Test Bank for The Principles of Learning and Behavior, 7th Edition by Michael Domjan. by ACADEMIAMILL

Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All Chapters) Chapter 1 1. Procedural learning does not require a. an animal that can learn. b. awareness that learning has occurred. c. any training trials. d. antecedent stimuli. ANSWER: b REFERENCES: Page 3 KEYWORDS: Fact 2. Sarah is interested in behavior accessible to conscious reflection. In terms of learning, she is probably most interested in a. procedural learning. b. problematic learning. c. declarative learning. d. esoteric learning. ANSWER: c REFERENCES: Page 3 KEYWORDS: Concept 3. Which of the following most correctly states Descartes’ position on human and animal behavior? a. Human behavior is governed by free will; animal behavior is governed by reflexes. b. A few human and animal behaviors are governed by free will; most are governed by reflexes. c. Voluntary human behaviors are governed by free will; involuntary human behaviors and all animal behaviors are governed by reflexes. d. All human and animal behaviors can be explained by reflex mechanisms. ANSWER: c REFERENCES: Page 5 KEYWORDS:

Concept

4. According to Descartes, what is the difference between human and animal behaviors? a. Humans can perform voluntary behaviors; animals can perform only involuntary behaviors. b. Humans respond to environmental stimuli; animals only behave reflexively. c. Human reflexes are voluntary; animal reflexes are involuntary. d. Human behavior is explainable by natural laws; animal behavior is unpredictable. ANSWER: a REFERENCES: Page 5 KEYWORDS: Concept

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Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All Chapters) 5. The philosophical tenet that some of the content of the human mind is innate is called a. dualism. b. nativism. c. empiricism. d. reflexism. ANSWER:

REFERENCES: Page 5 KEYWORDS: Fact 6. Nativist and empiricist philosophies differ in beliefs of a. the contents, but not the mechanisms, of the human mind. b. the contents and mechanisms of the human mind only at birth. c. the contents and mechanisms of the human mind. d. the mechanisms, but not the contents, of the human mind. ANSWER: c REFERENCES: Page 6 KEYWORDS: Concept 7. John Locke believed that a. the human mind was unpredictable and governed by free will. b. the ideas humans had were acquired directly or indirectly after birth. c. nativism best described human cognition. d. rules of association did not explain human behavior. ANSWER: b REFERENCES: Page 6 KEYWORDS: Fact 8. According to Thomas Hobbes, a. reflexes were predictable; the mind was not. b. the mind was predictable; responses to environmental cues were not. c. neither the operations of the mind nor reflexes were predictable. d. both reflexes and the operations of the mind were predictable. ANSWER: d REFERENCES: Page 6 KEYWORDS: Fact

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Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All Chapters) 9. The concept of hedonism as the control for voluntary behavior was proposed by which philosopher? a. Aristotle b. Locke c. Hobbes d. Brown ANSWER: c REFERENCES: Page 6 KEYWORDS:

Fact

10. The British empiricists believed that complex ideas are a. sense experiences. b. present at birth. c. the product of simple sensations combined by association. d. simple reflex responses. ANSWER: c REFERENCES: Page 6 KEYWORDS: Fact 11. Which of the following is not a primary rule of association? a. contingency b. contiguity c. similarity d. contrast ANSWER: a REFERENCES: Page 6 KEYWORDS: Fact 12. Of the primary rules of association, which has been most prominent in considerations of associations? a. similarity b. contingency c. contrast d. contiguity ANSWER:

REFERENCES: Page 6 KEYWORDS: Fact

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Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All Chapters) 13. All of the following are true of British empiricists except a. they believed that ideas were based on associations of simple sensory events. b. they conducted experiments to test the rules of association. c. they held that the mind was a blank slate at birth. d. they thought that sense experiences were the basis of knowledge. ANSWER:

REFERENCES: Page 7 KEYWORDS: Fact 14. Hermann Ebbinghaus a. was the first to empirically test the rules of association. b. demonstrated that separate nerves carry sensory and motor information. c. set forth the secondary rules of association. d. showed that irritation of a nerve was sufficient to produce a muscle contraction. ANSWER: a REFERENCES: Page 7 KEYWORDS: Fact 15. John Swammerdam’s contribution to the study of reflexes was to show that a. muscle contractions were not produced by an infusion of gas. b. mechanical irritation of a nerve produced a muscle contraction. c. nerves are hollow tubes. d. separate nerves are involved in sensory and motor transmission. ANSWER: b REFERENCES: Page 8 KEYWORDS: Fact 16. The finding that gas infusions are not the cause of muscle contractions is best attributed to which of the following researchers? a. René Descartes b. Charles Bell c. Francois Magendie d. Francis Glisson ANSWER: d REFERENCES: Page 8 KEYWORDS: Fact

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Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All Chapters) 17. Sechenov extended Descartes’ theory of reflexes by suggesting that a. not all reflexes are innate. b. mechanical stimulation of a nerve was sufficient to produce a motor response. c. reflexes are due to the fixed anatomy of the nervous system. d. some reflexes could be due to a stimulus releasing a response from inhibition. ANSWER:

REFERENCES: Page 8 KEYWORDS: Fact 18. The research of Ivan Pavlov and Hermann Ebbinghaus is similar because both researchers a. were using empirical methods to investigate reflexes. b. were using empirical methods to study laws of associations. c. extended Descartes’ concept of dualism. d. were concerned with the study of the mind, not with physiological mechanisms. ANSWER: b REFERENCES: Page 7 Pages 8-9 KEYWORDS: Concept 19. Which of the following best characterizes Pavlov’s extension of Descartes’ theory of reflexes? a. Pavlov demonstrated that new reflexes could develop through a mechanism of association. b. Pavlov demonstrated that reflexes are innate and based on neural anatomy. c. Pavlov demonstrated that reflexes are due to a stimulus releasing a response from inhibition. d. Pavlov demonstrated that complex ideas develop from associations between sensory experiences. ANSWER: a REFERENCES: Page 9 KEYWORDS: Concept 20. Charles Darwin a. argued that nonhuman animals had the capacity for curiosity, attention, and aesthetic sensibility. b. provided compelling evidence for various forms of animal intelligence. c. suggested that physical but not psychological traits are the product of evolution. d. All of these ANSWER: a REFERENCES: Page 10 KEYWORDS: Fact

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Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All Chapters) 21. Which of the following is not true of the work of Charles Darwin? a. He argued for a continuity from animals to humans. b. He attempted to characterize the evolution of psychological traits. c. He provided compelling evidence for various forms of animal intelligence. d. He suggested nonhuman animals had the capacity for curiosity, attention, and aesthetic sensibility. ANSWER: c REFERENCES: Page 10 KEYWORDS: Fact 22. George Romanes defined animal intelligence as a. learning to make new adjustments or to modify old ones, in accordance with the results of an animal’s own individual experience. b. the ability to solve ever more difficult problems in the environment or laboratory. c. interacting in a meaningful way with members of the same species. d. interacting in a meaningful way with members of other species. ANSWER: a REFERENCES: Page 11 KEYWORDS: Concept 23. What can behavioral studies of learning demonstrate? a. how the elements of the nervous system change due to associative learning b. the conditions under which information is acquired c. the features of the reflex arc necessary for learning to occur d. All of these ANSWER: b REFERENCES: Page 12 KEYWORDS: Concept 24. Which of the following is necessary when using animal models to study human behavior? a. One must assume that the animal in question is like humans. b. The animal behavior must be as complex as human behavior. c. One must identify a relevant similarity between the animal model and the human behavior of interest. d. The animal behavior must be similar to human behavior in most respects. ANSWER: c REFERENCES: Pages 12-13 KEYWORDS:

Concept

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Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All Chapters) 25. Which of the following are rationales for the use of animal models of human behavior? a. Animal models are cheaper than studies with humans. b. Animal models permit the investigations to be carried out more simply. c. Animal models allow for circumstances that can be better controlled. d. All of these ANSWER: d REFERENCES: Page 13 KEYWORDS: Fact 26. Which of the following is true of the development of new drugs? a. Usually drug development occurs without the use of animal models. b. Animal models are only useful when developing drugs that do not affect cognition. c. Animal models cannot address human drug dependency. d. Drug development is not possible without animal models. ANSWER: d REFERENCES: Page 13 KEYWORDS: Fact 27. Behavior changes due to learning a. can be short lived but must be due to interaction with the environment. b. must be enduring and due to interaction with the environment. c. must be enduring but must not depend on interaction with the environment. d. must be enduring and due to changes of stimulus conditions. ANSWER: b REFERENCES: Page 14 KEYWORDS: Concept 28. Why is learning defined in terms of the mechanisms of behavior rather than by a behavior change itself? a. Behavior changes are short-lived; changes in the mechanisms are enduring. b. Behavior is due to many factors besides learning. c. Behavior does not change due to interaction with environmental stimuli. d. Behavior cannot be quantified; mechanisms can be. ANSWER: b REFERENCES: Pages 14-15 KEYWORDS: Concept

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Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All Chapters) 29. Which of the following would correctly be identified as due to learning? a. A weight lifter can raise less and less weight as her sets go on. b. After a growth spurt, a child can now climb on the couch. c. In the spring, male birds are attracted to females, but not in the fall when the females are not receptive. d. None of these ANSWER: d REFERENCES: Page 15 KEYWORDS:

Concept

30. Which of the following is not a level of analysis of learning? a. Behavioral b. Neural system c. Cellular/Genetic d. all are levels of analysis of learning ANSWER: d REFERENCES: Page 16 KEYWORDS: Fact 31. Bob has designed an experiment in which he trains a mother rat. He is interested in behavior changes in her not yet conceived pups. He is most likely focused on which level of analysis? a. Behavioral b. Cellular and genetic c. Neural system d. A non-scientific level of analysis ANSWER: b REFERENCES: Page 16 KEYWORDS: Concept 32. Until depolarization, a neural membrane is relatively impermeable to a. Na + and K + b. K + and Ca ++ c. Na + and Ca ++ d. Ca ++ only ANSWER: c REFERENCES: Pages 17-19 KEYWORDS:

Fact

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Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All Chapters) 33. Administration of a drug that prevents the movement of Ca ++ ions across the neural membrane into the cell is likely to a. increase neurotransmitter release. b. decrease the strength of the action potential. c. decrease neurotransmitter release. d. increase the strength of the action potential. ANSWER: c REFERENCES: Pages 17-19 KEYWORDS:

Concept

34. The return of a neuron's interior to a relative negative voltage immediately following the peak of the action potential is due to primarily to movement of a. Na +. b. Ca ++. c. K +. d. Cl -. ANSWER: c REFERENCES: Pages 17-19 KEYWORDS: Fact 35. Why must learning be studied with experimental instead of observational techniques? a. Causes can only be inferred, not observed directly. b. Causes are very similar across situations. c. Observations only provide evidence of prior experiences. d. Observational studies are only sufficient to document short-term behavior changes. ANSWER: a REFERENCES: Page 20 KEYWORDS: Concept 36. What comparison must be made to determine the cause of behavior change in learning experiments? a. a comparison between data from observational and experimental studies b. a comparison between behavior before and behavior after learning takes place c. a comparison between behavior of subjects who have received a training experience and the behavior of others who have not d. a comparison between human and animal behaviors under similar circumstances ANSWER: c REFERENCES: Page 20 KEYWORDS: Concept

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Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All Chapters) 37. The general-process approach to learning assumes that a. all animals respond to training in a similar manner. b. learning phenomena are products of elemental processes that are consistent across situations. c. learning phenomena are products of elemental processes that change across situations. d. differing species will learn about similar stimuli and responses similarly. ANSWER:

REFERENCES: Pages 21-22 KEYWORDS: Fact 38. Which of the following is not true of the general-process approach to learning? a. Elemental processes are assumed to operate in a similar manner across learning situations. b. Evidence of learning in diverse species provides support for the general-process approach. c. The generality is assumed to exist in the contents and speed of learning. d. The generality is assumed to exist in elemental laws of association. ANSWER: c REFERENCES: Page 22 KEYWORDS: Concept 39. What has contributed to the evidence for the generality of learning phenomena? a. studies of many different phenomena in humans b. studies of many different phenomena in rats c. studies of similar forms of learning across species d. studies of similar forms of learning in humans ANSWER: c REFERENCES: Page 23 KEYWORDS: Concept 40. Comparisons of the behavior of laboratory-raised rats and the behavior of non-domesticated strains suggest that a. conclusions reached in laboratory experiments must be tempered by the greatly different behavior between the two strains. b. the animals behave similarly. c. laboratory-raised animals behave similarly to the non-domesticated strains only in controlled environments. d. laboratory-raised animals are not able to survive in non-controlled environments, which limits conclusions from laboratory research. ANSWER: b REFERENCES: Page 24 KEYWORDS: Concept

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Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All Chapters) 41. Russell and Burch describe "3 Rs" for the use of animals in research. Which of the following is not one of the "Rs." a. replacement b. refining c. referencing d. reducing ANSWER:

REFERENCES: Page 25 KEYWORDS: Concept 42. The generation of new, previously unknown facts about behavior must come from a. computer modeling. b. studying live organisms. c. studying live humans. d. studying live non-humans. ANSWER: b REFERENCES: Page 26 KEYWORDS: Concept 43. Describe the contributions to the study of learning made by three of the following individuals: René Descartes, John Locke, Thomas Hobbes, Thomas Brown, Aristotle, Hermann Ebbinghaus, I. M. Sechenov, Ivan Pavlov, Charles Darwin. ANSWER: Answer not provided 44. Briefly describe the two intellectual traditions that were stimulated by Cartesian dualism. How is each tradition represented in contemporary investigations of learning phenomena? ANSWER: Answer not provided 45. Compare the nativist and empiricist positions. How has each contributed to the theoretical underpinnings of the study of learning? ANSWER: Answer not provided 46. Explain how the research of I. M. Sechenov and Ivan Pavlov extended Descartes’ early conceptualization of the role reflexes have in human behavior. ANSWER: Answer not provided 47. What three primary sources provided the impetus for research of animal learning? Briefly describe how each line of interest influences contemporary research in learning processes. ANSWER: Answer not provided 48. Compare the research of Ivan Pavlov and Hermann Ebbinghaus. What do the two lines of investigation have in common? ANSWER: Answer not provided

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Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All Chapters) 49. Why would one use an animal model of human behavior? What contributes to the validity of such studies? What precautions must be heeded while interpreting the data? ANSWER: Answer not provided 50. Describe how the definition of learning dictates what type of science the study of learning must be. ANSWER: Answer not provided 51. Describe the movements of ions across the neural membrane that allows for a neuron to send a signal down its length. ANSWER: Answer not provided 52. Describe what happens when an action potential arrives at a synapse. ANSWER: Answer not provided 53. Why is the learning-performance distinction important to researchers of learning phenomena? Provide three types of behavioral change that are not considered to be learning. Describe how each fails to meet the definition of learning. ANSWER: Answer not provided 54. How might learning be studied at each of the major levels of analysis: behavioral, neural system, and molecular/cellular? ANSWER: Answer not provided 55. What is the general-process approach? What evidence supports adopting such an approach in the study of learning phenomena? Why should caution be used in interpreting this evidence? ANSWER: Answer not provided 56. Describe how historical developments in the study of the mind contributed to the contemporary study of learning. ANSWER: Answer not provided 57. Describe Descartes’ conception of the reflex and how the concept of the reflex has changed since his time. ANSWER: Answer not provided 58. Describe the rationale for using animal models to study human behavior. ANSWER: Answer not provided 59. Describe the definition of learning and how learning is distinguished from other forms of behavior change. ANSWER: Answer not provided 60. Describe the different levels of analysis that can be employed in studies of learning and how they are related. ANSWER: Answer not provided 61. Describe why learning can only be studied by using experimental methods. ANSWER: Answer not provided Powered by Cognero

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Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All Chapters) 62. Describe several alternatives to the use of animals in research and describe their advantages and disadvantages. ANSWER: Answer not provided

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Chapter 02 : Elicited Behavior, Habituation, and Sensitization 1. Which of the following is the simplest form of elicited behavior? a. the habitation response b. feedback stimuli c. reflexive behavior d. the sensitization process ANSWER:

REFERENCES: Page 30 KEYWORDS: Fact 2. Which two closely related events constitute a reflex? a. eliciting outcome; corresponding reward b. eliciting stimulus; corresponding response c. eliciting response; corresponding outcome d. eliciting response; corresponding reward ANSWER: b REFERENCES: Page 30 KEYWORDS: Fact 3. What is the correct pathway of the neural signal in a reflex arc? a. afferent neuron, efferent neuron, interneuron b. efferent neuron, afferent neuron, interneuron c. afferent neuron, sensory neuron, efferent neuron d. afferent neuron, interneuron, efferent neuron ANSWER: d REFERENCES: Pages 30-31 KEYWORDS: Fact 4. Of the following, which is not a reflexive behavior? a. a baby pulling away when its nose and mouth are covered b. maintaining attention when driving c. turning to the location of a loud noise d. sneezing in response to dust ANSWER: b REFERENCES: Pages 30-32 KEYWORDS: Concept

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Chapter 02 : Elicited Behavior, Habituation, and Sensitization 5. Which of the following is true regarding the respiratory occlusion reflex? a. It causes humans to hold their breath underwater. b. It is a multistage response to a reduction of airflow. c. It allows nursing to proceed when the nose is covered. d. It causes an infant to orient towards the nipple. ANSWER:

REFERENCES: Pages 31-32 KEYWORDS: Fact 6. Which of the following is the incorrect statement about reflexive behaviors? a. Most reflexes promote the well-being of the organism. b. Simple reflexes are not influenced by higher nervous system functions. c. Reflexes are the simplest form of elicited behavior. d. The organization of the nervous system determines the specificity of the stimulus/response relationship. ANSWER: b REFERENCES: Page 31 KEYWORDS: Fact 7. The respiratory occlusion response in babies begins with which of the following? a. a swiping motion across the face; then the infant pulls away, then cries b. crying; then the infant pulls away, then swipes the face c. pulling the head back; then the infant swipes the face, then cries d. pulling the head back; then the infant cries, then swipes the face ANSWER: c REFERENCES: Pages 31-32 KEYWORDS: Fact 8. Which of the following is true regarding any given modal action pattern? a. usually found in many species b. involves species-specific responses c. cannot be elicited by a stimulus found in the organism’s usual environment d. involves movement towards or away from a stimulus ANSWER: b REFERENCES: Pages 32-33 KEYWORDS: Fact

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Chapter 02 : Elicited Behavior, Habituation, and Sensitization 9. Which of the following is not a modal action pattern? a. the startle response of rats b. the beak-pecking behavior of herring gull chicks c. the nest building behaviors of male sticklebacks d. the courtship interactions of ring doves. ANSWER: a REFERENCES: Pages 32-33 KEYWORDS: Fact 10. Which of the following is one of the characteristics of a modal action pattern? a. The eliciting stimulus is usually easy to identify. b. They are species-specific response patterns. c. The threshold for eliciting the behavior is relatively invariant. d. The eliciting stimulus will have similar effects over different situations. ANSWER: b REFERENCES: Page 33 KEYWORDS: Fact 11. Which of the following most correctly describes a sign stimulus? a. first causes sensitization, then habituation b. first causes habituation, then sensitization c. sufficient for eliciting a modal action pattern d. similar to an instinct ANSWER: c REFERENCES: Page 33 KEYWORDS: Fact 12. Of the following, which is true of sign stimuli? a. Sign stimuli release behaviors that are performed in the same way every time. b. Sign stimuli characteristically release the same behavior across several species. c. Researchers are unable to determine which sign stimuli release behaviors. d. The optimal sign stimulus may not occur naturally. ANSWER: d REFERENCES: Page 33 KEYWORDS: Fact

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Chapter 02 : Elicited Behavior, Habituation, and Sensitization 13. If all the members of a species perform the same behavior, this is an indication a. that an instinct is mediating behavior. b. that a fixed action pattern is mediating behavior. c. that the behavior is inherited. d. of none of the above ANSWER:

REFERENCES: Page 34 KEYWORDS: Concept 14. Appetitive behaviors are most correctly described by which of the following? a. activities that because of their vigor increase hunger b. early components of a behavior sequence c. activities that satisfy an appetite or drive d. end components of an organized sequence of behaviors ANSWER: b REFERENCES: Page 35 KEYWORDS: Fact 15. Behaviors such as foraging for food in animals and cooking food in humans are classified as a. consummatory behaviors. b. releasing behaviors. c. appetitive behaviors. d. supranormal behaviors. ANSWER: c REFERENCES: Page 35 KEYWORDS: Concept 16. Which of the following is likely to be the most stereotyped response? a. a squirrel eating a walnut b. a robin searching for a worm c. a grandmother preparing a pie d. a young man issuing a threatening gesture ANSWER: a REFERENCES: Page 35 KEYWORDS: Concept

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Chapter 02 : Elicited Behavior, Habituation, and Sensitization 17. Which of the following describes the difference between a general search and a focal search? a. General searches are localized, while focal searches focus on a larger area. b. General searches occur when an animal does not yet know specifically where to look for food, while focal searches are spatially localized. c. General searches are appetitive while focal searches are consummatory. d. There are no differences; both terms are alternative ways of describing appetitive behavior. ANSWER: b REFERENCES: Page 35 KEYWORDS: Concept 18. Which of the following is most likely to be characterized as an appetitive behavior? a. a sparrow manipulating a seed in its beak b. a woman drinking a glass of milk c. a woodchuck chewing on a blade of grass d. a chef preparing a cream pie ANSWER: d REFERENCES: Page 35 KEYWORDS: Concept 19. Which of the following is the correct order in a foraging behavior sequence? a. general search, food handling, focal search b. focal search, general search, food handling c. general search, focal search, food handling d. food handling, focal search, general search ANSWER: c REFERENCES: Page 35 KEYWORDS: Fact 20. Elicited behaviors are interesting to researchers studying learning because of which following result? a. They are invariant and make good controls. b. They are present in most animals except humans and provide clues to the evolution of behavior. c. They do not occur the same way each time the eliciting stimulus is presented. d. They allow for voluntary behavior in non-human animals. ANSWER: c REFERENCES: Page 36 KEYWORDS: Concept

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Chapter 02 : Elicited Behavior, Habituation, and Sensitization 21. Which of the following is a true statement about habituation? a. increases responsiveness to a stimulus with repeated presentations b. decreases responsiveness to a stimulus with repeated presentations c. either increases or decreases responsiveness to a stimulus with repeated presentations, depending on the background cues d. both increases and decreases responsiveness to a stimulus with repeated presentations ANSWER: b REFERENCES: Page 37 KEYWORDS:

Fact

22. Your roommate no longer drinks his orange juice every morning like the doctor ordered. He says he does not care for it any more. Based on learning principles, to increase his juice consumption, and benefit his health you suggest a. switching to drinking mild vinegar. b. switching to drinking tangerine juice. c. eating peanuts before breakfast. d. requiring foraging in the refrigerator for the orange juice. ANSWER: b REFERENCES: Page 36-37 KEYWORDS: Concept 23. According to one study using lemon and lime juice to investigate the role of familiarity of food and its rated pleasantness, which of the following is correct? a. As we encounter a food over and over, we become familiar with it, and it increases in pleasantness. b. As we repeatedly encounter a taste, it initially increases then decreases in pleasantness. c. As we repeatedly encounter a taste, it initially decreases then increases in pleasantness. d. Overeating may be discouraged by varying the foods that are available. ANSWER: b REFERENCES: Pages 36-37 KEYWORDS:

Fact

24. Your professor is conducting an investigation of visual attention in infants. A relatively complex pattern will be presented to the infants, hopefully eliciting visual attention. What do you predict will happen with repeated presentations of the complex visual stimulus? a. The infants will show uniformly high levels of responding across all trials. b. The infants will increase, then decrease, responding. c. The infants will decrease, then increase, responding. d. The infants will show a high level of responding on the first trial, then decreasing responding on subsequent trials. ANSWER: b REFERENCES: Pages 38-39 KEYWORDS: Concept

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Chapter 02 : Elicited Behavior, Habituation, and Sensitization 25. Which of the following is true of visual attention in human infants? a. All stimuli elicit similar responses across repeated presentations. b. Infants initially increase responding to repeated presentations of complex stimuli and decrease responding to repeated presentations of simple stimuli. c. Infants initially increase responding to repeated presentations of simple stimuli and decrease responding to repeated presentations of complex stimuli. d. Infants increase responding to all stimuli as they become familiar with repeated presentations. ANSWER: b REFERENCES: Pages 38-39 KEYWORDS: Fact 26. The stabilimeter measures which of the following? a. startle responses in rats b. taxes in rats c. kinesis in rats d. orientation responses in rats ANSWER: a REFERENCES: Page 41 KEYWORDS: Fact 27. Repeated presentation of a stimulus will cause which of the following? a. both habituation and sensitization effects b. either habituation or sensitization effects, depending on the subject’s level of arousal c. only habituation effects or only sensitization effects, regardless of background conditions d. invariant behavior changes if it is a true eliciting stimulus ANSWER: b REFERENCES: Pages 42-43 KEYWORDS: Concept 28. Spontaneous recovery from habituation occurs a. after time passes. b. after a strong extraneous stimulus is presented. c. after a weak extraneous stimulus is presented. d. All of the above ANSWER: a REFERENCES: Page 42 KEYWORDS: Fact

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Chapter 02 : Elicited Behavior, Habituation, and Sensitization 29. Habituation and sensitization effects perform which of the following functions? a. Focus attention on all stimuli present. b. Direct responses to all stimuli present. c. Focus attention on background stimuli. d. Focus attention on relevant stimuli. ANSWER:

REFERENCES: Page 45 KEYWORDS: Fact 30. A loud tone is repeatedly presented to a group of rats. Initially, there is a large startle response that decreases across trials. The response decrease across trials may be due to a. habituation. b. fatigue. c. sensory adaptation. d. All of the above ANSWER: d REFERENCES: Page 46 KEYWORDS: Concept 31. Repeated presentations of a tactile stimulus make the skin receptors less sensitive, and responding decreases across trials. This is an example of a. response fatigue. b. sensory adaptation. c. habituation. d. sensitization. ANSWER: b REFERENCES: Page 46 KEYWORDS: Fact 32. Response fatigue occurs during which of the following conditions? a. Repeated actions cause muscles to temporarily weaken. b. Changes in the nervous system hinder transmission of neural impulses. c. Neurophysiological changes alter sense organs. d. All of the above ANSWER: a REFERENCES: Page 46 KEYWORDS: Fact

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Chapter 02 : Elicited Behavior, Habituation, and Sensitization 33. Sensory adaptation occurs in which of the following physiological areas? a. the nervous system b. the sense organ c. the muscle tissue d. the interneuron ANSWER: b REFERENCES: Page 46 KEYWORDS:

Fact

34. Fatigue occurs in which of the following physiological areas? a. the nervous system b. the sense organ c. the muscle tissue d. the interneuron ANSWER: c REFERENCES: Page 46 KEYWORDS: Fact 35. To rule out response fatigue as the cause for the decreased responding that occurs over repeated presentations of a stimulus, the researcher should a. determine if the subject can still sense the stimulus. b. determine if the subject is responding to the stimulus in other ways. c. present a new stimulus that elicits a similar response. d. present a new stimulus that elicits an unrelated response. ANSWER: c REFERENCES: Pages 46-47 KEYWORDS: Concept 36. A bright light causes a startle response. The second presentation of the light elicits less of a response because the subject was temporarily blinded by the first light flash. This is an example of a. habituation. b. sensitization. c. sensory adaptation. d. habituation. ANSWER: c REFERENCES: Page 46 KEYWORDS: Concept

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Chapter 02 : Elicited Behavior, Habituation, and Sensitization 37. Sensory adaptation refers to changes in responses that occur due to which of the following? a. changes in the nervous system that hinder transmission from sensory to motor neurons b. changes in the nervous system that facilitate transmission from sensory to motor neurons c. changes in the sensory receptors d. changes in the muscles ANSWER:

REFERENCES: Page 46 KEYWORDS: Fact 38. The dual-process theory assumes which of the following? a. One neural process is responsible for increases and decreases in responsiveness to stimulation. b. Different types of neural mechanisms are responsible for increases and decreases in responsiveness to stimulation. c. Habituation and sensitization effects are essentially the same. d. Habituation is due to fatigue; sensitization is due to learning. ANSWER: b REFERENCES: Page 47 KEYWORDS: Fact 39. Which of the following is not true of the dual-process theory? a. Different processes are assumed to underlie increases and decreases in responsiveness to stimulation. b. The habituation and sensitization processes are mutually exclusive. c. The habituation effect is not a direct reflection of the habituation process. d. The sensitization effect is not a direct reflection of the sensitization process. ANSWER: b REFERENCES: Pages 47-49 KEYWORDS: Fact 40. According to Groves and Thompson (1970), which of the following is true? a. Habituation and sensitization processes occur in different parts of the nervous system. b. Habituation is similar to fatigue; sensitization is similar to adaptation. c. Habituation is similar to adaptation; sensitization is similar to fatigue. d. Both habituation and sensitization occur at the level of the sensory receptors. ANSWER: a REFERENCES: Pages 47-49 KEYWORDS: Fact

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Chapter 02 : Elicited Behavior, Habituation, and Sensitization 41. Habituation processes occur in the a. state; sensory

system. Sensitization processes occur in the

system.

b. S-R; S-S c. S-R; state d. state; S-S ANSWER: c REFERENCES: Page 47 KEYWORDS: Fact 42. Habituation is to sensitization as a. motor is to sensory. b. S-R is to state. c. S-S is to S-R. d. state is to S-S. ANSWER: b REFERENCES: Page 47 KEYWORDS: Concept 43. The dual-process theory suggests which of the following? a. Habituation processes occur in parts of the nervous system that determine the organism’s general level of responsiveness. b. Habituation processes occur in the shortest neural path between sense organs and muscles. c. Habituation and sensitization processes occur in the parts of the nervous system that determine the organism’s general level of responsiveness. d. Habituation and sensitization processes determine the animal’s general readiness to respond. ANSWER: b REFERENCES: Page 47 KEYWORDS:

Concept

44. According to the dual-process theory, each presentation of a given stimulus activates a. both the state and S-R systems. b. the state system and may activate the S-R system. c. the S-R system. d. the state system. ANSWER:

REFERENCES: Page 47 KEYWORDS: Fact

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Chapter 02 : Elicited Behavior, Habituation, and Sensitization 45. According to the dual-process theory, when rats were tested with a relatively quiet background noise, their response to a startling tone a. habituated because the state system was already responding to auditory stimuli. b. habituated because only the S-R system was activated. c. sensitized because the state system was responding to the background tone. d. sensitized because both the state and S-R systems were activated. ANSWER: b REFERENCES: Page 48 KEYWORDS:

Fact

46. Why would the same tone result in habituation for rats exposed to a low level background noise and sensitization for rats exposed to high level background noise? a. Only the high level background noise masked the tone. b. Only the low level background noise masked the tone. c. The low level background noise and tone combination activated the state and S-R system. d. The high level background noise and tone combination activated the state and S-R system. ANSWER: d REFERENCES: Page 48 KEYWORDS: Concept 47. The dual-process theory can account for qualitative differences a. between short-term and long-term habituation. b. between sensitization and long-term habituation. c. between sensitization and short-term habituation. d. among sensitization, short-term habituation, and long-term habituation. ANSWER: c REFERENCES: Pages 48-49 KEYWORDS: Fact 48. The stimulus specificity of sensitization is that of habituation. a. less than b. greater than c. either less than or greater than (depending on the stimulus) d. equal to ANSWER: a REFERENCES: Page 49 KEYWORDS: Fact

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Chapter 02 : Elicited Behavior, Habituation, and Sensitization 49. In Aplysia, habituation of the gill withdrawal effect due to stimulation of the siphon a. has no effect on the response to stimulation of the mantle. b. increases the effect of stimulating the mantle. c. decreases the effect of stimulating the mantle. d. completely attenuates responding to stimulation of the mantle. ANSWER:

REFERENCES: Pages 49-51 KEYWORDS: Fact 50. Applying a shock to the tail of the Aplysia a. has no effect on the responses to stimulation of the siphon or mantle. b. increases responding to stimulation of the mantle but not the siphon. c. increases responding to stimulation of the siphon but not the mantle. d. increases responding to stimulation of both the siphon and mantle. ANSWER: d REFERENCES: Pages 49-51 KEYWORDS: Fact 51. In Aplysia, the role of the facilitory interneuron is to a. increase sensitivity of the motor neuron. b. increase the release of neurotransmitter from the sensory neuron. c. decrease the sensitivity of the motor neuron. d. decrease the release of neurotransmitter from the motor neuron. ANSWER: b REFERENCES: Pages 49-51 KEYWORDS: Fact 52. Habituation in the Aplysia occurs due to a. changes in the facilitory interneuron. b. changes in the sensitivity of the motor neuron. c. changes in the amount of neurotransmitter released by the sensory neuron. d. changes in the action potential of the sensory neuron. ANSWER: c REFERENCES: Pages 49-51 KEYWORDS: Fact

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Chapter 02 : Elicited Behavior, Habituation, and Sensitization 53. Sensitization in the Aplysia occurs due to a. engagement of the facilitory interneuron. b. changes in the sensitivity of the motor neuron. c. changes in the sensitivity of the sensory neuron d. changes in the action potential of the sensory neuron. ANSWER:

REFERENCES: Pages 49-51 KEYWORDS: Fact 54. The opponent-process theory assumes a. the a process is inefficient. b. the b process is inefficient. c. the a and b processes are inefficient. d. the a and b processes are independent. ANSWER: b REFERENCES: Page 53 KEYWORDS: Fact 55. An emotion-arousing stimulus elicits a. emotion after-effects directly. b. the a process directly. c. the b process directly. d. the a and b processes directly. ANSWER: b REFERENCES: Page 53 KEYWORDS: Fact 56. According to the opponent-process theory, drug tolerance develops because a. the a process weakens. b. the b process weakens. c. the a process strengthens. d. the b process strengthens. ANSWER:

REFERENCES: Pages 52-55 KEYWORDS: Concept

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Chapter 02 : Elicited Behavior, Habituation, and Sensitization 57. The opponent-process theory predicts that couples who have spent many years together a. become bored and enjoy time apart. b. become increasingly affectionate. c. become resentful if the other partner leaves, even for a short time. d. will show few overt signs of affection. ANSWER:

REFERENCES: Pages 53-54 KEYWORDS: Fact 58. The opponent-process theory suggests that alcoholics continue drinking to a. avoid opponent after-effects. b. increase opponent after-effects. c. enjoy the primary pleasurable effects. d. enjoy the secondary pleasurable effects. ANSWER: a REFERENCES: Pages 53-55 KEYWORDS: Concept 59. Your friend is surprised by his grandmother’s reaction to the unfortunate passing of her husband. Although for years she had shown her husband no overt signs of affection, his death has left her devastated. You explain to your friend that according to the opponent-process theory this change is due to a. a new a process activated by the funeral. b. a new b process activated by the funeral. c. the removal of the a process associated with her husband. d. the removal of the b process associated with her husband. ANSWER: c REFERENCES: Pages 53-55 KEYWORDS: Concept 60. Explain how two different reflexes can promote the well being of an organism. ANSWER: Answer not provided 61. What factors influence the elicitation of a modal action pattern? ANSWER: Answer not provided 62. What is the difference between a modal action pattern and a simple general reflex? Provide an example of each. ANSWER: Answer not provided 63. Describe how a researcher can determine which stimulus features elicit modal action patterns. ANSWER: Answer not provided

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Chapter 02 : Elicited Behavior, Habituation, and Sensitization 64. Discuss the importance of behavioral sequences. What role do appetitive and consummatory behaviors play in organizing behavior? How do general search, focal search, and consummatory behaviors differ? Provide examples of each. ANSWER: Answer not provided 65. Compare and contrast habituation and sensitization effects. Include descriptions of the stimulus specificity of each. ANSWER: Answer not provided 66. How does the dual-process theory account for habituation effects? Sensitization effects? ANSWER: Answer not provided 67. Explain why repeated presentations of the same stimulus can elicit responses that decrease in one group of subjects and increase in another group of subjects. ANSWER: Answer not provided 68. Describe how researchers ensure that fatigue and sensory adaptation are not the cause of response decrements in experiments investigating habituation. ANSWER: Answer not provided 69. Explain the role of the S-R and state systems in elicited behaviors. ANSWER: Answer not provided 70. How can a response that has decreased through habituation to the eliciting stimulus be reinstated? ANSWER: Answer not provided 71. Describe two changes in neurons of aplysia that are associated with habituation. ANSWER: Answer not provided 72. What is the role of facilitory interneurons in sensitization of the gill-withdrawal reflex of aplysia? ANSWER: Answer not provided 73. What is the biphasic pattern of emotional responses? Apply this concept in the description of a common human experience. ANSWER: Answer not provided 74. Compare the dual-process theory to the opponent-process theory of motivation. What is the goal of each theory? What similarities do you notice in the mechanisms? Differences? How does each account for habituation effects? ANSWER: Answer not provided 75. Describe the opponent-process theory of motivation. Using an example from common human experience, demonstrate how the mechanisms of the theory account for an overt response. ANSWER: Answer not provided

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Chapter 02 : Elicited Behavior, Habituation, and Sensitization 76. How does the opponent-process theory of motivation explain drug tolerance and addictive behaviors? What is the evidence for the underlying mechanisms? ANSWER: Answer not provided 77. Describe how elicited behavior can be involved in complex social interactions, like breast feeding. ANSWER: Answer not provided 78. Describe sign stimuli involved in the control of human behavior. ANSWER: Answer not provided 79. Compare and contrast appetitive and consummatory behavior, and describe how these are related to general search, focal search, and food handling. ANSWER: Answer not provided 80. Describe components of the startle response and how the startle response may undergo sensitization. ANSWER: Answer not provided 81. Describe the distinction between habituation, sensory adaptation, and fatigue. ANSWER: Answer not provided 82. Describe the two processes of the dual-process theory of habituation and sensitization and the differences between these processes. ANSWER: Answer not provided 83. Describe how habituation and sensitization are involved in emotion regulation and drug addiction. ANSWER: Answer not provided

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Chapter 03 : Classical Conditioning 1. Pavlov’s study of classical conditioning began as an extension of his work on a. digestion. b. pain. c. the auditory system. d. the knee-jerk reflex. ANSWER: a REFERENCES: Page 58 KEYWORDS:

Fact

2. Pavlov supplemented the funds for his laboratory by which of the following? a. training dogs for the upper class b. selling stomach juice c. teaching pitch recognition d. inserting fistulas into obese individuals ANSWER: b REFERENCES: Page 58 KEYWORDS: Fact 3. Object learning involves making an association between which of the following? a. any two naturally occurring stimuli b. the same feature of two objects c. different features of the same object d. an arbitrary stimulus and a biologically relevant stimulus ANSWER: c REFERENCES: Page 59 KEYWORDS: Fact 4. After giving your cat fish-shaped treats time and time again, you notice the cat begins to salivate at the sight of the fish-shaped snack. This is an example of a. differential learning. b. sequential learning. c. taste aversion learning. d. object learning. ANSWER: d REFERENCES: Page 59 KEYWORDS:

Concept

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Chapter 03 : Classical Conditioning 5. A hungry rat is exposed to a red light, followed by brief access to food. After several such trials, the rat approaches the light bulb when it is illuminated. In this example, the light is a. an unconditional stimulus. b. a conditional stimulus. c. an unconditional response. d. a conditional response. ANSWER: b REFERENCES: Page 60 KEYWORDS:

Concept

6. Conditional Stimulus is to Unconditional Stimulus as a. unlearned is to learned. b. eliciting stimulus is to orienting stimulus. c. trained is to untrained. d. independent is to dependent. ANSWER: c REFERENCES: Page 60 KEYWORDS: Concept 7. A rat is trained to press a lever for a small amount of food. While pressing the lever at a steady rate, the rat is presented with a tone-light stimulus that had been previously paired with foot-shock. When the tone-light stimulus is on, the rat decreases its rate of lever pressing. This decrease is an example of a. sign tracking. b. conditioned suppression. c. conditioned repression. d. unconditioned fear responding. ANSWER: b REFERENCES: Page 62 KEYWORDS:

Concept

8. Which of the following is commonly used as a measure in studies of fear conditioning? a. freezing behavior b. conditioned suppression c. lick-suppression d. all of the above ANSWER: d REFERENCES: Page 62 KEYWORDS: Fact

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Chapter 03 : Classical Conditioning 9. There has been a renewed interest in human eyeblink conditioning because of which choice below? a. Animals are expensive to maintain. b. Progress has been made in understanding the neurobiological substrate of this type of learning. c. We understand so little about this type of learning. d. It is a very complex behavior that we can easily observe. ANSWER:

REFERENCES: Page 63 KEYWORDS: Fact 10. The essential circuits for eyeblink conditioning appear to be located in the a. hippocampus. b. cerebral cortex. c. cerebellum. d. corpus callosum. ANSWER: c REFERENCES: Page 64-66 KEYWORDS: Fact 11. The cells that act as “teachers” selecting the connections to be modified in the cerebellum due to eyeblink conditioning are which of the following? a. the climbing fibers b. the mossy fibers c. the cells of the red nucleus d. the cells of the hippocampus ANSWER: a REFERENCES: Page 65 KEYWORDS: Fact 12. In eyeblink conditioning, the CS information is conveyed in the cerebellum via which of the following? a. climbing fibers b. mossy fibers c. cranial motor neurons d. olivary neurons ANSWER: b REFERENCES: Page 65 KEYWORDS: Fact

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Chapter 03 : Classical Conditioning 13. In eyeblink conditioning, the US information is conveyed in the cerebellum via a. mossy fibers. b. auditory neurons. c. climbing fibers. d. pontine neurons. ANSWER:

REFERENCES: Page 65 KEYWORDS: Fact 14. The is necessary for delay eyeblink conditioning; the a. hippocampus; cerebellum b. frontal cortex; cerebellum c. cerebellum; hippocampus d. cerebellum; frontal cortex

is necessary if there is a trace.

ANSWER: c REFERENCES: Pages 65-66 KEYWORDS: Fact 15. In order for food to be presented in an autoshaping procedure, the pigeon must do which of the following? a. approach the food hopper before the food is delivered b. approach the signal light before the food is delivered c. avoid the signal light until after the food is delivered d. There are no requirements for the pigeon. ANSWER: d REFERENCES: Page 66 KEYWORDS: Concept 16. Which of the following is not true of sign tracking? a. The subject need not do anything to receive the US. b. Sign tracking appears to be limited to rodent species. c. Sign tracking can occur even if the CS and US delivery area are separated by a distance. d. Individual differences in sign tracking correlate with factors associated with drug abuse. ANSWER: b REFERENCES: Pages 66-68 KEYWORDS: Concept

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Chapter 03 : Classical Conditioning 17. In studies of sexual sign tracking in male Japanese quail, what happens when the CS is separated from the hen delivery door? a. Males switch from sign tracking to goal tracking if they must travel more than 6 inches. b. Males switch from sign tracking to goal tracking if they must travel more that 6 feet. c. Males sign track even at distances greater than 6 feet. d. Males always goal track. ANSWER: c REFERENCES: Page 67 KEYWORDS:

Concept

18. Taste aversion learning can occur under which of the following circumstances? a. after just one CS-US pairing b. only if the subject is hungry c. only with very long delays between the CS and US d. only with tastes the subject knows well ANSWER: a REFERENCES: Pages 69-70 KEYWORDS: Fact 19. Surveys of human eating behavior suggest which of the following? a. If you know that a food did not cause your illness, you will not form a taste aversion. b. Even if you are certain that a food did not cause your illness, you may develop an aversion to the taste of that food. c. If you are made aware of the mechanisms of taste aversion conditioning, your behavior becomes more rational. d. It usually takes more than one exposure to an illness-producing food for an aversion to develop in humans. ANSWER: b REFERENCES: Page 69 KEYWORDS: Fact 20. Advertisers like to show images of the products they promote with attractive, well-liked celebrities. This is a form of a. counter-conditioning b. evaluative conditioning c. accentuate conditioning d. none of the above ANSWER: b REFERENCES: Page 70 KEYWORDS: Concept

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Chapter 03 : Classical Conditioning 21. The interstimulus interval refers to which of the following time periods? a. between the start of the CS and the end of the US b. between the start of the CS and the start of the US c. between the end of the CS and the start of the US d. between the end of the US and start of the next CS ANSWER:

REFERENCES: Page 72 KEYWORDS: Fact 22. The interstimulus interval is usually a. the same as

the intertrial interval.

b. shorter than c. longer than d. not determined in any way by ANSWER: c REFERENCES: Page 72 KEYWORDS: Fact 23. The most frequently used procedure for Pavlovian conditioning is a. trace conditioning. b. simultaneous conditioning. c. short-delayed conditioning. d. long-delayed conditioning. ANSWER: c REFERENCES: Page 72 KEYWORDS:

Fact

24. A rat is exposed to a three-second red-light stimulus. A short while later, a food pellet is delivered to the rat. This is an example of a. short-delayed conditioning. b. trace conditioning. c. backward conditioning. d. long-delayed conditioning. ANSWER: b REFERENCES: Pages 71-72 KEYWORDS:

Concept

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Chapter 03 : Classical Conditioning 25. Which of the following best describes backward conditioning? a. The US follows the CS. b. The US begins with the CS and continues after the CS terminates. c. The CS follows the US. d. The CS begins with the US and continues after the US terminates. ANSWER:

REFERENCES: Pages 71-72 KEYWORDS: Fact 26. Which of the following best describes the “trace interval” in trace conditioning? a. the time between the start of the CS and the end of the US b. the time between the start of the CS and the start of the US c. the time between the end of the CS and the end of the US d. the time between the end of the CS and the start of the US ANSWER: d REFERENCES: Page 72 KEYWORDS: Fact 27. A buzzer sounds every time food is made available for a pigeon. The buzzer starts when food is in the hopper, and stops when food is removed. The food is available for 3 minutes. This is an example of a. short-delayed conditioning. b. long-delayed conditioning. c. backward conditioning. d. simultaneous conditioning. ANSWER: d REFERENCES: Pages 71-72 KEYWORDS: Concept 28. A test trial in classical conditioning consists of presenting which of the following? a. the CS alone b. the US alone c. the CS and US in reverse order d. neither the CS nor the US ANSWER: a REFERENCES: Page 72 KEYWORDS: Fact

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Chapter 03 : Classical Conditioning 29. Which of the following is not a measure of classically conditioned responding? a. counting the number of drops of saliva elicited by a bell tone b. counting the number of lever presses made to receive food c. counting how often a rabbit blinks when a tone sounds d. counting the time that elapses between presentation of a tone and a rabbit’s eyeblink ANSWER: b REFERENCES: Pages 72-73 KEYWORDS: Concept 30. To conclude that an association has been established in a classical conditioning experiment, one must ensure which of the following? a. that the subject responds every time the CS is presented b. that the subject responds every time the US is presented c. that changes in behavior are due to the US presentation d. that changes in behavior are not due to prior separate presentations of the CS and US ANSWER: d REFERENCES: Page 73 KEYWORDS: Concept 31. Instances in which exposure to the US is sufficient to create CR-like responses to the CS are called a. pseudo-conditioning. b. habituation. c. pseudo-habituation. d. Pavlovian conditioning. ANSWER:

REFERENCES: Page 73 KEYWORDS: Fact 32. The most successful control procedure in classical conditioning is a. pseudo-conditioning. b. sensitization. c. random control. d. explicitly unpaired control. ANSWER: d REFERENCES: Page 73 KEYWORDS: Fact

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Chapter 03 : Classical Conditioning 33. One group of rats receives a standard CS-US pairing on each trial. A second group of rats receives CS and US presentations at varying times and intervals such that the total number of CS and US exposures is equal to that of the first group. The second group is which of the following? a. a random control group b. a sensitization group c. a pseudo-conditioning group d. an explicitly unpaired control group ANSWER:

REFERENCES: Page 73 KEYWORDS: Concept 34. One reason there is no best classical conditioning procedure is a. because we are still determining the best interstimulus interval. b. because we are still determining the best intertrial interval. c. because subjects learn about CS-US associations and CS-US timing. d. because eyeblink conditioning always leads to the strongest responses. ANSWER: c REFERENCES: Page74 KEYWORDS: Fact 35. The results of backward conditioning experiments demonstrate which of the following? a. Backward conditioning results in inhibition of conditioned responding. b. Backward conditioning results in excitation of conditioned responding. c. The factors that determine the outcome of backward conditioning may depend on factors other than the CS being a good signal for the onset of the US. d. Simultaneous and backward conditioning procedures are similar. ANSWER: c REFERENCES: Page 74 KEYWORDS:

Fact

36. The temporal coding hypothesis suggests that a subject will do which of the following? a. will not learn CS-US associations b. will learn CS-US associations and learn when the US occurs in relation to the CS c. will learn temporal relations only in short-delay situations, accounting for the strong conditioning that occurs in this procedure d. will learn temporal relations only in long-delay situations, accounting for the one trial learning seen in tasteaversion conditioning ANSWER: b REFERENCES: Page 74-75 KEYWORDS: Fact

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Chapter 03 : Classical Conditioning 37. A sign reading “out of gas” at a restaurant does not cause the frustration of the same sign at a service station because of which choice below? a. The restaurant is excitatory. b. The excitatory context is missing at the restaurant. c. The excitatory context is missing at the service station. d. The restaurant is inhibitory. ANSWER: b REFERENCES: Pages 77-78 KEYWORDS:

Concept

38. Inhibitory conditioning depends on an excitatory context, whereas excitatory conditioning depends on a. an inhibitory context. b. an excitatory context. c. an explicitly unpaired control. d. None of the above ANSWER: d REFERENCES: Page 77 KEYWORDS: Fact 39. Normally, you eat breakfast every morning at Sam’s Diner. For the past three mornings, a large yellow banner has stated that Sam’s is closed. Now, every time you see a yellow banner you turn away from the banner. Your conditioning is an example of a. short-delayed conditioning. b. differential inhibition. c. Pavlov's procedure for conditioned inhibition. d. a negative CS-US contiguity. ANSWER: c REFERENCES: Page 77 KEYWORDS:

Concept

40. In Pavlov's procedure for conditioned inhibition, which of the following is true? a. The CS+ and CS- occur during the same trial. b. The CS+ and CS- occur on different trials. c. The CS- and US closely follow one another. d. The CS+ and US occur only when separated by a length of time. ANSWER: a REFERENCES: Page 77 KEYWORDS: Fact

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Chapter 03 : Classical Conditioning 41. In negative CS-US contingency procedures of conditioned inhibition, what serves as the excitatory context? a. the simultaneously presented CS + b. the CS c. the background cues d. all of the above ANSWER:

REFERENCES: Page 78 KEYWORDS: Fact 42. Pigeons will approach a CS associated with food delivery. They withdraw from a CS that signals the absence of food. This is evidence that sign-tracking is a. a bi-directional response system. b. a compound stimulus system. c. an inhibitory system. d. an excitatory system. ANSWER: a REFERENCES: Page 79 KEYWORDS:

Concept

43. In a bidirectional response system, subjects move away from an excitatory CS. You expect the subjects to inhibitory CS. a. move away from b. approach c. show inhibition of delay to d. It cannot be determined.

ANSWER: b REFERENCES: Page 79 KEYWORDS: Concept 44. Which of the following is not a bidirectional response system? a. taste preferences b. heart rates c. rabbit eyeblinks d. temperatures ANSWER:

REFERENCES: Page 79-80 KEYWORDS: Fact

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Chapter 03 : Classical Conditioning 45. The difficulty in investigating inhibitory conditioning of rabbit eyeblink responses is that a. eyeblink in rabbits is a bidirectional response. b. there are low baseline levels of eyeblinking in rabbits. c. eyeblink is excitatory. d. eyeblink is already inhibitory. ANSWER:

REFERENCES: Pages 79-80 KEYWORDS: Fact 46. To measure conditioned inhibition in non-bidirectional response systems, you could use a. the response blocking test. b. the differential-inhibition test. c. the compound-stimulus test. d. the compound-inhibitory test. ANSWER: c REFERENCES: Pages 79-80 KEYWORDS: Fact 47. The rationale for the retardation of acquisition test is found in which of the following choices? a. The rate of acquisition of an excitatory CR should be retarded if the CS is a conditioned inhibitor. b. The rate of acquisition of an excitatory UR should be retarded if the CS is a conditioned inhibitor. c. The rate of acquisition of an excitatory CR should be facilitated if the CS is a conditioned inhibitor. d. The rate of acquisition of an excitatory UR should be facilitated if the CS is a conditioned inhibitor. ANSWER: a REFERENCES: Pages 80-81 KEYWORDS:

Concept

48. X-market uses a red light commonly found at traffic intersections to indicate a sale price. Y-market uses a blue light rarely seen by its customers to indicate a sale price. The customers at Y-market learn to run to the sale item much sooner than those at X-market. This is an example of a. a bidirectional response. b. the compound-stimulus principle. c. retardation of acquisition. d. inhibitory conditioning. ANSWER: c REFERENCES: Pages 80-81 KEYWORDS: Concept

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Chapter 03 : Classical Conditioning 49. Pairing repeated presentations of a photograph of a water can with subsequent presentations of a photograph of a flower on a computer screen is likely to a. have little effect on the conscious judgment of causality in normal human adults. b. affect informal judgments of causality in human adults, and will likely share features common to Pavlovian conditioning. c. affect informal judgments of causality in human adults, but in spite of surface similarities, does not have the features common to Pavlovian conditioning. d. impact judgments of causality in only well trained human subjects with experience in the experimental setting. ANSWER: b REFERENCES: Pages 81-82 KEYWORDS: Fact 50. Which of the following is not a result of classical conditioning? a. milk-letdown when a baby cries b. more offspring produced c. judgments of causality d. all have been reported to result from classical conditioning ANSWER: d REFERENCES: Page 82-83 KEYWORDS: Fact OTHER: WWW 51. Describe the use of classical conditioning in two experimental situations. Identify the conditional stimulus and unconditional stimulus in each situation. ANSWER: Answer not provided 52. What are the five common procedures for classical conditioning? Provide an example from common human experience that illustrates the CS-US timing of each procedure. ANSWER: Answer not provided 53. How is learning in classical conditioning procedures measured? ANSWER: Answer not provided 54. What is pseudo-conditioning? Describe two control procedures that help to differentiate true conditioning from pseudo-conditioning. ANSWER: Answer not provided 55. Compare the effectiveness of short-delay and long-delay conditioning. What factors influence the effectiveness of each procedure? ANSWER: Answer not provided

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Chapter 03 : Classical Conditioning 56. Why is an excitatory context necessary for inhibitory conditioning? Describe two inhibitory conditioning procedures and identify the excitatory context in each procedure. ANSWER: Answer not provided 57. Describe two procedures to measure conditioned inhibition and note the circumstance in which each procedure would be used. ANSWER: Answer not provided 58. Describe the interplay of elicited and classically conditioned behaviors that is necessary in successful nursing. ANSWER: Answer not provided 59. How does classical conditioning contribute to our understanding of causal judgments? ANSWER: Answer not provided 60. Describe similarities and differences among habituation, sensitization, and classical conditioning. ANSWER: Answer not provided 61. What is object learning, and how is it similar or different from conventional classical conditioning? ANSWER: Answer not provided 62. Why is it difficult to identify the type of conditioning procedure that produces the best conditioning? ANSWER: Answer not provided 63. What is a control procedure for excitatory conditioning and what processes is the control procedure intended to rule out? ANSWER: Answer not provided 64. Are conditioned excitation and conditioned inhibition related? If so, how are they related? ANSWER: Answer not provided 65. Describe procedures for conditioning and measuring conditioned inhibition. ANSWER: Answer not provided 66. Describe four reasons why classical conditioning is of interest to psychologists. ANSWER: Answer not provided Powered by Cognero

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Chapter 04 : Classical Conditioning 1. From the selection below, select the true statement about stimuli. a. Identification of CSs and USs is relative. b. Identification of CSs is relative, but USs do not need reference to other stimuli. c. Identification of USs is relative, but CSs do not need reference to other stimuli. d. Identification of CSs and USs does not rely on reference to other stimuli. ANSWER: a REFERENCES: Page 86 KEYWORDS: Concept 2. The best evidence regarding sucrose pellets is a. they can only serve as a CS. b. they can only serve as a US c. whether they serve as a CS or US is relative. d. none of the above ANSWER: a REFERENCES: Page 86 KEYWORDS: Fact 3. Sucrose (sugar) pellets serve to satisfy an innate drive, because of this a. they are always CSs. b. they are always USs c. they are sometimes CSs and sometimes USs d. they are always URs ANSWER: c REFERENCES: Page 86 KEYWORDS: Concept 4. A rat is given 20 exposures to a red light cue. Then, the red light is presented paired with food delivery. Compared to a rat that did not receive the initial 20 exposures, this rat took a long time to develop a CR to the red light. The slower learning is due to a. the US-preexposure effect. b. the latent-inhibition effect. c. the latent-excitation effect. d. the CS relevance effect. ANSWER: b REFERENCES: Page 86 KEYWORDS: Concept

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Chapter 04 : Classical Conditioning 5. Which of the following is a function of preexposure to the CS or the US? a. has little effect on later associative learning b. facilitates later associative learning c. retards later associative learning d. CS-preexposure facilitates later associative learning; US preexposure retards later learning. ANSWER:

REFERENCES: Pages 86-87 KEYWORDS: Concept 6. Your friend plans to autoshape her goldfish to swim up to a hoop (the CS). You recommend using a US that a. is very familiar to the fish. b. that is slightly aversive to the fish. c. that is relatively novel to the fish. d. that is very aversive to the fish. ANSWER: c REFERENCES: Page 87 KEYWORDS: Concept 7. Increasing CS or US intensity has which of the following effects? a. speeds associative learning and makes the final level of conditioned responding greater b. speeds associative learning, but has little effect on the final level of conditioned responding c. makes the final level of conditioned responding greater, but has little effect on the speed of associative learning d. has little effect on the speed of associative learning or the final level of conditioned responding ANSWER: a REFERENCES: Pages 87-88 KEYWORDS: Fact 8. A researcher mistakenly makes the CS in his experiment slightly resemble a female quail in a study of sexual conditioning in male quail subjects. Due to this mistake, he is likely to find which of the following? a. Conditioning proceeds more slowly because of CS pre-exposure effects. b. Conditioning proceeds more rapidly because of increased salience. c. Conditioning proceeds more slowly because of a lack of difference in biological strength between the CS and US. d. There would be little effect because the US usually controls the rate of learning. ANSWER: b REFERENCES: Page 88 KEYWORDS: Concept

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Chapter 04 : Classical Conditioning 9. According to studies of belongingness, rats conditioned with a. illness learn a stronger aversion to audiovisual cues than to taste. b. shock learn a stronger aversion to taste than to audiovisual cues. c. illness learn a stronger aversion to taste than to audiovisual cues. d. either shock or illness learn stronger aversions to audiovisual cues than to taste. ANSWER: c REFERENCES: Pages 88-89 KEYWORDS: Fact 10. Belongingness effects have been demonstrated to reflect which of the following? a. extensive experience with the stimuli b. sensitization effects of CS preexposure c. sensitization effects of US preexposure d. genetic predispostions ANSWER: d REFERENCES: Page 90 KEYWORDS: Fact 11. In fear conditioning studies, non-human primates learn fear a. to fear relevant cues fastest because of genetic predispositions. b. to non-fear cues fastest because of CS preexposure effects. c. to flowers fastest because of US preexposure effects. d. at the same rate for all CSs because of the importance of learning about aversive stimuli. ANSWER: b REFERENCES: Page 90 KEYWORDS: Concept 12. Higher order conditioning a. decreases the possible number of Pavlovian learning situations. b. increases the possible number of Pavlovian learning situations. c. decreases the possible number of CSs. d. decreases the possible number of USs. ANSWER:

REFERENCES: Page 90 KEYWORDS: Fact

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Chapter 04 : Classical Conditioning 13. Your friend is afraid of dogs because he was bitten as a child. One day while he was playing catch in a park, a large pack of dogs wandered into his view. Now he avoids parks. His change in behavior is likely due to which of the following? a. habituated associations b. CS intensity c. higher-order conditioning d. US intensity ANSWER:

REFERENCES: Pages 90-91 KEYWORDS: Concept 14. Higher-order conditioning demonstrates which of the following? a. After training, a CS can function as a US. b. After training, a US can function as a CS. c. CSs cannot function as USs. d. USs cannot function as CSs. ANSWER: a REFERENCES: Pages 110-111 KEYWORDS: Concept OTHER: WWW 15. Which is true in a sensory preconditioning experiment? a. Only the US elicits a strong, relevant response. b. Only the CS elicits a strong, relevant response. c. Neither of the stimuli being associated elicits a strong relevant response. d. Both of the stimuli being associated elicit a strong relevant response. ANSWER: c REFERENCES: Pages 91-92 KEYWORDS:

Fact

16. According to the stimulus-substitution model, with training which of the following happens? a. The CS comes to activate the UR directly. b. The CR comes to activate the UR directly. c. The CS activates the UR via excitation of US centers. d. The CR activates the US via excitation of the UR centers. ANSWER: c REFERENCES: Page 93 KEYWORDS: Fact

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Chapter 04 : Classical Conditioning 17. The stimulus substitution model correctly emphasizes a. that the nature of the UR depends on the CS used. b. that the nature of the CS depends on the US used. c. that the nature of the US depends on the CS used. d. that the nature of the CR depends on the US used. ANSWER: d REFERENCES: Page 93 KEYWORDS: Fact 18. Research into the role of the US in determining the nature of the CR suggests which of the following is true? a. The US is important to the form of the CR only if different CSs are used. b. The US only determines if the CR is an approach or avoidance response. c. The US only determines if the CR is vigorous or weak. d. The US determines many aspects of the CR, including very specific aspects of mouth and tongue movements. ANSWER: d REFERENCES: Page 93 KEYWORDS: Fact 19. In a sign tracking experiment, one group of pigeons will be trained with a water US, another with a food US. In a comparison of conditioned responding, you expect to find that pecking will develop in which of the following? a. the food US group but not the water US group b. the water US group but not the food US group c. both groups, but pecking movements will be slower in the water US group d. both groups, but pecking movements will be slower in the food US group ANSWER: c REFERENCES: Page 93 KEYWORDS: Concept 20. Studies that have used live rats as the CS paired with a food-US on trials presented to other rats demonstrate which of the following? a. The shape of the CR can be determined by the UR. b. The shape of the CR can be determined by the US. c. The shape of the CR can be determined by the CS. d. The shape of the CR can be independent of other stimuli. ANSWER: c REFERENCES: Pages 93-94 KEYWORDS: Fact

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Chapter 04 : Classical Conditioning 21. When live rats were used as the CS in Pavlovian food conditioning trials presented to other, subject rats, the subject rats treated the CS rats in a manner a. predicted by the stimulus substitution model. b. predicted by the compensatory-response model. c. predicted by the US devaluation learning model. d. not predicted by any of the other answers presented here. ANSWER: d REFERENCES: Pages 93-94 KEYWORDS:

Fact

22. Which of the following is a challenge to the stimulus substitution model? a. If a rat is used as a CS for another rat in a food conditioning experiment, the subject rat will gnaw on the CS rat. b. If a rat is used as a CS for another rat in a food conditioning experiment, the subject rat will approach and taste the CS rat. c. If a rat is used as a CS for another rat in a food conditioning experiment, the subject rat show affiliative response to the CS rat. d. If a rat is used as a CS for another rat in a food conditioning experiment, the subject rat will bite the CS rat. ANSWER: c REFERENCES: Pages 93-94 KEYWORDS: Fact 23. From the choices below, the best evidence that the CS-US interval is a determining factor of the CR is a. that taste aversion conditioning occurs only with short CS-US intervals. b. that in quail, short and long presentations of the CS elicit similar responding in a sexual conditioning study. c. if a car is only 1-2 s away you will jump, if it is 20 s away you will move away, but not jump. d. These findings are not consistent with the CS-US interval determining the CR. ANSWER: c REFERENCES: Page 94 KEYWORDS: Concept 24. According to the behavior systems model, which of the following is true regarding the form of the CR? a. It will be similar to that of the UR. b. It will oppose the form of the UR. c. It will be mediated by the intertrial interval. d. It will be mediated by the interstimulus interval. ANSWER: d REFERENCES: Pages 95-96 KEYWORDS: Fact

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Chapter 04 : Classical Conditioning 25. Chicks presented with a lighted disk signaling warmth pecked at the disk, pushed the disk, and shook their heads in a snuggling manner. Their response to the heat was to nap. The conditioned response to the disk is best predicted by which of the following? a. the stimulus substitution model b. the compensatory response model c. the behavioral systems model d. the belongingness model ANSWER:

REFERENCES: Pages 95-96 KEYWORDS: Concept 26. Short CS-US intervals elicit behavior. Longer CS-US intervals elicit a. focal search; consummatory b. general search; consummatory c. focal search; general search d. general search; focal search

behavior.

