Ogden Ch.7 Complete Test Bank Ogden Test bank 4ce - Test Bank | Psychology Around Us 4e by Nancy Ogden. DOCX document preview.
CHAPTER 7
LEARNING
CHAPTER LEARNING OBJECTIVES
1. Define learning and distinguish between associative and non-associative learning.
- Learning is a lasting change in the brain caused by experience.
- Non-associative learning is a lasting change that happens as a result of experience with a single cue. Types of non-associative learning include habituation, in which we display decreased responses to familiar stimuli, and sensitization, in which we display increased responses to stimuli of normal strength after being exposed to an unusually strong stimulus.
- Associative learning is a lasting change that happens as a result of associating two or more stimuli. Types of associative learning include classical and operant conditioning.
2. Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
- As a result of classical conditioning, a previously neutral stimulus comes to elicit a response by being paired with an unconditioned stimulus (US) that already generates the response, known as an unconditioned response (UR). The neutral stimulus becomes a conditioned stimulus (CS) when it elicits the same response as the US. The response to the CS is known as a conditioned response (CR).
- Repeated presentation of the CS without the US can lead to extinction, or suppression of the CR. Extinction does not mean we forget the CS–US association, however. The CR can be spontaneously recovered.
- Phobias and conditioned taste aversions can result from classical conditioning. Systematic desensitization uses classical conditioning to extinguish phobia responses. Conditioned taste aversions suggest that we are biologically prepared to quickly learn responses important to our survival.
3. Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
- Operant conditioning is a learned association between stimuli in the environment and our own behaviour. The law of effect states that we learn to repeat behaviours that will increase our rewards and help us avoid punishment.
- Reinforcers are rewarding stimuli from the environment. Positive reinforcement provides a desired stimulus; negative reinforcement takes away an unpleasant stimulus. Both increase the chance a behaviour will be repeated. Primary reinforcers are reinforcing in and of themselves. Secondary reinforcers become reinforcing because of their association with primary reinforcers.
- Positive punishment provides an unpleasant stimulus; negative punishment takes away a rewarding one. Both types lower the chances that a behaviour will be repeated.
- Schedules of intermittent reinforcement provide reinforcements after either fixed or variable intervals of time or numbers of responses. Any intermittent reinforcement modifies behaviour more effectively than continuous reinforcement.
- Shaping, or rewarding successive approximations of a behaviour, uses operant conditioning principles to teach new behaviours. People and animals are limited in the behaviours they can learn, however, by their biological endowments.
- Learned helplessness occurs when previous learning that punishment is inescapable interferes with the later ability to learn how to avoid escapable punishment. It may be related to depression or be one way to account for the behaviour of abuse victims.
4. Define observational learning and summarize concerns about observational learning from the media.
- Observational learning is learning by watching the behaviour of others. We are more likely to model, or imitate, others’ behaviour that we see rewarded.
- Many people are concerned that high levels of violence in the media encourage viewers to model such aggression. Studies about the causal nature of media encouraging violence have been inconclusive.
5. Define spatial navigation learning, implicit and latent learning, and insight learning.
- Learning that occurs without awareness is referred to as implicit learning.
- Insight learning and spatial navigation learning seem to take place in the absence of any obvious reinforcement.
6. Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
- Massed practice occurs when learning episodes are closely spaced (e.g., “cramming”); this approach impedes learning.
- Repeated, spaced practice aids learning of semantic material, such as classroom information.
- According to the context effect, if you learn information in only one context, or location, you may be less likely to recall it when you are in a different context.
- We can learn without paying attention, but focused attention aids semantic learning.
- Sleep deprivation impairs our abilities to pay attention and to learn.
7. Summarize the types of learning that occur before we are born and during early postnatal life.
- We are capable of non-associative learning, both habituation and sensitization, before birth, as well as basic associative learning, such as classical conditioning.
- We become capable of increasingly complex forms of learning as relevant areas of our brains mature after we are born.
8. Define specific learning disorder and describe three major types of learning disorders.
- A specific learning disorder is a specific deficiency in one or more areas of learning, while learning in other areas takes place normally. Although the DSM-5 does not consider the three categories of learning disability referred to in the DSM-IV-TR, there was discussion of three types of specific learning disorder: reading disorder, mathematical disorder, and disorder of written expression.
MULTIPLE CHOICE QUESTIONS
1. Learning is defined as:
a) a recovery in a response to familiar stimulus
b) an innate change in behaviour
c) a lasting change caused by experience
d) a temporary change in attention and memory
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
2. Psychologists would say that a lasting change in behaviours resulting from experience is _____.
a) development
b) maturation
c) cognition
d) learning
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
3. Which of the following would be considered learning?
a) blinking when the sun is in your eyes
b) release of epinephrine in the sympathetic response
c) hopping on one foot when you injure the other
d) acquiring an understanding of the periodic table
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
4. What is associative learning?
a) habituation and sensitization
b) the increase in response to the same stimulus over time
c) learning that involves making connections between stimuli
d) becoming accustomed to environmental events
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
5.Habituation and sensitization are types of
a) classical conditioning.
b) non-associative learning.
c) operant conditioning.
d) associative learning.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
6. Which of the following would be a change that resulted from learning?
a) Zara lost a tooth
b) Ben is going bald
c) Arlo’s jacket is too small
d) Jasmine answers the phone when it vibrates
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
7. Which of the following would be a change that did NOT result from learning?
a) Porter opens the door after the doorbell rings
b) Gage pushes the button in the elevator
c) Cormac is getting grey hair
d) Iris sings a song with the choir
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
8. Which of the following is an example of associative learning?
a) Alison sleeps through the banging of a branch on her window.
b) Abigail is having a shower and jumps in fear at the sound of the bathroom door opening after watching a rerun of the old movie “Psycho.”
c) Liam cannot smell his girlfriend’s perfume after being around her for a few minutes.
d) Devin opens the door after the doorbell rings.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
9. Yahli just moved in with his aunt who lives across from a hospital. After his first night, he complained that the sirens kept him up all night, but his aunt said that although they bothered her at first, she did not even notice them anymore. What learning phenomenon needs to happen to Yahli, that has already happened to his aunt?
a) habituation
b) classical conditioning
c) sensitization
d) operant conditioning
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
10. Habituation is used as a tool for measuring an infant’s ability to recognize and discriminate objects because
a) it is primarily nonsensory in nature.
b) it is a valuable tool for modelling.
c) the technique tells us what associations an infant has made among stimuli.
d) of an infant’s limited response options.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
11. Indicate which of the following is an example of sensory adaptation rather than habituation.
a) Nia did not think she would be able to sleep at her grandparent’s home due to the constant noise of trains going by a few blocks away. However, after a few nights she could sleep without difficulty.
b) When they moved to the new apartment, Randy’s dog barked whenever he heard people in the hallway. After a few weeks, the dog barks only when someone new enters the building.
c) In the first half-hour of class Rajesh found the buzzing of the overhead lights in his biology class distracting, after that he did not notice the noise at all.
d) Three-month-old Thomas viewed a screen with a moving object repeatedly bouncing up and own. At first Thomas was intensely interested in this movement but after a time started to look about the room instead.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
12. Kendra is wearing a new sweater. When she first puts it on, she is very aware of how scratchy the wool feels against her skin. A short time later, however, she does not even notice the feel of the sweater. This is an example of ___.
a) habituation
b) dishabituation
c) sensitization
d) sensory adaptation
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
13. 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 behaviours illustrates ___.
a) adaptation
b) habituation
c) conditioning
d) sensitization
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
14. Nia has bought a new toy for her baby daughter. After playing with the toy for a while, her baby no longer seems interested and becomes restless. Nia then gives her daughter another toy and the baby is happy again. The baby’s response to the presentation of the second toy demonstrates ___.
a) habituation
b) dishabituation
c) sensitization
d) desensitization
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
15. _____ and _____ are types of non-associative learning.
a) Sensitization; classical conditioning
b) Habituation; sensory adaptation
c) Habituation; sensitization
d) Dishabituation; instrumental conditioning
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
16. Are habituation and sensitization the same or different? Which statement below is true?
a) They are different. Habituation involves an increase in response whereas sensitization involves a decrease in response.
b) They are the same. Both habituation and sensitization involve an increase in response.
c) They are different. Habituation involves a decrease in response whereas sensitization involves an increase in response.
d) They are the same. Both habituation and sensitization involve a decrease in response.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
17. Floriano is walking back to his apartment late at night alone after going to watch three horror movies. When an alley cat knocks over some trashcans, he screams in fear and almost jumps out of his skin. Floriano’s reaction to the cat is likely the result of:
a) sensitization
b) habituation
c) classical conditioning
d) operant conditioning
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
18. The habituation/dishabituation paradigm could be used for which of the following scenarios?
a) Testing to see whether infant will splay her toes when an object is run along the bottom of her foot.
b) Testing to see whether a preverbal infant can distinguish between two similar sounds in a language they have never heard before.
c) Testing to see whether an infant will blink when it hears a bell alone after repeatedly sounding a bell and puffing air into the baby’s eye.
d) Testing to see whether the infant will lick its lips in anticipation of sweet syrup after several trials.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
19. Habituation and sensitization
a) refer to opposite changes in response.
b) refer to similar kinds of changes in response.
c) refer to two forms of adaptation.
d) refer to types of associative learning.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
20. What is the difference between associative and non-associative learning?
a) associative learning is a form of classical conditioning and non-associative learning is a form of operant conditioning
b) non-associative learning develops before associative learning
c) associative learning includes linking stimuli and non-associative learning does not
d) non-associative learning happens very quickly, and associative learning takes a long time
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
21. One or none of the individual’s below primarily engages in a non-associative learning process. Which statement is correct?
a) Dominic Ji-woo, who is an infant, born prematurely.
b) Trianna, who is five years old, and diagnosed with Down syndrome.
c) Azriel, who is ten years old, and gifted.
