Download Use A for True, B for False

PSYC 210, Fall 1996
Quiz 1: Use A for True, B for False
1.
A phenomenon is something that happens, an event worth noticing.
2.
Your text promises you that learning will be defined in it.
3.
Behaviorists deny the existence of ideas and feelings.
4.
We cannot study learning until we have understood its physiological basis.
5.
Stimuli are to responses as environment is to behavior.
6.
The plural of stimuli is stimulus.
7.
Fixed action patterns are to releasers as responses are to stimuli.
8.
Response hierarchies can change from one moment to another.
9.
In Kohler’s studies of chimpanzee insight, Sultan solved a problem abruptly within a
single trial.
10.
Newly hatched Laughing Gull chicks aim their pecks as accurately at a parent’s beak
as two-day-old chicks.
11.
If a stimulus produces a response because of the consequences the response has in its
presence, we say that
a. the response is occasioned by the stimulus
b. the response is elicited by the stimulus
c. the response is evoked by the stimulus
d. the response causes the stimulus
12.
Food is produced by a rat’s lever press. The food is
c. neither a nor b
a stimulus
d. both a and b
;: a consequence
13.
A
a.
b.
c.
d.
14.
When we speak of the relative probabilities of different responses, we are concerned
with
a. response hierarchies
b. eliciting stimuli
c. behavioral function
d. experimen~ operations
15.
Because no two responses are identical, we must deal with
actions, not movements
classes of responses
movements, not actions
behavior in general
16.
Which is not an example of an establishing operation?
a. it’s a hot day and you haven’t had anything to drink for a while
b. you see a soft-drink machine so now you need a coin
c. your coin in the vending machine produces a soft drink
d. after the drink, you suddenly crave a salted pretzel
response is to a stimulus as
salivation is to food in mouth
electric shock is to bright light
key peck is to lever press
none of the above
PSYC 210, Fall 1996
Quiz 2: Use A for True, B for False
1.
The plural of stimulus is stimuli.
2.
If a stimulus produces a response because of the consequences the response has in its
presence, we may say the response is elicited by the stimulus.
3.
Life has existed on earth for most of its history.
4.
The genes are more like recipes than like blueprints for an organism.
5.
Darwinian selection cannot account for animal mimicry, as in stick insects.
6.
A taxis is illustrated by organisms that orient and move toward a light.
7.
The development of the individual organism is called
c. phylogeny
a. orthogenesis
b. ontogeny
d. selection
8.
Natural selection implies selection done by
c. genes
a. the environment
b. people
d. chance
9.
Saying that a stimulus produced a response is the same as saying that
a. the response was elicited by the stimulus
b. the stimulus caused the response
c. both a and b
d. neither a nor b
10.
The probability of a given response may be raised by some stimuli and lowered by
others.
11.
To say whether a stimulus-response relation is a reflex, we must know response
probability in the absence as well as in the presence of the stimulus.
12.
The expression p(X/Y) represents a conditional probability of Y.
13.
Potentiation refers to increased responding with repeated stimulus presentations.
14.
Both running and drinking can occur as adjunctive behavior.
15.
An imprinted stimulus elicits rather than reinforces following.
16.
The Law of Exercise states that
a. responses are stamped in by their consequences
b. elicitation makes responses more likely even when eliciting stimuli are absent
c. repeated elicitation cause habituation of elicited responding
d. learning occurs in the muscles
Quiz 3: Use A for True, B for False
PSYC 210, Fall 1996
1.
Both learning and evolution are kinds of selection.
2.
Saying that a response produced a stimulus is the same as saying that the stimulus was elicited by
the response.
3.
We speak of a reflex when
a. a response is elicited by a stimulus
b. response probability is high in presence but not absence of stimulus
c. a stimulus reliably produces a response
d. all of the above
4.
A response that occurs whether or not stimuli have been presented is
d. unconditioned
c. extinguished
b. emitted
a. elicited
5.
Repeated stimulus presentations sometimes lead to decreased responding with successive stimuli.
This has been called
c. sensitization
a. habituation
d. all of the above
b. potentiation
6.
In essence, Thorndike’s Law of Effect was that responses could be made more probable by some
consequences and less probable by others.
7.
The view that extinction involved an active inhibition of responding was based on such effects as
spontaneous recovery and the rapid reacquisition of responding when reinforcement was
reinstated.
8.
