Learning Verified Test Bank Chapter.8 - Test Bank | Psychology by Davey 1e by Graham C. Davey. DOCX document preview.
Chapter 08: Learning
True/False
1. Learning is a feature that is typical of humans only.
Section Ref: Introduction: What is Learning and Why Does it Happen?
Learning Objective: Critically evaluate the definition and purpose of learning in humans and other animals.
Difficulty Level: Easy
2. Learning happens even when we are asleep.
Section Ref: Introduction: What is Learning and Why Does it Happen?
Learning Objective: Critically evaluate the definition and purpose of learning in humans and other animals.
Difficulty Level: Easy
Multiple choice
3. Which of the following definitions BEST describe what is learning?
a) It is the acquisition of information.
b) It is the acquisition of information by a biological organism.
c) It is a relatively permanent change in behaviour as a consequence of experience.
d) It is the opposite of introspection.
Section Ref: Introduction: What is Learning and Why Does it Happen?
Learning Objective: Critically evaluate the definition and purpose of learning in humans and other animals.
Difficulty Level: Medium
Short answer
4. “Learning refers to the acquisition of information”. Why is this definition of learning not suitable?
Section Ref: Introduction: What is Learning and Why Does it Happen?
Learning Objective: Critically evaluate the definition and purpose of learning in humans and other animals.
Difficulty Level: Medium
5. Provide a suitable definition of learning.
Section Ref: Introduction: What is Learning and Why Does it Happen?
Learning Objective: Critically evaluate the definition and purpose of learning in humans and other animals.
Difficulty Level: Medium
Multiple Choice
6. Which of the following organisms is able to learn?
a) A bird
b) A 1-month old baby
c) An octopus
d) All of the above
Section Ref: Introduction: What is Learning and Why Does it Happen?
Learning Objective: Critically evaluate the definition and purpose of learning in humans and other animals.
Difficulty Level: Easy
7. What is the name of the reflex by which a child will turn their head towards an object that stimulates their cheek?
a) Rolling reflex
b) Rooting reflex
c) Suction reflex
d) Rotating reflex
Section Ref: Introduction: What is Learning and Why Does it Happen?
Learning Objective: Critically evaluate the definition and purpose of learning in humans and other animals.
Difficulty Level: Medium
8. Why is the rooting reflex so important?
a) It orientates the baby’s attention towards their mother’s face.
b) It orientates the baby’s attention towards their mother’s voice.
c) It aids breastfeeding.
d) It aids grasping in infants.
Section Ref: Introduction: What is Learning and Why Does it Happen?
Learning Objective: Critically evaluate the definition and purpose of learning in humans and other animals.
Difficulty Level: Medium
9. Reflexes are:
a) Automatic responses
b) Innate responses
c) Fast responses
d) All of the above
Section Ref: Introduction: What is Learning and Why Does it Happen?
Learning Objective: Critically evaluate the definition and purpose of learning in humans and other animals.
Difficulty Level: Easy
10. Mary quickly drops the very hot mug as soon as she touched it, avoiding a serious burn. This is an example of:
a) reflex arc
b) rooting reflex
c) Babinski reflex
d) knee jerk reflex
Section Ref: Introduction: What is Learning and Why Does it Happen?
Learning Objective: Critically evaluate the definition and purpose of learning in humans and other animals.
Difficulty Level: Medium
11. Why is the reflex arc so fast?
a) It is innate.
b) It recruits special synapses.
c) It does not have to pass through the brain.
d) It gets processing priority in the thalamus.
Section Ref: Introduction: What is Learning and Why Does it Happen?
Learning Objective: Critically evaluate the definition and purpose of learning in humans and other animals.
Difficulty Level: Medium
Essay
12. Discuss why organisms cannot entirely rely on reflexes to interact with their environments.
Section Ref: Introduction: What is Learning and Why Does it Happen?
Learning Objective: Critically evaluate the definition and purpose of learning in humans and other animals.
Difficulty Level: Hard
True/False
13. Reflexes can be flexible, allowing organisms to adapt their responses to the environment when the predictive relationships between events change.
Section Ref: Introduction: What is Learning and Why Does it Happen?
Learning Objective: Critically evaluate the definition and purpose of learning in humans and other animals.
Difficulty Level: Medium
14. Reflexes can be fast and automatic, but they are never the product of learning.
Section Ref: Introduction: What is Learning and Why Does it Happen?
Learning Objective: Critically evaluate the definition and purpose of learning in humans and other animals.
Difficulty Level: Medium
Fill-in-the-blank
15. In the __________, a sensory neuron projects to the spinal cord and from there onto a spinal motor, without having to pass through the brain. This allows a very __________ motor response.
Section Ref: Introduction: What is Learning and Why Does it Happen?
Learning Objective: Critically evaluate the definition and purpose of learning in humans and other animals.
Difficulty Level: Medium
16. When learning does not express into a behaviour we say that it is __________.
Section Ref: Introduction: What is Learning and Why Does it Happen?
Learning Objective: Critically evaluate the definition and purpose of learning in humans and other animals.
Difficulty Level: Medium
Short answer
17. Name 2 elements which are fundamental in the definition of learning.
Section Ref: Introduction: What is Learning and Why Does it Happen?
Learning Objective: Critically evaluate the definition and purpose of learning in humans and other animals.
Difficulty Level: Medium
18. What reflex makes babies turn their heads towards an object that gently stimulates their cheeks?
Section Ref: Introduction: What is Learning and Why Does it Happen?
Learning Objective: Critically evaluate the definition and purpose of learning in humans and other animals.
