Download Chapter 6 Behaviorist and Learning Aspects of

Chapter 6 Behaviorist and Learning Aspects of Personality
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers
the question.
1) In Pavlov’s early classical conditioning experiments, food was the __________, and a bell,
which was originally a neutral stimulus, became a(n) __________ when paired with the food.
A) unconditioned stimulus; conditioned response
B) conditioned stimulus; unconditioned stimulus
C) unconditioned stimulus; unconditioned response
D) conditioned stimulus; unconditioned response
E) unconditioned stimulus; conditioned stimulus
Answer: E
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.1: Interpret the classical conditioning approach of personality
Topic/Concept: The Classical Conditioning of Personality
2) Pavlov’s studies of dogs were initially intended to
A) study the intellect of dogs.
B) study the effects of talking to animals.
C) learn about the physiology of digestion.
D) examine the friendliness of small versus big dogs.
Answer: C
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.1: Interpret the classical conditioning approach of personality
Topic/Concept: The Classical Conditioning of Personality
3) In the following scenario, what is the conditioned stimulus? “Miles is an extremely smart dog.
His owner always feeds him dog food from a can, which the owner opens using an electric canopener. Whenever Miles hears the sound of the electric can opener, he runs into the kitchen and
over to his food bowl.”
A) The can of dog food
B) The sound of the can opener
C) The food bowl
D) Running to the food bowl
Answer: B
Diff: Moderate
Type: MC
Bloom’s: Application
Learning Objective: LO 6.1: Interpret the classical conditioning approach of personality
Topic/Concept: The Classical Conditioning of Personality
4) When a conditioned response occurs in response to a stimulus that is similar to the
conditioned stimulus, this is called
A) generalization.
B) reaction.
C) discrimination.
D) optimization.
E) lateralization.
Answer: A
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.1: Interpret the classical conditioning approach of personality
Topic/Concept: The Classical Conditioning of Personality
5) When an individual is able to discern that a given stimulus is NOT the conditioned stimulus,
and therefore does not perform the conditioned response, this is called
A) generalization.
B) lateralization.
C) discrimination.
D) optimization.
E) reaction.
Answer: C
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.1: Interpret the classical conditioning approach of personality
Topic/Concept: The Classical Conditioning of Personality
6) From the behaviorist perspective, the term “extinction” refers to
A) a species of animal dying out.
B) the decrease of a conditioned response when it is no longer paired with an unconditioned
stimulus.
C) someone holding back from doing a behavior that he or she really wants to do.
D) the spreading of a conditioned response to multiple stimuli.
Answer: B
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.1: Interpret the classical conditioning approach of personality
Topic/Concept: The Classical Conditioning of Personality
7) In the dogs that he worked with, Pavlov was able to classically condition something similar to
which personality dimension?
A) Neuroticism
B) Friendliness
C) Agreeableness
D) Openness
E) Conscientiousness
Answer: A
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.1: Interpret the classical conditioning approach of personality
Topic/Concept: The Classical Conditioning of Personality
8) The behaviorist movement rejected what practice of psychology?
A) Direct measurement of observable behavior
B) Introspection
C) Skinnerian principles of learning
D) Training by conditioning
Answer: B
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.2: Examine the genesis of behaviorism
Topic/Concept: Watson's Behaviorism
9) After little Albert was conditioned to fear the rat, he
A) demonstrated an emotional reaction to a formerly neutral or positive stimulus (the rat).
B) showed fear of other furry objects like a rabbit and a fur coat.
C) cried at the sight of a rat.
D) generalized his fear of the rat to similar objects.
E) did all of the above
Answer: E
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.2: Examine the genesis of behaviorism
Topic/Concept: Watson's Behaviorism
10) The researcher credited with applying behaviorist principles to elicit fear in a young child,
“little Albert,” was
A) Jones.
B) Pavlov.
C) Watson.
D) Bandura.
E) Skinner.
Answer: C
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.2: Examine the genesis of behaviorism
Topic/Concept: Watson's Behaviorism
11) When Jones (1924) extinguished Peter’s fear of the rabbit by gradually bringing it closer and
closer while keeping Peter happy and relaxed, he demonstrated
A) flooding.
B) generalization.
C) systematic desensitization.
D) discrimination.
E) classical conditioning.
