Test Bank Ch7 Learning - 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.
TRUE-FALSE STATEMENTS
1. Behavioural scientists study learning by measuring changes in behavioural responses.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
2. Habituation refers to an increased response to a stimulus after it has been encountered repeatedly over time.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
3. Sensitization involves an increase in response to the presentation of a single cue.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
4. Sensory habituation occurs outside of our awareness.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
7. Ivan Pavlov was a Russian psychologist.
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
8. Extinction does NOT represent “unlearning.”
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
9. Classical conditioning works with animals, but NOT humans.
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
10. Phobias are classified as an anxiety disorder associated with specific stimuli.
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
11. Producing taste aversion requires several pairings of the US and 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
12. Scientists suggest that the link between stomach illness and taste represents a biological propensity to learn taste aversions.
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
13. According to Thorndike’s law of effect, behaviours that result in unpleasantness are more likely to occur again.
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
14. Operant and instrumental conditioning refer to the same concept.
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
15. Most of learning in our everyday life is active.
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
16. Negative punishment takes away something unpleasant.
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
17. Schedules of reinforcement based on “ratios” focus on the number of behavioural responses.
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
18. Both punishment and reinforcement are equally effective for most people.
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
19. Animals and birds are NOT capable of learning through 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
20. Researchers have shown that capuchin monkeys have an internal concept of fairness.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
21. Heavy TV watching is associated with aggressive behaviour in children.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
22. Rats exploring a maze without being reinforced is an example of latent learning.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
23. Having a single exposure to information is considered an effective means for studying semantic or factual 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
24. Newborn humans demonstrate an almost immediate preference for their mother’s odour.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
25. Dyslexia may manifest itself in the reversal of letters or words.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
MULTIPLE CHOICE QUESTIONS
26. ________ is a lasting change caused by experience.
a) Maturation
b) Development
c) Learning
d) Cognition
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
27. Learning is defined as a ___ change caused by ___.
a) temporary; genetics
b) temporary; experience
c) lasting; genetics
d) lasting; experience
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
28. Which of the following statements about learning is TRUE?
a) Learning is a lasting change caused by experience.
b) Learning can be directly observed.
c) Learning is unrelated to memory.
d) Learning research has traditionally focused on human beings.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
29. Which of the following abilities allows us to flexibly respond to complex environmental cues such as spoken words and written symbols?
a) learning
b) culture
c) sensitization
d) habituation
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
30. Which of the following learning techniques could be used to test whether an animal or a preverbal infant can tell the difference between the sounds ‘Bah’ and ‘Gah’?
a) sensitization
b) dishabituation
c) classical conditioning
d) associative learning
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
31. The ________ paradigm is the MOST often used paradigm; used as a tool to measure the abilities of preverbal children to recognize and discriminate objects.
a) sensitization
b) classical conditioning
c) associative learning
d) habituation/dishabituation
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
32. Which of the following statements is NOT correct as it applies to the use of habituation as a tool for measuring infant abilities?
a) If an infant stops looking at an object previously of interest, it indicates they have lost interest in it.
b) Infants cannot verbalize their thoughts so inferences about what they can and cannot discriminate must be made.
c) When an infant shows renewed interest in a stimulus the researcher can be confident that the infant is discriminating this new stimulus from a previous stimulus.
d) Infants cannot ethically participate in experiments and so only non-associative techniques are used when testing them.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
33. The difference between learning and memory is that learning ___ while memory ___.
a) involves the parietal lobes; involves the temporal lobes
b) studies traditionally use animal subjects; studies traditionally use human participants
c) cannot occur without memory; can occur without learning
d) is innate; is an acquired skill
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
34. What is the difference between learning and memory?
a) memory relies on higher-order brain functions than does learning
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) developmentally we are innately prepared to learn but must have active experience before we are physiologically able to remember
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define learning and distinguish between associative and non-associative learning.
35. Learning and memory are
a) interrelated and share biological mechanisms.
b) completely separate processes with independent brain regions.
c) synergistic systems when an organism must respond in a stressful or dangerous situation.
d) dependent systems and cannot operate independently.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define learning and distinguish between associative and non-associative learning.
36. Although learning and memory are closely interrelated and share many brain regions, they are treated separately in most introductory textbooks in psychology. Why is this?
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?
