Download SYC=, Spri~g 1996, Quiz 1 FORM A True-False: Use A for T

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?SYC=, Spri~g 1996, Quiz 1
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FORM A
True-False: Use A for T, B for F
k?,sponses are to stimuli as environment is to behavior.
Releasers are to fixed action patterns as stimuli are to responses.
3. Response hierarchies remain constant over an organism’s lifetime.
(f.’.
The red spot on a Herring Gull’s beak is a releaser.
5. In Thorndike’s studies of cats in problem boxes, the cats gradually improved at
escaping from the box over successive trials.
6. In Pavlov’s procedures, the dog got food only if it salivated.
7. Skinner was unable to train a rat to press a lever only when a light was on (or
only when it was off).
8. When a coin becomes important because you need it for a pay phone, this is an
example of an establishing operation.
9. 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
10. Food is delivered independently of a rat’s lever press. The food is
a. a stimulus
c. neither a nor b
b. a consequence
d. both a and b
11. When we tr’y to determine which visual features of its mother are important to an
infant, we are concerned with
stimulus function
c. response function
;: stimulus structure
d. response structure
12. We speak of operant behavior in terms of response classes because
a.
b.
c.
d.
we must distinguish between movements and actions
operant behavior is emitted rather than elicited
no two responses are exactly alike
the important properties of responses cannot be measured
13. A response hierarchy is
a.
b.
c.
d.
a way in which one response governs occurrences of another
a ranking based on relative frequencies of responses
a measure of preference for free choice over forced choice
all of the above
14. A problem with experiments on sensory deprivation is that
a. there isn’t much for the organism to do
b. the organism spends much of its time sleeping
it is difficult to eliminate all stimuli
;: all of the above
15. Skinner compared the rat’s discriminated lever press with
a.
b.
c.
d.
Jumps in the Lashley jumping stand
the training of circus animals
reaching for a pencil in the light or in the dark
insight as shown by problem solving apes
16. A cat operates a latch and gets out of a box. This is an example of
a.
b.
c.
d.
a consequential operation
an establishing operation
a stimulus control operation in which one stimulus signals another
a stimulus control operation in which a stimulus signals consequences
17. The principle of rejecting complicated explanations in favor of simple ones has
been called
a. Occam’s razor
b. Morgan’s canon
18.
c. both a and b
d. neither a nor b
The syllabus recommends highlighting of significant material in your textbook.
19-. l&ich did not appear in the film clips shown in class?
a.
b.
c.
d.
e.
Kohler’s chimps climbing poles to reach bananas
How Tinbergen’s work on releasers was inspired by a red mail truck
Bears fishing as an example of Thorndike’s law of effect
Solving the mystery of Clever Hans, the horse that did arithmetic
none of the above (all appeared in the film clips)
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PS~C 21?, Spring 1996, Quiz 2
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Form A
True-False: Use A for T, B for F
J . Cogfiitivists usually study functional questions, whereas behaviorists usually study
structural questions.
2. Natural selection is a theory that deals with the facts of evolution.
.
3. Multicellular organisms have existed for most of the history of life on earth.
4. The genes are more like recipes than like blueprints for an organism.
5. Ontogeny is the development of the individual organism whereas phylogeny is its
evolutionary history.
6. Selection relative to a population mean implies that it will be unusual for
ancestral forms to survive in current populations.
7. Darwinian selection cannot account for the evolution of the eye.
8. In the evolution of behavior, motor systems probably came after sensory ones.
9. The age of the earth is roughly
a. 4,500 years
c. 4.5 million years
b. 45,000 years
d. 4.5 billion years
10. The concept of the reflex can be attributed in part to Descartes’ familiarity with
statues in French gardens.
11. Saying
a. the
b. the
c. the
d. the
that a response produced a stimulus is the same as saying that
stimulus was elicited by the response
response was elicited by the stimulus
stimulus caused the response
response caused the stimulus
12. The expression p(T) represents a conditional probability of T.
13. Habituation refers to increased responding with repeated stimulus presentations.
14. An imprinted stimulus reinforces rather than elicits following.
15. The walking reflex is unaffected by the amount of leg exercise an infant gets.
16. Which is most appropriate for describing a reflex? Response probability is
a. the same in the presence of the stimulus as in its absence
b. low when the stimulus is presented but otherwise high
c. always high whether or not the stimulus is presented
d. high when the stimulus is presented but otherwise low
17. Which of the following give correct spellings?
c. Catania and Schimoff
a. Cantania and Schimoff
d. Catania and Shimoff
b. Cantania and Shimoff
18. The Coolidge effect is about
a. dam building in beavers
b. vacuum cleaners
c. ink squirting in the squid
d. sexual behavior
e. elicited aggression in monkeys
19. Which of the following is recommended in the syllabus?
a. make your first reading of a chapter a detailed one: get the big picture later
b. highlight relevant passages in your text
c print a Progress Report backup each time you complete a BEHAVIOR ON A DISK
program.
d. continue each vocabulary set until you get 90% correct
e. rmeof the above were recommended
●
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True-False: Use A for T, B for F
Form A
PS’fC ZIO, Spring 1!?96 Quiz 3
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1
. . Clever Hans was a dog that learned to lift a gate-latch with its nose.
.:
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The idea of artif cial selection came before that of natural selection.
3. Going from one place to another is behavior that has consequences.
‘$. Psychologists who studied the behavior of animals in mazes gradually made the mazes
simpler and simpler, eliminating choice points and turnings, until the maze
disappeared altogether in some experiments.
