Complete Test Bank Learning Ch.5 - Psychology and Your Life 3rd Edition | Test Bank with Answer Key by Robert S. Feldman. DOCX document preview.
Chapter 05
Test Bank
1. Psychologists use the term ________ to refer to a relatively permanent change in behavior resulting from experience.
A. growth
B. maturation
C. cognition
D. learning
Page: 168Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 15.1: Describe the basics of classical conditioning and how they relate to learning.
Module: 15: Classical Conditioning
Topic: Learning
2. ________ is the decrease in response to a stimulus that occurs after repeated presentations of the same stimulus.
A. Sensation
B. Disinhibition
C. Habituation
D. Conservation
Page: 168Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 15.1: Describe the basics of classical conditioning and how they relate to learning.
Module: 15: Classical Conditioning
Topic: Learning
3. Jim tosses a newly purchased felt mouse across the floor. His cat chases it excitedly, clutches it in her paws, and rolls around with it. Several tosses later, his cat yawns pointedly and settles for a nap. The change in his cat's behavior illustrates:
A. adaptation.
B. habituation.
C. conditioning.
D. maturation.
Page: 168Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 2.1: Use scientific reasoning to interpret psychological phenomena.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 15.1: Describe the basics of classical conditioning and how they relate to learning.
Module: 15: Classical Conditioning
Topic: Learning
4. ________ refers to a decrease in the response to a stimulus when it is presented repeatedly, whereas ________ refers to the eventual disappearance of a conditioned response when an unconditioned stimulus is no longer presented.
A. Extinction; habituation
B. Habituation; extinction
C. Habituation; adaptation
D. Adaptation; habituation
Page: 168–172Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 15.1: Describe the basics of classical conditioning and how they relate to learning.
Learning Objective: 15.3: Explain extinction.
Module: 15: Classical Conditioning
Topic: Learning
5. ________ is credited with laying the foundation for the study of classical conditioning in psychology.
A. Thorndike
B. Skinner
C. Pavlov
D. Watson
Page: 168–169Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 15.1: Describe the basics of classical conditioning and how they relate to learning.
Module: 15: Classical Conditioning
Topic: Classical Conditioning
6. ________ is a type of learning in which a neutral stimulus comes to bring about a response after it is paired with a stimulus that naturally brings about that response.
A. Classical conditioning
B. Operant conditioning
C. Observational learning
D. Instrumental conditioning
Page: 169Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 15.1: Describe the basics of classical conditioning and how they relate to learning.
Module: 15: Classical Conditioning
Topic: Classical Conditioning
7. ________ stimulus is a stimulus that, before conditioning, does not naturally bring about the response of interest.
A. Reflexive
B. Unconditioned
C. Neutral
D. Normative
Page: 169Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 15.1: Describe the basics of classical conditioning and how they relate to learning.
Module: 15: Classical Conditioning
Topic: Classical Conditioning
8. ________ stimulus is a stimulus that is natural and needs no training.
A. Conditioned
B. Unconditioned
C. Neutral
D. Normative
Page: 169Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 15.1: Describe the basics of classical conditioning and how they relate to learning.
Module: 15: Classical Conditioning
Topic: Classical Conditioning
9. Tim loves pickles. The sight of a jar on the supermarket shelf makes his mouth water. In the terminology of classical conditioning, the sight of the jar is a(n) ________.
A. conditioned stimulus
B. unconditioned stimulus
C. neutral stimulus
D. conditioned response
Page: 170Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 15.1: Describe the basics of classical conditioning and how they relate to learning.
Module: 15: Classical Conditioning
Topic: Classical Conditioning
10. Alexis uses cocaine, which activates her sympathetic nervous system. Expecting her dealer, her hands shake and her heart pounds when she hears a knock on the door. In this scenario, which of the following alternatives correctly identifies the neutral stimulus, the CS, and the UCS?
A. Neutral stimulus—knock on the door; CS—cocaine; UCS—cocaine
B. Neutral stimulus—knock on the door; CS—knock on the door; UCS—pounding heart
C. Neutral stimulus—knock on the door; CS—knock on the door; UCS—cocaine
D. Neutral stimulus—cocaine; CS—knock on the door; UCS—cocaine
Page: 169–170Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 15.1: Describe the basics of classical conditioning and how they relate to learning.
Module: 15: Classical Conditioning
Topic: Classical Conditioning
11. In classical conditioning, how are the neutral stimulus and the conditioned response related?
A. They are not related; they are completely distinct stimuli.
B. They are the same thing, and the terms are interchangeable.
C. The neutral stimulus becomes the conditioned stimulus.
D. The conditioned stimulus becomes the neutral stimulus.
Page: 169–170Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 15.1: Describe the basics of classical conditioning and how they relate to learning.
Module: 15: Classical Conditioning
Topic: Classical Conditioning
12. Classical conditioning is most successful when the neutral stimulus occurs:
A. just before the unconditioned stimulus occurs.
B. at exactly the same time that the unconditioned stimulus occurs.
C. long before the unconditioned stimulus occurs.
D. immediately after the unconditioned stimulus occurs.
Page: 170Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 15.1: Describe the basics of classical conditioning and how they relate to learning.
Module: 15: Classical Conditioning
Topic: Classical Conditioning
13. Which of the following alternatives correctly identifies a stimulus or response in Watson and Rayner's "Little Albert" study?
A. Unconditioned stimulus—noise
B. Conditioned stimulus—fear
C. Unconditioned response—rat
D. Neutral stimulus—fear
Page: 171Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 15.2: Give examples of applying conditioning principles to human behavior.
