Download Conditioned stimulus

LO 5.2
Which of the following is NOT an example of classical
conditioning?
1.
2.
3.
4.
5.
Conditioned emotional response
Vicarious conditioning
Taste aversion
A child that is rewarded for studying
A child who begins to salivate upon watching her
mother take out the ingredients to bake the child’s
favorite cookies
1
LO 5.2
Which of the following is NOT an example of classical
conditioning?
1.
2.
3.
4.
5.
Conditioned emotional response
Vicarious conditioning
Taste aversion
A child that is rewarded for studying (p. 167-168;
175)
A child who begins to salivate upon watching her
mother take out the ingredients to bake the child’s
favorite cookies
2
LO 5.3
A researcher decides to classically condition a rabbit by
presenting a sound each time before delivering a puff of air
to the rabbit’s eye. He finds that the rabbit starts to blink
upon hearing the sound. What function does the air puff
have?
1.
2.
3.
4.
5.
Conditioned stimulus
Unconditioned stimulus
Conditioned response
Unconditioned response
Neutral stimulus
3
LO 5.3
A researcher decides to classically condition a rabbit by
presenting a sound each time before delivering a puff of air
to the rabbit’s eye. He finds that the rabbit starts to blink
upon hearing the sound. What function does the air puff
have?
1.
2.
3.
4.
5.
Conditioned stimulus (p. 168)
Unconditioned stimulus
Conditioned response
Unconditioned response
Neutral stimulus
4
LO 5.3
Which of the following is NOT a basic principle of classical
conditioning?
1.
2.
3.
4.
5.
The CS must come before the UCS.
The CS and UCS must come very close together in
time (e.g., seconds apart).
The neutral stimulus must be paired with the UCS
several times before conditioning can take place.
The CS should be a stimulus that stands out from
other competing stimuli.
The CS and UCS should occur together in time.
5
LO 5.3
Which of the following is NOT a basic principle of classical
conditioning?
1.
2.
3.
4.
5.
The CS must come before the UCS.
The CS and UCS must come very close together in
time (e.g., seconds apart).
The neutral stimulus must be paired with the UCS
several times before conditioning can take place.
The CS should be a stimulus that stands out from
other competing stimuli.
The CS and UCS should occur together in time. (p.
169)
6
LO 5.3
The phenomena in which a conditioned response reoccurs
when the CS is presented after a period of extinction is
called:
1.
2.
3.
4.
5.
Stimulus generalization
Discrimination
Spontaneous recovery
Higher order conditioning
Reinforcement
7
LO 5.3
The phenomena in which a conditioned response reoccurs
when the CS is presented after a period of extinction is
called:
1.
2.
3.
4.
5.
Stimulus generalization
Discrimination
Spontaneous recovery (p. 170-171)
Higher order conditioning
Reinforcement
8
LO 5.9
One common aspect of all forms of negative reinforcement
is that:
1.
2.
3.
4.
5.
something pleasurable is added to the situation to
reinforce behavior.
something unpleasant is added to the situation to
reinforce behavior.
something aversive is taken away from the situation to
reinforce behavior.
something pleasant is taken away from the situation to
reinforce behavior.
all types of reinforcement work the same.
9
LO 5.9
One common aspect of all forms of negative reinforcement
is that:
1.
2.
3.
4.
5.
something pleasurable is added to the situation to
reinforce behavior.
something unpleasant is added to the situation to
reinforce behavior.
something aversive is taken away from the
situation to reinforce behavior. (p. 179)
something pleasant is taken away from the situation to
reinforce behavior.
all types of reinforcement work the same.
10
LO 5.9
This process is often used when trying to teach complex
behaviors by which an individual is rewarded after
achieving smaller steps that get him or her closer to the
desired behavior:
1.
2.
3.
4.
5.
Shaping
Spontaneous recovery
Extinction
Generalization
Classical conditioning
11
LO 5.9
This process is often used when trying to teach complex
behaviors by which an individual is rewarded after
achieving smaller steps that get him or her closer to the
desired behavior:
1.
2.
3.
4.
5.
Shaping (p. 181)
Spontaneous recovery
Extinction
Generalization
Classical conditioning
12
LO 5.9
The color of a traffic light usually serves what primary
function?
1.
2.
3.
4.
5.
Conditioned stimulus
Discriminative stimulus
Reinforcement
Positive punishment
Negative punishment
13
LO 5.9
The color of a traffic light usually serves what primary
function?
1.
2.
3.
4.
5.
Conditioned stimulus
Discriminative stimulus (p. 181)
Reinforcement
Positive punishment
Negative punishment
14
LO 5.10
On average, a child will receive $10 from her parents every
2 weeks for cleaning her room. What type of reinforcement
schedule are the parents using?
1.
2.
3.
4.
5.