A rat is allowed to explore a maze. Later, the rat is given food in the goalbox of the maze for
the first time. This rat is probably a subject in an experiment on latent learning.
9.
Monkeys will not operate a switch when the only consequence is the opportunity to look at
another monkey.
10.
In
a.
b.
c.
d.
11.
Reinforcement changes the relative probabilities of the responses in which an organism may
engage. These relative probabilities are most closely related to the concept of
which statement is behavioral vocabulary incorrectly used?
The knee jerk was elicited by the blow to the patellar tendon.
The lever press was emitted by the rat.
Food in the dog’s mouth elicited salivation.
The rat was reinforced with a pellet of food.
a. response hierarchies
b. behavioral operations
c. elicitation
d. the law of exercise
12.
In a cumulative record, rate of responding is given by the
a. slope or steepness of the record
b. height of the record
c. frequency of one response relative to total responses
d. spacing between responses
13.
Of three responses P, D and Q, response P is the most probable and response Q is the least
probable. Under these circumstances
c. neither a nor b
a. opportunities to P will reinforce D
d. bothaandb
b. opportunities to D will reinforce Q
14.
A response-stimulus contingency is the effect of a response on
c. reinforcer delay
a. stimulus magnitude
d. stimulus probability
b. environmental structure
15.
Evidence that reinforcement has temporary effects is provided by
c. spontaneous recovery
a. extinction
d. satiation
b. forgetting
16.
In
to
a.
b.
c.
d.
Held and Hein’s experiment, the sensory-motor coordination of the active kitten was superior
that of the passive one because
the passive but not the active kitten was restrained
the passive but not the active kitten was stimulus-deprived
stimuli were the same for both kittens; contingencies were different
contingencies were the same for both kittens; stimuli were different
PSYC 210, Fall 1996
Quiz 4: Use A for True, B for False
1.
The effect of a response on the probability of a stimulus is called a response-stimulus
contingency.
2.
Operant behavior is
a. elicited
b. illicited
c. emitted
d. omitted
3.
Evolution is a kind of selection, but learning is not.
4.
A less probable response may be reinforced by an opportunity to engage in a more probable
response.
5.
We typically speak of positive punishment when a response
a. produces a stimulus, and respondhg increases
b. removes a stimulus, and responding increases
c. produces a stimulus, and responding decreases
d. removes a stimulus, and responding decreases
6.
The effects of punishment are typically irreversible.
7.
Punishment is least effective when the responses to be punished are similar to those elicited by the
punishing stimulus.
8.
Timeout from positive reinforcement can serve as the aversive event in negative punishment.
9.
When rats can escape shock by running down a runway, their ruining speed is unaffected by
delays between completing the run and termination of shock.
10.
Species-specific defense reactions probably evolved because natural environments do not give an
organism a chance to learn the responses that will avoid predators.
11.
A
a.
b.
c.
d.
12.
Shocks are delivered repeatedly to a rat. The rat can turn off the shocks by pressing a lever. In
this contingency responses
a. raise the likelihood of a stimulus
b. have no effect on the likelihood of a stimulus
c. reduce the likelihood of a stimulus
d. none of the above
13.
The strongest argument against parental use of punishment is that
a. punishment is ineffective in reducing responding
b. the parent may become aversive to and avoided by the child
c. punishment is never ethical, even if used to reduce life-threatening behavior
d. escape and avoidance are preferable to punishment
14.
Which do positive and negative reinforcement have in common? In each
a. responses produce a stimulus
c. bothaandb
d. neither a nor b
b. responding increases
15.
The SS is 10 see, and the RS is 15 sec. A response has just occurred.
occurs, the next shock will come
a. immediately
c. in 15 sec
d. in 25 S(3C
b. in 10 sec
16.
Your text includes many examples of learning. In your readings so far (through Chapter 5), the
number involving human behavior is
a. none
b. fewer than 10
c. about 20
d. more than 40
punisher will be less effective if it is
delayed than if it is immediate
introduced abruptly rather than gradually
both a and b
neither a nor b
If no other response
Quiz 5: Use A for True, B for False
PSYC 210, Fall 1996
1.
By definition, punishment always reduces responding.
2.
Lever presses produce shock, and jumping decreases. This illustrates punishment.
3.
Punishment is to reinforcement as recovery from punishment is to
a. extinction
c. superstition
b. conditioning
d. adaptation
4.
