Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Insufficient justification wikipedia , lookup
Behavior analysis of child development wikipedia , lookup
Learning theory (education) wikipedia , lookup
Behaviorism wikipedia , lookup
Psychological behaviorism wikipedia , lookup
Classical conditioning wikipedia , lookup
Unit 6 Learning Open Book Practice Multiple Choice Identify the choice that best completes the statement or answers the question. ____ 1. Conditioning is the process of a. discrimination. b. spontaneous recovery. c. learning associations. d. observational learning. e. generalization. ____ 2. 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. ____ 3. Seals in an aquarium will repeat behaviors, such as slapping and barking, that prompt people to toss them a herring. This best illustrates a. respondent behavior. b. operant conditioning. c. observational learning. d. latent learning. e. spontaneous recovery. ____ 4. Children often learn to associate pushing a vending machine button with the delivery of a candy bar. This best illustrates the process underlying a. intrinsic motivation. b. respondent behavior. c. spontaneous recovery. d. operant conditioning. e. latent learning. ____ 5. After one chimpanzee sees a second chimp open a box that contains a food reward, the first animal opens a similar box with great speed. This best illustrates a. shaping. b. spontaneous recovery. c. respondent behavior. d. observational learning. e. positive reinforcement. ____ 6. John B. Watson emphasized that a. learning depends on how predictably rather than how frequently events are associated. b. unlike lower animals, humans learn through a process of cognition. c. both humans and lower animals learn to expect that a CS will be followed by a US. d. learning should be explained without any reference to mental processes. e. cognition plays a role in conditioning through the power of prediction. ____ 7. 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. e. conditioned stimulus. neutral stimulus. ____ 8. In Pavlov's experiments on the salivary conditioning of dogs, the US was a. a tone. b. salivation to the sound of a tone. c. the presentation of food in the dog's mouth. d. salivation to the food in the mouth. e. not used in the conditioning trials. ____ 9. In Aldous Huxley's Brave New World, infants develop a fear of roses after roses are presented with electric shock. In this fictional example, the presentation of the roses is the a. conditioned stimulus. b. unconditioned stimulus. c. unconditioned response. d. conditioned response. e. fear response. ____ 10. After he was spanked on several occasions for spilling his milk at a restaurant, Colin became afraid to go to the restaurant. In this case, spanking was a(n) ________ for Colin's fear. a. negative reinforcer b. conditioned stimulus c. secondary reinforcer d. unconditioned stimulus e. primary reinforcer ____ 11. Months after she was raped, Courtney's heart pounds with fear merely at the sight of the place where she was attacked. The location of her attack is most likely a(n) ________ for Courtney's anxiety. a. conditioned stimulus b. negative reinforcer c. unconditioned stimulus d. partial reinforcer e. primary reinforcer ____ 12. If a tone that regularly signals food triggers a salivation response, then a light that becomes associated with that tone may also begin to trigger salivation. This best illustrates a. latent learning. b. the law of effect. c. higher-order conditioning. d. a variable-ratio schedule. e. positive reinforcement. ____ 13. After Pavlov had conditioned a dog to salivate to a tone, he repeatedly sounded the tone without presenting the food. As a result, ________ occurred. a. generalization b. negative reinforcement c. latent learning d. extinction e. discrimination ____ 14. After receiving a painful shot from a female nurse in a white uniform, 3-year-old Vaclav experiences fear of any woman wearing a white dress. Vaclav's reaction best illustrates a. shaping. b. extinction. c. latent learning. d. e. spontaneous recovery. generalization. ____ 15. An allergy attack triggered by the sight of plastic flowers best illustrates the process of a. latent learning. b. delayed reinforcement. c. generalization. d. secondary reinforcement. e. spontaneous recovery. ____ 16. 