. Role models similar to yourself d. High rewards for highly successful performances ANSWER: c 232. You would like to become a famous playwright, but you may or may not try, depending on what? a. Your proactive interference b. Your retroactive interference c. Your schedule of reinforcement d. Your sense of self-efficacy ANSWER: d

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