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m 3 ?SYC=, Spri~g 1996, Quiz 1 s-J. ?. 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) ,, PS~C 21?, Spring 1996, Quiz 2 . 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 ● ’ True-False: Use A for T, B for F Form A PS’fC ZIO, Spring 1!?96 Quiz 3 . 1 . . Clever Hans was a dog that learned to lift a gate-latch with its nose. .: ‘. 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 $!iz? a. nothing, except that the quiz must be graded by hand b, you lose 5 points on that quiz c. you must submit a report on a journal article to get your quiz graded d, you get zero points on that quiz e. you are not ~llowed to earn more than 18 points on that quiz . . ,. P$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 . “ ,- -. : @ . 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 . ~! 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 .. . t i ‘ 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 .. ,. . 1 ,$1 ● i 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. 8 I > . “( ! J 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 .. F ‘Page>’ t . 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 !. . ~’ ;, ,,’ { 4 - 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