Chapter 5: Learning and Behavior

Chapter 5: Learning and Behavior Multiple-Choice Questions 5.1-1. In order to assure that changes in behavior that occur during experiments are attributable to variables manipulated by the experimenter, it is critical to control for a. prior experience. b. number of participants. c. genetic variation. d. number of experimental conditions. e. both prior experience and genetic variation. Difficulty: 1 Question ID: 5.1-1 Page Ref: 124 Topic: How Learning Is Studied Skill: Factual Answer: e. both prior experience and genetic variation. 5.1-2. Most research on biobehavioral processes requires the use of nonhuman animals because a. they are more readily available than human participants. b. of their simpler nervous systems. c. language only complicates research. d. they are easy to care for. e. it is easier to control for genetic and experiential histories. Difficulty: 2 Question ID: 5.1-2 Page Ref: 124 Topic: How Learning Is Studied Skill: Factual Answer: e. it is easier to control for genetic and experiential histories. 5.1-3. In their research, both Pavlov and Thorndike sought a principle that would a. be equally applicable to humans and nonhuman animals. b. show how the brain controls behavior. c. be easily replicated in other laboratories. d. describe how individual environments changed behavior and the neural mechanisms that underlie behavior. e. establish, once and for all, that the behavior of learning is like any other behavior in terms of its reliance on past experiences. Difficulty: 2 Question ID: 5.1-3 Page Ref: 124 Topic: How Learning Is Studied Skill: Factual Answer: d. describe how individual environments changed behavior and the neural mechanisms that underlie behavior. contact: 5.1-4. What connects Pavlov and Thorndike to Darwin is that the processes that implement selection by the individual environment a. are identical across all species. b. are themselves the product of natural selection. c. can be demonstrated in natural as well as artificial situations. d. emerge from the processes that produce variation in the individual environment. e. complement the processes that implement selection in the social environment. Difficulty: 2 Question ID: 5.1-4 Page Ref: 124 Topic: How Learning Is Studied Skill: Factual Answer: b. are themselves the product of natural selection. 5.1-5. Both Pavlov's and Thorndike's research involved responses that were a. easy for their animals to perform. b. evoked automatically by environmental stimuli. c. readily identifiable with brain processes. d. complex rather than simple. e. achieved after extensive training. Difficulty: 2 Question ID: 5.1-5 Page Ref: 124 Topic: How Learning Is Studied Skill: Factual Answer: b. evoked automatically by environmental stimuli. 5.1-6. Pavlov paired the sound of a metronome with food. This technique produced learning–that is, a change in the a. animal's environment. b. animal's behavior. c. environmental guidance of behavior. d. animal's characteristics. e. brain processes that underlie behavior. Difficulty: 2 Question ID: 5.1-6 Page Ref: 124-125 Topic: How Learning Is Studied Skill: Conceptual Answer: c. environmental guidance of behavior. 5.1-7. Watching the fuse of a firecracker being lit may cause you to flinch even before the firecracker explodes in a loud bang. Your behavior in this situation is similar to that of Pavlov's dogs in that a. it involves a changed environment-behavior relation. b. two very different behaviors are required. c. two very different environments are required. d. no new behavior was selected. e. flinching and salivating are learned behaviors. Difficulty: 2 Question ID: 5.1-7 Page Ref: 125 Topic: How Learning Is Studied Skill: Applied Answer: a. it involves a changed environment-behavior relation. 5.1-8. Who discovered the relation of a response to an eliciting stimulus that followed it? a. Pavlov b. Thorndike c. Skinner d. Darwin e. Watson Difficulty: 1 Question ID: 5.1-8 Page Ref: 125 Topic: How Learning Is Studied Skill: Factual Answer: b. Thorndike 5.1-9. Both Pavlov's and Thorndike's procedures allow examination of the effects of varying the time interval between events–that is, the effects of their temporal a. dependency. b. compatibility. c. reliability. d. contiguity. e. affinity. Difficulty: 1 Question ID: 5.1-9 Page Ref: 128 Topic: Conditions Required for Learning Skill: Factual Answer: d. contiguity. 5.1-10. Pavlov's procedure is referred to as classical because a. it was developed during the classical period in the humanities. b. it categorized behaviors and stimuli into classes. c. Pavlov used classical methods of experimental physiology in his research. d. it was the first laboratory procedure used to study learning systematically. e. because his publications have now become classics in their own right. Difficulty: 1 Question ID: 5.1-10 Page Ref: 127 Topic: Conditions Required for Learning Skill: Factual Answer: d. it was the first laboratory procedure used to study learning systematically. 5.1-11. Because Pavlov's procedure involves the acquisition of a response to an eliciting stimulus, it is referred to as the __________ procedure. a. eliciting b. responsive c. respondent d. correspondent e. reflexive Difficulty: 1 Question ID: 5.1-11 Page Ref: 127 Topic: Conditions Required for Learning Skill: Factual Answer: c. respondent 5.1-12. The term “operant” is used for Thorndike's procedure because a. the experimenter performs a kind of operation on the participant. b. technical operations are part of the procedure. c. the eliciting stimulus elicits or operates on the response. d. the response operates on the environment to produce the eliciting stimulus. e. the environment becomes an operator for behavior. Difficulty: 2 Question ID: 5.1-12 Page Ref: 127 Topic: Conditions Required for Learning Skill: Factual Answer: d. the response operates on the environment to produce the eliciting stimulus. 5.1-13. Thorndike's procedure is called either a(n) __________ or an operant procedure. a. instrumental b. formative c. operational d. respondant e. guidant Difficulty: 1 Question ID: 5.1-13 Page Ref: 127 Topic: Conditions Required for Learning Skill: Factual Answer: a. instrumental 5.1-14. Pavlov is to the __________ procedure as Thorndike is to the __________ procedure. a. classical; respondent b. classical; operant c. operant; instrumental d. instrumental; respondent e. respondent; classical Difficulty: 2 Question ID: 5.1-14 Page Ref: 127 Topic: Conditions Required for Learning Skill: Conceptual Answer: a. classical; respondent 5.1-15. In Pavlov's classical procedure, the stimulus that originally elicits the reflexive behavior is called the __________ stimulus. a. unconditioned b. conditioned c. discriminative d. signaling e. initial Difficulty: 1 Question ID: 5.1-15 Page Ref: 127 Topic: Conditions Required for Learning Skill: Factual Answer: a. unconditioned 5.1-16. The stimulus that reliably precedes the unconditioned stimulus in the classical procedure is called the __________ stimulus (CS). a. conditioned b. correspondent c. coexistent d. complementary e. correlated Difficulty: 1 Question ID: 5.1-16 Page Ref: 127 Topic: Conditions Required for Learning Skill: Factual Answer: a. conditioned 5.1-17. In the classical procedure, the term "unconditioned" refers to a. not having to be controlled by the experimenter. b. not being dependent or conditional on anything that happens during the experiment. c. always being the same regardless of which animal species is being studied. d. always having the same effects. e. always being in the same relation. Difficulty: 2 Question ID: 5.1-17 Page Ref: 127 Topic: Conditions Required for Learning Skill: Conceptual Answer: b. not being dependent or conditional on anything that happens during the experiment. 