Difficulty Level: Medium
True/False
19. Behavioural scientists study learning by measuring changes in behavioural responses.
Section Ref: Introduction: What is Learning and Why Does it Happen?
Learning Objective: Critically evaluate the definition and purpose of learning in humans and other animals.
Difficulty Level: Easy
Multiple choice
20. Which of the following is not a type of learning?
a) Habituation
b) Reflex
c) Sensitization
d) Conditioning
Section Ref: Introduction: What is Learning and Why Does it Happen?
Learning Objective: Critically evaluate the definition and purpose of learning in humans and other animals.
Difficulty Level: Easy
21. Which of the following reflexes allows a potentially dangerous sensory input (e.g. a burning hand) to be acted upon quickly to limit damage?
a) Rooting reflex
b) Reflex arc
c) Spinal reflex
d) Knee jerk reflex
Section Ref: Introduction: What is Learning and Why Does it Happen?
Learning Objective: Critically evaluate the definition and purpose of learning in humans and other animals.
Difficulty Level: Medium
22. The first time Scarlett purchased a coffee from the local coffee shop, she noticed the warning, “Caution! Beverage is hot!” Now, after three years of regularly stopping by that coffee shop for coffee, she no longer notices the warning message. What has occurred?
a) Sensitization
b) Habituation
c) Associative learning
d) Non-associative learning
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
23. Kaitlyn has just finished watching a scary horror movie about a stalker. This fear-arousing experience will likely _______.
a) increase her sensitivity to the faint background noises around the house that were associated with the movie
b) increase her ability to relax and fall asleep
c) have little impact on her sensitivity to her surroundings
d) be forgotten soon
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
True/False
24. Habituation refers to an increased response to a stimulus after it has been encountered repeatedly over time.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Easy
25. Sensitization involves an increase in response to the presentation of a cue.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Easy
26. Sensory habituation occurs outside of our awareness.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Hard
Essay
27. Provide examples from your own life that illustrate instances of habituation and sensitization.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Multiple choice
28. Which of the following is an example of a basic form of learning?
a) Habituation
b) Sensitization
c) a + b
d) None of the above
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
29. You toss a newly-purchased felt mouse across the floor. Your cat chases it excitedly, clutches it in her paws and rolls around with it. Several tosses later, your cat yawns pointedly and settles herself for a nap. The change in your cat’s behaviour illustrates ________.
a) adaptation
b) habituation
c) conditioning
d) sensitization
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
30. Habituation and sensitization both refer to a change in response as a result of learning. Which of the following statements best expresses the relationship between the types of changes in response denoted by the two terms?
a) The two terms refer to the same type of change in response.
b) The two terms refer to similar kinds of changes in response.
c) The two terms refer to different sorts of changes in response.
d) The two terms refer to opposite changes in response.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
31. “BANG!” “What was that?” Danielle asks in a breathless panic. “That? It was just a falling pecan hitting the carport’s tin roof,” Matthew explains. A scant minute later, the doorbell rings. Danielle turns abruptly, still startled. Danielle’s behaviour reflects ________.
a) sensitization
b) habituation
c) association
d) conditioning
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
32. Which alternative below CORRECTLY identifies a sea slug’s behaviour?
a) A sea slug withdraws its gill and siphon when it is touched. Several touches later, it no longer withdraws its gill and siphon -- habituation
b) A sea slug withdraws its gill and siphon when it is touched. Several touches later, it no longer withdraws its gill and siphon -- extinction
c) A sea slug withdraws its gill and siphon when it is shocked with electricity. It still withdraws its gill and siphon when it is then touched lightly -- habituation
d) A sea slug withdraws its gill and siphon when it is shocked with electricity. It still withdraws its gill and siphon when it is then touched lightly -- conditioning
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Hard
33. Whose work is considered pioneering in the study of classical conditioning?
a) Carew
b) Pavlov
c) Thorndike
d) Heyes
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Easy
Fill-in-the-blank
34. In classical conditioning, a previously __________ stimulus is associated with an unconditioned stimulus that naturally elicits some response.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Short answer
35. What does the term “unconditioned” refer to in the context of classical conditioning?
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Essay
36. Identify the US, UR, CS, and CR of Pavlov’s famous study.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Multiple choice
37. Joy was startled into flinching when she heard thunder during a rain storm. Eventually, the sight of lighting made her flinch. What is the conditioned stimulus in this example?
a) Sound of thunder
b) Flinching from hearing thunder
c) Sight of lightning
d) Flinching from sight of lightning
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
38. ___________ is credited with laying the foundation for the study of classical conditioning in psychology.
a) Thorndike
b) Skinner
c) Pavlov
d) Watson
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
39. Pavlov’s dogs had learned to associate the sound of a bell with getting food. This suggests that classical conditioning involves an association between:
a) a stimulus and either another stimulus, or a response
b) a stimulus and a response
c) two responses
d) two stimuli
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
40. _________ is a type of learning in which a neutral stimulus comes to elicit a response after being paired with a stimulus that elicits a response without training.
a) Classical conditioning
b) Operant conditioning
c) Observational learning
d) Instrumental conditioning
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
41. In Pavlov’s study, the US was _________; the neutral stimulus was _________; and, finally, the CS was _________.
a) meat; the bell; meat
b) meat; the bell; the bell
c) the bell; meat; meat
d) meat; meat; the bell
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
42. In classical conditioning, how are the neutral stimulus and the CS related?
a) They are not related; they are completely different stimuli.
b) They are the same thing; the terms are interchangeable.
c) The neutral stimulus becomes the CS.
