Download 2. conditioned stimulus

PRS Slides for
PowerPoint
Ch. 4
Learning
Copyright © Pearson Education, 2013
Definitional and
Application Slides
2
Copyright © 2013, Pearson Education
LO 4.2
In one of Pavlov's studies, he trained a dog to salivate in
response to a buzzer by repeatedly sounding a buzz
before placing food in the dog's mouth. The buzzer
became a(n) __________, and the salivation to the sound
of the buzzer became a(n) __________.
1. conditioned response; conditioned stimulus
2. conditioned stimulus; conditioned response
3. conditioned stimulus; unconditioned response
4. unconditioned response; unconditioned stimulus
3
Copyright © 2013, Pearson Education
LO 4.2
In one of Pavlov's studies, he trained a dog to salivate in
response to a buzzer by repeatedly sounding a buzz before
placing food in the dog's mouth. The buzzer became a(n)
__________, and the salivation to the sound of the buzzer
became a(n) __________.
1. conditioned response; conditioned stimulus
2. conditioned stimulus; conditioned response (p. 123)
3. conditioned stimulus; unconditioned response
4. unconditioned response; unconditioned stimulus
4
Copyright © 2013, Pearson Education
LO 4.2
A researcher decides to classically condition a rabbit by
presenting a sound each time before delivering a puff of air
to the rabbit’s eye. He finds that the rabbit starts to blink
upon hearing the sound. What function does the air puff
have?
1.
2.
3.
4.
5.
Conditioned stimulus
Unconditioned stimulus
Conditioned response
Unconditioned response
Neutral stimulus
5
Copyright © 2013, Pearson Education
LO 4.2
A researcher decides to classically condition a rabbit by
presenting a sound each time before delivering a puff of air
to the rabbit’s eye. He finds that the rabbit starts to blink
upon hearing the sound. What function does the air puff
have?
1.
2.
3.
4.
5.
Conditioned stimulus (pp. 123-124)
Unconditioned stimulus
Conditioned response
Unconditioned response
Neutral stimulus
6
Copyright © 2013, Pearson Education
LO 4.2
The tendency to respond to a stimulus that is similar to the
conditioned stimulus is known as:
1.
2.
3.
4.
Discrimination
Spontaneous recovery
Stimulus generalization
Response generalization
7
Copyright © 2013, Pearson Education
LO 4.2
The tendency to respond to a stimulus that is similar to the
conditioned stimulus is known as:
1.
2.
3.
4.
Discrimination
Spontaneous recovery
Stimulus generalization (p. 125)
Response generalization
8
Copyright © 2013, Pearson Education
LO 4.2
Which of the following is NOT a basic principle of classical
conditioning?
1.
2.
3.
4.
5.
The CS must come before the UCS.
The CS and UCS must come very close together in
time (e.g., seconds apart).
The neutral stimulus must be paired with the UCS
several times before conditioning can take place.
The CS should be a stimulus that stands out from
other competing stimuli.
The CS and UCS should occur together in time.
9
Copyright © 2013, Pearson Education
LO 4.2
Which of the following is NOT a basic principle of classical
conditioning?
1.
2.
3.
4.
5.
The CS must come before the UCS.
The CS and UCS must come very close together in
time (e.g., seconds apart).
The neutral stimulus must be paired with the UCS
several times before conditioning can take place.
The CS should be a stimulus that stands out from
other competing stimuli.
The CS and UCS should occur together in time. (p.
125)
10
Copyright © 2013, Pearson Education
LO 4.2
The phenomena in which a conditioned response reoccurs
when the CS is presented after a period of extinction is
called:
1.
2.
3.
4.
5.
Stimulus generalization
Discrimination
Spontaneous recovery
Higher order conditioning
Reinforcement
11
Copyright © 2013, Pearson Education
LO 4.2
The phenomena in which a conditioned response reoccurs
when the CS is presented after a period of extinction is
called:
1.
2.
3.
4.
5.
Stimulus generalization
Discrimination
Spontaneous recovery (p. 126)
Higher order conditioning
Reinforcement
12
Copyright © 2013, Pearson Education
LO 4.3
Which of the following is NOT an example of classical
conditioning?
1.
2.
3.
4.
5.
Conditioned emotional response
Vicarious conditioning
Taste aversion
A child that is rewarded for studying
A child who begins to salivate upon watching her
mother take out the ingredients to bake the child’s
favorite cookies
13
Copyright © 2013, Pearson Education
LO 4.3
Which of the following is NOT an example of classical
conditioning?
1.
2.
3.
4.
5.