5.1-18. The conditioned stimulus and the conditioned response in the classical procedure are referred to as conditioned because a. they are dependent on each other. b. their emergence is conditional on what happens during the experiment. c. they are the opposite of the unconditioned stimulus and unconditioned response. d. they set the conditions for the experiment. e. they can be affected by conditions that are uncontrolled by the experimenter. Difficulty: 2 Question ID: 5.1-18 Page Ref: 127 Topic: Conditions Required for Learning Skill: Conceptual Answer: b. their emergence is conditional on what happens during the experiment. 5.1-19. Any neutral stimulus that reliably precedes a stimulus such as food that elicits a response is called a(n) __________ stimulus. a. unconditioned b. discriminative c. orienting d. conditioned e. classical Difficulty: 1 Question ID: 5.1-19 Page Ref: 127 Topic: Conditions Required for Learning Skill: Factual Answer: d. conditioned 5.1-20. As a result of the classical procedure, the __________ comes to evoke the __________. a. US; UR b. US; CR c. CS; UR d. CS; CR e. US; CS Difficulty: 1 Question ID: 5.1-20 Page Ref: 127-128 Topic: Conditions Required for Learning Skill: Factual Answer: d. CS; CR 5.1-21. When Colin was young, he was stung by a bee and had a severe allergic reaction. Now, many years later, whenever he hears a buzzing sound (including when people imitate a buzzing sound), he becomes nervous and panics. In this example, the unconditioned stimulus is a. the severe allergic reaction. b. the bee sting. c. the buzzing sound. d. Colin's reacting nervously and panicking. e. people imitating a buzzing sound. Difficulty: 2 Question ID: 5.1-21 Page Ref: 127 Topic: Conditions Required for Learning Skill: Applied Answer: a. the severe allergic reaction. 5.1-22. A chewing gum manufacturer has a widespread TV advertising campaign that shows beautiful people consuming its product. Having seen these ads over a few weeks, you find yourself attracted to the chewing gum the next time you are at a convenience store. In this classical conditioning example, what is the unconditioned stimulus? a. The chewing gum b. Your attraction to the beautiful people c. The beautiful people d. Your attraction to the chewing gum e. The chewing gum manufacturer Difficulty: 2 Question ID: 5.1-22 Page Ref: 127 Topic: Conditions Required for Learning Skill: Applied Answer: c. The beautiful people 5.1-23. When Colin was young, he was stung by a bee and had a severe allergic reaction. Now, many years later, whenever he hears a buzzing sound (including when people imitate a buzzing sound), he becomes nervous and panics. In this example, the conditioned stimulus is a. the bee. b. the severe allergic reaction. c. the buzzing sound. d. Colin's reacting nervously and panicking. e. the bee sting. Difficulty: 2 Question ID: 5.1-23 Page Ref: 127 Topic: Conditions Required for Learning Skill: Applied Answer: c. the buzzing sound. 5.1-24. A chewing gum manufacturer has a widespread TV advertising campaign that shows beautiful people consuming its product. Having seen these ads over a few weeks, you find yourself attracted to the chewing gum next time you are at a convenience store. In this classical conditioning example, what is the conditioned stimulus? a. The chewing gum b. Your attraction to the beautiful people c. The beautiful people d. Your attraction to the chewing gum e. The chewing gum manufacturer Difficulty: 2 Question ID: 5.1-24 Page Ref: 127 Topic: Conditions Required for Learning Skill: Applied Answer: a. The chewing gum 5.1-25. When Colin was young, he was stung by a bee and had a severe allergic reaction. Now, many years later, whenever he hears a buzzing sound (including when people imitate a buzzing sound), he becomes nervous and panics. In this example, the conditioned response is a. the bee. b. the severe allergic reaction. c. the buzzing sound. d. Colin's reacting nervously and panicking. e. the bee sting. Difficulty: 2 Question ID: 5.1-25 Page Ref: 127-128 Topic: Conditions Required for Learning Skill: Applied Answer: d. Colin's reacting nervously and panicking. 5.1-26. A chewing gum manufacturer has a widespread TV advertising campaign that shows beautiful people consuming its product. Having seen these ads over a few weeks, you find yourself attracted to the chewing gum next time you are at a convenience store. In this classical conditioning example what is the conditioned response? a. The chewing gum b. Your attraction to the beautiful people c. The beautiful people d. Your attraction to the chewing gum e. The chewing gum manufacturer Difficulty: 2 Question ID: 5.1-26 Page Ref: 127-128 Topic: Conditions Required for Learning Skill: Applied Answer: d. Your attraction to the chewing gum 5.1-27. When the CS follows the US/UR, the procedure is called __________ as opposed to the __________ procedure in which the CS precedes the US/UR. a. post; prior b. respondent; classical c. backward; foward d. consequent; antecedent e. trailing; leading Difficulty: 1 Question ID: 5.1-27 Page Ref: 128 Topic: Conditions Required for Learning Skill: Factual Answer: c. backward; foward 5.1-28. The backward procedure can be successful in producing a CR if a. the CS is very intense. b. the CR has a long duration. c. the CS has a long duration. d. the US has a long duration. e. the UR has a long duration. Difficulty: 1 Question ID: 5.1-28 Page Ref: 128 Topic: Conditions Required for Learning Skill: Factual Answer: e. the UR has a long duration. 5.1-29. A pigeon pecks a lighted disk on the wall of a test chamber and receives food after the peck. Research has confirmed that, in this example of the operant procedure, the longer the delay between the response and the eliciting stimulus, a. the weaker the operant response. b. the weaker the elicited response. c. the stronger the operant response. d. the stronger the elicited response. e. unlike the classical procedure, delay makes no difference to the strength of the response. Difficulty: 1 Question ID: 5.1-29 Page Ref: 129 Topic: Conditions Required for Learning Skill: Factual Answer: a. the weaker the operant response. 5.1-30. Research using both the classical and operant procedures with human infants and adults has confirmed that the fundamental learning process occurs within a short time interval– that is, it has confirmed the __________ __________ requirement. a. rapid conditioning b. limited interval c. temporal contiguity d. temporal distance e. narrow window Difficulty: 1 Question ID: 5.1-30 Page Ref: 130 Topic: Conditions Required for Learning Skill: Factual Answer: c. temporal contiguity 5.1-31. An eliciting stimulus that strengthens the environmental control of behavior, whether in the classical or the operant procedure, is referred to as a(n) a. elicitor. b. enhancer. c. focuser. d. reinforcer. e. evoker. Difficulty: 1 Question ID: 5.1-31 Page Ref: 128 Topic: Conditions Required for Learning Skill: Factual Answer: d. reinforcer. 5.1-32. In humans, phobias and panic disorders are examples of __________ pairings of the classical procedure. a. CS-CS b. stimulus-reinforcer c. US-CS d. reinforcer-stimulus e. US-US Difficulty: 3 Question ID: 5.1-32 Page Ref: 130-131 Topic: Conditions Required for Learning Skill: Factual Answer: b. stimulus-reinforcer 5.1-33. Which of the following objects is most likely to become a CS when paired with an aversive US in the classical procedure? a. Metronome b. Puzzle box c. Spider d. Electrical outlet e. Automobile Difficulty: 2 Question ID: 5.1-33 Page Ref: 131 Topic: Conditions Required for Learning Skill: Conceptual Answer: c. Spider 5.1-34. As drug addiction develops, which of the following does NOT become a CS? a. The sight of drug paraphernalia b. The sights of the environment where the drug is ingested c. Drug ingestion d. The prick of the needle e. The sounds of the environment where the drug is ingested Difficulty: 2 Question ID: 5.1-34 Page Ref: 131 Topic: Conditions Required for Learning Skill: Conceptual Answer: c. Drug ingestion 5.1-35. Which of the following is both the CR and the UR in drug addiction? a. Ingestion of the drug b. Increased production of neurotransmitters c. The environment in which the drug is ingested d. Decreased production of neurotransmitters e. Drug paraphernalia Difficulty: 1 Question ID: 5.1-35 Page Ref: 131 Topic: Conditions Required for Learning Skill: Factual Answer: d. Decreased production of neurotransmitters 5.1-36. In addition to temporal contiguity, learning requires a. spatial contiguity. b. behavioral contiguity. c. temporal discrepancy. d. spatial discrepancy. e. behavioral discrepancy. Difficulty: 1 Question ID: 5.1-36 Page Ref: 131-132 Topic: Conditions Required for Learning Skill: Factual Answer: e. behavioral discrepancy. 