Variable ratio
Fixed interval
Variable interval
Fixed ratio
Continuous reinforcement
15
LO 5.10
On average, a child will receive $10 from her parents every
2 weeks for cleaning her room. What type of reinforcement
schedule are the parents using?
1.
2.
3.
4.
5.
Variable ratio
Fixed interval
Variable interval (p. 185)
Fixed ratio
Continuous reinforcement
16
LO 5.10
Which reinforcement schedule produces the highest rate in
responding (i.e., more instances of the target behavior)?
1.
2.
3.
4.
5.
Variable interval
Fixed interval
Variable ratio
Fixed ratio
Continuous reinforcement
17
LO 5.10
Which reinforcement schedule produces the highest rate in
responding (i.e., more instances of the target behavior)?
1.
2.
3.
4.
5.
Variable interval
Fixed interval
Variable ratio (p. 184)
Fixed ratio
Continuous reinforcement
18
LO 5.11
Which of the following is NOT true about the use of
punishment?
1.
2.
3.
4.
5.
Punishment can cause a person to avoid their
punisher.
Punishment may create fear and anxiety.
Punishment may increase aggression from the person
being punished.
Punishment may encourage behaviors, like lying, to
avoid punishment.
Punishment is the best method for getting children to
behave.
19
LO 5.11
Which of the following is NOT true about the use of
punishment?
1.
2.
3.
4.
5.
Punishment can cause a person to avoid their
punisher.
Punishment may create fear and anxiety.
Punishment may increase aggression from the person
being punished.
Punishment may encourage behaviors, like lying, to
avoid punishment.
Punishment is the best method for getting children
to behave. (p. 186-187)
20
LO 5.13
Research on ________________ showed that not all
behaviors can be learned through experience with the
environment (e.g., operant conditioning), as was once
thought by the behaviorists.
1.
2.
3.
4.
5.
extinction
taste aversions
instinctive drift
punishment
behavior modification
21
LO 5.13
Research on ________________ showed that not all
behaviors can be learned through experience with the
environment (e.g., operant conditioning), as was once
thought by the behaviorists.
1.
2.
3.
4.
5.
extinction
taste aversions
instinctive drift (p. 189)
punishment
behavior modification
22
LO 5.17
Knowing the location of the alternative entrances into a
building without having ever used them before is an
example of:
1.
2.
3.
4.
5.
Latent learning
Learned helplessness
Classical conditioning
Operant conditioning
Insight
23
LO 5.17
Knowing the location of the alternative entrances into a
building without having ever used them before is an
example of:
1.
2.
3.
4.
5.
Latent learning (p. 193-194)
Learned helplessness
Classical conditioning
Operant conditioning
Insight
24
LO 5.18
Seligman performed a study on learned helplessness,
which demonstrated:
1.
2.
3.
4.
5.
Dogs given inescapable shock did nothing to escape
the shock when later given the opportunity for escape.
Dogs given inescapable shock did escape the shock
when later given the opportunity for escape.
Dogs given inescapable shock later became
aggressive when given the opportunity for escape.
Dogs given inescapable shock later became more
active when given the opportunity for escape.
There was no difference between dogs given
inescapable vs. escapable shock when later given the
opportunity for escape.
25
LO 5.18
Seligman performed a study on learned helplessness,
which demonstrated:
1.
2.
3.
4.
5.
Dogs given inescapable shock did nothing to
escape the shock when later given the opportunity
for escape. (p. 194-195)
Dogs given inescapable shock did escape the shock
when later given the opportunity for escape.
Dogs given inescapable shock later became
aggressive when given the opportunity for escape.
Dogs given inescapable shock later became more
active when given the opportunity for escape.
There was no difference between dogs given
inescapable vs. escapable shock when later given the
opportunity for escape.
26
LO 5.19
A biologist has been searching for solution as to what
area of the brain is associated with conscious experience.
After many years of work, the researcher decides to
abandon his efforts. A couple of days later, he suddenly
realizes the solution, as though out of nowhere. What
type of learning does this demonstrate?
1.
2.
3.
4.
5.
Latent learning
Insight
Classical conditioning
Observational learning
Operant conditioning
27
LO 5.19
A biologist has been searching for solution as to what
area of the brain is associated with conscious experience.
After many years of work, the researcher decides to
abandon his efforts. A couple of days later, he suddenly
realizes the solution, as though out of nowhere. What
type of learning does this demonstrate?
1.
2.
3.
4.
5.
Latent learning
Insight (p. 195-196)
Classical conditioning
Observational learning
Operant conditioning
28
LO 5.22
In order for observational learning to occur, all of the
following elements need to be present EXCEPT:
1.
2.
3.
4.
5.
Attention
Intelligence
Memory
Imitation
Motivation
29
LO 5.22
In order for observational learning to occur, all of the
following elements need to be present EXCEPT:
1.
2.
3.
4.
5.
Attention
Intelligence (p. 197)
Memory
Imitation
Motivation
30