Multiple-Choice Questions
1. Negative reinforcement is defined as a contingency in which the occurrence
of a response produces the termination, reduction, postponement, or
avoidance of a stimulus, leading to what effect on the future occurrence of
that response? a. Decrease b. Increase c. No change d. Variable change
B
2. A full description of a negative reinforcement contingency requires
specification of its four-term contingency. Which of the following is NOT
one of the four terms? a. The establishing operation (EO) b. The
discriminative stimulus (SD) c. The response d. The punishing consequence
D
3. In a negative reinforcement contingency, the stimulus whose termination is
reinforcing is the same event that served as the: a. Discriminative stimulus
(SD) b. Establishing operation (EO) c. Reinforcing consequence (SR-) d.
Punishing stimulus (SP)
B
4. Positive and negative reinforcement are similar in that they both: a. Involve
the contingent presentation of a stimulus. b. Produce an increase in
responding. c. Involve the contingent termination of a stimulus. d. Are
considered "rewards."
B
5. The key distinction between positive and negative reinforcement is based
on: a. The "goodness" or "badness" of the stimulus. b. The type of stimulus
change that follows behavior. c. Whether the behavior is socially appropriate
or inappropriate. d. The intensity of the stimulus.
B
6. Michael (1975) suggested that the distinction between positive and negative
reinforcement, based on stimulus presentation or removal, may be: a.
Essential for understanding functional relations. b. More complex than
, previously thought. c. Unnecessary, emphasizing prechange and postchange
conditions instead. d. Supported by empirical evidence.
C
7. Negative reinforcement is sometimes confused with punishment because: a.
Both involve reinforcing consequences. b. The terms positive and negative
refer to "good" and "bad." c. The stimuli involved are, by definition,
"aversive." d. Both lead to an increase in responding.
C
8. In a punishment contingency, a stimulus that was absent is presented
following a response, which leads to a _______ in responding, whereas in a
negative reinforcement contingency, a stimulus that was present is
terminated by a response, which leads to an _______ in responding. a.
Decrease, decrease b. Increase, increase c. Increase, decrease d. Decrease,
increase
D
9. An escape contingency involves a response that: a. Delays the presentation
of a stimulus. b. Terminates an ongoing stimulus. c. Prevents the
presentation of a stimulus. d. Introduces a new stimulus.
B
10.An avoidance contingency involves a response that: a. Terminates an
ongoing stimulus. b. Results in punishment. c. Delays or prevents the
presentation of a stimulus. d. Leads to a decrease in responding.
C
11.In discriminated avoidance, responding occurs: a. At any time to prevent
stimulus presentation. b. In the presence of a signal that prevents stimulus
presentation. c. To terminate an ongoing stimulus. d. In the absence of any
apparent evocative condition.
B
, 12.In free-operant avoidance, responding occurs: a. In the presence of a signal
to prevent stimulus presentation. b. To terminate an ongoing stimulus. c. At
any time to prevent stimulus presentation. d. Only when the aversive
stimulus is present.
C
13.Mowrer's two-factor theory proposed that avoidance behavior resulted from
a combination of: a. Operant conditioning and punishment. b. Positive
reinforcement and negative reinforcement. c. Respondent conditioning and
operant conditioning. d. Escape and avoidance.
C
14.Research on derived relational responding has been used to investigate
clinical problems involving avoidance by suggesting that aversive properties
can spread across stimuli through: a. Unconditioned reflexes. b. Direct
pairing. c. Associative, or indirect, conditioning processes. d. Cognitive
schema.
C
15.Any response that successfully terminates aversive stimulation will be
strengthened. As a result, a wide range of behaviors may be acquired and
maintained by negative reinforcement, including: a. Academic skills. b.
Disruptive behavior. c. Dangerous behavior. d. All of the above.
D
16.Stimuli whose removal strengthens behavior in the absence of prior learning
are called: a. Conditioned negative reinforcers. b. Discriminative stimuli. c.
Unconditioned negative reinforcers. d. Establishing operations.
C
17.Stimuli whose removal strengthens behavior as a result of previous pairing
with other negative reinforcers are called: a. Unconditioned negative
reinforcers. b. Conditioned negative reinforcers. c. Aversive stimuli. d.
Neutral stimuli.