5.1-37. In the blocking design, a CS (for example, a tone) that is presented during Conditioning Phase 1 a. is also presented simultaneously with a different CS during Conditioning Phase 2. b. is presented simultaneously with a different CS stimulus during that same phase. c. is not presented during Conditioning Phase 2. d. alternates with a different CS during that same phase. e. is eventually blocked by a different CS that is presented during Conditioning Phase 2. Difficulty: 3 Question ID: 5.1-37 Page Ref: 131 Topic: Conditions Required for Learning Skill: Conceptual Answer: a. is also presented simultaneously with a different CS during Conditioning Phase 2. 5.1-38. According to Rescorla and Wagner, an eliciting stimulus serves as a reinforcer a. anytime it is paired with another stimulus. b. only if it is the sole stimulus that follows a response. c. only if it is appetitive. d. only if it evokes a response that is not already occurring. e. whenvever it occurs in sufficient temporal contiguity with the response. Difficulty: 2 Question ID: 5.1-38 Page Ref: 132 Topic: Conditions Required for Learning Skill: Factual Answer: d. only if it evokes a response that is not already occurring. 5.1-39. In the blocking design, the CS2 that was introduced in Conditioning Phase 2 failed to acquire a CR because it did not evoke a(n) a. temporal contiguity. b. appetitive stimulus. c. reinforcer. d. behavioral discrepancy. e. response-reinforcer event. Difficulty: 2 Question ID: 5.1-39 Page Ref: 132 Topic: Conditions Required for Learning Skill: Factual Answer: d. behavioral discrepancy. 5.1-40. The rich history of people's experiences prior to entering an experiment, makes it difficult to demonstrate the necessity of behavioral discrepancy for human learning. Still, it is possible to capture the concept by stating that people are most likely to learn in those situations where environmental events are a. predictable. b. random. c. surprising. d. evoking. e. contiguous. Difficulty: 2 Question ID: 5.1-40 Page Ref: 132 Topic: Conditions Required for Learning Skill: Factual Answer: c. surprising. 5.1-41. The principle of behavioral discrepancy suggests that parents should __________ praising their children's behavior if praise is to function successfully as a reinforcer. a. refrain from b. be lavish in c. be sparing in d. be sure to use other reinforcers as well when e. use the same forms of praise when Difficulty: 2 Question ID: 5.1-41 Page Ref: 132 Topic: Conditions Required for Learning Skill: Factual Answer: c. be sparing in 5.1-42. In __________, reinforcers strengthen the responses they follow–that is, reinforcers alter the environmental __________ of behavior. a. acquisition; stimulation b. extinction; guidance c. operant conditioning; contiguity d. acquisition; guidance e. classical conditioning; discrepancy Difficulty: 1 Question ID: 5.1-42 Page Ref: 134-135 Topic: The Process of Learning Skill: Factual Answer: d. acquisition; guidance 5.1-43. The first step in training a rat to press a lever consists of placing the animal in a test chamber and allowing it to explore the chamber so that __________ can occur. a. reinforcement b. habituation c. extinction d. punishment e. superstition Difficulty: 1 Question ID: 5.1-43 Page Ref: 135 Topic: The Process of Learning Skill: Factual Answer: b. habituation 5.1-44. Habituation is a simple form of learning in which a. temporal contiguity and behavioral divergence both play an essential role. b. environmental stimuli block orienting responses. c. environmental stimuli evoke responses that do not produce consequences. d. consequences are focused on a specific response, rather than on responses in general. e. closed genetic programs become open genetic programs. Difficulty: 1 Question ID: 5.1-44 Page Ref: 135 Topic: The Process of Learning Skill: Factual Answer: c. environmental stimuli evoke responses that do not produce consequences. 5.1-45. Habituation is to __________ as acquisition is to __________. a. strengthening; weakening b. contiguity; discrepency c. classical; operant d. weakening; strengthening e. operant; classical Difficulty: 2 Question ID: 5.1-45 Page Ref: 134-135 Topic: The Process of Learning Skill: Factual Answer: d. weakening; strengthening 5.1-46. An orienting response makes the detection of a stimulus a. less likely. b. more likely. c. impossible. d. a certainty. e. superstitious. Difficulty: 1 Question ID: 5.1-46 Page Ref: 135 Topic: The Process of Learning Skill: Factual Answer: b. more likely. 5.1-47. The second and third steps in lever-press training consist of delivering food a. noncontingently and then contingent on a lever press. b. as part of habituation training and also after habituation has occurred. c. in the absence of orienting responses. d. in a way that makes the lever a US. e. so as to assure temporal contiguity while eliminating behavioral discrepancy. Difficulty: 2 Question ID: 5.1-47 Page Ref: 135 Topic: The Process of Learning Skill: Conceptual Answer: a. noncontingently and then contingent on a lever press. 5.1-48. In lever-pressing training with rats, once habituation and feeder training have taken place, a. a single lever press, followed by food, may be followed by additional presses in quick succession. b. it is critical to extinguish all orienting responses before lever-pressing training occurs. c. it will usually be necessary to wait for at least one hour before the first lever press occurs. d. the usual pattern is for several lever presses to occur, with long waits between each, before lever pressing becomes more regular. e. food will need to be presented several times before the first lever press occurs. Difficulty: 2 Question ID: 5.1-48 Page Ref: 135 Topic: The Process of Learning Skill: Conceptual Answer: a. a single lever press, followed by food, may be followed by additional presses in quick succession. 5.1-49. Which of the following terms does NOT belong with the others? a. Target response b. Spontaneous recovery c. Successive approximations d. Reinforcement e. Shaping Difficulty: 2 Question ID: 5.1-49 Page Ref: 135 Topic: The Process of Learning Skill: Conceptual Answer: b. Spontaneous recovery 5.1-50. Monique has trained a laboratory rat to eat food pellets whenever they are presented in the test chamber, but, thus far, the rat has not pressed the lever in the chamber. Consequently, Monique begins to provide food pellets contingent on responses that more closely approximate the target response of lever pressing. Monique is using the procedure known as a. eventuating. b. shadowing. c. sculpting. d. shaping. e. incrementing. Difficulty: 2 Question ID: 5.1-50 Page Ref: 135 Topic: The Process of Learning Skill: Applied Answer: d. shaping. 5.1-51. Parents may successfully shape a complex behavior in their child, such as tying shoelaces or riding a bicycle. However, the eventual and more efficient form of the behavior will be the result, not of parental shaping, but shaping by a. natural selection. b. expert models. c. natural contingencies. d. successive approximations. e. punishers rather than reinforcers. Difficulty: 1 Question ID: 5.1-51 Page Ref: 135 Topic: The Process of Learning Skill: Factual Answer: c. natural contingencies. 