THE PRINCIPLES OF LEARNING AND BEHAVIOR 7TH EDITION MICHAEL DOMJAN - TEST BANK

1. Pavlov’s study of classical conditioning began as an extension of his work on a. digestion. b. pain. c. the auditory system. d. the knee-jerk reflex. ANSWER: a REFERENCES: Page 58 KEYWORDS: Fact 2. Pavlov supplemented the funds for his laboratory by which of the following? a. training dogs for the upper class b. selling stomach juice c. teaching pitch recognition d. inserting fistulas into obese individuals ANSWER: b REFERENCES: Page 58 KEYWORDS: Fact 3. Object learning involves making an association between which of the following? a. any two naturally occurring stimuli b. the same feature of two objects c. different features of the same object d. an arbitrary stimulus and a biologically relevant stimulus ANSWER: c REFERENCES: Page 59 KEYWORDS: Fact 4. After giving your cat fish-shaped treats time and time again, you notice the cat begins to salivate at the sight of the fish-shaped snack. This is an example of a. differential learning. b. sequential learning. c. taste aversion learning. d. object learning. ANSWER: d REFERENCES: Page 59 KEYWORDS: Concept 5. A hungry rat is exposed to a red light, followed by brief access to food. After several such trials, the rat approaches the light bulb when it is illuminated. In this example, the light is a. an unconditional stimulus. b. a conditional stimulus. c. an unconditional response. d. a conditional response. ANSWER: b REFERENCES: Page 60 KEYWORDS: Concept 6. Conditional Stimulus is to Unconditional Stimulus as a. unlearned is to learned. b. eliciting stimulus is to orienting stimulus. c. trained is to untrained. d. independent is to dependent. ANSWER: c REFERENCES: Page 60 KEYWORDS: Concept 7. A rat is trained to press a lever for a small amount of food. While pressing the lever at a steady rate, the rat is presented with a tone-light stimulus that had been previously paired with foot-shock. When the tone-light stimulus is on, the rat decreases its rate of lever pressing. This decrease is an example of a. sign tracking. b. conditioned suppression. c. conditioned repression. d. unconditioned fear responding. ANSWER: b REFERENCES: Page 62 KEYWORDS: Concept 8. Which of the following is commonly used as a measure in studies of fear conditioning? a. freezing behavior b. conditioned suppression c. lick-suppression d. all of the above ANSWER: d REFERENCES: Page 62 KEYWORDS: Fact 9. There has been a renewed interest in human eyeblink conditioning because of which choice below? a. Animals are expensive to maintain. b. Progress has been made in understanding the neurobiological substrate of this type of learning. c. We understand so little about this type of learning. d. It is a very complex behavior that we can easily observe. ANSWER: b REFERENCES: Page 63 KEYWORDS: Fact 10. The essential circuits for eyeblink conditioning appear to be located in the a. hippocampus. b. cerebral cortex. c. cerebellum. d. corpus callosum. ANSWER: c REFERENCES: Page 64-66 KEYWORDS: Fact 11. The cells that act as “teachers” selecting the connections to be modified in the cerebellum due to eyeblink conditioning are which of the following? a. the climbing fibers b. the mossy fibers c. the cells of the red nucleus d. the cells of the hippocampus ANSWER: a REFERENCES: Page 65 KEYWORDS: Fact 12. In eyeblink conditioning, the CS information is conveyed in the cerebellum via which of the following? a. climbing fibers b. mossy fibers c. cranial motor neurons d. olivary neurons ANSWER: b REFERENCES: Page 65 KEYWORDS: Fact 13. In eyeblink conditioning, the US information is conveyed in the cerebellum via a. mossy fibers. b. auditory neurons. c. climbing fibers. d. pontine neurons. ANSWER: c REFERENCES: Page 65 KEYWORDS: Fact 14. The is necessary for delay eyeblink conditioning; the is necessary if there is a trace. a. hippocampus; cerebellum b. frontal cortex; cerebellum c. cerebellum; hippocampus d. cerebellum; frontal cortex ANSWER: c REFERENCES: Pages 65-66 KEYWORDS: Fact 15. In order for food to be presented in an autoshaping procedure, the pigeon must do which of the following? a. approach the food hopper before the food is delivered b. approach the signal light before the food is delivered c. avoid the signal light until after the food is delivered d. There are no requirements for the pigeon. ANSWER: d REFERENCES: Page 66 KEYWORDS: Concept 16. Which of the following is not true of sign tracking? a. The subject need not do anything to receive the US. b. Sign tracking appears to be limited to rodent species. c. Sign tracking can occur even if the CS and US delivery area are separated by a distance. d. Individual differences in sign tracking correlate with factors associated with drug abuse. ANSWER: b REFERENCES: Pages 66-68 KEYWORDS: Concept 