Answer: C
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.2: Examine the genesis of behaviorism
Topic/Concept: Watson's Behaviorism
12) Who developed the concept of “classical conditioning”?
A) Pavlov
B) Jones
C) Skinner
D) Freud
E) Bandura
Answer: A
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.1: Interpret the classical conditioning approach of personality
Topic/Concept: The Classical Conditioning of Personality
13) Who developed the concept of “operant conditioning”?
A) Skinner
B) Horney
C) Miller
D) Pavlov
E) Thorndike
Answer: A
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.3: Interpret B. F. Skinner's behaviorist approach
Topic/Concept: The Radical Behaviorism of B. F. Skinner
14) The central idea behind the concept of operant conditioning is that
A) classical conditioning works best when a single individual does the conditioning.
B) behavior functions parallel to consequences, but is not influenced by them.
C) once a behavior is learned, it can never be truly extinguished.
D) behavior can be encouraged, but it cannot be discouraged.
E) behavior is changed by manipulating its consequences.
Answer: E
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.3: Interpret B. F. Skinner's behaviorist approach
Topic/Concept: The Radical Behaviorism of B. F. Skinner
15) Skinner’s novel Walden Two describes
A) individuals fighting the government for their freedom.
B) a life in which self-reliance is of paramount importance, and independence abounds.
C) a utopian community which operates on the principles of operant conditioning.
D) a peaceful and idyllic life in a cabin on Walden Pond.
E) a theoretical argument that although environments condition us, we are still free.
Answer:
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.3: Interpret B. F. Skinner's behaviorist approach
Topic/Concept: The Radical Behaviorism of B. F. Skinner
16) Walden Two is conceptualized as a problem-free place because
A) of the peacefulness found from living around a beautiful pond area.
B) religion is an important part of everyone’s day.
C) only happy and content people would become a part of a society like Walden Two.
D) the government uses only positive reinforcement.
E) there is no government.
Answer: D
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.3: Interpret B. F. Skinner's behaviorist approach
Topic/Concept: The Radical Behaviorism of B. F. Skinner
17) According to Skinner, biology is important because
A) it determines an organism’s appearance.
B) it determines an organism’s range of potential responses.
C) most important behaviors of an organism are innate.
D) every type of organism is subject to a unique learning process.
E) the genetic contributions of the parents vary between organisms within a species
Answer: B
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.4: Apply behaviorism to explain personality differences
Topic/Concept: Applying Behaviorism
18) Radical determinism states that
A) the majority of behavior is caused by the environment.
B) only a small amount of behavior is caused by the environment.
C) approximately 50% of behavior is caused by the environment.
D) all behavior is caused and that free will does not exist.
E) no behavior is caused and free will determines all actions.
Answer: D
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.4: Apply behaviorism to explain personality differences
Topic/Concept: Applying Behaviorism
19) Although Hull believed in the importance of environmental reinforcements for learning, he
A) also believed that the internal state of the organism was important.
B) felt it was morally wrong to use environmental reinforcements to shape behavior.
C) chose not to study learning behavior.
D) believed that environmental reinforcements were unimportant in determining what behaviors
would actually be performed.
E) believed none of these.
Answer: A
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
20) __________ are credited with the creation of social learning theory.
A) Watson & Skinner
B) Dollard & Miller
C) Watson & Dollard
D) Dollard & Skinner
E) Miller & Skinner
Answer: B
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
21) A “habit hierarchy” describes
A) a small number of habitual responses that an individual will display in the vast majority of
situations, regardless of situational characteristics.
B) a hierarchy of punishments which are all possible outcomes of a behavior, and which vary
along the dimension of undesirability.
C) a learned hierarchy of likelihoods that a person will respond to a situation in a specific way,
based on predicted rewards.
D) a hierarchy of rewards which are all possible outcomes of a behavior, and which vary along
the dimension of desirability.
E) none of these.
Answer: C
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
22) In his studies with rhesus monkeys, Harlow found that infant monkeys became attached to
A) the mothers that gave them food.
B) the wire mothers, regardless of whether these mothers provided food.
C) the cloth mothers, regardless of whether these mothers provided food.
D) whatever mother they were given.
E) all objects in their cages.
Answer: C
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
23) An ________ conflict describes a conflict between primary and secondary drives that occurs
when a punishment results in the conditioning of a fear response to a drive.