Module: 15: Classical Conditioning
Topic: Classical Conditioning
14. Jonas is a veteran of the war in Iraq. He suffers from posttraumatic stress disorder (PTSD). At present, he is back home in a quiet California neighborhood, and jumps when he hears a firecracker or a car backfire. In the terminology of classical conditioning, these sounds are most likely to be referred to as ________ stimuli.
A. neutral
B. unconditioned
C. conditioned
D. normative
Page: 171–172Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 15.2: Give examples of applying conditioning principles to human behavior.
Module: 15: Classical Conditioning
Topic: Classical Conditioning
15. ________ occurs when a previously conditioned response decreases in frequency and eventually disappears.
A. Extinction
B. Habituation
C. Adaptation
D. Deconditioning
Page: 172Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 15.3: Explain extinction.
Module: 15: Classical Conditioning
Topic: Extinction
16. Which of the following sequences correctly arranges the phases of the classical conditioning process from first to last?
A. Acquisition → spontaneous recovery → extinction
B. Acquisition → extinction → spontaneous recovery
C. Spontaneous recovery → acquisition → extinction
D. Extinction → acquisition → spontaneous recovery
Page: 173Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 15.3: Explain extinction.
Module: 15: Classical Conditioning
Topic: Extinction
17. The reemergence of an extinguished conditioned response after a period of rest and with no further conditioning is known as ________.
A. extinction
B. habituation
C. spontaneous recovery
D. deconditioning
Page: 173Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 15.3: Explain extinction.
Module: 15: Classical Conditioning
Topic: Extinction
18. ________ is a process in which, after a stimulus has been conditioned to produce a particular response, stimuli that are similar to the original stimulus produce the same response.
A. Stimulus location
B. Stimulus generalization
C. Stimulus reflexive
D. Stimulus discrimination
Page: 174Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 15.4: Discuss stimulus generalization and discrimination.
Module: 15: Classical Conditioning
Topic: Generalization
19. Stimulus generalization:
A. is the process that occurs if two stimuli are sufficiently distinct from one another.
B. is directly proportional to the similarity between the two stimuli.
C. occurs when one of the two stimuli evokes a conditioned response, whereas the other does not.
D. provides the ability to differentiate between stimuli.
Page: 174Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 15.4: Discuss stimulus generalization and discrimination.
Module: 15: Classical Conditioning
Topic: Generalization
20. ________ occurs if two stimuli are sufficiently distinct from each other that one evokes a conditioned response but the other does not.
A. Stimulus location
B. Stimulus generalization
C. Stimulus diffusion
D. Stimulus discrimination
Page: 174Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 15.4: Discuss stimulus generalization and discrimination.
Module: 15: Classical Conditioning
Topic: Discrimination
21. Stimulus ________ provides the ability to differentiate between stimuli.
A. control
B. discrimination
C. generalization
D. diffusion
Page: 174Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 15.4: Discuss stimulus generalization and discrimination.
Module: 15: Classical Conditioning
Topic: Discrimination
22. ________ is learning in which a voluntary response is strengthened or weakened, depending on its favorable or unfavorable consequences.
A. Classical conditioning
B. Operant conditioning
C. Observational learning
D. Instrumental conditioning
Page: 176Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 16.1: Define the basics of operant conditioning.
Module: 16: Operant Conditioning
Topic: Operant Conditioning
23. Operant conditioning most importantly involves forming associations between:
A. neutral and unconditioned stimuli.
B. stimuli and involuntary behavior.
C. behavior and consequences.
D. conditioned response and reflex.
Page: 176Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 16.1: Define the basics of operant conditioning.
Module: 16: Operant Conditioning
Topic: Operant Conditioning
24. Classical conditioning applies mostly to ________.
A. biological responses
B. voluntary behavior
C. forced behavior
D. voluntary responses
Page: 184Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 16.5: Explain the concept of shaping.
Module: 15: Classical Conditioning
Module: 16: Operant Conditioning
Topic: Classical Conditioning
Topic: Operant Conditioning
Topic: Shaping
25. Operant conditioning applies mainly to ________.
A. natural responses
B. voluntary responses
C. biological behavior
D. involuntary responses
Page: 184Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 16.5: Explain the concept of shaping.
Module: 15: Classical Conditioning
Module: 16: Operant Conditioning
Topic: Classical ConditioningTopic: Operant ConditioningTopic: Shaping
26. The most influential psychologist to study operant conditioning was:
A. Freud.
B. Watson.
C. Pavlov.
D. Skinner.
Page: 177Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 16.1: Define the basics of operant conditioning.
Module: 16: Operant Conditioning
Topic: Operant Conditioning
27. The process by which a stimulus increases the likelihood that a preceding behavior will be repeated is called:
A. habituation.
B. reinforcement.
C. learning.
D. spontaneous recovery.
Page: 177Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 16.1: Define the basics of operant conditioning.
Module: 16: Operant Conditioning
Topic: Reinforcement
28. Which of the following approaches to treating a phobia is correctly matched with the type of learning that it reflects?
A. Conditioning client to associate a response of relaxation rather than anxiety to the feared object—observational learning
B. Reinforcing client directly by interacting with the feared object—operant conditioning
C. Exposing client to a model interacting successfully with the feared object—classical conditioning
D. A new behavior is learned but not demonstrated until some incentive is provided for displaying it—perceptual learning
Page: 176Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 16.1: Define the basics of operant conditioning.