17. In studies of sexual sign tracking in male Japanese quail, what happens when the CS is separated from the hen delivery door? a. Males switch from sign tracking to goal tracking if they must travel more than 6 inches. b. Males switch from sign tracking to goal tracking if they must travel more that 6 feet. c. Males sign track even at distances greater than 6 feet. d. Males always goal track. ANSWER: c REFERENCES: Page 67 KEYWORDS: Concept 18. Taste aversion learning can occur under which of the following circumstances? a. after just one CS-US pairing b. only if the subject is hungry c. only with very long delays between the CS and US d. only with tastes the subject knows well ANSWER: a REFERENCES: Pages 69-70 KEYWORDS: Fact 19. Surveys of human eating behavior suggest which of the following? a. If you know that a food did not cause your illness, you will not form a taste aversion. b. Even if you are certain that a food did not cause your illness, you may develop an aversion to the taste of that food. c. If you are made aware of the mechanisms of taste aversion conditioning, your behavior becomes more rational. d. It usually takes more than one exposure to an illness-producing food for an aversion to develop in humans. ANSWER: b REFERENCES: Page 69 KEYWORDS: Fact 20. Advertisers like to show images of the products they promote with attractive, well-liked celebrities. This is a form of a. counter-conditioning b. evaluative conditioning c. accentuate conditioning d. none of the above ANSWER: b REFERENCES: Page 70 KEYWORDS: Concept 21. The interstimulus interval refers to which of the following time periods? a. between the start of the CS and the end of the US b. between the start of the CS and the start of the US c. between the end of the CS and the start of the US d. between the end of the US and start of the next CS ANSWER: b REFERENCES: Page 72 KEYWORDS: Fact 22. The interstimulus interval is usually the intertrial interval. a. the same as b. shorter than c. longer than d. not determined in any way by ANSWER: c REFERENCES: Page 72 KEYWORDS: Fact 23. The most frequently used procedure for Pavlovian conditioning is a. trace conditioning. b. simultaneous conditioning. c. short-delayed conditioning. d. long-delayed conditioning. ANSWER: c REFERENCES: Page 72 KEYWORDS: Fact 24. A rat is exposed to a three-second red-light stimulus. A short while later, a food pellet is delivered to the rat. This is an example of a. short-delayed conditioning. b. trace conditioning. c. backward conditioning. d. long-delayed conditioning. ANSWER: b REFERENCES: Pages 71-72 KEYWORDS: Concept 25. Which of the following best describes backward conditioning? a. The US follows the CS. b. The US begins with the CS and continues after the CS terminates. c. The CS follows the US. d. The CS begins with the US and continues after the US terminates. ANSWER: c REFERENCES: Pages 71-72 KEYWORDS: Fact 26. Which of the following best describes the “trace interval” in trace conditioning? a. the time between the start of the CS and the end of the US b. the time between the start of the CS and the start of the US c. the time between the end of the CS and the end of the US d. the time between the end of the CS and the start of the US ANSWER: d REFERENCES: Page 72 KEYWORDS: Fact 27. A buzzer sounds every time food is made available for a pigeon. The buzzer starts when food is in the hopper, and stops when food is removed. The food is available for 3 minutes. This is an example of a. short-delayed conditioning. b. long-delayed conditioning. c. backward conditioning. d. simultaneous conditioning. ANSWER: d REFERENCES: Pages 71-72 KEYWORDS: Concept 28. A test trial in classical conditioning consists of presenting which of the following? a. the CS alone b. the US alone c. the CS and US in reverse order d. neither the CS nor the US ANSWER: a REFERENCES: Page 72 KEYWORDS: Fact 29. Which of the following is not a measure of classically conditioned responding? a. counting the number of drops of saliva elicited by a bell tone b. counting the number of lever presses made to receive food c. counting how often a rabbit blinks when a tone sounds d. counting the time that elapses between presentation of a tone and a rabbit’s eyeblink ANSWER: b REFERENCES: Pages 72-73 KEYWORDS: Concept 30. To conclude that an association has been established in a classical conditioning experiment, one must ensure which of the following? a. that the subject responds every time the CS is presented b. that the subject responds every time the US is presented c. that changes in behavior are due to the US presentation d. that changes in behavior are not due to prior separate presentations of the CS and US ANSWER: d REFERENCES: Page 73 KEYWORDS: Concept 31. Instances in which exposure to the US is sufficient to