d) This statement cannot be true for any of the individuals listed.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
22. Which of the following types of learning are correctly paired?
a) associative learning: classical and operant conditioning
b) non-associative learning: classical and operant conditioning
c) associative learning: habituation and desensitization
d) non-associative learning: operant conditioning and habituation
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
23. A key difference between associative and non-associative learning is that with associative learning _________ whereas with non-associative learning _________.
a) either habituation and sensitization can occur; either classical or operant conditioning can occur.
b) you learn something new about a stimulus; there is a change in the strength of a response to a stimulus following exposure to it.
c) stimuli are linked to the sensory systems; stimuli are decoupled from a sensory response.
d) memory is involved; memory has little to no role.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
24. What is the difference between learning and memory?
a) they use completely different brain regions
b) learning studies traditionally use animal subjects and memory studies traditionally use human participants
c) learning cannot occur without memory, but it is possible to have memory without learning
d) we are born knowing how to learn but not how to use our memory
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
25. Why are learning and memory treated separately in most introductory textbooks in psychology?
a) Psychologists have traditionally used animal subjects in studies of learning, but human participants in studies of memory.
b) Learning and memory involve different brain mechanisms.
c) Learning and memory are less related than they might seem.
d) Psychologists have used experimental methods to investigate memory, but correlational research to examine memory.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
26. Learning is to memory as _____ is to _____.
a) acquisition; expression
b) parietal; temporal
c) levels; unified
d) innate; acquired
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
27. How are learning and memory related?
a) both traditionally relied on animal studies as the focus of research
b) both share brain regions important in learning and memory
c) both rely on encoding, storage, and retrieval
d) both are wholly innate
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
28. Imogen got a new puppy and is trying to teach it not to jump up on people. To do this, she does not pet the dog when it jumps up, and she tries to ignore it or gently shove it away. If the puppy does not jump up and stays at her feet, Imogen praises the dog and pets it. What type of learning is this called?
a) habituation
b) sensitization
c) classical conditioning
d) operant conditioning
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
29. What type of learning involves associating two stimuli together, because one stimulus reliably predicts the other stimulus?
a) observational learning
b) operant conditioning
c) classical conditioning
d) habituation
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
30. Classical conditioning is a type of learning in which:
a) a behaviour is encoded by watching a model
b) the magnitude of the response decreases with each subsequent exposure to a stimulus
c) two stimuli are associated with each other because one stimulus reliably predicts the other stimulus
d) a consequence that is delivered contingent on a behaviour affects the future likelihood of performing that behaviour
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
31. ___ discovered classical conditioning by chance.
a) Thorndike
b) Skinner
c) Pavlov
d) Watson
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
32. Classical conditioning is a type of learning in which a(n) _____ stimulus comes to elicit a response after being paired with a(n) _____ stimulus that would elicit the same response naturally.
a) neutral; unconditioned
b) unconditioned; conditioned
c) conditioned; neutral
d) unconditioned; neutral
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
33. You were startled at a Fourth of July party when someone lit a cluster of firecrackers. What would be the unconditioned response?
a) accepting the invitation to the party
b) the cluster of firecrackers
c) being startled by the sound
d) the person who lit the fireworks
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
34. What did Ivan Pavlov discover that allowed him to study psychic activity objectively?
a) natural reflexes
b) law of effect
c) salivary function in digestion
d) conditioned reflexes
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
35. In classical conditioning, how are the UCR and the CR related?
a) They are not related; they are completely different.
b) They are the same thing; the terms are interchangeable.
c) The neutral stimulus elicits both.
d) The UCS elicits the UCR, and the CS elicits the CR.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
36. The _________ occurs without learning in reaction to an environmental event. This reaction is often considered ___________.
a) unconditioned stimulus; neutral
b) conditioned stimulus; learned
c) unconditioned response; reflexive
d) conditioned response; unlearned
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
37. Eli’s grandmother gives him a chocolate mint every time she visits. After his grandmother has visited several days in a row, Eli’s mouth begins to water when he sees her arriving. In this example, the conditioned stimulus (CS) is ___.
a) hunger
b) Eli’s grandmother
c) the chocolate mint
d) Eli’s watering mouth
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
38. Luca works at a drive-thru. Every time the window opens, he hears an audible ‘click’ followed by a blast of freezing cold air. One day his window is stuck, and it gives the ‘click’ sound but does not open. Luca finds himself shivering to the sound of the ‘click’ alone. In this example, the ‘click’ is the:
a) unconditioned stimulus
b) conditioned stimulus
c) unconditioned response
d) conditioned response
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
39. To convince your preschooler to swallow cough medicine, you begin by making the sound of airplane while feeding her several spoonsful of a well-liked food. The next time you make the sound, you put cough medicine on the spoon. What does the child swallowing the cough medicine represent in this scenario?
a) neutral response
b) neutral stimulus
c) conditioned response
d) conditioned stimulus
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
40. Ella enjoyed playing on the swings in a nearby park. Recently, while playing on the swings Ella was stung several times by a swarm of bees. Ella is now very afraid of swings. In this scenario, ________ is(are) the conditioned stimulus and bee stings are the unconditioned stimulus.
a) the park
b) swings
c) fear
d) pain
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
41. When her family goes to a park, Ella is afraid of the swings as a result of being stung by bees on their last visit. In this scenario the ________ is(are) the conditioned response.
a) park
b) swings
c) fear
d) pain
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
42. For 10 days in a row, Amit received a static electric shock when he kissed his partner after walking across the living-room carpet. Now Amit feels mildly anxious whenever he approaches his partner for a kiss. In classical conditioning terms, 10 days ago his partner was a(n) ___ stimulus, but his partner has now become a(n) ___ stimulus.
a) unconditioned; conditioned
b) unconditioned; neutral
c) neutral; unconditioned
d) neutral; conditioned
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
43. In the past, each time you played golf you hit the ball into the pond on the seventh hole. Today, as you approach the seventh hole, your hands begin to sweat. What is the conditioned stimulus?
a) sweat
b) the ball
c) the pond
d) the seventh hole
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
44. As you approach the seventh hole on a golf outing, your hands begin to sweat. The past five times you played golf the seventh hole has ended with your ball landing at the bottom of the pond. What is the conditioned response?
a) sweat
b) the ball
c) the pond
d) the seventh hole
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
45. Which of the following results must occur in order for a stimulus to be considered punishment?
a) The behavior must increase.
b) The behavior must decrease.
c) The consequences must be innate.
d) The consequences must be learned.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
46. If wartime propaganda depicts the enemy as ugly, cruel, and somewhat less than human, then this type of propaganda would create _____ toward the enemy.
a) an adverse conditioned emotional response
b) an adverse social learning environment
c) positive punishment
d) unconditional negative regard
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
47. The neutral stimulus is classical conditioning is most effective if it begins
a) 30ms before the US begins.
b) at precisely the same time that the US begins.
c) 30ms after the US begins.
d) several minutes before the US begins.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
48. Dillon wanted to teach his fish to rise to the surface of the water whenever he came to feed them. He felt this would be the most equitable way to feed them as it would prevent the faster swimmers from getting to the food first. He decided to use the light near the aquarium to condition the fish. Dillon completed each trial by shaking the food out and then, when the fish rose to the surface, turning on the light. He repeated this process several times, and yet he cannot seem to get the fish to respond to the light without the food. Which of the following best explains this?
a) Dillon needs to pair the light and food for more trials, this process could take several weeks.
b) Dillon needs to make sure that he does not tun on the light until the fish are eating.
c) Dillon needs to present the light before the food close together in time.
d) The fish may have habituated to the light, so Dillon needs to use a different stimulus.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
49. Stimulus generalization is important because it
a) prevents us from having to learn how to respond to every new stimulus we encounter.
b) allows us to distinguish among similar stimuli.
c) prevents us from forgetting responses that have been conditioned.
d) allows us to recover previously learned information.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
50. In stimulus generalization, a _____ response may be elicited not only by the original _____ stimulus, but also by a _____ one.
a) conditioned; conditioned; different
b) unconditioned; conditioned; different
c) conditioned; conditioned; similar
d) unconditioned; conditioned; similar
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
51. Salma’s cat runs to the kitchen not only at the sound of the electric can opener, but also when a similar-sounding blender is used. Salma’s cat is demonstrating stimulus ___.
a) control
b) association
c) generalization
d) diffusion
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
52. When Ivan was a little boy, he was beaten with a belt each time he did something wrong. He always knew it was coming because he would hear the jingling of his father’s belt coming down the hallway right before the beatings began. To this day, Ivan cannot stand the sound of belt buckles, keys, or anything metallic jingling. The fact that any metallic jingling triggers the same fear response he had as a child to his father’s belt buckle is called:
a) systematic desensitization
b) stimulus generalization
c) stimulus discrimination
d) conditioned tolerance
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
53. Which of the following is an example of stimulus discrimination?
a) Mina loves wine. She loves red wine, rosés, white wines, and dessert wines.
b) Kennedy loved Caesar salad. However, once she ate salad with contaminated romaine lettuce and it made her very il. Now she refuses to eat Caesar salad.
c) Atticus never turns down a salty snack.
c) Violet loves mint ice cream but will not eat any other flavour.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
54. If a dog salivates when he hears a bell but NOT when he hears a horn, the dog has learned
a) stimulus discrimination.
b) stimulus generalization.
c) spontaneous recovery.
d) higher order conditioning.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
55. Sometimes nail biters use a bitter tasting nail polish on their fingernails to break the habit of biting nails. What is the conditioned response?
a) bitter taste
b) nails
c) biting
d) nail polish
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
56. You have conditioned your dog to lay down at the sound of a bell. Now the sound of the bell is paired with a green light. Later the dog lays down when you present the green light alone. This type of learning is best described as
a) classical conditioning.
b) operant conditioning.
c) stimulus discrimination.
d) higher order conditioning.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
57. Which of these statements is TRUE for higher-order conditioning, and untrue for classical conditioning?
a) Learning is based on a new behavioral response.
b) Learning is based on a previous learning situation.
c) Learning is a result of watching another person.