Module: 16: Operant Conditioning
Topic: Operant ConditioningTopic: Reinforcement
29. A _____ is any stimulus that increases the probability that a preceding behavior will occur again.
A. catalyst
B. rejoinder
C. reinforcer
D. stimulant
Page: 177Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 16.1: Define the basics of operant conditioning.
Module: 16: Operant Conditioning
Topic: Reinforcement
30. Reinforcers that satisfy biological needs are called _____ reinforcers.
A. primary
B. positive
C. unconditioned
D. reflexive
Page: 177Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 16.1: Define the basics of operant conditioning.
Module: 16: Operant Conditioning
Topic: Reinforcement
31. Which of the following reinforcers is incorrectly categorized?
A. Food—primary reinforcer
B. Money—primary reinforcer
C. Praise—secondary reinforcer
D. Relief—primary reinforcer
Page: 177Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 16.1: Define the basics of operant conditioning.
Module: 16: Operant Conditioning
Topic: Reinforcement
32. Which of the following is an example of a secondary reinforcer?
A. Food
B. Sex
C. Money
D. Relief
Page: 177Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 16.1: Define the basics of operant conditioning.
Module: 16: Operant Conditioning
Topic: Reinforcement
33. As part of a behavior modification program, Kendra and her partner each agree to praise their daughter if she completes her assigned household chores by the end of the day. Such praise is an example of:
A. primary reinforcement
B. tertiary reinforcement
C. positive reinforcement
D. negative reinforcement
Page: 178Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 16.2: Explain reinforcers and punishment.
Module: 16: Operant Conditioning
Topic: Reinforcement
34. The term reward is synonymous with:
A. positive reinforcement only.
B. reinforcement generally.
C. negative reinforcement only.
D. primary reinforcement only.
Page: 178Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 16.2: Explain reinforcers and punishment.
Module: 16: Operant Conditioning
Topic: Reinforcement
35. A(n) _____ reinforcer is a stimulus added to the environment, like getting paid to work, that specifically brings about an increase in a preceding response.
A. primary
B. positive
C. unconditioned
D. neutral
Page: 178Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 16.2: Explain reinforcers and punishment.
Module: 16: Operant Conditioning
Topic: Reinforcement
36. A(n) _____ reinforcer refers to the removal of an unpleasant stimulus, for instance, putting on a sweater when a person feels it is cold, which leads to an increase in the probability that a preceding response will be repeated in the future.
A. negative
B. secondary
C. unconditioned
D. neutral
Page: 178Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 16.2: Explain reinforcers and punishment.
Module: 16: Operant Conditioning
Topic: Reinforcement
37. One reason Carlos continues to work at his job is the paycheck that he receives every two weeks. Carlos' paycheck is a _____ reinforcer.
A. neutral
B. primary
C. secondary
D. negative
Page: 177Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 16.1: Define the basics of operant conditioning.
Module: 16: Operant Conditioning
Topic: Reinforcement
38. Dr. DiFonzo notices several students nodding in agreement as he lectures. Subsequently, his rhetoric becomes more confident and more passionate. The students have provided _____ reinforcement.
A. positive
B. secondary
C. conditioned
D. neutral
Page: 178Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 16.2: Explain reinforcers and punishment.
Module: 16: Operant Conditioning
Topic: Reinforcement
39. Negative reinforcement:
A. is the same thing as punishment.
B. increases the likelihood that preceding behaviors will be repeated.
C. decreases the likelihood that a behavior will be performed.
D. is a stimulus whose removal leads to a decrease in the probability that a preceding response will be repeated.
Page: 178Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 16.2: Explain reinforcers and punishment.
Module: 16: Operant Conditioning
Topic: Reinforcement
40. Which of the following scenarios best exemplifies negative reinforcement?
A. Vanna fastens her seatbelt as soon as she gets in her car to stop the annoying alert sound.
B. Drake no longer cuts class now that his parents have confiscated his iPhone.
C. Maria buys a particular brand of cigarettes to get two packs for the price of one.
D. Nate no longer arrives late at work following a reprimand from his boss.
Page: 178Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 16.2: Explain reinforcers and punishment.
Module: 16: Operant Conditioning
Topic: Reinforcement
41. _____ weakens a response through the application of an unpleasant stimulus.
A. Negative reinforcement
B. Negative punishment
C. Positive punishment
D. Normative reinforcement
Page: 178Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 16.2: Explain reinforcers and punishment.
Module: 16: Operant Conditioning
Topic: Punishment
42. _____ punishment consists of the removal of something pleasant.
A. Prescriptive
B. Negative
C. Positive
D. Normative
Page: 178Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 16.2: Explain reinforcers and punishment.
Module: 16: Operant Conditioning
Topic: Punishment
43. Which of the following scenarios exemplifies negative punishment?
A. Astrid tells her daughter that she is grounded for misbehaving and can’t meet her friends for a week.
B. Carly yells at her husband when he comes home drunk.
C. Jim makes his middle schoolers run extra laps when they are unruly during his gym sessions.
D. Joanie takes several ibuprofen tablets when she has a headache.
Page: 178Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 16.2: Explain reinforcers and punishment.
Module: 16: Operant Conditioning
Topic: Punishment
44. Which of the following is an example of positive punishment?
A. Andy fights with his wife and walks away.
B. Roy gets a speeding ticket.
C. Amy grounds her son for misbehaving and does not let him watch television.
D. Rita gives her dog a treat for rolling over.
Page: 178Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 16.2: Explain reinforcers and punishment.