37. Which of the following can be classified as learning?
a) development of neural connections in the brain
b) using crutches while your broken leg heals
c) writing with your left hand while the right hand is injured
d) acquisition of reading skills
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
38. Learning that involves making connections between stimuli is called
a) habituation.
b) associative learning.
c) sensitization.
d) non-associative learning.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
39. What are two types of associative learning?
a) classical and operant conditioning
b) habituation and sensitization
c) modelling and cognitive learning
d) observational learning and systematic desensitization
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
40. What are two types of non-associative learning?
a) classical and operant conditioning
b) habituation and sensitization
c) modelling and cognitive learning
d) observational learning and systematic desensitization
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
41. The first time Aicha purchased a coffee from the local coffee shop, she noticed the warning, “Caution! Beverage is hot!” Now, after three years of regularly stopping by that coffee shop for coffee, she no longer notices the warning message. What type of learning has occurred for Aicha?
a) sensitization
b) habituation
c) associative learning
d) non-associative learning
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
42. Rio’s mother wanted Rio exposed to two languages at home, Japanese, and English. However, since both parents and all grandparents speak primarily Japanese to Rio, her mother is becoming concerned that Rio’s comprehension of English may be affected. If Rio’s mother wanted to determine whether Rio could distinguish certain sounds in English, such as ‘Lah’ and ‘Rah’ what technique could be used to make this assessment?
a) sensitization
b) habituation/dishabituation
c) classical conditioning
d) associative learning
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
43. Dr. O’Leary is testing whether a baby can detect the difference between a 680 nm light (dark orange) and a 650 nm light (yellow-orange). First, he presents the 680 nm light repeatedly for 5 seconds each time, until the baby stops looking at the light. Then, he changes the light to 650 nm and watches for the baby’s response. What is this procedure called?
a) sensitization
b) dishabituation
c) classical conditioning
d) associative learning
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
44. How do sensory adaptation and habituation differ?
a) Habituation is more simplistic than sensory adaptation.
b) Sensory adaptation occurs due to fatigue of neurons in the sensory receptors whereas habituation is a learning process.
c) Habituation occurs due to fatigue of neurons in the sensory receptors whereas sensory adaptation is a learning process.
d) Sensory adaptation and habituation both occur due to fatigue of neurons in the sensory receptors.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
45. _____ is a form of non-associative learning whereby a strong stimulus results in an exaggerated response to the subsequent presentation of a weaker stimuli.
a) Habituation
b) Dishabituation
c) Sensitization
d) Sensory adaptation
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
46. Indicate which of the following is an example of sensitization.
a) When James entered his friend’s house, he found the smell of sardines unbearable. However, after a brief time he hardly noticed it.
b) After taking on a night shift, Petra did not think she would be able to sleep during the day at home because of the noisy construction across the street. It bothered her at first. However, after a few days she could sleep without difficulty.
c) Jonas’ house was flooded after a severe thunderstorm. Now Jonas frequently thinks he hears water, even when there is no water present.
d) After a fire destroyed their home, five-year-old Leonid, screams at even the sight of a candle flame.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
47. Psychologists use the term ___ to refer to a lasting change in behaviours resulting from experience.
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?
48. How does associative learning differ from non-associative learning?
a) Associative learning is studied experimentally. Non-associative learning is studied using non-experimental methods.
b) Associative learning applies to humans. Non-associative learning applies to other animals.
c) Associative learning is based on connecting two or more stimuli. Non-associative learning is not based on such connections.
d) Non-associative learning involves memory. Associative learning does not require memory.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
49. Which of the following statements best expresses the relationship among the terms associative learning, non-associative learning, habituation, and sensitization?
a) Habituation is a type of non-associative learning, whereas sensitization is a type of associative learning.
b) Habituation and sensitization are types of associative learning.
c) Associative learning, non-associative learning, habituation, and sensitization are four different types of learning.
d) Habituation and sensitization are types of non-associative learning.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
50. Which of the following statements regarding habituation and adaptation is true?
a) The two terms are synonymous. They refer to the same physiological events across nervous systems.
b) Habituation involves a direct sensory response whereas adaptation involves a shift in attentional mechanisms.
c) Both result in a lowered perception of and response toward a sensory stimulus.
d) Both result in a decreased response to an external stimulus based on cognitive and perceptual mechanisms.