d) Learning is based on the type of reinforcement.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
58. The city’s new trash pickup service has changed from Monday to Thursday. Which of these statements represents the best higher-order conditioning method?
a) Place the trash by the front door on Wednesday evening before you go to bed.
b) Write a note to yourself to take out the trash on Thursday.
c) Just put the trash out on Monday as normal and wait for the dump truck.
d) Repeat the word Thursday every time you throw something away.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
59. Filip’s dog is getting much too smart. His dog has learned that when Filip grabs the leash, this means they are going outside, and he gets very excited. Within a week, his dog realized that before Filip grabs the leash, he puts his shoes on, and now he gets excited every time Filip puts on his shoes. This is an example of what type of learning.
a) higher-order conditioning
b) extinction
c) stimulus discrimination
d) spontaneous recovery
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
60. Extinction occurs when occurs when
a) a previously conditioned response decreases in frequency when the CS is presented in the absence of the US.
b) a previously conditioned response decreases in frequency when the CR occurs in the absence of the UCR.
c) a previously learned behaviour increases in the presence of the CS but not in the presence of a similar CS.
d) a previously learned behaviour decreases in the presence of the CS but not in the presence of a similar CS.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
61. Nash’s dog gets treats from a bag whenever he does something worthy of praise. However, lately Nash is noticing that any time he opens a bag his dog comes running. Nash is finding this annoying and disruptive so transfers the treats to a container and then begins to purposefully rattle the treat bag and give the dog nothing. Eventually the dog stops running to the sound of bags rattling. What is this procedure called?
a) spontaneous recovery
b) stimulus discrimination
c) higher-order conditioning
d) extinction
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
62. Which of the following scenarios exemplifies spontaneous recovery?
a) Harper stopped smoking and finds that she sometimes still dreams that she is smoking.
b) Harper stopped smoking by slowing cutting down on the number of cigarettes she smoked each day.
c) Harper stopped smoking but then went out with friends drinking and sound herself lighting “just one.”
d) Harper stopped smoking by adding something to her cigarettes that made her feel ill each time she smoked.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
63. What piece of evidence shows us that an extinguished association is still intact, even though the CS may no longer elicit the CR?
a) spontaneous recovery
b) conditioned tolerance
c) higher-order conditioning
d) stimulus discrimination
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
64. Stimulus generalization is to stimulus discrimination as _____ is to _____.
a) classical conditioning; operant conditioning
b) children; adults
c) rapid acquisition; gradual acquisition
d) more stimuli; fewer stimuli
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
65. How would work from Siegel’s lab explain why drug overdoses are more likely to occur in a novel environment?
a) the body’s compensatory response would not be triggered in a novel environment
b) people take more of the drug in a novel environment
c) people are less likely to know whether the drug was a good or poor quality in a novel environment
d) novel environments trigger responses that anticipate a disruption to homeostasis
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
66. Hayden has been using fentanyl at home every day for the past two months. She finds that now it takes more fentanyl to get her high. Hayden is going to stay at her parents’ house to watch their pets while they are on holiday and plans to use fentanyl while there. Which of the following is the most likely outcome?
a) Hayden will find she has developed tolerance so she will need more fentanyl.
b) Hayden will find that she needs more fentanyl because of the different environment.
c) Hayden will risk overdosing because she needs less fentanyl in the different environment.
d) Hayden will find she needs the same amount of fentanyl as when she used at her apartment.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
67. Eloise has been using amphetamines every day for the past two months. She finds that now it takes more of the drug to get her high. This example demonstrates ___.
a) drug stimulus generalization
b) extinction
c) drug stimulus discrimination
d) tolerance
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
68. Each pair below correctly identifies a stimulus or response in Watson and Rayner’s “Little Albert” study EXCEPT
a) neutral stimulus – noise.
b) conditioned stimulus – rat.
c) unconditioned response – fear.
d) unconditioned stimulus – noise.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
69. One of the criticisms of Watson’s “Little Albert” study is that
a) it would be considered unethical under current Canadian Psychological Association guidelines.
b) animals were used without appropriate efforts made to find a suitable alternative.
c) too much effort went into extinguishing the acquired behaviours.
d) it tested a young child who was unable to give informed consent.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
70. What do you predict would happen if every time a child saw a spider his mother screamed in fear?
a) the child would develop systematic desensitization
b) the child would need to undergo extinction
c) the child would develop a phobia
d) the child would acquire a conditioned taste aversion
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
71. Elijah has a dog phobia from being attacked by a Schnauzer puppy when he was younger. Which pair below correctly identifies a stimulus or response in the conditioning of his phobia?
a) conditioned stimulus – attack
b) unconditioned stimulus – anxiety; fear
c) neutral stimulus – dogs
d) unconditioned response – Schnauzer puppy
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
72. Lilly was once surprised by a coiled rattle snake when she was out horseback riding. Now Lilly freezes in fear whenever she sees any type of snake. She even closes her eyes, covers the photo, or quickly turns the page, if she sees a snake photo in a book. This paragraph illustrates
a) non-associative learning.
b) classical conditioned phobia.
c) operant conditioning.
d) sensitization.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
73. Adam was badly stung by a bee once. Now he has an exaggerated fear not only of bees but also of all flying insects. In part through stimulus ___, Adam has developed a(n) ___.
a) association; neurosis
b) association; phobia
c) generalization; neurosis
d) generalization; phobia
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
74. Amir has an exaggerated, irrational fear of needles. This fear is called a ___. It is associated with increased brain activity in the ___.
a) neurosis; amygdala
b) neurosis; hypothalamus
c) phobia; amygdala
d) phobia; hypothalamus
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
75. A couple broke up several years ago and no longer had any romantic feelings toward one another. However, last week the couple ran into each other at a concert and the romantic feelings started to reappear. This is an example of _____.
a) extinction
b) stimulus generalization
c) stimulus discrimination
d) spontaneous recovery
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
76. In a process known as systematic desensitization phobic individuals
a) slowly generalize the feared object to include non-feared objects.
b) are gradually exposed to the feared object or situation.
c) directly face the most feared object.
d) are taught avoidance techniques to reduce anxiety.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
77. Neuroimaging studies show that part of f the prefrontal cortex is activated as extinction of phobias occurs. This result is not surprising as the prefrontal cortex is known to _____; but this also suggests that desensitized phobias _____.
a) prevent weak emotion; are prone to reactivation
b) concentrate emotion; can be relearned
c) suppress memories; can’t spontaneously recover
d) inhibit emotional impulses; still exist
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
78. Mario ate leftover food on Saturday morning that had not been refrigerated properly the night before. Later that day, he became ill. To this day, many years later, Mario refuses to eat leftover food. Which term describes his condition?
a) sensitization
b) phobia
c) taste aversion
d) habituation
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
79. Taste aversion is acquired through the process of
a) operant learning.
b) classical conditioning.
c) instrumental learning.
d) vicarious conditioning.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
80. Siobhan does not like strawberries. She once ate them when camping but after eating later developed sun stroke that same day and was very ill. Strawberries trigger a(n) __________ for Siobhan.
a) taste aversion
b) allergic reaction
c) irrational fear
d) submissive reflex
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
81. Carlotta consumed some poorly-stored sushi on a hot day; she became violently ill. Now Carlotta cannot stand the sight of sushi. She has developed a(n) ___.
a) phobia
b) aversive taste association
c) aversive taste sensitization
d) conditioned taste aversion
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
82. Matthew no longer eats chicken fingers – as a child he became very ill after consuming some in which the chicken must have been undercooked. Which alternative below correctly identifies a stimulus in this situation?
a) US – bacteria
b) CS – nausea
c) US – food
d) CS – bacteria
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
83. Which of the following is an accurate statement regarding conditioned taste aversions?
a) Conditioned taste aversions cannot be generalized.
b) Conditioned taste aversions require more trials to acquire than do most CRs.
c) Conditioned taste aversions require a shorter interval between the CS and the response for their acquisition than do most CRs.
d) Conditioned taste aversions often require only a single CS-US pairing, rather than several pairings, for their acquisition.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
84. A word similar to conditioning is
a) learning.
b) perceiving.
c) searching.
d) understanding.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
85. Conditioned taste aversions can be learned after a single trial, suggesting that
a) conditioning is not really learning.
b) fear conditioning and taste aversions are similar in nature.
c) we are biologically predisposed to learn certain associations.
d) primary and secondary reinforcers involve different learning pathways.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
86. All the following animals form conditioned taste aversions EXCEPT
a) birds.
b) wolves.
c) rats.
d) mice.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
87. Several years ago, Matilde went out partying with friends. At the end of the evening the group went for wings, one of Matilde’s favourites. Once home she had become very ill from food poisoning. Matilde has not eaten wings since. In fact, the very thought of wings makes her feel nauseous. The fact that Matilde attributed her illness to the wings, and not to the restaurant or her friends, suggests that:
a) Matilde’s previous focus on wings made them more salient to her.
b) we habituate more readily to some stimuli than others.
c) we have a biological preparedness to make certain associations more readily than others.
d) the meal was more salient of a stimulus than the restaurant or her friends.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
88. Although he has never been bitten or harmed by one, Lucas is afraid of spiders. Lucas’s fear is probably due to
a) instinctive drift.
b) intelligent design.
c) biological preparedness.
d) cognitive restructuring.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
89. When Jian was camping with his family as a child, they ate pea soup for lunch one day and then he became violently ill that evening. To this day, Jian gags at the thought of eating pea soup, and he cannot stand even the smell of it. What is unique about this type of classical conditioning?
a) it was the first type of classical conditioning examined by Pavlov with his dogs
b) it does not require a salient CS or US for conditioning to occur
c) conditioning occurs with a long CS-US interval and just one pairing
d) it is a combination of classical and operant conditioning
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
90. In operant conditioning, consequences are ________ whereas in classical conditioning, consequences are
a) reinforced; punished.
b) essential; irrelevant.
c) subconscious; blatant.