5. A more probable response may be reinforced by an opportunity to engage in a less
probable response.
6. In cumulative records, non-responding produces a horizontal straight
inc.
7. Aggressive responding during extinction is probably a side effect tha’
because extinction terminates reinforcer deliveries.
occurs
8. In Stratton’s experiment with inverting prisms, Stratton was unable t(
look up to see the floor.
learn to
9. Monkeys will operate a switch even if the only consequence is the opportunity to
look at another monkey.
10. A pigeon receives food when it pecks a key, but not when it does not peck the key.
In this case, keypecking
a. has no effect on the likelihood of food
b. increases the likelihood of food
c. decreases the likelihood of food
d. is elicited by food
11. F&&;~;isition of responding after extinction is faster than initial acquisition
a.
b.
c.
d.
responding is released from inhibition
responding shows spontaneous recovery
the organism does not have to relearn the entire sequence
the side effects of extinction are eliminated by reinforcement
12. Your dog begs for food at the table, and you decide to extinguish that response.
By the end of supper Fido has stopped begging, but at breakfast starts again. The
breakfast begging illustrates
a. adaptation
c. spontaneous recovery
b. inhibition
d. habituation
13, Evidence that reinforcement has temporary ei -.ts is provided by
a. extinction
c. spontaneous recovery
b. forgetting
d. satiation
14. The consequences of responding
a. produce learning
b. are what is learned
c. are absent in latent learning
d. produce superstition
15. Which does not illustrate the role of sensory consequences of responding?
visual-motor coordination in kittens
wearing inverting prisms
curiosity or exploratory behavior
potentiation and habituation of the wiping response of frogs
16.
latent learning, rats
make sequences of systematic choices while learning a maze
seek stimuli correlated with reinforcing events
learn mazes in the absence of food reinforcement
look both ways before turning at the choice point of a maze
17. Which was an incidental cause of the change from runways to boxes with levers?
it was easier to keep the rats from escaping
;: saving the work of moving the rat back to the startbox after each trial
c. the runway was too hard to keep clean
d. avoiding the criticism that running was species-specific behavior
e. the runway took up too much space
18. What happens if you enter your ID number, form number, or other information wrong,
so the computer can’t grade your $!iz?
a. nothing, except that the quiz must be graded by hand
b, you lose 5 points on that quiz
c. you must submit a report on a journal article to get your quiz graded
d, you get zero points on that quiz
e. you are not ~llowed to earn more than 18 points on that quiz
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P$YC 2!)0, Spring 1996, Quiz 4
Form A
True-False: Use A for T, B for F
1. Saying a rat prefers food to water is like saying
a. eating is higher in a rat’s response hierarchy than drinking
b. a rat-prefer~ eating to drinking
c. eatincj is more probable than drinking
d. all of the above
2. Spalding found that chicks who were kept from seeing in the first few days after
hatching were able to cope with the visual world.
3. It is inappropriate to say that a response rather than an organism is reinforced.
4. Historically, a major argument for the ineffectiveness of punishment was that
responding recovered after punishment was discontinued.
5. The effects of punishment are typically reversible.
6. Gradually introducing punishment reduces responding more effectively than abruptly
introducing punishment.
7. Punishment is most effective when the responses to be punished are similar to those
elicited by the punishing stimulus.
8. A pigeon’s pecks produced both mild shock and occasional food, or neither food nor
shock . With food discontinued, response rates were higher when producing shock
than when not doing so.
9. Lever presses produce shock, and jumping decreases. This illustrates punishment.
10. Elicited responding is more likely to interfere with negatively reinforced
responding in avoidance than in escape.
11. Positive reinforcement and positive punishment both
a.
b.
c.
d.
produce increases in behavior
involve reinforcing stimuli, presented in one case, withdrawn in the other
have to be superimposed upon high baseline response rates
ordinarily have temporary effects
12. A parent tries to stop a child from crying by spanking the child, but the child
keeps crying anyway. We might conclude that
a. punishing effects of the spanking outweigh its eliciting effects
b. the spanking does not have eliciting effects
c. eliciting effects of the spanking outweigh its punishing effects
d. the spanking produces spontaneous recovery
13. An example of a negative-punishment procedure is
a. time out from positive reinforcement
b. lever-pressing maintained by electric shock
14. The strongest
a. punishment
b. the parent
c. punishment
d. escape and
c. discriminated avoidance
d. the subtraction method
argument against parental use of punishment is that
is ineffective in reducing responding
may become aversive to and avoided by the child
is never ethical, even in reducing life-threatening behavior
avoidance are preferable to punishment
15. A rat in a cold chamber turns on a heat lamp by pressing a lever. The argument for
calling this negative reinforcement is that
a. cold elicits responses that compete with lever pressing
b. the heat lamp adds energy to the rat’s environment
c. producing heat is a species-specific defense reaction in rats
d. the rat’s lever pressing decreases under such conditions
16. A free-operant avoidance schedule has a 5-see SS interval and a 20-sec RS interval.
Shocks can be avoided with the fewest responses by responding
c. every 14 sec
a. as rapidly as possible
d. every 19 sec
b. every 4 sec
17. The theme of the lecture on avoidance was
a. The normal sources of abnormal behavior
b. Just say “No”
c. Almost doesn’t count, except in horseshoes
d. Don’t punish puns: avoid them!
e. “If it’s in stock, we have it”
18. You get 16 of the 18 questions on this quiz correct. For calculating your letter
.
grade, you give yourself
a. 16/18 = 89% (rounded to the nearest whole number)
b. a curved grade depending on the highest grade in the class on this quiz
c. 100% (since the “standard” quiz is 16 points)
d. 16 points added to your total points
e. a z-score based on the class mean on this quiz
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Form A
PSYC 210. Spring 1996, Quiz 5
True-False: UseAfor T, BforF - /.