d) The CS becomes a neutral stimulus.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
43. Alexis uses cocaine, which activates her sympathetic nervous system. Expecting her dealer, her hands shake and her heart pounds. Which alternative below correctly identifies the neutral stimulus, the CS, and the US?
a) neutral stimulus – the dealer; CS – cocaine; US -- cocaine
b) neutral stimulus – the dealer; CS – the dealer; US – pounding heart
c) neutral stimulus – the dealer; CS – the dealer; US -- cocaine
d) neutral stimulus – cocaine; CS – the dealer; US -- cocaine
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Hard
44. Classical conditioning is most effective when the neutral stimulus begins:
a) just before the US begins
b) at exactly the same time that the US begins
c) a while before the US begins
d) immediately after the US begins
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
45. ___________ occurs when a previously conditioned response decreases in frequency when the CS is presented in the absence of the US.
a) Extinction
b) Habituation
c) Adaptation
d) Deconditioning
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
46. Which of the following scenarios exemplifies extinction?
a) Alexis is a former cocaine user. Now that she no longer uses, her hands no longer shake and her heart no longer pounds when she hears a car pull into her driveway, like her dealer used to do in his car.
b) Alexis uses cocaine. She no longer feels quite the same rush as she did when she first started using.
c) Alexis is a former cocaine user in recovery. After a relapse, though, her hands shake and her heart pounds when she hears a car pull into her drive, like her dealer used to do in his car.
d) Alexis has relapsed on cocaine. She finds that she doesn’t need quite as much of the drug to feel its effects as she did immediately before she stopped using the last time.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Hard
47. In studies examining the conditioning of the eye blink reflex, the US is a(n) _______. The CS is a(n) _________.
a) tone; puff of air
b) tone; tone, also
c) puff of air; puff of air, also
d) puff of air; tone
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
48. In Carew et al.’s (1983) study on classical conditioning in sea slugs, the slight touch on the slug’s siphon was the __________, while the mild electric shock delivered immediately after on the slug’s tail was the __________.
a) CS; US
b) US; CS
c) US; UR
d) CS; CR
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
49. Carlotta consumed some poorly-stored sushi on a hot day; she became violently ill. Now Carlotta can’t stand the taste of sushi. She has developed a(n) _________.
a) phobia
b) aversive taste habituation
c) aversive taste sensitization
d) conditioned taste aversion
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Easy
50. Effie no longer eats egg salad sandwiches – some time ago, she found herself very sick after consuming a sandwich in which the mayonnaise must have spoiled. Which alternative below correctly identifies a stimulus in this situation?
a) US – bacteria
b) CS -- nausea
c) US -- food
d) CS -- bacteria
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
51. Is taste aversion learning in any way an exception of sorts to the general principles of classical conditioning? If so, how?
a) No, it is not an exception – it is simply another illustration of the generality of the principles of classical conditioning.
b) Yes, it is an exception – conditioned taste aversions require more trials to acquire than do most CRs.
c) Yes, it is an exception – conditioned taste aversions require a shorter interval between the CS and the response for their acquisition than do most CRs.
d) Yes, it is an exception -- conditioned taste aversions often require only a single CS-UCS pairing, rather than several pairings, for their acquisition.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Hard
52. Pavlov’s experiment is an example of __________conditioning, while Carew et al.’s experiments on sea slugs are an example of __________ conditioning.
a) aversive; appetitive
b) taste aversion; fear
c) appetitive; aversive
d) fear; taste aversion
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
True/False
53. Conditioning chambers are exclusively used to study fear conditioning in rats.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Easy
Fill-in-the-blank
54. Evidence that the CS-US pairing still exists after extinction training is provided by the re-emergence of the CR with the mere passage of time. This phenomenon is called __________.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
55. Spontaneous recovery refers to the re-emergence of a _______________ to a ______________ following extinction as a consequence of the passage of time.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Essay
56. Describe how extinction occurs in the context of classical conditioning.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Hard
True/False
57. Classical conditioning works with animals, but not humans.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Easy
58. Producing taste aversion always requires several pairings of the US and CS.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Short answer
59. What group of individuals may be especially vulnerable to conditioned taste aversion?
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Hard
Essay
60. Explain how a conditioned taste aversion occurs by identifying the US, UR, CS, and CR.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Multiple choice
61. Which of the following scenarios exemplifies spontaneous recovery?
a) Alexis is a former cocaine user. Now that she no longer uses, her hands no longer shake and her heart no longer pounds when she hears a car pull into her drive, like her dealer used to do in his car.
b) Alexis uses cocaine. She no longer feels quite the same rush as she did when she first started using.
c) Alexis is a former cocaine user in recovery. After a relapse, though, her hands shake and her heart pounds when she hears a car pull into her drive, like her dealer used to do in his car.
d) Alexis has relapsed on cocaine. She finds that she doesn’t need quite as much of the drug to feel its effects as she did immediately before she stopped using the last time.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
62. Extinction is:
a) less fragile than acquisition.
b) more fragile than acquisition.
c) equally fragile as acquisition.
d) equally strong as acquisition.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
63. With reference to extinction in the context of classical conditioning, which of the following statements is INACCURATE?
a) Extinction is rather fragile
b) Extinction is important for psychotherapists
c) Extinction is not context-dependent
d) Extinction is often used in exposure therapy
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Fill-in-the-blank
64. __________ describes a phenomenon by which conditioning is not successful when the CS has been presented multiple times without the US before conditioning. This is caused by pre-exposure of the CS reducing the amount of __________ that the CS can capture.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
65. __________ occurs when one stimulus influences the ability of another stimulus to evoke a CR. One of the best examples of this phenomenon is known as __________.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Multiple choice
66. In the context of a blocking experiment, A is a CS which is paired with a US, leading to a CR. After some trials, A is paired with a novel CS (i.e. B), followed by a US. At the end of the experiment, B is presented in isolation. Which of the following scenarios is the MOST likely to occur?