d) negative; positive.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
91. In operant conditioning, learning is ________ whereas in classical conditioning, learning is
a) inconsequential; irrelevant.
b) passive; active.
c) punished; rewarded.
d) voluntary; involuntary.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
92. Lia is a member of a Water Ski Team and is determined to teach her pet monkey Ava how to water ski. Which of the following methods should Lia use to teach Ava this skill?
a) Reinforce Ava with food for sitting on the ski, and then reinforce her each time she accomplishes a successive step in the learning process.
b) Show Ava videos of humans’ water skiing, place her on the skis, and then praise Ava each time she models the appropriate behavior.
c) Place Ava on the skis, give her adequate time to feel comfortable, and then offer her large amounts of food.
d) Model the process, reward Ava with food for sitting still, and then place her on the skis.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
93. Which of the following types of learning involves responses that are changed as a result of consequences?
a) classical conditioning
b) operant conditioning
c) habituation
d) observational learning
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
94. Classical conditioning is to operant conditioning as _____ is to _____.
a) involuntary; voluntary
b) control; results
c) consequences; associations
d) active; passive
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
95. Psychology’s interest in operant conditioning started with _____ law of effect.
a) Skinner’s
b) Thorndike’s
c) Watson’s
d) Pavlov’s
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
96. The law of effect states that _____.
a) “Organisms exert influence on the environment.”
b) “Consequences are selected by their behaviours.”
c) “Responses that lead to satisfying consequences are more likely to be repeated”
d) “Behaviours are selected as a manipulation of observable behaviour”
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
97. Theo signed on 10 new customers this week, and as recognition for this, his boss made an announcement to the sales team and awarded him with a $100 bonus. According to the law of effect, what should this do to selling behaviour?
a) it shouldn’t affect it
b) it will decrease, since everyone knows now that Theo is the best
c) it will increase, in Theo and the rest of the team
d) it will decrease competition between members of the sales team
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
98. Thorndike's law of effect is illustrated by which scenario below?
a) A pigeon increasingly pecks a green light even though it is shocked for doing so.
b) a child cleans it room for allowance.
c) A meteor fell to earth from space due to gravitational pull.
d) A dog keeps chewing his owners’ shoes despite repeated scolding.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
99. The founder of operant conditioning is ___.
a) Thorndike
b) Pavlov
c) Watson
d) Skinner
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
100. Renata parks in a no-parking zone and gets a ticket. The next time she is in that area and needs to park, she avoids that spot. What kind of learning is this?
a) classical conditioning
b) operant conditioning
c) habituation
d) observational learning
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
101. _____ produces an increase in a behaviour.
a) Sensitization
b) Reinforcement
c) Conditioning
d) Association
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
102. Positive reinforcement is to negative reinforcement as _____ is to _____.
a) adding; taking away
b) rewarding; punishment
c) good; bad
d) increasing; decreasing
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
103. Owen’s grandfather told Owen he would pay for a trip for Owen and a friend to Las Vegas if Owen graduated from university “with distinction.” In this example, the trip would be considered ___.
a) positive reinforcement
b) negative reinforcement
c) conditioned response
d) conditioned stimulus
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
104. Marco shoveled his neighbour’s walk because he knew she was ill. She thanked him effusively and praised him to the other neighbours, telling them all what a good person Marco was. Consequently, the next time it snowed Marco went over to shovel his neighbour’s walk again. In this example, the praise and compliments Marco received served as a _____.
a) conditioned response
b) negative reinforcer
c) positive reinforcer
d) conditioned stimulus
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
105. The addition of a(n) _____ stimulus results in positive reinforcement; whereas the subtraction of a(n) _____ stimulus results in negative reinforcement.
a) desirable; unpleasant
b) primary; secondary
c) operant; classical
d) higher-order; lower-order
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
106. Addition is to ___ as removal is to ___.
a) reinforcement; punishment
b) positive reinforcement; positive punishment
c) positive; negative
d) negative; positive
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
107. A rat presses on a lever, only to find that the electric shock under his feet is terminated. The rat continues to press on the lever. This is an example of ___________.
a) positive reinforcement
b) negative reinforcement
c) positive punishment
d) negative punishment
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
108. Which of the following is an example of negative reinforcement?
a) you clean your room because your father promised you a chocolate bar if you did
b) you clean your room because you cannot stand hearing your father nag at you anymore
c) you clean your room because your father said he would take your PlayStation away if you did not
d) you clean your room because your father said he would make you do extra chores if you did not
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
109. Rochelle is going to the beach for the day and applies a heavy coat of sunscreen to avoid getting a burn. What type of consequence is this?
a) positive reinforcement
b) negative reinforcement
c) positive punishment
d) negative punishment
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
110. Max is tired of listening to his mother complaining about his messy bedroom, so he finally cleans it up. In this example, Max’s cleaning his room is a ___.
a) positive reinforcer
b) negative reinforce
c) negative punishment
d) positive punishment
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
111. Which of the following is an example of negative punishment?
a) you do your homework so your parents will give you the $5 they promised
b) take out the garbage so your brother will stop nagging at you
c) you get grounded for a week for leaving the car windows open in the rain
d) you scold your dog for chewing up a plant
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
112. Which of the following scenarios exemplifies negative reinforcement?
a) Vanna takes a Tylenol for a headache.
b) Drake parents ground him for missing curfew.
c) Khushi pays his little brother $20 to wash his car.
d) Nate ‘s girlfriend shouts at him for forgetting her birthday.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
113. Negative punishment _____ and negative reinforcement _____ the likelihood the response will continue.
a) decreases; decreases
b) increases; decreases
c) decreases; increases
d) increases; increases
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
114. Which of the following scenarios exemplify negative punishment?
a) Jake sends his daughter for a “time out” after she hits her brother.
b) Chao gives his mother roses for taking in his mail.
c) Chloe scolds her dog for eating her cookie.
d) Aazeen uses sunscreen to keep from getting a burn.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
115. When you add a stimulus that decreases the likelihood of a response recurring, you are engaged in _____. If you subtract a stimulus with the same result, you are engaged in _____.
a) negative reinforcement; negative punishment
b) positive reinforcement; negative punishment
c) positive punishment; negative punishment
d) positive punishment; negative reinforcement
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
116. Hachiro’s coach made Hachiro sit on the bench for the game since he had not been at any practices that week. Hachiro’s coach is using ___.
a) negative punishment
b) negative reinforcement
c) positive punishment
d) positive reinforcement
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
117. After Ty brings home another unsatisfactory report card on Friday afternoon, Ty’s mother threatens to punish him by forbidding him to see a much-anticipated movie premiere with his friends the following Tuesday evening. Why isn’t Ty’s consequence likely to be effective?
a) It was not used in conjunction with reinforcement.
b) It did not occur immediately after the behavior.
c) It was a passive aggressive technique.
d) It involved an unimportant consequence.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
118. Lu is training her new puppy, Bixby to come when called. After several minutes of being called, Bixby finally comes over to Lu and is greeted with a frustrated Lu yelling "Bad dog, Bixby!" What is the most likely result of this training?
a) Bixby will associate Lu with food.
b) Bixby will associate coming when called with being reprimanded.
c) Bixby will only obey Lu when she is yelling.
d) Bixby will engage in temporary suppression and obey Lu intermittently.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
119. Secondary reinforcers increase the probability of a response, and _____.
a) are learned stimuli that are rewarding
b) are less reinforcing than primary reinforcers
c) lose their reinforcing value over time
d) are more reinforcing than primary reinforcers
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
120. Primary reinforcers are
a) desirable.
b) anticipatory.
c) naturally reinforcing.
d) associated with a weakened response.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
121. Which of the following reinforcers is correctly categorized?
a) food – primary reinforcer
b) praise – primary reinforcer
c) water – secondary reinforcer
d) sex – secondary reinforcer
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
122. Brittany is highly motivated to get “A’s” in all her courses because she wants to go to graduate school. Brittany’s grades are a _____ reinforcer.
a) primary negative
b) secondary negative
c) primary positive
d) secondary positive
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
123. Which of the following would be considered a primary punisher?
a) criticism
b) humiliation
c) spanking
d) none of the above
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
124. Simon repeatedly fails in his attempts to control his environment and makes no attempts to improve his environment. This is an example of _______________.
a) dependency
b) learned helplessness
c) submissive behavior
d) underachievement
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
125. In an investigation of learned helplessness, some rats avoid successfully a painful shock by moving to a certain corner of the cage. These rats’ behaviour is learned through
a) positive reinforcement.
b) positive punishment.
c) negative reinforcement.
d) negative punishment.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
126. The failure to avoid an unpleasant stimulus that occurs as a result of previous exposure to unavoidable painful stimuli is called
a) vicarious learning.
b) aversive conditioning.
c) learned helplessness.
d) rewarded aggression.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
127. Animal is to human as _____ is to _____.
a) learned helplessness; depression
b) learning; memory
c) learned helplessness; schizophrenia.
d) primary; secondary
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
128. In what way is negative reinforcement like positive punishment?
a) they both lead to a decrease in future behaviour
b) they both involve aversive stimuli
c) they both involve adding something to the situation
d) they both lead to an increase in future behaviour
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
129. Fixed ratio and variable interval are schedules of ________ reinforcement.
a) primary
b) impartial
c) continuous
d) intermittent
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
130. Jordyn’s parents give her a free dinner at her favourite restaurant with her friends every time she earns an A on an English test. Which type of reinforcement schedule has been put in place in this situation?
a) continuous
b) intermittent
c) ratio
d) fixed ratio
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
131. The best way for Patrick to get his son to take out the trash without being told would be to reward his son on a _____ schedule of reinforcement at first, then change to a _____ schedule.
a) fixed; variable
b) continuous; partial
c) ratio; interval
d) fixed; interval
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
132. When you put a quarter in a gum-ball machine, you receive _____ reinforcement; when you a quarter in a casino slot machine, you receive _____ reinforcement.