A) avoidance-frustration
B) approach-approach
C) approach-avoidance
D) avoidance-aggression
E) avoidance-avoidance
Answer: C
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
24) Initially, Bob was supposed to go to a concert tonight with his friends, but then Sheila asked
him to go to a movie. He was really excited about the concert, but has had his eye on Sheila for
more than a year now. Bob is experiencing a(n) ________ conflict.
A) approach-frustration
B) multiple-offers
C) approach-approach
D) trust-mistrust
E) approach-avoidance
Answer: C
Diff: Moderate
Type: MC
Bloom’s: Application
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
25) The frustration-aggression hypothesis is best illustrated by which of the following?
A) You are hungry, and so you get something from the refrigerator to eat.
B) You are hungry, and you decide to eat some leftovers from last night; when you go to the
kitchen, you see that your sister left them out all night and that they are now moldy, so you yell
at her.
C) You are hungry, but you have planned a special dinner with your spouse, and so you decide
not to snack before dinner; instead, you watch TV.
D) You are hungry, but there is nothing good in the house to eat; you go to the store and purchase
a frozen dinner and some soda.
E) None of the above illustrates the frustration-aggression hypothesis.
Answer: B
Diff: Moderate
Type: MC
Bloom’s: Application
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
26) Sears described personality as “potentialities for action,” which included
A) environmental events produced by a behavior.
B) habit structure.
C) motivation.
D) expectations.
E) all of these
Answer: E
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
27) The studies of child-rearing precursors of dependency and aggression in children (as studied
by Sears) showed that
A) parents’ reports of how much they punished the child were related to the child’s friendliness.
B) child-rearing practices were completely unrelated to personality characteristics.
C) child-rearing practices were found to be highly related to all personality outcomes examined.
D) parents’ reports of how much they punished the child were related to the child’s dependency
and aggression.
E) parents’ reports of how much they punished the child were shown to be inaccurate when the
parents were actually observed with their children.
Answer: D
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
28) The quote that behaviorism “has substituted for the erstwhile anthropomorphic view of the
rat, a ratomorphic view of man” implies that
A) a behavioristic view of personality is completely without merit.
B) behaviorism demeans our humanness with simple laws derived from rat studies.
C) it is better to study rats than humans because there are fewer ethical issues involved.
D) rats and humans are the same in terms of how they learn.
E) we should not try to draw comparisons between humans and rats.
Answer: B
Diff: Moderate
Type: MC
Bloom’s: Analysis
Learning Objective: LO 6.6: Evaluate how theories on conditioning, reward, and extinction are
relevant in current studies of personality
Topic/Concept: Evaluation
29) When a person is faced with an approach-avoidance conflict, as described by Dollard and
Miller, the inability to satisfy these conflicts leads to
A) a lifetime of pain and rejection.
B) unawareness in one’s surroundings.
C) an epiphany.
D) neurotic behavior.
E) mental illness.
Answer: D
Diff: Moderate
Type: MC
Bloom’s: Analysis
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
30) Harlow’s famous studies of rhesus monkeys in which infant monkeys were separated from
their mothers was designed to test the notion of
A) primary drives.
B) self-reinforcement.
C) the drives of “big bertha.”
D) secondary drives.
E) tertiary drives.
Answer: A
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
31) Harlow’s studies of rhesus monkeys suggested that attachment between mothers and infants
is due to
A) mothers’ tendency to feed infants.
B) the reinforcing nature of physical contact.
C) negative reinforcement offered by mothers.
D) mothers’ biological relatedness to infants.
E) fathers’ tendency to reinforce responsiveness less than mothers.
Answer: B
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
32) Dollard and Miller’s learning theory explains neurotic behavior in terms of
A) self-reinforcement (masturbation).
B) approach-avoidance conflicts.
C) the example of “big bertha.”
D) tertiary drives and classical conditioning.
E) primary drives being repressed.
Answer: B
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
33) When Jennifer first came home from the hospital as a baby, she had colic and often cried.
Her parents were terribly worried about her and became distressed whenever she would begin to
sob. Although Jennifer is now nearly four, and the colic has long since disappeared, her parents
both experience a sense of restlessness and anxiety whenever they hear a baby crying. In this
situation, the parents’ anxiety is a(n)
A) unconditioned stimulus.
B) intergenerational stimulus.