5.1-52. Shaping complex behaviors in children with developmental disabilities often involves __________, in which specific component skills are reinforced separately and gradually combined into patterns that more closely approximate the target behavior. a. response partitioning b. specialization training c. response gradation d. unit collection e. response chaining Difficulty: 1 Question ID: 5.1-52 Page Ref: 135-136 Topic: The Process of Learning Skill: Factual Answer: e. response chaining 5.1-53. Holly is a developmentally disabled child and is working with a therapist who is training Holly to write her name. The training procedure consists of gripping the pencil properly, followed by simple strokes with the pencil, then by combining strokes into simple patterns that more and more closely resemble the letters in Holly's name. The therapist is careful to provide praise as Holly lengthens the sequence of responses. This procedure is referred to as a. shaping. b. unit collection. c. specialization training. d. response partitioning. e. response gradation. Difficulty: 2 Question ID: 5.1-53 Page Ref: 135-136 Topic: The Process of Learning Skill: Applied Answer: a. shaping. 5.1-54. Reinforcement is the means by which experience alters the environmental guidance of behavior, whereas sensitivity to reinforcement is a product of a. shaping. b. classical conditioning. c. operant conditioning. d. natural selection. e. temporal contiguity. Difficulty: 1 Question ID: 5.1-54 Page Ref: 136 Topic: The Process of Learning Skill: Factual Answer: d. natural selection. 5.1-55. The finding that Siamese fighting fish are likely to win a fight if they are first given a signal regarding the presence of an intruder in their territory, suggests that a. aggressive behavior is learned. b. even in fish, there is a "home-court" advantage. c. preparation is the key to winning aggressive encounters in the animal world. d. classical conditioning has important adaptive functions. e. operant conditioning has important biological functions. Difficulty: 2 Question ID: 5.1-55 Page Ref: 136 Topic: The Process of Learning Skill: Conceptual Answer: d. classical conditioning has important adaptive functions. 5.1-56. In taste-aversion, a. taste stimuli acquire control over nausea responses. b. taste stimuli are the USs. c. nausea is the CS. d. nausea must occur within a few minutes of ingestion. e. modeling is the most important component. Difficulty: 2 Question ID: 5.1-56 Page Ref: 136 Topic: The Process of Learning Skill: Conceptual Answer: a. taste stimuli acquire control over nausea responses. 5.1-57. After a response has been conditioned with the classical procedure, what happens if the US no longer follows the CS? a. The response would continue to occur much as it had before. b. The response would eventually be eliminated. c. The response would increase in strength. d. The response would first decrease in strength and then become stronger. e. The response would first increase in strength and then remain unchanged. Difficulty: 1 Question ID: 5.1-57 Page Ref: 138 Topic: The Process of Learning Skill: Factual Answer: b. The response would eventually be eliminated. 5.1-58. If, after acquisition of a response with the classical procedure, the procedure is changed so that the US only accompanies the CS on half the trials or perhaps only 25 percent of the trials, the most likely result is a. a stronger CR than before. b. a CR strength that remains largely the same. c. a gradual disappearance of the CS. d. a sudden disappearance of the CS. e. a rapid decline and slow resurgence of the CR. Difficulty: 2 Question ID: 5.1-58 Page Ref: 138 Topic: The Process of Learning Skill: Conceptual Answer: b. a CR strength that remains largely the same. 5.1-59. The name of the procedure in which the reinforcer that previously followed a stimulus (classical procedure) or a response (operant procedure) is withheld is a. punishment. b. negative reinforcement. c. discrimination. d. extinction. e. habituation. Difficulty: 1 Question ID: 5.1-59 Page Ref: 138 Topic: The Process of Learning Skill: Factual Answer: d. extinction. 5.1-60. In general, the __________ the US during maintenance, the __________ the CR during extinction. a. less intense; stronger b. more intermittent; weaker c. more intermittent; stronger d. less intermittent; stronger e. more intense; stronger Difficulty: 3 Question ID: 5.1-60 Page Ref: 138 Topic: The Process of Learning Skill: Conceptual Answer: c. more intermittent; stronger 5.1-61. The cat used to start to purr whenever your family was setting the table for their meal. But since your family decided that you would not give the cat any treats from the table, she has stopped purring. This is an example of a. spontaneous recovery. b. generalization. c. discrimination. d. conditional emotional response. e. extinction. Difficulty: 2 Question ID: 5.1-61 Page Ref: 138 Topic: The Process of Learning Skill: Applied Answer: e. extinction. 5.1-62. When the CS is repeatedly presented without the US, this leads to a. stimulus generalization. b. stimulus discrimination. c. spontaneous recovery. d. conditional emotional response. e. extinction. Difficulty: 1 Question ID: 5.1-62 Page Ref: 138 Topic: The Process of Learning Skill: Factual Answer: e. extinction. 5.1-63. The reappearance of the CR in the next experimental session following a period of extinction is called a. generalization. b. classical conditioning. c. discrimination. d. spontaneous recovery. e. habituation. Difficulty: 1 Question ID: 5.1-63 Page Ref: 138 Topic: The Process of Learning Skill: Factual Answer: d. spontaneous recovery. 5.1-64. Spontaneous recovery is said to occur when a a. previously extinguished CR suddenly reappears after an interval of time has passed. b. CR is evoked by a stimulus similar to the one used during acquisition training. c. CR is evoked by a CS but not other (neutral) stimuli. d. UR is no longer evoked by the US. e. CR is no longer evoked by the CS but only by the US. Difficulty: 1 Question ID: 5.1-64 Page Ref: 138 Topic: The Process of Learning Skill: Factual Answer: a. previously extinguished CR suddenly reappears after an interval of time has passed. 5.1-65. After time has elapsed following an extinction procedure, the learned response will often reappear in a test for retention. This phenomenon is called a. acquisition. b. reacquisition. c. spontaneous recovery. d. reemergence. e. extinction. Difficulty: 1 Question ID: 5.1-65 Page Ref: 138 Topic: The Process of Learning Skill: Factual Answer: c. spontaneous recovery. 5.1-66. What is said to occur when CRs are acquired by stimuli that resemble the CS used during training? a. Extinction b. Stimulus Generalization c. Spontaneous Recovery d. Stimulus Discrimination e. Habituation Difficulty: 2 Question ID: 5.1-66 Page Ref: 139 Topic: The Process of Learning Skill: Conceptual Answer: b. Stimulus Generalization 5.1-67. Since your dog died, you have found that tears come into your eyes every time you hear the song "I Love That Dog," which was always a favorite of yours. But what really surprises you is that you find tears in your eyes now when you hear any song that mentions dogs. This is an example of a. stimulus generalization. b. a conditional emotional response. c. stimulus discrimination. d. spontaneous recovery. e. habituation. Difficulty: 2 Question ID: 5.1-67 Page Ref: 139 Topic: The Process of Learning Skill: Applied Answer: a. stimulus generalization. 5.1-68. Leslie was in a car accident during a rainstorm. Now whenever she must drive during the rain, even when it is only a drizzle, she gets nervous. Her response illustrates a. stimulus discrimination. b. stimulus generalization. c. spontaneous recovery. d. extinction. e. operant conditioning Difficulty: 2 Question ID: 5.1-68 Page Ref: 139 Topic: The Process of Learning Skill: Applied Answer: b. stimulus generalization. 5.1-69. In both the classical and operant procedures, generalization will be greatest to stimuli that a. most closely resembles the original training stimulus. b. are the most different from the original training stimulus. c. occur early in the generalization testing procedure. d. occur last in the generalization testing procedure. e. were blocked during training. Difficulty: 1 Question ID: 5.1-69 Page Ref: 139 Topic: The Process of Learning Skill: Factual Answer: a. most closely resemble the original training stimulus. 