Download The ______ states that responses which are followed by rewards

Concordia University Department of Psychology
Psych 346/2/51 Ψ Learning I
Class Test 2
1.
The ____________ states that responses which are followed by rewards increase in strength.
a. principle of amount contrast
b. Premack principle
c. Law of Effect*
d. Law of Effort
2.
In reinforcement, there is a contingency between a response and a reinforcer. This means that
a. the reinforcer is presented whenever the response is made
b. the reinforcer is presented only if there is a response
c. the reinforcer is more likely to be presented if a response is made*
d. the response and the reinforcer are contiguous
3.
According to the text, which of the following statements about the relationship between
conditioning and reinforcement is correct?
a. the principles of learning differ substantially from classical to operant conditioning
b. contiguity is important in conditioning but not in reinforcement
c. contingency is important in conditioning but not in reinforcement
d. in classical conditioning there is a contingency between two stimuli; in
reinforcement there is a contingency between a response and a stimulus*
4.
The Premack principle says that access to ____ will always reinforce ____.
1. a low probability activity; a high probability activity
2. food; activities such as playing a pinball machine
3. a high probability activity; a low probability activity*
d. any primary reinforcer; any other behavior
5.
In some experiments subjects are given a choice between a small-but-immediate reward and a
large-but-delayed reward. The results suggest that
a. animals prefer the immediate reward and humans prefer the delayed reward
b. humans prefer the immediate reward and animals prefer the delayed reward
c. both animals and humans prefer the immediate reward*
d. both animals and humans prefer the delayed reward
6.
In a FI 60 schedule, a reinforcer is presented
a. every 60 seconds
b. as soon as the current time requirement has elapsed
c. following 60 seconds has elapsed if a response occurred in those 60 seconds*
d. following an average of 60 responses
7.
Suppose that a group of rats was trained to run down an alley to a goal box containing 256 food
pellets, until performance reached a stable asymptote. If the amount of food in the goal box was
then reduced to 16 pellets on all subsequent trials, the rats would
a. immediately begin to run slower than a control group that always received 16
pellets*
b. gradually begin to run slower
c. initially speed up for several trials because of "frustration"
d. stop running
8.
High levels of motivation enhance learning on simple problems but may impair learning on
difficult problems. This is an illustration of
a. the Yerkes-Dodson law*
b. positive contrast
c. negative contrast
d. learned helplessness
9.
Training a rat to press a bar by reinforcing progressively closer movements towards the bar is
most accurately described as
a. shaping*
b. magazine training
c. errorless learning
d. progressive reinforcement
10. Surprise is to classical conditioning as _________ is to operant conditioning.
a. shaping
b. similarity
c. contrast*
d. extinction
11. According to Hertzberg, the reinforcers in the bottom two levels of Maslow’s hierarchy of motives
function in the ________ while the reinforcers in the upper levels function in the _________.
a. positive: negative
b. negative: positive*
c. primary mode only: secondary mode only
d. secondary mode only: primary mode only
12. To increase the likelihood that a learned behavior will persist after a reinforcement program is
terminated, which of the following techniques is the LEAST useful?