- .1. Incidental by-prociuets of selection have been-called
a. dinosaurs”
b. eohippuses
c. spandrels
d. mutations
2. On approaching the goalbox rats slow down, probably because rats who don’t are
likely to bump into the goalbox wall.
“3. It
a.
b.
c.
-
has beemarguect.that punishment is ineffective because ~-.
stimuli that ought to punish sometimes fail to reduce responding
responding recovers after punishment is discontinued
both a and b .
d. neither a nor b
4. Just as It is incorrect to speak of reinforcing an organism, it is incorrect to
speak-of shaping an organism.
~
5. Responding is easier to maintain with DRtl than with DRL schedules.
6. Some response sequences are instances of chaining.
7. According to L=hley, a problem with chaining accounts of response sequences is how”
the same stimulus can occasion different responses in different contexts.
8. The behavior of the porpoise has been used to demonstrate the differential
reinforcement of response novelty.
9. During shaping, a disadvantage of infrequent reinforcement relative to frequent
reinforcement is that
a. satiation is more likely to occur before the response is shaped
b. other responses than the one to be shaped will,be reinforced
c. the organism is more likely to become inactive
..
d. the shaped response will have no resistance to extinction .
..
...
10. The term differentiation refers to
a. sharpening of reinforcement effects with respect to response properties
b. sharpening of reinforcement effects with respect to stimulus properties “ “
c. spread of effects of reinforcement with respect to response properties
d. spread of effects of reinforcement with respect to stimulus properties
11. Yoware ina contest to see who can most quickly shape some property of responding.
Everything elSebeing’ equal, if you would have the best chance of winning if you
choose the argantsm that has already shown .’
a. the most, inductioq
c. the least’ induction
b. the least resistance to. extinction
d. the most rapid satiation
12. In
a.
b.
c.
d.
which pair are the two responses probably members of the same operant class?
turning on the Ii hts; turning on a TV set
ringing a- doorbet-;answering
the door
!
eating a dtnner$. eating-one’s words
knocking on a door; ringing the doorbell
13. Operants are classes. of
a. stimuli
b. responses
c. reflexes
d. Ver~i and Puccini lovers
14. A rat masters a task’ in which food depends on learning to turn twice left and twice. “
right. The rat’s performance is called
c. stimulus-response association
a. hypothesis behavior
d. double alternation
b. paced responding
15. One factor that can maintain self-injurious behavior is
c. getting attention
a. organic, such as’brain- damage
d. any of the above
b. avoiding compliance with demands
16. A t)roblem.with differential reinforcement of variability or novelty is
~,”va~iability and novelty cannot be properties of individual responses
h... such differential reinforcement has never been demonstrated
c: variability iS incompati&l@ with novelty
c!. the criteria ~o~ differential re~f.orcement cannot be described’
th~ cowbird experiment, which happened?
d. a fema?e shaped a male’s singing
‘a male shaped another’ male’s singing
e. none of the above
a.male shaped a female’s sin ing
a female shaped another fema ! e’s singing
*,.
18. Which was probabJy the best example of extinction of Helen’Keller’s behavior in
d. slapping
Miracle Horker? . a. spitting food
e.
throwing spoons
b. breaking dishes
c. folding a napkin
17. In
a.
b.
c.
19. The
.,.,demonstration rat kept its hind feet *the floor while pressing the lever.
I?SYC 210, Spring 1996, Quiz 6
Form A
True-False: Use A for T, B for F
●
1. A cognitive psychologist is typically concerned with stimulus structure. A
behavioral psychologist is typically concerned with
a. mental events
c. operations rather than processes
b. response structure
d. stimulus and response function
2. Eye movements cannot be reinforced.
3. Extinction demonstrates that reinforcement
is irreversible
c. disinhibits responding
;: has temporary effects
d. none of the above
4. Species-specific defense reactions are unlearned responses likely to prevent
aversive events in the organism’s natural habitat.
5. Responses are to stimuli as discrimination is to differentiation.
6. Discrimination and differentiation differ critically in that the experimenter can
control stimulus order but not the order in which different responses occur.
7. Peak shifts occur in generalization gradients but not post-discrimination
gradients.
8. Responses are to stimuli as shape is to fade.
9. Pigeons can discriminate pictures with trees in them from pictures without trees.
10. Equivalence classes have been demonstrated in both pigeon and chimpanzee behavior.
11. A pigeon responds to red circles but not green squares. Later, with colors alone
and forms alone, it responds only to red. This experiment is about
a. oddity learning
c. concept formation
b. conditional discrimination
d. attention
12. A monkey receives food when it chooses the correct item from a pair. It learns the
first problem slowly, but as new pairs are presented in successive problems, it
masters each new one more and more rapidly. This is an example of
a. latent learning
c. successive discrimination
b. learning set
d. matching-to-sample
13. Concept formation involves
a. discrimination between stimulus classes
b. generalization within stimulus classes
c. both a and b
d. neither a nor b
14. The toDic of coanitive mac)s is concerned with
L
i
15. In
a.