We typically speak of negative punishment when a response
a. produces a stimulus, and responding increases
b. removes a stimulus, and responding increases
c. produces a stimulus, and responding decreases
d. removes a stimulus, and responding decreases
5.
Responding is easier to maintain with DRL than with DRH schedules.
6.
The concentration of the effects of reinforcement with respect to response properties is called
c. sensitization
a. differentiation
b. induction
d. discrimination
‘7.
An experiment on whether an organism can learn a double-alternation problem is concerned with
b. simultaneous discrimination
a. discriminating one’s own behavior
d. response hierarchies
c. latent learning
8.
In shaping, the experimenter must compromise between frequent and infrequent reinforcer
deliveries.
9.
Differential reinforcement guarantees that responding will fall within the boundaries specified by
the reinforcement contingencies.
10.
Response novelty can be differentially reinforced.
11.
To generate rapid responding, one should use which schedule?
d. DRP
b. DRL
a. DRH
c. DRO
12.
You are in a contest to see who can most quickly shape some property of responding.
Everything else being equal, if you could choose an organism that would give you the best chance
of winning, you might best select the organism that has already shown
c. least induction
a. most induction
d. most rapid satiation
b. least resistance to extinction
13.
Which is most likely in the same operant class as walking to a movie theater?
c. running a marathon
a. walking to a grocery store
d. watching television
b. driving to a movie theater
14.
Krechevsky discussed the finding that rats made systematic choices even in their fmt trials in a
maze in terms of
c. attention
a. learning set
d. hypotheses
b. double alternation
15.
Which statement is true?
a. all response sequences
b. all chains are response
c. no response sequences
d. no chains are response
16.
are chains
sequences
are chains
sequences
Operant classes are held together by
a. topography
b. common consequences
c. responses
d. motor programs
Quiz 6: Use A for True, B for False
PSYC 210, Fall 1996
1.
Habituation has been produced by successive stimulus presentations.
more responding the longer the time since the last stimulus.
The next stimulus will elicit
2.
An imprinted stimulus elicits rather than reinforces following.
3.
We typically speak of negative reinforcement when a response
a. produces a stimulus, and responding increases
b. removes a stimulus, and responding increases
c. produces a stimulus, and responding decreases
d. removes a stimulus, and responding decreases
4.
All response sequences are instances of chaining.
5.
Higher-order classes are held together by
c. responses
a. topography
d. motor programs
b. common consequences
6.
In discriminated operants, responses are defined by the stimuli in the presence of which they
occur.
7.
In the study of discrimination, physical measurement defines stimulus classes.
8.
Differentiation is to induction as
a. discrimination is to generalization
b. stimuli are to responses
c. neither a nor b
d. both a and b
9.
Salience is
a. a physical property of stimuli
b. defined by an organism’s attention to a stimulus
c. reduced by attention to the stimulus
d. the opposite of vividness
10.
In
a.
b.
c.
d.
11.
Peak shifts are most likely in
a. generalization gradients
b. postdiscrimimtion gradients
comparisons of place-learning and response-learning in the rat
place-learning is superior to response-learning
response-learning is superior to place-learning
what is learned depends on stimuli available outside the maze
double-alternation is more likely than single-alternation
c. inhibitory gradients
d. difference gradients
12.
Response is to shape as stimulus is to
d. elicit
c. opmnt
b. reflex
a. fade
13.
To produce discriminations without errors extinction stimuli should be introduced
c. early at full duration and intensity
a. early and gradually
d. late at fill duration and intensity
b. late and gradually
14.
A pigeon discriminating between pictures with and without water illustrates
15.
16.
a. natural concepts
b. observational learning
c. learning set
d. symbolic behavior
Symbolic behavior is defined by
a. observational learning
b. natural concepts
c. stimulus control by equivalence classes
d. conditional discriminations
Learned helplessness studies suggest response-independent stimuli
a. maintain superstitious responding
b. produce adaptation
c. interfere with later learning of response consequences
d. have no effect on later responding
PSYC 210, Fall 1996
Quiz 7: Use A for True, B for False
1.
Operant classes are held together by
c. responses
a. topography
b. common consequences
d. motor programs
2.
Sharpening of reinforcement effects is to spread of reinforcement effects as
c. neither a norb
a. generalization is to discrimination
d. both a and b
b. differentiation is to induction
3.