Difficulty: Hard
Bloomcode: Synthesis
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
51. Habituation is a type of ___ learning and sensitization is a type of ___ learning.
a) non-associative; associative
b) associative; non-associative
c) non-associative; non-associative
d) associative; associative
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
52. Habituation and sensitization both refer to a change in response because of learning. Which of the following statements best expresses the relationship between the types of changes in response denoted by the two terms?
a) The two terms refer to the same type of change in response.
b) The two terms refer to similar kinds of changes in response.
c) The two terms refer to different sorts of changes in response.
d) The two terms refer to opposite changes in response.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
53. What is the difference between habituation and sensitization?
a) habituation is the result of classical conditioning and sensitization is the result of operant conditioning
b) habituation is a form of associative learning and sensitization is a form of non-associative learning
c) habituation is a neurological phenomenon and sensitization is a sensory phenomenon
d) habituation is a decrease in responding to a stimulus and sensitization is an increase in responding to a stimulus
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
54. Hessa is a first-year psychology student; Gavin is a two-year-old child. Which of the following best describes the learning process for each of them?
a) Most of Hessa’s learning is associative; most of Gavin’s learning is non-associative.
b) Most of Hessa’s learning is non-associative; most of Gavin’s is non-associative.
c) Most of Hessa’s learning is non-associative; most of Gavin’s is associative.
d) Most of Hessa’s learning is associative; most of Gavin’s is associative.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
55. Which of the following would result in an increase in response over time?
a) habituation
b) sensitization
c) sensory adaptation
d) fatigue
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
56. Which of the following would result in a decrease in response over time?
a) sensitization
b) associative learning
c) classical conditioning
d) habituation
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
57. Talia is sleeping and is suddenly woken by a sound. Then she hears it again, a scratching sound coming from her bedroom door. She begins to feel very afraid as she imagines what the sound could be, and she slowly gets out of her bed to get her phone. As soon as her feet touch the carpet, her cat rubs up against her leg. Talia screams in fear and nearly jumps out of her skin. Talia’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?
58. “BANG!” “What was that?” Chloe asks in a breathless panic. “That? It was just a falling pecan hitting the carport’s tin roof,” Matthew explains. A scant minute later, the doorbell rings. Chloe visibly jumps, still startled. Chloe’s behaviours reflect ___.
a) sensitization
b) habituation
c) association
d) conditioning
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
59. Habituation is to ___ learning as sensitization is to ___ learning.
a) non-associative; associative
b) associative; non-associative
c) non-associative; non-associative
d) associative; associative
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
60. Callen has been feeding a stray dog for the past two weeks. When he first started, the dog was very frightened of him and would only eat once Callen was out of sight. Now, the dog will eat even though Callen is only a couple of metres away. This is an example of ___.
a) dishabituation
b) habituation
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?
61. Genavié was excited to spend the first night in her new apartment but then the train roared by every 2 hours all night long and she could not sleep. The previous tenant had lived there for over 30 years, and Genavié wonders how they managed. Do you have any ideas?
a) the previous tenant had undergone classical conditioning
b) the previous tenant was habituated
c) the previous tenant was sensitized
d) the previous tenant had undergone operant conditioning
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
62. Habituation is to ___ as sensitization is to ___.
a) increase in response; decrease in response
b) increase in response; increase in response
c) decrease in response; increase in response
d) decrease in response; decrease in response
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
63. The difference between habituation and sensitization is that habituation is ___ while sensitization is ___.
a) the result of classical conditioning; the result of operant conditioning
b) a form of associative learning; is a form of non-associative learning
c) a neurological phenomenon; a sensory phenomenon
d) a decrease in responding to a stimulus; an increase in responding to a stimulus
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
64. Habituation and sensitization both refer to a change in response as a result of learning. Which of the following statements best expresses the relationship between the types of changes in response denoted by the two terms?
a) The two terms refer to the same type of change in response.
b) The two terms refer to similar kinds of changes in response.
c) The two terms refer to different sorts of changes in response.
d) The two terms refer to opposite changes in response.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
65. Which of the following alternatives correctly classifies the major types of learning described in your text?
a) associative learning: classical conditioning and sensitization; non-associative learning: operant conditioning and habituation
b) associative learning: classical conditioning; non-associative learning: operant conditioning
c) associative learning: habituation and desensitization; non-associative learning: classical and operant conditioning
d) associative learning: classical and operant conditioning; non-associative learning: habituation and sensitization
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
66. A key difference between associative and non-associative learning is that associative learning ___ while non-associative learning ___.
a) is a form of classical conditioning; is a form of operant conditioning
b) develops early in development; develops later in life
c) includes linking stimuli; does not involve linking stimuli
d) happens very quickly; takes a long time to achieve
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
67. Which of the following would be a change that did NOT result from learning?
a) Chip opens the door after the doorbell rings.
b) Freda pushes the button in the elevator.
c) Giada is getting grey hair.
d) Hye 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?