Module: 16: Operant Conditioning
Topic: Punishment
45. Sheryl's parents have told her that she is grounded and will not be allowed to watch any television for a week, because she has not been completing her assignments on time. This is an example of a:
A. negative punishment.
B. negative reinforcement.
C. positive punishment.
D. positive reinforcement.
Page: 178Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 16.2: Explain reinforcers and punishment.
Module: 16: Operant Conditioning
Topic: Punishment
46. Which of the following is an example of a negative punishment?
A. Gina fights with her husband and avoids him.
B. Andrew spanks his child for misbehaving.
C. Todd yells at his wife for being irresponsible.
D. Jim, a manager, informs an employee that she has been demoted because of a poor job evaluation.
Page: 178Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 16.2: Explain reinforcers and punishment.
Module: 16: Operant Conditioning
Topic: Punishment
47. Which of the following consequences is correctly matched with an example?
A. Positive reinforcement—Vickie applies lotion to lessen the discomfort of a minor burn.
B. Negative reinforcement—Ella's parents confiscate her car keys for breaking curfew.
C. Positive punishment—Laurel's mother yells at her when Laurel tries stealing $20 from her mother’s purse.
D. Negative punishment—Maddie receives a bonus for outstanding work performance.
Page: 178Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 16.2: Explain reinforcers and punishment.
Module: 16: Operant Conditioning
Topic: Punishment
48. Which of the following consequences is correctly matched with an example?
A. Positive reinforcement—Harvey, a student, is suspended when he vandalizes school property.
B. Negative reinforcement—Jeff puts up his umbrella when it starts to rain, so he won't get drenched.
C. Positive punishment—Jacqueline's teacher puts a cute sticker on an arithmetic exercise completed without mistakes.
D. Negative punishment—Tommy receives a written reprimand from his boss following a series of customer complaints.
Page: 178Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 16.2: Explain reinforcers and punishment.
Module: 16: Operant Conditioning
Topic: Reinforcement
49. Which of the following is NOT a disadvantage of punishments?
A. It is ineffective if it is not delivered immediately after the undesirable behavior.
B. Physical punishment sends the message that aggressive behavior is appropriate.
C. It tends to change behavior very slowly.
D. Punishment does not suggest which alternative behaviors might be more desirable.
Page: 180Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 16.3: Present the pros and cons of punishment.
Module: 16: Operant Conditioning
Topic: Punishment
50. Behavior that is reinforced every time it occurs is said to be on a(n) _____ reinforcement schedule.
A. secondary
B. positive
C. intermittent
D. continuous
Page: 181Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 16.4: Discuss schedules of reinforcement.
Module: 16: Operant Conditioning
Topic: Schedules of Reinforcement
51. One doesn’t receive a smile or a "thank you" each time one holds a door for the person behind him or her. The action is acknowledged occasionally. Door-holding is reinforced on a _____ reinforcement schedule.
A. continuous
B. partial
C. regular
D. fixed
Page: 181Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 16.4: Discuss schedules of reinforcement.
Module: 16: Operant Conditioning
Topic: Schedules of Reinforcement
52. A vending machine is to a slot machine what _____ reinforcement is to _____ reinforcement.
A. secondary; primary
B. continuous; intermittent
C. partial; intermittent
D. variable; fixed
Page: 181Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 16.4: Discuss schedules of reinforcement.
Module: 16: Operant Conditioning
Topic: Schedules of Reinforcement
53. A fixed-ratio schedule is a schedule:
A. by which reinforcement is given only after a specific number of responses are made.
B. by which reinforcement occurs after a varying number of responses, rather than after a fixed number.
C. that provides reinforcement for a response only if a fixed time period has elapsed, making overall rates of response relatively low.
D. by which the time between reinforcements varies around some average, rather than being fixed.
Page: 181Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 16.4: Discuss schedules of reinforcement.
Module: 16: Operant Conditioning
Topic: Schedules of Reinforcement
54. Which of the following promotions exemplifies the use of a fixed-ratio schedule of reinforcement?
A. A café prints "You are a winner" on one-twelfth of its coffee lids. Patrons who receive such lids can redeem them for free beverages.
B. A café provides its customers with punch cards. Each time a patron purchases a beverage, a hole is punched, and when ten such holes are punched, the patron receives a free beverage.
C. A café offers each patron an early morning two-for-one free-beverage-with-purchase deal from 5 to 6 a.m. on Monday mornings.
D. Occasionally, a café announces a two-for-one deal.
Page: 181Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 16.4: Discuss schedules of reinforcement.
Module: 16: Operant Conditioning
Topic: Schedules of Reinforcement
55. Dr. Arceneaux wants her students to make use of the online practice quizzes on her course site. Which of the following is the most effective plan to increase the number of practice quizzes completed?
A. 1 bonus point for every 2 online practice quizzes completed
B. 5 points deducted from the course total if no quizzes are completed
C. 1 bonus point awarded every 2 weeks if 2 or more quizzes have been completed
D. 1 bonus point awarded every now and then (about 2 weeks on average) if 2 or more quizzes have been completed recently
Page: 180–182Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 16.4: Discuss schedules of reinforcement.
Module: 16: Operant Conditioning
Topic: Schedules of Reinforcement
56. A variable-ratio schedule is a schedule:
A. by which reinforcement is given only after a specific number of responses are made.
B. by which reinforcement occurs after a fluctuating number of responses, rather than after a fixed number.
C. that provides reinforcement for a response only if a fixed time period has elapsed, making overall rates of response relatively low.
