Download Unit 6 Practice Test

Practice test Unit 6 Learning
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1. Learning that certain events occur together is called
a. shaping.
b. latent learning.
c. observational learning.
d. associative learning.
e. conditioned reinforcement.
____
2. Conditioning is the process of
a. discrimination.
b. spontaneous recovery.
c. learning associations.
d. observational learning.
e. generalization.
____
3. By directly experiencing a thunderstorm, we learn that a flash of lightning signals an impending
crash of thunder. This best illustrates
a. operant conditioning.
b. the law of effect.
c. observational learning.
d. classical conditioning.
e. generalization.
____
4. As you enter the kitchen after school you can smell chocolate chip cookies baking. This scent causes
you to salivate. Your salivation is best explained by
a. classical conditioning.
b. observational learning.
c. habituation.
d. operant conditioning.
e. latent learning.
____
5. In Pavlov's experiments, the dog's salivation triggered by the taste of food was a(n)
a. conditioned response.
b. unconditioned response.
c. unconditioned stimulus.
d. conditioned stimulus.
e. neutral stimulus.
____
6. If the sound of an electric can opener causes a child to salivate because it has previously been
associated with the presentation of food, the child's salivation to the sound of the can opener is a(n)
a. conditioned response.
b. unconditioned response.
c. conditioned stimulus.
d. unconditioned stimulus.
e. preconditioned stimulus.
____
7. In Pavlov's experiments on the salivary conditioning of dogs, the CS was
a.
b.
c.
d.
e.
____
the taste of food.
salivation to the taste of food.
the sound of a tone.
salivation to the sound of a tone.
the anticipation of food.
8. An experimenter plans to condition a dog to salivate to a light by pairing the light with food. The
dog will learn to salivate to the light most quickly if the experimenter presents the light
a. five seconds before the food.
b. a half-second before the food.
c. at precisely the same time as the food.
d. a half-second after the food.
e. five seconds after the food.
____
9. In classical conditioning, the
a. neutral stimulus is presented before the unconditioned stimulus.
b. unconditioned stimulus elicits the conditioned response.
c. neutral stimulus elicits salivation.
d. unconditioned stimulus is the same as the conditioned stimulus.
e. unconditioned response produces the conditioned response.
____ 10. Which of the following provides evidence that a CR is not completely eliminated during extinction?
a. latent learning
b. partial reinforcement
c. spontaneous recovery
d. generalization
e. discrimination
____ 11. Toddlers taught to fear moving cars may also begin to fear moving trucks and motorcycles. This best
illustrates
a. generalization.
b. secondary reinforcement.
c. shaping.
d. intermittent reinforcement.
e. spontaneous recovery.
____ 12. Jacqueline is sexually aroused by the sight of her handsome boyfriend but not by the sight of her
equally handsome brother. This best illustrates the value of
a. latent learning.
b. shaping.
c. intermittent reinforcement.
d. discrimination.
e. spontaneous recovery.
____ 13. How does Robert Rescorla's model for classical conditioning differ from Ivan Pavlov's?
a. Rescorla emphasizes that an animal's capacity for conditioning is constrained by
biology.
b. Rescorla believes that learning by observation is more long lasting than learning
through pairing stimuli.
c. Rescorla demonstrated that intermittent schedules of reinforcement lead to
behaviors that are more resistant to extinction.
d. Rescorla argued against the use of animals in research because of ethical concerns.
e. Rescorla showed that cognition is important in an animal learning that one
stimulus reliably predicts another stimulus.
____ 14. Wolves that were tempted into eating sheep carcasses laced with poison develop an aversion to
sheep meat. Which of the following provided the initial evidence leading to this practice?
a. Robert Rescorla's research on the importance of cognition in classical conditioning
b. B. F. Skinner's studies on intermittent schedules of reinforcement
c. Martin Seligman's research on learned helplessness
d. John Garcia's studies on the importance of biological predispositions in
conditioning
e. Edward L. Thorndike's research on the law of effect
____ 15. Children learn to fear spiders more easily than they learn to fear flowers. This best illustrates the
impact of ________ on learning.
a. spontaneous recovery
b. conditioned reinforcers
c. shaping
d. cognitive processes
e. biological predispositions
____ 16. Dr. Kingston emphasizes that learned fears reflect the interacting influences of a person's inborn
emotional reactivity, family life history, and capacity to generalize from previous experiences. Dr.