ANSWER: c REFERENCES: Pages 95-96 KEYWORDS: Fact 27. A red light that signals footshock causes rats to freeze if the interstimulus interval is 10 seconds, but causes the rats to jump in a fighting posture if very short interstimulus intervals are used. This conditioned behavior is best predicted by which of the following? a. the behavioral systems model b. the stimulus substitution model c. belongingness d. the compensatory response model ANSWER: a REFERENCES: Pages 95-96 KEYWORDS: Concept 28. Results from sexual conditioning studies in which CS-US intervals of varying duration were compared indicate which of the following? a. The CS comes to substitute for the US. b. The CR comes to oppose the UR. c. The CS comes to compensate for the UR. d. The CS comes to elicit responses predictable by behavior systems theory. ANSWER: d REFERENCES: Pages 95-96 KEYWORDS: Fact

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Chapter 04 : Classical Conditioning 29. Hungry pigeons are presented with numerous tone-food pairings. The same birds are then presented with keylighttone pairings and begin to peck at the keylight. Once keypecking develops, the birds are allowed to eat freely. Their keypeck behavior does not change. This suggests their response to the key is mediated by a. S-S learning. b. S-R learning. c. R-R learning. d. R-S learning. ANSWER:

REFERENCES: Page 97 KEYWORDS: Concept 30. Thirsty pigeons are presented with keylight-water pairings and begin to peck the keylight. Once keypecking develops, the birds are allowed to drink freely. Their keypeck behavior drops off dramatically. This suggests their response to the key is mediated by a. S-S learning. b. S-R learning. c. second-order conditioning. d. R-R learning. ANSWER: a REFERENCES: Page 97 KEYWORDS: Concept 31. How might a researcher determine whether conditioned responding is due to S-S or S-R learning? a. run test trials with a novel CS b. run test trials with a novel US c. change the value of the CS d. change the value of the US ANSWER: d REFERENCES: Page 97 KEYWORDS:

Concept

32. US-devaluation experiments suggest that for many first-order conditioning procedures, which of the following is true? a. The stimulus-substitution model is correct. b. The CS activates the CR directly. c. The CS activates the UR directly. d. The CS activates a US representation. ANSWER: d REFERENCES: Page 97 KEYWORDS: Fact

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Chapter 04 : Classical Conditioning 33. The drug dinitrophenol causes increased oxygen consumption. According to the concept of conditioned diminution of the UR, which of the following is true regarding exposure to cues associated with dinitrophenol? a. will also increase oxygen consumption b. will decrease oxygen consumption c. will not alter oxygen consumption d. will not actually alter oxygen consumption, but subjects will report a change in the affective aspects of oxygen consumption ANSWER:

REFERENCES: Page 99 KEYWORDS: Concept 34. The concept of conditioned diminution of the UR challenges the stimulus substitution model because it suggests which of the following? a. The CR and UR can be the same form and the same strength. b. The CR and UR can be the same form but not the same strength. c. The CR and UR can be opposing in form. d. The CR and UR are unrelated. ANSWER: c REFERENCES: Page 99 KEYWORDS: Concept 35. Attempts to sexual condition fish and quail suggest a. that while responses to CSs change with conditioning, responding to the US is relatively constant. b. that the sexual behavior system is strongly tied to genetics not to learning factors. c. that conditioning results in changes in responding to the US in appetitive situations. d. that conditioning results in changes in responding to the US only in aversive situations. ANSWER: a REFERENCES: Page 101 KEYWORDS:

Fact

36. In the second phase of a blocking experiment, which of the following occurs? a. Both groups receive the same treatment. b. The experimental group receives exposure to a compound stimulus; the control group receives exposure to a single stimulus. c. The experimental group receives exposure to a single stimulus; the control group receives exposure to a compound stimulus. d. The experimental group receives exposure to a compound stimulus; the control group does not receive any further training. ANSWER: a REFERENCES: Pages 102-103 KEYWORDS: Fact

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Chapter 04 : Classical Conditioning 37. The blocking effect demonstrates which of the following? a. that temporal contiguity is sufficient for associative learning b. that CS-US pairings are sufficient for associative learning c. that contiguity and CS-US pairings, when they occur together, are sufficient for associative learning d. that CS-US pairings are insufficient for associative learning ANSWER: d REFERENCES: Pages 102-103 KEYWORDS:

Concept

38. According to Kamin, the blocking effect occurs because of which choice below? a. Stimulus B fully predicts the US, and the subject habituates to stimulus A. b. Stimulus B predicts the US, and the subject is not surprised by the arrival of the US in later trials. c. Stimulus A predicts the US, and the subject is not surprised by the arrival of the US in later trials. d. Stimulus A does not predict the US, and the animal is startled by the arrival of the US in later trials. ANSWER: c REFERENCES: Pages 102-104 KEYWORDS: Fact 39. According to Kamin, surprisingness of the US is important in classical conditioning procedures because of which of the following? a. It stimulates the mental effort needed to form associations. b. It startles the subject and blocks new learning about stimulus A. c. It startles the subject and blocks new learning about stimulus B. d. It startles the subject and blocks new learning about stimulus A and stimulus B. ANSWER: a REFERENCES: Page 104 KEYWORDS: Fact 40. According to Kamin, the blocking experiment demonstrates that classical conditioning occurs only when a. the CS is unexpected. b. the US is unexpected. c. the CS is expected. d. the US is expected. ANSWER: b REFERENCES: Page 104 KEYWORDS: Concept OTHER: WWW

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Chapter 04 : Classical Conditioning 41. Using the Rescorla-Wager model, predict V of stimulus B during conditioning trials with compound stimulus A/B when the associative value of A at the beginning of the trial is 1/2 lambda and the associative value of B at the beginning of the trial is 1/2 lambda. a. 0 b. 1/4 lambda c. 1/2 lambda d. lambda ANSWER: a REFERENCES: Pages 104-108 KEYWORDS:

Concept

42. Using the Rescorla-Wager model, predict V of stimulus B during conditioning trials with compound stimulus A/B when the associative value of A at the beginning of the trial is lambda and the associative value of B at the beginning of the trial is 0. a. 0 b. 1/4 lambda c. 1/2 lambda d. lambda ANSWER: a REFERENCES: Pages 104-108 KEYWORDS: Concept 43. Using the Rescorla-Wager model, predict V of stimulus B during conditioning trials with compound stimulus A/B when the associative value of A at the beginning of the trial is lambda and the associative value of B at the beginning of the trial is lambda. a. lambda b. 1/2 lambda c. 0 d. < 0 ANSWER:

REFERENCES: Pages 104-108 KEYWORDS: Concept 44. Each of two stimuli fully predicts the presentation of a food pellet when presented alone. When the two stimuli are presented together followed by a food pellet, the associative value a. of both stimuli increases. b. of both stimuli decreases. c. of both stimuli remains the same. d. of one stimulus decreases while the other decreases. ANSWER: b REFERENCES: Pages 106-107 KEYWORDS: Concept Powered by Cognero

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Chapter 04 : Classical Conditioning 45. According to the Rescorla-Wagner model, inhibition is which of the following? a. the opposite of excitation b. the same as excitation c. unrelated to excitation d. unpredictable with the model ANSWER:

REFERENCES: Pages 107-108 KEYWORDS: Concept 46. The Rescorla-Wagner model assigns the associative value of a. lambda b. 1/2 lambda c. 0

to a stimulus that is a fully conditioned inhibitor.

d. lambda ANSWER: d REFERENCES: Pages 107-108 KEYWORDS: Concept 47. According to the Rescorla-Wagner model, extinction is which of the following? a. learning a new association b. imposing an inhibitory stimulus on an excitatory stimulus c. undoing a conditioned association d. a process of habituation ANSWER: c REFERENCES: Page 108 KEYWORDS: Fact OTHER: WWW 48. Lesioning the amygdala results in a. facilitated learning about CSs that predict shock only. b. facilitated learning about CSs that predict any aversive event. c. disrupted learning about aversive events. d. none of the above ANSWER: a REFERENCES: Page 109 KEYWORDS: Fact

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Chapter 04 : Classical Conditioning 49. Which of the following regions provides a biological link that endows a CS with the capacity to elicit fear? a. the basolateral amygdala b. the central amygdala c. the PAG d. the red nucleus ANSWER:

REFERENCES: Page 109 KEYWORDS: Fact 50. Which of the following regions organizes active defensive behaviors needed for fight and flight? a. the dorsolateral PAG b. the ventral PAG c. the hippocampus d. the pontine nucleus ANSWER: a REFERENCES: Page 110 KEYWORDS: Fact 51. According to Pearce and Hall, the attention paid to the CS is determined by which of the following? a. the surprisingness of the US on the previous trial b. the surprisingness of the US on the current trial c. the predicted surprisingness of the US on the next trial d. None of the above ANSWER: a REFERENCES: Page 111 KEYWORDS: Fact 52. A major difference between attentional models and the Rescorla-Wagner model is described by which of the following choices? a. In attentional models, US surprisingness has only a proactive influence on conditioning. b. In the Rescorla-Wagner model, US surprisingness has only a proactive influence on conditioning. c. Attentional models are US-reduction theories. d. The Rescorla-Wagner model cannot predict blocking on the first trial of Phase 2 of the blocking experiment. ANSWER: a REFERENCES: Pages 111-112 KEYWORDS: Fact

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Chapter 04 : Classical Conditioning 53. Which of the following correctly states the role of time in conditioning procedures? a. The duration of the CS-US interval does not determine conditioned responding. b. The duration of only the intertrial interval determines conditioned responding. c. The relative durations of the intertrial interval and the CS-US interval determine conditioned responding. d. The best conditioning occurs when trials quickly follow one another. ANSWER: c REFERENCES: Page 112-116 KEYWORDS: Fact 54. Which model suggests that the CS is only informative if the subject has to wait less time for the US when the CS is present than if it is not present? a. the Rescorla-Wagner model b. the Pearce and Hall attentional model c. the comparator hypothesis d. the relative-waiting-time hypothesis ANSWER: d REFERENCES: Page 113 KEYWORDS: Fact 55. Which model suggests that whether conditioned responding reflects excitation or inhibition depends on the excitatory value of the CS and the excitatory value of contextual cues present during training? a. the Rescorla-Wagner model b. the comparator hypothesis c. attentional models d. temporal models ANSWER: b REFERENCES: Page 114-115 KEYWORDS: Fact 56. The comparator hypothesis predicts that the best means of extinguishing inhibitory responding is to a. present the CS+ with the US. b. present the CS+ alone. c. present the CS- alone. d. present the CS+ and CS- together without the US. ANSWER: b REFERENCES: Page 116 KEYWORDS: Fact OTHER:

WWW

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Chapter 04 : Classical Conditioning 57. Why is CS novelty important to consider in classical conditioning situations? What are the mechanisms that underlie CS-preexposure effects? ANSWER: Answer not provided 58. Provide two examples of belongingness in classical conditioning. ANSWER: Answer not provided 59. Describe a higher-order conditioning situation from common human experience. Make sure you note the initial CS and US. ANSWER: Answer not provided 60. The stimulus substitution model suggests that neural pathways, developed during conditioning trials, allow the CS to elicit the UR. What evidence supports this theory? What evidence is used to refute the stimulus substitution model? ANSWER: Answer not provided 61. How do current approaches to stimulus substitution differ from Pavlov’s approach? ANSWER: Answer not provided 62. What evidence suggests that drug tolerance may be in part due to classical conditioning mechanisms? Does this evidence challenge stimulus substitution models? ANSWER: Answer not provided 63. Compare general and focal search responses in the sexual behavior system. How does the behavior systems theory account for the different conditional responses that develop as a result of different ISIs in sexual conditioning experiments? ANSWER: Answer not provided 64. What is the blocking effect? Provide two theoretical mechanisms for the blocking effect. ANSWER: Answer not provided 65. Using the Rescorla-Wagner model, explain the development of conditioned inhibition. ANSWER: Answer not provided 66. Detail how the CS, the US, and the timing of the presentation of these stimuli can affect classically conditioned responding. ANSWER: Answer not provided 67. Compare the relative-waiting-time hypothesis and the comparator hypothesis. Include the similarities and differences of the theories and each theory’s strengths and weaknesses. ANSWER: Answer not provided 68. What, if any, limits are there on the kinds of stimuli that can serve as conditioned and unconditioned stimuli in Pavlovian conditioning? ANSWER: Answer not provided Powered by Cognero

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Chapter 04 : Classical Conditioning 69. Describe several examples of how Pavlovian conditioning can modify how one responds to the unconditioned stimulus. What is the adaptive significance of this type of learning? ANSWER: Answer not provided 70. Describe an experimental design that allows investigators to distinguish between S-R and S-S learning. ANSWER: Answer not provided 71. Describe the basic idea of the Rescorla-Wagner model. What aspect of the model allows it to explain the blocking effect and make some unusual predictions? ANSWER: Answer not provided 72. In what respects are attentional theories of learning different from other theories? ANSWER: Answer not provided 73. Describe three different types of attention that are relevant to learned behavior. ANSWER: Answer not provided 74. How does the intertrial interval influence learning? ANSWER: Answer not provided 75. How does the comparator hypothesis explain the blocking effect? ANSWER: Answer not provided

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Chapter 05 : Instrumental Conditioning 1. Your dog is sitting quietly in the front yard when an intruder approaches. As you would hope, the dog begins to bark vigorously and the intruder runs away. The dog’s barking is an example of a. sensitization. b. elicited behavior. c. goal directed behavior. d. It cannot be determined with the given information. ANSWER: d REFERENCES: Page 120 KEYWORDS: Concept 2. The cats in Thorndike’s puzzle boxes were able to escape more quickly over successive trials. Thorndike interpreted this performance change to reflect a. stimulus-outcome learning. b. stimulus-stimulus learning. c. stimulus-response learning. d. response-outcome learning. ANSWER: c REFERENCES: Pages 121-122 KEYWORDS: Fact 3. Your sister’s hamster keeps escaping from its cage. On the first day, it took the hamster 14 hours to escape, but by the second week, the hamster could only be confined for 30 minutes before it worked its way to freedom. According to Thorndike’s theory, a. the stimulus of the cage has become associated with the desire to be free. b. the stimulus of the cage has become associated with the jumping necessary to gain freedom. c. the hamster jumps in order to gain freedom. d. the hamster “operates” on its environment to gain freedom. ANSWER: c REFERENCES: Page 122 KEYWORDS: Concept 4. According to the law of effect, which of the following elements is not a component of the conditioned association? a. stimulus b. outcome c. response d. All of the above are involved. ANSWER:

REFERENCES: Page 122 KEYWORDS: Fact

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Chapter 05 : Instrumental Conditioning 5. Which of the following would most likely be used in a discrete trial procedure? a. licking water from a tube to gain access to food b. pressing a lever to gain access to food c. running down a runway to gain access to food d. pushing a rod to gain access to food ANSWER: c REFERENCES: Page 123-124 KEYWORDS:

Concept

6. In a discrete trial procedure, the researcher can measure all of the following except a. response rate. b. running speed. c. food preference. d. latency to leave the start box. ANSWER: a REFERENCES: Pages 123-124 KEYWORDS: Fact 7. Which of the following is typical of a discrete trial procedure? a. A hungry rat makes a choice between plain food and food enhanced with a sweetener in a T-maze. b. A monkey pushes a lever to watch an electric train. c. A thirsty pigeon pecks a key to gain access to water. d. A hungry rat moves a rod to earn a food pellet. ANSWER: a REFERENCES: Page 123-124 KEYWORDS: Fact 8. Which of the following is true of an operant response? a. Response speed determines outcome. b. Pushing a lever with a paw and pushing a lever with the snout are equivalent. c. Licking a water spout and pushing a response lever are equivalent. d. Licking a water spout and chewing a food pellet are equivalent. ANSWER: b REFERENCES: Page 126 KEYWORDS: Concept

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Chapter 05 : Instrumental Conditioning 9. Magazine training involves which of the following? a. reinforcement of successive approximations b. non-reinforcement of earlier response forms c. classical conditioning d. All of the above ANSWER: c REFERENCES: Page 126-127 KEYWORDS: Fact 10. The frog jumping contest is fast approaching. Your jumper has a maximum leap of 5 feet, far less than needed for a win. In order to train your frog to jump farther, you should begin by giving it a fly when it jumps . a. any distance b. 4’11” c. 5’1” d. 5’ ANSWER: d REFERENCES: Pages 127-128 KEYWORDS: Concept 11. Shaping depends on which of the following? a. the variability of behavior b. nonreinforcement of the target response c. continued reinforcement of early response forms d. delivering the reinforcer only for responses that exceed any previous response ANSWER: a REFERENCES: Pages 126-128 KEYWORDS: Fact 12. Pigeons have a baseline gape response of 10-15 mm. In order to shape the gape response for a wider opening, the first reinforcers should be delivered when the pigeon opens its mouth . a. every time b. 10 mm c. 15 mm d. 16 mm ANSWER:

REFERENCES: Pages 126-128 KEYWORDS: Concept

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Chapter 05 : Instrumental Conditioning 13. When shaping the behavior of an organism, you must a. reinforce all responses. b. set each criterion so that at least some of the existing responses are reinforced. c. set each criterion so that only the response forms that exceed existing responses are reinforced. d. set each criterion so that most of the existing responses are reinforced. ANSWER:

REFERENCES: Pages 126-128 KEYWORDS: Fact 14. The major advantage of free-operant methods over discrete trial procedures is that a. the animals learn more quickly. b. free operant methods provide the opportunity to observe changes in the likelihood of behavior over time. c. free operant methods can reveal an animal’s preferences. d. free-operant methods involve S-S learning, but discrete trial procedures involve S-R learning. ANSWER: b REFERENCES: Pages 124-128 KEYWORDS: Concept 15. Which of the following is an example of positive reinforcement? a. receiving a time-out instead of a spanking b. turning off the radio when the DJ plays a song you dislike c. going out to dinner after winning an award d. faking illness to avoid school in the morning ANSWER: c REFERENCES: Page 129-130 KEYWORDS: Concept 16. A positive contingency between a response and an appetitive stimulus is also known as a. positive reinforcement. b. negative reinforcement. c. punishment. d. omission training. ANSWER: a REFERENCES: Page 129-130 KEYWORDS: Fact

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Chapter 05 : Instrumental Conditioning 17. Which of the following is an example of (positive) punishment? a. Dora is sent to her room without dessert because of her poor manners. b. Steve has his mouth washed out with soap for swearing. c. Bobby is not allowed to buy cigarettes because he is too young. d. All of the above ANSWER: b REFERENCES: Page 129-130 KEYWORDS: OTHER:

Concept WWW

18. A positive contingency between a response and an aversive stimulus is also known as a. positive reinforcement. b. negative reinforcement. c. punishment. d. omission training. ANSWER: c REFERENCES: Pages 129-130 KEYWORDS: Fact 19. Which of the following is an example of negative reinforcement? a. Stella changes the oil in her car to avoid engine seizure. b. Mark hits his little brother because the brother broke Mark’s bike. c. Suzie cries after losing the card game. d. Ed gets a gold star because he didn’t act out. ANSWER: a REFERENCES: Pages 129-130 KEYWORDS: Concept 20. A negative contingency between a response and an aversive stimulus is also known as a. positive reinforcement. b. negative reinforcement. c. punishment. d. omission training. ANSWER: b REFERENCES: Pages 129-130 KEYWORDS: Fact

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Chapter 05 : Instrumental Conditioning 21. Which of the following is an example of omission training? a. Wanda cannot play with her friends because she was out too late yesterday evening. b. Robert takes out the garbage to stop his roommate’s nagging. c. Billy sleeps late to avoid taking his history final. d. Ellie stops crying when she gets a lollipop. ANSWER: a REFERENCES: Pages 129-130 KEYWORDS:

Concept

22. A negative contingency between a response and an appetitive stimulus is also known as a. positive reinforcement. b. negative reinforcement. c. punishment. d. omission training. ANSWER: d REFERENCES: Pages 129-130 KEYWORDS: Fact 23. Lyle leaves the theater because the music in the show he is watching is too loud. This is an example of a. positive reinforcement. b. negative reinforcement. c. punishment. d. omission training. ANSWER: b REFERENCES: Pages 129-130 KEYWORDS: Concept 24. Brenda steals Kelly’s car because Kelly went to Europe without her. This is an example of a. avoidance. b. negative reinforcement. c. punishment. d. omission training. ANSWER: c REFERENCES: Pages 129-130 KEYWORDS: Concept

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Chapter 05 : Instrumental Conditioning 25. The difference between (positive) punishment and negative reinforcement is that a. punishment increases the target response, while negative reinforcement decreases the target response. b. punishment decreases the target response, while negative reinforcement increases the target response. c. in punishment, the target response terminates the aversive stimulus. d. in negative reinforcement, the response increases the likelihood of the aversive stimulus. ANSWER: b REFERENCES: Pages 129-130 KEYWORDS: Concept 26. Differential reinforcement of other behavior (DRO) is a type of a. punishment. b. omission training. c. escape. d. avoidance. ANSWER: b REFERENCES: Pages 129-130 KEYWORDS: Fact 27. Ralph only gets to watch television in the afternoons if he doesn’t hit his sister. Otherwise, he must spend the afternoon in his room. This is an example of a. differential reinforcement of other behavior. b. avoidance training. c. punishment. d. negative reinforcement. ANSWER: a REFERENCES: Pages 129-130 KEYWORDS: Concept 28. A rat in a Skinner box receives a food pellet every fifth time it pushes the response lever. This is an example of a. punishment. b. differential reinforcement of other behavior. c. positive reinforcement. d. negative reinforcement. ANSWER: c REFERENCES: Pages 129-130 KEYWORDS:

Concept

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Chapter 05 : Instrumental Conditioning 29. According to the text, an unpleasant outcome is technically termed which of the following? a. punishment b. averse stimulus c. positive reinforcement d. negative reinforcement ANSWER:

REFERENCES: Page 129 KEYWORDS: Concept 30. Sometimes, removing a stimulus after some response increases the occurrence of that response. This is an example of a. punishment. b. omission training. c. positive reinforcement. d. negative reinforcement. ANSWER: d REFERENCES: Pages 129-130 KEYWORDS: Concept 31. In some instances, removing a stimulus after some response decreases the occurrence of that response. This is an example of a. positive reinforcement. b. negative reinforcement. c. omission training. d. punishment. ANSWER: c REFERENCES: Pages 129-130 KEYWORDS: Concept 32. Which of the following is not true about behavioral variability? a. Reinforcement inevitably decreases behavioral variability. b. Behavioral variability can be the basis for instrumental reinforcement. c. Reinforcement can increase or decrease originality. d. Pigeons will generate novel pecking patterns if novelty is reinforced. ANSWER:

REFERENCES: Pages 132-133 KEYWORDS: Fact

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Chapter 05 : Instrumental Conditioning 33. In a study where pigeons were reinforced only if the pattern of pecks delivered to two keys was different from the previous 50 patterns, researchers determined that a. reinforcement increases stereotypy. b. behavioral variability can be the basis for instrumental reinforcement. c. reinforcement decreases intrinsic motivation. d. reinforcement decreases originality. ANSWER: b REFERENCES: Pages 132-133 KEYWORDS:

Fact

34. An important aspect of instrumental conditioning is that a. there are no limitations on the types of new response dimensions that may be modified by instrumental conditioning. b. there are no limitations on the types of new behavioral units that may be modified by instrumental conditioning. c. relevance relations occur in instrumental conditioning. d. the type of behavior that develops does not depend on reinforcer characteristics. ANSWER: c REFERENCES: Pages 134-135 KEYWORDS: Fact 35. Thorndike determined that with extensive training, cats will open their mouths in order to gain release from a puzzle box, but will not give a bona fide yawn. This is an example of a. proactive interference. b. belongingness. c. retroactive interference. d. stereotypy. ANSWER: b REFERENCES: Pages 134-135 KEYWORDS:

Concept

36. The competition between natural responses and the responses required by the experimenter sometimes leads to the development of behaviors that interfere with an animal making an instrumental response. The development of these behaviors is called a. stereotypy. b. differential variability. c. instinctive drift. d. behavioral systems. ANSWER: c REFERENCES: Page 135 KEYWORDS: Fact

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Chapter 05 : Instrumental Conditioning 37. With some difficulty, a raccoon was trained to place a single coin in a piggy bank, but when the trainer attempted to train the raccoon to place two coins in the bank, the raccoon rubbed the coins together for minutes on end, and would not drop the coins. This is an example of a. instinctive drift. b. stereotypy. c. sensitization. d. differential variability. ANSWER:

REFERENCES: Page 135 KEYWORDS: Concept 38. According to behavioral systems theory, instinctive drift is a product of a. stereotypy. b. the components of the system activated by the conditioning procedure. c. negative reinforcement components. d. differential reinforcement of other behaviors. ANSWER: b REFERENCES: Pages 135-136 KEYWORDS: Fact 39. Behavioral systems theory assumes which of the following? a. Because of behavioral variability, the types of responses that develop in a conditioning procedure are unpredictable. b. Because of stereotypy, the types of responses that develop in a conditioning procedure are predictable. c. Because we know the system activated, the types of responses that develop in a conditioning procedure are predictable. d. Because of instrumental constraints, the types of responses that develop in a conditioning procedure are unpredictable. ANSWER: c REFERENCES: Pages 135-136 KEYWORDS: Fact 40. Which of the following is true of the nature of the instrumental reinforcer in conditioning procedures? a. The quality of the reinforcer is important, but not the quantity. b. The quantity of the reinforcer is important, but not the quality. c. Neither the quality nor quantity of the reinforcer is important. d. Both the quality and quantity of the reinforcer are important. ANSWER: d REFERENCES: Pages 136-137 KEYWORDS: Fact

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Chapter 05 : Instrumental Conditioning 41. Two groups of rats were trained to navigate a runway for food. One group earned a single food pellet, the other received three pellets. What will happen when they are both shifted to a situation in which they earn the alternative reward? a. Rats that initially received the small reward will run faster for the larger reward than the rats that initially received the large reward did. b. Rats that initially received the large reward will run faster for the small reward than the rats that initially received the small reward did. c. Rats that initially received the small reward will run more slowly for the large reward than the rats that initially received the large reward did. d. The two groups will now run at approximately the same speed. ANSWER: a REFERENCES: Pages 137-138 KEYWORDS:

Concept

42. The elevated responding for a favorable reward resulting from experience with a less attractive outcome is called a. proactive belongingness. b. positive contrast. c. negative contrast. d. retroactive belongingness. ANSWER: b REFERENCES: Page 138 KEYWORDS: Fact 43. The decreased responding for an unfavorable reward because of prior experience with a better outcome is called a. positive contrast. b. negative contrast. c. stereotypy. d. negative interference. ANSWER: b REFERENCES: Page 138 KEYWORDS:

Fact

44. Suzie thought that earning $6.00 an hour for flipping burgers was great money when she was in high school. Now, after she lost her $20,000 a year job as a flight technician, she isn’t even considering returning to her old job at Burgers R Tasty. She is demonstrating a. positive contrast. b. negative contrast. c. instinctive drift. d. simultaneous contrast. ANSWER: b REFERENCES: Page 138 KEYWORDS: Concept Powered by Cognero

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Chapter 05 : Instrumental Conditioning 45. Graduate students are barely given enough money to buy noodle soup. When they finish their degrees they jump at the chance to work for a university for pauper’s wages. The universities are able to keep the salaries low and still have plenty of applicants because of a. positive contrast. b. negative contrast. c. simultaneous contrast. d. stereotypic contrast. ANSWER:

REFERENCES: Page 138 KEYWORDS: Concept 46. Which of the following is an example of a response reinforcer relationship with good contingency but weak temporal contiguity? a. sending sweepstakes coupons to the clearinghouse b. putting a sandwich in the microwave to heat c. mailing three cereal box tops to receive a plastic toy d. being burned by a hot stove ANSWER: c REFERENCES: Page 139 KEYWORDS: Concept 47. A delay in the delivery of a reinforcer after the target response is likely to disrupt conditioning because a. animals have poor memories. b. animals keep responding during the delay. c. animals have attentional difficulties. d. animals expect responses to lead to reinforcers. ANSWER: b REFERENCES: Pages 139-140 KEYWORDS:

Concept

48. Which of the following is a conditioned reinforcer? a. money b. food c. shelter d. saccharin ANSWER: a REFERENCES: Page 140 KEYWORDS: Concept

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Chapter 05 : Instrumental Conditioning 49. Which of the following is not a conditioned reinforcer? a. giving gold stars to someone b. keeping someone warm c. telling someone “that’s the way” d. giving a good grade to someone ANSWER:

REFERENCES: Page 140 KEYWORDS: Concept 50. Rats in a box were reinforced for rearing behavior. One group received a food pellet 60 seconds following each rear. For another group, each rear was followed immediately by a tone, and then 60 seconds after the rearing, a food pellet was delivered. What do you think happened? a. The tone group’s learning was disrupted in comparison to the non-tone group’s learning. b. The tone group’s learning was facilitated in comparison to the non-tone group’s learning. c. Both groups showed rapid and relatively equal acquisition of rearing behaviors. d. Neither group learned rearing behavior, because of the time delay. ANSWER: b REFERENCES: Page 140 KEYWORDS: Concept 51. Dave the Druid makes a sacrificial offering of wine to the sun every 365 days. Each time he does so, the sun rises over the same stone. Dave believes pouring wine over the stone causes the sun to rise there because he has made a mistake in the component of the response reinforcer relationship. a. temporal contiguity b. belongingness c. contingency d. timing ANSWER: c REFERENCES: Pages 139-142 KEYWORDS: Concept 52. Jeff always wears red socks on test days because he believes they allow him to earn good grades. Skinner would attribute this behavior to a. a positive response-reinforcer contingency. b. adventitious reinforcement. c. interim reinforcement. d. terminal reinforcement. ANSWER: b REFERENCES: Page 142 KEYWORDS: Concept

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Chapter 05 : Instrumental Conditioning 53. According to Skinner, superstitious behavior is due to a. an accidental negative response-reinforcer contingency. b. interim reinforcement. c. terminal reinforcement. d. adventitious reinforcement. ANSWER:

REFERENCES: Page 142 KEYWORDS: Fact 54. Closer examination of Skinner’s superstition experiment revealed that what appeared to be idiosyncratic behaviors was/were really a. instinctive drift. b. terminal and interim responses. c. pseudoconditioning. d. positive and negative reinforcers. ANSWER: b REFERENCES: Pages 142-143 KEYWORDS: Fact 55. The periodicity of terminal responses is best explained by a. instinctive drift. b. species-typical responses that reflect the anticipation of reward. c. species-typical responses that reflect other sources of motivation when food is unlikely. d. superstitious behavior. ANSWER: b REFERENCES: Pages 143-144 KEYWORDS: Fact 56. According to behavioral systems theory, the periodicity of interim responses is best explained by a. species-typical responses that reflect other sources of motivation when food is unlikely. b. early components of foraging behavior. c. adventitious reinforcement. d. pseudoconditioning. ANSWER: b REFERENCES: Page 144 KEYWORDS: Fact

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Chapter 05 : Instrumental Conditioning 57. Steve anxiously taps his pencil on his desk every day at 11:50. By 11:55 he is licking his lips. Assuming lunch is always served at noon, what, according to behavioral systems theory, best explains his pencil tapping behavior? a. adventitious reinforcement b. superstitious behavior c. species-typical responses that reflect other sources of motivation when food is unlikely d. early components of foraging behavior ANSWER: d REFERENCES: Pages 144 KEYWORDS:

Concept

58. In the triadic design of learned helplessness experiments, subjects in group R that are restricted to the apparatus in the exposure phase show avoidance learning in the conditioning phase. a. slow b. rapid c. no d. unpredictable ANSWER: b REFERENCES: Pages 144-145 KEYWORDS: Fact 59. Which would you expect to show the least avoidance learning? a. those subjects who had prior escape-avoidance training with escapable shock b. those subjects who had prior escape-avoidance training with inescapable shock c. those subjects who were merely restricted to the escape-avoidance training apparatus and that received no shocks d. any of the above depending on the intensity of the shocks delivered ANSWER: b REFERENCES: Pages 144-145 KEYWORDS: Concept 60. Which of the following is not an alternative explanation to the learned helplessness hypothesis? a. Animals can perceive the contingency between their behavior and the delivery of a reinforcer. b. Animals learn to be inactive in response to shock during the exposure phase. c. Animals pay less attention to their actions due to inescapable shock. d. All are accepted alternatives ANSWER: a REFERENCES: Pages 145-147 KEYWORDS: Fact

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Chapter 05 : Instrumental Conditioning 61. Subjects exposed to inescapable shock in the exposure phase of a learned helplessness experiment typically show slowed escape learning during a later conditioning phase. However, if during the conditioning phase their escape responses are marked by an external stimulus, they show little disruption of their escape learning. This suggests that a. animals can perceive the contingency between their behavior and the delivery of a reinforcer. b. animals learn to be inactive in response to inescapable shock during the exposure phase. c. animals pay less attention to their actions due to inescapable shock. d. animals perseverate in their responses following inescapable shock. ANSWER: c REFERENCES: Pages 145-147 KEYWORDS: Concept 62. Which of the following is thought in part to have helplessness as a mechanism of its development? a. panic attacks b. depression c. schizophrenia d. dissociative disorders ANSWER: b REFERENCES: Page 146 KEYWORDS: Fact 63. Research has suggested that which brain region mediates long-term consequences of uncontrollable aversive stimuli? a. dorsal raphe nucleus b. occipital cortex c. pre posterior nuclei d. lateral medial nuclei ANSWER: a REFERENCES: Page 148 KEYWORDS: Fact 64. A drug has been discovered to inhibit the dorsal raphe nucleus, you predict its effect will be a. to enhance the learned helplessness effect. b. to block the learned helplessness effect. c. to artificially simulate the learned helplessness effect. d. none of the above ANSWER:

REFERENCES: Page 148 KEYWORDS: Concept

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Chapter 05 : Instrumental Conditioning 65. Activating the ventral medial prefrontal cortex a. substitutes for behavioral control in learned helplessness paradigms. b. interferes with behavioral control in learned helplessness paradigms. c. provides evidence supporting the learned helplessness hypothesis. d. none of the above ANSWER: a REFERENCES: Page 149 KEYWORDS: Fact 66. Compare discrete-trial and free-operant methods of instrumental conditioning. What are the advantages of each class of procedure? What factors would influence your choice of procedure type if you were to explore instrumental behaviors? ANSWER: No answer provided 67. Describe how you would go about training a dog to open a refrigerator to fetch a can of soda. Make sure to include the details of the magazine training and shaping. ANSWER: No answer provided 68. How can one measure instrumental behaviors? What are the indicators that learning is taking place? ANSWER: No answer provided 69. Compare positive and negative response-reinforcer contingencies. How do these contingencies contribute to the classification of instrumental conditioning procedures? ANSWER: No answer provided 70. What are the differences between negative reinforcement and punishment? Between escape and avoidance? ANSWER: No answer provided 71. Compare the evidence for behavioral variability and stereotypy. What evidence is there that variability can be conditioned? ANSWER: No answer provided 72. What is meant by belongingness in instrumental conditioning? How does belongingness contribute to animal “misbehavior” in learning situations? ANSWER: No answer provided 73. What factors contribute to the effectiveness of an instrumental reinforcer? ANSWER: No answer provided

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Chapter 05 : Instrumental Conditioning 74. Imagine that a friend of yours has committed a faux pas at your dinner party. Rather than embarrass your friend with an immediate correction, you wait until the party is over. Why is this not likely to alter your friend’s behavior? What could you have done to improve the chances that a correction administered after the party would change the behavior? ANSWER: No answer provided 75. What is the learned-helplessness effect? Describe two competing explanations of the effect. How is the effect mediated by the dorsal raphe nucleus and the prefrontal cortex? ANSWER: No answer provided 76. Compare and contrast free-operant and discrete-trial methods for the study of instrumental behavior. ANSWER: No answer provided 77. What are the similarities and differences between positive and negative reinforcement? ANSWER: No answer provided 78. What is the current thinking about instrumental reinforcement and creativity, and what is the relevant experimental evidence? ANSWER: No answer provided 79. How does the current status of a reinforcer depend on prior experience with that or other reinforcers? ANSWER: No answer provided 80. What are the effects of a delay of reinforcement on instrumental learning and what causes these effects? ANSWER: No answer provided 81. What was the purpose of Skinner’s superstition experiment? What were the results, and how have those results been reinterpreted? ANSWER: No answer provided 82. Describe alternative explanations of the learned helplessness effect. ANSWER: No answer provided

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Chapter 06 : Schedules of Reinforcement and Choice Behavior 1. For 30 ten-minute trials, a rat received a food pellet every other lever press. This rat was on a reinforcement. a. fixed interval b. fixed ratio

schedule of

c. variable interval d. variable ratio ANSWER: b REFERENCES: Page 155 KEYWORDS:

Concept

2. Which of the following describes behavior reinforced on a fixed ratio schedule? a. climbing a flight of stairs b. pulling the arm of a slot machine c. checking a washing machine to see if the clothes are done d. checking the oven to see if the cake is done ANSWER: a REFERENCES: Page 155 KEYWORDS: Concept 3. Which of the following individuals is most likely to be on a fixed ratio schedule of reinforcement? a. a clerk at a fast food restaurant b. a gambler c. a mail delivery person d. a waiter ANSWER: c REFERENCES: Page 155 KEYWORDS:

Concept

4. Your roommate is taking a self-paced course that requires three papers over the semester. He expected to finish all three papers in the first two weeks but, after quickly finishing the first paper three weeks ago, he has done nothing. This behavior pattern is due to a. the partial reinforcement extinction effect. b. the post-reinforcement pause. c. the variable ratio schedule of reinforcement. d. the variable interval schedule of reinforcement. ANSWER: b REFERENCES: Page 156 KEYWORDS: Concept

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Chapter 06 : Schedules of Reinforcement and Choice Behavior 5. Art teachers must often deal with “artist’s block” in their students. To break the block, they advise students to make a mark on the canvas with the paint brush. The professors are hoping to initiate a. the post-reinforcement pause. b. a variable ratio schedule. c. a variable interval schedule. d. the ratio run. ANSWER: d REFERENCES: Page 156 KEYWORDS:

Concept

6. If a ratio requirement is increased from an FR 100 schedule to an FR 500 schedule, the subject will often pause periodically before completion of the ratio requirement. These pauses are due to a. the post-reinforcement pause. b. the ratio strain. c. the ratio run. d. the interval scallop. ANSWER: b REFERENCES: Page 156 KEYWORDS: Fact 7. A pigeon in a Skinner box periodically receives access to food after pecking on a key. Sometimes the pigeon has to peck 3 or 4 times, sometimes 5, and sometime more. On average, the bird was reinforced every 5th peck. This pigeon was on a schedule of reinforcement. a. fixed interval b. fixed ratio c. variable interval d. variable ratio ANSWER:

REFERENCES: Page 157 KEYWORDS: Concept 8. Which of the following describes behavior reinforced on a variable ratio schedule? a. delivering the mail b. pulling the arm of a slot machine c. checking a washing machine to see if the clothes are done d. flipping burgers for $5.00 an hour ANSWER: b REFERENCES: Page 157 KEYWORDS: Concept

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Chapter 06 : Schedules of Reinforcement and Choice Behavior 9. Under which of the following situations do you predict you will have the most difficulty starting the second project? a. When the first project was a 100 page paper and the second a 50 page paper. b. When the first project was a 50 page paper and the second project a 100 page paper. c. When the first project was a 10 page paper and the second project a 10 page paper. d. When the first project was a 5 page paper and the second project a 5 page paper ANSWER: b REFERENCES: 157 KEYWORDS: Concept 10. Your hamster presses a lever that came with its cage. After 4 presses, a food pellet is delivered; then after 6 presses another; then after 2 presses another. Based on this pattern of reinforcement you suspect that the lever was programmed with a a. FR 4 schedule b. VR 4 schedule c. FI 4 min schedule d. VI 4 min schedule ANSWER: a REFERENCES: Pages 155-160 KEYWORDS: Concept 11. Which of the following individuals is most likely to be on a variable ratio schedule of reinforcement? a. a clerk at a fast food restaurant b. a gambler c. a mail delivery person d. a baker with a cake in the oven ANSWER: b REFERENCES: Page 157 KEYWORDS: Concept 12. You notice that the pigeon in the laboratory you just entered has a particular way of pecking at the key in its cage. The pigeon seems to increase its rate of pecking towards the end of a two minute period, food is made available, and then pecking slows until the end of the next two minutes. You surmise that the pigeon is on a a. fixed ratio schedule. b. variable ratio schedule. c. fixed interval schedule. d. variable interval schedule. ANSWER:

REFERENCES: Pages 158 KEYWORDS: Concept

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Chapter 06 : Schedules of Reinforcement and Choice Behavior 13. Which of the following describes behavior reinforced on a fixed interval schedule? a. delivering the mail b. pulling the arm of a slot machine c. checking the refrigerator to see if the jelly is done d. flipping burgers for $5.00 an hour ANSWER:

REFERENCES: Pages 158 KEYWORDS: Concept 14. Which of the following individuals is most likely to be on a fixed interval schedule of reinforcement? a. a clerk at a fast food restaurant b. a gambler c. a mail delivery person d. a student waiting for her grades to come in the mail ANSWER: d REFERENCES: Pages 158 KEYWORDS: Concept 15. A cumulative recorder marks a scalloped pattern of responding when subjects are on a a. fixed ratio schedule. b. fixed interval schedule. c. variable ratio schedule. d. variable interval schedule. ANSWER: b REFERENCES: Pages 158 KEYWORDS: Fact 16. Your friend is taking a class with exams scheduled every three weeks. You expect that he will study a. at a high steady rate throughout the semester. b. at a rapid and steady rate once he gets started, followed by periods of no studying. c. very little following an exam but with increasing rates at the end of the three weeks. d. at a low steady rate throughout the semester. ANSWER: c REFERENCES: Page 158 KEYWORDS: Concept

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Chapter 06 : Schedules of Reinforcement and Choice Behavior 17. A hungry pigeon is in a Skinner box and is pecking a key for access to food. The first food delivery occurs for the first peck after 1 minute has elapsed. The second occurs for the first peck after 3 minutes has elapsed. The third food delivery occurs for the first peck after 2 minutes has elapsed. All other pecks went unrewarded, but the pigeon schedule of did not receive access to food unless it pecked the key. The pigeon is most likely on a reinforcement. a. FR b. VR c. FI d. VI ANSWER: d REFERENCES: Page 159 KEYWORDS:

Concept

18. Which of the following describes behavior reinforced on a variable interval schedule? a. calling to see if the mechanic is finished with your car b. pulling the arm of a slot machine c. checking the refrigerator to see if the jelly is done d. flipping burgers for $5.00 an hour ANSWER: a REFERENCES: Pages 159 KEYWORDS:

Concept

19. Which of the following individuals is most likely to be on a variable interval schedule of reinforcement? a. a student in a class with many unexpected quizzes b. a gambler c. a mail delivery person d. a student waiting for her grades to come in the mail ANSWER: a REFERENCES: Pages 159 KEYWORDS:

Concept

20. Mr. Tallboys clothing shop has a sale every 4 weeks. The sale runs from 11:00 a.m. to 3:00 p.m. This restriction on when you can buy items at reduced prices is called a. a fixed hold. b. a limited hold. c. a variable hold. d. a ratio hold. ANSWER: b REFERENCES: Page 160 KEYWORDS: Fact

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Chapter 06 : Schedules of Reinforcement and Choice Behavior 21. When a VI schedule was yoked to a VR schedule so that pigeons on the VI schedule had the same opportunity to earn reinforcement as birds on the VR schedule, a. subjects in both groups showed similar rates of responding. b. subjects in the VI group pecked more vigorously than those in the VR group. c. subjects in the VR group pecked more vigorously than those in the VI group. d. subjects in the VR group showed initially high levels of responding but their response rate quickly dropped to the rate of the VI subjects. ANSWER:

REFERENCES: Page 160 KEYWORDS: Fact 22. A subject that has mostly short inter-response times is responding at a a. high rate. b. low rate. c. fixed interval rate. d. variable interval rate. ANSWER: a REFERENCES: Page 162 KEYWORDS: Fact 23. A rat that is pushing a lever and demonstrating long inter-response times is likely a. responding at a high rate. b. responding at a low rate. c. responding at a high fixed ratio rate. d. responding at a low fixed ratio rate. ANSWER: b REFERENCES: Page 162 KEYWORDS: Fact 24. Which of the following schedules is likely to lead to the shortest inter-response times? a. FI 5 min b. FR 5 c. VI 5 min d. VI 10 min ANSWER: b REFERENCES: Page 162 KEYWORDS: Concept

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Chapter 06 : Schedules of Reinforcement and Choice Behavior 25. When considering the feedback function of a fixed interval schedule, which of the following is true for a given period? a. there is an upper limit on the number of reinforcers a subject can earn. b. there is no limit to the number of reinforcers a subject can learn; more responses = more reinforcers. c. depending on how the subject responds, it may have a limit or may not have a limit on its number or reinforcers. d. it is impossible to determine any of the above. ANSWER:

REFERENCES: Pages 162 KEYWORDS: Concept 26. A concurrent schedule is typically used to examine choice behavior in a. a T-maze. b. an eight arm radial maze. c. a Skinner box with one manipulandum. d. a Skinner box with two manipulanda. ANSWER: d REFERENCES: Page 163 KEYWORDS: Fact 27. A concurrent schedule of reinforcement is used to investigate a. PREE. b. choice behavior. c. frustrative aggression. d. frustration theory. ANSWER: b REFERENCES: Page 163 KEYWORDS: Fact 28. Concurrent schedules of reinforcement are used to measure a. continuous choice behavior over time. b. choice behavior with commitment. c. partial reinforcement extinction effects. d. mechanisms of partial reinforcement extinction effects. ANSWER: a REFERENCES: Page 163 KEYWORDS: Fact

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Chapter 06 : Schedules of Reinforcement and Choice Behavior 29. The relative rate of responding on key “A” is determined by the equation a. Ra - Rb b. Rb/Ra c. Ra/(Ra + Rb) d. Ra/(Ra - Rb) ANSWER:

REFERENCES: Page 164 KEYWORDS: Fact 30. A pigeon responds more on key “A” than on key “B.” The relative rate of responding to key “A” could be a. 5

b. 0.79 c. 0.5 d. 0.3 ANSWER: b REFERENCES: Page 164 KEYWORDS: Concept 31. The relative rate of responding on key “A” is 0.5. From this, you know a. the animal has a higher rate of responding to A than to B. b. the animal has a higher rate of responding to B than to A. c. the animal is responding to A and B at the same rate. d. nothing without knowledge of the relative rates of reinforcement. ANSWER: c REFERENCES: Page 164 KEYWORDS: Fact 32. A pigeon pecks at key “A” 10 times a minute. It pecks key “B” 5 times a minute. The relative rate of responding to key “B” is . a. 3 b. 2 c. 0.5 d. 0.33 ANSWER: d REFERENCES: Page 164 KEYWORDS: Concept

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Chapter 06 : Schedules of Reinforcement and Choice Behavior 33. The relative rate of responding to key “B” is 0.6. According to the matching law, the relative rate of reinforcement on key “B” is very likely . a. 6 b. 0.6 c. 4 d. 0.4 ANSWER: b REFERENCES: Pages 165-166 KEYWORDS:

Concept

34. If pecking at key “A” results in reinforcement with a highly desirable reinforcer with a relative rate of reinforcement of 0.5, and pecking at key “B” occurs with a relative response rate of 0.2, you conclude a. there is a response bias for the reinforcer provided by key “B.” b. there is a response bias for the reinforcer provided by key “A.” c. there are necessarily other response keys. d. the generalized form of the matching law is incorrect. ANSWER: b REFERENCES: Pages 166-167 KEYWORDS: Concept 35. According to molecular maximizing theories of matching, a. organisms always choose whichever response alternative is most likely to be reinforced at that time. b. organisms distribute their responses so as to maximize the amount of reinforcement they receive over the long run. c. the local rate of response is calculated over just the time the organism devotes to that particular response. d. matching is possible in the absence of momentary maximizing. ANSWER: a REFERENCES: Pages 168-169 KEYWORDS: Fact 36. The difference between molar and molecular theories of matching is that a. molar theories focus on the response alternative most likely to be reinforced at that time, while molecular theories focus on individual choice responses. b. molecular theories focus on the response alternative most likely to be reinforced at that time, while molar theories focus on individual choice responses. c. molar theories focus on aggregates of behavior over a period of time, while molecular theories focus on individual choice responses. d. molecular theories focus on aggregates of behavior over a period of time, while molar theories focus on individual choice responses. ANSWER: c REFERENCES: Pages 168-169 KEYWORDS: Powered by Cognero

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Chapter 06 : Schedules of Reinforcement and Choice Behavior 37. According to molar maximizing theories of matching, a. organisms always choose whichever response alternative is most likely to be reinforced at that time. b. organisms change from one response to another to improve on the local rate of reinforcement. c. the local rate of response is calculated over just the time the organism devotes to that particular response. d. organisms distribute their responses so as to maximize the amount of reinforcement they receive over the long run. ANSWER: d REFERENCES: Page 169 KEYWORDS:

Fact

38. Molar maximizing cannot explain why choice behavior is distributed so close to the matching relation on concurrent a. FR1-FR1 schedules. b. VI-VI schedules. c. FR5-FR20 schedules. d. VR-VR schedules. ANSWER: b REFERENCES: Page 169 KEYWORDS: Fact 39. According to melioration theories of matching, a. organisms always choose whichever response alternative is most likely to be reinforced at that time. b. organisms focus on aggregates of responses between two keys over a time period. c. the local rate of response is calculated over just the time the organism devotes to that particular behavior. d. organisms distribute their responses so as to maximize the amount of reinforcement they receive over the long run. ANSWER: c REFERENCES: Pages 169 KEYWORDS: Fact 40. Concurrent-chain schedules of reinforcement are used to measure a. continuous choice behavior over time. b. choice behavior with commitment. c. partial reinforcement extinction effects. d. mechanisms of partial reinforcement extinction effects. ANSWER: b REFERENCES: Page 170 KEYWORDS: Fact

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Chapter 06 : Schedules of Reinforcement and Choice Behavior 41. If an experimenter wanted to explore the conditions under which animals prefer unpredictable reinforcement schedules to predictable reinforcement schedules, the experimenter would use a. concurrent schedules of reinforcement. b. molar maximizing theories. c. concurrent-chain schedules of reinforcement. d. molecular maximizing theories. ANSWER: c REFERENCES: Page 171 KEYWORDS:

Concept

42. In a study of self control, you predict that pigeons will be more likely to choose a small reward over a large reward if a. there is a long delay for the small reward and a short delay for the large reward. b. there is a delay only for the small reward. c. there is a long delay for both the large and small reward. d. there is no delay for the small reward and a short delay for the large reward. ANSWER: d REFERENCES: Pages 172-173 KEYWORDS: Concept 43. Which of the following is the correct way to express the value discounting function mathematically? a. V = M/(1 + k D) b. M = V/(1 - k D) c. K = M/(1 - VD) d. D = V/(1 + k M) ANSWER: a REFERENCES: Page 173 KEYWORDS: Fact 44. According to the hyperbolic decay function of value discounting, when the delay is 2, the value of the reinforcer is _____. a. 2 b. 2k c. M/(1 + 2k ) d. 2M/(1 + k ) ANSWER:

REFERENCES: Page 173 KEYWORDS: Concept

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Chapter 06 : Schedules of Reinforcement and Choice Behavior 45. According to the hyperbolic decay function of value discounting, when the reinforcer is delayed the value of the reinforcer a. remains unchanged. b. decreases. c. increases. d. It is impossible to tell, given this information. ANSWER: b REFERENCES: Page 173 KEYWORDS:

Fact

46. When waiting for a small reward versus waiting for a larger reward, a. the value of the small reward decreases, while the value of the large reward remains largely unchanged. b. the value of the large reward decreases, while the value of the small reward increases to meet it. c. the value of the small reward increases, while the value of the large reward remains largely unchanged. d. the values of both rewards decrease. ANSWER: d REFERENCES: Page 173 KEYWORDS: Fact 47. People addicted to heroin are likely to show a. a steep reward discounting function

when compared to non-addicted individuals.

b. a more shallow reward discounting function c. a discounting function with more peaks d. a discounting function with fewer peaks ANSWER: a REFERENCES: Page 175 KEYWORDS: Fact 48. The best evidence from studies of self control suggests a. that self control is quite stable and likely due almost entirely to genetic influences. b. that self control may be weakly trainable, but this variability has little effect on behavior. c. that self control can be trained and may be a critical component of emotional adjustment. d. that self control is rather overrated and has little influence on behavioral outcome. ANSWER: c REFERENCES: Pages 175-176 KEYWORDS:

Fact

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Chapter 06 : Schedules of Reinforcement and Choice Behavior 49. If you want to increase the self control of your little sibling you might a. give a large reward initially, then gradually increase the delay to reward delivery. b. distract your sibling with an intervening task during a delay to a large reward. c. distract your sibling from the attending to a large reward during the delay period. d. any or all of the above. ANSWER: d REFERENCES: Page 176 KEYWORDS:

Concept

50. With regard to instrumental conditioning, the amygdala appears to a. provide an index of reward magnitude. b. integrate positive and negative outcomes. c. send a go or no-go signal to execute a response. d. none of the above ANSWER: a REFERENCES: Page 177 KEYWORDS: Fact 51. After a wheel running accident, your pet rat no longer seems to be able to process reward magnitude and valence. You suspect trauma in the a. striatum b. basal ganglia c. amygdala d. orbitofrontal cortex ANSWER: c REFERENCES: Page 177 KEYWORDS: Concept 52. The striatum and associated nuclei appear to be involved in the a. affective code that modifies behavior. b. integration of positive and negative outcomes over multiple trials. c. indexing reward magnitude. d. executive control of behavior weighing value of alternative choices. ANSWER: b REFERENCES: Page 177 KEYWORDS: Fact

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Chapter 06 : Schedules of Reinforcement and Choice Behavior 53. As a student of behavior, you have been presented with an interesting case study. A patient seems to have lost his ability to integrate positive and negative outcomes over multiple trials, and is therefore not modifying his behavioral habits. You suspect damage a. in the amygdala. b. in the striatum and associated nuclei. c. in the orbitofrontal cortex. d. in the prefrontal cortex. ANSWER:

REFERENCES: Page 177 KEYWORDS: Concept 54. The orbitofrontal cortex a. lies within the prefrontal cortex. b. seems to provide executive control in weighing values of alternative choices. c. has connections with the amygdala and striatum. d. all of the above ANSWER: a REFERENCES: Page 178 KEYWORDS: Fact 55. If you wanted to ensure that your employees worked at high steady rate, on what schedule of reinforcement would you reward them? Why? ANSWER: No answer provided 56. Your friend has a problem with procrastination and her grades are suffering. According to learning concepts, why is she procrastinating? What can you recommend that she do? ANSWER: No answer provided 57. Compare ratio and interval schedules. What patterns of behavior are generated by fixed and variable schedules? ANSWER: No answer provided 58. What does the matching law allow us to predict? How can the law be used to determine relative reinforcer values? ANSWER: No answer provided 59. Compare molar and molecular theories of maximization. What evidence supports each class of theory? What is the evidence that does not support each class of theory? ANSWER: No answer provided 60. How can self-control be conditioned? Provide an example of self-control training from common human experience. ANSWER: No answer provided

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Chapter 06 : Schedules of Reinforcement and Choice Behavior 61. Describe the roles of the amygdala, striatum, and orbitofrontal cortex in choice behavior. How do they

function together to lead to choices? ANSWER: No answer provided 62. Compare and contrast ratio and interval schedules in terms of how the contingencies of reinforcement are set up and the effects they have on the instrumental response. ANSWER: No answer provided 63. Describe how concurrent schedules are designed and what are the typical findings with concurrent schedules. ANSWER: No answer provided 64. Describe the generalized matching law equation and explain each of its parameters. ANSWER: No answer provided 65. Describe various theoretical explanations of the matching law. ANSWER: No answer provided 66. How are concurrent-chain schedules different from concurrent schedules, and what kinds of research questions require the use of concurrent-chain schedules? ANSWER: No answer provided 67. What is a reward discounting function and how is it related to the problem of self control? ANSWER: No answer provided 68. How have studies of self-control informed us about other important aspects of human behavior? ANSWER: No answer provided

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Chapter 07 : Instrumental Conditioning 1. An instrumental conditioning procedure provides the opportunity for a subject to learn many associations. Which of the following possible associations is thought to arise due to classical conditioning? a. S-O b. R-O c. S-R d. All of the above ANSWER: a REFERENCES: Page 186 KEYWORDS: Fact 2. According to Hull and Spence, what mediates expectancy of reward? a. the R-O association b. the S-O association c. the O-R association d. the S-R association ANSWER: b REFERENCES: Page 186 KEYWORDS: Fact 3. Hull and Spence added a classical conditioning component to Thorndike’s Law of Effect by suggesting that the presence of stimuli S a. elicits the response. b. elicits an expectation of the response. c. elicits the outcome. d. elicits an expectation of the outcome. ANSWER: d REFERENCES: Page 186 KEYWORDS:

Fact

4. Which of the following is not true of the two-process theory? a. It assumes that the rate of an instrumental response will be modified by the presentation of a classically conditioned stimulus. b. It assumes that the primary outcome of the classical conditioning that occurs during instrumental conditioning trials involves the learning of a particular response. c. It assumes that classically conditioned stimuli do not always suppress responding, as in the CER procedure. d. It assumes that central emotional states become conditioned to either situational cues or to discriminative stimuli. ANSWER: b REFERENCES: Pages 186-187 KEYWORDS: Concept

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Chapter 07 : Instrumental Conditioning 5. According to the two-process theory, emotional states a. develop from an association between the stimuli S and the instrumental response. b. are characteristic of the peripheral nervous system. c. only act to suppress behaviors, as in CER procedures. d. do not invariably lead to particular responses. ANSWER: d REFERENCES: Pages 186-187 KEYWORDS:

Fact

6. According to the two-process theory, the emotional state generated by an instrumental conditioning procedure is determined by a. the CS modality. b. the type of reinforcer presented. c. the type of instrumental response. d. the rg mechanism. ANSWER: b REFERENCES: Pages 186-187 KEYWORDS: Fact 7. According to the two-process theory, classically conditioned emotional states are assumed to a. elicit specific conditioned responses. b. elicit specific instrumental responses. c. motivate instrumental behavior. d. arise from the rg-sg mechanism. ANSWER: c REFERENCES: Pages 186-187 KEYWORDS: Fact 8. Two-process theory predicts that instrumental responding will decrease if a. the central emotional state reflects a negative mood. b. the central emotional state was conditioned with an aversive stimulus. c. the central emotional state was conditioned with an appetitive stimulus. d. the conditioned central emotional state is opposite to the emotions that motivate instrumental behavior. ANSWER: d REFERENCES: Pages 186-187 KEYWORDS:

Concept

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Chapter 07 : Instrumental Conditioning 9. A CS that had previously been paired with shock termination is presented to a rat pressing a lever for food reinforcement. According the two-process theory, the rate of lever presses is likely to a. increase. b. decrease. c. remain the same. d. increase briefly, then decrease. ANSWER: a REFERENCES: Pages 186-187 KEYWORDS: OTHER:

Concept WWW

10. Sally was pushing the buttons of a video game to earn gold pieces when she heard the bicycle-bell belonging to her cruel older brother, signaling that he was home. According to the two-process theory, she will push the buttons a. more rapidly. b. less rapidly. c. at the same rate. d. more rapidly at first and then less rapidly. ANSWER: b REFERENCES: Pages 186-187 KEYWORDS: Concept 11. Bob was washing dishes to avoid getting fired. Just then he heard the sound of his crazy boss arriving at the restaurant. According to the two-process theory, he will now wash the dishes a. more rapidly. b. less rapidly. c. at the same rate. d. more rapidly at first and then less rapidly. ANSWER: a REFERENCES: Pages 186-187 KEYWORDS: Concept 12. Fearing failure, Keith was cramming for his upcoming exam under the watchful eye of mean old Professor Jones. According to two-process theory, when Keith notices the evil professor pull out his briefcase in order to leave, Keith will study a. more intensely at first and the less intensely. b. at the same rate. c. less intensely. d. more intensely. ANSWER: c REFERENCES: Pages 186-187 KEYWORDS: Concept Powered by Cognero

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Chapter 07 : Instrumental Conditioning 13. Kim was working diligently on her art project in order to earn a gold star. According to two-process theory, when she smelled the perfume of her favorite teacher, signaling the teacher’s arrival, Kim’s work rate a. remained the same. b. increased at first, then decreased. c. increased. d. decreased. ANSWER: c REFERENCES: Pages 186-187 KEYWORDS:

Concept

14. A male Japanese quail was pecking at a key light for access to a quail hen. During this time, the researcher presented the male with a tone CS that had previously signaled the end of a period of access to food. According to the two-process theory, in response to the CS, the keypeck rate will a. remain the same. b. decrease. c. increase. d. decrease, then increase. ANSWER: b REFERENCES: Pages 186-187 KEYWORDS: Concept 15. Pavlovian instrumental transfer experiments are designed to explore a. the effects of omission control procedures. b. the effect of rg on the instrumental response. c. the development of the rg-sg expectancy. d. the effects of a CS on instrumental behavior. ANSWER: d REFERENCES: Page 187 KEYWORDS: Fact 16. A rat is first trained to press a lever for food reinforcement. Then, a tone is sounded and a brief footshock is delivered. Lastly, the rat is again allowed to press the lever for food, and the experimenter records how the rat’s lever pressing behavior changes when the tone is sounded. This researcher is employing a. a Pavlovian instrumental transfer procedure. b. an omission control procedure. c. a blocking procedure. d. negative reinforcement procedure. ANSWER: a REFERENCES: Page 187 KEYWORDS: Concept

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Chapter 07 : Instrumental Conditioning 17. What is likely to occur in the testing phase of a Pavlovian instrumental transfer experiment? a. A conditional stimulus that had previously been trained in a compound is presented alone. b. A conditional stimulus is presented while an organism is engaged in an instrumental behavior. c. A conditional response is recorded as an organism makes an instrumental response. d. An unconditional stimulus is presented while an organism is making a conditional response. ANSWER:

REFERENCES: Page 187 KEYWORDS: Concept 18. The findings from Pavlovian instrumental transfer experiments generally support a. the Hull-Spence rg-sg mechanism. b. reward-specific expectancy theory. c. the modern two-process theory. d. SOP and AESOP theories. ANSWER: c REFERENCES: Page 187 KEYWORDS: Fact 19. Which of the following CS pairings during Phase 2 is most likely to result in a sign tracking response that will complicate the interpretation of a Pavlovian instrumental transfer experiment? a. A tone CS is paired with an annoying noise. b. A key light CS is paired with footshock. c. An odor CS is paired with the termination of an annoying noise. d. A puff of air CS is paired with termination of food access. ANSWER: b REFERENCES: Pages 188-189 KEYWORDS: Concept 20. The pairing of activity of which two neurotransmitters is thought to act as a "teacher" that binds sensory attributes with reward value? a. GABA and dopamine b. dopamine and glutamate c. glutamate and GABA d. acetylcholine and GABA ANSWER: b REFERENCES: Page 190 KEYWORDS: Fact

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Chapter 07 : Instrumental Conditioning 21. Based on the data presented in the textbook, the best description of the action of dopamine is a. that it codes negative valences for stimuli. b. that it codes positive valences for stimuli. c. that it codes the reward prediction error. d. that it codes the reward. ANSWER: c REFERENCES: Page 190 KEYWORDS: Fact 22. According to Berridge and Robinson a. liking is related to the unconscious motivation to obtain a reward. b. liking is related to the hedonic state elicited by a reward. c. liking encodes the subject's drive to consume a reward. d. liking encodes the subjects's drive to obtain a reward. ANSWER: b REFERENCES: Page 191 KEYWORDS: Fact 23. According to reward-specific expectancies, lever press behavior rewarded with access to food will most increase if a CS is presented that had previously been paired with a. water b. sugar water c. food d. all of the above ANSWER: c REFERENCES: Page 192 KEYWORDS: Fact 24. Most intuitive explanations of instrumental behavior are based on a. R-O

associations.

b. S-R c. S-O d. R-S ANSWER: a REFERENCES: Page 192 KEYWORDS: Fact

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Chapter 07 : Instrumental Conditioning 25. Which of the following cannot be explained well without R-O mechanisms? a. A rat decreases lever-pressing for food when presented with a CS for footshock, but increases pressing when a CS signaling access to food is presented. b. A rat decreases rod-pushing for food when presented with a CS that signals the end of access to food, but increases pushing when a CS signaling access to sugar water is presented. c. A rat decreases licking a grape-flavored solution after that solution was paired with illness, but continues to lick a strawberry-flavored solution. d. A rat decreases pushing a bar to the right for food after that food was paired with illness, but continues to push the bar to the left for water. ANSWER: d REFERENCES: Pages 192-194 KEYWORDS:

Concept

26. Which technique is similar to that employed to provide evidence of R-O associations? a. US devaluation b. blocking c. overshadowing d. response prevention ANSWER: a REFERENCES: Pages 192-194 KEYWORDS: Fact 27. Which of the following relationships are not included in two process theory? a. O-O b. R-O c. S(R-O) d. none of the above are included ANSWER: d REFERENCES: Page 192 KEYWORDS: Fact 28. The problem with assuming that R-O relationships act alone to produce instrumental behavior is that a. it is difficult to demonstrate R-O relationships in the laboratory. b. R-O relationships are theoretical constructs. c. the R-O relationship does not explain what causes the response in the first place. d. R-O relationships ignore rg-sg mechanisms. ANSWER: c REFERENCES: Page 194 KEYWORDS: Concept

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Chapter 07 : Instrumental Conditioning 29. Artificially sweetened solutions made a substantial contribution to theories of reinforcement because a. they have a bitter aftertaste and provide bidirectional reward. b. they cannot reduce a biological need but still are rewarding. c. they are a supernormal stimulus. d. all of the above ANSWER:

REFERENCES: Page 195 KEYWORDS: Concept 30. Thirsty rats will drink more than they run in a wheel. When they are not thirsty, the same rats will run more than they drink. The evidence suggesting that running can be reinforced by drinking in thirsty rats, and drinking reinforced by running in non-thirsty rats, supports a. the differential probability theory. b. the drive reduction theory. c. the optimal foraging theory. d. the incentive motivation theory. ANSWER: a REFERENCES: Pages 195-196 KEYWORDS: Concept 31. According to Premack’s theory, a. reinforcement is dependent on species typical responses. b. protecting physiological homeostasis motivates behavior. c. high probability responses reinforce lower probability responses. d. the likelihood of all instrumental responses is the same. ANSWER: c REFERENCES: Pages 195-196 KEYWORDS: Fact OTHER:

WWW

32. In order to determine if one response will reinforce another, what would Premack suggest you need to know? a. the primary drive level of the subject b. the incentive drive level of the subject c. the species typical response rate d. the probabilities of each response ANSWER: d REFERENCES: Pages 195-196 KEYWORDS:

Concept

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Chapter 07 : Instrumental Conditioning 33. A major contribution of the Premack principle is that a. it focused attention on the homeostatic mechanisms of behavior. b. it encouraged thinking about reinforcers as responses. c. it began the discussion of neural mechanisms of reinforcement. d. it challenged drive reduction theory by focusing attention on sensory reinforcement. ANSWER:

REFERENCES: Pages 195-196 KEYWORDS: Concept 34. Which of the following is not considered a contribution of the Premack principle? a. It encouraged thinking about reinforcers as responses. b. It pointed out that any activity could be used as a reinforcer. c. It pointed out sensory reinforcement as an alternative to drive reduction. d. It paved the way for applications of reinforcement procedures to many differing human problems. ANSWER: c REFERENCES: Pages 195-196 KEYWORDS: Fact 35. Which of the following theories suggests it is possible for a low probability response to reinforce a high probability response? a. the Premack principle b. the differential probability theory c. drive reduction theory d. the response deprivation hypothesis ANSWER: d REFERENCES: Pages 197-198 KEYWORDS: Fact 36. According to the response deprivation hypothesis, an organism will work to gain access to a reinforcer response if a. access to that reinforcer response has been restricted. b. the baseline probability of making that response is greater than that of making the instrumental response. c. the baseline probability of making that response is less than that of the making the instrumental response. d. making that response reduces a deprived physiological drive state. ANSWER: a REFERENCES: Pages 197-198 KEYWORDS: Fact

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Chapter 07 : Instrumental Conditioning 37. A child who chewed very little gum was fitted with braces and cannot chew gum at all. Now, the child’s friends can reward mischievous behavior in the child by sneaking the child pieces of gum. Which of the following theories best accounts for the ability of gum chewing to reinforce other behaviors in this child? a. drive reduction theory b. the response deprivation hypothesis c. the Premack principle d. the differential probability theory ANSWER:

REFERENCES: Pages 197-198 KEYWORDS: Concept 38. According to which of the following theories is the instrumental conditioning procedure itself responsible for the creation of a reinforcer? a. the Premack principle b. drive reduction theory c. the response deprivation hypothesis d. the differential probability theory ANSWER: c REFERENCES: Pages 197-198 KEYWORDS: Concept 39. Which of the following is the focus of the response allocation approach? a. the relative probabilities of instrumental responses in instrumental conditioning b. the relative probabilities of reinforcing responses in instrumental conditioning c. the drive states of an organism in instrumental conditioning d. the distribution of responses and how they are altered in instrumental conditioning ANSWER: d REFERENCES: Page 199 KEYWORDS: Fact 40. According to the response allocation approach, when a rat is hungry, it pushes a lever to get food in order to a. reduce a physiological drive state. b. stay as close as possible to an unconstrained baseline of behavior. c. receive the sensory stimulation of consuming the food. d. make the species typical response of consuming food. ANSWER: b REFERENCES: Page 199-200 KEYWORDS:

Concept

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Chapter 07 : Instrumental Conditioning 41. The unrestricted baseline or behavioral bliss point is best defined as a. a time when all physiological drives are at a minimum. b. a distribution of responses, among available alternatives, in the absence of restrictions. c. a distribution of sensations that generate behaviors indicative of a pleasure response. d. a behavior that is the most likely to occur. ANSWER:

REFERENCES: Page 199 KEYWORDS: Fact 42. The distribution of responses that occurs in the absence of restrictions is called a. the unrestricted baseline. b. the Premack principle. c. the Premack baseline. d. the behavioral deprivation point. ANSWER: a REFERENCES: Page 199 KEYWORDS: Fact 43. If a situation remains unchanged during an experiment, the unrestricted baseline is assumed to a. vary with the physiological drive state of the animal. b. vary with shifting motivational states of the organism. c. be stable across time for an organism. d. vary with differing behaviors of the animal. ANSWER: c REFERENCES: Page 199 KEYWORDS: Concept 44. The bliss point can be identified by a. the relative frequency of behavior under instrumental constraint. b. the relative sensory input under instrumental constraint. c. the relative sensory input in an unconstrained situation. d. the relative frequency of behavior in an unconstrained situation. ANSWER: d REFERENCES: Page 199 KEYWORDS: Fact

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Chapter 07 : Instrumental Conditioning 45. A rat spends equal amounts of time running and drinking. In a graph of this behavior, time spent running is represented on the x axis. The y axis represents time spent drinking. When running is restricted by an instrumental constraint, the slope of the line representing the new instrumental contingency a. is steeper than the slope of the line through the bliss point. b. is less steep than the slope of the line through the bliss point. c. is the same as the slope of the line through the bliss point. d. cannot be determined with the above information. ANSWER:

REFERENCES: Page 200 KEYWORDS: Concept 46. According to the response allocation approach, imposing an instrumental contingency a. establishes a new physiological drive state. b. activates dedicated brain regions sensitive to reinforcement. c. disrupts the distribution of responses from free baseline. d. causes increased attention to sensory reinforcement. ANSWER: c REFERENCES: Page 200 KEYWORDS: Fact 47. Which of the following theories views an instrumental contingency as a disruption of distribution of responses from free baseline? a. drive reduction theory b. the response allocation approach c. the response deprivation hypothesis d. optimal foraging theory ANSWER: b REFERENCES: Page 200 KEYWORDS: Fact 48. In some cases, imposing an instrumental contingency makes it impossible for an organism to return to the freebaseline behavioral bliss point. In these circumstances, a. the animal relies on physiological mechanisms of motivation. b. the animal relies on sensory reinforcement. c. the animal performs whichever response was last reinforced. d. the animal is motivated to defend against challenges to its most comfortable distribution of responses. ANSWER:

REFERENCES: Page 200 KEYWORDS: Concept

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Chapter 07 : Instrumental Conditioning 49. When response allocation cannot return an organism to its bliss point, the response allocation between instrumental and contingent behaviors becomes a matter of compromise. Which theory suggests that the new distribution of behaviors is the least different from bliss point? a. drive reduction theory b. minimum deviation model of behavioral regulation c. the Premack principle d. optimal foraging theory ANSWER:

REFERENCES: Pages 200 KEYWORDS: Fact 50. According to the minimum deviation model, when an instrumental contingency is imposed that will not allow an animal to achieve its behavioral bliss point, a. the animal will fulfill the optimal level of responding for biologically driven responses. b. the animal will fulfill the optimal level of responding only for the instrumental response. c. the animal will compromise and perform more of the instrumental response and less of the contingent response. d. the animal will fulfill the optimal level of the contingent response. ANSWER: c REFERENCES: Page 200 KEYWORDS: Concept 51. A child would normally eat candy for 20 minutes of each hour and play pinball for 40 minutes. According to the minimum deviation model, if the child is required on average to play pinball for 50 minutes in order to eat candy for 20 minutes, the child will most likely distribute its behavior to a. play pinball for 50 minutes to gain access to 20 minutes of candy. b. play pinball for only 40 minutes for less than 20 minutes of candy. c. play pinball for between 40 and 50 minutes for less than 20 minutes of candy. d. play pinball for more than 50 minutes to get as much candy as possible. ANSWER: c REFERENCES: Pages 200 KEYWORDS: Concept 52. According to the response allocation approach, reinforcement effects occur because a. behavioral regulatory mechanisms function to minimize deviations from the optimal distribution of responses. b. the drive state changes due to the instrumental contingency. c. an animal attempts to earn as many reinforcers as possible, given the time constraints. d. the animal seeks to maximize the sensory reinforcement of the contingent behavior. ANSWER: a REFERENCES: Page 200 KEYWORDS: Fact

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Chapter 07 : Instrumental Conditioning 53. An instrumental contingency results in increased performance of a target instrumental response. According to the response allocation approach, this increase is due to a. behavioral regulatory mechanisms that function to minimize deviations from the optimal distribution of responses. b. an animal’s attempts to earn as many reinforcers as possible, given the time constraints. c. changes in the physiological drive state of the organism during response deprivation. d. activation of dedicated brain pathways sensitive to response contingencies. ANSWER: a REFERENCES: Page 200 KEYWORDS: Fact 54. The elasticity of demand for candy is likely to be a. the same as b. less than c. greater than d. This cannot be determined.

the elasticity of demand for gasoline.

ANSWER: c REFERENCES: Pages 202-203 KEYWORDS: Concept 55. Newspapers have seen a steep decline in readership due to the availability of 24 h news channels. This demonstrates that the elasticity of demand a. is dependent on the availability of substitutes. b. is invariant for luxury items. c. is invariant for necessary items. d. is independent of consumer desire. ANSWER: a REFERENCES: Page 204 KEYWORDS: Concept 56. In economic concepts of response allocation, “prices” are equivalent to a. instrumental schedules. b. instrumental behaviors. c. instrumental rewards. d. instrumental spending. ANSWER: a REFERENCES: Page 202-205 KEYWORDS:

Fact

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Chapter 07 : Instrumental Conditioning 57. If you wanted to increase the “price” in an instrumental procedure, you could a. increase the size of the reinforcer. b. increase the sensory reinforcement of the reward. c. increase the number of lever presses required. d. increase the deprivation time. ANSWER:

REFERENCES: Pages 202-205 KEYWORDS: Concept 58. If you wanted to study “spending” in an instrumental procedure, you would be interested in a. the instrumental contingency. b. the instrumental behavior. c. the deprivation period. d. the reinforcer quality. ANSWER: b REFERENCES: Page 202-205 KEYWORDS: Concept 59. Which of the following is not considered a determinant of the elasticity of demand? a. availability of substitutes b. price range c. income level d. reinforcer quantity ANSWER: d REFERENCES: Pages 204-206 KEYWORDS: Fact 60. For which of the following items will a 10% price increase have the greatest impact on the demand for the object? a. a 50 cent candy bar b. a 10 cent candy bar c. a 1 dollar box of candy d. a 5 dollar box of candy ANSWER:

REFERENCES: Pages 205-206 KEYWORDS: Concept

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Chapter 07 : Instrumental Conditioning 61. Which of the following will not have much of an effect on the demand a group of rats has for food pellet reinforcers? a. the amount of time the rats have to make responses b. the number of responses required to earn a reinforcer c. the availability of food substitutes d. the availability of time on a running wheel ANSWER: d REFERENCES: Pages 204-206 KEYWORDS:

Concept

62. One contribution of the response allocation approach was that it moved us toward considering instrumental conditioning as a. stamping in instrumental behavior. b. creating a new distribution of responses. c. strengthening an instrumental response. d. a biological mechanism. ANSWER: b REFERENCES: Page 206 KEYWORDS: Fact 63. Which of the following is not a contribution of the response allocation approach? a. It moved us away from thinking about reinforcers as a special class of stimuli. b. It highlighted that instrumental behavior cannot be considered in a vacuum. c. It suggests that behavioral economics is useful in understanding the tradeoffs in an instrumental contingency. d. Instrumental conditioning began to be viewed as a strengthening of the instrumental response. ANSWER: d REFERENCES: Pages 206-207 KEYWORDS: Fact 64. What is the central premise of the modern two-process theory? Describe specific predictions of the theory. ANSWER: No answer provided 65. Provide evidence that supports the hypothesis that animals can develop specific reward expectancies during conditioning procedures. ANSWER: No answer provided 66. Intuition suggests that subjects make responses in order to receive a particular outcome. What evidence is there of R-O associations in animals? ANSWER: No answer provided 67. Briefly describe an experiment that would test the Premack differential probability principle. ANSWER: No answer provided Powered by Cognero

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Chapter 07 : Instrumental Conditioning 68. Compare the Premack principle to the response deprivation hypothesis. What evidence supports the response deprivation hypothesis? ANSWER: No answer provided 69. What is the unconstrained baseline/behavioral bliss point? How does an experimenter determine this? How does the baseline/bliss point approach account for reinforcer effects? ANSWER: No answer provided 70. Suppose you want to reduce the occurrence of some undesired social behavior (like illegal drug use). Describe two things you would do that, according to economic concepts of response allocation, would decrease the behavior. ANSWER: No answer provided 71. What factors influence the elasticity of demand? How do these factors influence our understanding of instrumental conditioning studies with animals? ANSWER: No answer provided 72. Describe what is an S-R association and what provides the best evidence for it. ANSWER: No answer given 73. Describe what an S-O association is and what research tactic provides the best evidence for it. ANSWER: No answer provided 74. What investigative techniques are used to provide evidence of R-O associations? Why is it not possible to explain instrumental behavior by assuming only R-O association learning? ANSWER: No answer provided 75. How do studies of the associative structure of instrumental conditioning help in understanding the nature of drug addiction? ANSWER: No answer provided 76. Describe similarities and differences between the Premack principle and subsequent response allocation models. ANSWER: No answer provided 77. What are the primary contributions of economic concepts to the understanding of the motivational bases of instrumental behavior? ANSWER: No answer provided 78. Describe implications of modern concepts of reinforcement for behavior therapy. ANSWER: No answer provided

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Chapter 08 : Stimulus Control of Behavior 1. Stimulus control of instrumental behavior is demonstrated by which of the following? a. similar responding in the presence of similar stimuli b. similar responding in the presence of different stimuli c. differential responding in the presence of different stimuli d. differential responding in the presence of similar stimuli ANSWER:

REFERENCES: Page 210-211 KEYWORDS: Fact 2. A training stimulus of a red square inside of a yellow circle was used in a keypeck experiment with pigeons. In a follow-up experiment, one trained pigeon was found to respond more to a red square than a yellow circle. Another trained pigeon responded more to the yellow circle. This demonstrates that a. stimulus control did not develop in the initial training. b. stimulus control developed only in the subject responding more to the red square. c. stimulus control developed only in the subject responding more to the yellow circle. d. stimulus control can vary from subject to subject. ANSWER: d REFERENCES: Pages 210-211 KEYWORDS: Concept 3. Your professor tells you that your dog is demonstrating stimulus discrimination. This means that a. your dog is responding differently to two or more stimuli. b. your dog is responding differently to repeated presentations of the same stimulus. c. your dog is responding similarly to two or more stimuli. d. it is time to find a new dog. ANSWER: a REFERENCES: Pages 210-211 KEYWORDS: Fact 4. Which of the following is a true statement about stimulus control? a. Stimulus control frequently occurs without stimulus discrimination. b. Stimulus control cannot occur without stimulus discrimination. c. Stimulus control of behavior is constant across a species. d. None of the above ANSWER: b REFERENCES: Page 210-211 KEYWORDS: Fact

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Chapter 08 : Stimulus Control of Behavior 5. Your roommate gets excited every time he receives mail. Even junk mailings bring him joy. His behavior towards the mail demonstrates a. stimulus control. b. stimulus discrimination. c. stimulus generalization. d. stimulus learning. ANSWER: c REFERENCES: Page 211 KEYWORDS: Concept 6. An animal demonstrates stimulus generalization when it a. responds in a similar fashion to repeated presentations of the same stimulus. b. responds in a different fashion to repeated presentations of the same stimulus. c. responds in a similar fashion to two or more stimuli. d. responds in a different fashion to two or more stimuli. ANSWER: c REFERENCES: Pages 211-212 KEYWORDS: Fact 7. A colorblind dog is trained to press a lever in the presence of a 590 nm wavelength colored light. The stimulus generalization gradient when the dog is tested in the presence of other colors will a. be flat. b. rise steeply just before the 590 nm mark, then drop shortly after. c. gradually rise and fall, with a peak at 590 nm. d. rise to a high at 590 nm and remain there. ANSWER: a REFERENCES: Pages 212-213 KEYWORDS: Concept 8. Your friend has enrolled in a course in music training. The first part of the course involves learning to recognize different tones. Every time the students hear a middle C, they are to raise their right hands. Early in training you expect the stimulus generalization gradient to a. be flat. b. rise steeply just before the middle C mark, then drop immediately after. c. rise to a high at middle C and remain there. d. gradually rise and fall, with a peak at middle C. ANSWER: d REFERENCES: Pages 212-213 KEYWORDS: Concept

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Chapter 08 : Stimulus Control of Behavior 9. A flat stimulus generalization gradient indicates that subjects are a. not responding to conditioning. b. responding similarly to several stimuli. c. responding mostly but not exclusively to the test stimulus. d. responding only to the test stimulus. ANSWER:

REFERENCES: Pages 212-213 KEYWORDS: Concept 10. A steep stimulus generalization gradient indicates that a. the stimulus being varied has little stimulus control. b. the subjects are demonstrating stimulus generalization. c. the instrumental behavior is under the control of the stimulus feature being varied. d. further testing is needed to determine if stimulus differentiation has occurred. ANSWER: c REFERENCES: Pages 212-213 KEYWORDS: Concept 11. Assume you would like your therapeutic treatments to generalize to outside settings. Which of the following would you not do? a. Conduct sessions in your office so the client comes to associate the cues of the office with preparing for treatment. b. Use numerous exemplars during training. c. Make the treatment procedure indiscriminable or incidental to other activities. d. Make the treatment situation as similar as possible to the natural environment of the client. ANSWER: a REFERENCES: Pages 213-214 KEYWORDS: Concept 12. The extent to which an organism learns about a stimulus depends on how easily other stimuli in the environment can become conditioned. This phenomenon is called a. stimulus generalization. b. discrimination. c. sensitization. d. overshadowing. ANSWER: d REFERENCES: Page 215 KEYWORDS: Fact

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Chapter 08 : Stimulus Control of Behavior 13. You are attempting to train your dog to sit. Every time you say the word sit and raise your hand, a friend pushes the dog into a sitting position. After a week of training, your dog sits when you speak the command, but still does nothing when you raise your hand. There may be a problem with in this training. a. generalization b. overshadowing c. discrimination d. context ANSWER:

REFERENCES: Page 215 KEYWORDS: Concept 14. After eating a foot-long spicy chili dog at the homecoming game, your friend becomes violently ill. Now he cannot stand to eat chili, but still loves hot dogs. His ability to eat hot dogs was likely spared because of a. discrimination training. b. stimulus generalization. c. overshadowing. d. contextual conditioning. ANSWER: c REFERENCES: Page 215 KEYWORDS:

Concept

15. When pigeons are trained to earn access to food in the presence of a combined light/tone stimulus, the most likely to control the instrumental behavior. a. light b. tone c. combined light/tone stimulus d. Stimulus control is likely to vary widely across individuals.

ANSWER: a REFERENCES: Pages 216-217 KEYWORDS: Fact 16. When pigeons are trained to respond to avoid shock in the presence of a combined light/tone stimulus, the most likely to control the instrumental behavior. a. light b. tone c. context of the test chamber d. Stimulus control is likely to vary widely across individuals.