D. by which the time between reinforcements varies around some average, rather than being fixed.
Page: 181–182Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 16.4: Discuss schedules of reinforcement.
Module: 16: Operant Conditioning
Topic: Schedules of Reinforcement
57. Dr. Arceneaux has developed several alternative plans to increase the number of online practice quizzes her students complete. Which of the following plans is incorrectly matched with the related schedule?
A. 1 bonus point for every 2 online practice quizzes completed—fixed-ratio schedule
B. 1 bonus point awarded every 2 weeks if two or more quizzes have been completed—fixed-interval schedule
C. 1 bonus point awarded every now and then (about 2 weeks on average) if two or more quizzes have been completed recently—variable-ratio schedule
D. 1 bonus point awarded randomly, either for every 2 online quizzes taken or 2 bonus points for all those students taken within the first week—variable-interval schedule
Page: 180–182Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 16.4: Discuss schedules of reinforcement.
Module: 16: Operant Conditioning
Topic: Schedules of Reinforcement
58. In general, _____ schedules of reinforcement yield high response rates.
A. variable-interval
B. fixed-interval
C. variable-ratio
D. fixed-ratio
Page: 181–182Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 16.4: Discuss schedules of reinforcement.
Module: 16: Operant Conditioning
Topic: Schedules of Reinforcement
59. Typically, long pauses in responses are associated with _____ schedules.
A. fixed-interval
B. fixed-ratio
C. variable-interval
D. variable-ratio
Page: 183Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 16.4: Discuss schedules of reinforcement.
Module: 16: Operant Conditioning
Topic: Schedules of Reinforcement
60. A fixed-interval schedule is a schedule:
A. by which reinforcement is given only after a specific number of responses are made.
B. by which reinforcement occurs after a varying number of responses, rather than after a fixed number.
C. that provides reinforcement for a response only if an unvarying time period has elapsed, making overall rates of response relatively low.
D. by which the time between reinforcements varies around some average, rather than being constant.
Page: 183Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 16.4: Discuss schedules of reinforcement.
Module: 16: Operant Conditioning
Topic: Schedules of Reinforcement
61. A variable-interval schedule is a schedule:
A. by which reinforcement is given only after a specific number of responses are made.
B. by which reinforcement occurs after a varying number of responses, rather than after a fixed number.
C. that provides reinforcement for a response only if a fixed time period has elapsed, making overall rates of response relatively low.
D. by which the time between reinforcements fluctuates around some average, rather than being fixed.
Page: 183Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 16.4: Discuss schedules of reinforcement.
Module: 16: Operant Conditioning
Topic: Schedules of Reinforcement
62. The process of teaching a complex behavior by reinforcing closer and closer approximations of the desired behavior is called:
A. stimulus control training.
B. discrimination training.
C. shaping.
D. behavior modification.
Page: 183Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 16.5: Explain the concept of shaping.
Module: 16: Operant Conditioning
Topic: Shaping
63. A behavior analyst:
A. helps clients explore the unconscious motivations behind their behaviors.
B. helps clients change how they think about their own behavior and that of others.
C. specializes in behavior modification techniques.
D. conducts basic research into conditioning mechanisms and principles.
Page: 185Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 16.5: Explain the concept of shaping.
Module: 16: Operant Conditioning
Topic: Applied Behavior Analysis
64. _____ modification is a formalized technique for promoting the frequency of desirable conducts and decreasing the incidence of unwanted ones.
A. Functional
B. Genetic
C. Posttranslational
D. Behavior
Page: 185Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 16.5: Explain the concept of shaping.
Module: 16: Operant Conditioning
Topic: Shaping
65. The cognitive learning concept of _____ learning is most prominently associated with _____.
A. latent; Tolman
B. latent; Thorndike
C. implicit; Tolman
D. implicit; Thorndike
Page: 190Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 17.1: Explain latent learning and how it works in humans.
Module: 17: Cognitive Approaches to Learning
Topic: Latent Learning
66. The _____ learning theory is an approach to the study of learning that focuses on the thought processes that underlie learning.
A. transformative
B. behavioral
C. cognitive
D. constructivism
Page: 189Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 17.1: Explain latent learning and how it works in humans.
Module: 17: Cognitive Approaches to Learning
Topic: Cognitive Learning Theory
67. Psychologists working within the cognitive learning perspective:
A. deny the importance of classical and operant conditioning.
B. go beyond classical and operant conditioning.
C. perform research essentially identical to that conducted by more traditional learning theorists.
D. have probably never heard of classical and operant conditioning.
Page: 189Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 17.2: Discuss the influence of observational learning in acquiring skills.
Module: 17: Cognitive Approaches to Learning
Topic: Cognitive Learning Theory
68. The cognitive learning theory emphasizes:
A. expectations.
B. imitation.
C. consolidation.
D. associations.
Page: 190Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 17.1: Explain latent learning and how it works in humans.
Module: 17: Cognitive Approaches to Learning
Topic: Cognitive Learning Theory
69. Learning in which a new behavior is acquired but is not demonstrated until some incentive is provided for displaying it is known as _____ learning.
A. tangential
B. latent
C. perceptual
D. spatial
Page: 190Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 17.1: Explain latent learning and how it works in humans.