5.1-70. What occurs when the same behavior has different consequences in different environments? a. Extinction b. Stimulus generalization c. Spontaneous recovery d. Stimulus discrimination e. Dissociative learning Difficulty: 1 Question ID: 5.1-70 Page Ref: 139 Topic: The Process of Learning Skill: Factual Answer: d. Stimulus discrimination 5.1-71. Samsa bought a new TV. At first, every time a phone rang on the TV, he got up to answer his phone. However, within a couple of weeks this didn't happen any longer. He only answered his own phone. This change in Samsa's behavior best illustrates a. habituation. b. stimulus generalization. c. spontaneous recovery. d. stimulus discrimination. e. dissociative learning. Difficulty: 2 Question ID: 5.1-71 Page Ref: 139 Topic: The Process of Learning Skill: Applied Answer: d. stimulus discrimination. 5.1-72. In both classical and operant procedures, training responses to one stimulus but not to others, even if they closely resemble the first stimulus, are called a. stimulus discrimination. b. stimulus generalization. c. spontaneous recovery. d. extinction. e. acquisition. Difficulty: 1 Question ID: 5.1-72 Page Ref: 139 Topic: The Process of Learning Skill: Factual Answer: a. stimulus discrimination. 5.1-73. Not reacting to the door when the phone rings (but only reacting to the phone) and not reacting to the phone when the doorbell rings (but reacting to the doorbell) are examples of a. spontaneous recovery. b. stimulus generalization. c. extinction. d. stimulus discrimination. e. acquisition. Difficulty: 2 Question ID: 5.1-73 Page Ref: 139 Topic: The Process of Learning Skill: Applied Answer: d. stimulus discrimination. 5.1-74. What is a stimulus that guides behavior as a result of a differential conditioning procedure called? a. A differential stimulus b. An orienting stimulus c. A discriminative stimulus d. A primary stimulus e. A secondary stimulus Difficulty: 1 Question ID: 5.1-74 Page Ref: 139 Topic: The Process of Learning Skill: Factual Answer: c. A discriminative stimulus 5.1-75. Who is formally credited with discovering the relation of a response to an eliciting stimulus that followed it? a. Pavlov b. Thorndike c. Skinner d. Darwin e. Watson Difficulty: 1 Question ID: 5.1-75 Page Ref: 125, 127 Topic: How Learning Is Studied Skill: Factual Answer: b. Thorndike 5.1-76. The main subjects in Thorndike's research were a. dogs that salivated. b. rats that escaped electric shock. c. pigeons that pecked lighted disks. d. cats that escaped puzzle boxes. e. rats that pressed a bar for food pellets. Difficulty: 1 Question ID: 5.1-76 Page Ref: 125-126 Topic: How Learning Is Studied Skill: Factual Answer: d. cats that escaped puzzle boxes. 5.1-77. The cats in Thorndike's puzzle box experiments were given food, which elicited salivation– a response that a. was strengthened as a consequence of Thorndike's procedure. b. Thorndike did not measure. c. caused the cat to escape the puzzle box. d. represented a new environment-behavior relation. e. Thorndike considered essential for escape learning. Difficulty: 2 Question ID: 5.1-77 Page Ref: 125 Topic: How Learning Is Studied Skill: Conceptual Answer: b. Thorndike did not measure. 5.1-78. In Thorndike's puzzle-box experiments, the presentation of eliciting stimulus (food) following a response caused a. a response to be elicited by food. b. a delay in the learning of the escape response. c. the response to be strengthened. d. a weaker response on future trials. e. Thorndike to realize that learning was instantaneous. Difficulty: 2 Question ID: 5.1-78 Page Ref: 125 Topic: How Learning Is Studied Skill: Factual Answer: c. the response to be strengthened. 5.1-79. When an eliciting stimulus, such as a warm embrace, follows a learner's expression of appreciation, such expressions are a. likely to elicit their own responses. b. said to be elicited. c. now part of the environment. d. called consequences. e. now more likely to occur in the future. Difficulty: 2 Question ID: 5.1-79 Page Ref: 125 Topic: How Learning Is Studied Skill: Applied Answer: e. now more likely to occur in the future. 5.1-80. The fact that both Pavlov's and Thorndike's procedures involve an eliciting stimulus as well as environmental stimuli and behavioral responses that precede the eliciting stimulus means that a. the environmental stimuli will be strengthened. b. when the eliciting stimulus is first presented, either Pavlov's or Thorndike's procedure could be in effect. c. the behavioral responses will be strengthened sooner than the environmental stimuli are. d. the environmental stimuli will be weakened. e. the behavioral responses will be weakened sooner than the environmental stimuli are. Difficulty: 2 Question ID: 5.1-80 Page Ref: 126 Topic: How Learning Is Studied Skill: Conceptual Answer: b. when the eliciting stimulus is first presented, either Pavlov's or Thorndike's procedure could be in effect. 5.1-81. You are a participant in an experiment in which you are first shown a lighted square that reads: “Press this square.” When you press the square, a piece of candy drops into a tray below the square. To know whether you are involved with Pavlov's procedure, you would need to determine a. the reliability with which the lighted square preceded the candy. b. if an escape response is being used. c. whether the candy elicits salivation, or orientation, or both. d. the reliability with which pressing the square precedes the candy. e. whether the appearance of the lighted square always resulted in the response of pressing it. Difficulty: 3 Question ID: 5.1-818 Page Ref: 125-126 Topic: How Learning Is Studied Skill: Applied Answer: a. the reliability with which the lighted square preceded the candy. 5.1-82. Skinner recognized an important difference between Pavlov's and Thorndike's procedures, namely, that in Pavlov's procedure a. the eliciting stimulus can be anything. b. the behavior that can be brought under environmental control is limited to those responses that can already be elicited by other stimuli. c. the eliciting stimulus strengthens any and all behaviors that precede it but none that follow it. d. it doesn't really matter whether the eliciting stimulus precedes or follows the response, since the effect is always to strengthen it. e. once the eliciting stimulus is selected, the choice is then whether it will be used to strengthen or weaken the behavior that it follows. Difficulty: 2 Question ID: 5.1-82 Page Ref: 126 Topic: How Learning Is Studied Skill: Factual Answer: b. the behavior that can be brought under environmental control is limited to those responses that can already be elicited by other stimuli. 5.1-83. Thorndike's procedure is used more often than Pavlov's for "real-world" applications of learning principles because a. it doesn't require an eliciting stimulus in every case. b. the range of eliciting stimuli is smaller. c. the range of behaviors to which it applies is greater. d. it is less technical than Pavlov's procedure. e. it produces longer-lasting effects than Pavlov's procedure. Difficulty: 2 Question ID: 5.1-83 Page Ref: 126-127 Topic: How Learning Is Studied Skill: Factual Answer: c. the range of behaviors to which it applies is greater. 5.1-84. The fact that you answer the phone only when it rings is an example of the guidance of behavior by a. negative reinforcement. b. successive approximations. c. generalizing stimuli. d. discriminative stimuli. e. blocking. Difficulty: 2 Question ID: 5.1-84 Page Ref: 139 Topic: The Process of Learning Skill: Applied Answer: d. discriminative stimuli. 5.1-85. In a three-term contingency of differential conditioning, the reinforcer will occur a. only if the discriminative stimulus occurs subsequent to the response. b. only if the response has occurred. c. whether the discriminative stimulus occurs or not. d. whether the response has occurred or not. e. less frequently in the presence of the discriminative stimulus. Difficulty: 2 Question ID: 5.1-85 Page Ref: 139 Topic: The Process of Learning Skill: Conceptual Answer: b. only if the response has occurred. 