PSY 121 Test 2 Study Guide questions
and answers graded A+
How do behavioral psychologists and cognitive psychologists differ in their approaches to
studying learning? (151/lect) - correct answer ✔✔Behavioral- focused on learning of
associations through *classical/operant conditioning*
Cognitive- learning, understanding, *mental processes*
Pavlov was from which country? What prize did he win? (151/lect) - correct answer ✔✔USSR;
won Nobel Prize for studying dog digestion (classical conditioning)
What's a stimulus? A response? (lect) - correct answer ✔✔Stimulus- anything that provokes the
senses/response/behavior (ie- light, sounds, etc.)
Response- what person/animal does as result/in response to stimulus
What is strength in learning theory?
Why do learning theories need to assume there is a strength of learning? (lect) - correct answer
✔✔Theory- assumes there's a hidden strength associated with learning
Bc you can't get better from learning otherwise, making learning useless--> it's an existential
thang?
--> Also, strength in learning explains how humans improve throughout their lives
Explain the elements and procedures of classical conditioning. Be able to label the UCS, UCR, CS,
and CR in examples of classical conditioning and to define what each of them are. (152-153) -
,correct answer ✔✔Classical conditioning- can condition animal/human to salivate/react to
something predictive of food/stimulus coming (proxy stimulus)
BEFORE CONDITIONING- UCS = UCR; CS/NS = NO REACTION
DURING CONDITIONING- CS/NS BEFORE UCS = UCR
AFTER CONDITIONING- CS/NS = UCR = CR
UCS = unconditioned stimulus; automatically elicits unconditioned reflex; natural state
UCR = unconditioned reflex; reaction that's not learned, just a normal/knee jerk reflex
CS/neutral stimulus = previously neutral stimulus; comes to elicit conditioned response;
*vehicle for learned response*--> this is the thing that classical conditioning aims to change
response to!!!!!
CR = conditioned reflex; learned response/not a natural response originally
--> Unconditioned stimulus (food) = unconditioned reflex (salivation)
--> Conditioned stimulus (bell) comes consistently BEFORE unconditioned stimulus (food) =
conditioned reflex (salivation at the prospect of food coming!)
--> Conditioned stimulus (bell) now elicits SAME reflex as unconditioned stimulus (food) =
salivation (both UCR and CR are now this)!
PROCEDURE= CS(bell)--> UCS(food)--> UCR(saliva) which becomes CR in response to CS
AFTER CLASSICAL CONDITIONING= CS(bell)--> CR(saliva)
1) What is the coffee/decaf example in relation to classical conditioning?
2) What is the bed wetting example in relation to classical conditioning?
3) Why would these examples be considered classical and NOT operant conditioning? - correct
answer ✔✔1) UCS = coffee; UCR = more energy
,--> After conditioning, smell and taste of coffee itself = more energy!
CS = smell/taste of coffee/decaf; CR = more energy!
2) Child with bed wetting problem sleeps on pad with wire mesh; if child pees, electrical circuit--
> bell rings.
UCS = bell ringing; UCR = waking up
CS/NS = pressure in bladder; CR = waking up when there's pressure in bladder
--> Child is conditioned to associate pressure in bladder with waking up; thus causing them to
wake up in response to pressure in bladder instead of wetting bed
*Remember, conditioned stimuli/responses are ALWAYS what you want to manipulate!--> for
coffee, CS = taste/smell of coffee; for bedwetting, CS = pressure in coffee
3) Classical conditioning bc they are based in the idea of *learning behavior*, NOT reinforcing
behavior. Person is not rewarded or punished for drinking certain coffee; thus, NOT operant
What is a reflex and what is it composed of? (lect/152) - correct answer ✔✔Reflex =
unconditioned response; unlearned behavior that happens naturally as result of stimulus
What is the difference between delayed conditioning and trace conditioning?
What parts of the brain seem to be involved? (153-155) - correct answer ✔✔*Delayed
conditioning*- CS comes before UCS and remains until UCS is presented; UCS and CS occur
simultaneously
--> Only cerebellum necessary for successful conditioning
--> CS IS DELAYED THERE UNTIL UCS COMES
*Trace conditioning*- CS--> period of time--> UCS
--> Subject has to have a memory trace of CS to connect to UCS, since period of time separating
both stimuli
, --> Cerebellum and hippocampus are essential for successful conditioning
--> TRACE OF CS NEEDS TO BE KEPT IN BRAIN
Who was John Watson?
What school of psychology did he found? (155) - correct answer ✔✔American (read: colonizer)
in early 20th century
Founder of behavioral psychology
Describe the "Little Albert" study and explain the purpose, methods, and outcomes of the study.
Why is it important?
Was it ethical, and if not, why not? (155-157) - correct answer ✔✔Little Albert was an infant
Watson performed study on to demonstrate classical conditioning on humans
UCS = unexpected loud noise
UCR = fear at the noise
CS/NS = white rat (neutral bc participant's original feeling towards it was NEUTRAL!)
CR = fear at the rat after classical conditioning; since fear of noise now associated with rat!
Shows that we can be conditioned to fear/not fear certain things!