Module: 17: Cognitive Approaches to Learning
Topic: Latent Learning
70. Which theorist is correctly matched with the concept with which he is associated?
A. Bandura—classical conditioning
B. Tolman—latent learning
C. Pavlov—observational learning
D. Watson—associative learning
Page: 190Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 17.1: Explain latent learning and how it works in humans.
Module: 17: Cognitive Approaches to Learning
Topic: Latent Learning
71. _____ learning occurs without reinforcement.
A. Latent
B. Operant
C. Subliminal
D. Manifest
Page: 190Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 17.1: Explain latent learning and how it works in humans.
Module: 17: Cognitive Approaches to Learning
Topic: Latent Learning
72. A(n) _____ is a mental representation of spatial locations and directions.
A. algorithm
B. prototype
C. cognitive map
D. perceptual blueprint
Page: 190Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 17.1: Explain latent learning and how it works in humans.
Module: 17: Cognitive Approaches to Learning
Topic: Latent Learning
73. Learning by watching the behavior of another person, or model, is known as _____ learning.
A. perceptual
B. observational
C. latent
D. tangential
Page: 191Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 17.2: Discuss the influence of observational learning in acquiring skills.
Module: 17: Cognitive Approaches to Learning
Topic: Observational Learning
74. Bandura's Bobo doll experiment was intended to demonstrate:
A. shaping.
B. observational learning.
C. latent learning.
D. stimulus control training.
Page: 192Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 17.2: Discuss the influence of observational learning in acquiring skills.
Module: 17: Cognitive Approaches to Learning
Topic: Observational Learning
75. Observational learning is based in part on the activity of _____ neurons in the brain.
A. mirror
B. reflexive
C. imitative
D. modeling
Page: 192Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 17.2: Discuss the influence of observational learning in acquiring skills.
Module: 17: Cognitive Approaches to Learning
Topic: Observational Learning
76. _____ is associated with the Fearless Peer experiment which demonstrates _____.
A. Pavlov; classical conditioning
B. Bandura; observational learning
C. Skinner; operant conditioning
D. Thorndike; latent learning
Page: 192Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 17.2: Discuss the influence of observational learning in acquiring skills.
Module: 17: Cognitive Approaches to Learning
Topic: Observational Learning
77. Based on your reading of the text, the average child in the United States has viewed more than _____ murders on network TV by the time he or she graduates from elementary school.
A. 12
B. 500
C. 8,000
D. 6,000
Page: 193–194Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 17.3: Describe research findings about observational learning and media violence.
Module: 17: Cognitive Approaches to Learning
Topic: Observational LearningTopic: Violence in Media
78. According to a survey, approximately _____ of the young male offenders in Florida who were considered violent had attempted to commit a media-inspired copycat crime.
A. one-fifth
B. one-fourth
C. one-third
D. half
Page: 194Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 17.3: Describe research findings about observational learning and media violence.
Module: 17: Cognitive Approaches to Learning
Topic: Observational LearningTopic: Violence in Media
79. Which of the following alternatives correctly matches a learning style described in the text with one of its characteristics?
A. Relational style—shows intuitive thinking
B. Relational style—able to focus on details
C. Analytical style—displays improvisational, intuitive thinking
D. Analytical style—displays good memory for relevant, verbal material
Page: 195Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 17.3: Describe research findings about observational learning and media violence.
Module: 17: Cognitive Approaches to Learning
Topic: Violence in Media
80. An analytic learning style is most likely to be displayed by:
A. Caucasian males.
B. Asian American females.
C. Hispanic American females.
D. Native American males.
Page: 198Accessibility: Keyboard Navigation
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 17.3: Describe research findings about observational learning and media violence.
Module: 17: Cognitive Approaches to Learning
Topic: Violence in Media
81. Habituation is a decline in the behavioral response following repeated exposure to the same stimulus.Page: 168APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 15.1: Describe the basics of classical conditioning and how they relate to learning.
Module: 15: Classical Conditioning
Topic: Classical Conditioning
82. In Pavlov's study, the bell is both a(n) neutral stimulus and a conditioned stimulus.Page: 169APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 15.1: Describe the basics of classical conditioning and how they relate to learning.
Module: 15: Classical Conditioning
Topic: Classical Conditioning
83. A bright flash automatically causes us to blink. This reaction is a(n) unconditioned response.Page: 169APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 15.2: Give examples of applying conditioning principles to human behavior.
Module: 15: Classical Conditioning
Topic: Classical Conditioning
84. Phobias are intense, irrational fears.Page: 171APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 15.2: Give examples of applying conditioning principles to human behavior.
Module: 15: Classical Conditioning
Topic: Classical Conditioning
85. Spontaneous recovery occurs when an extinguished conditioned response reappears after a period of rest.Page: 173APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 15.3: Explain extinction.
Module: 15: Classical Conditioning
Topic: Extinction
86. Adam was stung by a bee when he was a child. As a result, he is frightened, not only of bees, but of all flying insects. This example illustrates stimulus generalization..Page: 174APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 15.4: Discuss stimulus generalization and discrimination.
Module: 15: Classical Conditioning
Topic: Generalization
87. A stimulus that increases the probability that a preceding behavior will be repeated is termed a(n) reinforcer.Page: 177APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 16.1: Define the basics of operant conditioning.
Module: 16: Operant Conditioning
Topic: Reinforcement
88. Money is an example of a secondary reinforcer.Page: 177APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 16.1: Define the basics of operant conditioning.
Module: 16: Operant Conditioning
Topic: Reinforcement
89. A weekly paycheck is an example of a fixed-interval schedule.Page: 182–183APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 16.4: Discuss schedules of reinforcement.