5.1-86. You speak differently to your mother than you do to your father. And you speak differently to both of them depending on whether you are at home or at the mall. These differences illustrate the ________-term contingency that is also known as a __________ discrimination. a. one; differential b. two; contextual c. three; differential d. four; contextual e. five; differential Difficulty: 3 Question ID: 5.1-86 Page Ref: 140 Topic: The Process of Learning Skill: Applied Answer: d. four; contextual 5.1-87. Sidman demonstrated that after human participants acquired several four-term discrimination, they could respond appropriately to new stimulus combinations without any further training. Sidman accounted for these emergent behaviors in terms of stimulus a. generalization. b. equalization. c. equivalence classes. d. functional equivalencies. e. dimensionalities. Difficulty: 1 Question ID: 5.1-87 Page Ref: 140 Topic: The Process of Learning Skill: Factual Answer: c. equivalence classes. 5.1-88. A child learns to correctly select the picture of an object from a set of pictures when the printed name of the object is presented. Later, the child learns to correctly select the picture of the object when its name is spoken by someone else. Subsequently, the child correctly speaks the name of the object when its printed name is presented–despite never having been trained directly to do so. This acquisition of oral reading illustrates the concept of a. stimulus generalization. b. spontaneous recovery. c. response chains. d. equivalence classes. e. automatic conditioned reinforcement. Difficulty: 3 Question ID: 5.1-88 Page Ref: 140 Topic: The Process of Learning Skill: Applied Answer: d. equivalence classes. 5.1-89. Any eliciting stimulus that follows an operant response and decreases the strength of that response over time is called a(n) a. positive reinforcer. b. negative reinforcer. c. punisher. d. discriminative stimulus. e. equivalent stimulus. Difficulty: 1 Question ID: 5.1-89 Page Ref: 142 Topic: The Process of Learning Skill: Factual Answer: c. punisher. 5.1-90. In the environmental guidance of behavior, punishment is effective because the punisher a. evokes behaviors that interfere with the original operant response. b. is discriminated from the reinforcer. c. affects only the autonomic nervous system. d. extinguishes the original operant response. e. is a blend of the original reinforcer and the discriminative stimulus. Difficulty: 2 Question ID: 5.1-90 Page Ref: 142 Topic: The Process of Learning Skill: Conceptual Answer: a. evokes behaviors that interfere with the original operant response. 5.1-91. The conditioned emotional response (CER) procedure introduced by Estes and Skinner is also known as __________, since following tone-shock pairings, the presentation of the tone by itself evokes emotional responses that interfere with food-reinforced lever pressing. a. extinction b. conditioned punishment c. conditioned suppression d. emotional interference e. reductive conditioning Difficulty: 1 Question ID: 5.1-91 Page Ref: 142 Topic: The Process of Learning Skill: Factual Answer: c. conditioned suppression 5.1-92. Which of the following statements is FALSE? a. Spanking a child for crying is an effective form of punishment since it evokes cryingincompatible behaviors. b. Although the short-term consequences of punishment may be effective, the longer-term effects are less so. c. Punishment contingencies can be effective whether natural or social. d. Punishing the behavior of another person often reinforces the behavior of the person who administers the punishment. e. A parent's shouting to a child to "Be quiet!" may elicit emotional responses that become conditioned to the parent. Difficulty: 2 Question ID: 5.1-92 Page Ref: 143 Topic: The Process of Learning Skill: Conceptual Answer: a. Spanking a child for crying is an effective form of punishment since it evokes crying-incompatible behaviors. 5.1-93. __________ is to increased strength of the target response, as __________ is to decreased strength of the target response. a. Generalization; discrimination b. Appetitive; discriminative c. Discriminative; aversive d. Reinforcement; punishment e. Production; termination Difficulty: 2 Question ID: 5.1-93 Page Ref: 128, 142 Topic: Conditions Required for Learning Skill: Conceptual Answer: d. Reinforcement; punishment 5.1-94. The neuromodulator most closely associated with the effects of primary and secondary reinforcers is a. GABA. b. serotonin. c. epinephrine. d. dopamine. e. acetylcholine. Difficulty: 1 Question ID: 5.1-94 Page Ref: 143-144 Topic: Biological Basis of Reinforcement Skill: Factual Answer: d. dopamine. 5.1-95. Squirting orange juice (US) into a monkey's mouth just after presenting a light (CS) is an example of the classical procedure. After several pairings of the two stimuli, single-cell recordings from the _________show that cells that previously did not respond to the light now do. This finding suggests a basis for __________. a. brainstem; extinction b. thalamus; conditioned reinforcers c. ventral-tegmental area of the midbrain; blocking d. frontal cortex; expectation e. visual association cortex; discrimination Difficulty: 3 Question ID: 5.1-95 Page Ref: 144 Topic: Biological Basis of Reinforcement Skill: Conceptual Answer: c. ventral-tegmental area of the midbrain; blocking 5.1-96. It is one thing to acquire a behavior in initial form and quite another to subsequently refine the behavior so that it eventually matches the target behavior. This process of acquisition can occur on one's own, without the intervention of others. It occurs because successive approximations to the target behavior produce a. covert CSs. b. automatic conditioned reinforcement. c. habituation. d. automatic shaping. e. covert response chains. Difficulty: 2 Question ID: 5.1-96 Page Ref: 137 Topic: The Process of Learning Skill: Conceptual Answer: b. automatic conditioned reinforcement. 5.1-97. The role of automatic conditioned reinforcement in shaping complex behavior is best illustrated by the acquisition of a. taste aversions. b. language. c. response chains. d. blocking. e. orienting responses. Difficulty: 1 Question ID: 5.1-97 Page Ref: 137 Topic: The Process of Learning Skill: Conceptual Answer: b. language. 5.1-98. Stimuli that have reinforcing properties, but which are not primary reinforcers, are called a. conditioned stimuli. b. discriminative stimuli. c. appetitive reinforcers. d. conditioned reinforcers. e. discriminative reinforcers. Difficulty: 1 Question ID: 5.1-98 Page Ref: 137 Topic: The Process of Learning Skill: Factual Answer: d. conditioned reinforcers. 5.1-99. __________ is a conditioned reinforcer. a. A slap b. Food c. A paycheck d. A fire e. Hunger Difficulty: 2 Question ID: 5.1-99 Page Ref: 137 Topic: The Process of Learning Skill: Applied Answer: c. A paycheck 5.1-100. A stimulus becomes a conditioned reinforcer a. by being paired with a reinforcer. b. if it can overcome the blocking effect. c. by producing new URs. d. through superstition. e. in a closed genetic program. Difficulty: 1 Question ID: 5.1-100 Page Ref: 137 Topic: The Process of Learning Skill: Factual Answer: a. by being paired with a reinforcer. 5.1-101. In order to avoid the complications of chemotherapy-induced taste aversions, cancer patients should a. avoid food consumption altogether, prior to chemotherapy treatment. b. eat an abundance of their favorite food just in advance of chemotherapy sessions. c. ingest a distinctively flavored, but nonpreferred, food prior to chemotherapy sessions. d. space chemotherapy sessions at least two weeks apart. e. eat preferred foods during chemotherapy sessions. Difficulty: 2 Question ID: 5.1-101 Page Ref: 136 Topic: The Process of Learning Skill: Factual Answer: c. ingest a distinctively flavored, but nonpreferred, food prior to chemotherapy sessions. 5.1-102. Research on taste aversions demonstrates that a. conditioning can occur to almost any CS. b. tastes can acquire CRs in the absence of temporal contiguity. c. taste aversion learning is most effective when the delay between the CS and US is more than 24 hours. d. nausea is largely ineffective as a US. e. taste stimuli lack a natural relation to gastric responses. Difficulty: 3 Question ID: 5.1-102 Page Ref: 136 Topic: The Process of Learning Skill: Conceptual Answer: b. tastes can acquire CRs in the absence of temporal contiguity. 