b.
c.
d.
howrorganism; can locate an area even if approaching from a new direction
how organisms who store food over winter can find it in the spring
how organisms return to nesting areas
all of the above
matching-to-sample in pigeons
a peck on the sample key produces comparison stimuli
a peck on the matching comparison key produces the reinforcer
both a and b
neither a nor b
16. Which does not define an equivalence class?
a. conditionality
b. reflexivity
c. symmetry
d. transitivity
17. In the reversal from red-green to green-red, pecks to the red were reduced by
a. using green as a reinforcer
b. reinforcing movements away from red
d. neither a nor b
c. both a and b
18. The shaping program that shows how probability distributions change with responding
involves
a. the lever pressing of a rat
b. a weight-lifting ape
c. the place where a mouse pops up
d. setting goals for study time
e. a child’s annoying crying
19. Which happened during the pigeon demonstrations?
a.
b.
c.
d.
The pigeons were switched when one bird wouldn’t eat from the food hopper
Time was lost in recapturing a pigeon that escaped
both a and b
neither a nor b
#
. PSYC 210, Spring 1996, Quiz 7
Form A
True-False: Use A for True, B for False
1.
A name for how stimuli come to control consequential responding is
a. conditioning
c. elicitation
b. discrimination learning
d. problem solving
2.
Experiments on latent learninq showed that rats could not learn mazes in the
absence of food reinforcement:
3.
In VR schedules, the longer the organism waits the more likely it is that the
next response will be reinforced.
4.
In VI schedules, response rate increases as the mean time between reinforcers
increases.
5.
Extinction after FR reinforcement typically consists of continuous responding
with gradual decreases in rate.
6.
In Fl schedules, responses that occur before the interval has ended reset the
clock and start the interval over.
7.
Multiple schedules consist of two or more schedules that alternate, each in
the presence of a different stimulus.
8.
Variables having small effects in single-response schedules sometimes have
large effects in concurrent schedules.
9.
After reinforcement, a pigeon pauses, and then abruptly begins responding at a
high rate until the next reinforcement. This performance is most likely
generated by which schedule?
c. FI
a. FR
d. DRL
b. VR
10.
A pigeon’s pecks have been reinforced during both green and red. When
reinforcement is continued during green but not during red, response rate will
a. decrease during both stimuli
b. remain constant during green and decrease during red
c. increase during green and decrease during red
d. increase during green and remain constant during red
11.
In the presence of a red light, a pigeon’s key pecks produce yellow. In the
presence of a yellow light, pecks produce green. In the presence of the green
light, pecks produce food. This illustrates a
c. chained schedule
a. second-order schedule
d. tandem schedule
b. multiple schedule
12.
Studies of reinforcement schedules began mostly because of
a. practical issues in education
b. theoretical issues in behavior
c. practical issues in treatment of SIB children
d. lab accidents and convenience for the experimenter
13.
According to lecture, the way to test whether your responding has VR or VI
consequences in the program on schedule contingencies is to use
c. long IRTs
a. short post-reinforcement pauses
d. common sense
b. high response rates
14.
The reinforcing and aversive effects of “informative stimuli” were discussed
in class in th; context of an experiment on
a. turning cards over to see what symbols are on the other side
b. whether pigeons produce stimuli correlated with extinction
c. both a and b
d. neither a nor b
Use the following schedule names to answer the items below (each is used once):
e. DRL
d. VR
c. VI
a. FI
b. FR
Indicate the schedule that probably generated each of the following:
15.
relatively low and constant response rate
16.
intermediate and constant response rate
17.
relatively high and constant response rate
18.
no responding after reinforcement abruptly changes to rapid responding
19.
response rate gradually increases as time passes after reinforcement
.
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PSYC 210, Spring 1996, Quiz 8, FormA
True-False: Use A for True, B for False
1.
In Pavlov’s experiments, meat powder was the conditional stimulus.
2.
Which statement about respondent conditioning is false?
it is mainly stimulus substitution
;; it can be demonstrated with skeletal responses
c. it can be superimposed on operant behavior
d. it depends on stimulus-stimulus contingencies rather than stimulus pairings
3.
The most important factor in whether respondent conditioning is effective is
a. number of pairings of CS and US
b. probability of the US given CS and given no CS
c. baseline level of the UR
d. probability of the US given CR and given no CR
4.
A respondent procedure effective in conditioning skeletal responses is
a. salivary conditioning
c. autoshaping
b. backward conditioning
d. blocking
5.
Which illustrates conditioned suppression?
a. avoidance responding during a warning stimulus
b. leg flexions elicited by a light that precedes shock
c. food-reinforced key pecks reduced by shock punishment
d. food-reinforced lever pressing reduced by a stimulus that precedes shock
Here are five types of conditioning:
a. simultaneous
e. backward
b. temporal
c. delay
d. trace
Indicate by letter the one most appropriate to each of the next six items:
6.
a 30-second CS is followed by a US
a CS is followed 4 seconds later by a US
::
a US is presented repeatedly at regular intervals
a CS and a US are presented at the same time
1::
a US is followed 4 seconds later by a CS
11.
a brief CS is followed 30 seconds later by a US
12.
Rats cannot learn food preferences socially.
13.
Both pigeons and chimpanzees can learn to respond to parts of their own bodies
as seen in mirrors.
14.