68. Which of the following is an example of non-associative learning?
a) Isabelle sleeps through the sounds of the furnace loudly turning on and off.
b) Jake puts coins in a machine to get a C-train ticket.
c) Machiko cannot smell her partner’s aftershave after being around him for a few minutes.
d) Rose rushes to her child when she hears a sharp cry.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
69. Which of the following is an example of associative learning?
a) Joran uses a cane following his knee operation.
b) Manwa sleeps through the sounds of the traffic outside of her apartment.
c) Freed writes with her left hand since her right hand is sprained.
d) Dion lets his dog in when she barks at the door.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
70. Alexandra is trying to toilet train her son. If he soils his diaper, she changes him with a blank face without conversation. But if he uses the toilet, she gives him a Smartie and a lot of praise. What type of learning is Alexandra using in this case?
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?
71. Eva wants to train her new puppy Gus to sit on command. So, Eva surreptitiously watches Gus and whenever Gus happens to sit, she rushes over and says, “You’re sitting Gus! Good sitting Gus!” and tells him what a clever puppy he is and gives him a tiny piece of cheese. What type of learning is Eva using with Gus?
a) habituation
b) operant conditioning
c) classical conditioning
d) sensitization
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
72. ___ is credited with laying the foundation for the study of classical conditioning in psychology.
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
73. Your text states that, “[Pavlov’s] dogs had learned to associate the appearance of a lab assistant with getting food.” This suggests that classical conditioning involves an association between
a) a stimulus and either another stimulus, or a response.
b) a stimulus and a response.
c) two responses.
d) two stimuli.
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. Your text states that, “[Pavlov’s] dogs had learned to associate the appearance of a lab assistant with getting food.” This suggests that classical conditioning involves what Pavlov referred to as a(n)
a) stand alone physiological response.
b) innate response.
c) psychic secretion.
d) natural 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
75. ___ is a type of learning in which a neutral stimulus comes to elicit a response after being paired with a stimulus that would elicit the same response naturally.
a) Classical conditioning
b) Operant conditioning
c) Observational learning
d) Instrumental 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
76. What phenomenon did Ivan Pavlov initially set out to study?
a) canine sensory perception
b) canine non-associative learning
c) associative learning
d) salivary reflex in digestion
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
77. What is measured in classical conditioning to signify that learning has taken place?
a) the US
b) the CS
c) the UR
d) 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
78. The stimulus that causes the reflexive response is called the ____. Pavlov called the reflexive response the _____.
a) US; CS
b) CR; CS
c) US; UR
d) CR; UR
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
79. In Pavlov’s study, the US was ___; the neutral stimulus was ___; and, finally, the CS was ___.
a) meat; the assistant; meat
b) meat; the assistant; the assistant
c) the assistant; meat; meat
d) meat; meat; the assistant
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
80. The ___ occurs in time before the stimulus event that triggers a reflexive response, and this happens multiple times. At first, the ___ does not elicit a response on its own, but after some trials it does.
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
81. In classical conditioning, how are the neutral stimulus and the CS related?
a) They are not related; they are completely different stimuli.
b) They are synonyms for the same thing.
c) The neutral stimulus becomes the CS.
d) The CS becomes a neutral 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
82. Quincy got a fighting fish, and it lives in a big bowl in his kitchen. Every morning, Quincy is the first to get up and he turns on the kitchen light and feeds the fish. Within a few days, the fish was swimming to the surface looking for its food just when the light went on. What type of learning is this?
a) habituation
b) sensitization
c) classical conditioning
d) operant 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
83. Diega got a guinea pig and feeds it carrots from a plastic bag in the fridge. After about a week, the guinea pig started squeaking to the sound of the fridge opening and the plastic bag rustling. What type of learning is this called?