a. intermittent reinforcement during training
b. using a large amount of reinforcement during training*
c. reinforcing behavior in a variety of settings
d. terminating the program gradually
13. If you wanted to increase the time you spent studying, current research suggests that you should
NOT
a. set yourself a target for how long you will study and remain at your desk until you reach it*
b. reinforce yourself when you reach your target
c. gradually increase your target over days
d. tell friends about your target
14. Intrinsic motivation refers to
a. the incentive value of a reinforcer
b. internal drives such as hunger
c. motives derived from performing an activity, rather than from any
consequences that may follow*
4. motives that are innate
15. Video lottery machines and similar forms of gambling are addictive because:
a. they are based on intrinsic motivation
b. they are based on primary reinforcers
c. they are based on an VR schedule*
d. they are based on FI scalloping
16. The main difference in the effects of punishment on children compared to the effects on animals is
that
a. delayed punishment is more effective for children
b. children who have been punished resist temptation longer
c. a single punishment produces suppression in a wider range of situations in
children
d. explanations alter the effects of delayed punishment in children*
17. Exposure to inescapable shock impairs animals’ ability to learn to avoid shock in subsequent
tasks. This is an example of
a. the frustration effect
b. learned helplessness*
c. negative transfer
d. punishment
18. Two rats given electric shock begin to fight each other. This is an example of
a. punishment-elicited aggression*
b. learned helplessness
c. the depression effect
d. the frustration effect
19. According to Lovaas, the reason autistic children have problems learning from either
reinforcement or punishment is that they:
a. they understand that they deserve punishment
b. they have difficulty understanding contingencies*
c. they also suffer from mental retardation
d. they have associated many S∆’s with their responses
20. The main difference between behaviorism and neobehaviorism is that neobehaviorism
a. accepts the existence of the mind
b. allows the use of introspective evidence
c. allows the postulation of unobservable events at a theoretical level*
d. repudiates the central role of associations
21. The two factors in two-factor theory are
a. classical conditioning and reinforcement*
b. associative learning and cognitive learning
c. reinforcement and punishment
d. positive reinforcement and negative reinforcement
22. According to Seligman and Johnston, the reason that avoidance responding is difficult to
extinguish is that
a. strong fear cannot be extinguished
b. every time an avoidance response is not followed by shock, the expectation that the response
will not be followed by shock is confirmed*
c. subjects are not willing to risk being hurt
d. the habit has been stamped in permanently
23. If a tone that has been paired with shock is presented while rats are responding in a Sidman
avoidance task, the rate of responding will in increase. This poses problems for
a. two-factor theory
b. two-systems theory
c. SSDR theory
d. cognitive theory*
24. According to the text, the two-systems hypothesis
a. cannot account for avoidance learning
b. cannot account for the persistence of avoidance responding during
extinction
c. provides a possible explanation for avoidance learning, but only in outline*
d. provides a comprehensive explanation for avoidance learning
25. According to the two-systems theory of learning, classical and operant conditioning are:
a. based on the advanced cognitive associative processes
b. is based on punishment followed by reinforcement
c. is based on subconscious and automatic processes*
d. explains phenomena such as cognitive maps
26. One group of rats is allowed to run a T-maze while the control group is carried through the maze.
The results indicate that:
a. the group that ran learned the maze better than the control group
b. the control group learned the maze better than the group that ran the maze
c. both groups failed to learn to solve the maze
d. both groups learned to solve the maze equally well*
27. After Nutcracker birds bury their nuts in a given area, and the landmarks in the area are shifted a
few degrees to the right, the birds search for their nuts also shifts to the right by the same degrees.
This experiment provides evidence for:
a. the lack of cognitive maps in Nutcracker birds
b. cognitve maps in Nutcracker birds*
c. high intrinsic motivation in Nutcracker birds
d. a lack of associative learning in Nutcracker birds
28. In the neurotic paradox experiment carried out by Mower, as the animal avoided the shock, the
fear was extinguished, yet jumping in the shuttle box did not undergo extinction. A cognitive
explanation for this phenomenon is that:
a. the animal expects that jumping will prevent the shock and prefers no shock*
b. the jumping reduces the fear and the reduction reinforced the jumping even after the fear was
extinguished
c. the animals were on an CRF schedule which is highly addictive
d. the animals were on a VI-1 minute schedule which does not undergo extinction
29. Rescorla and LoLordo (1965) trained rats on a Sidman avoidance task. They found that
responding increased if they presented a tone that had previously been paired with
a. shock*
b. the absence of shock
c. food
d. the absence of food
30. Colwill and Rescorla (1985) trained rats to make one response to obtain sucrose and another
response to obtain food pellets; they then devalued one of the reinforcers by pairing it with illness.
Their results suggest that learning in rats involves
a. only S-R associations
b. only expectations
c. both S-R associations and expectations*
d. neither S-R associations nor expectations