a) continuous; continuous
b) continuous; partial
c) partial; continuous
d) partial; partial
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
133. Vending machine is to slot machine as ___ reinforcement is to ___ reinforcement.
a) secondary; primary
b) continuous; intermittent
c) partial; intermittent
d) positive; negative
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
134. A professor gives a quiz once a week, but he never tells students on what day the quiz will be given. This is a _____ schedule.
a) fixed ratio
b) variable ratio
c) fixed interval
d) variable interval
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
135. Continuous reinforcement is "better" when it comes to _____; partial reinforcement is "better" when it comes to _____.
a) initial learning of a behavior; resistance to extinction
b) spontaneous recovery; initial learning of a behavior
c) resistance to extinction; spontaneous recovery
d) resistance to extinction; initial learning of a behavior
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
136. Pay cheques and grades are delivered on a ___ schedule of reinforcement.
a) fixed-ratio
b) fixed-interval
c) variable-ratio
d) variable-interval
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
137. Sometimes (but not always) Ella receives a bonus after doing her job well. However, this keeps Ella maintaining maximum performance on the job. What type of schedule does this illustrate?
a) fixed ratio
b) variable ratio
c) fixed interval
d) variable interval
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
138. Giovanni gets paid on Fridays for a week's work; Mai Ling gets paid for every five wedding veils she completes. Geovanni is on a _____ schedule of reinforcement, whereas Mai Ling is on a _____ schedule.
a) fixed ratio; average interval
b) average ratio; variable ratio
c) average interval; variable interval
d) fixed interval; fixed ratio
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
139. Dr. Authement has developed several alternative plans to increase the number of online practice quizzes his students complete. Which plan below is correctly matched with the reinforcement schedule it illustrates?
a) 1 bonus point for every 2 online practice quizzes completed – continuous schedule
b) 1 bonus point awarded every 2 weeks if 2 or more quizzes have been completed – fixed-ratio schedule
c) 1 bonus point awarded every now and then (about 2 weeks on average) if 2 or more quizzes have been completed recently – variable-interval
d) 0.5 bonus point awarded for each quiz completed – fixed-interval schedule
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
140. On average, people leave 25% of their money in Nevada casinos. They keep playing, however, due to reinforcement being delivered on a ____ schedule.
a) variable interval
b) fixed interval
c) fixed ratio
d) variable ratio
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
141. Which of the following is an example of a fixed interval schedule?
a) in golf, you manage to sink a ball, on average, every 5 minutes
b) in golf, you manage to sink a ball exactly every 2 minutes
c) in golf, you manage to sink a ball, on average, every 4th shot
d) in golf, you manage to sink a ball exactly every 3rd shot
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
142. When someone reinforces a series of successive approximations of the desired response, they are engaged in _____ a behavior.
a) the continuous reinforcement of
b) generalizing
c) discriminating
d) shaping
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
143. When Rosa’s young son picks up a spoon, she claps. Then Rosa waits and only laughs and applauds when he brings the spoon toward his mouth. Finally, he places the spoon in his mouth and only then does Rosa hug and kiss him all over. It is MOST likely that Rosa is _____.
a) using a variable ratio reinforcement technique
b) using shaping to teach her son to eat with a spoon
c) excited to see her son hasn’t spilled any food
d) reinforcing generalized eating behaviours
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
144. Henry is teaching his dog, Otis, to shake a paw. Initially Henry rewards Otis for sitting and looking at Henry. Then he rewards Otis for lifting one paw a little from the ground. He continues to do this until Otis lifts his paw on command and places it in Henry’s hand. Henry is using ___.
a) discrimination training
b) shaping
c) stimulus control training
d) behaviour modification
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
145. Ms. Meade gives the children in her grade one class a sticker if she goes by their desks and they are in their seats focused on their work. The children can trade these stickers for extra outside time or play corner time and so on. Ms. Meade is using _____.
a) shaping
b) behaviour modification
c) continuous reinforcement
d) learned helplessness
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
146. What can we conclude about people who self harm?
a) People who self harm report that they do not know why they engage in harmful behaviours.
b) Self harm brings attention to the person who feels empty.
c) Something about self harm is reinforcing to the person.
d) People who self harm enjoy punishment.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
147. How can Thorndike’s law of effect account for why someone would self-injure?
a) people who self-injure do not feel pain in the same way as those who do not self-injure
b) people who self-injure interpret painful stimuli as being positively reinforcing
c) people who self-injure are negatively reinforced by removing inner pain
d) both b and c
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
148. Henrietta reports that she is often overwhelmed by feelings of intense, painful emotions but that other times she feels numb and empty. Henrietta says she has identified a way to make her reduce her unpleasant emotions or to feel something. Based on this description, Henrietta is probably engaging in _____ and this activity will increase because it is obviously _____.
a) self-harm; positively reinforcing
b) self-harm; negatively reinforcing
c) binge eating; negatively reinforcing
d) binge eating; positively reinforcing
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
149. Rebecca is a marine biologist doing a dive with some orcas in a large captive enclosure off the ocean as she records their group behaviour. Which of the following should Rebecca worry about the most?
a) spontaneous recovery
b) instinctive drift
c) shaping
d) primary reinforcers
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
150. Observational learning is also sometimes called _____ and the two are _____.
a) modeling; related but different
b) social-cognitive learning; the same
c) observational insight; related but different
d) observational cognition; the same
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
151. If a mother acts fearful when meeting people from a specific ethnic group, it is likely that her child will be upset when exposed to people from the same ethnic group. This is an example of how prejudice is acquired through _________.
a) shaping
b) classical conditioning
c) observational learning
d) latent learning
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
152. Zara hear her older brother say a word that she had never heard before. Later, at dinner, she used the word, shocking her parents. Evidence that observational learning occurred for Zara is shown by
a) the shock of Zara’s parents.
b) Zara’s vicarious learning of her brother’s word.
c) by Zara’s obvious adulation for her brother.
d) Zara’s modelling of the use of the word.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
153. Bandura's observational learning studies focused on how ____.
a) rats learn cognitive maps through exploration
b) children learn aggressive behaviors by observing aggressive models
c) cats learn problem solving through trial and error
d) chimpanzees learn problem solving through reasoning
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
154. Which of the following accurately describes vicarious learning?
a) ability to watch others and modify one's own behaviour based on observations
b) ability to use physical and mental abilities to provide consequences to others
c) ability to engage in cognitive interactions with others so as to rationally understand observations
d) ability to develop observational behaviours as a species based on survival and adaptation
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
155. In Bandura’s Bobo doll experiment, children who observed the model rewarded for acting aggressively toward the doll behaved more aggressively toward the doll themselves. Bandura called this specific finding _____.
a) vicarious learning
b) observational learning
c) modeling
d) reinforcement
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
156. The idea that children who grow up in conflict-ridden homes tend to have marital difficulties as adults reflects which type of learning?
a) observational
b) survival
c) insight
d) classical conditioning
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
157. Shadowing a senior employee is a common form of on-the-job training for new employees. Which type of learning does this reflect?
a) insight
b) observational
c) latent
d) neurological
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
158. A boy comes from a neighborhood that has a severe gang problem. While many of his friends have chosen to join a gang, the boy has witnessed violent crimes and seen his friends punished and therefore elects NOT to join a gang. Which type of learning does this demonstrate?
a) latent
b) vicarious
c) insight
d) observational
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
159. Mirror neurons are the
a) neural basis for observational learning and imitation.
b) involved in behaviours that are opposite to those being observed.
c) basis for negative but not positive emotional behaviours.
d) where learned behaviours are stored and reflected back.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
160. Fenfang is learning how to tie her shoe by copying exactly what her mother is doing on her other shoe. This is an example of
a) extinction of learned helplessness.
b) vicarious consequences.
c) observational learning.
d) operant learning.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
161. Your little brother has been asking a lot of questions, and you have noticed that your father is looking annoyed. You decide that it is better NOT to ask any questions yourself. Which type of learning is this an example of?
a) latent
b) observational
c) classical conditioning
d) vicarious
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
162. Ursula's mother spanks her for hitting her younger brother. According to observational learning principles, the mother is _____.
a) extinguishing a response by applying an unpleasant consequence
b) acting as a model for aggressive behavior
c) using negative reinforcement
d) conditioning the younger brother vicariously
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
163. Lincoln is learning how to use a screwdriver to remove a screw by watching his dad do one screw and then Lincoln tries the next one. This is an example of:
a) classical conditioning
b) operant conditioning
c) habituation
d) observational learning
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
164. Based on observational learning research, which of the following is true?
a) Children who watch aggression are less likely to behave aggressively because they have gotten it out of their systems.
b) Children will imitate an aggressive model who appears to receive a reinforcer as a result of the behavior.
c) Television aggression is not related to real-life aggression in children because they can tell the difference between fantasy and reality.
d) If you watched aggressive television when you were a child and it did not make you more aggressive, this is evidence that aggressive TV does not influence children's behavior.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
165. What kind of learning can occur without directly receiving consequences?
a) observational learning
b) classical conditioning
c) operant conditioning
d) habituation
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
166. Jelena is showing her little sister how to ride a bike by getting on her own bike and riding around in front of her, making sure to point out the pedals and what her feet are doing, and the steering, and how to balance and stop. This is an example of:
a) extinction of learned helplessness
b) vicarious consequences
c) observational learning
d) operant learning
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
167. Rafael’s niece needs to learn to sing ‘Oh Canada’ for the concert next week, so they practice together. First Rafael sings it, and then his niece tries to do it just like him. What learning technique is this?
a) operant learning
b) modelling
c) observational consequences
d) vicarious learning
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
168. Four-year old Rochelle is visiting her cousins and sees one of them rip the head off a cowboy doll and throw it in the pool. Her aunt retrieved the head and scolded her cousin. She fixed the doll and gave it to Rochelle. According to Bandura’s findings, what is Rochelle likely to do?