Response is to stimulus as shaping is to
a. concept
b. discrimination
c. fading
d. generalization
4.
Which are not necessarily probabilistic stimulus classes?
c. equivalence classes
a. natural concepts
d. fuzzy sets
b. those defined by reference to prototypes
5.
When matched on the basis of reinforcement rate, VR schedules maintain higher rates of
responding than VI schedules.
6.
In DRL schedules, responses that occur before the interval has ended reset the clock and start the
interval over.
7.
In concurrent performances, increases in the reinforcement of one response reduce the rate of
other responses.
8.
You have a button that will let the pigeon’s next peck produce food. You want to arrange a DRL
schedule for the pigeon’s pecks. To know when to press the button, you should keep track of
a. pecks since the last reinforcer
b. pecks since the last response
c. time since the last reinforcer
d. time since the last response
9.
High response rates can be produced by
c. eliminating a limited hold
a. reinforcing short IRTs
d.
lengthening a limited hold
b. reinforcing long IRTs
10.
Studies of how the stimuli in chained schedules become conditioned reinforcers show that
a. early stimuli become the most effective
b. late stimuli become the most effective
c. all stimuli become equally effective
d. none of the stimuli become effective
11.
Which is not true of pigeons’ fke-choice preference?
a. it is learned
b. it is a case of behavior synthesis
c. it does not depend on terminal-link performance
d. it can be masked temporarily by punishment
12.
Two schedules operate at the same time, each for a different response. This combination of
schedules is referred to as
a. alternative
b. concurrent
c. multiple
d. tandem
13.
At a trafllc light, you stop when you see red and go when you see green. This is an instance of
a. concurrent schedules
b. multiple schedules
c. tandem schedules
d. mixed schedules
Use the following schedule names to answer the items below:
d. VR
e. DRL
a. FI
b. FR
c. VI
Identi@ the schedule that arranges a reinforcer for:
14.
the last of a constant number of responses
15.
a response if a minimum time has elapsed since the last response
16.
a response if a random time has elapsed since some event
PSYC 210, Fall 1996
Quiz 8: Use A for True, B for False
1.
All response sequences are instances of chaining.
2.
Responses are to stimuli as generalization is to induction.
3.
Adding a discriminative stimulus to stimulus presentations is a
c. both a and b
a. consequential operation
b. stimulus-control operation
d. neither a nor b
4.
You have a button that will let the pigeon’s next peck produce food. You want to
arrange an FR schedule for the pigeon’s pecks. To know when to press the button,
you should keep track of
c. time since last reinforcer
a. # pecks since last reinforcer
b. # pecks since last response
d. time since last response
5.
Orienting responses usually diminish with successive stimuli.
6.
In the Watson and Rayner conditioned-fear experiment with Little Albert, the CS was
the loud noise made by banging a metal bar behind Little Albert’s head.
7.
Respondent conditioning is not simply the substitution of one stimulus for another as
an eliciting stimulus.
8.
Backward conditioning is more likely with an appetitive than with an aversive US.
9.
Drug addicts are at greater risk of overdose when taking a drug in familiar settings
with familiar company.
10.
For a raccoon, an opportunity to rub and wash its food will be a less effective
reinforcer than the opportunity to eat.
11.
In conditioned suppression procedures, shocks are
c. current events
a. inescapable and unavoidable
d. negative reinforcers
b. escapable and avoidable
12.
Which is probably least modifiable by differential reinforcement?
c. novel behavior in porpoises
a. stalking in cows
d. special gaits in show-horses
b. one-wing flaps in birds
Use the following list of types of conditioning to answer the items below
(any letter may be used in more than one answer):
d. trace
a. simultaneous
e. backward
b. temporal
c. delay
Indicate by letter the name appropriate to each of the following:
13.
a 30-second CS is followed by a US
14.
a CS is followed 4 seconds later by a US
15.
a CS and a US are presented at the same time
16.
a brief CS is followed 30 seconds later by a US
PSYC 210, Fall 1996
Quiz 9: Use A for True, B for False
1.
Social learning involves a variety of selection in which behavior is passed from one
organism to another.
2.
Reading for understanding involves only textual responding.
3.
An event occurred yesterday.
4.
It is not possible to tact a month or a day of the week.
5.
Which illustrates textual behavior’?
a. reading the word aloud when a sign says STOP
b. stopping when a sign says STOP
c. both a and b
d. neither a nor b
6.