a) B is very strong at evoking CR.
b) B is stronger than A at evoking CR.
c) B is very weak at evoking CR.
d) B leads to extinction.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
True/False
67. Operant and instrumental conditioning refer to the same concept.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Easy
68. In the famous “puzzle box” experiments, the cat would find the way to open the cage’s door relatively quickly.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Easy
Essay
69. Describe Thorndike’s famous “puzzle box” experiment.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Multiple Choice
70. Rachana was annoyed by the dinging sound her car made when her seatbelt was not fastened, so she decided to fasten her seatbelt before she started the car to avoid hearing the dinging sound. What learning phenomenon is associated with the removal of such an aversive stimulus by the performance of a response?
a) Positive reinforcement
b) Negative reinforcement
c) Positive punishment
d) Negative punishment
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Hard
71. Three-year-old Kate is an extremely finicky eater. Her mother is concerned that Kate’s unwillingness to try new fruits and vegetables will negatively impact her growth and development. Which of the following techniques is the best motivator for behavioural change?
a) positive punishment
b) negative punishment
c) positive reinforcement
d) negative reinforcement
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Hard
72. Michael was pulled over by the police for driving by himself in a lane reserved for two persons in the car. He has to pay a £400 fine for this violation. This is an example of _______.
a) positive reinforcement
b) negative reinforcement
c) positive punishment
d) negative punishment
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Hard
73. Four-year old Dylan receives a “time-out” at preschool for deliberately knocking down another child in order to take his tricycle. Because of his misdeed Dylan’s teacher removed him from the playground and told him to sit quietly in a chair in the corner of the classroom for the next five minutes. “Time-out” is considered an example of _________.
a) positive punishment
b) negative punishment
c) positive reinforcement
d) negative reinforcement
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Hard
Short answer
74. Describe the difference between punishment and reinforcement.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Fill-in-the-blank
75. Positive reinforcement is associated with the provision of a __________ stimulus.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Hard
76. In S-R learning proposed by Thorndike, S stands for __________ and R stands for __________.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Short answer
77. Which psychologist discovered extinction in instrumental conditioning?
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Hard
78. What will it probably happen to the instrumental conditioning if the animal presses a lever that no longer results in the administration of a reinforcement?
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Multiple choice
79. Psychology’s interest in instrumental conditioning may be traced to ________’s early studies of hungry cats learning to escape from cages.
a) Skinner
b) Thorndike
c) Watson
d) Pavlov
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Easy
80. “Of several responses made to the same situation, those which are accompanied or closely followed by satisfaction to the animal will, other things being equal, be more firmly connected with the situation.” (Thorndike, 1911, p. 244)."This is the law of ________.
a) consequences
b) reward
c) effect
d) reinforcement
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
81. The process by which a stimulus increases the likelihood that a preceding behaviour will be repeated is called __________.
a) sensitization
b) reinforcement
c) conditioning
d) habituation
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Easy
82. In the context of classical conditioning, a conditioned reinforcement is similar to an effect known as:
a) second-order conditioning
b) classical conditioned reinforcement
c) second-order reinforcement
d) classical conditioned reward
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
83. Hyde (1976) showed that rats pressed a lever if it was followed by a tone, but only if the tone had previously been established as a CS for food. This effect is an example of:
a) classical conditioning
b) second-order conditioning
c) conditioned reinforcement
d) sensitization
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
84. The mechanisms of instrumental conditioning can be useful to study the phenomenon of:
a) spirit possession
b) superstition
c) day dreaming
d) hypnosis
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Easy
Fill-in-the-blank
85. Two rats are placed in a ‘puzzle box’ together. Rat A previously learned that by pressing on a pedal food will be deliver into the box. After a few days, rat B starts pressing on the pedal too. In this case rat A was the __________, while rat B was the __________.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Short Answer
86. Who conducted the Bobo doll experiment?
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Essay
87. Describe the methodology and the results of the Bobo doll study.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Hard
Multiple choice
88. What type(s) of media may promote aggressive behaviours in children?
a) Video games
b) Cartoons
c) Movies
d) All of the above
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Easy
89. Bandura’s “Bobo doll” experiments were intended to demonstrate:
a) shaping
b) observational learning
c) latent learning
d) associative learning
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
90. In Bandura’s observational learning work, which of the following is most likely a dependent variable?
a) whether children see a film of an adult model
b) whether the model in the film behaves aggressively
c) whether children are allowed to play with the doll after the film
d) whether children mimic the model’s aggressive behaviour
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Short answer
91. The demonstrator draws the observer’s attention to an object (e.g. food), encouraging the observer to interact with it later. What is this phenomenon called?
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Essay
92. Describe Mineka and Cook (1988) experiment on observational fear conditioning in monkeys.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Hard
Essay
93. Describe the difference between mimicry and imitation.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Short answer
94. What category of neurons respond for both action observation and action execution?
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Multiple Choice
95. Where were mirror neurons first observed?
a) In birds
b) In monkeys
c) In humans
d) In rats
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
True/False
96. Mirror neurons fire only when a monkey observes a co-specific performing a given action.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Fill-in-the-blank
97. Beckers and colleagues (2006), proposed that the blocking effect in humans is caused by __________ rather than __________.
Section Ref: Human Causal Learning
Learning Objective: Demonstrate an understanding of how the principles of simple forms of learning can generate more complex behaviour.