a) habituation
b) sensitization
c) classical conditioning
d) operant 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
84. Esther was flinched when she heard a loud clap of thunder during a rainstorm. Eventually, just the sight of lighting made her flinch. What is the conditioned stimulus in this example?
a) sound of thunder
b) flinching from hearing thunder
c) sight of lightning
d) flinching from sight of lightning
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
85. Augustin’s girlfriend has worn the same perfume every time they have been together. One day as he is walking through the mall, he smells her perfume on another woman and finds that he immediately began to think romantic thoughts about his girlfriend. In this example, the smell of the perfume is a(n)
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
86. Who conducted the study of fear conditioning with “Little Albert”?
a) Thorndike
b) Watson
c) Skinner
d) Chomsky
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
87. In classical conditioning, the conditioned response is a behavior that is
a) natural.
b) learned.
c) reflexive.
d) extinguished.
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
88. You are trying to train your cat Stanley to stay off the kitchen counters. Every time he jumps up on the counter, you spray him with water, which he hates. In this example, the water is the ___, and the counter is the ___.
a) CS; UCS
b) UCS; CS
c) CR; UCR
d) UCR; CR
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. You are trying to train your cat Stanley to stay off the kitchen counters. Every time he jumps up on the counter, you spray him with water, which he dislikes. In this example, the CR is
a) Stanley’s dislike of water
b) Stanley’s enjoyment of jumping.
c) Stanley’s curiosity.
d) your frustration.
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
90. While on a recent combat tour in Afghanistan, Sylvie learned to dive for cover at the sounds of gunfire. When she returned home, she found herself diving for cover when her husband accidently slammed a door. In this example, loud noises are a/an ___.
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
91. While you were sick with the stomach flu, a friend recommended strawberry Jell-O to help calm the nausea. However, each time you ate Jell-O, you felt nauseous and vomited. Now, without feeling ill otherwise, whenever you even smell strawberry Jell-O, you feel nauseous. In this scenario, the nausea
a) changed from a conditioned response to an unconditioned response.
b) changed from a neutral stimulus to a conditioned stimulus.
c) changed from an unconditioned response to a conditioned response.
d) remained a neutral 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
92. A friend made you strawberry Jell-O to eat while you were sick with the stomach flu to help relieve your nausea. Every time you ate a bowl of Jell-O, however, you vomited. Which of the following is the unconditioned stimulus?
a) flu
b) Jell-O
c) nausea
d) your friend
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
93. Every time it begins raining, you turn the television to your local weather station to make sure there are no tornadoes approaching. What is the conditioned stimulus?
a) fear
b) television
c) rain
d) tornadoes
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
94. Checking the local weather station every time it begins to rain because you fear tornadoes is a type of classical conditioning. What is the conditioned response?
a) fear
b) television
c) rain
d) tornadoes
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
95. Solana got a new puppy, and she keeps the puppy’s treats in a ceramic jar that makes a distinctive ‘clunk’ sound when the lid is put on or taken off. At first, the puppy comes when he sees or smells the food, but after a while, he only needs to hear the sound of the jar lid coming off to come running. In this example, the puppy’s coming to the sound of the jar is the
a) conditioned stimulus.
b) unconditioned stimulus.
c) conditioned response.
d) unconditioned 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
96. You took your daughter to the medical clinic to receive a flu shot. Now, every time the child sees a white coat, she is scared. What is the conditioned stimulus?
a) medical clinic
b) flu shot
c) fear
d) white coat
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
97. When a neutral stimulus becomes a conditioned stimulus _______________ has occurred.
a) acquisition.
b) stimulus recovery.
c) stimulus generalization.
d) extinction.
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
98. Which of the following are the optimal conditions for acquisition to take place?
a) a few pairings and several minutes between the conditioned and unconditioned stimuli
b) many pairings and several minutes between the conditioned and unconditioned stimuli
c) a few pairings with half a second between the conditioned and unconditioned stimuli
d) many pairings with half a second between the conditioned and unconditioned 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
99. Classical conditioning is most effective when the neutral stimulus begins
a) just before the US begins.
b) at precisely the same time that the US begins.
c) a while before the US begins.
d) immediately after the US begins.
