 |
| 1 | |
Operant conditioning: |
| | A) | elicits an involuntary response that is reinforced. |
| | B) | consists of the association of two stimuli for learning to take place. |
| | C) | occurs when a voluntary response is strengthened or weakened depending on its consequences. |
| | D) | elicits a response similar to a reflex. |
|
|
|
| 2 | |
Which of the following best represent Thorndike's Law of Effect? |
| | A) | Neutral stimuli can be conditioned to produce reflexive behaviors. |
| | B) | Learning can only occur during a certain critical period. |
| | C) | Rewarded behaviors are more likely to be repeated, whereas punished behaviors are less likely to be repeated. |
| | D) | Through the observation of the actions of others, learning can occur the first time a task is attempted. |
|
|
|
| 3 | |
A reinforcer differs from a reward because: |
| | A) | a reward is limited to positive occurrences, but a reinforcer can be positive or negative. |
| | B) | a reward increases the probability that a preceding response will occur again but a reinforcer does not. |
| | C) | a reinforcer and a reward is the same thing; there is no difference. |
| | D) | a reward is monetary, but a reinforcer can be food, water, or praise. |
|
|
|
| 4 | |
Happy Goluckey is a sharp young businessman. To get customers to come into his store on a steady basis, he has instituted a "Scratch for Cash" program. Each time a customer comes in, he or she gets to scratch a space on a big scratch ticket. Under some of the winning numbers there are prizes and cash winnings. Happy is employing a _______ schedule of reinforcement to keep customers coming. |
| | A) | continuous |
| | B) | variable interval |
| | C) | fixed ratio |
| | D) | variable ratio |
|
|
|
| 5 | |
Secondary reinforcers: |
| | A) | satisfy a basic need. |
| | B) | are effective due to an association with a primary need. |
| | C) | are effective due to a previous association with a primary reinforcer. |
| | D) | work naturally, regardless of a person's past experience. |
|
|
|
| 6 | |
Longa Suffering has a wicked migraine. She takes a new kind of medicine to relieve her headache. Miraculously, her headache leaves after a relatively short time. The next time she gets a migraine she will try that drug again. This is an example of: |
| | A) | positive reinforcement. |
| | B) | negative reinforcement. |
| | C) | punishment by application. |
| | D) | punishment by removal. |
|
|
|
| 7 | |
Which of the following is a disadvantage to punishment? |
| | A) | Punishment is ineffective. |
| | B) | Punishment can convey the idea that physical aggression is permissible. |
| | C) | Punishment may have permanent effects on behavior. |
| | D) | Punishment only works when it is punishment by application. |
|
|
|
| 8 | |
Likesta Gamble keeps playing this certain slot machine because he knows it's going to pay off at an average of a certain number of responses. He has maintained a steady rate on the machine all day. The slot machine is programmed on what type of schedule of reinforcement? |
| | A) | fixed interval |
| | B) | variable interval |
| | C) | fixed ratio |
| | D) | variable ratio |
|
|
|
| 9 | |
Professor Heeso Koole decides to give his class pop quizzes instead of regularly scheduled tests every three weeks or so. He decides to do this because: |
| | A) | he is somewhat sadistic and likes to torture his students. |
| | B) | he wants his students to study regularly and be prepared in class. |
| | C) | he wants to reward those students who study and punish those who do not. |
| | D) | he believes that ratio schedules of reinforcement are better than interval schedules of reinforcement. |
|
|
|
| 10 | |
In __________, a behavior is reinforced in the presence of a specific stimulus but not in its absence. |
| | A) | stimulus control training |
| | B) | shaping |
| | C) | operant conditioning |
| | D) | response prevention |
|
|
|
| 11 | |
The process of teaching a complex behavior by rewarding closer and closer approximations of the desired behavior is: |
| | A) | response prevention. |
| | B) | stimulus control training. |
| | C) | stimulus discrimination training. |
| | D) | shaping. |
|
|
.