C) conditioned stimulus.
D) condemnation response.
E) conditioned response.
Answer: E
Diff: Moderate
Type: MC
Bloom’s: Application
Learning Objective: LO 6.1: Interpret the classical conditioning approach of personality
Topic/Concept: The Classical Conditioning of Personality
34) If you suffered from arachnophobia (extreme fear of spiders), you might seek the help of a
therapist in overcoming your problem. Which of the following would be a legitimate method of
treatment?
A) Trans-sensitizing
B) Systematic desensitization
C) Hurricaning
D) Flooding
E) Systematizing
Answer: B
Diff: Moderate
Type: MC
Bloom’s: Application
Learning Objective: LO 6.2: Examine the genesis of behaviorism
Topic/Concept: Watson's Behaviorism
35) Superstitious behaviors, such as wearing a lucky ring or eating special foods prior to an
important event, are best explained by
A) vicarious conditioning.
B) aversive conditioning
C) learning through reinforcement.
D) tertiary conditioning.
E) transference.
Answer: C
Diff: Moderate
Type: MC
Bloom’s: Application
Learning Objective: LO 6.3: Interpret B. F. Skinner's behaviorist approach
Topic/Concept: The Radical Behaviorism of B. F. Skinner
36) According to Skinner, the motivations that Freud called the drives of the id are better
understood as
A) the remote controls of the Skinner box.
B) biological reinforcers of the environment.
C) the reinforcements of old age.
D) the internalization of punishment.
E) the classical conditioning of intrinsic motivation.
Answer: B
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.6: Evaluate how theories on conditioning, reward, and extinction are
relevant in current studies of personality
Topic/Concept: Evaluation
37) Great-uncle Lyle seems to have lost all motivation to be active. He finds it hard to get to
work and to enjoy recreation. He often says that things “just aren’t worth doing.” Skinner would
suggest that this behavior pattern is a result of
A) negative reinforcement.
B) evolutionarily selected aging processes.
C) a behavioral deficit.
D) low self-esteem.
E) classically conditioned apathy.
Answer: C
Diff: Moderate
Type: MC
Bloom’s: Application
Learning Objective: LO 6.3: Interpret B. F. Skinner's behaviorist approach
Topic/Concept: The Radical Behaviorism of B. F. Skinner
38) Skinner asserted that his own personality
A) did not exist.
B) was caused by environmental events.
C) should have been the focus of scientific study in the laboratory.
D) was a series of collateral products of the process of self-actualization.
E) resulted from a conflict between id and superego.
Answer: B
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.3: Interpret B. F. Skinner's behaviorist approach
Topic/Concept: The Radical Behaviorism of B. F. Skinner
39) Skinner’s broad vision for the design of society
A) is utopian, communal, and behaviorally engineered.
B) is based on the principles of operant conditioning.
C) involves using environmental control technology to shape human behavior.
D) stand in precise opposition to individual freedom and self-fulfillment.
E) included all of these.
Answer: E
Diff: Moderate
Type: MC
Bloom’s: Analysis
Learning Objective: LO 6.3: Interpret B. F. Skinner's behaviorist approach
Topic/Concept: The Radical Behaviorism of B. F. Skinner
40) Skinner asserts that to address social and cultural problems, we should
A) each spend a long time alone, as Thoreau did in his book Walden.
B) manipulate the environment, which really controls behavior.
C) appeal more strongly to people’s feelings of guilt.
D) increase funding for social research.
E) convince people of their free will, emphasizing the consequent ability to choose to behave in
more socially constructive ways.
Answer: B
Diff: Moderate
Type: MC
Bloom’s: Analysis
Learning Objective: LO 6.3: Interpret B. F. Skinner's behaviorist approach
Topic/Concept: The Radical Behaviorism of B. F. Skinner
41) A client comes to a therapist complaining of a great fear (phobia) of heights. The therapist
first has the individual describe and think about increasingly high places. Next, he goes with the
client to the first floor of a tall building, all the while encouraging and reassuring. They spend
time looking out the window until the client is comfortable, then they go up one floor. Gradually,
they work their way up to the top floor of a very high skyscraper. The treatment method the
therapist is employing is called
A) flooding.
B) deconditioning.
C) reconditioning.
D) systematic desensitization.
E) unconditioning.