Taking notes on a lecture is to taking notes from a text as
a. dictation-taking is to transcription
b. echoic is to textual
c. echoic is to transcription
d. transcription is to textual
7.
“Water!” is
a. a tact
b. a mand
c. intraverbal behavior
d. insufficient information is given to decide
8.
Which of the following cannot exist without discriminations of one’s own behavior?
c. instructional control
a. autoclitics
d. equivalence classes
b. taCtS
9.
Which statement about shaped verbal behavior is false?
a. it is contingency-shaped behavior
b. it often produces corresponding nonverbal behavior
c. it is usually insensitive to its consequences
d. it results from differential reinforcement
10.
When a few galloping steers set off a stampede, this illustrates
c. social facilitation
a. generalized imitation
d. observational learning
b. vicarious learning
11.
As social behavior, the most fimdamental function of human verbal behavior and the
probable basis of its evolutionary origins is
a. communicating ideas and feelings
b. getting other individuals to do something
c. creating bonds between parents and children
d. protecting the group from intrusions by outsiders
Naming or describing it today is an example of tatting.
Use the following list to answer the items below.
a. mand
b. tact
c. intraverbal
d. none of the above
Indicate the name most appropriate to each of the following.
12.
saying what color a traffic light is
13.
asking a question
14.
reciting the alphabet
15.
reading a poem aloud
16.
ordering food at a snack bar
PSYC 210, Fall 1996
QUIZ10: Use A for True, B for False
1.
Syntax deals with meaning whereas semantics deals with the structural properties of sentences.
2.
Transformations allow us to describe the relations among sentences.
3.
Sentences that “mean the same thing” have similar deep structures even though they may have
different surface structures.
4.
Massed practice is less effective for verbal learning than spaced practice.
5.
A general problem with human paired-associates learning is that the human learner typically
learns more about the list of items than which is paired with which.
6.
In paired-associates learning, some associations can be learned on a singie trial.
7.
The probability of recall of an item is less affected by the delay than by the number of other
items intervening between presentation and recall.
8.
Verbal recognition is a special case of verbal discrimination.
9.
Performance in verbal learning experiments is usually
a. established by instructions
b. maintained by giving feedback or knowledge of results
c. both a and b
d. neither a nor b
10.
In the language of verbal behavior, serial learning is
c. textual behavior
a. echoic behavior
b. tact behavior
d. intraverbal behavior
11.
In verbal learning, as the length of a list increases
a. learning time for the list increases
b. learning time per item increases
c. both a and b
d. neither a nor b
12.
When recall is delayed, the serial-position curve becomes
c. lower in the middle
a. more u-shaped
b. lower at the beginning
d. lower at the end
13.
In free recall, probability of recall can be affected by
a. the position of an item in the list
b. the distinctiveness of an item
c. rehearsal of an item
d. all of the above
14.
The transition from freed sequences of courses to electives and other flexible options in the
university curriculum was probably most influenced by
a. Thomdike’s studies of transfer of training
b. research on massed versus spaced practice
c. Ebbinghaus’s experiments with nonsense syllables
d. experimental colleges that randomly assigned students to different disciplines
15.
A student takes a course in the psychology of learning, and promptly forgets everything
previously learned in other college courses. This happy case represents an example of
c. proactive inhibition
a. positive transfer
b. retroactive inhibition
d. none of the above
16.
Students who took no hour exams in a course did worse on the final than matched students who
took all exams. Everything else being equal, we conclude that transfer from hour exams to final
exam was
a. positive
b. negative
c. indeterminate
d. zero
PSYC 210, Fall 1996
Quiz 11: Use A for True, B for False
1.
Verbal behavior that depends on and modifies the effect of other verbal behavior is called
autoclitic.
2.
Deep structure is the name for the properties of a sentence that remain constant over grammatical
transformations.
3.
Phrase structure grammar is incompatible with transformational grammar.
4.
In studies of verbal learning, PDQ illustrates a CVC trigram.
5.
Mnemonic techniques work better with abstract than with concrete items.
6.
Short-term memory ordinarily lasts only for seconds, whereas long-term memory may last for
hours or days.
7.
The encoding of items to be remembered into a smaller number of higher-order units is known as
clustering.
8.
The less the conditions of recall are like the conditions of learning, the greater the likelihood of
recall.
9.