create CR-like responses to the CS are called a. pseudo-conditioning. b. habituation. c. pseudo-habituation. d. Pavlovian conditioning. ANSWER: a REFERENCES: Page 73 KEYWORDS: Fact 32. The most successful control procedure in classical conditioning is a. pseudo-conditioning. b. sensitization. c. random control. d. explicitly unpaired control. ANSWER: d REFERENCES: Page 73 KEYWORDS: Fact 33. One group of rats receives a standard CS-US pairing on each trial. A second group of rats receives CS and US presentations at varying times and intervals such that the total number of CS and US exposures is equal to that of the first group. The second group is which of the following? a. a random control group b. a sensitization group c. a pseudo-conditioning group d. an explicitly unpaired control group ANSWER: a REFERENCES: Page 73 KEYWORDS: Concept 34. One reason there is no best classical conditioning procedure is a. because we are still determining the best interstimulus interval. b. because we are still determining the best intertrial interval. c. because subjects learn about CS-US associations and CS-US timing. d. because eyeblink conditioning always leads to the strongest responses. ANSWER: c REFERENCES: Page74 KEYWORDS: Fact 35. The results of backward conditioning experiments demonstrate which of the following? a. Backward conditioning results in inhibition of conditioned responding. b. Backward conditioning results in excitation of conditioned responding. c. The factors that determine the outcome of backward conditioning may depend on factors other than the CS being a good signal for the onset of the US. d. Simultaneous and backward conditioning procedures are similar. ANSWER: c REFERENCES: Page 74 KEYWORDS: Fact 36. The temporal coding hypothesis suggests that a subject will do which of the following? a. will not learn CS-US associations b. will learn CS-US associations and learn when the US occurs in relation to the CS c. will learn temporal relations only in short-delay situations, accounting for the strong conditioning that occurs in this procedure d. will learn temporal relations only in long-delay situations, accounting for the one trial learning seen in taste- aversion conditioning ANSWER: b REFERENCES: Page 74-75 KEYWORDS: Fact 37. A sign reading “out of gas” at a restaurant does not cause the frustration of the same sign at a service station because of which choice below? a. The restaurant is excitatory. b. The excitatory context is missing at the restaurant. c. The excitatory context is missing at the service station. d. The restaurant is inhibitory. ANSWER: b REFERENCES: Pages 77-78 KEYWORDS: Concept 38. Inhibitory conditioning depends on an excitatory context, whereas excitatory conditioning depends on a. an inhibitory context. b. an excitatory context. c. an explicitly unpaired control. d. None of the above ANSWER: d REFERENCES: Page 77 KEYWORDS: Fact 39. Normally, you eat breakfast every morning at Sam’s Diner. For the past three mornings, a large yellow banner has stated that Sam’s is closed. Now, every time you see a yellow banner you turn away from the banner. Your conditioning is an example of a. short-delayed conditioning. b. differential inhibition. c. Pavlov's procedure for conditioned inhibition. d. a negative CS-US contiguity. ANSWER: c REFERENCES: Page 77 KEYWORDS: Concept 40. In Pavlov's procedure for conditioned inhibition, which of the following is true? a. The CS+ and CS- occur during the same trial. b. The CS+ and CS- occur on different trials. c. The CS- and US closely follow one another. d. The CS+ and US occur only when separated by a length of time. ANSWER: a REFERENCES: Page 77 KEYWORDS: Fact 41. In negative CS-US contingency procedures of conditioned inhibition, what serves as the excitatory context? a. the simultaneously presented CS + b. the CS - c. the background cues d. all of the above ANSWER: c REFERENCES: Page 78 KEYWORDS: Fact 42. Pigeons will approach a CS associated with food delivery. They withdraw from a CS that signals the absence of food. This is evidence that sign-tracking is a. a bi-directional response system. b. a compound stimulus system. c. an inhibitory system. d. an excitatory system. ANSWER: a REFERENCES: Page 79 KEYWORDS: Concept 43. In a bidirectional response system, subjects move away from an excitatory CS. You expect the subjects to an inhibitory CS. a. move away from b. approach c. show inhibition of delay to d. It cannot be determined. ANSWER: b REFERENCES: Page 79 KEYWORDS: Concept 44. Which of the following is not a bidirectional response system? a. taste preferences b. heart rates c. rabbit eyeblinks d. temperatures ANSWER: c REFERENCES: Page 79-80 KEYWORDS: Fact 45. The difficulty in investigating inhibitory conditioning of rabbit eyeblink responses is that a. eyeblink