PSYC 387 Unit 2 exam with correct aswers
Describe ||Pavlov's ||early ||life, ||career ||path, ||and ||other ||factors ||that ||led ||him ||to ||study ||the ||digestive ||
processes ||and ||the ||salivary ||reflex ||in ||the ||dog. ||When ||did ||Pavlov ||become ||interested ||in ||psychic ||
reflexes? ||(pp. ||57-60) ||- ||correct ||answerPavlov ||spent ||several ||years ||doing ||research ||on ||the ||
physiology ||of ||digestion. ||He ||began ||with ||research ||on ||the ||circulatory ||system. ||He ||was ||able ||to ||
study ||the ||salivary ||glands, ||stomach, ||liver, ||pancreas, ||and ||parts ||of ||the ||intestine ||by ||developing ||
special ||surgical ||procedures ||that ||redirected ||animals' ||digestive ||fluids ||outside ||the ||body ||where ||
they ||could ||be ||measured. ||The ||salivary ||duct ||of ||a ||dog ||was ||detached ||from ||its ||usual ||place ||inside ||
the ||mouth ||and ||directed ||through ||an ||incision ||in ||the ||cheek, ||into ||a ||glass ||tube. ||He ||was ||able ||to ||
observe ||the ||actions ||of ||the ||glands ||in ||this ||way. ||He ||wanted ||to ||understand ||how ||the ||body ||breaks
||food ||down ||into ||chemicals ||that ||can ||be ||absorbed ||into ||the ||blood. ||Starting ||with ||the ||salivary ||
reflex. ||Pavlov ||would ||bring ||a ||dog ||into ||the ||laboratory, ||put ||food ||in ||its ||mouth ||and ||observe ||the ||
results.
What ||were ||the ||psychic ||secretions ||that ||became ||a ||focus ||of ||Pavlov's ||work? ||Why ||did ||Pavlov ||shift
||the ||focus ||of ||his ||work ||from ||digestive ||processes ||to ||psychic ||secretions? ||(p. ||59) ||- ||correct ||
answerSalivary ||secretions. ||He ||shifted ||his ||attention ||to ||these ||glands ||when ||he ||noticed ||that ||the ||
dogs ||began ||salivating ||after ||entering ||the ||laboratory ||only ||after ||they ||were ||fed ||there ||a ||number ||
of ||times, ||he ||wanted ||to ||know ||why.
Describe ||Pavlov's ||work ||with ||dogs ||that ||illustrates ||Pavlovian ||conditioning. ||Define ||unconditional ||
reflexes, ||conditional ||reflexes, ||unconditional ||stimulus, ||unconditional ||response, ||conditional ||
stimulus, ||and ||conditional ||response. ||What ||terms ||are ||used ||in ||place ||of ||these? ||(pp. ||60-62) ||- ||
correct ||answerPavlov ||began ||to ||observe ||the ||external ||stimuli ||of ||the ||dog ||at ||the ||time ||of ||
salivation, ||such ||as ||the ||vessel ||it ||received ||the ||food ||from, ||the ||sight ||of ||the ||food, ||sight ||of ||the ||
person ||presenting ||the ||vessel, ||sound ||of ||his ||footsteps, ||etc. ||rather ||than ||the ||actual ||food ||in ||the ||
dog's ||mouth. ||He ||noticed ||that ||there ||are ||two ||kinds ||of ||reflexes. ||One ||being ||the ||largely
||inborn/mainly ||permanent ||reflex ||(food ||being ||put ||into ||dogs ||mouth): ||these ||are ||the ||unconditional
||reflexes ||(inborn, ||unlearned, ||species ||reflexes. ||They ||occur ||unconditionally. ||The ||second ||type ||is ||
conditional ||reflexes ||(acquired, ||learned, ||individual ||reflexes), ||not ||present ||at ||birth ||but ||must ||be ||
conditioned ||into ||the ||organism, ||via ||experience, ||they ||are ||conditional ||because ||they ||depend ||on ||
many ||conditions. ||An ||unconditional ||reflex ||consists ||of ||an ||unconditional ||stimulus ||and ||provokes ||an
||unconditional ||response ||behavior. ||A ||conditional ||reflex ||consists ||of ||a ||conditional ||stimulus ||and ||
evokes ||the ||conditional ||response.