Answer: D
Diff: Moderate
Type: MC
Bloom’s: Application
Learning Objective: LO 6.2: Examine the genesis of behaviorism
Topic/Concept: Watson's Behaviorism
42) Of the following reinforcement schedules, which is most effective in terms of creating a
behavior that is resistant to extinction?
A) Operant punishment
B) Continuous reinforcement
C) Partial reinforcement
D) Systematic desensitization
E) None of the above
Answer: C
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
43) Learning theorists would treat drug addiction by
A) providing counseling so that an individual could talk about their addiction.
B) examining neural activity.
C) examining ego development.
D) trying to understand childhood experiences.
E) making the consequences of drug use very unpleasant.
Answer: E
Diff: Moderate
Type: MC
Bloom’s: Application
Learning Objective: LO 6.3: Interpret B. F. Skinner's behaviorist approach
Topic/Concept: The Radical Behaviorism of B. F. Skinner
44) Limits of the learning approach to understanding personality include
A) a tendency to view humans as objects to be trained.
B) dehumanization of unique human potentials by comparing people to rats.
C) a tendency to refuse any notion of enduring dispositions within individuals.
D) reluctance to incorporate insights gained from advances in cognitive and social psychology.
E) all of these.
Answer: E
Diff: Difficult
Type: MC
Bloom’s: Evaluation
Learning Objective: LO 6.6: Evaluate how theories on conditioning, reward, and extinction are
relevant in current studies of personality
Topic/Concept: Evaluation
45) Which of the following is a difference between classical conditioning (as defined by Pavlov)
and operant condition (as defined by Skinner)?
A) Classical conditioning deals with the conditioning of existing responses to occur to new
stimuli, but operant conditioning deals with shaping new behavior by using consequences.
B) Classical conditioning uses punishment to create desirable behavior, but operant conditioning
uses only rewards.
C) Classical conditioning uses punishment to create desirable behavior, but operant conditioning
uses punishment to stop undesirable behavior.
D) Classical conditioning works only on animals, but operant conditioning applies to all
organisms.
E) Classical conditioning can happen without deliberate intention, but operant conditioning only
occurs when the organism is making an effort to learn.
Answer: A
Diff: Moderate
Type: MC
Bloom’s: Analysis
Learning Objective: LO 6.1: Interpret the classical conditioning approach of personality
Topic/Concept: The Classical Conditioning of Personality
46) In the domain of conditioning, generalization refers to
A) a conditioned response occurring to stimuli similar to the conditioned stimulus.
B) a conditioned response only occurring in the presence of stimuli identical to the conditioned
stimulus.
C) a conditioned response occurring to stimuli very different from the conditioned stimulus.
D) an individual organism’s general level of responsiveness to conditioning.
E) processes that are not related to conditioning.
Answer: A
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.1: Interpret the classical conditioning approach of personality
Topic/Concept: The Classical Conditioning of Personality
47) Behaviorism rejects what information gathering technique?
A) Scientific experiments
B) Gathering background information
C) Working with children
D) Introspection
E) Working with animals
Answer: D
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.2: Examine the genesis of behaviorism
Topic/Concept: Watson's Behaviorism
48) According to behaviorist principles, what would be a technique useful for overcoming
phobias?
A) Generalization
B) Introspection
C) Psychoanalytic therapy
D) Systematic desensitization
E) Communication
Answer: D
Diff: Moderate
Type: MC
Bloom’s: Application
Learning Objective: LO 6.2: Examine the genesis of behaviorism
Topic/Concept: Watson's Behaviorism
49) According to Skinner, personality is result of what?
A) Ongoing internal struggles of the person which result in everyday behavior
B) A set of conditioned responses to the environment
C) A mix of conditioned responses and unconscious needs
D) Genetics and the environment
E) Spirituality
Answer: B
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.3: Interpret B. F. Skinner's behaviorist approach
Topic/Concept: The Radical Behaviorism of B. F. Skinner
50) Social learning theory refers to what?
A) The theory that explains why people are apt to be social creatures
B) The theory that explains why all people learn better in casual social environments
C) The theory in rejection of behaviorist principals
D) The theory that explains why dogs (and other social animals) are different from humans
E) The theory that proposes that habits are built up in terms of a hierarchy of secondary drives
Answer: E
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
51) Secondary drives are best explained as what?
