Click on the answer you consider correct.
All questions © William Glassman and Marilyn Hadad, 2004.
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1 | |
As a small child, Natalie was stung by a bee while eating soup. Now Natalie dislikes all types of soup, and gets upset when offered soup. In classical conditioning terms, the bee sting is referred to as |
| | A) | a conditioned stimulus. |
| | B) | an unconditioned stimulus. |
| | C) | a punishment. |
| | D) | a negative reinforcement. |
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2 | |
With respect to the example in question 1, Natalie's dislike of soup is referred to as |
| | A) | an unconditioned response. |
| | B) | a conditioned stimulus. |
| | C) | an aversive behaviour. |
| | D) | a conditioned response. |
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3 | |
Mary’s elderly grandmother was a nasty woman who used to tease her cruelly and pinch her painfully; as a result, Mary became afraid whenever she saw her grandmother. Now, years later, Mary feels uncomfortable around elderly ladies, but she has no discomfort around elderly men or younger women. If Mary’s grandmother functioned as conditioned stimulus, then Mary’s dislike of all elderly ladies indicates |
| | A) | stimulus conversion. |
| | B) | stimulus discrimination. |
| | C) | stimulus generalisation. |
| | D) | extinction. |
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4 | |
In the example in question 3, Mary’s lack of discomfort around elderly men indicates |
| | A) | stimulus conversion. |
| | B) | stimulus discrimination. |
| | C) | stimulus generalisation. |
| | D) | extinction. |
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5 | |
People can learn to be afraid of situations which they have never directly experienced, such as developing a fear of sharks. The most likely explanation of this is |
| | A) | generalisation |
| | B) | simple emotional conditioning |
| | C) | higher order conditioning |
| | D) | spontaneous recovery |
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6 | |
Behaviourists believe that many human fears, such as a fear of bees, are based on |
| | A) | conditioned emotional responses. |
| | B) | a form of generalisation. |
| | C) | unconditioned stimuli. |
| | D) | higher order conditioning. |
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7 | |
Drug addicts are more likely to overdose when taking drugs in an unfamiliar location. This phenomenon seems to be due to |
| | A) | stimulus generalisation. |
| | B) | cues associated with drug-taking (like location) can
produce conditioned drug responses. |
| | C) | higher order conditioning. |
| | D) | desensitization. |
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8 | |
For most students, getting a good mark on a test is |
| | A) | a conditioned reinforcer. |
| | B) | a primary reinforcer. |
| | C) | a discriminative stimulus. |
| | D) | none of the above. |
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9 | |
Toby is a neglected child who often misbehaves in school just to get any kind of attention; when he gets attention for his misdeeds, it encourages him to misbehave even more. For him, scolding is |
| | A) | a positive reinforcer. |
| | B) | a negative reinforcer. |
| | C) | a punishment. |
| | D) | emotionally irrelevant. |
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10 | |
Whenever Johnny swears, he loses dessert at dinner that day. Over time, Johnny has been swearing less. This indicates that the contingency of reinforcement is |
| | A) | positive reinforcement. |
| | B) | negative reinforcement. |
| | C) | omission. |
| | D) | punishment. |
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11 | |
Margaret’s cat, Peaches, loves to sit on her shoulder. Sometimes Margaret lets her stay, but other times, if she is working, your Margaret puts her down. Peaches is on a __________ schedule of reinforcement. |
| | A) | continuous. |
| | B) | partial. |
| | C) | random. |
| | D) | unscheduled. |
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12 | |
Bobby’s father reinforces Bobby for his good behaviour with his brother by coming into the boys’ playroom every 15 minutes while they are playing and telling him what a great kid he is. Bobby’s father is using a schedule of reinforcement called |
| | A) | fixed interval. |
| | B) | fixed ratio . |
| | C) | variable interval. |
| | D) | variable ratio. |
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13 | |
Little Sohail is more likely to misbehave when his mother is home than when his father is home, because his father is more likely to punish him. This example illustrates |
| | A) | extinction. |
| | B) | the role of discriminative stimuli. |
| | C) | partial reinforcement. |
| | D) | non-contingent reinforcement. |
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14 | |
The process of shaping is based on |
| | A) | making behaviour more complex in order to receive rewards. |
| | B) | making reinforcement contingent on successful discrimination. |
| | C) | step-by-step increases in the negative reinforcer. |
| | D) | reinforcing successive approximations to the desired response. |
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15 | |
Using punishment to discourage inappropriate behaviour |
| | A) | doesn't teach the individual what to do, only what not to do. |
| | B) | is not as effective as positive reinforcement for good behaviour. |
| | C) | may lead to resentment of the person who is giving the punishment. |
| | D) | all of the above. |
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16 | |
Research on biofeedback has demonstrated that |
| | A) | all responses are acquired in the same way. |
| | B) | involuntary responses can be modified using operant conditioning procedures. |
| | C) | telling people to try harder improves the speed of classical conditioning. |
| | D) | all of the above. |
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17 | |
In many species, certain behaviours can be learned easily at a particular age, but not at other stages of development. This constraint on the learning process is referred to as |
| | A) | critical periods. |
| | B) | species-specific behaviours. |
| | C) | contraprepared behaviour. |
| | D) | equipotentiality. |
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18 | |
The primary reason that very few people develop fears of lamps is that |
| | A) | lamps are rarely dangerous. |
| | B) | the reinforcement value of lamps is very high. |
| | C) | people may not be biologically "prepared" to associate a lamp with fear. |
| | D) | people rarely discriminate a lamp as an unconditioned stimulus. |
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2004 A McGraw-Hill Online Learning Centre