in rabbits is a bidirectional response. b. there are low baseline levels of eyeblinking in rabbits. c. eyeblink is excitatory. d. eyeblink is already inhibitory. ANSWER: b REFERENCES: Pages 79-80 KEYWORDS: Fact 46. To measure conditioned inhibition in non-bidirectional response systems, you could use a. the response blocking test. b. the differential-inhibition test. c. the compound-stimulus test. d. the compound-inhibitory test. ANSWER: c REFERENCES: Pages 79-80 KEYWORDS: Fact 47. The rationale for the retardation of acquisition test is found in which of the following choices? a. The rate of acquisition of an excitatory CR should be retarded if the CS is a conditioned inhibitor. b. The rate of acquisition of an excitatory UR should be retarded if the CS is a conditioned inhibitor. c. The rate of acquisition of an excitatory CR should be facilitated if the CS is a conditioned inhibitor. d. The rate of acquisition of an excitatory UR should be facilitated if the CS is a conditioned inhibitor. ANSWER: a REFERENCES: Pages 80-81 KEYWORDS: Concept 48. X-market uses a red light commonly found at traffic intersections to indicate a sale price. Y-market uses a blue light rarely seen by its customers to indicate a sale price. The customers at Y-market learn to run to the sale item much sooner than those at X-market. This is an example of a. a bidirectional response. b. the compound-stimulus principle. c. retardation of acquisition. d. inhibitory conditioning. ANSWER: c REFERENCES: Pages 80-81 KEYWORDS: Concept 49. Pairing repeated presentations of a photograph of a water can with subsequent presentations of a photograph of a flower on a computer screen is likely to a. have little effect on the conscious judgment of causality in normal human adults. b. affect informal judgments of causality in human adults, and will likely share features common to Pavlovian conditioning. c. affect informal judgments of causality in human adults, but in spite of surface similarities, does not have the features common to Pavlovian conditioning. d. impact judgments of causality in only well trained human subjects with experience in the experimental setting. ANSWER: b REFERENCES: Pages 81-82 KEYWORDS: Fact 50. Which of the following is not a result of classical conditioning? a. milk-letdown when a baby cries b. more offspring produced c. judgments of causality d. all have been reported to result from classical conditioning ANSWER: d REFERENCES: Page 82-83 KEYWORDS: Fact OTHER: WWW 51. Describe the use of classical conditioning in two experimental situations. Identify the conditional stimulus and unconditional stimulus in each situation. ANSWER: Answer not provided 52. What are the five common procedures for classical conditioning? Provide an example from common human experience that illustrates the CS-US timing of each procedure. ANSWER: Answer not provided 53. How is learning in classical conditioning procedures measured? ANSWER: Answer not provided 54. What is pseudo-conditioning? Describe two control procedures that help to differentiate true conditioning from pseudo-conditioning. ANSWER: Answer not provided 55. Compare the effectiveness of short-delay and long-delay conditioning. What factors influence the effectiveness of each procedure? ANSWER: Answer not provided 56. Why is an excitatory context necessary for inhibitory conditioning? Describe two inhibitory conditioning procedures and identify the excitatory context in each procedure. ANSWER: Answer not provided 57. Describe two procedures to measure conditioned inhibition and note the circumstance in which each procedure would be used. ANSWER: Answer not provided 58. Describe the interplay of elicited and classically conditioned behaviors that is necessary in successful nursing. ANSWER: Answer not provided 59. How does classical conditioning contribute to our understanding of causal judgments? ANSWER: Answer not provided 60. Describe similarities and differences among habituation, sensitization, and classical conditioning. ANSWER: Answer not provided 61. What is object learning, and how is it similar or different from conventional classical conditioning? ANSWER: Answer not provided 62. Why is it difficult to identify the type of conditioning procedure that produces the best conditioning? ANSWER: Answer not provided 63. What is a control procedure for excitatory conditioning and what processes is the control procedure intended to rule out? ANSWER: Answer not provided 64. Are conditioned excitation and conditioned inhibition related? If so, how are they related? ANSWER: Answer not provided 65. Describe procedures for conditioning and measuring conditioned inhibition. ANSWER: Answer not provided 66. Describe four reasons why classical conditioning is of interest to psychologists. ANSWER: Answer not provided