Which of the following about rhesus monkeys and snake fear is correct
a. they are born with snake fear
b. they develop the fear in their first year, without exposure to snakes
c. they develop the fear after observing a parent behaving fearfully to snakes
d. they develop the fear only as a result of interacting with snakes
15.
The mother-infant illustrations in the recapitulation that ended the chaDter
on social learning did not include which of’the following examples?
a. a new toy chest and latent learning
b. negative punishment and chasing the cat
c. sensory preconditioning and the family doctor
d. operant discrimination and changes in the infant’s feeding time
16.
Conditional stimuli in respondent conditioning are to presentations of the
unconditional stimulus as
a. discriminative stimuli are to an response-stimulus contingency
b. eliciting stimuli are to the responses they elicit
c. avoidance responses are to escape responses
d. contingent stimuli are to the responses that produce them
17.
The CS in the class example of conditional hypoglycemia was
a. a candy bar
c. sugarless gum
b. a soft drink
d. ice cream or yoghurt
18,
A main theme in the lecture about operant-respondent interactions was
a. differences between human emotions and those of rats or monkeys
b. how we learn the meanings of words like love or anger
c. differences between innate and learned emotions
d. how we learn to cope with our emotions
.
. PSYC 210, Spring 1996, Quiz 9, Form C
True-False: Use A for True, B for False
Use the following list to answer the items below:
d. dictation-taking
a. textual behavior
e. none of the above
b. transcription
c. echoic behavior
Indicate the name most appropriate to each of the following.
reciting the alphabet
1.
2.
taking notes during a lecture
reading a story aloud
::
transferring telephone numbers from one address book to another
writing down information given on the telephone
::
asking for a book at the library
repeating someone’s name when you are being introduced
repeating a telephone number someone has just given you
;:
9.
When one monkey learned to wash sand off potatoes in the ocea’n, the practice
did not spread-to other monkeys.
100
It is possible to tact a month or a day of the week.
11.
It is usually easier to change human behavior by shaping what people say than
by shaping what they do.
12.
Which is true about echoic behavior?
a. echoic behavior is a variety of generalized imitation in the vocal mode
b. vocal imitation by parrots counts as echoic behavior
c. only those with the same regional accent can engage in echoic behavior
d. echoic behavior cannot be reinforced
13.
We
a.
b.
c.
d.
14.
Discriminative stimuli are to the responses they occasion as
a. mands are to their reinforcers
b. formal responses are to intraverbal responses
c. objects are to their names in tact relations
d. textual are to echoic responses
15.
Most events called extrinsic reinforcers are established by
c. deprivation
a. self-reinforcement
d. natural contingencies
b. instructions
16.
The word “not” in “The coffee is not ready” is
c. a relational autoclitic
a. intraverbal
d. a descriptive autoclitic
b. echoic
17.
The tatting example used in class involved
d. snow and a shovel
a. sun and-sunglasses
e. rain and an umbrella
b. snow and snowshoes
c. rain and a raincoat
18.
In
a.
b.
e.
19.
Important examples of rule-governed behavior used in class were (
a. following orders in the military
b. following the instructions of a teacher
c. both a and b
d. neither a nor b
cannot call a particular verbal response a tact unless
it occurs in the presence of an audience
it has some consequences
we can specify some measurable physical dimension of the relevant stimuli
it occurs in the presence of or shortly after the tatted stimulus
the transcription example, the boss was and the
c. female - female
male - male
d female - male
male - femal:
none of the above (both were sexless aliens)
secretary
was
_
.
r
b
PSYC 210, Spring 1996, Quiz 10 FormA
‘ 1<
True-False: Use A for True, B for False
While exploring, you discover a stone in which the symbols of an unknown
language have been carved. The stone is too heavy to carry, so you copy the
symbols before leaving. This copying is transcription.
2.
Free association is an example of intraverbal behavior.
3.
Listeners are more likely to remember semantic than syntactic properties of
sentences.
4.
Changing a sentence from active voice to passive voice is a concern of
a. sequential grammar
c, phrase-structure grammar
b. grammatical constituents
d. transformational grammar
5.
Structural features that sentences share are best described in terms of
a. constituents of each sentence
c. sequential analysis
b. transformations relating one to another
d. descriptive autoclitics
6.
Which statement is false?
a. in metaphor, we make the concrete abstract
b. the pronouns & and yqI are examples of deictic language
c. autoclitic verbal behavior has not been shown in chimpanzees
d. we can change what humans do by shaping what they say
7.
The probability of recall of an item is more affected by the delay than by the
number of other items intervening between presentation and recall.
8.
Verbal discrimination is a special case of verbal recognition.
9.
Proactive inhibition can be regarded as positive transfer.
10.
Which of the following statements is false?
a. incidental learning is more effective than intentional learning
b. high-meaningful is more easily learned than low-meaningful material
c. spaced practice is more effective than massed practice
d. organized lists are more easily learned than random lists
11.
A student at a medical examination is asked to list the foods eaten for
breakfast. This performance is best described as
d. recognition
a. free recall
b. serial learning
c. cereal learning
12.
As
a.
b.
c.
d.
13.
A student studying a textbook tries to identify sentences that include
information likely to appear on a test. This is best described as
c. free recall
a. verbal discrimination
d. paired-associates learning
b. serial learning
14.
On day 1, a trial witness names all those present at a crime scene. On Day 2,
the witness point to those who were at the scene. Although this example
involves nonverbal stimuli, the witness’s performance can best be described as
a. recall, both days
c. recall, day 1; recognition, day 2
d. recognition, day 1; recall, day 2
b. recognition, both days
15.