Kingston's emphasis best illustrates
a. behaviorism.
b. the law of effect.
c. prosocial behavior.
d. a biopsychosocial approach.
e. cognitive-behavioral approach.
____ 17. In classical conditioning, an organism forms associations between
a. mirror neurons.
b. events that it does not control.
c. primary and secondary reinforcers.
d. its own behavior and resulting outcomes.
e. positive and negative reinforcers.
____ 18. An automatic response to some stimulus is called
a. associative learning.
b. respondent behavior.
c. observational learning.
d. operant behavior.
e. latent learning.
____ 19. Which of the following terms best describes an operant behavior?
a.
b.
c.
d.
e.
____ 20. B.
a.
b.
c.
d.
e.
automatic
reflexive
voluntary
instinctive
unlearned
F. Skinner's work elaborated what E. L. Thorndike had called
shaping.
behaviorism.
observational learning.
the law of effect.
latent learning.
____ 21. To teach an animal to perform a complex sequence of behaviors, animal trainers are most likely to
use a procedure known as
a. classical conditioning.
b. delayed reinforcement.
c. latent learning.
d. generalization.
e. shaping.
____ 22. Five-year-old Trevor is emotionally disturbed and refuses to communicate with anyone. To get him
to speak, his teacher initially gives him candy for any utterance, then only for a clearly spoken word,
and finally only for a complete sentence. The teacher is using the method of
a. secondary reinforcement.
b. delayed reinforcement.
c. spontaneous recovery.
d. shaping.
e. latent learning.
____ 23. A rat in a Skinner box is reinforced with a food pellet only if the rat moves close to the lever. Next,
reinforcement is withheld until the rat stands on its hind legs, then until the rat touches the lever, and
finally, until the rat presses the lever. This example best illustrates
a. latent learning.
b. spontaneous recovery.
c. modeling.
d. shaping.
e. generalization.
____ 24. An event that increases the frequency of the behavior that it follows is a(n)
a. conditioned stimulus.
b. unconditioned stimulus.
c. reinforcer.
d. operant behavior.
e. discrimination.
____ 25. Closing your bedroom door so that you won't hear the TV that is interfering with your studying is an
example of
a.
b.
c.
d.
e.
positive reinforcement.
conditioned reinforcers.
partial reinforcement.
negative reinforcement.
punishment.
____ 26. Money is to food as ________ is to ________.
a. delayed reinforcer; immediate reinforcer
b. secondary reinforcer; primary reinforcer
c. discrimination; generalization
d. partial reinforcement; continuous reinforcement
e. operant conditioning; classical conditioning
____ 27. The removal of electric shock is to the receipt of good grades as ________ is to ________.
a. delayed reinforcer; immediate reinforcer
b. primary reinforcer; conditioned reinforcer
c. discrimination; generalization
d. partial reinforcement; continuous reinforcement
e. operant conditioning; classical conditioning
____ 28. Most animals are best conditioned through reinforcers delivered immediately after the desired
behavior is performed. What are these reinforcers called?
a. unconditioned
b. conditioned
c. partial
d. immediate
e. primary
____ 29. To quickly teach a dog to roll over on command, you would be best advised to use
a. classical conditioning rather than operant conditioning.
b. partial reinforcement rather than continuous reinforcement.
c. latent learning rather than shaping.
d. immediate reinforcers rather than delayed reinforcers.
e. negative reinforcers rather than positive reinforcers.
____ 30. Four-year-old Della asks her mother for a special treat every time they go to the grocery store. At
first her mother granted every request, but now she does so less consistently. Research suggests that
Della will
a. soon give up asking for a treat entirely.
b. come to ask for a treat only occasionally.
c. continue to ask for a treat nearly every time she goes to the store.
d. ask for a treat every time her mother takes her out, even if they don't go to the
grocery store.
e. begin to ask for treats every time she sees her mother.
____ 31. Purchasing state lottery tickets is reinforced with monetary winnings on a ________ schedule.
a. fixed-interval
b. intermittent-continuous
c. fixed-ratio
d. variable-ratio
e. variable-interval
____ 32. When 4-year-old Michael hit his sister, his Mom placed him in a time-out by having him stand in a
corner for 4 minutes. A time-out is considered to be
a. positive punishment.
b. negative reinforcement.
c. positive reinforcement.
d. negative punishment.
e. continuous reinforcement.