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. ____ 17. Voluntary behaviors that produce rewarding or punishing consequences are called a. respondent behaviors. b. prosocial behaviors. c. operant behaviors. d. conditioned responses. e. unconditioned responses. ____ 18. A Skinner box is a(n) a. soundproofed cubicle in which organisms are classically conditioned in the absence of distracting noise. b. aversive or punishing event that decreases the occurrence of certain undesirable behaviors. c. “slot machine” used to study the effects of partial reinforcement on human gambling practices. d. chamber containing a bar or key that an animal can manipulate to obtain a reward. e. television projection device designed for use in laboratory studies of observational learning. ____ 19. 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. ____ 20. Because Mr. Baron demonstrates appreciation only for very good classroom answers, his students have stopped participating in class. Mr. Baron most clearly needs to be informed of the value of a. generalization. b. modeling. c. shaping. d. latent learning. e. spontaneous recovery. ____ 21. On Monday, Johnny's mother gave him cookies and milk after he had played quietly for 10 minutes. On Tuesday, she required 20 minutes of quiet play before treat time, and on Wednesday, the cookies were given to him only after a full half hour of quiet play. Johnny was taught to play quietly for extended periods through a. latent learning. b. secondary reinforcement. c. partial reinforcement. d. shaping. e. modeling. ____ 22. Any stimulus that, when presented after a response, strengthens the response is called a(n) a. conditioned stimulus. b. unconditioned stimulus. c. positive reinforcer. d. negative reinforcer. e. positive punishment. ____ 23. The more often Matthew is scolded following a temper tantrum, the more frequently he loses his temper. In this case, the scolding serves as a ________ for Matthew's temper tantrums. a. negative reinforcer b. conditioned stimulus c. positive reinforcer d. punishment e. unconditioned stimulus ____ 24. Innately satisfying stimuli that fulfill biological needs are called ________ reinforcers. a. fixed b. primary c. positive d. continuous e. unconditioned ____ 25. Despite the painful hangovers that follow his use of alcohol, Boris continues to drink because just a couple of drinks begin to reduce his anxiety. His continued drinking most clearly illustrates the power of a. generalization. b. spontaneous recovery. c. extinction. d. immediate reinforcement. e. partial reinforcement. ____ 26. 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 ____ 27. A small-town radio disc jockey frequently announces how much money is currently in a jackpot. Every day several randomly selected residents are called and asked to identify the amount, and thereby win it. Those who keep track of the jackpot amount are most likely to be reinforced on a ________ schedule. a. fixed-ratio b. variable-interval c. variable-ratio d. fixed-interval e. partial-delayed ____ 28. On the first day of class, Professor Wallace tells her geography students that pop quizzes will be given at unpredictable times throughout the semester. Clearly, studying for Professor Wallace's surprise quizzes will be reinforced on a ________ schedule. a. fixed-interval b. conditioned-response c. variable-interval d. variable-ratio e. fixed-ratio ____ 29. Revoking the driver's license of a reckless driver is intended to serve as a a. negative reinforcement. b. positive reinforcement. c. negative punishment. d. positive punishment. e. punishing reinforcer. ____ 30. Golf instruction that reinforces short putts before attempting to reinforce long putts best illustrates the process of a. generalization. b. shaping. c. modeling. d. discrimination. e. delayed reinforcement. ____ 31. Two years ago, the de Castellane Manufacturing Company included its employees in a profit-sharing plan in which workers receive semi-annual bonuses based on the company's profits. Since this plan was initiated, worker productivity at de Castellane has nearly doubled. This productivity increase is best explained in terms of a. observational learning. b. latent learning. c. operant conditioning. d. classical conditioning. e. spontaneous recovery. ____ 32. Both classical and operant conditioning