a) give the doll back to her cousin
b) rip the head off but not throw it in the pool
c) not rip the head off but throw the intact doll in the pool
d) not rip the head off or throw it in the pool
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
169. Samuel is at an NHL game. Even though Samuel is not playing, it is likely that there is activity in his __________.
a) mirror neurons
b) vicarious neurons
c) occipital lobe
d) primary visual cortex
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
170. Genji is watching a sad movie, in which the main character has just experienced the loss of a loved one. Genji feels the same sadness and loss as the character in the movie, even though the event did not happen to her. What may underlie this effect?
a) observational learning
b) mirror neurons
c) the sympathetic nervous system
d) the empathetic nervous system
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
171. Rayna is about to take over as the Zamboni driver at the local rink. She watches the previous person do it and notices that he misses one corner entirely and over-waters the net areas so that now they are all slushy. Their boss comes over and yells at the driver, pointing out all the mistakes. According to studies of vicarious learning, what will Rayna learn from this?
a) how to drive the Zamboni and what will happen if she does not do it right
b) how to drive the Zamboni and how not to drive the Zamboni
c) that her future boss is very strict and a perfectionist
d) nothing about driving Zambonis
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
172. Dr. Abbott is concerned about children watching cartoons for many reasons. Which of the research findings below should NOT be of concern to Dr. Abbott?
a) Significant television viewing is associated with disrupted attachment and higher rates of emotional anxiety.
b) There are links between excessive television watching and aggression in children.
c) Violent acts are high in cartoons and there are no consequences for these violent acts.
d) Important characters in animated films for children are more likely to die than characters in dramatic films for adults.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
173. Which of the following people has engaged in vicarious learning?
a) Mohammed who sank the winning basket at the game after he put in several extra practice sessions.
b) Josh who avoided walking by the group of girls in the hall when he saw them make fun of his friend.
c) Ichiko who ate an egg sandwich with old mayonnaise and got sick
d) Amie who was talking on her phone and hit a telephone pole.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
174. An individual observes the consequences to another’s actions and then chooses to either duplicate the behaviour or to refrain from duplicating the behaviour; this type of learning is called
a) insight learning.
b) latent learning.
c) vicarious learning.
d) spatial navigation learning.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
175. Two-year old Miguel’s little sister, eleven-month old Sofía, was learning to crawl. Their parents were on the floor cheering Sofía along, completely focused on her. Miguel dropped to his hands and knees and began to crawl as well. Which of the following does this example best demonstrate?
a) vicarious learning
b) positive reinforcement
c) modelling
d) observational reinforcement
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
176. Observational learning is to vicarious learning as _____ is to _____.
a) copying; modeling
b) conditioning; remembering
c) perceiving; consequences
d) sensation; perception
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
177. While watching a movie, Felix starts feeling claustrophobic when he sees people trapped in a cave with water rising. He reacts as if he were in this situation himself. This is best explained by:
a) operant conditioning
b) social learning
c) vicarious conditioning
d) observational learning
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
178. If a capuchin sees another monkey get a more desirable reward for the same task the monkey will react by refusing to carry out the same task unless an identical reward is offered. This is evidence of
a) modeling.
b) vicarious learning.
c) operant conditioning.
d) classical conditioning.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
179. Latent learning occurs when
a) a person or animal has been habituated to a stimulus.
b) there is negative reinforcement.
c) there is no obvious reinforcement.
d) there is a delay in outcome.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
180. In Tolman's experiment one group of rats (group A) was reinforced for learning a maze while a second group (group B) was not reinforced. Tolman’s results showed that, when both groups were reinforced in a later trial:
a) group A solved the maze faster but with a much greater number of errors than group B
b) group A solved the maze as fast but with no errors, but group B could not solve the maze
c) group B was slower and made more errors than group A
d) the two performed equivalently once provided with incentives
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
181. Which of the following terms best signifies learning how to navigate correctly in an environment?
a) spatial learning
b) implicit learning
c) latent learning
d) insight learning
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
182. _____ is defined as learning without awareness.
a) Modeling
b) Insight learning
c) Implicit learning
d) Vicarious learning
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
183. You drive the same route to work everyday and rarely look around at the scenery as you are focused on rush hour traffic. However, when your sister who is visiting asks you where the closest coffee shop is to your house along your drive in to work you know exactly where she should go. This is an example of ___.
a) Köhler's insight learning
b) Tolman's latent learning
c) Thorndike’s effectual mapping
d) Bandura’s social-cognitive mapping
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
184. José has a set of duties in his office that he performs with efficiency. Consequently, he often has time to observe his supervisor at work. Unexpectedly, José’s supervisor becomes ill and misses several months of work. To everyone’s astonishment, including José’s, José can carry out her talks without any difficulty. This is an example of _____.
a) insight learning
b) latent learning
c) imitation
d) the law of effect
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
185. Jing has a parrot, Spark, that she has been attempting to teach to talk. However, Spark remains stubbornly silent. One day, Jing is eating chocolate covered strawberries and her parrot says, “Spark want.” This is an example of _____ learning.
a) latent
b) implicit
c) explicit
d) cognitive
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
186. A mental representation of a physical place a human or animal has experienced is a(n)
a) experimental maze.
b) operant atlas.
c) latent learning.
d) cognitive map.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
187. Which type of learning is exhibited only when there is a reward or incentive to demonstrate learning?
a) insight learning
b) latent learning
c) observational learning
d) neurological learning
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
188. Your text describes a latent learning experiment by Tolman & Gleitman (1949) in which rats learned to run a maze. What was their explanation for the critical result?
a) In the final trials all rats who were reinforced learned the maze more rapidly than rats who had only been reinforced in the second half of the trails.
b) Rats who were not reinforced in the beginning formed a cognitive map of the maze and were able to demonstrate this previous latent learning when provided with an incentive.
c) Rats who were reinforced throughout the maze trials habituated and slowed down.
d) Rats who were not reinforced at all steadily improved over time though sheer repetition.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
189. Eight-year-old Zoe watched her mother struggle to shut and lock the sticky lock on the backdoor every night. Zoe’s mother had developed a trick for this. One weekend, Zoe’s grandparents came to stay while her mother was away. Zoe’s grandfather told her they could go for ice-cream as soon as he locked the backdoor. But he could not get the door to lock. Zoe really wanted ice-cream. Although she had never locked the door, she walked over and employed her mother’s trick and immediately locked the door. Which kind of learning does Zoe’s behaviour exemplify?
a) insight
b) latent
c) observational
d) mimicking
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
190. Insight learning is defined as
a) a gradual shaping of a solution to a problem.
b) a modification in how a concept is learned based on previous experience.
c) a reliance on a temporary solution until external evidence contradicts it.
d) a sudden realization of a solution to a problem.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
191. Twin toddlers wanted to get over a baby gate to reach a toy in the hallway. Suddenly one of them got down on all fours so the other could climb onto her back and then get over the gate. This is an example of
a) vicarious learning.
b) latent learning.
c) insight learning.
d) non-associative learning.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
192. With latent learning, evidence that learning took place
a) is obvious only after many trials.
b) is apparent only when another animal is present.
c) is not obvious until reinforcement is available.
d) is still apparent after extinction.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
193. Dr. Jickada is allowing a rat to explore a complex maze, and she times how long it takes for the rat to get from the start box to the last compartment. What do you predict would happen if Dr. Jickada put a piece of cheese in the last compartment on the 10th trial that the rat was in the maze?
a) the rat would suddenly get flustered and take longer to complete the maze
b) the rat would now search every square inch of the maze for cheese and take longer to complete it
c) the rat would begin to make more errors and re-enter the same area more than once
d) the rat would take less time to complete the maze on the following trial
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
194. What sound best represents the sound someone would make at the moment of insight?
a) Ah-hah
b) Oh oh
c) Oh no
d) Hmmm
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
195. Elise is working on a complex problem and suddenly yells ‘eureka!’. What likely happened to Elise?
a) she stubbed her toe
b) she became increasingly frustrated with the problem
c) she tried talking to herself to solve the problem
d) she suddenly figured out the solution to the problem
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
196. Jakob is awful at doing dishes at home and claims that he does not know how to wash dishes. When he suddenly gets a job at a local restaurant as a dishwasher, he does not need any training, and seems to already know how to do the behaviour. This is an example of:
a) spatial learning
b) implicit learning
c) latent learning
d) insight learning
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
197. Which of the following best demonstrates insight learning?
a) You are learning computer programming and find that it does not come easily to you. But if you stay at it, you eventually find a solution that works.
b) A baker keeps working on a recipe until she is finally satisfied.
c) You have been thinking about how to fix a problem in your yard and cannot come up with a solution. Then, in the night, you wake up and know exactly what to do.
d) You have been struggling to learn French and after several months find it is getting easier.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
198. The chimpanzee in Köhler's insight experiment _____.
a) used trial and error to reach a banana placed just out of reach
b) tried three or four solutions before coming up with the ultimate solution for reaching the banana
c) sat for a while contemplating, then stacked the crates and used a stick to bring the banana within reach
d) made no attempt to solve the problem until a more desirable reinforcement was offered, then was able to immediately reach the preferred treat of grapes
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
199. Crows have been observed working together to hold open trash cans while other crows eat. Then they switch spots so everyone can eat. This is an example of:
a) latent learning
b) implicit learning
c) insight learning
d) spatial learning
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
200. Which of the following is NOT true about insight learning?
a) Some individuals report solving problems in their dreams.
b) Insight does not involve any obvious reinforcement.
c) Insight learning involves learning with awareness.
d) Insight learning is explained using a more cognitive approach to learning.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
201. Which of the following individuals is exhibiting insight learning?
a) Benjamin drinks too many beers when out partying and has a terrible hangover so the next time he goes out partying he keeps count.
b) Leah makes a beautiful Mother’s Day card for her grandmother.
c) Jude watches his sister talk his mother into giving her a ride and follows a similar script the next time he wants to persuade his mother to help him.