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
100. Dr. Ho is trying to replicate Ivan Pavlov’s classical conditioning experiment. He enters the room and turns on the light. About three minutes later he gives the dog food causing the dog to salivate. He repeats this many times, and yet he cannot seem to get the dog to salivate without giving him the food. Which of the following best explains this?
a) Dr. Ho needs to pair the light and food for more trials.
b) Dr. Ho needs to be more consistent with the pairings.
c) Dr. Ho needs to present the light and the food at the same time.
d) The dog has habituated to the light, so Dr. Ho 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
101. Dr. Carver has a litter of twelve-week-old pups at home. She wants to replicate Pavlov’s experiment for her class. So, she brings some very hungry puppies to class one morning. She divides the class into groups and gives each group a bell and a bag of puppy kibble and asks the students to work on conditioning the puppies to conditionally respond to the bells. Which of the following activities should each group carry out to ensure that acquisition for “their” puppy takes place?
a) The students should repeatedly ring the bell and then ½ second later give the puppy a piece of kibble.
b) The students should repeatedly give the puppy a piece of kibble and ring the bell ½ second later.
c) The students should pour out the bag of kibble and allow the puppy to eat it, all the while ringing the bell.
d) Dr. Carver is setting a task that the students will not be able to accomplish as the puppies are too young to be classically conditioned.
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
102. Which of these scenarios is a result of classical conditioning?
a) A driver decreases speed on a road where he or she received a speeding ticket.
b) A postman develops a fear of all dogs as a result of a dog bite.
c) A child throws a tantrum until the parent buys him/her candy.
d) A dog sits upon vocal command to receive a treat.
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
103. Stimulus generalization occurs when
a) a stimulus that is like the original CS triggers the same CR.
b) a CR is specific to one CS and one US.
c) the magnitude of the CR is proportional to the intensity of the CS.
d) the CR cannot be triggered by a stimulus that is like the original 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
104. When a stimulus that is like the original CS triggers the same CR, this is called
a) stimulus generalization.
b) stimulus discrimination.
c) spontaneous recovery.
d) systematic desensitization.
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
105. Often, a conditioned response may be elicited NOT only by the original CS, but also by a similar one. This is known as stimulus ___.
a) control
b) discrimination
c) generalization
d) diffusion
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
106. Recently, an alcoholic went through a treatment program that used a drug that made her sick whenever she would drink alcoholic drinks. As a result, the alcoholic now cannot drink any liquid without getting sick. Which principle of classical conditioning explains this problem?
a) acquisition
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
107. Your cat, Tikki, always comes running when he hears you shake the bag of cat food because he thinks you are going to feed him. Now, suddenly, he comes running when he hears you shake a bag of rice. This is an example of ___.
a) stimulus discrimination
b) stimulus generalization
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
108. Your cat, Tikki, always comes running when you shake the bag of cat food. One day, to try to find where he is hiding, you shake a bag of rice. Even though the rice makes the same sound as the cat food, Tikki stays in his hiding place. This is an example of ___.
a) stimulus discrimination
b) stimulus generalization
c) extinction
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
109. Vincent used to work driving the ice cream truck. Every time he had to go in the cold freezer, the bells would go off, and he would shiver in response to the cold freezer. Eventually, he shivered to the sound of the bells alone, and even to other jingling sounds, such as the sound of his dishwasher when it was finished. The fact that sounds like the bells also trigger the same response 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
110. Amaira’s father was often abusive when things went badly for him at work. Amaira learned to listen for his out of tune whistling which indicated that her father was returning home angry. She knew to slip out to her grandmother’s house if his whistling was out of tune but knew things were safe if he was whistling in tune. This is an example of
a) stimulus discrimination
b) stimulus generalization
c) extinction
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
111. If you salivate when you smell seafood cooking but NOT when you smell steak on the barbeque, you have 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
112. Which of the following is an example of stimulus discrimination?
a) Jaeger is a beer fan. He loves lagers, stouts, and malts, as well as ale.
b) Mu tan loved shrimp until it once made her very ill. Now Mu tan will not eat any seafood at all.
c) Isadora loves blackberries but will not eat raspberries or blueberries.
d) Feng has a sweet tooth. He says he has never met a dessert he will not eat.
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
113. Thadius’ cat is smart. His cat has learned that the sound of the can opener means his favourite food is coming and he begins rubbing all over Thadius’ legs and meowing. Within a short while, his cat realizes that before the can opener sound is the sound of the drawer opening, and now he gets very excited every time Thadius opens the drawer. Which type of learning does this describe?