B
1. Negative reinforcement is defined as a contingency in which the occurrence
of a response produces the termination, reduction, postponement, or
avoidance of a stimulus, leading to what effect on the future occurrence of
that response? a. Decrease b. Increase c. No change d. Variable change
B
2. A full description of a negative reinforcement contingency requires
specification of its four-term contingency. Which of the following is NOT
one of the four terms? a. The establishing operation (EO) b. The
discriminative stimulus (SD) c. The response d. The punishing consequence
D
3. In a negative reinforcement contingency, the stimulus whose termination is
reinforcing is the same event that served as the: a. Discriminative stimulus
(SD) b. Establishing operation (EO) c. Reinforcing consequence (SR-) d.
Punishing stimulus (SP)
B
4. Positive and negative reinforcement are similar in that they both: a. Involve
the contingent presentation of a stimulus. b. Produce an increase in
responding. c. Involve the contingent termination of a stimulus. d. Are
considered "rewards."
B
5. The key distinction between positive and negative reinforcement is based
on: a. The "goodness" or "badness" of the stimulus. b. The type of stimulus
change that follows behavior. c. Whether the behavior is socially appropriate
or inappropriate. d. The intensity of the stimulus.
B
6. Michael (1975) suggested that the distinction between positive and negative
reinforcement, based on stimulus presentation or removal, may be: a.
Essential for understanding functional relations. b. More complex than
, previously thought. c. Unnecessary, emphasizing prechange and postchange
conditions instead. d. Supported by empirical evidence.
C
7. Negative reinforcement is sometimes confused with punishment because: a.
Both involve reinforcing consequences. b. The terms positive and negative
refer to "good" and "bad." c. The stimuli involved are, by definition,
"aversive." d. Both lead to an increase in responding.
C
8. In a punishment contingency, a stimulus that was absent is presented
following a response, which leads to a _______ in responding, whereas in a
negative reinforcement contingency, a stimulus that was present is
terminated by a response, which leads to an _______ in responding. a.
Decrease, decrease b. Increase, increase c. Increase, decrease d. Decrease,
increase
D
9. An escape contingency involves a response that: a. Delays the presentation
of a stimulus. b. Terminates an ongoing stimulus. c. Prevents the
presentation of a stimulus. d. Introduces a new stimulus.
B
10.An avoidance contingency involves a response that: a. Terminates an
ongoing stimulus. b. Results in punishment. c. Delays or prevents the
presentation of a stimulus. d. Leads to a decrease in responding.
C
11.In discriminated avoidance, responding occurs: a. At any time to prevent
stimulus presentation. b. In the presence of a signal that prevents stimulus
presentation. c. To terminate an ongoing stimulus. d. In the absence of any
apparent evocative condition.
B
, 12.In free-operant avoidance, responding occurs: a. In the presence of a signal
to prevent stimulus presentation. b. To terminate an ongoing stimulus. c. At
any time to prevent stimulus presentation. d. Only when the aversive
stimulus is present.
C
13.Mowrer's two-factor theory proposed that avoidance behavior resulted from
a combination of: a. Operant conditioning and punishment. b. Positive
reinforcement and negative reinforcement. c. Respondent conditioning and
operant conditioning. d. Escape and avoidance.
C
14.Research on derived relational responding has been used to investigate
clinical problems involving avoidance by suggesting that aversive properties
can spread across stimuli through: a. Unconditioned reflexes. b. Direct
pairing. c. Associative, or indirect, conditioning processes. d. Cognitive
schema.
C
15.Any response that successfully terminates aversive stimulation will be
strengthened. As a result, a wide range of behaviors may be acquired and
maintained by negative reinforcement, including: a. Academic skills. b.
Disruptive behavior. c. Dangerous behavior. d. All of the above.
D
16.Stimuli whose removal strengthens behavior in the absence of prior learning
are called: a. Conditioned negative reinforcers. b. Discriminative stimuli. c.
Unconditioned negative reinforcers. d. Establishing operations.
C
17.Stimuli whose removal strengthens behavior as a result of previous pairing
with other negative reinforcers are called: a. Unconditioned negative
reinforcers. b. Conditioned negative reinforcers. c. Aversive stimuli. d.
Neutral stimuli.
B