A) Drives that are learned by the association with satisfaction of primary drives
B) The original feelings that lead to future behavior
C) Acquired responses to situations that are in no way similar to the original situation that
induced a certain feeling
D) Drives associated with adult preferences for sophistication in food, fashion, etc.
Answer: A
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
52) Jane was mugged walking home late from work one evening. The event scared Jane so much
that she never stays late at work, always takes cabs when it is dark outside, and avoids the street
on which she was mugged. This set of responses that occurred after the mugging would be best
described by Dollard and Miller as
A) Jane being a wimp and letting her fear rule her life.
B) Jane submitting herself to a preconceived category of “weak” persons and acting the part.
C) Jane’s habit hierarchy created after the mugging in situations that mirror the original.
D) Jane’s way of coping with the archetype of the villain.
E) Jane trying to repress a traumatic memory.
Answer: C
Diff: Moderate
Type: MC
Bloom’s: Application
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
53) Approach-approach conflict is best described as what?
A) A person is both driven away from and toward two equally attractive choices.
B) A person is equally driven toward two equally attractive choices.
C) A person is both driven away from and toward the same choice.
D) A person is driven more toward one attractive choice and less toward another attractive
choice.
E) A person is equally driven away from two unappealing choices.
Answer: B
Diff: Easy
Type: MC
Bloom’s: Understanding
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
SHORT ANSWER. Write the word or phrase that best completes each statement or answers the
question.
54) __________, the early 20th-century behaviorist, demonstrated how little Albert’s emotional
“personality” could be trained.
Answer: Watson
Diff: Easy
Type: SA
Bloom’s: Understanding
Learning Objective: LO 6.2: Examine the genesis of behaviorism
Topic/Concept: Watson's Behaviorism
55) __________ conditioning is the concept that after the repeated pairing of an unconditioned
stimulus that elicits an unconditioned response and a neutral stimulus, the previously neutral
stimulus can come to elicit the same response as the unconditioned stimulus.
Answer: Classical
Diff: Easy
Type: SA
Bloom’s: Understanding
Learning Objective: LO 6.1: Interpret the classical conditioning approach of personality
Topic/Concept: The Classical Conditioning of Personality
56) In classical conditioning, the tendency for similar stimuli to evoke the same response is
known as __________.
Answer: generalization
Diff: Easy
Type: SA
Bloom’s: Understanding
Learning Objective: LO 6.1: Interpret the classical conditioning approach of personality
Topic/Concept: The Classical Conditioning of Personality
57) A conditioned response will not occur for all possible stimuli, indicating that an animal can
learn to tell the difference between different stimuli. This is called __________.
Answer: discrimination
Diff: Easy
Type: SA
Bloom’s: Understanding
Learning Objective: LO 6.1: Interpret the classical conditioning approach of personality
Topic/Concept: The Classical Conditioning of Personality
58) If pairing of the conditioned and unconditioned stimulus stops, then __________ of the
conditioned response may occur.
Answer: extinction
Diff: Easy
Type: SA
Bloom’s: Understanding
Learning Objective: LO 6.1: Interpret the classical conditioning approach of personality
Topic/Concept: The Classical Conditioning of Personality
59) Watson’s __________ is a learning approach to psychology that emphasizes the study of
observable behavior.
Answer: behaviorism
Diff: Easy
Type: SA
Bloom’s: Understanding
Learning Objective: LO 6.2: Examine the genesis of behaviorism
Topic/Concept: Watson's Behaviorism
60) Gradually extinguishing a phobia by causing the feared stimulus to become dissociated from
the fear response is called __________.
Answer: systematic desensitization
Diff: Easy
Type: SA
Bloom’s: Understanding
Learning Objective: LO 6.2: Examine the genesis of behaviorism
Topic/Concept: Watson's Behaviorism
61) Thorndike’s __________ argues that the consequences of a behavior will either strengthen or
weaken that behavior.
Answer: Law of Effect
Diff: Easy
Type: SA
Bloom’s: Understanding
Learning Objective: LO 6.3: Interpret B. F. Skinner's behaviorist approach
Topic/Concept: The Radical Behaviorism of B. F. Skinner
62) A contemporary approach that connects personality psychology to behaviorism assesses
personality by looking at how often a person performs certain observable behaviors. This is
called the __________ approach.