____ 33. For purposes of effective child-rearing, most psychologists favor the use of
a. shaping over modeling.
b. reinforcement over punishment.
c. spontaneous recovery over extinction.
d. classical conditioning over operant conditioning.
e. primary reinforcers over secondary reinforcers.
____ 34. Studies of latent learning highlight the importance of
a. primary reinforcers.
b. respondent behavior.
c. spontaneous recovery.
d. cognitive processes.
e. conditioned reinforcers.
____ 35. Animals tend to revert from newly learned habits to their biologically predisposed behaviors. This is
an example of
a. latent learning.
b. instinctive drift.
c. the law of effect.
d. spontaneous recovery.
e. operant conditioning.
____ 36. According to B. F. Skinner, human behavior is controlled primarily by
a. biological predispositions.
b. external influences.
c. emotions.
d. unconscious motives.
e. conscious thoughts.
____ 37. B.
a.
b.
c.
d.
e.
F. Skinner's critics have claimed that he neglected the importance of the individual's
personal freedom.
early childhood experiences.
pleasure-seeking tendencies.
cultural background.
past behaviors.
____ 38. Which of the following is LEAST likely to be considered an important component of effective
student instruction involving the use of interactive software?
a. respondent behavior
b. immediate reinforcement
c. operant behavior
d. shaping
e. positive reinforcement
____ 39. B. F. Skinner believed that teaching machines could promote effective learning because they allow
for both
a. continuous reinforcement and latent learning.
b. positive reinforcement and punishment.
c. classical and operant conditioning.
d. shaping and immediate reinforcement.
e. observational learning and spontaneous recovery.
____ 40. Neal Miller observed that rats decrease their heartbeat if they receive pleasurable brain stimulation
when their heartbeat slows. This best illustrated that
a. suppression of the immune system can be carcinogenic.
b. biofeedback can facilitate control of autonomic nervous system functioning.
c. loss of personal control heightens reactions to stressful situations.
d. positive as well as negative stimulation can trigger the general adaptation
syndrome.
e. positive reinforcement is more effective than punishment.
____ 41. Both classical and operant conditioning are forms of
a. associative learning.
b. respondent behavior.
c. observational learning.
d. intrinsic motivation.
e. latent learning.
____ 42. Automatically blinking to an air puff is to ________ as raising your hand to answer a question is to
________.
a. classical conditioning; operant conditioning
b. immediate reinforcement; delayed reinforcement
c. unconditioned response; conditioned response
d. discrimination; generalization
e. operant behavior; respondent behavior
____ 43. After being classically conditioned to salivate to a tone, a dog continues to hear a tone but does not
receive food; as a result, salivation will decrease, then disappear. A dog owner may use operant
conditioning to train a dog to “sit” by presenting a treat each time the dog sits. However, the
behavior may diminish if the treats are discontinued. Both examples illustrate
a. spontaneous recovery.
b. generalization.
c. discrimination.
d. cognitive processes.
e. extinction.
____ 44. Dan and Joel, both 4-year-olds, have been watching reruns of “Superman” on television. Joel's
mother recently found the boys standing on the garage roof, ready to try flying. What best accounts
for the boys' behavior?
a. shaping
b. delayed reinforcement
c. observational learning
d. immediate reinforcement
e. classical conditioning
____ 45. Children are helped by ________ to develop a theory of mind.
a. spontaneous recovery
b. mirror neurons
c. instinctive drift
d. operant chambers
e. insight learning
____ 46. In a well-known experiment, preschool children pounded and kicked a large inflated Bobo doll that
an adult had just beaten on. This experiment served to illustrate the importance of
a. negative reinforcement.
b. operant conditioning.
c. respondent behavior.
d. observational learning.
e. spontaneous recovery.
____ 47. Bandura's experiments indicate that ________ is important in the process of learning.
a. shaping
b. generalization
c. modeling
d. respondent behavior
e. secondary reinforcement
____ 48. Bandura's Bobo doll experiment demonstrated that the power of observational learning depends on
what?
a. whether the participant is directly rewarded or punished for behaving
b. whether violence is performed
c. whether the conditioned stimulus precedes the unconditioned stimulus
d. whether we see the people as similar to us
e. the power of extinction to overcome conditioning
____ 49. Experiments suggest that children exposed to a model who says one thing and does another will
a. ignore both what the model says and does.
b. ignore what the model does but talk in ways consistent with what the model says.
c. ignore what the model says but act in ways consistent with what the model does.
d. talk in ways consistent with what the model says and act in ways consistent with
what the model does.
e. talk in ways that contradict the model in order to match the observed behavior.