Describe ||Wallace ||and ||Rosen's ||demonstration ||(2000) ||that ||rats ||show ||a ||strong ||response ||to ||an ||
odorous ||chemical ||derived ||from ||fox ||feces. ||How ||does ||this ||assist ||in ||survival? ||(pp. ||60-61) ||- ||
correct ||answerWhen ||a ||rat ||encounters ||a ||predator, ||it ||is ||usually ||too ||late ||for ||defensive ||
maneuvers. ||Thus, ||the ||rat ||has ||a ||tendency ||to ||freeze ||or ||run ||away ||when ||it ||detects ||the ||odour ||
from ||the ||feces, ||before ||danger ||occurs.
, Is ||the ||presentation ||of ||the ||two ||stimuli ||(i.e., ||the ||neutral ||stimulus ||and ||the ||unconditional ||
stimulus) ||independent ||of ||the ||behavior ||of ||the ||animal? ||Explain. ||Provide ||an ||original ||example ||
illustrating ||that ||an ||organism ||whose ||behavior ||is ||subject ||to ||Pavlovian ||conditioning ||is ||more ||likely
||to ||survive ||than ||an ||organism ||whose ||behavior ||is ||not ||subject ||to ||such ||conditioning. ||(p. ||63) ||- ||
correct ||answerThe ||appearance ||of ||the ||two ||stimuli ||is ||independent ||of ||behaviour. ||The ||CS ||and ||the
||US ||are ||presented ||regardless ||of ||how ||the ||animal ||behaves. ||Example: ||the ||dog ||did ||not ||have ||to ||
salivate ||to ||get ||the ||food.
Define ||higher-order ||Pavlovian ||conditioning. ||Describe ||Frolov's ||demonstration ||of ||higher-order ||
conditioning. ||- ||correct ||answerThe ||procedure ||of ||pairing ||a ||neutral ||stimulus ||with ||a ||well-
established ||controlled ||stimulus. ||Frolov ||presented ||the ||sound ||of ||a ||metronome, ||followed ||by ||food
||until ||the ||sound ||became ||a ||conditioned ||stimulus, ||he ||then ||began ||presenting ||a ||black ||square ||
along ||with ||the ||metronome ||and ||noticed ||that ||the ||black ||square ||began ||to ||elicit ||the ||salivary ||
conditioned ||response.
Why ||does ||higher-order ||conditioning ||increase ||the ||importance ||of ||Pavlovian ||conditioning? ||(pp. ||63-
64) ||- ||correct ||answerbecause ||it ||means ||that ||many ||more ||stimuli ||can ||come ||to ||elicit ||conditional ||
responses.
Describe ||Graham ||and ||Desjardins' ||(1980) ||study ||in ||which ||the ||experimenters ||used ||Pavlovian ||
conditioning ||to ||influence ||the ||mating ||behaviour ||of ||male ||rats. ||(pp. ||63-64) ||- ||correct ||answerThey ||
demonstrated ||that ||a ||male ||rat ||that ||responds ||to ||a ||sexually ||receptive ||female ||by ||increasing ||the ||
level ||of ||certain ||hormones ||will ||respond ||in ||a ||similar ||manner ||to ||an ||odor ||that ||has ||been ||paired ||
with ||a ||receptive ||female. ||Because ||of ||the ||higher ||order ||conditioning, ||a ||neutral ||stimulus ||became ||
a ||conditioned ||stimulus.