are forms of a. associative learning. b. respondent behavior. c. observational learning. d. intrinsic motivation. e. latent learning. ____ 33. Classical conditioning involves a learned association between a. two stimuli. b. two responses. c. two reinforcers. d. behavior and its consequence. e. reinforcers and punishers. ____ 34. Rats easily learn to associate nausea-producing radiation treatments with a. loud sounds. b. bright lights. c. novel tastes. d. high-pitched sounds. e. acrid smells. ____ 35. An integrated understanding of associative learning in terms of genetic predispositions, culturally learned preferences, and the predictability of certain associations is most clearly provided by a. Pavlov's experiments. b. Watson's behaviorism. c. a biopsychosocial approach. d. the law of effect. e. operant conditioning. ____ 36. Operant response rates remain highest when individuals anticipate that their behavior will actually lead to further reinforcement. This best illustrates the importance of ________ in operant conditioning. a. b. c. d. e. secondary reinforcers cognitive processes biological predispositions intrinsic motivation spontaneous recovery ____ 37. If rats are allowed to wander through a complicated maze, they will subsequently run the maze with few errors when a food reward is placed at the end. Their good performance demonstrates a. shaping. b. latent learning. c. delayed reinforcement. d. spontaneous recovery. e. modeling. ____ 38. Some psychologists believe that rats develop mental representations of mazes they have explored. These representations have been called a. primary reinforcers. b. successive approximations. c. discriminative stimuli. d. cognitive maps. e. intrinsic motives. ____ 39. Professor Kohler observed chimpanzees discover a novel way to reach a banana hung out of their reach. This scenario is most likely an example of which type of learning? a. operant learning b. classical conditioning c. observational learning d. insight learning e. latent learning ____ 40. Laura fails to recognize any connection between her unsafe sexual practices and the likelihood of contracting a sexually transmitted infection. Laura's lack of perceptiveness best illustrates the dangers of a. free association. b. the self-reference phenomenon. c. the spotlight effect. d. an external locus of control. e. unconditional positive regard. ____ 41. Julio believes that no matter how hard he works, the “system” is so biased against his ethnic group that he will be unable to achieve economic success. Julio's thinking most clearly demonstrates a. displacement. b. reaction formation. c. the self-reference phenomenon. d. an external locus of control. e. the spotlight effect. ____ 42. Emma believes that she will succeed in business if she works hard and carefully manages her time. Her belief most clearly illustrates a. reaction formation. b. reciprocal determinism. c. unconditional positive regard. d. the self-reference phenomenon. e. an internal locus of control. ____ 43. Julio believes that no matter how hard he works, the “system” is so biased against his ethnic group that he will be unable to achieve economic success. Julio's thinking most clearly demonstrates a. b. c. d. e. displacement. reaction formation. the self-reference phenomenon. an external locus of control. the spotlight effect. ____ 44. Corbett refuses to take reasonable precautions to protect his health because he believes good health is just a matter of luck anyway. Corbett's attitude best illustrates a. the Barnum effect. b. an external locus of control. c. self-serving bias. d. the self-reference phenomenon. e. reciprocal determinism. ____ 45. The perception that one can strongly influence the outcome and destiny of one's own life exemplifies a. the self-reference phenomenon. b. the spotlight effect. c. the reality principle. d. an internal locus of control. e. reciprocal determinism. ____ 46. An individual who perceives an internal locus of control would most likely show signs of a a. weak id. b. strong id. c. weak ego. d. strong ego. e. weak superego. ____ 47. Our ability to learn by witnessing the behavior of others best illustrates a. respondent behavior. b. prosocial behavior. c. operant conditioning. d. observational learning. e. classical conditioning. ____ 48. The transmission of cultural fads and fashions best illustrates the impact of a. respondent behavior. b. immediate reinforcement. c. spontaneous recovery. d. primary reinforcers. e. observational learning. ____ 49. Chimpanzees learn foraging and tool use by observing other chimpanzees. This best illustrates a. generalization. b. modeling. c. shaping. d. insight. e. habituation. ____ 50. Which of the following become active both when people watch an action being performed and when they perform that action themselves? a. cognitive maps b. fixed-ratio schedules c. mirror neurons d. operant chambers e. biofeedback systems ____ 51. 