After learning the ways of the jungle, Tarzan finds it difficult to adapt to
civilization. His problem is one of
c. retroactive inhibition
a. future shock
d. serial learning
b. proactive inhibition
16.
A student continues to improve on answering multiple-choice questions even
when tested on new material. This illustrates
a. proactive inhibition
c. recency effect
b. learning set
d. verbal discrimination
17.
Which
a. It
b. It
c. It
18.
Which of the following were women?
c. both a and b
a. Calkins
b. von Restorff
19.
a factor in free recall, rehearsal is
more important in primacy than in recency effects
more important in recency than in primacy effects
equally important in primacy and recency effects
important in neither effect
was NOT true about the class verbal learning experiment? .
demonstrated primacy
d. It used free recall
e. The von Restorff word was “destiny”
demonstrated recency
demonstrated clustering
d. neither a nor b
Which was NOT used as an example in the psycholinguistics lecture?
d. A rash of dermatologists
a. The lions leave by the end of summer
e. Time flies like an arrow
b. Who killed the most chickens?
d. John is easy/eager to please
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PSYC 210, Spring 1996, Quiz 11 FormA
True-False: Use A for True, B for False
1.
Lever presses produce food, and jumping increases. This illustrates
reinforcement.
20
In conditioned suppression procedures superimposed on food-maintained
responding, responses can prevent the onset of the aversive stimulus.
3.
When a click is presented during a spoken sentence, the listener tends to hear
the click displaced in the direction of major sentence boundaries.
4.
In serial learning, the list end is more easily learned than the list middle.
5.
The span of immediate memory can be increased by allowing the learner
additional time for rehearsal.
6.
Errors in recall of letters demonstrate that vocally presented items are
usually encoded visually.
7.
The more the conditions of recall are like the conditions of learning, the
greater the likelihood of recall.
8.
Mnemonic techniques work best when items are
a. concrete rather than abstract
c. unusual rather than commonplace
b. connected rather than separated
d. all of the above
9.
Which type of memory is likely to have the shortest time course?
a. iconic memory
c. autobiographical memory
b. short-term memory
d. metamemory
10.
When the items in a list exceed the span of immediate memory
a. the list must be repeated to be learned
b. remembering the list is an example of long-term memory
c. both a and b
d. neither a nor b
110
Studying the effects of cranming for an exam is relevant to
a. short-term memory
c. both a and b
b. massed practice
d. neither a nor b
12.
One experimental procedure for studying short-term memory is
a. substituting new items for items not learned on preceding trials
b. preventing the learner from rehearsing the items to be learned
c. instructing the learner to forget some items on a list
d. measuring forgetting as a function of number of lists already learned
13.
If we can report that we are more likely to remember one set of items than
some other set of items, this provides an example of
c. instructed forgetting
a. semantic memory
d. metamemory
b. autobiographical memory
14.
Decodinq occurs durin~
b. retention
a. stor;ge
c. retrieval
d. all of the above
15.
In
a.
b.
c.
d.
16.
An exi)eriment showed that items with names were remembered more effectively
than the same items without names. The pictured items in that experiment were
a. kaleidoscope views
c. abstract paintings
b. unusual flowers
d. imaginary animals
17.
An example of state-dependent learning described in lecture involved
d. nicotine
a. LSD
b. alcohol
c. chlorpromazine
forgetting from long-term memory
proactive interference is more important than retroactive interference
proactive interference is less important than retroactive interference
proactive and retroactive interference are equally important
neither proactive nor retroactive interference is important
Identify the following mnemonic codes:
18. The second item: a. knee
b. Noah
19. The ninth item:
a. boy
b. bee
c. now
C. bow
d. inn
d. pea
e. the Greek letter, nu
e. pie
J
PSYC 210, Spring 1996, Quiz 12 FormA
1.
True-False: Use A for True, B for False
Response is to differentiation as stimulus is to
a. discrimination
b. induction
c. generalization
d. fading
2.
Success is most likely with gradual introduction of a stimulus in which of the
following procedures?
a. punishment
c. both a and b
b. errorless learning
d. neither a nor b
3.
The more the conditions of recall are like the conditions of learning, the
greater the likelihood of recall.
4.
Encoding occurs during
a. storage
b. retention
c. retrieval
d. b and c but not a
5.
Recall of word meanings is to recall of life events as semantic memory is to
a. autobiographical memory
c. iconic memory
b. long-term memory
d. metamemory
6.
Concern with function tends to be correlated with a cognitive vocabulary.
7.
The reaction time of a shift of attention can be measured.
8.
Rotating a visual image through 90 degrees takes longer than rotating it
through 30 degrees.
9.
In the example of finding a suitcase at a baggage claim turntable, the
solution was marking inspected suitcases with chalk. This illustrates that an
important part of problem solving is
a. modifying stimuli
b. giving appropriate instructions
c. avoiding negative transfer
d. allowing incubation of solutions
10.
Watching human problem-solvers has most in conmnon with
a. Pavlov’s research on salivating dogs
b. Kohler’s experiments on problem-solving chimps
c. Tinbergen’s studies of pecking in gull chicks
d. Thorndike’s analyses of stimulus control in humans
11.
