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