Conditioned emotional response
Vicarious conditioning
Taste aversion
A child that is rewarded for studying (p. 129)
A child who begins to salivate upon watching her
mother take out the ingredients to bake the child’s
favorite cookies
14
Copyright © 2013, Pearson Education
LO 4.4
Which type of learning is most closely associated with
Thorndike’s Law of Effect?
1.
2.
3.
4.
Classical conditioning
Operant conditioning
Observational learning
Modeling
15
Copyright © 2013, Pearson Education
LO 4.4
Which type of learning is most closely associated with
Thorndike’s Law of Effect?
1.
2.
3.
4.
Classical conditioning
Operant conditioning (p. 131)
Observational learning
Modeling
16
Copyright © 2013, Pearson Education
LO 4.5
Positive reinforcers __________ a response through the
presentation of a positive stimulus; negative reinforcers
__________ a response through the removal of an
aversive stimulus.
1.
2.
3.
4.
strengthen; strengthen
weaken; weaken
strengthen; weaken
weaken; strengthen
17
Copyright © 2013, Pearson Education
LO 4.5
Positive reinforcers __________ a response through the
presentation of a positive stimulus; negative reinforcers
__________ a response through the removal of an
aversive stimulus.
1.
2.
3.
4.
strengthen; strengthen (pp. 133-134)
weaken; weaken
strengthen; weaken
weaken; strengthen
18
Copyright © 2013, Pearson Education
LO 4.5
One common aspect of all forms of negative reinforcement
is that:
1.
2.
3.
4.
5.
Something pleasurable is added to the situation to
reinforce behavior.
Something unpleasant is added to the situation to
reinforce behavior.
Something aversive is taken away from the situation to
reinforce behavior.
Something pleasant is taken away from the situation to
reinforce behavior.
All types of reinforcement work the same.
19
Copyright © 2013, Pearson Education
LO 4.5
One common aspect of all forms of negative reinforcement
is that:
1.
2.
3.
4.
5.
Something pleasurable is added to the situation to
reinforce behavior.
Something unpleasant is added to the situation to
reinforce behavior.
Something aversive is taken away from the
situation to reinforce behavior. (p. 134)
Something pleasant is taken away from the situation to
reinforce behavior.
All types of reinforcement work the same.
20
Copyright © 2013, Pearson Education
LO 4.6
On average, a child will receive $10 from her parents every
2 weeks for cleaning her room. What type of reinforcement
schedule are the parents using?
1.
2.
3.
4.
5.
Variable ratio
Fixed interval
Variable interval
Fixed ratio
Continuous reinforcement
21
Copyright © 2013, Pearson Education
LO 4.6
On average, a child will receive $10 from her parents every
2 weeks for cleaning her room. What type of reinforcement
schedule are the parents using?
1.
2.
3.
4.
5.
Variable ratio
Fixed interval
Variable interval (p. 136)
Fixed ratio
Continuous reinforcement
22
Copyright © 2013, Pearson Education
LO 4.6
Which reinforcement schedule produces the highest rate in
responding (i.e., more instances of the target behavior)?
1.
2.
3.
4.
5.
Variable interval
Fixed interval
Variable ratio
Fixed ratio
Continuous reinforcement
23
Copyright © 2013, Pearson Education
LO 4.6
Which reinforcement schedule produces the highest rate in
responding (i.e., more instances of the target behavior)?
1.
2.
3.
4.
5.
Variable interval
Fixed interval
Variable ratio (pp. 136-137)
Fixed ratio
Continuous reinforcement
24
Copyright © 2013, Pearson Education
LO 4.7
A teenager misses her curfew and has the keys to the
family car taken away from her for a week; she doesn’t
miss curfew again. An child gets his favorite toy taken away
for throwing a tantrum in the store. Tantrum throwing is
decreased. Both of these examples illustrate the use of a:
1. Negative punisher
2. Positive punisher
3. Positive reinforcer
4. Negative reinforcer
25
Copyright © 2013, Pearson Education
LO 4.7
A teenager misses her curfew and has the keys to the
family car taken away from her for a week; she doesn’t
miss curfew again. An child gets his favorite toy taken away
for throwing a tantrum in the store. Tantrum throwing is
decreased. Both of these examples illustrate the use of a:
1. Negative punisher (p. 138, Table 4.2)
2. Positive punisher
3. Positive reinforcer
4. Negative reinforcer
26
Copyright © 2013, Pearson Education
LO 4.8
Which of the following is NOT true about the use of
punishment?
1.
2.
3.
4.
5.
Punishment can cause a person to avoid their
punisher.
Punishment may create fear and anxiety.