The primary symptom of the imaginary syndrome called narapoia is
a. believing you are following someone, rather than being followed
b. thinking you are having hallucinations when the things you see are real
c. the delusion that people are plotting to do you good
d. shop-dropping, by sneaking things into stores and leaving them there
120
The judgment that the probabilities of several events occurring together is
greater than any of their separate probabilities is called
c. a false alarm
a. the conjunction fallacy
d. the decision matrix
b. parallel distributed processing
13.
The fields of human and animal learning have remained separate over most of
the 20th century.
14.
For Darwin, species were distinguished by descent.
15.
Behavioral accounts define response classes in terms of their topographies
rather than in terms of where responses came from.
16.
Which is not an example of a respondent conditioning procedure?
2. l::.t:nt Isc.rning
c. autoshaping
d. conditioned suppression
b. sensory preconditioning
17.
Which was NOT shown in the film?
a. pigeon pecking at plastic banana
b. child getting cookie from cookie jar
c. rat finding cheese behind door
d. all of the above were shown
18.
The part of the film that dealt with imitation used the training of guide dogs
as the main example.
19.
The term Columban in “Columban simulations” refers to
c. species of bird
a. the university where the research was done
d. species of primate
b. the country where the studies were done
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MYC 2i0, Spring 1996, Final Exam
Form A
True-False: Use A for True, B for False
1.
Which best illustrates successive discrimination?
a. startling to a lightning flash that precedes thunder
b. stopping at a red traffic light and going on green
c. choosing among the drinks available in a vending math ne
d. salivating at the sight of food
2.
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.
3.
Potentiation has been produced by successive stimulus presentations. The next
stimulus will elicit less responding the longer the time since the last stimulus.
4.
In a reflex, a weak stimulus elicits a response with
a. short latency, strong magnitude c. long latency, strong magnitude
b. short latency, weak magnitude
d. long latency, weak magnitude
5.
Behavior in which one res~onse reliably accompanies another is
a. reflexive
c: adjunctive
“
b. operant
d. superstitious
6.
When we study conditions affecting the significance of stimu” i, we are usually
concerned with
a. learning
c. motivation or drive
b. contingencies
d. elicitation
7.
Saying that a response produced a stimulus is the same as saying that the
stimulus was a consequence of the response.
8.
In cumulative records, non-responding produces a straight vertical line.
9.
Interest in the shape of the learning curve has declined because
a. average performances do not represent those of individual organisms
b. shapes of learning curves depend on apparatuses used and measures taken
c. even in simple tasks, organisms learn different things over many trials
d. all of the above
10.
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 D will reinforce P
d. both a and b
b. opportunities to Q will reinforce D
11.
Just as it is correct to speak of reinforcing an organism, it is correct to speak
of punishing an organism.
12.
With matched rates of shock superimposed on food-reinforced lever pressing, rats’
lever pressing was reduced less by response-independent shock than by
response-produced shock.
13.
Molar analyses of avoidance are more likely to be concerned with overall rates of
responding and shock than with times between individual responses and shocks.
14.
Response novelty cannot be differentially reinforced.
.
PSYC 210, Spring 1996, Final Exam
.
.
Page “i
15.
Reinforcement is to punishment as superstition procedure is to
a. response-produced shock
c. extinction
b. response-independent shock
d. spontaneous recovery
16.
Positive reinforcement is to negative reinforcement as
increase in responding is to decrease in responding
~~ stimulus presentation is to stimulus removal
c. permanent effects are to temporary effects
d. aversive stimulus is to appetitive stimulus
17.
Stimulus termination is to stimulus prevention as
a. negative reinforcement is to positive punishment
b. discriminated avoidance is to simple avoidance
c. omission training is to negative punishment
d. escape is to avoidance
18.
In
a.
b.
c.
d.
19.
Which is probably in the same operant class as walking to a movie theater?
a. walking to a grocery store
c. running a marathon
b. driving to a movie theater
d. watching television
20.
Which statement is false?
21.
Discrimination is to differentiation as
a. generalization is to induction
b. stimuli are to responses
free-operant avoidance, SS and RS are abbreviations of
respondent, operant
start-shock, remove-shock
shock-shock, response-shock
stimulus-stimulus, reinforcer-stimulus
a.
b.
c.
d.
some response sequences are chains
all chains are response sequences
some response sequences are not chains
no response sequences are chains
c. neither a nor b
d. both a and b
22.
Without attention to a stimulus dimension, generalization gradients
a. are flat
c. show peaks at the reinforcement stimulus
b. show peak shifts
d. show peaks at the extinction stimulus
23.
A pigeon learns to peck a square given a green sample and a circle given a red
sample. This performance is called
c. identity matching
rnatching-to~sample
d. arbitrary matching
:: oddity responding
24.
In DRL schedules, responses that occur before the scheduled time has elapsed have
no effect on the time to reinforcement.
25.
In
a.
b.
c.
d.
26.
VI schedules, reinforcement probability
increases with the number of responses emitted
is independent of IRT
is proportional to rate of res~tinding
increases with time since the last response
Respondent conditioning is simply the substitution of one stimulus for another as
an eliciting stimulus.
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PSYC Z~O, Spring 1996, Final Exam
. 27.
.
Page 3
-A pigeon produces an immediate 2-see reinforcer rather than a delayed 4-see
reinforcer. This is called
c. self-control
a. delay of gratification
d. commitment
b. impulsiveness
28.
A response is reinforced if either of two schedule contingencies is satisfied.
This arrangement of schedules is called
a. conjunctive
c. concurrent
d. alternative
b. interlocking
29.