ANSWER: b REFERENCES: Pages 216-217 KEYWORDS: Fact

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Chapter 08 : Stimulus Control of Behavior 17. Which of the following best states the distribution of stimulus control over the instrumental behavior of pigeons? a. Responding in both appetitive and aversive situations is likely to be controlled by visual rather than auditory stimuli. b. Responding in both appetitive and aversive situations is likely to be controlled by auditory rather than visual stimuli. c. Responding in appetitive situations is more likely to be controlled by auditory cues; responding in aversive situations by visual cues. d. Responding in appetitive situations is more likely to be controlled by visual cues; responding in aversive situations by auditory cues. ANSWER: d REFERENCES: Pages 216-217 KEYWORDS:

Fact

18. In the presence of a tone/light cue, pigeons were trained to press a foot treadle to gain access to food or to avoid footshock. Subsequent investigations determined that responding in appetitive situations is more likely to be controlled by visual cues; responding in aversive situations by auditory cues. This demonstrates that a. the type of instrumental response required is a determinant of stimulus control. b. the sensory capacity of an organism is a determinant of stimulus control. c. the type of reinforcement is a determinant of stimulus control. d. the determinants of stimulus control are idiosyncratic. ANSWER: c REFERENCES: Pages 216-217 KEYWORDS: Concept 19. The stimulus-element approach assumes that a. stimulus elements maintain their individuality in their control of behavior even when in a compound stimulus. b. stimulus elements maintain their individuality in their control of behavior except when in a compound stimulus. c. stimulus elements maintain their individuality in their control of behavior only when in a compound stimulus. d. stimulus elements act as a configuration to control behavior when they are presented in a compound stimulus. ANSWER: a REFERENCES: Pages 270-271 KEYWORDS: Fact 20. According to the configural-cue approach, a. stimulus elements maintain their individuality in their control of behavior even when in a compound stimulus. b. individuals respond to a compound stimulus in terms of the unique blend of the compound elements. c. stimulus elements maintain their individuality in their control of behavior only when in a compound stimulus. d. a less salient stimulus element can control behavior if the required response is carefully chosen. ANSWER: b REFERENCES: Pages 217-218 KEYWORDS: Fact

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Chapter 08 : Stimulus Control of Behavior 21. The configural-cue approach asserts that the overshadowing effect is due to a. the type of instrumental response required. b. the ease with which one of the stimuli can be conditioned. c. the type of reinforcer delivered. d. the generalization decrement from training to test trials. ANSWER:

REFERENCES: Pages 217-218 KEYWORDS: Fact 22. A loud buzzer is paired with a dim light as a signal for a dog to press a lever to gain access to food. The dog quickly learns to respond to the buzzer alone, but does not learn to respond vigorously to the light alone. According to the configural-cue approach, this is because of a. the type of reinforcer being delivered. b. the type of response required of the dog. c. a generalization decrement from training to test trials. d. the evolutionary configuration of appetitive responding. ANSWER: c REFERENCES: Pages 217-218 KEYWORDS: Concept 23. In a stimulus discrimination procedure, subjects are a. repeatedly exposed to a single stimulus as a cue for the availability of a reinforcer. b. exposed once to a single stimulus as a cue for the availability of a reinforcer. c. exposed to at least two stimuli, only one of which is a cue for the availability of a reinforcer. d. exposed to at least two stimuli, all of which signal the availability of a reinforcer. ANSWER: c REFERENCES: Pages 219-220 KEYWORDS: Concept 24. In driving school, you are reinforced for driving into an intersection when the light is green, but not reinforced when the light is red. This is an example of a. a stimulus discrimination procedure. b. a stimulus generalization procedure. c. the peak-shift phenomenon. d. the configural-cue approach. ANSWER: a REFERENCES: Pages 219-220 KEYWORDS:

Concept

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Chapter 08 : Stimulus Control of Behavior 25. Other students take advantage of the professor’s absence to look on each others’ papers. When the professor periodically returns, this behavior stops, only to start again when the professor leaves. This is an example of a. overshadowing. b. a multiple schedule of reinforcement. c. stimulus generalization. d. the peak-shift effect. ANSWER: b REFERENCES: Page 220 KEYWORDS:

Concept

26. Which of the following conditioning procedures will result in the steepest stimulus generalization gradient? a. S+ = 1000 Hz tone; S- = no tone b. S+ = 500 Hz tone; S- = 850 Hz tone c. S+ = 600 Hz tone; S- = 450 Hz tone d. S+ = 950 Hz tone; S- = 900 Hz tone ANSWER: d REFERENCES: Pages 221-222 KEYWORDS: Concept 27. Which of the following conditioning procedures will result in the flattest stimulus generalization gradient? a. no training prior to testing with various frequency tones b. S+ = 500 Hz tone; S- = no tone c. S+ = 1000 Hz tone; S- = 900 Hz tone d. S+ = 600 Hz tone: S- = 500 Hz tone ANSWER: a REFERENCES: Pages 221-222 KEYWORDS: Concept 28. Suppose you want your goldfish to swim to the top of the tank only when you shine a red light, and no other color, into the water. Assuming the fish can see most colors, to condition the fish you should a. train it only with the red light. b. use red, blue, and yellow lights, and only reward the fish for swimming to the surface when the red light is used. c. use red, orange, and purple lights, and only reward the fish for swimming to the surface when the red light is used. d. withhold training until the testing phase. ANSWER: c REFERENCES: Pages 221-222 KEYWORDS: Concept

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Chapter 08 : Stimulus Control of Behavior 29. If a researcher is interested in determining with rat subjects whether the effects of alcohol are similar to the effect of opiates, she could use a procedure employing a. discrimination training using interoceptive cues. b. discrimination training using transfer cues. c. salience training using drug cues. d. salience training using non-drug cues. ANSWER: a REFERENCES: Page 222 KEYWORDS:

Concept

30. In a positive patterning procedure of discrimination training a. cue A is reinforced, cue B is not reinforced. b. cue AB is reinforced, cue A is not reinforced, cue B is reinforced. c. cue AB is reinforced, cue A is not reinforced, cue B is not reinforced. d. cue B is reinforced, cue A is not reinforced. ANSWER: c REFERENCES: Page 224 KEYWORDS: Fact 31. Which of the following most resembles a positive patterning procedure of discrimination training? a. Responding to a tone and a light together is reinforced; responding is not reinforced to either the tone or light alone. b. Responding to a tone alone or light alone is reinforced, but not when they occur together. c. Responding when a tone, or tone-light pair is reinforced, but not to the light alone. d. Responding to only a tone alone or light alone is reinforced, but not both. ANSWER: a REFERENCES: Page 224 KEYWORDS: Concept 32. According to Spence’s theory of discrimination learning, discrimination training results in a. only the development of an excitatory generalization gradient around the S+. b. the development of an excitatory generalization gradient around the S+, but an inhibitory generalization gradient around the S-. c. the development of an excitatory generalization gradient around both the S+ and S-. d. only the development of an excitatory generalization gradient around the S-. ANSWER: b REFERENCES: Page 225-226 KEYWORDS:

Fact

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Chapter 08 : Stimulus Control of Behavior 33. A hamster is trained to push a lever to earn a food pellet each time it hears a bell. When a buzzer sounds, pushing the lever does not result in food delivery. The hamster quickly learns to respond to the bell and does not respond to the buzzer. We can conclude a. the hamster has learned to respond only when the S+ is present. b. the hamster has learned to suppress responding only when the S- is present. c. the hamster has learned to respond only when the S+ is present and to suppress responding only when the Sis present. d. that more information is needed to determine what the hamster has learned. ANSWER: d REFERENCES: Pages 225-226 KEYWORDS: Concept 34. A cat is trained to hit a suspended ball in the presence of a red light. Presentations of other lights were not followed by any reinforcers if the cat hit the ball. According to Spence, the cat learned a. to respond only when the S+ is present. b. to suppress responding only when the S- is present. c. to respond only when the S+ is present and to suppress responding only when the S- is present. d. to suppress inhibition when the S- is present. ANSWER: c REFERENCES: Pages 225-226 KEYWORDS: Concept 35. According to Spence, discrimination training results in a. only excitatory conditioning. b. only inhibitory conditioning. c. either excitatory or inhibitory conditioning. d. both excitatory and inhibitory conditioning. ANSWER: d REFERENCES: Pages 225-226 KEYWORDS: Fact 36. For one group of pigeons, a black vertical bar on a white key light served as the S+ and the blank key light the S-. For another, the bar served as the S- and the blank key light the S+. When the bar was rotated toward the horizontal, the first group decreased pecking, and the second increased pecking. This demonstrates that a. the response required influences discrimination training. b. excitatory and inhibitory conditioning can occur in discrimination training. c. discrimination training results in either excitatory or inhibitory conditioning, but not both. d. overshadowing can influence discrimination training. ANSWER: b REFERENCES: Page 225-226 KEYWORDS: Concept

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Chapter 08 : Stimulus Control of Behavior 37. When the S+ and S- differ only in terms of one stimulus feature, the training procedure is called a. intradimensional discrimination. b. interdimensional discrimination. c. extradimensional discrimination. d. hypodimensional discrimination. ANSWER: a REFERENCES: Page 227 KEYWORDS: Fact 38. Which of the following stimuli could be used in an intradimensional discrimination procedure? a. S+ = bright red light: S- = no light b. S+ = bright red light: S- = bright yellow light c. S+ = bright red light: S- = tone d. S+ = bright red light: S- = white key light with black bar ANSWER: b REFERENCES: Page 227 KEYWORDS: Concept 39. A pigeon is trained to peck in the presence of a 500 nm wavelength light and is not reinforced for pecking in the presence of a 510 nm wavelength light. After training, most performance will be demonstrated in response to a a. 400 nm light. b. 490 nm light. c. 500 nm light. d. 505 nm light. ANSWER: b REFERENCES: Pages 227-228 KEYWORDS: Concept 40. In the peak-shift phenomenon, the peak performance shifts a. to the training S+. b. to the training S-. c. from the training S+ away from the training S-. d. from the training S+ towards the training S-. ANSWER: c REFERENCES: Pages 227-228 KEYWORDS: Fact

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Chapter 08 : Stimulus Control of Behavior 41. Which of the following pairs of stimuli will result in the greatest peak-shift phenomenon? a. S+ = bright red light: S- = no light b. S+ = bright red light: S- = bright yellow light c. S+ = bright red light: S- = tone d. S+ = bright red light: S- = bright orange light ANSWER:

REFERENCES: Pages 227-228 KEYWORDS: Concept 42. Which of the following tones will result in the greatest peak-shift phenomenon? a. S+ = 1000 Hz: S- = no tone b. S+ = 1000 Hz: S- = 990 Hz c. S+ = 1000 Hz: S- = 1030 Hz d. S+ = 1000 Hz: S- = 900 Hz ANSWER: b REFERENCES: Pages 227-228 KEYWORDS: Concept 43. The peak-shift phenomenon is important because it demonstrates that a. the greatest level of performance may occur in response to an untrained stimulus. b. excitatory conditioning may take place in response to the training S+. c. inhibitory conditioning may take place in response to the training S+. d. overshadowing effects are also present in discrimination training. ANSWER: a REFERENCES: Pages 227-228 KEYWORDS: Fact 44. Which of the following phenomena demonstrates that the greatest level of instrumental performance may occur in response to a novel stimulus? a. the blocking effect b. overshadowing c. peak-shift d. equivalence training ANSWER: c REFERENCES: Pages 227-228 KEYWORDS: Fact

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Chapter 08 : Stimulus Control of Behavior 45. Which of the following pairs of stimuli is least likely to result in a peak-shift effect? a. S+ = red light: S- = yellow light b. S+ = 900 Hz tone: S- = 990 Hz tone c. S+ = 90 degree line: S- = 45 degree line d. S+ = red square: S- = blue triangle ANSWER:

REFERENCES: Pages 227-228 KEYWORDS: Concept 46. According to Spence’s theory, the peak shift phenomenon occurs because a. the excitatory generalization gradient shifts away from the S-. b. the excitatory generalization gradient shifts towards the S-. c. the excitatory and inhibitory generalization gradients summate. d. the inhibitory generalization gradient shifts towards the S+. ANSWER: c REFERENCES: Page 228-229 KEYWORDS: Fact 47. Spence’s theory suggests that the peak shift phenomenon will only occur when a. the excitatory and inhibitory generalization gradients overlap. b. the excitatory and inhibitory generalization gradients do not overlap. c. the inhibitory generalization gradient shifts towards the S+. d. the excitatory generalization gradient shifts away from the S-. ANSWER: a REFERENCES: Page 228-229 KEYWORDS: Concept 48. Which of the following is true of Spence’s theory as applied to the peak-shift phenomenon? a. It predicts the peak shift phenomenon will only occur when the excitatory and inhibitory generalization gradients overlap. b. It predicts behavior based on the excitatory properties of a stimulus complex. c. It assumes that responses to a stimulus are based on the relation of that stimulus to other cues in the situation. d. It predicts that the shape of a generalization gradient will change as a function of the test stimuli. ANSWER: a REFERENCES: Page 228-229 KEYWORDS: Concept

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Chapter 08 : Stimulus Control of Behavior 49. Which of the following is not true of Spence’s theory as applied to the peak shift phenomenon? a. It is an absolute stimulus learning model basing behavior on the net excitatory properties of individual stimuli. b. It assumes that organisms learn to respond to a stimulus based on the relation of that stimulus to other cues present. c. It predicts the peak shift phenomenon will only occur when the excitatory and inhibitory generalization gradients overlap. d. The excitatory and inhibitory stimulus generalization gradients do not depend on one another. ANSWER:

REFERENCES: Page 228-229 KEYWORDS: Concept 50. According to Sidman, an equivalence class exists if members of the class have a. symmetry b. reflexivity c. transitivity d. all of the above ANSWER: d REFERENCES: Page 231 KEYWORDS: Fact 51. Stimulus equivalence training refers to procedures in which a. two different stimuli are trained to elicit different responses. b. the same response to two or more different stimuli results in different reinforcers. c. two or more different stimuli are treated in the same fashion. d. the same response to a single stimulus is rewarded with different outcomes. ANSWER: c REFERENCES: Page 229-232 KEYWORDS: Fact 52. The fact that you are less likely to cheer in class than at a football game is an indication that a. the peak-shift phenomenon occurs in humans as well as animals. b. contextual cues can be involved in discrimination training. c. blocking effects occur across contexts. d. you are stuck with a boring professor. ANSWER:

REFERENCES: Page 232-234 KEYWORDS: Concept

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Chapter 08 : Stimulus Control of Behavior 53. Context is an important determinant of learned behavior performance a. only when the contingency requires the subject to attend to the context. b. when the context is more than background cues. c. only when the context serves as a discriminative stimulus. d. even when it is truly background. ANSWER: d REFERENCES: Pages 233-234 KEYWORDS:

Fact

54. Dogs are trained with a red-light S+ and a yellow-light S- in context 1. Then, in context 2, the same dogs receive training with a yellow-light S+ and a red-light S-. Assuming they receive the same number of reinforcers in each context during training, what will be the role of the contexts in the subsequent test trials in each context? a. The contexts will be associated with different S+/S- contingencies. b. The contexts will not appear to control behavior because the reinforcers delivered in each context were the same. c. Context 1 will cause a peak shift of the performance in context 2 because excitatory training occurred there first. d. Context 2 will cause a peak shift of the performance in context 1 because of recency effects. ANSWER: a REFERENCES: Pages 233-234 KEYWORDS: Concept 55. Damage to the hippocampus most severely affects which type of memory? a. long-term b. semantic c. episodic d. procedural ANSWER: c REFERENCES: Page 235 KEYWORDS: Fact 56. From which receptor subtype must Mg++ be removed for long-term potentiation to occur a. dopaminergic b. NMDA c. AMPA d. acetylcholenergic ANSWER:

REFERENCES: Pages 236-237 KEYWORDS: Fact

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Chapter 08 : Stimulus Control of Behavior 57. A drug has been developed to keep Mg++ in the NMDA receptor. You predict this will a. facilitate long-term potentiation. b. increase the expression of AMPA in the postsynaptic membrane. c. disrupt long-term potentiation. d. enhance transfer of memory from short to long-term. ANSWER:

REFERENCES: Pages 235-237 KEYWORDS: Concept 58. Modulators serve to a. mediate overshadowing effects. b. modulate generalization effects. c. indicate when a binary relation is in effect. d. indicate when discrimination training has begun. ANSWER: c REFERENCES: Page 292 KEYWORDS: Fact OTHER: WWW 59. In an instrumental discrimination procedure, which of the following serves as a modulator? a. the response b. the S+ c. the reinforcer d. the response-reinforcer relationship ANSWER: b REFERENCES: Page 238 KEYWORDS: Fact 60. The best evidence suggests that conditional relationships control behavior a. in only instrumental conditioning situations. b. in only classical conditioning situations. c. in both instrumental and classical conditioning situations. d. in neither instrumental nor classical conditioning situations; they are important only in discrimination training. ANSWER: c REFERENCES: Pages 238-239 KEYWORDS:

Fact

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Chapter 08 : Stimulus Control of Behavior 61. The term “occasion setters” refers to a. modulators of the response-reinforcer relationship in instrumental conditioning. b. modulators of the stimulus-response relationship in instrumental conditioning. c. modulators of the stimulus-reinforcer relationship in instrumental conditioning. d. modulators of the CS-US relationship in classical conditioning. ANSWER: d REFERENCES: Page 239 KEYWORDS:

Fact

62. A tone signals that a red light will be followed by food delivery. Without the tone, food does not follow the red light presentation. After some training, the tone is repeatedly presented alone. You expect that its ability to facilitate the CR will be a. reduced. b. unchanged. c. enhanced. d. unpredictable. ANSWER: b REFERENCES: Page 240 KEYWORDS: Concept 63. Which of the following is not true of a modulator? a. A modulator signals a CS-US relationship. b. When a modulator is presented alone, the facilitory properties gradually extinguish. c. A stimulus can be a modulator without itself eliciting visible conditioned responding. d. The effects of a modulator can transfer to new target CSs. ANSWER: b REFERENCES: Pages 240 KEYWORDS: Fact 64. Modulator effects require that an organism treat the stimulus compound as independent cues. To ensure that this occurs, researchers present the stimuli a. on independent trials. b. one after the other in a given trial. c. in a mixed order across trials. d. as a facilitated compound. ANSWER: b REFERENCES: Page 295 KEYWORDS:

Fact

65. Describe a way to determine if an animal is demonstrating stimulus discrimination. ANSWER: Answer not provided Powered by Cognero

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Chapter 08 : Stimulus Control of Behavior 66. Describe a way to determine if an animal is demonstrating stimulus generalization. ANSWER: Answer not provided 67. What does the steepness of a stimulus generalization reveal to a researcher? ANSWER: Answer not provided 68. Assume you have a new position as a therapist. What are four things you can do to ensure that the treatment outcomes for your clients will generalize to settings outside your office? ANSWER: Answer not provided 69. Explain how the type of reinforcement provided can contribute to stimulus control. ANSWER: Answer not provided 70. What is the configural-cue approach? How does it differ from other approaches to the study of stimulus control? ANSWER: Answer not provided 71. How might a music teacher use learning factors of stimulus control to train students to recognize different tones? ANSWER: Answer not provided 72. Describe Spence’s theory of discrimination learning. What evidence supports this theory? How does this theory account for the peak-shift effect? ANSWER: Answer not provided 73. Describe the role of contextual cues in the control of a common human behavior. ANSWER: Answer not provided 74. Describe two changes that take place at the level of the synapse in long-term potentiation. ANSWER: Answer not provided 75. What are some of the differences between conditioned excitation and modulation? ANSWER: Answer not provided 76. Describe the relationship between stimulus discrimination and stimulus generalization. ANSWER: Answer not provided 77. Describe the phenomenon of overshadowing and describe how it may be explained by elemental and configural approaches to stimulus control. ANSWER: Answer not provided 78. Describe how the steepness of a generalization gradient may be altered by experience and learning. ANSWER: Answer not provided

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Chapter 08 : Stimulus Control of Behavior 79. Describe the difference between intradimensional- and interdimensional- discrimination training. ANSWER: Answer not provided 80. Describe the peak-shift effect and its determinants. ANSWER: Answer not provided 81. Describe the ways in which contextual cues can come to control behavior. ANSWER: Answer not provided 82. Compare and contrast conditioned excitation and modulatory or occasion setting properties of stimuli. ANSWER: Answer not provided

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Chapter 09 : Extinction of Conditioned Behavior 1. The evidence suggests that extinction is a. the opposite of inhibition. b. unlearning of a conditioned response. c. unlearning of a CS-US relationship. d. new learning. ANSWER:

REFERENCES: Page 244 KEYWORDS: Fact 2. Extinction of a classically conditioned response occurs a. with the passage of time. b. when the subject becomes sensitized to the CR. c. when the CS is presented without the US. d. when the subject habituates to the UR. ANSWER: c REFERENCES: Page 244 KEYWORDS: Fact 3. Which of the following is not likely to occur due to an extinction procedure? a. The subject learns the CS and US are no longer associated. b. The subject increases the variety of responses it makes. c. The subject decreases the number of conditioned responses it makes. d. The subject becomes aggressive. ANSWER: a REFERENCES: Page 244 KEYWORDS: Fact 4. A pigeon has been trained to peck a key for food reinforcement on a continuous schedule of reinforcement. If the pigeon is allowed to peck the key but food is no longer provided, what will happen? a. The pigeon will begin to vary its responses. b. The pigeon will learn that pecking does not lead to food. c. The pigeon will learn that the key and food are no longer associated. d. The pigeon will steadily increase its conditioned response rate. ANSWER: a REFERENCES: Pages 245-246 KEYWORDS: Concept

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Chapter 09 : Extinction of Conditioned Behavior 5. Sally put her money in the soda machine but nothing came out. To her brother’s surprise, she gave the machine a powerful kick. You realize she was demonstrating a. an extinction burst. b. frustrative aggression. c. the partial reinforcement extinction effect. d. differential reinforcement of a low rate. ANSWER: b REFERENCES: Page 246 KEYWORDS:

Concept

6. The term for the emotional reaction to withdrawal of an expected reward is a. anger. b. frustration. c. anticipated fear. d. withdrawal. ANSWER: b REFERENCES: Page 246 KEYWORDS: Fact 7. A rat had been reinforced for lever press behaviors. After one day of extinction training, the rat was demonstrating very low levels of responding. When the rat was returned to the test cage the next day, there was a small recovery in the rate of responding. This increase is called a. spontaneous recovery. b. dishabituation. c. disinhibition. d. the extinction burst. ANSWER: a REFERENCES: Page 247-248 KEYWORDS: Fact 8. Spontaneous recovery following extinction of a classically conditioned response a. typically restores responding to pre-extinction levels. b. typically leads to incomplete recovery of responding. c. demonstrates that CS-US relationships are disrupted due to extinction. d. demonstrates that subjects unlearn only excitatory associations. ANSWER: b REFERENCES: Pages 247-248 KEYWORDS:

Fact

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Chapter 09 : Extinction of Conditioned Behavior 9. Following 10 days of excitatory Pavlovian conditioning, subjects are given 15 extinction trials. Test trials of conditioned responding are then conducted. For one group, the test trials occurred immediately after extinction; for another, test trials were delayed for one week. What are the likely findings? a. The delayed group showed less conditioned responding due to forgetting. b. The delayed group showed less conditioned responding due to increased frustration. c. The delayed group showed more conditioned responding. d. The groups will not differ in the amount of conditioned responding. ANSWER:

REFERENCES: Pages 247-248 KEYWORDS: Concept 10. You have trained your goldfish to swim through a hoop placed in the tank by providing a dried fly every time it does so. Your little brother takes care of your fish for a week and forgets to give the fish any flies when it swims through the hoop when he puts it in the tank. If you were to test your fish for hoop swimming behavior and wanted to see the most responses, you should a. wait a few days before putting the hoop in the tank. b. test the fish immediately to counteract any forgetting. c. test your fish immediately to counteract frustration. d. buy a new fish and try again. ANSWER: a REFERENCES: Pages 247-248 KEYWORDS:

Concept

11. Sally was terribly afraid of cats before going into therapy. Over several trips to a psychologist’s office, the psychologist was able to extinguish her fear of cats. However, when she returned home after the last session, a cat was waiting on her porch, and she panicked. This is likely due to the therapist forgetting about a. restoration effects. b. flooding effects. c. renewal effects. d. frustration effects. ANSWER: c REFERENCES: Pages 248-250 KEYWORDS: Concept 12. According to the concept of renewal, a. frustration has only minor effects on extinction. b. contextual cues are important only for excitatory associations. c. a change in context after extinction will recover acquisition performance. d. S-S associations are developed in acquisition and disrupted by extinction. ANSWER: c REFERENCES: Pages 248-250 KEYWORDS: Powered by Cognero

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Chapter 09 : Extinction of Conditioned Behavior 13. Bobby accidentally extinguished a behavior he really enjoyed his dog performing. To reinstate this behavior he should a. administer a protein synthesis inhibitor. b. expose his dog to the training US. c. conduct more extinction trials. d. none of the above will work ANSWER:

REFERENCES: Page 250 KEYWORDS: Concept 14. If after extinction trials a subject is exposed to the US, a. there will be reinstatement of conditioned responding. b. there will be further decreases of conditioned responding due to negative CS/US contingencies. c. the initial CS-US relationship will be strengthened. d. the context will lose excitatory strength. ANSWER: a REFERENCES: Page 250 KEYWORDS: Fact 15. Bob successfully completed an in-patient treatment program for smoking. In fact, he had not had a craving for over two weeks. However, on his way to the office he passed a group of teenagers smoking on the corner. When he smelled the smoke, he immediately went to buy a pack of cigarettes. Why? a. the reinstatement effect b. the restoration of extinction effect c. the frustration effect d. the spontaneous recovery effect ANSWER: a REFERENCES: Page 250 KEYWORDS: Concept 16. Sally worked hard to overcome her taste aversion to cashews. Unfortunately, she caught a stomach bug, was ill, and now finds that she cannot bear to be around cashews again. This demonstrates a. spontaneous recovery. b. renewal. c. reinstatement. d. resurgence. ANSWER: c REFERENCES: Page 250-251 KEYWORDS: Concept

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Chapter 09 : Extinction of Conditioned Behavior 17. Reinstatement of an extinguished response to a CS involves a. simply letting time pass. b. administering a protein synthesis inhibitor. c. exposing the participant to the US. d. extinguishing other non-target responses. ANSWER:

REFERENCES: Page 250 KEYWORDS: Fact 18. Resurgence of an extinguished response occurs when a. time simply passes. b. other responses are also extinguished. c. subjects are inadvertently exposed to the training US. d. subjects are exposed to the training contexts. ANSWER: b REFERENCES: Page 252 KEYWORDS: Concept 19. Bobby was running at the swimming pool. The life guard extinguished this attention seeking behavior by ignoring Bobby, and gave Bobby a game to play to keep him busy. Soon, Bobby became bored with the game and started running again. This recovery of an extinguished behavior most resembles a. spontaneous recovery. b. reinstatement. c. renewal. d. resurgence. ANSWER: d REFERENCES: Page 252 KEYWORDS: Concept 20. Which of the following leaves a subject most susceptible to spontaneous recovery from extinction? a. massed extinction trials b. spaced extinction trials c. extinction trials conducted after a delay d. all of the above help prevent spontaneous recovery ANSWER:

REFERENCES: Pages 253-254 KEYWORDS: Fact

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Chapter 09 : Extinction of Conditioned Behavior 21. Suppose Betty wants to extinguish her boyfriend’s annoying habit of biting his toenails. She should conduct extinction trials a. at home. b. at a therapist’s office. c. alternating them with conditioning trials that reinforce his biting behavior. d. in as many contexts as possible. ANSWER: d REFERENCES: Page 255 KEYWORDS:

Concept

22. To counteract spontaneous recovery, a. you can present cues present during the extinction phase. b. you can present cues present during the conditioning phase. c. you can wait approximately a week following the extinction phase before testing. d. you can do nothing; spontaneous recovery is remarkably robust. ANSWER: a REFERENCES: Page 256 KEYWORDS: Fact 23. To restore the level of performance seen during extinction, a. test several days after the extinction trials. b. present cues from the extinction trials. c. present cues from the conditioning trials. d. test in a different context. ANSWER: b REFERENCES: Page 256 KEYWORDS: Fact 24. The effect of compounding two extinction stimuli is to a. deepen the extinction of the two cues. b. impede extinction learning about the two cues. c. cause resurgence effects. d. none of the above ANSWER: a REFERENCES: Page 257 KEYWORDS: Fact

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Chapter 09 : Extinction of Conditioned Behavior 25. The results from experiments exploring compounding extinction cues suggest that extinction may operate in part by a. causing enhanced forgetting. b. an error-correction process like that found in the Rescorla-Wagner model. c. a block of spontaneous recovery. d. impeding the development of resurgence. ANSWER:

REFERENCES: Pages 257-258 KEYWORDS: Concept 26. Priming a memory for a conditioning situation by presenting the CS a. makes that memory more susceptible to manipulation. b. makes responding based on that memory vulnerable to extinction. c. can disrupt spontaneous recovery if extinction trials are conducted shortly after the priming. d. all of the above ANSWER: a REFERENCES: Pages 258, 261 KEYWORDS: Fact 27. Evidence that protein synthesis is crucial for memory formation and consolidation is seen in a. studies in which protein synthesis inhibitors administered before training block the acquisition of conditioned fear. b. experiments in which extinction is blocked by protein synthesis inhibitors. c. studies in which memories have been recalled and "erased" during reconsolidation by protein synthesis inhibitors. d. all of the above ANSWER: a REFERENCES: Pages 259-261 KEYWORDS: Fact 28. Which of the following associations is most likely impacted by extinction training? a. S-O b. R-O c. S-S d. S-R ANSWER:

REFERENCES: Pages 262-263 KEYWORDS: Fact

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Chapter 09 : Extinction of Conditioned Behavior 29. Excitatory conditioning is to a. S-R; S-S

as extinction is to

b. S-S; S-R c. R-O; S-S d. S-S; S-O ANSWER: b REFERENCES: Pages 262-263 KEYWORDS: Concept 30. The preponderance of evidence suggests that in extinction trials, a. subjects learn inhibitory S-R associations. b. subjects learn excitatory R-O associations. c. subjects learn inhibitory CS-US associations. d. subjects learn excitatory S-S associations. ANSWER: a REFERENCES: Pages 262-263 KEYWORDS: Fact 31. You and your friend both begin training your puppies to jump on the same day with the same treats. After 5 days, the puppies are jumping as much as they can. Your friend quits after 7 days, but you train for 3 more days. Unfortunately, you need to extinguish the jumping behavior you both trained. Which puppy is likely to extinguish most quickly? a. your puppy b. your friend’s puppy c. Both will extinguish at the same rate. d. It is impossible to predict. ANSWER: a REFERENCES: Page 264 KEYWORDS: Concept 32. The overtraining extinction effect states a. that extensive training provides some protection from extinction. b. that extinction occurs more rapidly after extensive training. c. that extensive training eliminates spontaneous recovery. d. that extensive training does not affect the rate of extinction. ANSWER: b REFERENCES: Page 264 KEYWORDS: Fact

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Chapter 09 : Extinction of Conditioned Behavior 33. Two groups of rats are trained to press a lever for food on a constant reinforcement schedule. One group receives 1 piece of rat chow; the other, 3 pieces. In extinction, a. the 3-piece group will persist in responding longer. b. the 1-piece group will persist in responding longer. c. as long as the constraints on the lever are the same, the groups will persist approximately the same length of time. d. It is impossible to predict. ANSWER: b REFERENCES: Page 264 KEYWORDS: Fact 34. Which of the following is not considered a paradoxical reward effect? a. the overtraining extinction effect b. the magnitude reinforcement effect c. the partial reinforcement extinction effect d. the behavioral momentum effect ANSWER: d REFERENCES: Page 264 KEYWORDS: Fact 35. People stop putting money into soda machines after one or two non-reinforced trials, but will put money into slot machines over and over without any payoff. A likely explanation is a. the extinction burst. b. the partial reinforcement extinction effect. c. the partial reinforcement burst. d. frustrative aggression. ANSWER: b REFERENCES: Page 264-265 KEYWORDS: Concept 36. Your therapist friend has a dilemma. She cannot be available to deliver a reinforcer every time her patients make an appropriate response, but she doesn't want the work she does with them at her office to extinguish between appointments. You suggest a. She provide many more training trials at the office than are needed there. b. She provide very high value rewards at the office. c. She make especially certain to reward every instance of the desired behavior at the office. d. She only periodically reward the desired behavior at the office. ANSWER: d REFERENCES: Pages 264-265 KEYWORDS: Concept

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Chapter 09 : Extinction of Conditioned Behavior 37. The theory that the partial reinforcement extinction effect is due to a subject’s inability to notice when extinction procedures have begun is a. the frustration theory. b. the sequential theory. c. the discrimination hypothesis. d. the detection theory. ANSWER: c REFERENCES: Page 265-266 KEYWORDS: Fact 38. According to the discrimination hypothesis, the partial reinforcement extinction effect is due to a. the extinction burst that occurs at the beginning of extinction trials. b. learning to respond in the face of expected nonreward. c. a subject’s memories of whether or not it was rewarded for performing the instrumental response in the recent past. d. a subject’s decreased ability to notice when extinction procedures begin. ANSWER: d REFERENCES: Page 265-266 KEYWORDS: Fact 39. The theory that the partial reinforcement extinction effect is due to learning to respond when nonreward is expected is a. the frustration theory. b. the sequential theory. c. the discrimination hypothesis. d. the fear-avoidance theory. ANSWER: a REFERENCES: Page 266 KEYWORDS: Fact 40. According to frustration theory, the partial reinforcement extinction effect is due to a. not immediately noticing when reinforcers are omitted. b. learning to respond in the face of no expected reinforcement. c. the aggression that accompanies the onset of extinction. d. a subject’s memories of whether or not it was rewarded for performing the instrumental response in the recent past. ANSWER:

REFERENCES: Pages 266 KEYWORDS: Fact

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Chapter 09 : Extinction of Conditioned Behavior 41. In the first phase of an experiment, one group of rats is reinforced for every lever press. Another group of rats is reinforced for every 15th lever press. In the second phase, both groups receive continuous reinforcement. In later extinction trials, subjects that received continuous reinforcement in phase 1 decreased responding more quickly than those that were reinforced every 15th trial. These findings support a. the discrimination hypothesis. b. the extinction burst hypothesis. c. the modern two-process theory. d. the frustration theory. ANSWER: d REFERENCES: Page 265-266 KEYWORDS:

Concept

42. Which theory predicts that during a FR15 schedule an animal will be in conflict about whether or not to respond, but that with training the conflict will be resolved in favor of responding? a. frustration theory b. discrimination hypothesis c. sequential theory d. modern two-process theory ANSWER: a REFERENCES: Page 266 KEYWORDS: Fact 43. According to frustration theory, a. continuous reinforcement trains an animal to be persistent in the absence of reinforcement. b. partial reinforcement teaches an animal the difference between rewarded and nonrewarded trials. c. there is nothing about continuous reinforcement that teaches an animal to respond when it expects nonreward. d. memory of nonreward becomes the cue for performing the instrumental response. ANSWER: c REFERENCES: Page 266 KEYWORDS: Fact 44. Which theory predicts that early in a VR20 schedule the anticipation of reward encourages an animal to respond, and the anticipation of nonreward discourages responding? a. discrimination hypothesis b. modern two-process theory c. sequential theory d. frustration theory ANSWER: d REFERENCES: Page 266 KEYWORDS: Fact

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Chapter 09 : Extinction of Conditioned Behavior 45. The theory that assumes that during intermittent reinforcement training, the memory of nonreward becomes a cue for performing the instrumental response is a. the discrimination hypothesis. b. sequential theory. c. modern two-process theory. d. frustration theory. ANSWER: b REFERENCES: Pages 266-267 KEYWORDS:

Fact

46. According to the sequential theory, a. continuous reinforcement trains an animal to be persistent in the absence of reinforcement. b. partial reinforcement teaches an animal the difference between rewarded and nonrewarded trials. c. there is nothing about continuous reinforcement that teaches an animal to respond when it expects nonreward. d. memory of nonreward becomes the cue for performing the instrumental response. ANSWER: d REFERENCES: Pages 266-267 KEYWORDS: Fact 47. In sequential theory, the pattern important to the development of response perseverance is a. a rewarded trial following a nonrewarded trial. b. a nonrewarded trial following a rewarded trial. c. a nonrewarded trial following a nonrewarded trial. d. a rewarded trial following a rewarded trial. ANSWER: a REFERENCES: Pages 266-267 KEYWORDS: Concept OTHER: WWW 48. Recent evidence suggests that a. the sequential theory better explains PREE. b. the frustration theory better explains PREE. c. both sequential and frustration mechanisms can promote responding during extinction. d. neither frustration theory nor sequential theory explains PREE. ANSWER:

REFERENCES: Pages 266-267 KEYWORDS: Fact

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Chapter 09 : Extinction of Conditioned Behavior 49. Which of the following concepts is most like Newtonian physics? a. behavioral momentum b. frustration theory c. sequential theory d. discrimination theory ANSWER:

REFERENCES: Page 267-268 KEYWORDS: Fact 50. Behavioral momentum is most directly related to a. the rate of responding. b. the rate of reinforcement. c. both the rate of responding and reinforcement. d. None of the above ANSWER: b REFERENCES: Pages 267-268 KEYWORDS: Fact 51. Compare extinction to forgetting. What procedures characterize each? ANSWER: Answer not provided 52. What are the two major behavioral effects of conducting an extinction procedure? Provide an example from everyday life to illustrate these effects. ANSWER: Answer not provided 53. Describe two ways you could reinstate conditioned responding following extinction without retraining the subject. ANSWER: Answer not provided 54. Why can reinstatement be considered a special form of renewal? ANSWER: Answer not provided 55. What evidence is there that protein synthesis is necessary for the acquisition and extinction of conditioned responding? ANSWER: Answer not provided 56. What associations are learned during extinction? What evidence is there to support your answer? ANSWER: Answer not provided 57. What are three paradoxical effects of extinction? How does the concept of frustration explain each effect? ANSWER: Answer not provided

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Chapter 09 : Extinction of Conditioned Behavior 58. Compare three mechanisms of PREE. What evidence supports, or refutes, each mechanism? ANSWER: Answer not provided 59. What is behavioral momentum? What are two common findings from studies of behavioral momentum? ANSWER: Answer not provided 60. Describe the basic behavioral and emotional consequences of extinction. ANSWER: Answer not provided 61. Describe the various conditions under which extinguished responding can reappear. ANSWER: Answer not provided 62. Describe how extinguishing one response may influence how often other responses occur. ANSWER: Answer not provided 63. Describe the various ways in which control of behavior by contextual cues is relevant to the behavioral effects of extinction. ANSWER: Answer not provided 64. Describe various ways in which extinction performance may be enhanced. ANSWER: Answer not provided 65. Describe evidence that identifies the development of inhibitory S-R associations in extinction. ANSWER: Answer not provided 66. Describe the partial reinforcement extinction effect and major explanations of the phenomenon. ANSWER: Answer not provided 67. Describe the concept of behavioral momentum. What are the advantages and disadvantages of the concept? ANSWER: Answer not provided

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Chapter 10 : Averse Control 1. Your friend checks her shoes before riding on the escalator, to make sure they are tied and will not get caught between the moving steps. You recognize her behavior as which of the following? a. active avoidance b. passive avoidance c. an escape response d. a flooding response ANSWER: a REFERENCES: Page 272 KEYWORDS:

Concept

2. Punishment is also referred to as a. active avoidance. b. passive avoidance. c. escape. d. negative reinforcement. ANSWER: b REFERENCES: Page 272 KEYWORDS: Fact 3. Bechterev had human subjects place their fingers on a shock plate, signaled with a warning CS, and then delivered a brief shock. He noticed that after a few trials, subjects were lifting their fingers from the plate in response to the CS, thus reducing the shock US. This experiment is best characterized as an investigation of a. aversive classical conditioning mechanisms. b. passive avoidance. c. active avoidance. d. omission conditioning. ANSWER: c REFERENCES: Pages 272-273 KEYWORDS:

Concept

4. One group (Classical Conditioning) of guinea pigs was placed in a running wheel, a tone CS was presented, and 2 seconds later a brief shock was administered. Another group (Avoidance) also was placed in a running wheel, a tone CS was presented, and a brief shock was administered only if the subjects did not move the wheel during the CS presentation. After several trials, what do you suspect was the response to the CS? a. The classical conditioning group ran more than the avoidance group. b. The avoidance group ran more than the classical conditioning group. c. The two groups ran approximately the same amount. d. Neither group ran much in response to the CS. ANSWER: b REFERENCES: Page 272-273 KEYWORDS: Concept

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Chapter 10 : Averse Control 5. In a discriminated avoidance procedure, the CS is a. always followed by the aversive US. b. never followed by the aversive US. c. followed by the aversive US if the subject makes the CR. d. not followed by the aversive US if the subject makes the CR. ANSWER: d REFERENCES: Pages 273-274 KEYWORDS: Fact 6. The difference between an escape trial and an avoidance trial is that a. escape is active avoidance and avoidance trials are passive avoidance. b. escape trials are passive avoidance and avoidance trials are active. c. the aversive US is delivered during an escape trial but not in an avoidance trial. d. the aversive US is delivered during an avoidance trial but not in an escape trial. ANSWER: c REFERENCES: Pages 273-274 KEYWORDS: Fact 7. A rat is placed in a test arena. When a two-second tone sounds, the rat must push a lever in the arena to prevent a mild footshock from being delivered. If the rat does not push the lever, the shock is delivered periodically until the lever is depressed. On early trials, the rat often fails to push the lever until the shock is delivered. These early trials are referred to as a. escape trials. b. punishment trials. c. avoidance trials. d. omission trials. ANSWER: a REFERENCES: Pages 273-274 KEYWORDS: Concept 8. A guinea pig can prevent mild footshock by turning a running wheel during a brief tone CS. Early in training, the guinea pig receives several shocks because it fails to spin the wheel in time. However, over several trials the guinea pig successfully learns to prevent the shock. These later successful trials are most correctly referred to as a. escape trials. b. avoidance trials. c. omission trials. d. acquired drive trials. ANSWER: b REFERENCES: Pages 273-274 KEYWORDS: Concept

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Chapter 10 : Averse Control 9. The first component of the two-process theory of avoidance is a. punishment of the CR. b. conditioning fear to the CS. c. punishment of the CS. d. conditioning fear to the US. ANSWER:

REFERENCES: Page 275 KEYWORDS: Fact 10. A fundamental question in the study of avoidance is: a. How do avoidance trials lead to escape behaviors? b. Why does punishment have to be discriminated to be effective? c. How can the absence of something be reinforcing? d. All of the above ANSWER: c REFERENCES: Page 275 KEYWORDS: Fact 11. The two-process theory of avoidance asserts that the reinforcing properties of avoidance trials are due to a. negative reinforcement. b. positive reinforcement. c. punishment. d. omission training. ANSWER: a REFERENCES: Page 275 KEYWORDS: Fact 12. The second component of the two-process theory of avoidance is a. reinforcement of the escape response through termination of fear. b. punishment of the escape response through presentation of the aversive stimulus. c. reinforcement of the avoidance response through prevention of the aversive stimulus. d. reinforcement of the avoidance response through fear reduction. ANSWER:

REFERENCES: Page 275 KEYWORDS: Fact

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Chapter 10 : Averse Control 13. The goal of escape from fear experiments is to a. examine the role of conditioned reinforcers in the control of appetitive behaviors. b. explore how classical conditioning and instrumental conditioning make separate contributions to avoidance behaviors. c. demonstrate the role of punishment in the control of instrumental behaviors. d. examine the role played by omission training in the development of conditioned reinforcers. ANSWER: b REFERENCES: Page 276 KEYWORDS: Fact 14. Twenty dogs are initially presented with numerous CS-tone/US-footshock pairings. These dogs are then placed in a shuttle box, and movement from one side of the shuttle to the other terminates periodic presentations of the CS tone. No shocks are delivered in the shuttle box. This is an example of a. a conditioned suppression procedure. b. an omission training procedure. c. an escape from fear procedure. d. a learned helplessness procedure. ANSWER: c REFERENCES: Page 276 KEYWORDS: Concept 15. As avoidance training continues, fear of the avoidance CS a. remains constant. b. increases. c. begins to fluctuate around a relatively high asymptote. d. decreases. ANSWER: d REFERENCES: Pages 277-278 KEYWORDS: Fact 16. Which of the following is not true about avoidance behavior? a. Conditioned fear and avoidance responding are highly correlated. b. The results of escape from fear experiments support the two-process theory of avoidance. c. During early stages of avoidance training, most of the trials are escape trials. d. Generally, one-way shuttle avoidance is easier to learn than two-way. ANSWER: a REFERENCES: Pages 276-278 KEYWORDS:

Fact

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Chapter 10 : Averse Control 17. During avoidance training, subjects are also given periodic conditioned suppression tests with the shock-avoidance CS. With extended avoidance training, response suppression a. remains constant. b. increases. c. begins to fluctuate around a relatively high asymptote. d. decreases. ANSWER: d REFERENCES: Pages 277-278 KEYWORDS:

Concept

18. The reduction of fear to the shock-avoidance CS that accompanies extended avoidance training a. is accompanied by a reduction in avoidance responses. b. has little effect on avoidance responses. c. reduces the persistence of avoidance responses. d. results in the flooding of avoidance responses. ANSWER: b REFERENCES: Pages 277-278 KEYWORDS: Fact 19. Timmy is afraid of snakes and runs away whenever he sees one. To cure him of his fear, his older brother places Timmy in a box along with three harmless garter snakes. This treatment is an example of a. response prevention. b. systematic desensitization. c. habituation. d. conditioned suppression. ANSWER: a REFERENCES: Pages 278-279 KEYWORDS: Concept 20. In a flooding procedure, the subject is a. exposed to the US but unable to make the UR. b. exposed to the UR but unable to make the avoidance response. c. exposed to the CS but unable to make the avoidance response. d. exposed to the US without exposure to the CS. ANSWER: c REFERENCES: Pages 278-279 KEYWORDS: Fact

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Chapter 10 : Averse Control 21. The most important factor contributing to the extinction of an avoidance response in a flooding procedure is a. the number of response prevention trials. b. the time spent exposed to the CS during response prevention trials. c. the time spent engaging in the UR during response prevention trials. d. the time spent exposed to the US during response prevention trials. ANSWER: b REFERENCES: Pages 278-279 KEYWORDS: Fact 22. Which procedure is carried out to determine if an organism can learn to avoid a non-signaled aversive stimulus? a. free-operant avoidance b. discriminated avoidance c. shuttle avoidance d. two-way avoidance ANSWER: a REFERENCES: Pages 279-280 KEYWORDS: Fact 23. In a free-operant avoidance procedure, the subject avoids shock by making responses to increase the number of a. CS-US intervals. b. CS-CR intervals. c. R-S intervals. d. S-S intervals. ANSWER: c REFERENCES: Page 280 KEYWORDS: Fact 24. In a free-operant procedure, if the R-S interval is shorter than the S-S interval, you would expect a. the subject would quickly learn to make the avoidance response. b. the subject would slowly learn to make the avoidance response. c. the subject would be unlikely to make the avoidance response. d. subjects would vary greatly as to their learning rates. ANSWER:

REFERENCES: Page 280 KEYWORDS: Concept

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Chapter 10 : Averse Control 25. Suppose you want an organism to learn to make avoidance responses in a free-operant avoidance procedure. To aid in training, you should provide a. a longer S-S interval and a shorter R-S interval. b. a longer R-S interval and a shorter S-S interval. c. short S-S and R-S intervals. d. long S-S and R-S intervals. ANSWER: b REFERENCES: Page 280 KEYWORDS: Concept 26. Which theory suggests that the stimuli accompanying avoidance responses provide positive reinforcement for avoidance behavior? a. the response prevention theory b. the safety-signal hypothesis c. the shock-frequency reduction hypothesis d. the two-process theory of avoidance ANSWER: b REFERENCES: Pages 282=283 KEYWORDS: Fact 27. Your roommate is desperate to avoid bad grades. He studies long into the night. When you ask your roommate about this behavior, he tells you that the sensation of going to bed exhausted from studying feels good to him because it means he will not fail his quizzes. Your roommate is a believer in a. the shock-frequency reduction hypothesis. b. the two-process theory of avoidance. c. the safety-signal hypothesis. d. the SSDR theory. ANSWER: c REFERENCES: Pages 282-283 KEYWORDS: Concept 28. According to the safety-signal hypothesis, a. temporal cues of the S-S interval b. response associated feedback cues c. CS associated feedback cues d. US associated feedback cues ANSWER:

serve as conditioned inhibitors of fear.

REFERENCES: Pages 282-283 KEYWORDS: Fact

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Chapter 10 : Averse Control 29. Which theory assumes positive reinforcement accounts for avoidance behaviors? a. safety-signal hypothesis b. SSDR theory c. two-process theory of avoidance d. predatory imminence theory ANSWER: a REFERENCES: Pages 282-283 KEYWORDS:

Fact

30. Your friend tells you that she studies to avoid getting bad grades. Her explanation of the behavior is most like a. the safety-signal hypothesis. b. SSDR theory. c. shock-frequency reduction theory. d. the two-process theory of avoidance. ANSWER: c REFERENCES: Pages 283-284 KEYWORDS: Concept 31. Which theory views the avoidance of shock as critical to the reinforcement of avoidance behavior? a. the safety-signal hypothesis b. SSDR theory c. the two-process theory of avoidance d. shock-frequency reduction theory ANSWER: d REFERENCES: Pages 283-284 KEYWORDS: Fact 32. Which theory suggests that the nature of the avoidance response is shaped by punishment? a. the two-process theory of avoidance b. SSDR theory c. the safety-signal hypothesis d. shock-frequency reduction theory ANSWER: b REFERENCES: Page 284 KEYWORDS: Fact

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Chapter 10 : Averse Control 33. Which theory can best account for the finding that certain responses are more easily conditioned in avoidance training procedures? a. the two-process theory of avoidance b. the safety-signal hypothesis c. SSDR theory d. shock-frequency reduction theory ANSWER: c REFERENCES: Page 284 KEYWORDS:

Fact

34. Your cat tried to avoid the new puppy by running away, but the puppy always caught the cat. Now, the cat successfully avoids the puppy by becoming very still every time the puppy is near. Which theory best accounts for the shaping of your cat’s behavior? a. SSDR theory b. the two-process theory of avoidance c. the shock-frequency reduction theory d. the safety-signal hypothesis ANSWER: a REFERENCES: Page 284 KEYWORDS: Concept 35. Which theory assumes that the selection among possible defensive avoidance responses is greatly influenced by different levels of perceived danger? a. SSDR theory b. the safety-signal hypothesis c. the predatory imminence hypothesis d. the shock-frequency reduction theory ANSWER: c REFERENCES: Page 285 KEYWORDS:

Fact

36. Which is true of the assumptions of both SSDR theory and the predatory imminence hypothesis? a. Selection of avoidance responses is through punishment of early ineffective responses. b. Selection of avoidance responses is due to different levels of perceived danger. c. A distinction is made between defensive and recuperative responses. d. Defensive behaviors initially occur as unconditional responses. ANSWER: d REFERENCES: Pages 284-285 KEYWORDS: Fact

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Chapter 10 : Averse Control 37. Which theory rejects the importance of instrumental conditioning in the development of the form of avoidance behavior? a. the predatory imminence hypothesis b. the safety-signal hypothesis c. SSDR theory d. the shock-frequency reduction theory ANSWER: a REFERENCES: Page 286 KEYWORDS:

Fact

38. Due to its reliance on cognitive mechanisms, which of the following theories of avoidance is most successfully applied to human behavior? a. safety signal hypothesis b. SSDR theory c. predatory imminence hypothesis d. expectancy theory of avoidance ANSWER: d REFERENCES: Page 286 KEYWORDS: Fact 39. Bobby wears red socks to every exam because he says that wearing them gives him the feeling that he will not fail, as the first time he wore red socks he did not fail a difficult exam. The report of his behavior supports a. the predatory imminence theory. b. the expectancy theory of avoidance. c. SSDR theory. d. none of the above ANSWER: b REFERENCES: Page 286 KEYWORDS:

Concept

40. In a time out procedure, behavior modification is achieved by a. the careful administration of a mildly aversive stimulus. b. reducing contact with appetitive stimuli. c. the administration of a relatively strong aversive stimulus. d. reducing contact with an annoying stimulus. ANSWER: b REFERENCES: Page 288 KEYWORDS: Fact

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Chapter 10 : Averse Control 41. If you wish to quickly and permanently suppress a behavior through the use of punishment, you should a. initially use mildly aversive stimuli. b. initially use aversive stimuli of short duration. c. initially use strong and longer aversive stimulation. d. use mild aversive stimulation and progress to stronger stimuli. ANSWER: c REFERENCES: Page 289 KEYWORDS: Fact 42. Criminal Bob just spent 5 months in jail for robbing a store. Criminal Sally spent 1 week in jail for the same crime. The next time they were caught, each was sentenced to 3 months in jail. This second sentence is most likely to suppress the later criminal behavior of a. Sally more than Bob. b. Bob more than Sally. c. both Sally and Bob equally to a high degree. d. both Sally and Bob equally poorly. ANSWER: b REFERENCES: Page 289 KEYWORDS: Concept 43. More response suppression will be achieved if the shock that is administered in a punishment situation is a. response noncontingent, harsh, and of long duration. b. response contingent, mild, and of short duration. c. response noncontingent, mild, and of short duration. d. response contingent, harsh, and of long duration. ANSWER: d REFERENCES: Pages 289-291 KEYWORDS: Fact 44. Suppose you want to train a puppy to stop chewing your shoes. Which of the following will result in the greatest response suppression? a. making a loud noise and taking the shoe away from the puppy at the same time b. rubbing the puppy’s nose in the shoe leather smell c. startling the puppy with a loud noise, removing the shoe, and giving the puppy a toy to chew on d. taking away the shoe and giving the puppy a toy to chew on ANSWER: c REFERENCES: Pages 289-297 KEYWORDS: Concept

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Chapter 10 : Averse Control 45. What type of learning has been demonstrated in neurons of the spinal cord? a. Pavlovian conditioning b. Instrumental conditioning c. a form of learned helplessness conditioning d. all of the above ANSWER:

REFERENCES: Page 293 KEYWORDS: Fact 46. An aversive stimulus is administered following a response in the presence of a tone. When the tone is not present, the same response does not bring about the aversive stimulus. This procedure is called a. overcorrection. b. discriminated punishment. c. self-punitive behavior. d. response-independent stimulation. ANSWER: b REFERENCES: Page 297 KEYWORDS: Fact 47. One problem with using punishment to alter behavior is that parents will often pay less attention to a child when it is reading quietly than when he or she is engaging in a behavior that is unacceptable. When this happens, a. punishment may become a signal for positive reinforcement. b. a discriminated punishment procedure is being used. c. an overcorrection procedure is being used. d. punishment is ineffective because of the lack of an alternative response. ANSWER: a REFERENCES: Page 298 KEYWORDS: Concept 48. According to the conditioned emotional response theory of punishment, punishment results in response suppression because a. subjects learn to engage in behaviors incompatible with the target response. b. subjects make avoidance responses that compete with the target response. c. punishment weakens the association between the eliciting stimulus and the target response. d. pre-response cues elicit fear reactions that are incompatible with the target response. ANSWER: d REFERENCES: Pages 298-299 KEYWORDS: Fact

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Chapter 10 : Averse Control 49. Which theory suggests that punishment causes response suppression because a subject learns to engage in behaviors incompatible with the target response? a. SSDR theory b. the conditioned emotional response theory of punishment c. the avoidance theory of punishment d. the negative law of effect ANSWER: c REFERENCES: Pages 299-300 KEYWORDS:

Fact

50. Keith’s father is pleased to note that Keith no longer spends his afternoons breaking windows. According to his father, this change in behavior is due to Keith’s fear of punishment, but Keith says that he no longer breaks windows because he likes working on cars and no longer has time to find windows to break. Keith’s attitude reflects the assumptions of a. the conditioned emotional response theory of punishment. b. the avoidance theory of punishment. c. the predatory imminence hypothesis. d. the negative law of effect. ANSWER: b REFERENCES: Pages 299-300 KEYWORDS: Concept 51. The problem with using punishment outside the laboratory to modify behavior is that a. punishment is usually introduced at low intensities. b. the chances of “getting caught” are usually low. c. often a discriminated punishment procedure is used. d. All of the answers are correct. ANSWER:

REFERENCES: Page 301 KEYWORDS: Fact 52. Compare avoidance and escape trials. Provide an example of each from common human experience. ANSWER: Answer not provided 53. Explain how the two-process theory of avoidance accounts for the behavior that develops in avoidance training. ANSWER: Answer not provided 54. Your new client has a fear of exams and to avoid them has been skipping class altogether. What can you do to eliminate this disruptive avoidance behavior? ANSWER: Answer not provided

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Chapter 10 : Averse Control 55. Compare discriminated avoidance to free-operant avoidance procedures. ANSWER: Answer not provided 56. Provide three pieces of evidence supporting the claim that your spinal cord learns. ANSWER: Answer not provided 57. Compare the safety-signal hypothesis to the two-process theory of avoidance. ANSWER: Answer not provided 58. How is the nature of an animal’s avoidance response determined according to the species-specific defense reaction hypothesis? ANSWER: Answer not provided 59. Your friend has decided to use punishment as a means of training her new puppy. What are three things she must do to ensure that the aversive stimuli she administers will quickly alter the pup’s behavior? ANSWER: Answer not provided 60. Compare the conditioned emotional response theory of punishment to the avoidance theory of punishment. Provide evidence of support for each theory. ANSWER: Answer not provided 61. What is the fundamental problem in the analysis of avoidance behavior, and how is this problem resolved by twoprocess theory? ANSWER: Answer not provided 62. How is avoidance responding related to conditioned fear and the expectation of aversive stimulation? ANSWER: Answer not provided 63. Compare and contrast discriminated and free-operant avoidance procedures. ANSWER: Answer not provided 64. How can the concept of a safety signal be used to explain free-operant avoidance learning? ANSWER: Answer not provided 65. What are species specific defense reactions and why is it important to consider them in avoidance and punishment situations? ANSWER: Answer not provided 66. Describe factors that enhance the effectiveness of punishment in suppressing behavior. ANSWER: Answer not provided 67. In what ways is punishment similar to positive reinforcement; in what ways is it different? ANSWER: Answer not provided Powered by Cognero

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Chapter 11 : Comparative Cognition I 1. Animal cognition is most correctly defined as a. the application of stimulus-response learning to explain complex chains of behavior. b. the use of voluntary or conscious reflection to direct behavior. c. the use of an internal representation, or model, of some past experience as a basis for behavior. d. the use of overt classically or instrumentally conditioned responses to direct behavior. ANSWER: c REFERENCES: Page 307 KEYWORDS:

Fact

2. Which of the following is true of the “internal representations” discussed in the study of animal cognition? a. Like gravity, they are a theoretical construct. b. They are investigated in some laboratories by “looking” into the central nervous system. c. They are investigated in some laboratories by “looking” into the peripheral nervous system. d. They reflect conscious reflection on a past experience. ANSWER: a REFERENCES: Page 307 KEYWORDS: Fact 3. Which of these relationships is not assumed to reflect animal cognition? a. S-O b. S-R c. R-O d. S(R-O) ANSWER: b REFERENCES: Page 307 KEYWORDS: Concept 4. Cognitive mechanisms are used to explain animal behaviors when a. classical conditioning mechanisms are not sufficient to account for actions. b. instrumental conditioning mechanisms are not sufficient to account for actions. c. discriminative stimulus mechanisms are used to describe behavior. d. S-R mechanisms are not sufficient to account for actions. ANSWER:

REFERENCES: Page 307 KEYWORDS: Fact

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Chapter 11 : Comparative Cognition I 5. Of the following behaviors, which would not be included in a study of animal cognition by experimental psychologists? a. consciousness b. forgetting c. stimulus coding d. cognitive maps ANSWER: a REFERENCES: Pages 307-308 KEYWORDS:

Concept

6. Learning is not possible without memory. However, studies of learning do differ from those of memory. For example, in most studies of learning, , but in studies of memory, . a. retention intervals vary; the retrieval phase is varied b. the retrieval phase varies; the acquisition phase is varied c. the acquisition phase varies; retention intervals are varied d. retention intervals vary; the acquisition phase is varied ANSWER: c REFERENCES: Page 308 KEYWORDS: Fact 7. In studies of learning, which stage of an experiment is usually varied? a. retrieval b. acquisition c. retention d. stimulus coding ANSWER: b REFERENCES: Page 308 KEYWORDS: Fact 8. In studies of memory, which stage of an experiment is usually held constant? a. retrieval b. retention c. acquisition d. trace-delay ANSWER: c REFERENCES: Page 308 KEYWORDS: Fact

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Chapter 11 : Comparative Cognition I 9. Your friend has volunteered for a psychology demonstration. She will be taught a list of words while wearing SCUBA gear at the bottom of a pool, and then she will be asked to remember the words when she returns to class. This demonstration is most likely exploring a. retention. b. acquisition. c. spatial memory. d. retrieval. ANSWER:

REFERENCES: Page 308 KEYWORDS: Concept 10. Steve is taught to work a difficult maze. The time it takes for him to work the maze is tested one day, three days, and ten days after training. This is likely a study of a. retrieval. b. retention. c. acquisition. d. extinction. ANSWER: b REFERENCES: Page 308 KEYWORDS: Concept 11. Susan, Debra, and Sally are serving as subjects in a psychology experiment. Each will be taught to ride a bicycle. Susan will be taught by an expert instructor, Debra will be taught by a video demonstration, and Sally will be given a book on bicycles. The amount of time it takes each student to learn to ride will be recorded. This is likely a study of a. retrieval. b. retention. c. acquisition. d. spatial memory. ANSWER: c REFERENCES: Page 308 KEYWORDS: Concept 12. Items in working memory a. are, by definition, held there only long enough to complete a given task. b. are held only for a short (10-25 seconds) time. c. are held for a long time, and are necessary for successful use of incoming and recently acquired information. d. are useful only when other means of behavior acquisition fail. ANSWER: a REFERENCES: Page 309 KEYWORDS: Fact

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Chapter 11 : Comparative Cognition I 13. Reference memory is a. a store of items held only long enough to complete a given task. b. long term retention of information necessary for successful use of incoming and recently acquired information. c. short (10-25 seconds) term retention of information used for comparisons to items in long-term memory. d. defined as memory for items located in space. ANSWER:

REFERENCES: Page 310 KEYWORDS: Fact 14. In what order are stimuli usually presented in a delayed matching to sample task? a. sample stimulus; delay; test stimuli; start cue b. sample stimulus; test stimuli; delay; start cue c. start cue; delay; sample stimulus; test stimulus d. start cue; sample stimulus; delay; test stimulus ANSWER: d REFERENCES: Pages 310-311 KEYWORDS: Fact 15. In a delayed matching to sample task, what event immediately precedes presentation of the test stimuli? a. a sample stimulus presentation b. a start cue c. a delay interval d. a discriminative stimulus presentation ANSWER: c REFERENCES: Pages 310-311 KEYWORDS: Fact 16. To receive reinforcement in a delayed matching to sample task, an organism must select a. a test stimulus that is identical to the sample stimulus. b. a sample stimulus that is identical to the test stimulus. c. a test stimulus that is identical to the start cue. d. a sample stimulus that is identical to the start cue. ANSWER: a REFERENCES: Pages 310-311 KEYWORDS: Fact

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Chapter 11 : Comparative Cognition I 17. Which of the following is not a factor that determines performance in a delayed matching to sample task? a. the duration of the delay b. the duration of the sample presentation c. the nature of the stimulus to be remembered d. None of the above; all are important determinants of performance. ANSWER: d REFERENCES: Pages 384-386 KEYWORDS: Fact 18. To increase the likelihood that your subjects will make correct responses in a delayed matching to sample task, you should a. present the sample for a brief period, followed by a short delay. b. present the sample for a long period followed by a long delay. c. present the sample for a long period followed by a short delay. d. present the sample for a brief period followed by a long delay. ANSWER: c REFERENCES: Pages 311-313 KEYWORDS: Concept 19. Which factor has been shown to influence performance in a delayed-matching-to-sample task? a. the delay interval b. using a signaled large reward versus small reward c. switching from a signaled small to a large reward during the retention interval d. all of the above ANSWER: d REFERENCES: Page 313 KEYWORDS: Fact 20. Which of the following is a general rule? a. Select red after exposure to red. b. Select blue after exposure to yellow. c. Select horizontal lines after exposure to vertical lines. d. Select a stimulus that is the same as the sample. ANSWER: d REFERENCES: Pages 313-314 KEYWORDS: Fact

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Chapter 11 : Comparative Cognition I 21. In order for a rat to transfer learning from one set of stimuli in a matching to sample task to another set of stimuli, the rat must learn a. an S-R relationship. b. an R-O relationship. c. an S(R-O) relationship. d. a general rule. ANSWER: d REFERENCES: Page 313-314 KEYWORDS:

Fact

22. A trials-unique procedure results in an organism learning a. an S-R relationship. b. a general rule. c. an R-O relationship. d. an S(R-O) relationship. ANSWER: b REFERENCES: Page 314 KEYWORDS: Fact 23. Which of the following is true of delayed matching to sample tasks? a. Pigeons learn only specific stimulus-response relations; chimps can learn general rules. b. Trials-unique procedures increase the likelihood of stimulus-response learning in pigeons, but not in chimps. c. Pigeons and chimps can learn “sameas rules.” d. Pigeons often solve delayed matching to sample tasks by orienting their bodies towards the sample stimulus; chimps use general rules. ANSWER: c REFERENCES: Page 314 KEYWORDS: Fact 24. A Morris water maze a. is an ecologically valid laboratory technique for studying memory in rodents. b. is a useful tool for studying memory in rodents, but is not ecologically valid. c. is an ecologically valid technique for studying foraging behavior, but not valid for memory tasks in rodents. d. is neither valid nor useful in studies of rodent memory. ANSWER: b REFERENCES: Pages 314-315 KEYWORDS: Concept

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Chapter 11 : Comparative Cognition I 25. Radial arm mazes are used primarily to test a. performance in spatial memory tasks. b. performance in delayed matching to sample trials. c. performance in food preference trials. d. performance in locomotor preference trials. ANSWER:

REFERENCES: Page 315 KEYWORDS: Fact 26. The available evidence suggests that rats navigate correctly in radial arm mazes by a. marking visited arms with urine. b. relying on visual cues in the testing room. c. choosing the arms in a fixed order. d. All of the above ANSWER: b REFERENCES: Pages 316-317 KEYWORDS: Fact 27. Which of the following has been determined to most influence the behavior of rats in a radial arm maze? a. odor cues b. the presence or absence of food c. a fixed sequence of responses d. visual cues in the testing room ANSWER: d REFERENCES: Pages 316-317 KEYWORDS: Fact 28. The duration of spatial memory in rats appears a. to be for about as long as the rat remains in a maze. b. to be about 5 to 10 minutes. c. to be about 3 to 4 hours. d. to last for over a day. ANSWER: d REFERENCES: Page 318 KEYWORDS: Fact

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Chapter 11 : Comparative Cognition I 29. Knockout mice lacking the gene to code for CaKMII demonstrate a. enhanced learning in tasks requiring spatial memory. b. impaired learning in tasks requiring spatial memory. c. no differences in learning in tasks requiring spatial memory. d. CaKMII is not involved in spatial memory ANSWER:

REFERENCES: Page 319 KEYWORDS: Fact 30. CaMKII enhances synaptic efficacy by activating a. CaM receptors. b. NMDA receptors. c. AMPA receptors. d. KII receptors. ANSWER: c REFERENCES: Page 319 KEYWORDS: Fact 31. A problem identified in the interpretation of data from studies with knockout mice is a. that the protein products can turn on and off. b. that the mice may not develop normally and therefore their brains may be different in a variety of ways. c. that doxycycline added to their food can turn off gene expression. d. that tTa added to their food can turn off gene expression. ANSWER: b REFERENCES: Page 319 KEYWORDS: Fact 32. Doogie mice seem smarter because they show enhanced learning in a range of tests. The change that brings this about is a. they produce NR2A longer than other mice. b. they produce NR2B longer than other mice. c. they produce AMPA longer than other mice. d. they produce DOX longer than other mice. ANSWER: b REFERENCES: Page 319 KEYWORDS: Fact

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Chapter 11 : Comparative Cognition I 33. NR2B is typically found a. as a subunit of NMDA that interferes with LTP in adulthood. b. as a subunit of NMDA that interferes with LTP in juveniles. c. as a subunit of NMDA that promotes LTP in adulthood. d. as a subunit of NMDA that promotes LTP in juveniles. ANSWER: d REFERENCES: Page 319 KEYWORDS: Fact 34. Doogie mice differ from normal mice in that a. they produce NR2A into adulthood. b. they produce NR2B into adulthood. c. they have more difficulty in the Morris water maze. d. they have more difficulty in stimulus discrimination tasks. ANSWER: b REFERENCES: Page 319 KEYWORDS: Fact 35. Optogenetic studies with mice have demonstrated that a. activating cells that were involved in the formation of a memory erases that memory. b. activating cells that were involved in the formation of a memory enhances that memory. c. activating cells that were involved in the formation of a memory can induce a memory related behavior. d. activating cells that were involved in the formation of a memory prevents memory related behavior. ANSWER: c REFERENCES: Page 321 KEYWORDS: Fact 36. Stimulus coding is primarily a task that occurs during a. retention. b. retrieval. c. extinction. d. acquisition. ANSWER:

REFERENCES: Page 322 KEYWORDS: Concept

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Chapter 11 : Comparative Cognition I 37. Stimulus coding refers to a. the literal record of past events in memory. b. creating a neural representation of an experience. c. the use of current stimuli to decode or understand previous events. d. creating a stimulus that can be perceived and used by a given species. ANSWER: b REFERENCES: Pages 321-322 KEYWORDS: Fact 38. The difference between using beacons and landmarks to find a goal is that a. beacons are more salient than landmarks. b. landmarks are at the goal site; beacons are not. c. beacons are at the goal site; landmarks are not. d. landmarks are more salient than beacons. ANSWER: c REFERENCES: Pages 322-323 KEYWORDS: Fact 39. Sign tracking is an example of a. beacon following. b. landmark navigation. c. using the relations between landmarks to guide behavior. d. a complex cognitive map. ANSWER: a REFERENCES: Page 322 KEYWORDS: Fact 40. Sally has given you directions to her office. She has told you to turn right at the convenience store, left at the stop sign, and right again at the cow shaped mailbox. She is counting on your ability to navigate with a. beacons. b. landmarks. c. geometric cues. d. your GPS device. ANSWER: b REFERENCES: Pages 322-323 KEYWORDS:

Concept

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Chapter 11 : Comparative Cognition I 41. Bob asks you to come over to play video games. He tells you he lives right under the large green billboard visible from campus. To get to his house you must use a. beacon following. b. landmarks. c. geometric cues. d. spatial coding. ANSWER: a REFERENCES: Pages 322-323 KEYWORDS:

Concept

42. Retrospective coding refers to memory of a. spatial cues. b. events that have happened in the past. c. events that still must occur. d. visual cues in the environment. ANSWER: b REFERENCES: Pages 323-324 KEYWORDS: Fact 43. When he first begins shopping, Peter is able to remember what he has in his cart without referring to his list. He is using a. retrospection. b. prospection. c. introspection. d. rehearsal memory. ANSWER: a REFERENCES: Page 324 KEYWORDS: Concept 44. If a hamster in a radial maze is keeping in mind where it has been, it is using a. prospection. b. introspection. c. retrospection. d. reference memory. ANSWER: c REFERENCES: Pages 323-24 KEYWORDS: Concept

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Chapter 11 : Comparative Cognition I 45. Prospective coding refers to events a. that must happen in the future. b. that have occurred in the immediate past. c. that have occurred in the distant past. d. that are no longer stored in working memory. ANSWER:

REFERENCES: Page 323 KEYWORDS: Fact 46. After three right-hand turns, Sally remembers that to get to Beth’s house she must next make a left-hand turn. To remember the left-hand turn, Sally is using a. prospection. b. retrospection. c. introspection. d. rehearsal memory. ANSWER: a REFERENCES: Page 324 KEYWORDS: Concept 47. Animals have been found to use different coding strategies depending on the task demands. For example, at the beginning of a long series of behaviors, an animal would likely use , whereas near the end of the series it would likely use . a. prospective coding; retrospective coding b. retrospective coding; prospective coding c. reference coding; introspective coding d. rehearsal coding; prospective coding ANSWER: b REFERENCES: Pages 323-324 KEYWORDS: Concept 48. In a 12-arm radial maze, a rat makes a correct response if it visits an arm it has not previously explored. After 10 arms have been explored, the rat is most likely using which coding strategy to make the last choices? a. introspective b. prospective c. retrospective d. rehearsal ANSWER:

REFERENCES: Page 324 KEYWORDS: Concept

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Chapter 11 : Comparative Cognition I 49. When rats and humans were both required to perform in a radial arm-type spatial memory task, researchers determined that a. rats use retrospective coding strategies, and humans use prospective strategies. b. rats use retrospective coding strategies, and humans are able to switch between coding strategies. c. rats use prospective coding strategies, and humans are able to switch between coding strategies. d. rats and humans are able to switch between retrospective and prospective coding strategies. ANSWER: d REFERENCES: Page 324 KEYWORDS:

Fact

50. Directed forgetting studies support all of the following conclusions except a. rehearsal processes in animals can be brought under stimulus control. b. memory processes in animals can be brought under stimulus control. c. memory processes in animals involve the passive storage of information. d. memory processes in humans can be brought under stimulus control. ANSWER: c REFERENCES: Pages 326-327 KEYWORDS: Fact 51. Infants were trained to kick in order to move a mobile. 24 hours later, one group of these infants was tested in the presence of the same contextual cues; another group was tested in the presence of a context familiar to them, but different from the training situation. The infants tested in the training context performed much better, probably because of a. rehearsal cues. b. retrieval cues. c. prospective cues. d. retrospective cues. ANSWER: b REFERENCES: Pages 328-329 KEYWORDS: Concept 52. Which of the following can serve as a retrieval cue? a. contextual cues b. the US c. the CS+ d. all of the above ANSWER:

REFERENCES: Page 330 KEYWORDS: Fact

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Chapter 11 : Comparative Cognition I 53. Reminder treatments can increase responding that is low due to a. latent inhibition. b. overshadowing. c. blocking. d. all of the above ANSWER:

REFERENCES: Page 330 KEYWORDS: Fact 54. Memory priming involves a. presenting a retrieval cue and testing immediately. b. presenting a retrieval cue and testing some time later. c. presenting a retrieval cue during acquisition. d. presenting a retrieval cue that sets the occasion for the training phase. ANSWER: b REFERENCES: Pages 330-331 KEYWORDS: Fact 55. Which of the following is not an adaptive feature of forgetting? a. It increases behavioral variability. b. It can reduce the context specificity of learning. c. It can be useful in therapeutic settings. d. All are adaptive features of forgetting ANSWER: d REFERENCES: Page 331 KEYWORDS: Concept 56. Monkeys are presented with a series of stimuli in a delayed matching to sample task. First a white light signals the start of the trial. Then a green light is presented, followed by the red sample light, a delay, and then the test stimuli of a green light and a red light. This experiment is designed to explore a. proactive interference. b. reference memory coding. c. retroactive interference. d. retrograde amnesia. ANSWER: a REFERENCES: Page 332 KEYWORDS: Concept

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Chapter 11 : Comparative Cognition I 57. The retrieval failure hypothesis of retrograde amnesia suggests that amnesia results from a. retention failure. b. general memory loss. c. loss of information from short-term memory d. altered coding of relatively recent memories. ANSWER:

REFERENCES: Page 335 KEYWORDS: Fact 58. Evidence to support the retrieval failure hypothesis of retrograde amnesia comes from studies in which a. memory deficits can be overcome by reminder treatments. b. hypothermia causes retrograde amnesia. c. memory deficits occur in response to ECT. d. memory in the short-term store is shown to be vulnerable. ANSWER: a REFERENCES: Pages 335-336 KEYWORDS: Fact 59. The important difference between the memory consolidation and retrieval failure hypotheses of retrograde amnesia is that a. the memory consolidation hypothesis assumes that amnesia reflects altered coding of new memories, whereas the retrieval failure hypothesis assumes that amnesia reflects a vulnerability of information in the short-term store. b. the memory consolidation hypothesis assumes that amnesia reflects memory loss, whereas the retrieval failure hypothesis assumes that amnesia reflects altered coding of new memories. c. the memory consolidation hypothesis assumes that amnesia reflects memory loss, whereas the retrieval failure hypothesis assumes that amnesia reflects a vulnerability of information in the short-term store. d. the memory consolidation hypothesis assumes that amnesia reflects a vulnerability of information in the shortterm store, whereas the retrieval failure hypothesis assumes that amnesia reflects memory loss. ANSWER:

REFERENCES: Pages 336-337 KEYWORDS: Concept 60. Compared with traditional views of memory acquisition, storage, and recall, contemporary views suggest a. that acquisition is more difficult, recall is easier. b. that items in long-term storage are more permanent than previously thought. c. that items in long-term storage can be made more malleable than previously thought. d. that most of what we consider memory is actually classical or instrumental conditioning. ANSWER: c REFERENCES: Pages 337-338 KEYWORDS: Concept

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Chapter 11 : Comparative Cognition I 61. Describe the delayed matching to sample task. What are three procedural aspects critical to determining the accuracy of performance in this task? ANSWER: Answer not provided 62. Compare the learning of a general rule to the learning of specific rules. Under what circumstances will general rules be learned? What causes specific rules to be learned? ANSWER: Answer not provided 63. What is spatial memory? Describe two procedures that demonstrate spatial memory in animals. ANSWER: Answer not provided 64. Compare retrospective coding to prospective coding. When is each used? ANSWER: Answer not provided 65. Compare proactive and retroactive interference. ANSWER: Answer not provided 66. Compare the memory consolidation and retrieval-failure hypotheses of retrograde amnesia. What evidence allows researchers to decide between the two hypotheses? ANSWER: Answer not provided 67. Describe three ways current techniques in genetics are contributing to our understanding of learning and behavior. ANSWER: Answer not provided 68. Compare and contrast working and reference memory. ANSWER: Answer not provided 69. Describe the delayed matching-to-sample procedure and alternative strategies that can be used to respond accurately in such a procedure. How can these response strategies be distinguished experimentally? ANSWER: Answer not provided 70. Describe spatial learning tasks and mechanisms that have been used to explain efficient performance in this situation. ANSWER: Answer not provided 71. Describe how retrospective and prospective coding can be differentiated experimentally. ANSWER: Answer not provided 72. Describe the phenomenon of directed forgetting and what it tells us about memory processes. ANSWER: Answer not provided 73. Describe the memory consolidation and retrieval failure explanations of retrograde amnesia and what evidence can be used to support one or the other hypothesis. ANSWER: Answer not provided Powered by Cognero

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Chapter 11 : Comparative Cognition I 74. Compare and contrast traditional and contemporary views of memory storage and recall and the implications of these views for the accuracy of recollections. ANSWER: Answer not provided

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Chapter 12 : Comparative Cognition II 1. Which of the following is most closely analogous to human episodic memory? a. the contents of value transfer in pigeons b. the contents of memory for hidden food items in scrub jays c. the contents of paired associate learning in chimpanzees d. the contents of the internal clock in pigeons ANSWER:

REFERENCES: Page 344 KEYWORDS: Concept 2. According to Clayton et al. what is the required content of a memory for it to be considered "episodic"? a. what happened b. when it happened c. where it happened d. all of the above ANSWER: d REFERENCES: Page 344 KEYWORDS: Fact 3. A scrub jay demonstrates that it knows what happened, where it happened, when it happened, and seems to have integrated these pieces into a a coherent representation. This is evidence of a. semantic memory b. procedural memory c. episodic memory d. motor memory ANSWER: c REFERENCES: Page 344 KEYWORDS: Concept 4. Evidence for episodic memory in scrub jays comes from the finding that a. they will always prefer worms at all time periods since the food was cached. b. they will always prefer worms only if they are provided fresh worms at all time periods after caching including very long delays. c. they will prefer peanuts at short delays, but worms at longer delays after caching. d. evidence for episodic memory only has been found in mammals like rats, monkeys, and humans including human infants. ANSWER: b REFERENCES: Page 346 KEYWORDS: Concept

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Chapter 12 : Comparative Cognition II 5. A task in which the discriminative stimulus is the length of time of an event is referred to as a a. time shaping b. interval training

task.

c. duration estimation d. time conditioning ANSWER:

REFERENCES: Page 348 KEYWORDS: Fact 6. A pigeon is used in a modified matching-to-sample experiment. If the bird is presented with a 3 second long sample, it must peck a red key. If the sample is 10 seconds long, the pigeon must peck a green key. This type of experiment is called a a. duration estimation task. b. time conditioning task. c. interval training task. d. time shaping task. ANSWER: a REFERENCES: Page 348 KEYWORDS: Fact 7. Results from duration estimation tasks suggest that a. rats can base their behavior on duration estimation, but pigeons cannot. b. pigeons can base their behavior on duration estimation, but rats cannot. c. neither pigeons nor rats can base their behavior on duration estimation. d. both pigeons and rats can base their behavior on duration estimation. ANSWER: d REFERENCES: Page 348 KEYWORDS: Fact 8. A trial begins with presentation of a discriminative stimulus. If the stimulus is a light, a food pellet reinforcer will be set up after 20 seconds and can be earned with a lever press. If the stimulus is a tone, a food pellet reinforcer will be set up after 40 seconds and can be earned with a lever press. Test trials involve recording the subject’s responses over 80 non-reinforced seconds. This procedure is called a. a duration estimation task. b. a peak procedure. c. an interval training task. d. a model-rival technique. ANSWER: b REFERENCES: Page 348 KEYWORDS: Fact

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Chapter 12 : Comparative Cognition II 9. A trial begins with presentation of a discriminative stimulus. If the stimulus is a light, a food pellet reinforcer will be set up after 20 seconds and can be earned with a lever press. If the stimulus is a tone, a food pellet reinforcer will be set up after 40 seconds and can be earned with a lever press. Test trials involve recording the subject’s responses over 80 non-reinforced seconds. This type of experiment is investigating an organism’s ability to a. form concepts. b. produce durations. c. estimate durations. d. chunk information. ANSWER: b REFERENCES: Page 348 KEYWORDS:

Concept

10. A rat is used in a modified matching-to-sample experiment. If the rat is presented with a 4-second-long sample, it must push the left lever. If the sample is 10 seconds long, the rat must depress the right lever. This type of experiment tests the rat’s ability to a. form concepts. b. produce durations. c. estimate durations. d. chunk information. ANSWER: c REFERENCES: Page 348 KEYWORDS:

Concept

11. In an experiment with hungry rats, food is delivered to a food cup at regular 40 s intervals. The rats' head pokes into the food cup area are suggestive of a. episodic memory. b. duration estimation. c. duration production. d. scalar invariance. ANSWER:

REFERENCES: Page 349 KEYWORDS: Concept 12. According to Scalar Expectancy Theory, which of the following is not part of the clock process? a. the comparator b. the switch c. the accumulator d. the pacemaker ANSWER: a REFERENCES: Page 351 KEYWORDS: Fact

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Chapter 12 : Comparative Cognition II 13. In Scalar Expectancy Theory, what relays the number of pulses that have occurred to working memory? a. the pacemaker b. the comparator c. the accumulator d. the switch ANSWER:

REFERENCES: Page 351 KEYWORDS: Fact 14. Which of the following is not a feature important to the behavioral theory of timing? a. a pacemaker b. a comparator c. adjunctive behaviors d. a decision process ANSWER: b REFERENCES: Page 352 KEYWORDS: Fact 15. According to the behavioral theory of timing; which is an adjunctive behavior? a. pre-food focal search b. post-food focal search c. general search d. all are adjunctive behaviors ANSWER: d REFERENCES: Page 352 KEYWORDS: Fact 16. According to the behavioral theory of timing, the discriminative stimuli for the required timing responses are a. the number of impulses sent by the pacemaker. b. the total time the switch is active. c. the comparison of impulses in the comparator. d. the subjects own adjunctive responses. ANSWER: d REFERENCES: Page 352 KEYWORDS: Fact

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Chapter 12 : Comparative Cognition II 17. Retrospective: Prospective as a. scalar expectancy theory: behavior theory of timing b. behavior theory of timing: scalar expectancy theory c. behavior theory of timing: adjunctive behavior d. adjunctive behavior: superstitious behavior ANSWER: a REFERENCES: Page 352 KEYWORDS: Concept 18. In theories of timing that use oscillators, the oscillator is most like a a. pacemaker b. an hourglass c. a pendulum d. a comparator ANSWER: c REFERENCES: Page 353 KEYWORDS: Fact 19. The circadian clock has been linked to neural activity in a. the amygdala. b. the parietal cortex. c. the suprachiamatic nucleus. d. the nucleus accumbens. ANSWER: c REFERENCES: Page 354 KEYWORDS: Fact 20. Applying transcranial magnetic stimulation to which brain region is most likely to disrupt performance on longer (suprasecond) timing tasks? a. the cerebellum. b. the amygdala. c. the prefrontal cortex. d. the dorsal spinal cord. ANSWER: c REFERENCES: Page 354 KEYWORDS:

Fact

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Chapter 12 : Comparative Cognition II 21. Evidence from drug studies, clinical disorders, and transgenic mice suggests which neurotransmitter is important for timing? a. norepinepherine b. dopamine c. serotonin d. acetylcholine ANSWER: b REFERENCES: Pages 354-355 KEYWORDS:

Fact

22. In order to correctly perform the behavior required of a response chain, a subject must learn a. S-R associations. b. paired associations. c. R-O associations. d. All of the above ANSWER: a REFERENCES: Page 356 KEYWORDS: Fact 23. In an ordered behavior task, a response to stimulus A results in the presentation of stimulus B. Responding to B results in C, and so forth. This type of task is called a. paired associate learning. b. a response chain. c. serial pattern learning. d. serial representation learning. ANSWER: b REFERENCES: Page 356 KEYWORDS: Fact 24. In an ordered behavior task, a response to stimulus A results in the presentation of stimulus B. Responding to B results in C, and so forth. In order to correctly perform this task, a subject must learn a. paired associations. b. serial patterns. c. stimulus-response associations. d. serial representations. ANSWER: c REFERENCES: Page 356 KEYWORDS: Concept

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Chapter 12 : Comparative Cognition II 25. A simultaneous presentation of all response choices in a serial order task cannot be solved by learning a. a serial pattern. b. serial representations. c. stimulus-response associations. d. paired associates. ANSWER:

REFERENCES: Page 357 KEYWORDS: Concept 26. A dog is trained to fetch sodas from the refrigerator. It knows to first go the refrigerator. Once at the refrigerator, it knows to pull on the door. When the door is open, it knows to grab the can. With the can in its mouth, it knows to return to its master. This dog probably learned a. serial patterns. b. serial representations. c. stimulus-response associations. d. paired associates. ANSWER: c REFERENCES: Pages 356-357 KEYWORDS: Concept 27. A cat is trained to fetch a piece of balled paper. The cat has learned that the sound of the paper being crumpled means that the game is on. The game being on tells the cat that the paper is about to fly. Seeing the flying paper means that it is time for the hunt. Grabbing the paper lets the cat know that a treat is waiting. This cat must have learned a. paired associates. b. a serial pattern. c. stimulus-response associations. d. serial representations. ANSWER: a REFERENCES: Page 357 KEYWORDS: Concept 28. Monkeys were trained to press five buttons, “A” through “E,” in alphabetical order. When presented with the smaller subset of keys “B” and “D,” they were able to press these keys in order also. This suggests the monkeys learned a. paired associates. b. response-outcome associations. c. stimulus-response associations. d. serial representations. ANSWER: d REFERENCES: Page 357 KEYWORDS: Concept Powered by Cognero

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Chapter 12 : Comparative Cognition II 29. After learning to press five keys, “A” through “E,” in alphabetical order, monkeys were given tests in which subsets of two keys were presented. A comparison of the latencies to press the second key revealed that as the number of letters missing between the two test keys increased, (BD) versus (BE) for example, the latency to press the second key , suggesting that the monkeys were subject to the symbolic distance effect. a. remained the same b. increased c. decreased d. increased if the first key was “A” or “B,” and decreased if the first key was “C” or “D” (“E” could not be the first key) ANSWER: b REFERENCES: Pages 360 KEYWORDS:

Fact

30. Monkeys were trained to respond sequentially in a simultaneous stimulus array procedure. After training, which of the following sets of test stimuli will lead to the longest latency to press the first key? a. C, B b. A, E c. E, D d. A, D ANSWER: c REFERENCES: Pages 358-360 KEYWORDS:

Concept

31. Monkeys were trained to respond sequentially in a simultaneous stimulus array procedure. After training, which of the following sets of test stimuli will lead to the longest latency to press the second key? a. E, A b. B, C c. C, B d. D, B ANSWER: a REFERENCES: Pages 358-360 KEYWORDS: Concept 32. Perceptual concepts involve a. generalization within a category. b. discrimination within a category. c. generalization between categories. d. All of the above ANSWER: a REFERENCES: Page 362 KEYWORDS: Fact

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Chapter 12 : Comparative Cognition II 33. In order to respond correctly in tests of perceptual concept learning, a dolphin must a. respond similarly to members of different categories if they share similar elements. b. respond differently to members of the same category if they have different elements. c. respond similarly to members of different categories even if they are very different. d. respond similarly to members of the same category even if they have different elements. ANSWER:

REFERENCES: Page 362 KEYWORDS: Concept 34. Studies of perceptual concept learning suggest that a. only humans form true perceptual concepts. b. only primates form true perceptual concepts. c. only primates and dolphins form true perceptual concepts. d. many species, including pigeons, form true perceptual concepts. ANSWER: d REFERENCES: Pages 362-364 KEYWORDS: Fact 35. Evidence of generalization to novel exemplars is used to support a. a paired associate learning interpretation. b. a stimulus-response learning interpretation. c. a concept-learning interpretation. d. a serial pattern learning interpretation. ANSWER: c REFERENCES: Page 362 KEYWORDS: Fact 36. Data from a study with baboons exposed to four letter word or non-word stimuli to see if they could learn to distinguish between words and random combinations of letters suggest that a. they could use only S-R cues to discriminate. b. they could use only S-R and S-S cues to discriminate. c. they could use orthographic information to discriminate. d. they could not discriminate above chance between words and non-words. ANSWER: c REFERENCES: Pages 362-363 KEYWORDS: Fact

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Chapter 12 : Comparative Cognition II 37. Which theory assumes that concept learning is due to responding to certain stimulus aspects that members of a perceptual category have in common? a. similarity approach b. exemplar approach c. prototype approach d. common feature approach ANSWER: d REFERENCES: Page 365 KEYWORDS: Fact 38. The common elements approach to perceptual concept learning suggests that organisms form perceptual concepts based on a. prototypes of the perceptual category. b. geotypes of the perceptual category. c. shared critical features of members of the perceptual category. d. different combinations of shared features of members of the perceptual category. ANSWER: d REFERENCES: Page 365 KEYWORDS: Fact 39. Discriminating between which of the following would demonstrate abstract concept formation? a. natural and artificial b. red and orange c. males and females d. same and different ANSWER: d REFERENCES: Page 367 KEYWORDS: Concept 40. In a careful study of tool use in apes and crows, the researchers found a. that only the ape behavior reflected causal knowledge of the task. b. that only the crow behavior reflected causal knowledge of the task. c. that both ape and crow behavior reflected causal knowledge of the task. d. that neither ape nor crow behavior reflected causal knowledge of the task. ANSWER: a REFERENCES: Page 369 KEYWORDS: Fact

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Chapter 12 : Comparative Cognition II 41. Attempts to determine if nonhuman animals are capable of language have led to the conclusion that a. only chimpanzees are capable of language. b. many species of animals are capable of language. c. only chimpanzees and dolphins are capable of language. d. this is not an answerable question. ANSWER:

REFERENCES: Page 370 KEYWORDS: Fact 42. Human infants are said to have language a. at birth. b. usually by 6 months. c. usually by 12 months. d. There is no one point where a child can be said to graduate to having language. ANSWER: d REFERENCES: Page 370 KEYWORDS: Fact 43. Which of the following is not a consideration of nonhuman language learning? a. Can animals learn language? b. What type of training leads to language skills? c. What language skills do animals develop during training? d. How can language skills be documented? ANSWER: a REFERENCES: Pages 370 KEYWORDS: Concept 44. In the model-rival technique, a. a prototype of the lexigram is repeatedly presented to the subject. b. a model of the lexigram is presented by the experimenter. c. a different student competes with the subject for the experimenter’s attention. d. several different prototypes of the lexigram are presented only once in series to the subject. ANSWER:

REFERENCES: Page 370-371 KEYWORDS: Fact

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Chapter 12 : Comparative Cognition II 45. Which of the following is not a component of linguistic competence? a. learning a vocabulary b. developing a grammar c. language comprehension d. None of the above; all are components of linguistic competence. ANSWER:

REFERENCES: Pages 370-375 KEYWORDS: Fact 46. If Kanzi wanted you to carry him, the sentence he would be most likely to communicate would be a. CARRY, and then a point to you. b. a point to you, and then CARRY. c. CARRY only. d. with a point to you only. ANSWER: a REFERENCES: Page 374 KEYWORDS: Fact 47. The best evidence that great apes use grammar is a. the large size of their vocabulary. b. that most most utterances are multiple word phrases. c. that two-word utterances did not occur in random order. d. that they could convey their desires to humans. ANSWER: c REFERENCES: Page 374 KEYWORDS: Concept 48. What evidence suggests that food caching birds know where food is stored, what food is stored, and when they stored the food? ANSWER: Answer not provided 49. Describe two techniques for measuring an animal’s ability for timing behavior. ANSWER: Answer not provided 50. Describe the internal clock. Compare the Scalar Expectancy Theory and behavioral theory of how timing might take place. ANSWER: Answer not provided 51. Compare response chains, paired associate learning and serial representation learning. How can an investigator determine which strategy is being used by an animal in a simultaneous chain procedure? ANSWER: Answer not provided

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Chapter 12 : Comparative Cognition II 52. What does learning a perceptual concept involve? ANSWER: Answer not provided 53. Do you believe that tool use is a defining feature of advanced intelligence? Why or why not? Why might the New Caledonian crow have a predisposition for tool use? ANSWER: Answer not provided 54. Why has determining whether nonhuman animals are capable of learning language come to be considered an unimportant question? What do modern investigations of animal language attempt to determine? ANSWER: Answer not provided 55. What are the components of language competence? What evidence of these components is found in nonhuman animals? ANSWER: Answer not provided 56. Describe food caching behavior and what factors experimenters have to rule out before concluding that the behavior is mediated by working memory. ANSWER: Answer not provided 57. Describe how the behavior of food storing birds can be used to provide evidence of episodic memory. ANSWER: Answer not provided 58. Describe the peak procedure and how results obtained with the peak procedure may be explained by scalar expectancy theory. ANSWER: Answer not provided 59. Compare and contrast the scalar expectancy model of timing and the behavioral theory of timing. ANSWER: Answer not provided 60. Explain why tests with subsets of items from a simultaneous array are useful in assessing the mechanisms of serial pattern learning. ANSWER: Answer not provided 61. Compare and contrast perceptual and abstract concept learning. ANSWER: Answer not provided 62. Describe instances of tool use in avian species and discuss how tool use may be acquired. ANSWER: Answer not provided 63. Describe similarities and differences in language learning among chimpanzees and human children. ANSWER: Answer not provided

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