Module: 16: Operant Conditioning
Topic: Reinforcement
90. Shaping is the process of teaching complex behavior by rewarding closer and closer approximations of the desired behavior.Page: 183APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 16.5: Explain the concept of shaping.
Module: 16: Operant Conditioning
Topic: Shaping
91. Dr. Tabachnik focuses on the expectations participants develop regarding the likelihood that a given behavior will be punished. Dr. Tabachnik might be described as a(n) cognitive learning theorist.Page: 189–190APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 2.1: Use scientific reasoning to interpret psychological phenomena.
Bloom's: Apply
Difficulty: Hard
Learning Objective: 17.1: Explain latent learning and how it works in humans.
Module: 17: Cognitive Approaches to Learning
Topic: Cognitive Learning Theory
92. In the latent learning study described in the text, the rats that were reinforced only during the latter portion of the experiment would be considered a(n) experimental group.Page: 190APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 17.1: Explain latent learning and how it works in humans.
Module: 17: Cognitive Approaches to Learning
Topic: Latent Learning
93. In observational learning, the organism whose behavior is observed is known as the model.Page: 191APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 17.2: Discuss the influence of observational learning in acquiring skills.
Module: 17: Cognitive Approaches to Learning
Topic: Observational Learning
94. Mirror neurons are neurons that fire when we observe another person’s behavior.Page: 192APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 17.2: Discuss the influence of observational learning in acquiring skills.
Module: 17: Cognitive Approaches to Learning
Topic: Observational Learning
95. Although the "phonics" approach to reading instruction might capitalize on an analytic learning style, the "whole-word" approach may be better suited to a(n) relational learning style.Page: 195–198APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 17.3: Describe research findings about observational learning and media violence.
Module: 17: Cognitive Approaches to Learning
Topic: Learning
96. Explain classical conditioning with a suitable example.
Students' examples may vary.
Classical conditioning is a type of learning in which a neutral stimulus (such as the experimenter's footsteps) elicits a response after being paired with a stimulus (such as food) that naturally brings about that response.
To demonstrate classical conditioning, Pavlov attached a tube to the salivary gland of a dog, allowing him to measure precisely the dog's salivation. He then rang a bell and, just a few seconds later, presented the dog with meat. This pairing occurred repeatedly and was carefully planned so that, each time, exactly the same amount of time elapsed between the presentation of the bell and the meat. At first the dog would salivate only when the meat was presented, but soon it began to salivate at the sound of the bell. In fact, even when Pavlov stopped presenting the meat, the dog still salivated after hearing the sound. The dog had been classically conditioned to salivate to the sound of the bell.Page: 168–171APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 15.1: Describe the basics of classical conditioning and how they relate to learning.
Module: 15: Classical Conditioning
Topic: Classical Conditioning
97. What are the advantages and disadvantages of punishment?
Punishment often presents the quickest route to changing behavior that, if allowed to continue, might be dangerous to an individual. There are some rare instances in which punishment can be the most humane approach to treating certain severe disorders. For example, some children suffer from autism, a psychological disorder that can lead them to abuse themselves by tearing at their skin or banging their heads against the wall, injuring themselves severely in the process. In such cases—and when all other treatments have failed—punishment in the form of a quick but intense electric shock has been used to prevent self-injurious behavior. Such punishment, however, is used only to keep the child safe and to buy time until positive reinforcement procedures can be initiated.
Punishment has several disadvantages that make its routine questionable. For one thing, punishment is frequently ineffective, particularly if it is not delivered shortly after the undesired behavior or if the individual is able to leave the setting in which the punishment is being given. Even worse, physical punishment can convey to the recipient the idea that physical aggression is permissible and perhaps even desirable. In addition, physical punishment is often administered by people who are themselves angry or enraged. It is unlikely that individuals in such an emotional state will be able to think through what they are doing or control carefully the degree of punishment they are inflicting. Finally, punishment does not convey any information about what an alternative, more appropriate behavior might be. To be useful in bringing about more desirable behavior in the future, punishment must be accompanied by specific information about the behavior that is being punished, along with specific suggestions concerning a more desirable behavior.Page: 179–180APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 16.3: Present the pros and cons of punishment.
Module: 16: Operant Conditioning
Topic: Punishment
98. Identify and define the four schedules of intermittent or partial reinforcement. Provide daily examples of each of the four schedules. Identify two specific ways that college professors might use our understanding of the schedules to increase the frequency with which students study course materials.
Students' examples may vary.
The answer should include the following:
Four schedules of intermittent reinforcement: fixed-interval (FI), fixed-ratio (FR), variable-interval (VI), and variable-ratio (VR) schedules.
Definitions and examples:
Fixed-interval (FI) schedule: Reinforcement is delivered following a set or constant time period. Typical examples include grades and paychecks.
Fixed-ratio (FR) schedule: Reinforcement is delivered following a set or constant number of responses. Piecework offers a typical example.
Variable-interval (VI) Schedule: Reinforcement is delivered following a time period that varies around an average. The actions of fishing and being on hold are reinforced on a VI schedule.
Variable-ratio (VR) Schedule: Reinforcement is delivered following a variable number of responses. Salespeople are reinforced with sales on such a schedule. Slot machines deliver payoffs on a VR schedule.