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 ____ 52. 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 ____ 53. In his classic study, Albert Bandura found that children exposed to an adult model who behaved aggressively by beating up a Bobo doll a. imitated the adult’s actions. b. acted aggressively in the presence of other children. c. behaved aggressively in the presence of their parents. d. did not demonstrate prosocial behavior even when such behavior was modeled later. e. displayed little interest in the experimental situation. ____ 54. Like European Christians who risked their lives to rescue Jews from the Nazis, civil rights activists of the 1960s had parents who a. consistently used reinforcement in combination with punishment to shape their children's moral behavior. b. modeled a strong moral or humanitarian concern. c. consistently used psychological punishment rather than physical punishment in shaping their children's behavior. d. consistently used permissive rather than authoritarian child-rearing practices. e. consistently explained to their children the harsh consequences of immoral behavior. ____ 55. 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. ____ 56. Christian and Maggie are concerned with teaching their children to act prosocially. Social learning psychologists would advise them to a. read self-help books to their children. b. begin prosocial modeling after the children turn 8 years old. c. make sure their own actions and words are consistent. d. keep their children isolated from antisocial models. e. avoid reinforcing their children for tasks they already enjoy doing. ____ 57. Children of abusive parents often learn to be aggressive by imitating their parents. This illustrates the importance of a. delayed reinforcement. b. spontaneous recovery. c. observational learning. d. respondent behavior. e. shaping. Unit 6 Learning Open Book Practice Answer Section MULTIPLE CHOICE 1. ANS: TOP: 2. ANS: TOP: 3. ANS: TOP: 4. ANS: TOP: 5. ANS: TOP: 6. ANS: TOP: 7. ANS: TOP: 8. ANS: TOP: 9. ANS: TOP: 10. ANS: TOP: 11. ANS: TOP: 12. ANS: TOP: 13. ANS: TOP: 14. ANS: TOP: 15. ANS: TOP: 16. ANS: TOP: 17. ANS: TOP: 18. ANS: TOP: 19. ANS: TOP: 20. ANS: TOP: 21. ANS: TOP: 22. ANS: C PTS: 1 DIF: Medium OBJ: Unit VI | 26-1 How do we learn? SKL: Factual/Definitional D PTS: 1 DIF: Medium OBJ: Unit VI | 26-1 How do we learn? SKL: Factual/Definitional B PTS: 1 DIF: Medium OBJ: Unit VI | 26-1 How do we learn? SKL: Factual/Definitional D PTS: 1 DIF: Medium OBJ: Unit VI | 26-1 How do we learn? SKL: Conceptual/Application D PTS: 1 DIF: Medium OBJ: Unit VI | 26-1 How do we learn? SKL: Conceptual/Application D PTS: 1 DIF: Difficult OBJ: Unit VI | 26-2 Classical conditioning SKL: Factual/Definitional B PTS: 1 DIF: Easy OBJ: Unit VI | 26-2 Pavlov's experiments SKL: Factual/Definitional C PTS: 1 DIF: Easy OBJ: Unit VI | 26-2 Pavlov's experiments SKL: Factual/Definitional A PTS: 1 DIF: Medium OBJ: Unit VI | 26-2 Pavlov's experiments SKL: Conceptual/Application D PTS: 1 DIF: Difficult OBJ: Unit VI | 26-2 Classical conditioning SKL: Conceptual/Application A PTS: 1 DIF: Medium OBJ: Unit VI | 26-2 Classical conditioning SKL: Conceptual/Application C PTS: 1 DIF: Easy OBJ: Unit VI | 26-3 Acquisition SKL: Factual/Definitional D PTS: 1 DIF: Medium OBJ: Unit VI | 26-3 Extinction and spontaneous recovery SKL: Factual/Definitional E PTS: 1 DIF: Medium OBJ: Unit VI | 26-3 Generalization SKL: Conceptual/Application C PTS: 1 DIF: Difficult OBJ: Unit VI | 26-3 Generalization SKL: Conceptual/Application D PTS: 1 DIF: Difficult OBJ: Unit VI | 26-3 Discrimination SKL: Conceptual/Application C PTS: 1 DIF: Easy OBJ: Unit VI | 27-1 Operant conditioning SKL: Factual/Definitional D PTS: 1 DIF: Medium OBJ: Unit VI | 27-1 Skinner's experiments SKL: Factual/Definitional E PTS: 1 DIF: Medium OBJ: Unit VI | 27-1 Shaping behavior SKL: Factual/Definitional C PTS: 1 DIF: Medium OBJ: Unit VI | 27-1 Shaping behavior SKL: Conceptual D PTS: 1 DIF: Medium OBJ: Unit VI | 27-1 Shaping behavior SKL: Conceptual/Application C PTS: 1 DIF: Medium OBJ: Unit VI | 27-2 TOP: 23. ANS: TOP: 24. ANS: TOP: 25. ANS: TOP: 26. ANS: TOP: 27. ANS: TOP: 28. ANS: TOP: 29. ANS: TOP: 30. ANS: TOP: 31. ANS: TOP: 32. ANS: TOP: 33. ANS: TOP: 34. ANS: TOP: 35. ANS: TOP: 36. ANS: TOP: 37. ANS: TOP: 38. ANS: TOP: 39. ANS: TOP: 40. ANS: TOP: 41. ANS: TOP: 42. ANS: TOP: 43. ANS: TOP: 44. ANS: TOP: 45. ANS: TOP: 46. ANS: TOP: Types of reinforcers SKL: Factual/Definitional C PTS: 1 DIF: Difficult OBJ: Unit VI | 27-2 Types of reinforcers SKL: Conceptual/Application B PTS: 1 DIF: Easy OBJ: Unit VI | 27-2 Primary and conditioned reinforcers SKL: Factual/Definitional D PTS: 1 DIF: Medium OBJ: Unit VI | 27-2 Immediate and delayed reinforcers SKL: Conceptual/Application D PTS: 1 DIF: Medium OBJ: Unit VI | 27-3 Reinforcement schedules SKL: Conceptual/Application B PTS: 1 DIF: Difficult OBJ: Unit VI | 27-3 Reinforcement schedules SKL: Conceptual/Application C PTS: 1 DIF: Medium OBJ: Unit VI | 27-3 Reinforcement schedules SKL: Conceptual/Application C PTS: 1 DIF: Medium OBJ: Unit VI | 27-4 Punishment SKL: Factual/Definitional B PTS: 1 DIF: Easy OBJ: Unit VI | 28-1 Applications of operant conditioning SKL: Factual/Definitional C PTS: 1 DIF: Medium OBJ: Unit VI | 28-1 Applications of operant conditioning SKL: Conceptual/Application A PTS: 1 DIF: Medium OBJ: Unit VI | 28-2 Contrasting classical and operant conditioning SKL: Factual/Definitional A PTS: 1 DIF: Medium OBJ: Unit VI | 28-2 Contrasting classical and operant conditioning SKL: Factual/Definitional C PTS: 1 DIF: Medium OBJ: Unit VI | 29-1 Biological constraints on conditioning SKL: Factual/Definitional C PTS: 1 DIF: Medium OBJ: Unit VI | 29-1 Biological constraints on conditioning SKL: Factual/Definitional B PTS: 1 DIF: Medium OBJ: Unit VI | 29-2 Cognition's influence on conditioning SKL: Conceptual B PTS: 1 DIF: Medium OBJ: Unit VI | 29-2 Cognition's influence on conditioning SKL: Factual/Definitional D PTS: 1 DIF: Easy OBJ: Unit VI | 29-2 Cognition's influence on conditioning SKL: Factual/Definitional D PTS: 1 DIF: Easy OBJ: Unit VI | 29-2 Cognition's influence on conditioning SKL: Conceptual/Application D PTS: 1 DIF: Difficult OBJ: Unit VI | 29-4 Internal versus external locus of control SKL: Conceptual/Application D PTS: 1 DIF: Medium OBJ: Unit VI | 29-4 Internal versus external locus of control SKL: Conceptual/Application E PTS: 1 DIF: Medium OBJ: Unit VI | 29-4 Learned helplessness SKL: Conceptual/Application D PTS: 1 DIF: Medium OBJ: Unit VI | 29-4 Learned helplessness SKL: Conceptual/Application B PTS: 1 DIF: Medium OBJ: Unit VI | 29-4 Learned helplessness SKL: Conceptual/Application D PTS: 1 DIF: Easy OBJ: Unit VI | 29-4 Learned helplessness SKL: Factual/Definitional D PTS: 1 DIF: Difficult OBJ: Unit VI | 29-4 Learned helplessness SKL: Conceptual 47. ANS: TOP: 48. ANS: TOP: 49. ANS: TOP: 50. ANS: TOP: 51. ANS: TOP: 52. ANS: TOP: 53. ANS: TOP: 54. ANS: TOP: 55. ANS: TOP: 56. ANS: TOP: 57. ANS: TOP: D PTS: 1 DIF: Learning by observation SKL: E PTS: 1 DIF: Learning by observation SKL: B PTS: 1 DIF: Learning by observation SKL: C PTS: 1 DIF: Mirrors and imitation in the brain SKL: B PTS: 1 DIF: Mirrors and imitation in the brain SKL: D PTS: 1 DIF: Learning by Observation SKL: A PTS: 1 DIF: Learning by Observation SKL: B PTS: 1 DIF: Applications of observational learning D PTS: 1 DIF: Prosocial effects SKL: C PTS: 1 DIF: Prosocial effects SKL: C PTS: 1 DIF: Antisocial effects SKL: Easy OBJ: Unit VI | 30-1 Factual/Definitional Difficult OBJ: Unit VI | 30-1 Factual/Definitional Medium OBJ: Unit VI | 30-1 Factual/Definitional Medium OBJ: Unit VI | 30-1 Factual/Definitional Medium OBJ: Unit VI | 30-1 Factual/Definitional Medium OBJ: Unit VI | 30-1 Factual/Definitional Medium OBJ: Unit VI | 30-1 Factual/Definitional Medium OBJ: Unit VI | 30-2 SKL: Factual/Definitional Medium OBJ: Unit VI | 30-2 Factual/Definitional Medium OBJ: Unit VI | 30-2 Conceptual/Application Medium OBJ: Unit VI | 30-2 Factual/Definitional