5.1-103. One way that taste aversions differ from other behaviors produced by the classical procedure is that they a. can occur with long CS-US intervals. b. do not require the presentation of a US. c. are more common in everyday life. d. do not involve any type of UR. e. can occur when the US is presented long before the CS. Difficulty: 2 Question ID: 5.1-103 Page Ref: 136 Topic: The Process of Learning Skill: Factual Answer: a. can occur with long CS-US intervals. 5.1-104. Among humans, conditioned taste aversions are most often due to a. modeling. b. blocking. c. nausea following the ingestion of a food having a particular flavor. d. psychological disorder. e. the unpleasant appearance of the food itself. Difficulty: 2 Question ID: 5.1-104 Page Ref: 136 Topic: The Process of Learning Skill: Conceptual Answer: c. nausea following the ingestion of a food having a particular flavor. 5.1-105. Which of the following is most likely to acquire a taste aversion as a result of medical treatment? a. A heart surgery patient b. An appendectomy patient c. A cancer patient d. A stroke patient e. A cosmetic surgery patient Difficulty: 1 Question ID: 5.1-105 Page Ref: 136 Topic: The Process of Learning Skill: Factual Answer: c. A cancer patient 5.1-106. Insight involves a. a unique type of learning. b. repeated practice and continuous reinforcement. c. deep imagination and contemplation. d. the attempt to discover a solution to a problem, the passage of time, and the correct solution suddenly occurring. e. a sudden flash of inspiration, out of the blue, without any real attempt to discover a solution. Difficulty: 2 Question ID: 5.1-106 Page Ref: 132 Topic: Conditions Required for Learning Skill: Conceptual Answer: d. the attempt to discover a solution to a problem, the passage of time, and the correct solution suddenly occurring. 5.1-107. Imitation a. occurs only in humans. b. is the fastest form of learning. c. cannot be extinguished. d. is a subset of learning through observation. e. occurs early in life by rarely afterward. Difficulty: 1 Question ID: 5.1-107 Page Ref: 147 Topic: Learning with Experience Skill: Factual Answer: d. is a subset of learning through observation. 5.1-108. The children in the research performed by Baer and colleagues gradually improved their imitation of the actions demonstrated by the experimenter. In fact, they eventually succeeded in imitating new responses when simply instructed “Do this.” In other words, they displayed a. generalized imitation. b. discriminative imitation. c. hyper-observational learning. d. instructional generalization. e. contingency awareness. Difficulty: 1 Question ID: 5.1-108 Page Ref: 147 Topic: Learning with Experience Skill: Factual Answer: a. generalized imitation. 5.1-109. Imitation and other generalized responses occur because some of the stimuli that are produced by another person's behavior a. are novel; that is, they have never been observed previously by the person who is observing. b. produce both unconditioned and conditioned reinforcers. c. are the same as those stimuli produced when the observer engages in the behavior. d. were previously punishing but are now reinforcing. e. are contingency-governed rather than being rule-governed. Difficulty: 1 Question ID: 5.1-109 Page Ref: 148 Topic: Learning with Experience Skill: Factual Answer: c. are the same as those stimuli produced when the observer engages in the behavior. 5.1-110. Imitation and other generalized responses may be associated with the activation of __________ neurons–neurons that are active both when a movement is observed and when the same movement is performed. a. replication b. selection c. polysensory d. mirror e. reciprocal Difficulty: 1 Question ID: 5.1-110 Page Ref: 148 Topic: Learning with Experience Skill: Factual Answer: d. mirror 5.1-111. Buskist and Miller's experiment provided human participants with instructions that described the actual reinforcement contingencies accurately or inaccurately. Their results showed that participants' behavior a. was always governed by the contingencies, rather than the instructions. b. was always governed by the instructions, rather than the contingencies. c. was governed neither by the contingencies nor the instructions. d. was governed by both the contingencies and instructions. e. followed a pattern in which the contingencies essentially blocked the instructions. Difficulty: 2 Question ID: 5.1-111 Page Ref: 146-147 Topic: Learning with Experience Skill: Conceptual Answer: d. was governed by both the contingencies and instructions. 5.1-112. In Buskist and Miller's research, when participants were instructed that a reinforcer was only available every 60 seconds when, in fact, it was available every 30 seconds, approximately how often did they respond? a. Every 10 seconds b. Every 20 seconds c. Every 30 seconds d. Every 60 seconds e. Every 2 minutes Difficulty: 1 Question ID: 5.1-112 Page Ref: 147 Topic: Learning with Experience Skill: Factual Answer: d. Every 60 seconds 5.1-113. Observational learning may occur when one person observes another's behavior, and it involves all of the following EXCEPT a. changes in the observer's behavior. b. the consequences of the other person's behavior. c. a weakening of the other person's behavior as a consequence of being observed. d. the stimuli that were present when the other person's behavior occurred. e. a special case known as imitation, when the observer's behavior matches the other person's behavior. Difficulty: 2 Question ID: 5.1-113 Page Ref: 147 Topic: Learning with Experience Skill: Factual Answer: c. a weakening of the other person's behavior as a consequence of being observed. 5.1-114. Kohler's early studies of insight with chimpanzees led him to conclude that a. it may involve a combination of classical conditioning and operant conditioning. b. the reinforcement of certain behaviors must occur in order for insight to emerge. c. it was not due to the trial-and-error learning that Thorndike had studied. d. learning a task and later performing it well requires practice. e. it only occurs in a few members of the primate species. Difficulty: 1 Question ID: 5.1-114 Page Ref: 132-133 Topic: Conditions Required for Learning Skill: Factual Answer: c. it was not due to the trial-and-error learning that Thorndike had studied. 5.1-115. Behavioral research suggests that insight a. actually involves a sudden mental flash of understanding the problem that one is attempting to solve. b. is due to an illusory correlation between behavior and reinforcement. c. involves classical conditioning and trial and error learning. d. involves combining and adapting previously learned behaviors in novel situations. e. is due to a correlation between positive reinforcers and punishers. Difficulty: 2 Question ID: 5.1-115 Page Ref: 133-134 Topic: Conditions Required for Learning Skill: Conceptual Answer: d. involves combining and adapting previously learned behaviors in novel situations. 5.1-116. Extinction will eventually occur if a. neither the CS nor the US is presented. b. the animal forgets the association between the neutral stimulus and the CS. c. the CS continues to be presented, but is no longer followed by the UCS. d. the CS and the US are not presented simultaneously. e. the US is presented alone. Difficulty: 1 Question ID: 5.1-116 Page Ref: 138 Topic: The Process of Learning Skill: Factual Answer: c. the CS continues to be presented, but is no longer followed by the UCS. 5.1-117. Which one of these statements about shaping is correct? a. Experience indicates that food is the best reinforcer to use when shaping a behavior. b. Shaping is the reinforcement of successive approximations at regular time intervals. c. Shaping is a formal training procedure, but something like it occurs in the outside world. d. The criteria for a successful response remains constant throughout the shaping procedure. e. Shaping is a type of observational learning. Difficulty: 1 Question ID: 5.1-117 Page Ref: 135 Topic: The Process of Learning Skill: Factual Answer: c. Shaping is a formal training procedure, but something like it occurs in the outside world. 