d) Kurt has been worrying about how to manage the serving staff at his restaurant for the long weekend and wakes up in the night with a solution.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
202. How does latent learning contradict the arguments of the behaviourists?
a) it involves classical and operant conditioning at the same time
b) it proposes that learning can occur without reinforcement
c) it is a type of associative learning that is not apparent without special experimental manipulations
d) it assumes that learning cannot take place without awareness
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
203. In what way is insight learning like latent learning?
a) they both show a sudden and dramatic improvement in performance
b) they are both types of associative learning
c) they both have only been found in humans and not other animals
d) they both take a long time to learn
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
204. What is the difference between implicit learning and latent learning?
a) implicit learning is learning without awareness, while latent learning is learning without reinforcement
b) implicit learning involves a sudden awareness of the solution, while latent learning involves working through a solution gradually
c) implicit learning is not expressed until reinforcement is offered, while latent learning is expressed with or without reinforcement
d) implicit learning includes spatial navigation, while latent learning includes insight learning
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
205. Which of the following is NOT a type of implicit learning?
a) latent learning
b) insight learning
c) spatial navigation
d) vicarious learning
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
206. Spatial learning, insight learning, and language learning
a) support the behaviourist notion that direct reinforcement is not necessary for learning.
b) contradict the behaviourist notion that direct reinforcement is not necessary for learning.
c) support the strict behaviourist notion that direct reinforcement is necessary for learning.
d) contradict the strict behaviourist notion that direct reinforcement is necessary for learning.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
207. Studies have shown that if you want to form strong memories about information you have studied, it is BEST to
a) space learning trials close together.
b) prevent over focusing on material.
c) study in several different locations.
d) rely on unconscious learning processes.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
208. Which of the following was mentioned in the textbook as a condition that facilitates learning?
a) getting adequate sleep
b) multitasking
c) intelligence
d) motivation for learning the material
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
209. Learning about events in our own lives is called ___ learning. Learning about facts is called ___.
a) semantic; episodic learning
b) semantic; semantic learning, too
c) episodic; episodic learning, too
d) episodic; semantic learning
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
210. Jayla has a calculus exam in two weeks. She is concerned about the exam and so spends one hour a day reviewing the material and another 30 to 40 minutes a day solving equations. Her friend Tessa finds the material dry and so puts off studying until two days before and then studies for six to eight hours each day. Assuming both women have equal ability and have attended the same number of classes Jayla should perform ___ than Tessa because Jayla studied using _____.
a) worse; massed intervals
b) better; massed intervals
c) worse; spaced intervals
d) better; spaced intervals
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
211. Ali is studying for an exam using spaced sessions. What can you say about Ali’s study strategy?
a) He is making the best use of his study time because it is helpful to have intervals between learning sessions.
b) He is using a very efficient study strategy because studying in many locations will make the information less tied to any one location.
c) He is not making the best use of his study time because he should encode the context with the information he’s trying to learn.
d) He is not using his attention most efficiently by having interference from different contexts.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
212. Which of the following students is likely to remember more information on an exam?
a) Jennifer, who studied for the entire day before the exam
b) Xinyi, who attended class every day and studied the night before the exam
c) Leo, who studied the entire day before the exam but took breaks
d) Liam who reviews his class notes for an hour every night beginning the week before the exam
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
213. Which of the following individuals is likely to have the most effective study strategy for their accounting exam coming up in a week?
a) Ana who studies in a quiet location in the library every night.
b) Mei who studies two days before the exam in two eight hour sessions.
c) Donte who listens to recordings of lectures from class while driving the long commute to and from class.
d) Finn who studies over several days in several locations for an hour or two at a time.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
214. What two reasons were given for why spaced studying is a very effective studying technique?
a) It is faster than massed studying and prevents the context effect.
b) It is time efficient and more cognitively flexible.
c) It maximizes learning and consolidation.
d) it is associated with better retention and neuro flexibility.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
215. Which of the following factors does NOT facilitate learning?
a) learning information in multiple locations
b) focusing on relevant information
c) dividing attention
d) spaced practice
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
216. The context effect argues that
a) knowledge can be tied to the place where it was acquired.
b) learning occurs independent of location.
c) spacing study sessions improves consolidation.
d) background effects, such as music or white noise, increases retention.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
217. Chloe, studies in her bedroom every night. Klaus studies in the classroom the day before the exam. Madison, studies at work between breaks and when the gas station is quiet three or four days before the exam. Omar studies in a variety of places several times for ten days before the exam. If these students were to discover the day of the exam that the final had been moved from the classroom to the gym due to a watermain break who would have the least problem adapting?
a) Chloe
b) Klaus
c) Madison
d) Omar
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
218. Aiden attended classes and studied in the classroom when it was empty. Just before the final exam he found out that the exam has been moved to a large study hall to accommodate more people. What can we predict about Aiden’s performance on the exam?
a) Aiden will find it easier to write your exam in the study hall due to fewer distractions given the additional space.
b) Aiden would have performed better on the exam if he wrote in the classroom where he studied.
c) The location of the exam will make no difference to Aiden’s performance.
d) Aiden will struggle in the study hall because of distractions from additional students.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
219. Olivia has been presented with a list of colour words printed in a non-matching ink colour. Although she is told to ignore the word and name the colour, she finds that she is inclined to read the word. This suggests ___.
a) Olivia has a short attention span
b) reading the word overrides the automatic processing of naming the colour
c) the automatic process of reading the word interferes with the naming of the colour
d) Olivia is having difficulty dividing her attention between reading the word and naming the colour.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
220. According to the Stroop effect:
a) attending to one stimulus can block our ability to attend to another stimulus
b) intention to learn is more important than the amount of rehearsal
c) the context of retrieval should match the context of encoding
d) information that requires active searching is better remembered
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
221. Max is taking part in the Stroop Test. What do you expect would be the easiest stimulus for him to report?
a) the colour of the red ink for the word ‘blue’
b) the colour of the blue ink for the word ‘blue’
c) the word ‘blue’ printed in red ink
d) the word ‘yellow’ printed in orange ink
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
222. Why does the Stroop effect work?
a) because it is more automatic for us to read the word than say the colour of the ink
b) because reading is not an automatic process for us
c) because people are highly tuned in to colour changes in their environment
d) because we can only attend to one stimulus at a time
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
223. Macy is looking for her suitcase at the airport amongst all the suitcases travelling around on the carousel. What condition would cause a pop-out effect for her suitcase?
a) her suitcase is round and black, and all the other suitcases are square and black
b) her suitcase is square and black, and the other suitcases are all square and either black or red
c) her suitcase is round and red, and the other suitcases are all red and either round or square
d) her suitcase is square and black, and the other suitcases are round or square and red or black
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
224. What would cause a pop-out effect?
a) the stimulus must occupy most of the visual field
b) the stimulus must be different from its surroundings in one way
c) the stimulus must be primed in memory
d) the stimulus must be easily identified in the Stroop Test
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
225. Yūko liked to catch up on Facebook while she listened to her professor’s lectures. Which of the following would we be able to predict about Yūko?
a) Yūko will get better grades than her classmates.
b) Yūko will be better at multi-tasking than her classmates.
c) Yūko will negatively impact the learning of classmates sitting nearby.
d) Yūko will be aware of the negative effects this practice has on her learning.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
226. Mahalia is looking at Facebook while attending her Introductory Psychology lecture. What is the most likely consequence of this?
a) She will make more friends in the class
b) She will develop her multi-tasking skills
c) She will get lower grades
d) She will have a positive effect on the grades of students sitting near her
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
227. Which of the following is NOT one of the effects of sleep deprivation?
a) It causes us to permanently lose information from long-term memory.
b) It prevents information from moving into long term memory.
c) It impairs our ability to pay attention.
d) It prevents new learning from happening.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
228. According to Tononi and Cirelli (2014), what is the important role that sleep plays with learning and memory?
a) sleep allows neurotransmitters to be recycled
b) sleep decreases cortical synaptic strength
c) sleep restores homeostatic imbalance, so the brain is ready to fire the next day
d) sleep prevents brain areas from sharing information and allows each area to process it’s own information
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
229. What do Tononi and Cirelli (2014) indicate is the reason we sleep?
a) to re-establish synaptic homeostasis
b) allow individual brain areas to process information in isolation
c) increase cortical synaptic strength
d) to conserve energy for the following day
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
230. What is the likely consequence of cramming and staying up all night?
a) You will get a better grade than if you had slept all night.
b) You will have good short-term but poor long-term retention.
c) You will not retain the information as well as if you had slept after studying.
d) You will consolidate information better than if you had slept.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
231. Which of the following can you do to decrease the context effect?
a) learn the material in many different locations
b) learn the material very well in the same context every day
c) learn the material in the location that testing will occur
d) learn the material by saying it out loud so that it is phonologically encoded
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define massed and spaced practice and tell what conditions are best for learning semantic material, such as facts in your classes.