Difficulty Level: Medium
Multiple choice
98. Complete this modus tollens: if p then q, not q, therefore:
a) not p
b) not q
c) p
d) z
Section Ref: Human Causal Learning
Learning Objective: Demonstrate an understanding of how the principles of simple forms of learning can generate more complex behaviour.
Difficulty Level: Medium
Essay
99. Differentiate between associative and non-associative learning.
Section Ref: The Theoretical Basis of Learning
Learning Objective: Demonstrate an understanding of the theoretical models that are considered to underpin learning, in particular the Rescorla-Wagner model.
Difficulty Level: Hard
Short answer
100. What is the consequence of having an association between two events?
Section Ref: The Theoretical Basis of Learning
Learning Objective: Demonstrate an understanding of the theoretical models that are considered to underpin learning, in particular the Rescorla-Wagner model.
Difficulty Level: Medium
101. What is an association?
Section Ref: The Theoretical Basis of Learning
Learning Objective: Demonstrate an understanding of the theoretical models that are considered to underpin learning, in particular the Rescorla-Wagner model.
Difficulty Level: Easy
102. Name two major types of conditioning?
Section Ref: The Theoretical Basis of Learning
Learning Objective: Demonstrate an understanding of the theoretical models that are considered to underpin learning, in particular the Rescorla-Wagner model.
Difficulty Level: Hard
Multiple choice
103. What stimuli were likely to be associated in Pavlov’s experiment?
a) Food-salivation
b) Bell-food
c) Bell-salivation
d) Food-experimenter
Section Ref: The Theoretical Basis of Learning
Learning Objective: Demonstrate an understanding of the theoretical models that are considered to underpin learning, in particular the Rescorla-Wagner model.
Difficulty Level: Medium
104. How does associative learning differ from non-associative learning?
a) Associative learning is studied experimentally. Non-associative learning is studied using non-experimental methods.
b) Associative learning applies to humans. Non-associative learning applies to other animals.
c) Associative learning is based on connecting two or more stimuli. Non-associative learning is not based on such connections.
d) Non-associative learning involves memory. Associative learning does not require memory.
Section Ref: The Theoretical Basis of Learning
Learning Objective: Demonstrate an understanding of the theoretical models that are considered to underpin learning, in particular the Rescorla-Wagner model.
Difficulty Level: Medium
105. Which of the following alternative CORRECTLY classifies the major types of learning described in your text?
a) associative learning: classical conditioning and sensitization; non-associative learning: operant conditioning and habituation
b) associative learning: classical conditioning; non-associative learning: operant conditioning
c) associative learning: habituation and desensitization; non-associative learning: classical and operant conditioning
d) associative learning: classical and operant conditioning; non-associative learning: habituation and sensitization
Section Ref: The Theoretical Basis of Learning
Learning Objective: Demonstrate an understanding of the theoretical models that are considered to underpin learning, in particular the Rescorla-Wagner model.
Difficulty Level: Hard
106. Which of the following is not a critical factor of the Rescorla-Wagner model?
a) The perceived intensity of the CS
b) The objective intensity of the US
c) The perceived intensity of US
d) the surprisingness of the US
Section Ref: The Theoretical Basis of Learning
Learning Objective: Demonstrate an understanding of the theoretical models that are considered to underpin learning, in particular the Rescorla-Wagner model.
Difficulty Level: Medium
107. Which of the following has a critical role in the Rescorla-Wagner model?
a) Happiness
b) Fear
c) Anger
d) Surprise
Section Ref: The Theoretical Basis of Learning
Learning Objective: Demonstrate an understanding of the theoretical models that are considered to underpin learning, in particular the Rescorla-Wagner model.
Difficulty Level: Easy
108. According to the Rescorla-Wagner model, if the occurrence of the US surprising, then:
a) US will be associated with the CS
b) US will not be associated with the CS
c) The association between US and CS will not change
d) The association between US and CS will change
Section Ref: The Theoretical Basis of Learning
Learning Objective: Demonstrate an understanding of the theoretical models that are considered to underpin learning, in particular the Rescorla-Wagner model.
Difficulty Level: hard
Short answer
109. What is surprise according to Rescorla and Wagner?
Section Ref: The Theoretical Basis of Learning
Learning Objective: Demonstrate an understanding of the theoretical models that are considered to underpin learning, in particular the Rescorla-Wagner model.
Difficulty Level: Medium
110. If the surprisingness of the US is zero, what would be the learning outcome?
Section Ref: The Theoretical Basis of Learning
Learning Objective: Demonstrate an understanding of the theoretical models that are considered to underpin learning, in particular the Rescorla-Wagner model.
Difficulty Level: Medium
111. According to the Rescorla-Wagner model, what is the predicted learning outcome when the CS is not perceived?
Section Ref: The Theoretical Basis of Learning
Learning Objective: Demonstrate an understanding of the theoretical models that are considered to underpin learning, in particular the Rescorla-Wagner model.
Difficulty Level: Medium
Essay
112. How does the Rescorla-Wagner model explain the phenomenon of blocking?
Section Ref: The Theoretical Basis of Learning
Learning Objective: Demonstrate an understanding of the theoretical models that are considered to underpin learning, in particular the Rescorla-Wagner model.
Difficulty Level: Hard
Multiple choice
113. Which of the following factors explains blocking according to the Rescorla-Wagner model?
a) The novel stimulus is less intense.
b) The novel stimulus makes the US less intense.
c) The novel stimulus is added when the US is no more surprising.
d) None of the above
Section Ref: The Theoretical Basis of Learning
Learning Objective: Demonstrate an understanding of the theoretical models that are considered to underpin learning, in particular the Rescorla-Wagner model.