Describe ||Staats ||and ||Staats' ||(1957) ||classic ||experiment ||of ||verbal ||higher-order ||conditioning. ||(pp. ||
63-64) ||- ||correct ||answerThey ||asked ||college ||students ||to ||look ||at ||nonsense ||syllables ||such ||as ||YOF,
||LAJ, ||and ||QUG ||as ||they ||were ||flashed ||on ||the ||screen. ||At ||the ||same ||time, ||the ||students ||repeated ||
words ||spoken ||by ||the ||experimenters. ||For ||some ||of ||the ||students, ||the ||experimenters ||paired ||the ||
syllable ||YOF ||with ||positive ||words ||such ||as ||beauty, ||gift, ||and ||win. ||and ||the ||syllable ||XEH ||with ||
negative ||words ||such ||as ||thief, ||sad, ||enemy. ||For ||other ||students, ||the ||pairings ||were ||reversed. ||
After, ||they ||rated ||each ||nonsense ||syllable ||on ||a ||scale ||of ||1-7, ||pleasant ||to ||unpleasant. ||The ||results
||showed ||that ||the ||syllables ||came ||to ||elicit ||emotional ||responses. ||The ||neutral ||stimulus ||(nonsense ||
syllable) ||was ||paired ||with ||the ||conditioned ||stimulus ||(the ||pleasant/unpleasant ||words).
How ||can ||response ||latency ||be ||used ||to ||measure ||Pavlovian ||conditioning? ||- ||correct ||answerBy ||
noting ||when ||salivation ||begins ||you ||can ||tell ||when ||the ||dog ||is ||salivating ||to ||the ||tone ||as ||well ||as ||
to ||the ||food, ||to ||see ||when ||the ||neutral ||stimuli ||have ||become ||the ||conditioned ||stimuli. ||The ||
response ||latency ||decreases ||as ||the ||pairings ||increase. ||I.e. ||the ||dog ||may ||begin ||salivating ||even ||
before ||the ||tone ||stops.
How ||is ||the ||use ||of ||latency ||as ||a ||measure ||of ||Pavlovian ||conditioning ||problematic? ||(pp. ||65-66) ||- ||
correct ||answerIn ||some ||conditioning ||studies, ||the ||interval ||between ||the ||controlled ||stimulus ||and ||
the ||appearance ||of ||the ||uncontrolled ||stimulus ||is ||so ||short ||that ||using ||response ||latency ||as ||a ||
measure ||of ||learning ||is ||difficult. ||It ||is ||hard ||to ||decipher ||what ||the ||response ||is ||related ||to.
Describe ||Pavlov's ||early ||life, ||career ||path, ||and ||other ||factors ||that ||led ||him ||to ||study ||the ||digestive ||
processes ||and ||the ||salivary ||reflex ||in ||the ||dog. ||When ||did ||Pavlov ||become ||interested ||in ||psychic ||
reflexes? ||(pp. ||57-60) ||- ||correct ||answerPavlov ||spent ||several ||years ||doing ||research ||on ||the ||
physiology ||of ||digestion. ||He ||began ||with ||research ||on ||the ||circulatory ||system. ||He ||was ||able ||to ||
study ||the ||salivary ||glands, ||stomach, ||liver, ||pancreas, ||and ||parts ||of ||the ||intestine ||by ||developing ||
special ||surgical ||procedures ||that ||redirected ||animals' ||digestive ||fluids ||outside ||the ||body ||where ||
they ||could ||be ||measured. ||The ||salivary ||duct ||of ||a ||dog ||was ||detached ||from ||its ||usual ||place ||inside ||
the ||mouth ||and ||directed ||through ||an ||incision ||in ||the ||cheek, ||into ||a ||glass ||tube. ||He ||was ||able ||to ||
observe ||the ||actions ||of ||the ||glands ||in ||this ||way. ||He ||wanted ||to ||understand ||how ||the ||body ||breaks
||food ||down ||into ||chemicals ||that ||can ||be ||absorbed ||into ||the ||blood. ||Starting ||with ||the ||salivary ||
reflex. ||Pavlov ||would ||bring ||a ||dog ||into ||the ||laboratory, ||put ||food ||in ||its ||mouth ||and ||observe ||the ||
results.
What ||were ||the ||psychic ||secretions ||that ||became ||a ||focus ||of ||Pavlov's ||work? ||Why ||did ||Pavlov ||shift
||the ||focus ||of ||his ||work ||from ||digestive ||processes ||to ||psychic ||secretions? ||(p. ||59) ||- ||correct ||
answerSalivary ||secretions. ||He ||shifted ||his ||attention ||to ||these ||glands ||when ||he ||noticed ||that ||the ||
dogs ||began ||salivating ||after ||entering ||the ||laboratory ||only ||after ||they ||were ||fed ||there ||a ||number ||
of ||times, ||he ||wanted ||to ||know ||why.