Section Reference: Factors That Facilitate Learning
232. Brayden is three days old. Which type of learning would he not be capable of?
a) non-associative
b) classical conditioning
c) operant conditioning
d) vicarious learning
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
233. Non-associative learning first develops _____ and associative learning first develops _____.
a) prenatally; prenatally
b) in the first days of life; prenatally
c) in the first days of life; in the first several months of life
d) in the first six months of life; in the second year of life
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
234. What piece of evidence shows us that prenatal infants are capable of habituation?
a) prenatal exposure to garlic prevents infants from reacting negatively to garlic odours after birth
b) prenatal exposure to ‘Cat in the Hat’ causes newborns to suck harder and longer to hear their mother’s read ‘Cat in the Hat’
c) prenatal exposure to a specific song paired with relaxation caused newborns to relax following the presentation of that song
d) newborns can imitate different facial expressions
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
235. What piece of evidence shows us that newborn infants are capable of imitation?
a) prenatal exposure to garlic is not associated with a reaction to garlic after birth
b) prenatal exposure to ‘Cat in the Hat’ causes newborns to suck harder and longer to hear their mother’s read ‘Cat in the Hat’
c) prenatal exposure to a specific song paired with relaxation caused newborns to relax following the presentation of that song
d) newborns can copy the facial expressions of an adult model
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
236. What piece of evidence shows us that newborns are capable of classical conditioning?
a) prenatal exposure to garlic is not associated with a reaction to garlic odours after birth
b) prenatal exposure to ‘Cat in the Hat’ causes newborns to suck harder and longer to hear their mother’s read ‘Cat in the Hat’
c) prenatal exposure to a specific song paired with relaxation caused newborns to relax following the presentation of that song
d) newborns can imitate different facial expressions
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
237. Sadie is a newborn and has been prenatally exposed to garlic through her mother’s digestion. After Sadie is born, how do you predict she will react to the smell of garlic?
a) she will avoid it like other babies do
b) she will be unable to smell it due to so much pre-exposure
c) unlike other babies, she will not avoid it
d) unlike other babies, she will be able to smell it
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
238. Sofija is a newborn baby who is meeting her grandpa for the first time. Her grandpa seems to have her undivided attention, and so as a joke, he sticks his tongue out at her. Based on the work of Meltzoff and Moore (1977), what do you expect Sofija will do?
a) she will cry, not getting the joke
b) she will perform sucking motions, getting grandpa’s mouth mixed up with a nipple
c) she will smile, as this would be the first time she would have seen something like that
d) she will stick out her own tongue
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
239. Nayeli is a newborn who spent the last two months in her mother’s womb hearing the theme song to series her mother was binge watching. Her mother’s heart rate always increased before the show started because she was excited and curious about the latest events and this caused Nayeli to become more active. What do you expect would happen if Nayeli heard that theme song after she was born?
a) she would not recognize it as it would sound vastly different from outside the womb
b) she would begin to kick and move, having paired the song with increased activity
c) she would relax, knowing her mother was about to settle down
d) she would become interested in linking other sensory stimuli to this song
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
240. Your text mentions a study in which music was paired with relaxation exercises performed by expectant mothers. The study demonstrated classical conditioning may occur prenatally. Which of the following alternatives correctly identifies the CS and US in this study?
a) CS – music; US – maternal relaxation
b) CS – maternal relaxation; US – music
c) CS – music; US – decrease in fetal movement in response to maternal relaxation
d) CS – maternal relaxation; US – decrease in fetal movement to music alone
Difficulty: Hard
Bloomcode: Synthesis
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
241. Soon after she was born Elisa showed a preference for listening to her mother’s voice reading the Dr. Seuss book ‘Green Eggs and Ham’.’ What is the likeliest explanation for this?
a) the rhymes in Dr. Seuss’s books contain unusual numbers of vowels which draw newborn attention
b) her mother probably read this book aloud to Elisa before she was born
c) Elisa could recognize her mother’s vice and responded to her reading rhymes
d) ‘Green Eggs and Ham’ has only 50 words that repeat and the repetition is of interest to Elisa
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
242. Saskia is meeting her nephew for the first time and after the long night she spent waiting to hear how the birth went and meet her nephew, she unfortunately finds herself yawning uncontrollably. What is her nephew likely to do in response to her yawning?
a) cry because a wide-open mouth is instinctively threatening
b) cry because his aunt is not more excited to meet him
c) laugh because his aunt looks funny when she yawns
d) open his mouth wide because newborns can imitate simple facial expressions
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
243. Which of the following newborns is showing evidence of operant conditioning?
a) Caden, who yawns when his older brother yawns
b) Dmitry, who sucks harder and longer on a special pacifier to hear his mother read ‘Cat in the Hat’
c) Lina, who closes her eyes when she hears a bell because this bell previously preceded a puff of air in her eyes
d) Reza, who does not react to the smell of garlic after being exposed to it prenatally
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
244. Which of the following newborns is showing evidence of classical conditioning?
a) Leoni, who purses her lips when her mother purses her lips
b) Moea, who sucks hard on a special pacifier to hear her mother read her favourite book
c) Holly, who hears a song that makes her relax because it was previously paired with relaxation
d) Khawla, who doesn’t react to the smell of garlic after being exposed to it prenatally
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
245. Newborns will copy a simple facial expression of an adult in their visual field suggesting that _____.
a) newborns can be habituated
b) that the ability to observationally learn occurs shortly after birth
c) the ability to imitate the behaviour of another is instinctual
d) newborns can be classically conditioned
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
246. Madelyn is making faces at her three-day-old infant daughter. What response could Madelyn expect from her daughter?
a) No response. Infants’ eyesight does not fully develop for several months after birth; therefore her daughter will not see Madelyn facial expression.
b) No response. The mirror neurons that allow Madelyn’s daughter to respond are not developed until approximately two months of age.
c) Her daughter will likely imitate Madelyn’s facial expressions.
d) Her daughter will imitate positive facial expressions but not negative facial expressions.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
247. Which of the following pieces of evidence does NOT show that infants can perceive and remember things from before they were born?
a) habituation of garlic smell
b) relaxation to specific music
c) preference for specific Dr. Seuss story
d) imitation of simple adult facial expression
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
248. In which of the following studies can we say that the infant is classically conditioned?
a) the infant relaxes when hearing a song previously paired with relaxation
b) the infant sucks longer and harder to hear their mother read a story, they were exposed to prenatally, than another story
c) an infant recognizes the odour of garlic after prenatal exposure to garlic through the mother’s digestion
d) the infant copies the facial expression of an adult who is in their visual field
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
249. Children learn language best from face-to-face interactions
a) emphasizing the importance of social learning in cognitive growth.
b) mirroring the behaviour of another person without learning.
c) if video or television do not have the language the child is learning at home.
d) suggesting that language learning is innate.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
250. _____ is defined in the DSM-5 as a disorder in one or more of the basic psychological processes involved in spoken or written language.
a) An intellectual disability
b) A specific learning disorder
c) Autism spectrum disorder
d) A communication disorder
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
251. A number of criteria are identified in the DSM-5 as needing to be excluded in order for a person to be diagnosed with a specific learning disorder. Which of the following is one of these exclusions?
a) learning problems due to environmental, cultural, or socioeconomic disadvantage
b) average to above average intelligence
c) average or better socioeconomic status
d) co-occurring disorder such as attention deficit disorder
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
252. The most common form of learning disorder is:
a) a reading disorder
b) dyscalculia
c) a mathematics disorder
d) disorder of written expression
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
253. Another word for a mathematics disorder
a) dyslexia
b) dysgraphia
c) dyscalculia
d) dysfunctionia
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
254. Professor Rhee referred one of her students for assessment for a specific learning disorder after she noticed several issues with the student’s exam. Specifically, the student demonstrated evidence of reading comprehension problems, deficiencies in the ability to integrate information, and indications of perceptual problems. Which of the following specific learning disorders might the student have?
a) Dyslexia
b) Dyscalculia
c) Dysgraphia
d) ADHD
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
255. Faith is helping her elementary school son with his math homework. He is struggling with simple mathematical equations, cannot recall math symbols, can’t count numbers accurately, and can’t solve word problems or understand graphs. Faith’s son might have
a) mathematical dyslexia
b) dysgraphia
c) dyslexia
d) dyscalculia
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
256. What percentage of Canadian children between the ages of 6 and 15 years of age have a specific learning disorder?
a) .001
b) 2
c) 5
d) 10
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
257. Zander has _____. He has average abilities essential for thinking and reasoning but has trouble creating the written word.
a) a developmental disorder
b) a genetic disorder
c) a specific learning disorder
d) dyscalculia
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
258. The three major categories of learning disorders are:
a) communication disorder, social disorder, emotional disorder
b) anxiety disorder, mood disorder, panic disorder
c) science disorder, English disorder, math disorder
d) reading disorder, math disorder, writing disorder
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
259. Connor excels in math until it comes to solving word problems. He has trouble with most reading tasks as he does not recognize words or letters. If assessed, Connor would probably be diagnosed with _____.
a) dyscalculia
b) a disorder of written expression
c) dyslexia
d) mathematics disorder
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
260. Tanner has _____. He has difficulty counting numbers accurately, recalling math symbols, doing word problems, or understanding graphs.
a) dyscalculia
b) a reading disorder
c) a writing disorder
d) dysgraphia
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
261. Kaito has extremely poor handwriting, struggles with spelling and grammar, and has great difficulty expressing his thoughts in a written form. What could be going on with Kaito?
a) dyslexia
b) dyscalculia
c) dysgraphia
d) a mathematics disorder
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
262. Which of the following individuals has a reading disorder?
a) Huxley who has difficulties organizing and expressing thoughts in written form
b) Vihaan who has difficulties with reading comprehension, spelling, and word recognition
c) Tham who has difficulties understanding graphs and charts
d) Sterling who has below average abilities for thinking and reasoning
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
263. Which of the following individuals has dyscalculia?
a) Huxley who has difficulties organizing and expressing thoughts in written form
b) Vihaan who has difficulties with reading comprehension, spelling and word recognition
c) Tham who has difficulties understanding graphs and charts
d) Sterling who has below average abilities for thinking and reasoning
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
264. Specific learning disorder is to intellectual disorder as _____ is to _____.
a) average intelligence; below average intelligence
b) environmental; genetic
c) lack of interventions; availability of interventions
d) acute; chronic
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
265. Which of the following statements best expresses the relationship between specific learning disorders and intellectual developmental disorders?
a) Specific learning disorders are one type of intellectual developmental disorder.
b) An intellectual developmental disorder is an example of one type of a specific learning disorder.
c) A specific learning disorder is distinct from intellectual developmental disorders.
d) A specific learning disorder is a more global impairment than intellectual developmental disorders.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
266. How is dyslexia different from dysgraphia?
a) one involves language, the other math
b) one is a developmental disorder, the other is innate
c) one involves reading, the other writing
d) one is due to poor environmental conditions, the other is genetic
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
267. How is dyslexia like dysgraphia?
a) they are both developmental disorders
b) they both involve difficulties with mathematics
c) they both have no treatment
d) they both involve language abilities
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
268. PACFOLD data indicates that learning problems are typically identified in _____.
a) preschool
b) grade 1
c) grade 3
d) grade 5
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
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