No, of course not. it was a fcking baby, no way for the baby to give their permission to be part of
the study; completely violated rights of the baby/parents
What two important things did Mary Cover Jones show about classical conditioning? (157) -
correct answer ✔✔i. Fears (classical conditioning) could be deconditioned- she deconditioned 3
yr old's fear of rabbits
and answers graded A+
How do behavioral psychologists and cognitive psychologists differ in their approaches to
studying learning? (151/lect) - correct answer ✔✔Behavioral- focused on learning of
associations through *classical/operant conditioning*
Cognitive- learning, understanding, *mental processes*
Pavlov was from which country? What prize did he win? (151/lect) - correct answer ✔✔USSR;
won Nobel Prize for studying dog digestion (classical conditioning)
What's a stimulus? A response? (lect) - correct answer ✔✔Stimulus- anything that provokes the
senses/response/behavior (ie- light, sounds, etc.)
Response- what person/animal does as result/in response to stimulus
What is strength in learning theory?
Why do learning theories need to assume there is a strength of learning? (lect) - correct answer
✔✔Theory- assumes there's a hidden strength associated with learning
Bc you can't get better from learning otherwise, making learning useless--> it's an existential
thang?
--> Also, strength in learning explains how humans improve throughout their lives
Explain the elements and procedures of classical conditioning. Be able to label the UCS, UCR, CS,
and CR in examples of classical conditioning and to define what each of them are. (152-153) -
,correct answer ✔✔Classical conditioning- can condition animal/human to salivate/react to
something predictive of food/stimulus coming (proxy stimulus)
BEFORE CONDITIONING- UCS = UCR; CS/NS = NO REACTION
DURING CONDITIONING- CS/NS BEFORE UCS = UCR
AFTER CONDITIONING- CS/NS = UCR = CR
UCS = unconditioned stimulus; automatically elicits unconditioned reflex; natural state
UCR = unconditioned reflex; reaction that's not learned, just a normal/knee jerk reflex
CS/neutral stimulus = previously neutral stimulus; comes to elicit conditioned response;
*vehicle for learned response*--> this is the thing that classical conditioning aims to change
response to!!!!!
CR = conditioned reflex; learned response/not a natural response originally
--> Unconditioned stimulus (food) = unconditioned reflex (salivation)
--> Conditioned stimulus (bell) comes consistently BEFORE unconditioned stimulus (food) =
conditioned reflex (salivation at the prospect of food coming!)
--> Conditioned stimulus (bell) now elicits SAME reflex as unconditioned stimulus (food) =
salivation (both UCR and CR are now this)!
PROCEDURE= CS(bell)--> UCS(food)--> UCR(saliva) which becomes CR in response to CS
AFTER CLASSICAL CONDITIONING= CS(bell)--> CR(saliva)
1) What is the coffee/decaf example in relation to classical conditioning?
2) What is the bed wetting example in relation to classical conditioning?
3) Why would these examples be considered classical and NOT operant conditioning? - correct
answer ✔✔1) UCS = coffee; UCR = more energy
,--> After conditioning, smell and taste of coffee itself = more energy!
CS = smell/taste of coffee/decaf; CR = more energy!
2) Child with bed wetting problem sleeps on pad with wire mesh; if child pees, electrical circuit--
> bell rings.
UCS = bell ringing; UCR = waking up
CS/NS = pressure in bladder; CR = waking up when there's pressure in bladder
--> Child is conditioned to associate pressure in bladder with waking up; thus causing them to
wake up in response to pressure in bladder instead of wetting bed
*Remember, conditioned stimuli/responses are ALWAYS what you want to manipulate!--> for
coffee, CS = taste/smell of coffee; for bedwetting, CS = pressure in coffee
3) Classical conditioning bc they are based in the idea of *learning behavior*, NOT reinforcing
behavior. Person is not rewarded or punished for drinking certain coffee; thus, NOT operant
What is a reflex and what is it composed of? (lect/152) - correct answer ✔✔Reflex =
unconditioned response; unlearned behavior that happens naturally as result of stimulus
What is the difference between delayed conditioning and trace conditioning?
What parts of the brain seem to be involved? (153-155) - correct answer ✔✔*Delayed
conditioning*- CS comes before UCS and remains until UCS is presented; UCS and CS occur
simultaneously
--> Only cerebellum necessary for successful conditioning
--> CS IS DELAYED THERE UNTIL UCS COMES
*Trace conditioning*- CS--> period of time--> UCS
--> Subject has to have a memory trace of CS to connect to UCS, since period of time separating
both stimuli
, --> Cerebellum and hippocampus are essential for successful conditioning
--> TRACE OF CS NEEDS TO BE KEPT IN BRAIN
Who was John Watson?
What school of psychology did he found? (155) - correct answer ✔✔American (read: colonizer)
in early 20th century
Founder of behavioral psychology
Describe the "Little Albert" study and explain the purpose, methods, and outcomes of the study.
Why is it important?
Was it ethical, and if not, why not? (155-157) - correct answer ✔✔Little Albert was an infant
Watson performed study on to demonstrate classical conditioning on humans
UCS = unexpected loud noise
UCR = fear at the noise
CS/NS = white rat (neutral bc participant's original feeling towards it was NEUTRAL!)
CR = fear at the rat after classical conditioning; since fear of noise now associated with rat!
Shows that we can be conditioned to fear/not fear certain things!
No, of course not. it was a fcking baby, no way for the baby to give their permission to be part of
the study; completely violated rights of the baby/parents
What two important things did Mary Cover Jones show about classical conditioning? (157) -
correct answer ✔✔i. Fears (classical conditioning) could be deconditioned- she deconditioned 3
yr old's fear of rabbits