____ 50. Most researchers who have examined the effects of viewing televised aggression conclude that
a. viewing violence takes people's minds off their own problems and thus reduces
their aggressive urges.
b. viewing violence leads children and teenagers to behave aggressively.
c. there is no correlation between viewing aggression and behaving aggressively.
d. although viewing violence is correlated with increased aggression, there is no
evidence that viewing violence actually leads to aggression.
e. viewing violence is cathartic and lessens aggressive impulses.
Practice test Unit 6 Learning
Answer Section
MULTIPLE CHOICE
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D
PTS: 1
DIF: Easy
REF: Page 216 | Section- Learning
1
TOP: How do we learn?
MSC: Factual | Definitional
C
PTS: 1
DIF: Medium
REF: Page 216 | Section- Learning
1
TOP: How do we learn?
MSC: Factual | Definitional
D
PTS: 1
DIF: Medium
REF: Page 216 | Section- Learning
1
TOP: How do we learn?
MSC: Factual | Definitional
A
PTS: 1
DIF: Medium
REF: Page 217 | Section- Learning
1
TOP: How do we learn?
MSC: Conceptual | Application
B
PTS: 1
DIF: Easy
REF: Page 219 | Section- Learning
2
TOP: Pavlov's experiments
MSC: Factual | Definitional
A
PTS: 1
DIF: Medium
REF: Page 219 | Section- Learning
2
TOP: Pavlov's experiments
MSC: Conceptual | Application
C
PTS: 1
DIF: Easy
REF: Page 219 | Section- Learning
2
TOP: Pavlov's experiments
MSC: Factual | Definitional
B
PTS: 1
DIF: Difficult
REF: Page 220 | Section- Learning
3
TOP: Classical conditioning: acquisition MSC: Conceptual
A
PTS: 1
DIF: Medium
REF: Page 220 | Section- Learning
3
TOP: Classical conditioning: acquisition MSC: Factual | Definitional
C
PTS: 1
DIF: Medium
REF: Page 221 | Section- Learning
3
TOP: Classical conditioning: extinction and spontaneous recovery
Factual | Definitional
A
PTS: 1
DIF: Easy
REF: Page 222 | Section- Learning
3
TOP: Classical conditioning: generalization
Factual | Definitional
D
PTS: 1
DIF: Difficult
REF: Page 222 | Section- Learning
3
TOP: Classical conditioning: discrimination
Conceptual | Application
E
PTS: 1
DIF: Difficult
REF: Page 223 | Section- Learning
4
TOP: Extending Pavlov's understanding: cognitive processes
Conceptual
D
PTS: 1
DIF: Difficult
REF: Page 224 | Section- Learning
4
TOP: Extending Pavlov's understanding: biological predispositions
Factual | Definitional
E
PTS: 1
DIF: Medium
REF: Page 224 | Section- Learning
4
TOP: Extending Pavlov's understanding: biological predispositions
Conceptual | Application
D
PTS: 1
DIF: Medium
REF: Page 225 | Section- Learning
4
TOP: Extending Pavlov's understanding (Figure 6.9)
Conceptual | Application
B
PTS: 1
DIF: Easy
REF: Page 228 | Section- Learning
6
TOP: Operant conditioning
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
REF: Page 228 | Section- Learning
6
TOP: Operant conditioning
MSC: Factual | Definitional
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C
PTS: 1
DIF: Difficult
REF: Page 228 | Section- Learning
6
TOP: Operant conditioning
MSC: Application
D
PTS: 1
DIF: Difficult
REF: Page 229 | Section- Learning
7
TOP: Skinner's experiments
MSC: Factual | Definitional
E
PTS: 1
DIF: Medium
REF: Page 229 | Section- Learning
7
TOP: Shaping behavior
MSC: Factual | Definitional
D
PTS: 1
DIF: Medium
REF: Page 229 | Section- Learning
7
TOP: Shaping behavior
MSC: Conceptual | Application
D
PTS: 1
DIF: Medium