Describe ||Pavlov's ||work ||with ||dogs ||that ||illustrates ||Pavlovian ||conditioning. ||Define ||unconditional ||
reflexes, ||conditional ||reflexes, ||unconditional ||stimulus, ||unconditional ||response, ||conditional ||
stimulus, ||and ||conditional ||response. ||What ||terms ||are ||used ||in ||place ||of ||these? ||(pp. ||60-62) ||- ||
correct ||answerPavlov ||began ||to ||observe ||the ||external ||stimuli ||of ||the ||dog ||at ||the ||time ||of ||
salivation, ||such ||as ||the ||vessel ||it ||received ||the ||food ||from, ||the ||sight ||of ||the ||food, ||sight ||of ||the ||
person ||presenting ||the ||vessel, ||sound ||of ||his ||footsteps, ||etc. ||rather ||than ||the ||actual ||food ||in ||the ||
dog's ||mouth. ||He ||noticed ||that ||there ||are ||two ||kinds ||of ||reflexes. ||One ||being ||the ||largely
||inborn/mainly ||permanent ||reflex ||(food ||being ||put ||into ||dogs ||mouth): ||these ||are ||the ||unconditional
||reflexes ||(inborn, ||unlearned, ||species ||reflexes. ||They ||occur ||unconditionally. ||The ||second ||type ||is ||
conditional ||reflexes ||(acquired, ||learned, ||individual ||reflexes), ||not ||present ||at ||birth ||but ||must ||be ||
conditioned ||into ||the ||organism, ||via ||experience, ||they ||are ||conditional ||because ||they ||depend ||on ||
many ||conditions. ||An ||unconditional ||reflex ||consists ||of ||an ||unconditional ||stimulus ||and ||provokes ||an
||unconditional ||response ||behavior. ||A ||conditional ||reflex ||consists ||of ||a ||conditional ||stimulus ||and ||
evokes ||the ||conditional ||response.
Describe ||Wallace ||and ||Rosen's ||demonstration ||(2000) ||that ||rats ||show ||a ||strong ||response ||to ||an ||
odorous ||chemical ||derived ||from ||fox ||feces. ||How ||does ||this ||assist ||in ||survival? ||(pp. ||60-61) ||- ||
correct ||answerWhen ||a ||rat ||encounters ||a ||predator, ||it ||is ||usually ||too ||late ||for ||defensive ||
maneuvers. ||Thus, ||the ||rat ||has ||a ||tendency ||to ||freeze ||or ||run ||away ||when ||it ||detects ||the ||odour ||
from ||the ||feces, ||before ||danger ||occurs.
, Is ||the ||presentation ||of ||the ||two ||stimuli ||(i.e., ||the ||neutral ||stimulus ||and ||the ||unconditional ||
stimulus) ||independent ||of ||the ||behavior ||of ||the ||animal? ||Explain. ||Provide ||an ||original ||example ||
illustrating ||that ||an ||organism ||whose ||behavior ||is ||subject ||to ||Pavlovian ||conditioning ||is ||more ||likely
||to ||survive ||than ||an ||organism ||whose ||behavior ||is ||not ||subject ||to ||such ||conditioning. ||(p. ||63) ||- ||
correct ||answerThe ||appearance ||of ||the ||two ||stimuli ||is ||independent ||of ||behaviour. ||The ||CS ||and ||the
||US ||are ||presented ||regardless ||of ||how ||the ||animal ||behaves. ||Example: ||the ||dog ||did ||not ||have ||to ||
salivate ||to ||get ||the ||food.