Difficulty Level: Medium
114. Which of the following is an example of discrimination learning?
a) Opposite patterning
b) Double patterning
c) Negative patterning
d) Alternative patterning
Section Ref: The Theoretical Basis of Learning
Learning Objective: Demonstrate an understanding of the theoretical models that are considered to underpin learning, in particular the Rescorla-Wagner model.
Difficulty Level: Medium
115. Which of the following statements regarding discrimination learning is INACCURATE?
a) The Rescorla-Wagner model provides the best explanation for this type of learning.
b) Animals, and not only humans, are able to solve a discrimination learning task.
c) In discrimination learning tasks, different stimuli signal different outcomes.
d) Discrimination learning tasks’ findings suggest that animals represent stimuli holistically.
Section Ref: The Theoretical Basis of Learning
Learning Objective: Demonstrate an understanding of the theoretical models that are considered to underpin learning, in particular the Rescorla-Wagner model.
Difficulty Level: Medium
116. Which of the following terms BEST describe the concept of ‘holistic representation’?
a) Sum-of-its-parts
b) Configuration
c) Fragmentation
d) Piecemeal
Section Ref: The Theoretical Basis of Learning
Learning Objective: Demonstrate an understanding of the theoretical models that are considered to underpin learning, in particular the Rescorla-Wagner model.
Difficulty Level: Hard
117. Which of the following phenomena can be explained by the Rescorla-Wagner model?
a) Extinction
b) Blocking
c) Conditioned inhibition
d) All of the above
Section Ref: The Theoretical Basis of Learning
Learning Objective: Demonstrate an understanding of the theoretical models that are considered to underpin learning, in particular the Rescorla-Wagner model.
Difficulty Level: Medium
Essay
118. What are the main limitations of the Rescorla-Wagner model?
Section Ref: The Theoretical Basis of Learning
Learning Objective: Demonstrate an understanding of the theoretical models that are considered to underpin learning, in particular the Rescorla-Wagner model.
Difficulty Level: Hard
True/False
119. Humans, but not animals, represent stimuli in a configural manner.
Section Ref: The Theoretical Basis of Learning
Learning Objective: Demonstrate an understanding of the theoretical models that are considered to underpin learning, in particular the Rescorla-Wagner model.
Difficulty Level: Medium
120. To date, the Rescorla-Wagner model continues to be an influential theory of learning in both animals and humans.
Section Ref: The Theoretical Basis of Learning
Learning Objective: Demonstrate an understanding of the theoretical models that are considered to underpin learning, in particular the Rescorla-Wagner model.
Difficulty Level: Medium
Multiple choice
121. Long-term potentiation refers to the process whereby:
a) CS-US associations become stronger with repetition.
b) behaviour-consequence associations become stronger with repetition.
c) neural pathways become activated more easily as learning occurs.
d) the number of synaptic connections between neurons increases with experience.
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Medium
122. Neural mechanisms for learning include:
a) long-term powering
b) long-term potentiation
c) long-term processing
d) long-term enhancement
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Easy
123. Where was long-term potentiation first observed?
a) In the spinal cord
b) In the cerebellum
c) In the hippocampus
d) In the hypothalamus
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Medium
124. The amplitude of a neural population’s spike to a low-intensity pulse can be increased through experience, a phenomenon called:
a) Long-term depression
b) Long-term potentiation
c) Habituation
d) Sensitization
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Medium
125. Long-term potentiation lasts:
a) No more than a few hours
b) For a few days
c) Up to a week
d) Up to a few months
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Medium
True/False
126. Long-term potentiation can only be observed in living-animal’s brains.
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Medium
127. Long-term potentiation can only be observed in the hippocampus.
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Medium
Short answer
128. LTD stands for:
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Medium
Essay
129. What is an associative LTP?
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Hard
Multiple choice
130. Long-term depression is caused by low frequency (less than __________), rather than high-frequency stimulation.
a) 10 Hz
b) 20 Hz
c) 50 Hz
d) 100 Hz
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Hard
131. In associative LTP, the neuron that previously doesn’t elicit a postsynaptic firing will subsequently cause the firing if it’s weakly stimulated __________ the other neuron.
a) Just after
b) Just before
c) Together with
d) At least 100 ms after
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Medium
132. What type of learning is the most comparable to associative LTP?
a) Operant conditioning
b) Instrumental conditioning
c) Classical conditioning
d) Observational learning
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Hard
133. If only the postsynaptic or only the presynaptic neurons fire, then LTP is:
a) Stronger
b) Weaker
c) More resistant
d) Not observed
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Medium
134. If only the postsynaptic or only the presynaptic neurons fire, then LTP is not observed. This neural phenomenon accords with:
a) Blocking
b) Aversive conditioning
c) The Rescorla-Wagner model
d) Latent inhibition
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Hard
135. The phenomenon of blocking is observed:
a) at the behavioural level only
b) at the neural level only
c) both at the behavioural and neural level
d) very rarely
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Medium
Short answer
136. In 2013, Steinberg and colleagues were able to generate surprise at the neural level. What happened at the behavioural level?
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Hard
Fill-in-the-gap
137. LTP is caused by ____________ neural stimulation. On the other hand, LTD is caused by ____________ neural stimulation.
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Medium
138. Classical conditioning is at ‘behavioural level’ as __________ is at the ‘neural level’.
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Medium
Short answer
139. Whose theory’s principles are often applied to motivate groups and individuals to comply with the objectives of an institution, government or business?