REF: Page 229 | Section- Learning
7
TOP: Shaping behavior
MSC: Conceptual | Application
C
PTS: 1
DIF: Easy
REF: Page 230 | Section- Learning
8
TOP: MSCs of reinforcers
MSC: Factual | Definitional
D
PTS: 1
DIF: Medium
REF: Page 231 | Section- Learning
8
TOP: MSCs of reinforcers
MSC: Conceptual | Application
B
PTS: 1
DIF: Difficult
REF: Page 231 | Section- Learning
8
TOP: Primary and conditioned reinforcers
Conceptual
B
PTS: 1
DIF: Difficult
REF: Page 231 | Section- Learning
8
TOP: Primary and conditioned reinforcers
Conceptual | Application
D
PTS: 1
DIF: Easy
REF: Page 231 | Section- Learning
8
TOP: Immediate and delayed reinforcers MSC: Factual | Definitional
D
PTS: 1
DIF: Difficult
REF: Page 231 | Section- Learning
8
TOP: Immediate and delayed reinforcers MSC: Conceptual | Application
C
PTS: 1
DIF: Difficult
REF: Page 232 | Section- Learning
8
TOP: Reinforcement schedules
MSC: Conceptual | Application
D
PTS: 1
DIF: Medium
REF: Page 233 | Section- Learning
8
TOP: Reinforcement schedules
MSC: Conceptual | Application
D
PTS: 1
DIF: Medium
REF: Page 234 | Section- Learning
9
TOP: Punishment MSC: Conceptual | Application
B
PTS: 1
DIF: Medium
REF: Page 234 | Section- Learning
9
TOP: Punishment MSC: Factual | Definitional
D
PTS: 1
DIF: Medium
REF: Page 236 | Section- Learning
10
TOP: Extending Skinner's understanding: cognition
Conceptual
B
PTS: 1
DIF: Medium
REF: Page 237 | Section- Learning
10
TOP: Extending Skinner's understanding: biological predispositions
Factual | Definitional
B
PTS: 1
DIF: Medium
REF: Page 238 | Section- Learning
11
TOP: Skinner's legacy
MSC: Factual | Definitional
A
PTS: 1
DIF: Medium
REF: Page 238 | Section- Learning
11
TOP: Skinner's legacy
MSC: Factual | Definitional
A
PTS: 1
DIF: Medium
REF: Page 238 | Section- Learning
11
TOP: Applications of operant conditioning
Conceptual
D
PTS: 1
DIF: Difficult
REF: Page 238 | Section- Learning
11
TOP: Applications of operant conditioning
Factual | Definitional
B
PTS: 1
DIF: Medium
REF: Page 241 | Section- Learning
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11
TOP: Biofeedback (Close-Up)
MSC: Factual | Definitional
A
PTS: 1
DIF: Medium
REF: Page 240 | Section- Learning
12
TOP: Contrasting classical and operant conditioning
Factual | Definitional
A
PTS: 1
DIF: Medium
REF: Page 241 | Section- Learning
12
TOP: Contrasting classical and operant conditioning (Table 6.4)
Conceptual | Application
E
PTS: 1
DIF: Medium
REF: Page 241 | Section- Learning
12
TOP: Contrasting classical and operant conditioning (Table 6.4)
Conceptual | Application
C
PTS: 1
DIF: Medium
REF: Page 242 | Section- Learning
13
TOP: Learning by observation
MSC: Conceptual | Application
B
PTS: 1
DIF: Medium
REF: Page 243 | Section- Learning
13
TOP: Mirrors in the brain
MSC: Factual | Definitional
D
PTS: 1
DIF: Easy
REF: Page 245 | Section- Learning
13
TOP: Bandura's experiments
MSC: Factual | Definitional
C
PTS: 1
DIF: Easy
REF: Page 245 | Section- Learning
13
TOP: Bandura's experiments
MSC: Factual | Definitional
D
PTS: 1
DIF: Medium
REF: Page 245 | Section- Learning
13
TOP: Bandura's experiments
MSC: Factual | Definitional
D
PTS: 1
DIF: Medium
REF: Page 246 | Section- Learning
14
TOP: Prosocial effects
MSC: Factual | Definitional
B
PTS: 1
DIF: Easy
REF: Page 247 | Section- Learning
14
TOP: Antisocial effects
MSC: Factual | Definitional
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