Professors might try to take advantage of the higher rates of responding seen under ratio schedules. Using an FR schedule, for example, professors could award points for each chapter summary or review completed. The text also suggests that giving quizzes on a VI rather than an FI schedule—that is, giving "pop" quizzes—might encourage students to study more regularly.Page: 180–183APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 1.3: Describe applications of psychology.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 16.4: Discuss schedules of reinforcement.
Module: 16: Operant Conditioning
Topic: Schedules of Reinforcement
99. Briefly describe observational learning and Bandura's Bobo doll research. Discuss how this research altered conventional views of learning. What role might mirror neurons play in observational learning?
According to psychologist Albert Bandura and his colleagues, a major part of human learning consists of observational learning, which is learning by watching the behavior of another person, or a model. Because of its reliance on observation of others—a social phenomenon—the perspective taken by Bandura is often referred to as a social cognitive approach to learning. Observational learning is particularly important in acquiring skills in which the operant conditioning technique of shaping is inappropriate.
Observational learning may have a genetic basis. For example, we find observational learning at work with mother animals teaching their young such activities as hunting. In addition, the discovery of mirror neurons that fire when we observe another person carrying out a behavior suggests that the capacity to imitate others may be innate. Not all behavior that we witness is learned or carried out, of course. One crucial factor that determines whether we later imitate a model is whether the model is rewarded for his or her behavior. Models who are rewarded for behaving in a particular way are more apt to be mimicked than are models who receive punishment. Observing the punishment of a model, however, does not necessarily stop observers from learning the behavior. Observers can still describe the model's behavior—they are just less apt to perform it.
Observational learning is central to a number of important issues relating to the extent to which people learn simply by watching the behavior of others.Page: 191–192APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 2.2: Demonstrate psychology information literacy.
APA Outcome: 2.3: Engage in innovative and integrative thinking and problem solving.
Bloom's: Understand
Difficulty: Medium
Learning Objective: 17.2: Discuss the influence of observational learning in acquiring skills.
Module: 17: Cognitive Approaches to Learning
Topic: Observational Learning
100. To what extent does culture influence learning styles? Distinguish between analytic and relational learning styles and suggest how they might vary across sociocultural groups. How might they reflect cross-cultural differences in parenting or teaching practices?
The answer should include the following elements:
Analytic learning style—Individuals with an analytic learning style perform best when they can undertake an initial analysis of the principles and components underlying a phenomenon.
Relational learning style—Individuals with a relational learning style perform best when they are first exposed to a full unit or complete phenomenon; the individual parts are best understood through their relationship to the whole.
Caucasian and Asian American males tend to display an analytic learning style; Caucasian females and African, Native, and Hispanic American males and females tend to display a relational style.
Parenting and teaching practices may encourage the development of one or the other of the learning styles. Western education tends to reinforce the acquisition of an analytic style, as does Caucasian American parenting; it is possible that parenting styles among other sociocultural groups tend to encourage a more relational style.Page: 194–198APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
APA Outcome: 5.5: Develop meaningful professional direction for life after graduation
Bloom's: Understand
Difficulty: Medium
Learning Objective: 17.3: Describe research findings about observational learning and media violence.
Module: 17: Cognitive Approaches to Learning
Topic: Violence in Media
Category # of Questions
Accessibility: Keyboard Navigation 80
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology. 38
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains. 61
APA Outcome: 1.3: Describe applications of psychology. 27
APA Outcome: 2.1: Use scientific reasoning to interpret psychological phenomena. 2
APA Outcome: 2.2: Demonstrate psychology information literacy. 1
APA Outcome: 2.3: Engage in innovative and integrative thinking and problem solving. 1
APA Outcome: 5.5: Develop meaningful professional direction for life after graduation 1
Bloom's: Apply 20
Bloom's: Remember 60
Bloom's: Understand 20
Difficulty: Easy 60
Difficulty: Hard 20
Difficulty: Medium 20
Learning Objective: 15.1: Describe the basics of classical conditioning and how they relate to learning. 15
Learning Objective: 15.2: Give examples of applying conditioning principles to human behavior. 4
Learning Objective: 15.3: Explain extinction. 5
Learning Objective: 15.4: Discuss stimulus generalization and discrimination. 5
Learning Objective: 16.1: Define the basics of operant conditioning. 12
Learning Objective: 16.2: Explain reinforcers and punishment. 15
Learning Objective: 16.3: Present the pros and cons of punishment. 2
Learning Objective: 16.4: Discuss schedules of reinforcement. 14
Learning Objective: 16.5: Explain the concept of shaping. 6
Learning Objective: 17.1: Explain latent learning and how it works in humans. 9
Learning Objective: 17.2: Discuss the influence of observational learning in acquiring skills. 8
Learning Objective: 17.3: Describe research findings about observational learning and media violence. 6
Module: 15: Classical Conditioning 30
Module: 16: Operant Conditioning 49
Module: 17: Cognitive Approaches to Learning 23
Topic: Applied Behavior Analysis 1
Topic: Classical Conditioning 17
Topic: Cognitive Learning Theory 4
Topic: Discrimination 2
Topic: Extinction 4
Topic: Generalization 3
Topic: Latent Learning 6
Topic: Learning 5
Topic: Observational Learning 9
Topic: Operant Conditioning 6
Topic: Punishment 9
Topic: Reinforcement 18
Topic: Schedules of Reinforcement 13
Topic: Shaping 5
Topic: Violence in Media 5
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Psychology and Your Life 3rd Edition | Test Bank with Answer Key
By Robert S. Feldman