A17erpresentation of a 12-item matrix of letters, a brief tone instructs the observer to report the
top or middle or bottom row of letters. This is probably an experiment on
a. encoding
c. iconic memory
b. short-term memory
d. metamemory
10.
Saying that a word is on the tip of our tongue is an example of
semantic memory
autobiographical memory
retroactive interference
metamemory
11.
The best documented advantage of sleep for learning is that
a. sleep has minimum retroactive effects on what was learned while awake
b. learning occurs without interference during sleep
c. sleeping students are unlikely to interrupt lecturers with irrelevant questions
d. memories consolidate best during sleep
12.
Improvement of recall without intervening practice is called
a. retraction
b. reminiscence
c. retention
d. response integration
Use the followim list to answer the items below (no alternative is used twice).
a. Keepi& track of food ordered while se&ing in a fast-food restaurant.
b. Recalling an incident from childhood.
c. Seeing the afterimage of a camera flashbulb.
d. Looking up a phone number and dialing it correctly within a few seconds.
e. Knowing the vocabulary and grammar of one’s native language.
Which of the above best illustrates each of the following types of memory?
13.
autobiographical memory
14.
semantic memory
15.
short-term memory
16.
working memory
Quiz 12: Use A for True, B for False
PSYC 210, Fall 1996
1.
An ambiguous sentence has two or more possible deep structures.
2.
Learners recall sentences. At which place in the sentence is the probability of an error greatest?
a. within noun phrases
b. within verb phrases
c. at the end of the sentences
d. at transitions between noun and verb phrases
3.
Memory for the shapes of ambiguous figures is unaffected by the names that are given to those
figures.
4.
Concern with function tends to be correlated with a behavioral vocabulary.
5.
The reaction time of a shift of attention cannot be measured.
6.
Rotating a visual image through 90 degrees takes no longer than rotating it through 30 degrees.
7.
Imagining is
a. a private event
b. visual behavior without a visual stimulus
c. both a and b
d. neither a nor b
8.
Theories of processing stages imply that
a. reaction times can be used to measure sequences of cognitive events
b. children both accommodate to and assimilate environmental structures
c. rehearsal is essential to long-term memory
d. remembering is maximal when the retrieval state is like that during storage
9.
Piaget speaks of the child’s development of cognitive structure in terms of
c. accommodation and assimilation
a. simulation
d. AI
b. contingencies
10.
Which was not used as a problem-solving example?
a. Kohler on insight in chimps
b. Piaget on processing stages
c. Skinner on finding a suitcase
d. Luchins on water-jar problems
11.
One task of experimental analysis is to separate the eliciting, discrimimtive and consequential
effects of stimuli.
12.
To complete his account of evolution, Darwin did not need to define the term species.
13.
Because behavior does not explain learning, we should instead use what is learned to define
behavioral classes.
14.
In
a.
b.
c.
d.
15.
Analyses of learning parallel analyses of evolution because both are in terms of
a. extinction
b. topography
c. populations or classes created by selection
d. explanatory rather than descriptive concepts
16.
Responses are to operants as
a. organisms are to species
b. stimuli are to concepts
which are the consequences of responding least important?
sensory-motor learning
eye movements in visual fmation
elicitation
latent learning
c. bothaandb
d. neither a nor b
4
1,
Final: Use A for True, B for False
PSYC 210, Fall 1996
1.
Evolution is a kind of selection, but learning is not.
2.
Which of the following helped Darwin’s arguments for natural selection?
a. gaps in the fossil record
c. artificial selection
b. variations produced by Mendelian genetics
d. orthogenesis
3.
The expression p(T) represents a probability of T.
4.
Potentiation has been produced by successive stimulus presentations.
more responding the longer the time since the last stimulus.
5.
The term reflex is
a. an explanation of behavior
b. a theory about behavior
The next stimulus will elicit
c. a name for a behavioral relation
d. a name for autonomic responses
Use this list to answer the questions below:
a. reflex relation
b. inhibition
c. response is independent of stimulus
d. none of the above
For each of the following stimulus probabilities, indicate by letter how the stimulus-response relation is
best described.
p(R/s) = .94
6.
7.
p(R/S) = .%, p(R/not-S) = .97
p(R/S) = .95, p(R/not-S) = .06
8.
p(R/S) = .04, p(R/not-S) = .98
9.
10.
p(R/S) = .07, p(R/not-S) = .05
11.