Define ||higher-order ||Pavlovian ||conditioning. ||Describe ||Frolov's ||demonstration ||of ||higher-order ||
conditioning. ||- ||correct ||answerThe ||procedure ||of ||pairing ||a ||neutral ||stimulus ||with ||a ||well-
established ||controlled ||stimulus. ||Frolov ||presented ||the ||sound ||of ||a ||metronome, ||followed ||by ||food
||until ||the ||sound ||became ||a ||conditioned ||stimulus, ||he ||then ||began ||presenting ||a ||black ||square ||
along ||with ||the ||metronome ||and ||noticed ||that ||the ||black ||square ||began ||to ||elicit ||the ||salivary ||
conditioned ||response.
Why ||does ||higher-order ||conditioning ||increase ||the ||importance ||of ||Pavlovian ||conditioning? ||(pp. ||63-
64) ||- ||correct ||answerbecause ||it ||means ||that ||many ||more ||stimuli ||can ||come ||to ||elicit ||conditional ||
responses.
Describe ||Graham ||and ||Desjardins' ||(1980) ||study ||in ||which ||the ||experimenters ||used ||Pavlovian ||
conditioning ||to ||influence ||the ||mating ||behaviour ||of ||male ||rats. ||(pp. ||63-64) ||- ||correct ||answerThey ||
demonstrated ||that ||a ||male ||rat ||that ||responds ||to ||a ||sexually ||receptive ||female ||by ||increasing ||the ||
level ||of ||certain ||hormones ||will ||respond ||in ||a ||similar ||manner ||to ||an ||odor ||that ||has ||been ||paired ||
with ||a ||receptive ||female. ||Because ||of ||the ||higher ||order ||conditioning, ||a ||neutral ||stimulus ||became ||
a ||conditioned ||stimulus.
Describe ||Staats ||and ||Staats' ||(1957) ||classic ||experiment ||of ||verbal ||higher-order ||conditioning. ||(pp. ||
63-64) ||- ||correct ||answerThey ||asked ||college ||students ||to ||look ||at ||nonsense ||syllables ||such ||as ||YOF,
||LAJ, ||and ||QUG ||as ||they ||were ||flashed ||on ||the ||screen. ||At ||the ||same ||time, ||the ||students ||repeated ||
words ||spoken ||by ||the ||experimenters. ||For ||some ||of ||the ||students, ||the ||experimenters ||paired ||the ||
syllable ||YOF ||with ||positive ||words ||such ||as ||beauty, ||gift, ||and ||win. ||and ||the ||syllable ||XEH ||with ||
negative ||words ||such ||as ||thief, ||sad, ||enemy. ||For ||other ||students, ||the ||pairings ||were ||reversed. ||
After, ||they ||rated ||each ||nonsense ||syllable ||on ||a ||scale ||of ||1-7, ||pleasant ||to ||unpleasant. ||The ||results
||showed ||that ||the ||syllables ||came ||to ||elicit ||emotional ||responses. ||The ||neutral ||stimulus ||(nonsense ||
syllable) ||was ||paired ||with ||the ||conditioned ||stimulus ||(the ||pleasant/unpleasant ||words).
How ||can ||response ||latency ||be ||used ||to ||measure ||Pavlovian ||conditioning? ||- ||correct ||answerBy ||
noting ||when ||salivation ||begins ||you ||can ||tell ||when ||the ||dog ||is ||salivating ||to ||the ||tone ||as ||well ||as ||
to ||the ||food, ||to ||see ||when ||the ||neutral ||stimuli ||have ||become ||the ||conditioned ||stimuli. ||The ||
response ||latency ||decreases ||as ||the ||pairings ||increase. ||I.e. ||the ||dog ||may ||begin ||salivating ||even ||
before ||the ||tone ||stops.
How ||is ||the ||use ||of ||latency ||as ||a ||measure ||of ||Pavlovian ||conditioning ||problematic? ||(pp. ||65-66) ||- ||
correct ||answerIn ||some ||conditioning ||studies, ||the ||interval ||between ||the ||controlled ||stimulus ||and ||
the ||appearance ||of ||the ||uncontrolled ||stimulus ||is ||so ||short ||that ||using ||response ||latency ||as ||a ||
measure ||of ||learning ||is ||difficult. ||It ||is ||hard ||to ||decipher ||what ||the ||response ||is ||related ||to.