5.1-118. An animal who has been reinforced on a variable-interval schedule of reinforcement will respond a. rapidly, receive the reinforcer, pause a little, and respond again. b. more rapidly with each succeeding reinforcement. c. at a slow, steady rate. d. faster than it would on a variable-ratio schedule. e. highly erratically. Difficulty: 1 Question ID: 5.1-118 Page Ref: 130 Topic: Conditions Required for Learning Skill: Factual Answer: c. at a slow, steady rate. 5.1-119. A factory worker who gets paid $50 for every 100 carburetors he assembles is reinforced according to a ____________ schedule. a. variable interval b. fixed interval c. fixed variable d. variable ratio e. fixed ratio Difficulty: 1 Question ID: 5.1-119 Page Ref: 129 Topic: Conditions Required for Learning Skill: Applied Answer: e. fixed ratio 5.1-120. A salesperson who gets paid on commission for every successful sale is reinforced for approaching potential buyers on a ____________ schedule. a. variable interval b. fixed interval c. fixed variable d. fixed ratio e. variable ratio Difficulty: 2 Question ID: 5.1-120 Page Ref: 129 Topic: Conditions Required for Learning Skill: Applied Answer: e. variable ratio 5.1-121. Which of the following sayings best represents the moral to the case study of the "two" birds described in the textbook? a. "It's the early bird that gets the worm." b. "Killing two birds with one stone." c. "A bird in the hand is worth two in the bush." d. "There's more than one way to skin a cat." e. "You shouldn't judge a book by its cover." Difficulty: 3 Question ID: 5.1-121 Page Ref: 130 Topic: Conditions Required for Learning Skill: Conceptual Answer: e. "You shouldn't judge a book by its cover." 5.1-122. The matching principle can be described as a. a temporal contingency. b. a zero correlation. c. the nominal fallacy in action. d. a negative correlation. e. a positive correlation. Difficulty: 2 Question ID: 5.1-122 Page Ref: 141 Topic: The Process of Learning Skill: Conceptual Answer: e. a positive correlation. 5.1-123. A stock market game that emphasizes the greater payoff for long-term investment, as opposed to short-term spending, should be efficient in teaching which type of behavior? a. Impulsive behavior b. Matching behavior c. Escape or withdrawal behavior d. Insight learning e. Self-control Difficulty: 2 Question ID: 5.1-123 Page Ref: 141-142 Topic: The Process of Learning Skill: Applied Answer: e. Self-control 5.1-124. In the Bolivian rainforest study cited in the textbook, formal education facilitated a shift from ____________ behavior to ___________ behavior. a. impulsive; escape b. withdrawal; self-control c. escape; impulsive d. self-control; impulsive e. impulsive; self-control Difficulty: 1 Question ID: 5.1-124 Page Ref: 142 Topic: The Process of Learning Skill: Factual Answer: e. impulsive; self-control 5.1-125. AMPA receptors and NMDA receptors are both ____________ receptors. a. inhibitory b. VTA c. dopamine d. GABA e. glutamate Difficulty: 1 Question ID: 5.1-125 Page Ref: 144 Topic: Biological Basis of Reinforcement Skill: Factual Answer: e. glutamate 5.1-126. What is the neural basis of learning? a. Protein synthesis b. Synaptic efficacy c. VTA short-term potentiation d. GABA neural circuit efficacies e. Long-term potentiation Difficulty: 1 Question ID: 5.1-126 Page Ref: 145 Topic: Biological Basis of Reinforcement Skill: Factual Answer: e. Long-term potentiation 5.1-127. Which of the following best summarizes the cellular mechanisms of reinforcement? a. Change to the efficiency of dopamine reuptake inhibition b. Change to the predominance of presynaptic glutamate receptors c. Change to the predominance of presynaptic GABA receptors d. Change to the apoptosis of postsynaptic efficacies e. Change to the efficiency of presynaptic neurons to activate postsynaptic neurons Difficulty: 2 Question ID: 5.1-127 Page Ref: 145 Topic: Biological Basis of Reinforcement Skill: Factual Answer: e. efficiency of presynaptic neurons to activate postsynaptic neurons 5.1-128. Rule-governed behavior is best identified with a. observational learning. b. latent learning. c. contingency-shaped behavior. d. perceptual learning. e. instructional control. Difficulty: 1 Question ID: 5.1-128 Page Ref: 146 Topic: Learning with Experience Skill: Factual Answer: e. instructional control. 5.1-129. Judith has watched several movies and television shows that have provided examples of how to defend herself, if attacked. She is unsure of herself and quite jumpy while out at night, until one day, she is attacked and defends herself in quite a satisfactory fashion. What two types of learning does Judith's story best represent? a. Conditioned emotional response and instructional control b. Escape behavior and imitation c. Long-term potentiation and imitation d. Instructional control and blocking design e. Observational learning and latent learning Difficulty: 2 Question ID: 5.1-129 Page Ref: 146-147 Topic: Learning with Experience Skill: Applied Answer: e. Observational learning and latent learning 5.1-130. Behavior that has been learned but not yet reinforced remains ____________ or "hidden." a. insightful b. contiguous c. contingency-ruled d. unconditioned e. latent Difficulty: 2 Question ID: 5.1-130 Page Ref: 146 Topic: Learning with Experience Skill: Factual Answer: e. latent Fill-in-the-Blank Questions 5.2-1. Contrary to Pavlov's procedure, Thorndike presented the eliciting stimulus after a __________ rather than after the __________ . Difficulty: 1 Question ID: 5.2-1 Page Ref: 125-126 Topic: How Learning Is Studied Skill: Factual Answer: response/stimulus 5.2-2. Skinner argued that Thorndike's procedure brought on a(n) __________ response since the target response was permitted rather than specified. Difficulty: 1 Question ID: 5.2-2 Page Ref: 127 Topic: How Learning Is Studied Skill: Factual Answer: emitted 5.2-3. Temporal __________ refers to events that occur close in time to one another. Difficulty: 1 Question ID: 5.2-3 Page Ref: 128 Topic: Conditions Required for Learning Skill: Factual Answer: contiguity 5.2-4. Regarding schedules of reinforcement, ratio is to __________ as interval is to __________ . Difficulty: 2 Question ID: 5.2-4 Page Ref: 129 Topic: Conditions Required for Learning Skill: Conceptual Answer: response/time 5.2-5. The clearest evidence of the necessity for behavioral discrepancy for learning to occur is the __________ design. Difficulty: 1 Question ID: 5.2-5 Page Ref: 131-132 Topic: Conditions Required for Learning Skill: Factual Answer: blocking 5.2-6. Chimps and pigeons trying to get bananas were examples of __________ occurring in nonhuman animals. Difficulty: 1 Question ID: 5.2-6 Page Ref: 132-134 Topic: Conditions Required for Learning Skill: Factual Answer: insight 5.2-7. __________ is the technique of successively reinforcing approximations of a complex behavior pattern. Difficulty: 1 Question ID: 5.2-7 Page Ref: 135 Topic: The Process of Learning Skill: Factual Answer: Shaping 5.2-8. Conditioned reinforcers are also known as __________ reinforcers. Difficulty: 1 Question ID: 5.2-8 Page Ref: 137 Topic: The Process of Learning Skill: Factual Answer: secondary 5.2-9. Spontaneous recovery occurs after __________ has been achieved. Difficulty: 1 Question ID: 5.2-9 Page Ref: 138 Topic: The Process of Learning Skill: Factual Answer: extinction 5.2-10. A simple classical procedure is a(n) __________ -term response-reinforcer contingency. Difficulty: 1 Question ID: 5.2-10 Page Ref: 139 Topic: The Process of Learning Skill: Factual Answer: two 5.2-11. __________ behavior shows preference for a small, immediate reinforcer over a greater reinforcer that requires some waiting. Difficulty: 1 Question ID: 5.2-11 Page Ref: 141 Topic: The Process of Lear