A more probable response may be reinforced by an opportunity to engage in a less probable
response.
12.
Re-acquisition of responding after extinction is faster than initial acquisition because
a. responding is released horn inhibition
b. responding shows spontaneous recovery
c. the organism does not have to relearn the entire sequence
d. the side effects of extinction are eliminated by reinforcement
13.
When rats can escape shock by running down a runway, they slow down with increasing delays
between completing the run and termination of the shock.
14.
Two-process theories of avoidance state that warning stimuli acquire their aversive properties and
that the organism then learns to escape from these stimuli.
15.
We arrangea situation in which a response produces a stimulus, and the response occurs less
often. We call this
a. extinction
b. negative punishment
c. positive punishment
d. negative reinforcement
‘
i<
Final: Page 3
PSYC 210, Fail 1996
28.
First, bell is consistently followed by light. Later, light is consistently followed by shock. The
effect of the bell on a dog’s leg flexions can be described as
a. second-order conditioning
b. blocking and overshadowing
c. conditioned inhibition
d. sensory preconditioning
29,
Rats can learn food preferences from each other.
30.
Reading for understanding must involve other behavior besides textual responding.
31.
We call a verbal response a tact even if we cannot specify consequences of the verbal response on
a particular occasion.
32.
Autoclitics have been demonstrated in animal language.
33.
Taking dictation and repeating what someone says differ mainly in
c. bothaandb
a. type of response
d. neither a nor b
b. discriminative stimuli
34.
The teacher asks “5 + 2 equals?” The student quickly responds “7”. This response is most
likely
c. intraverbal behavior
a. a tact
d. textual behavior
b. echoic behavior
35.
A child asks for a glass of water. This response is
c. a tact
a. echoic behavior
d. a rnand
b. intraverbal behavior
36.
Rule-governed behavior is defined as
a. intuitive or skilled performance
b. behavior that has been shaped by contingencies
c. behavior that is sensitive to its consequences
d. responding under the control of verbal antecedents
37.
The sentence “The princess kissed the frog” is related to “The frog kissed the princess” by a
single transformation.
38.
Adults can ignore metaphor, but children cannot.
39.
Studying the phrase structure of a sentence is concerned with
c. transformations
a. constituents
d. SeIIMIltiCS
b. sequential dependencies
40.
One
justification for speaking of words in terms of meanings instead of in terms of operants or
concepts is that
a. words are not responses
b. verbal behavior does not have consequences
c. words can fimction either as stimuli or as responses
d. differential reinforcement does not affect language
-.
PSYC 210, Fall 1996
Final: Page 5
56.
Repeating an item is to maintenance rehearsal as transforming it is to
c. retrieval
a. storage
d. coding rehearsal
b. retention
57.
Level of processing is a property of
c. cue-dependent retrieval
a. iconic memory
b. encoding
d. episodic memory
58.
Given words in different categories, words not remembered during simple free recall were
remembered when the category names were provided. Thus, during the simple free recall the
words were
a. available
c. both a and b
d. neither a nor b
b. accessible
59.
According to Piaget, the structures assimilated into a child’s behavior in development include
mental representations.
60.
When observers were instructed to choose the word that names the larger object from pairs of
words, their reaction times were
a. longer for small-object words than for big-object words
b. mainly affected by word length
c. shorter the smaller the size difference between the objects named
d. similar to those for choosing larger objects from corresponding picture pairs
61.
Which illustrates a topic with which the field of AI is concerned?
the metaphor of memory search
;: respondent conditioning
c. reinforcement schedules
d. computer programs for problem-solving
62.
In the Hobbits-and-Grcs problem, which of the following is best used to determine the behavioral
structure of the problem?
a. computer analysis of mathematical properties of the solution
b. comparing errors made at different points in the sequence of correct moves
c. analysis of comect solutions as stimulus and response chaining
d. the verbal reports of problem solvers
63.
Behavior structure has priority over behavior fhnction.
64.
Behavior analyses describe behavior whereas behavior syntheses explain behavior.
65.
Which is least appropriate to illustrate preparedness in learning?
a. a rat gets sick after eating a new food and doesn’t eat that food again
b. monkeys acquire snake fear by observing fearful behavior of their parents
c. differential reinforcement is used to create novel responses in the porpoise
d. autoshaping works for pigeons’ key pecks but not for their wing-flaps