Punishment may increase aggression from the person
being punished.
Punishment may encourage behaviors, like lying, to
avoid punishment.
Punishment is the best method for getting children to
behave.
27
Copyright © 2013, Pearson Education
LO 4.8
Which of the following is NOT true about the use of
punishment?
1.
2.
3.
4.
5.
Punishment can cause a person to avoid their
punisher.
Punishment may create fear and anxiety.
Punishment may increase aggression from the person
being punished.
Punishment may encourage behaviors, like lying, to
avoid punishment.
Punishment is the best method for getting children
to behave. (pp. 140-141)
28
Copyright © 2013, Pearson Education
LO 4.9
Repeated presentations of the CS without the US leads to:
1.
2.
3.
4.
Backward conditioning
Acquisition
Stimulus generalization
Extinction
29
Copyright © 2013, Pearson Education
LO 4.9
Repeated presentations of the CS without the US leads to:
1.
2.
3.
4.
Backward conditioning
Acquisition
Stimulus generalization
Extinction (p. 143)
30
Copyright © 2013, Pearson Education
LO 4.9
This process is often used when trying to teach complex
behaviors by which an individual is rewarded after
achieving smaller steps that get him or her closer to the
desired behavior.
1.
2.
3.
4.
5.
Shaping
Spontaneous recovery
Extinction
Generalization
Classical conditioning
31
Copyright © 2013, Pearson Education
LO 4.9
This process is often used when trying to teach complex
behaviors by which an individual is rewarded after
achieving smaller steps that get him or her closer to the
desired behavior.
1.
2.
3.
4.
5.
Shaping (p. 143)
Spontaneous recovery
Extinction
Generalization
Classical conditioning
32
Copyright © 2013, Pearson Education
LO 4.9
The color of a traffic light usually serves what primary
function?
1.
2.
3.
4.
5.
Conditioned stimulus
Discriminative stimulus
Reinforcement
Positive punishment
Negative punishment
33
Copyright © 2013, Pearson Education
LO 4.9
The color of a traffic light usually serves what primary
function?
1.
2.
3.
4.
5.
Conditioned stimulus
Discriminative stimulus (p. 143)
Reinforcement
Positive punishment
Negative punishment
34
Copyright © 2013, Pearson Education
LO 4.9
Research on ________________ showed that not all
behaviors can be learned through experience with the
environment (e.g., operant conditioning), as was once
thought by the behaviorists.
1.
2.
3.
4.
5.
extinction
taste aversions
instinctive drift
punishment
behavior modification
35
Copyright © 2013, Pearson Education
LO 4.9
Research on ________________ showed that not all
behaviors can be learned through experience with the
environment (e.g., operant conditioning), as was once
thought by the behaviorists.
1.
2.
3.
4.
5.
extinction
taste aversions
instinctive drift (pp. 144-145)
punishment
behavior modification
36
Copyright © 2013, Pearson Education
LO 4.10
Punishment by removal from the attention of others is
called:
1.
2.
3.
4.
Time-out
Token economy
Applied behavior analysis
Instinctual drift
37
Copyright © 2013, Pearson Education
LO 4.10
Punishment by removal from the attention of others is
called:
1.
2.
3.
4.
Time-out (p. 146)
Token economy
Applied behavior analysis
Instinctual drift
38
Copyright © 2013, Pearson Education
LO 4.11
Knowing the location of the alternative entrances into a
building without having ever used them before is an
example of:
1.
2.
3.
4.
5.
Latent learning
Learned helplessness
Classical conditioning
Operant conditioning
Insight
39
Copyright © 2013, Pearson Education
LO 4.11
Knowing the location of the alternative entrances into a
building without having ever used them before is an
example of:
1.
2.
3.
4.
5.
Latent learning (p. 148)
Learned helplessness
Classical conditioning
Operant conditioning
Insight
40
Copyright © 2013, Pearson Education
LO 4.11
Seligman performed a study on learned helplessness,
which demonstrated:
1.
2.
3.
4.
5.
Dogs given inescapable shock did nothing to escape
the shock when later given the opportunity for escape.
Dogs given inescapable shock did escape the shock
when later given the opportunity for escape.
Dogs given inescapable shock later became
aggressive when given the opportunity for escape.
Dogs given inescapable shock later became more
active when given the opportunity for escape.
There was no difference between dogs given
inescapable vs. escapable shock when later given the
opportunity for escape.
41
Copyright © 2013, Pearson Education
LO 4.11
Seligman performed a study on learned helplessness,
which demonstrated:
1.
2.
3.
4.
5.