Coordinated wing-flapping is a product of a bird’s flight experience.
30.
A tone is sounded for 5 see; 30 sec later, food is presented. This is
a. delay conditioning
c. temporal conditioning
b. backward conditioning
d. trace conditioning
31.
A person presses an elevator button; 20 sec later the elevator arrives as a
consequence of the press. This situation is probably best described as
a. trace conditioning
c. superstition
b. delay conditioning
d. delay of reinforcement
32.
Which procedure would you use to study sensory preconditioning?
a. light is followed by food; then tone is followed by light
b. tone is followed by light; then light is followed by food
c. lever presses produce light; then light is followed by food
d. light is followed by food; then lever presses produce light
33.
Evolution is to learning as
a. ontogeny is to neoteny
b. phylogeny is to ontogeny
c. neoteny is to phylogeny
d. ontogeny is to phylogeny
34.
Social facilitation is an example of generalized imitation.
35.
Self-reinforcement is misnamed, because we can deliver reinforcers to ourselves
consistently only if we can discriminate relevant properties of our own behavior.
36.
A pigeon sees blue dots in a mirror, and is taught to peck at-the places where
the blue dots had appeared. This pigeon is in an experiment about
c. self-reinforcement
a. generalized imitation
b. discriminating its own behavior
d. self-concept
37.
Place names are likely to be based on coimnon rather than unusual features of a
region.
38.
Saying “It’s raining” on feeling the raindrops is
a. a tact
c. a mand
b. intraverbal behavior
d. textual
39.
Extrinsic reinforcers are probably best described as
a. conditioned reinforcers
c. higher-order reinforcers
b. unconditioned reinforcers d. reinforcers established by instructions
-A phrase-structure diagram is a way of describing the relations among the
constituents of a sentence.
40.
c
.
,
PSYC 210, Spring 1996, Final Exam
41.
Which statement is true?
a. reading for understanding is textual behavior
b. pictorial copying is transcription
c. repeating nonsense syllables is echoic behavior
d. naming a person who is absent is tatting
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42.
Sentences that “mean the same thing” have similar surface structures but
different deep structures.
43.
Which is a transformation of “Time and tide wait for no man”?
No man is an island
:: Time and tide wait for an island
For no man do time and tide wait
:: Time flies but do not time tides
44.
As
a.
b.
c.
d.
45.
Distinquishinq between adverbs and adjectives is an example of verbal
discrifiinatiofi.
46.
The serial-position curve shows
a. the order of presentation of terns
b. percent correct as a function of position in a list
c. recognition errors as a funct on of recall errors
d. amount of clustering
47.
A student remembers best what was learned earliest in a course. This outcome
illustrates
c. negative transfer
a. retroactive inhibition
d. the recency effect
b. the primacy principle
48.
A group of students receives an average grade of 90 on one hour exam and of 80 on
a second hour exam. With this information, we can conclude that transfer from
the first to the second exam was
d. indeterminate
c. zero
a. positive
b. negative
49.
The span of inwnediate memory typically ranges from about 5 to 9 items.
50.
If you remember a geometric form by its name rather than by its appearance, you
have engaged in encoding.
51.
Recall accuracy is never superior to recognition accuracy.
52.
The critical period refers to
a. the required pause in a DRL schedule
b. the time when a stimulus may become imprinted
c. the maximum effective delay in temporal conditioning
d. the duration of iconic memory
children learn the standard plural forms in English they learn
the plural of each new noun separately
the several plural forms at about the same time
-es endings as in glasses before -s and -z endings as in cats and dogs
-s and -z endings before -es ending
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41FSYC 210, Spring
.53.
.
1996, Final Exam
Page 5
. Keeping track of the cards played in a card game can best be described as
a. iconic memory
c. running memory
b. procedural memory “
d. long-term memory
54.
According to the metaphor of storage, failure to remember an item can occur
because
a. the item was not stored
b. the item was stored but then lost
c. the item was stored but cannot be recovered from storage
d. any of the above
55.
Modern theories of forgetting suggest that
a. memories fade by disuse
b. memories cannot be retained without mnemonic plans
c. memories are lost through interference by other learning
d. forgetting occurs only in short-term memory
56.
Given words in several categories, words not remembered during simple free recall
were remembered with category names provided. This shows how remembering depends
on what happens during
a. storage
d. rehearsal
b. retrieval
c. retention
57.
Concern with structure tends to be correlated with a cognitive vocabulary.
58.
In exhaustive serial search, reaction time is independent of list length.
59.
Failure to discriminate imagining from seeing might be regarded as
c. functional fixity
a. metamemory
d. hallucination
b. mental rotation
60.
Our imaginings are fallible because they do not involve real contingencies but
only our partial recreations of them. This is probably about
c. functional fixity
a. the conjunction fallacy
d. hallucinations
b. simulations
61.
In the history of the psychology of learning, most animal-learning researchers
also studied human learning.
62.
Behavioral accounts define response classes in terms of where responses came from
rather than in terms of their topographies.
63.
Which belongs least well with the rest of the group?
c. metamemory
a. discriminating one’s own behavior
d. autoclitics
b. symbolic behavior
64.
Which was an animal-learning researcher who devoted the most experimental
attention to human learning?
d. Skinner
b. Thorndike
c. Pavlov
a. Ebbinghaus
65.
Analyses of learning parallel analyses of evolution because both are in terms of
c. populations or classes created by selection
a. extinction
d. explanatory rather than descriptive concepts
b. topography