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
Multiple choice
140. Which of the following descriptions correctly defines a “phobia”?
a) A persistent fear of an object or a situation that is justified by the danger that is posed by the object or situation.
b) A persistent fear of an object or a situation that is out of proportion to the actual danger that is posed by the object or situation.
c) A persistent fear of an object or a situation that is characterized by intense panic attacks every time the affected person is presented with the object or a situation.
d) A dislike for an object or a situation which is not severe enough to interfere with or disrupt the affected person’s daily life.
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
141. What is the benefit of using nudges?
a) Motivating individuals to comply with an institution’s objective
b) Increasing people’s charitable behaviour
c) Increasing the chances of a desirable behaviour to occur
d) All of the above
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
142. According to the principles of classical conditioning, which of the forms of therapy would be most effective at treating a person with a conditioned phobia for white rats?
a) The therapist should have the person talk about the unconscious conflicts that are contributing to their fears.
b) The therapist should place the person in a peaceful and pleasant situation with a white rat several times until they no longer show fear of the rat.
c) The therapist should find out if the person has received unconditional positive regard from their family.
d) The therapist should use themselves as a role model and have the person observe them sitting pleasantly with a white rat.
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
143. Aaron has a needle phobia. Which pair below CORRECTLY identifies a stimulus or response in the conditioning of his phobia?
a) conditioned stimulus – pain; tissue damage
b) unconditioned stimulus – anxiety; fear
c) neutral stimulus – the needle itself
d) unconditioned stimulus – the needle
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Hard
144. Adam was badly stung by a bee once. Now he has an exaggerated anxious reaction not only of bees but also of all flying insects. Adam has developed a _______.
a) neurosis
b) phobia
c) compulsion
d) psychosis
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
145. An exaggerated or irrational fear of a stimulus is termed a ________.
a) neurosis
b) psychosis
c) phobia
d) obsession
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Easy
146. In a process known as systematic ________, phobic individuals are progressively exposed to stimuli that they find increasingly fearful in the absence of the US.
a) exitinction
b) desensitization
c) adaptation
d) relaxation
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
True/False
147. Phobias are classified as an anxiety disorders associated with particular stimuli.
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Easy
Fill-in-the-blank
148. One approach to treating phobias is the presentation of stimuli that are progressively more fear eliciting, in the absence of the US. This approach is called __________.
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
Short answer
149. According to associative learning theorists, how do phobias develop?
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
Essay
150. Provide an example of a specific phobia. Explain how the condition may have developed through classical conditioning by identifying the sequence of events associated with the US, UR, CS, and CR.
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Hard
Short Answer
151. Provide an example of a drug’s positive reinforcement and negative reinforcement.
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
Multiple choice
152. Which of the following is a reinforcement of a drug?
a) Euphoric effect
b) Calming effect
c) Alleviation of fatigue
d) All of the above
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
153. According to the perspective of instrumental conditioning, drug-seeking behaviours are maintained through an association between drug’s responses, __________, and reinforcing properties of the drug.
a) withdrawal symptoms
b) psychological predisposition
c) environmental stimuli
d) genetic factors
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
Essay
154. Explain why smoking behaviour is insensitive to reinforcer devaluation, according to the instrumental conditioning perspective.
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Hard
Short answer
155. What is a habit according to the instrumental conditioning perspective?
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
156. What is a drug paraphernalia?
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
157. Provide one example of paraphernalia for a nicotine smoker.
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
Fill-in-the-blank
158. The sight of drug-related objects or even movies about drugs are all stimuli that can __________ cravings or the onset of ___________ symptoms in a drug addict.
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
159. According to a classical conditioning perspective, for an addict the sight of a dealer is a(n) __________ because is paired with the drug, which acts as a(n) _________. Therefore, the sight of a dealer alone will come to elicit a(n) __________.
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Hard
True/False
160. For a drug addict, craving can be the CR elicited by the sight of a dealer.
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Easy
161. Only neutral stimuli that are directly associated with the drug (e.g. sight of the drug, a drug dealer) can act as CSs, whilst stimuli that have no associations with the drug (e.g. a sound, a smell) will never become CSs, even if continuously paired with the drug consumption.
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
Multiple choice
162. John is recovering from cocaine addiction. His last dose was three months ago, but John can still crave cocaine when he sees a red Mini, the car that his dealer used to drive. The red Mini is a(n):
a) CR
b) CS
c) UR
d) US
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
163. John is recovering from cocaine addiction. His last dose was three months ago, but John can still crave cocaine when he sees a red Mini, the car that his dealer used to drive. The crave is a(n):
a) CR
b) CS
c) UR
d) US
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
164. Joanna loves the feeling of relaxation she feels during the first inhalations of a cigarette. The nicotine within the cigarette is a(n):
a) CR
b) CS
c) UR
d) US
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
165. Which of the following therapies is often used to extinguish the association between a CS and an US?
a) US-exposure therapy
b) family therapy
c) cue-exposure therapy
d) EMDR
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
166. The cue-exposure therapy aims to extinguish the association between the __________ and the __________, by presenting the __________ in the absence of the __________.
a) CS; reinforcement; US; CS
b) CS; US; reinforcement; punishment
c) CS; US; US; CS
d) CS; US; CS; US
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
167. John is recovering from cocaine addiction. His last dose was three months ago, but John can still crave cocaine when he sees a red Mini, the car that his dealer used to drive. His therapist is using the cue-exposure therapy to help John extinguishing the cravings. The psychologist is repeatedly showing John __________.
a) a different car
b) a different US
c) a red Mini
d) a blue Mini
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
168. According to your textbook, the cue-exposure therapy is generally:
a) Effective
b) Slightly effective
c) Slightly ineffective
d) Ineffective
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
Fill-in-the-blank
169. Extinction of a conditioned response is a fragile phenomenon which can often show __________ and __________.
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
170. Extinction of a conditioned response is context-sensitive, as shown by the phenomenon of __________.
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
Short answer
171. What is ‘renewal’ in the context of classical conditioning?
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
172. What 2 common phenomena of extinction of a conditioned response can explain why the cue-exposure therapy is so ineffective?