Answer: act frequency
Diff: Easy
Type: SA
Bloom’s: Understanding
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
63) In __________ conditioning, behavior is changed by manipulating its consequences.
Answer: operant
Diff: Easy
Type: SA
Bloom’s: Understanding
Learning Objective: LO 6.3: Interpret B. F. Skinner's behaviorist approach
Topic/Concept: The Radical Behaviorism of B. F. Skinner
64) Gradually, __________ of the personality can be achieved by manipulating the environment
to reinforce a desired end behavior.
Answer: shaping
Diff: Easy
Type: SA
Bloom’s: Understanding
Learning Objective: LO 6.3: Interpret B. F. Skinner's behaviorist approach
Topic/Concept: The Radical Behaviorism of B. F. Skinner
65) The belief that all human behavior is caused and that humans have no free will is known as
__________.
Answer: radical determinism
Diff: Easy
Type: SA
Bloom’s: Understanding
Learning Objective: LO 6.4: Apply behaviorism to explain personality differences
Topic/Concept: Applying Behaviorism
66) The theory that proposes that our likelihood of responding in certain ways is built up in terms
of a hierarchy of secondary, or acquired, drives is central to __________ theory.
Answer: social learning
Diff: Easy
Type: SA
Bloom’s: Understanding
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
67) In social learning theory, __________ are drives that are learned by association with the
satisfaction of primary drives.
Answer: secondary drives
Diff: Easy
Type: SA
Bloom’s: Understanding
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
68) A(n) __________ is a learned hierarchy of the likelihood that a person will produce
particular responses in particular situations.
Answer: habit hierarchy
Diff: Easy
Type: SA
Bloom’s: Understanding
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
69) The __________ hypothesis proposes that aggression is always the result of blocking, or
frustrating, an individual’s efforts to attain a goal.
Answer: frustration-aggression
Diff: Easy
Type: SA
Bloom’s: Understanding
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
ESSAY. Write your answer in the space provided or on a separate sheet of paper.
70) Briefly describe Pavlov’s conditioning of neurotic behavior in dogs. What kind of insight
does this give us into the way that neuroticism might be “conditioned” in humans?
Diff: Easy
Type: ES
Bloom’s: Understanding
Learning Objective: LO 6.1: Interpret the classical conditioning approach of personality
Topic/Concept: The Classical Conditioning of Personality
71) What can be done to “extinguish” classically conditioned fear responses? Which method
seems to work best? Why is it that classically conditioned fear responses are unlikely to be
extinguished without some sort of intervention?
Diff: Moderate
Type: ES
Bloom’s: Application
Learning Objective: LO 6.1: Interpret the classical conditioning approach of personality
Topic/Concept: The Classical Conditioning of Personality
72) Describe the basic tenets behind Skinner’s book Beyond Freedom and Dignity. Do you
believe it would be possible to create a society like this? Do you think it would be a good idea?
Why?
Diff: Moderate
Type: ES
Bloom’s: Application
Learning Objective: LO 6.3: Interpret B. F. Skinner's behaviorist approach
Topic/Concept: The Radical Behaviorism of B. F. Skinner
73) What is the difference between a primary drive and a secondary drive? According to Dollard
& Miller, how are drives related to “habits”?
Diff: Easy
Type: ES
Bloom’s: Understanding
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
74) How does the concept of reinforcement help to explain varying normative levels of
personality “traits” in different cultures?
Diff: Easy
Type: ES
Bloom’s: Understanding
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
75) How did Dollard & Miller reconcile their theories with the Freudian school of thought?
Diff: Easy
Type: ES
Bloom’s: Understanding
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality
76) Compare and contrast the main principles of classical conditioning and operant conditioning.
Provide an example of when classical conditioning may be useful. Provide an example when
operant conditioning may be useful.
Diff: Moderate
Type: ES
Bloom’s: Application
Learning Objective: LO 6.1: Interpret the classical conditioning approach of personality
Topic/Concept: The Classical Conditioning of Personality
77) Describe three different situations in which a person would be subjected to each of the three
conflicts described by Dollard and Miller. In each situation use only one of the conflicts.
Diff: Moderate
Type: ES
Bloom’s: Application
Learning Objective: LO 6.5: Probe the work done by some of the other experimental
psychologists of the 1930s and 1940s
Topic/Concept: Other Learning Approaches to Personality