Dogs given inescapable shock did nothing to
escape the shock when later given the opportunity
for escape. (pp. 149-150)
Dogs given inescapable shock did escape the shock
when later given the opportunity for escape.
Dogs given inescapable shock later became
aggressive when given the opportunity for escape.
Dogs given inescapable shock later became more
active when given the opportunity for escape.
There was no difference between dogs given
inescapable vs. escapable shock when later given the
opportunity for escape.
42
Copyright © 2013, Pearson Education
LO 4.11
A biologist has been searching for a solution as to what
area of the brain is associated with conscious experience.
After many years of work, the researcher decides to
abandon his efforts. A couple of days later, he suddenly
realizes the solution, as though out of nowhere. What
type of learning does this demonstrate?
1.
2.
3.
4.
5.
Latent learning
Insight
Classical conditioning
Observational learning
Operant conditioning
43
Copyright © 2013, Pearson Education
LO 4.11
A biologist has been searching for a solution as to what
area of the brain is associated with conscious experience.
After many years of work, the researcher decides to
abandon his efforts. A couple of days later, he suddenly
realizes the solution, as though out of nowhere. What
type of learning does this demonstrate?
1.
2.
3.
4.
5.
Latent learning
Insight (p.149)
Classical conditioning
Observational learning
Operant conditioning
44
Copyright © 2013, Pearson Education
LO 4.12
In order for observational learning to occur, all of the
following elements need to be present EXCEPT:
1.
2.
3.
4.
5.
Attention
Intelligence
Memory
Imitation
Motivation
45
Copyright © 2013, Pearson Education
LO 4.12
In order for observational learning to occur, all of the
following elements need to be present EXCEPT:
1.
2.
3.
4.
5.
Attention
Intelligence (pp. 152-153)
Memory
Imitation
Motivation
46
Copyright © 2013, Pearson Education
Critical Thinking & Student
Opinion Slides
47
Copyright © 2013, Pearson Education
What Do You Think?
Is This “Learning”?
An infant stops sucking its thumb.
A. Yes
B. No
48
Copyright © 2013, Pearson Education
What Do You Think?
Is This “Learning”?
Children acquire language.
A. Yes
B. No
49
Copyright © 2013, Pearson Education
What Do You Think?
Is This “Learning”?
A computer program generates random opening
moves for its first 100 chess games and tabulates
the outcomes of those games. Starting with the
101st game, the computer uses those tabulations
to influence its choice of opening moves.
A. Yes
B. No
Copyright © 2013, Pearson Education
50
What Do You Think?
Is This “Learning”?
A worm is placed in a T-maze. The left arm of the
maze is brightly lit and dry; the right arm is dim and
moist. On the first ten trials, the worm turns right
seven times. On the next ten trials, the worm turns
right all ten times.
A. Yes
B. No
Copyright © 2013, Pearson Education
51
What Do You Think?
Is This “Learning”?
A previously psychotic patient is given Dr. K’s
patented phrenological surgery and no longer
exhibits any psychotic behaviors.
A. Yes
B. No
52
Copyright © 2013, Pearson Education
What Do You Think?
Is This “Learning”?
A lanky zinnia plant is pinched back and begins to
grow denser foliage and flowers.
A. Yes
B. No
53
Copyright © 2013, Pearson Education
What Do You Think?
Is This “Learning”?
After pondering over a difficult puzzle for hours,
Jane finally figures it out. From that point on, she
can solve all similar puzzles in the time it takes her
to read them.
A. Yes
B. No
54
Copyright © 2013, Pearson Education
What Do You Think?
Is This “Learning”?
After thirty years of smoking two packs a day, Zeb
throws away his cigarettes and never smokes
again.
A. Yes
B. No
55
Copyright © 2013, Pearson Education
What Is Your Experience?
I experience a startle response when I
see lightning.
A. True
B. False
56
Copyright © 2013, Pearson Education
What Is Your Experience?
There is at least one food that I can’t eat
because I got sick after eating it once.
A. True
B. False
57
Copyright © 2013, Pearson Education
What Is Your Experience?
There is at least one alcoholic drink that I
can’t drink because I got sick after
drinking it once.
A. True
B. False
58
Copyright © 2013, Pearson Education
What Is Your Experience?
I have a phobia.
A. True
B. False
59
Copyright © 2013, Pearson Education
What Is Your Learning Style?
I can solve a problem best by:
A. Breaking down the problem into
different components (analytical).
B. Viewing the problem as a whole
(holistic).
C. Talking through the problem (verbal).
D. Visualizing the problem in my head
(spatial).
E. It depends on the problem.
60
Copyright © 2013, Pearson Education