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium
True/False
173. If extinction of a conditioned response takes place in a different context than the one where conditioning took place originally, then the CR will be more likely to re-emerge when the individual is represented with the original context.
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Easy
174. Cue-exposure therapy is often ineffective as it is rarely conducted in the same context in which the original drug addiction was acquired.
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Easy
Multiple choice
175. Self-analysing drug-taking behaviour is part of an analysis called:
a) A-B-C analysis
b) A-Z analysis
c) A-B analysis
d) A to C analysis
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Easy
176. Single-celled organisms can show signs of:
a) Classical conditioning
b) Instrumental conditioning
c) Habituation
d) Aversive conditioning
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Easy
Essay
177. Describe Carew et al.’s (1983) study on sea slugs in terms of habituation and sensitization.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Hard
Multiple choice
178. Psychologists use the term _______ to refer to a lasting change in behaviour resulting from experience.
a) development
b) maturation
c) cognition
d) learning
Section Ref: Introduction: What is Learning and Why Does it Happen?
Learning Objective: Critically evaluate the definition and purpose of learning in humans and other animals.
Difficulty Level: Easy
179. A neuroscientist applies an electric shock to sea slugs’ tails. After a varying interval, she touches the slugs’ tails lightly and measures the withdrawal response. Which of the following alternatives CORRECTLY names and identifies the variables in this experiment?
a) independent variable – length of interval; dependent variable – withdrawal response
b) dependent variable – length of interval; independent variable – withdrawal response
c) experimental variable -- length of interval; control variable – withdrawal response
d) control variable – length of interval; experimental variable – withdrawal response
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Hard
True/False
180. Extinction does not represent “unlearning”.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
181. According to Thorndike’s law of effect, behaviours that result in unpleasantness are more likely to occur again.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Multiple choice
182. Punishment is more effective when _________.
a) it occurs long after the misdeed
b) it closely follows the undesired behaviour
c) rewards of the misdeed outweigh the negativity of the punishment
d) the negative consequences of the punishment are weak
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
True/False
183. Negative punishment takes away something unpleasant.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Short answer
184. What learning phenomenon involves administering an unpleasant consequence?
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Multiple choice
185. Negative reinforcement:
a) is the same thing as punishment
b) leads to an increase in the probability of a behaviour
c) decreases the likelihood that a behaviour will be performed
d) involves removing a pleasant stimulus
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
186. Positive punishment is:
a) a contradiction in terms
b) exemplified by time-out
c) exemplified by a spanking
d) a new program to keep kids off drugs
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
187. Which of the following scenarios 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 avoids class, now that his parents confiscated his iPod.
c) Maria now buys a different 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.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
188. Which of the following scenarios is an example of negative punishment?
a) Astrid doesn’t allow her daughter to play football when she misbehaves.
b) Jim makes his middle-schoolers run extra laps when they are unruly in gym class.
c) Carly yells at her husband when he comes home ‘buzzed.’
d) Joanie takes several ibuprofen tablets when she has a headache.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Fill-in-the-blank
189. Humans can learn by __________ role models.
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Multiple choice
190. Kayla is helping her professor conduct an observational learning study in which the model is either similar or dissimilar to the participant. In this study, the similarity of the model to the participant is a(n) _________ variable.
a) independent
b) dependent
c) experimental
d) control
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
191. Dr. Landry is conducting an observational learning study in which the model is either similar or dissimilar to the participant. Dr. Landry thinks that participants are more likely to imitate the behaviour of similar than of dissimilar models. This is a(n) ________.
a) theory
b) operational definition
c) hypothesis
d) conclusion
Section Ref: Types of Learning
Learning Objective: Demonstrate an understanding of examples of fundamental forms of learning – including habituation, sensitization, classical conditioning, and instrumental conditioning – and the factors that influence them.
Difficulty Level: Medium
Fill-in-the-blank
192. __________ potentiation is an example of synaptic plasticity.
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Medium
193. High-___________ and high-___________ electrical stimulation are used to establish LTP.
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Medium
Multiple choice
194. The opposite of LTP is:
a) long-term depression
b) short-term depression
c) acquisition
d) extinction
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Easy
195. LTD refers to a __________ in the population spike at the __________ neuron.
a) reduction; presynaptic
b) reduction; postsynaptic
c) potentiation; presynaptic
d) potentiation; postsynaptic
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Medium
196. LTD is caused by:
a) high frequency stimulation
b) medium frequency stimulation
c) low frequency stimulation
d) either high frequency or low frequency stimulation
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Medium
True/False
197. New evidence links LTP with learning.
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Easy
198. LTD stands for long-term depotentiation.
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Easy
Short answer
199. What is a neural analogue of learning?
Section Ref: The Adaptive Brain: Learning Through Connections
Learning Objective: Demonstrate an understanding of the neural mechanisms involved in learning.
Difficulty Level: Medium
200. Which behavioural technique is often applied to influence people’s behaviour towards making desirable choices or behaving in a certain way?
Section Ref: Practical and Clinical Applications of Learning
Learning Objective: Understand and apply the principles of learning to real-world examples of behaviour, in particular instances of psychopathology (e.g. phobias, substance abuse).
Difficulty Level: Medium