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
114. Which statement best describes the process of higher-order conditioning?
a) A previously conditioned stimulus is carried over as a new conditioned response.
b) A previously conditioned stimulus functions as if it is an unconditioned stimulus.
c) A previously conditioned stimulus is carried over as a new neutral stimulus.
d) A previously conditioned response is carried over as a new neutral 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
115. Advertiser’s pair celebrities, such as Beyoncé, with products, such as Pepsi, to increase sales by bringing attention to the product and to the brand. Which of the following correctly indicates this higher order conditioning relationship?
a) US-celebrity; UR-desirability; CS1-product; CS2- sexy image; CR-desirability
b) US-product; UR-sexy image; CS1-celebrity; CS2- desirability; CR-sexy image
c) US-sexy image; UR-desirability; CS1-celebrity; CS2- product; CR-desirability
d) US-celebrity; UR-sexy image; CS1-product; CS2- desirability; CR-sexy image
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
116. The learning process for classical conditioning is different than the learning process for higher-order conditioning. Which of these statements best describes the learning process for higher-order 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
117. You want to improve your website to market your consultation firm. Which strategy would use the classical conditioning approach?
a) Add a graph showing success rates for your clients.
b) Add quotations from your clients that offer recommendations.
c) Add an attractive picture of yourself.
d) Add your contact information.
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
118. The main difference between stimulus generalization and stimulus discrimination is that stimulus generalization ___ while stimulus discrimination ___.
a) is the result of classical conditioning; is the result of operant conditioning
b) occurs first; occurs second
c) takes weeks to learn; can be learned in as little as a day
d) means responding to more stimuli; means responding to 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
119. What is the difference between stimulus generalization and stimulus discrimination?
a) Stimulus generalization is the result of classical conditioning while stimulus generalization is the result of operant conditioning.
b) Stimulus generalization occurs before stimulus discrimination.
c) Stimulus generalization takes weeks to learn while stimulus discrimination can be learned in as little as a day.
d) Stimulus generalization means responding to more stimuli while stimulus discrimination means responding to 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
120. ___ occurs when a previously conditioned response decreases in frequency when the CS is presented in the absence of the US.
a) Extinction
b) Habituation
c) Adaptation
d) Deconditioning
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
121. Which of the following scenarios exemplifies extinction?
a) Avni is a former cocaine user. Now that she no longer uses, her hands no longer shake and her heart no longer pounds when she hears a car pull into her drive, like her dealer used to do in his car.
b) Avni uses cocaine. She no longer feels quite the same rush as she did when she fist started using.
c) Avni is a former cocaine user in recovery. After a relapse, though, her hands shake and her heart pounds when she hears a car pull into her drive, like her dealer used to do in his car.
d) Avni has relapsed on cocaine. She finds that she does not need quite as much of the drug to feel its effects as she did immediately before she stopped using the last time.
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
122. Which of the following scenarios exemplifies extinction?
a) Nathalie only likes Sparta apples and refuses to eat any other type.
b) Fatma’s dog barks whenever he hears the doorbell. Now he has begun barking whenever Fatma’s cell phone rings.
c) Banele cringes whenever he hears something by the Backstreet Boys because it reminds him of an unfortunate Karaoke experience.
d)Eli is on a diet. She found when she first went to a movie and could only have water she could not stop thinking about popcorn when the coming attractions began but after a month finds that she hardly thinks about popcorn at all.
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
123. Ursula’s cat nearly trips her up every time she uses her can opener. Yes, she mainly uses the can opener for the cat’s favourite food, but she occasionally uses it for other purposes. And each time the cat is in her feet, and Ursula is at risk of falling. She decides to repeatedly use the can opener on various cans without giving the cat any food. Eventually the cat stops responding to the can opener. What is this procedure called?
a) spontaneous recovery
b) stimulus generalization
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
124. Olivia’s bird is fed treats from a jar that makes a certain sound when it is opened. Whenever the bird hears that sound, it squawks very loudly and flaps its wings, making a huge mess. Olivia is tired of it, so she tries a suggestion from her psychology class. She opens the jar repeatedly without giving the bird any treats. Eventually the bird stops responding to the jar being opened. What is this procedure called?
a) spontaneous recovery
b) stimulus generalization
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
125. Which of the following scenarios exemplifies spontaneous recovery?
a) Avni is a former cocaine user. Now that she no longer uses, her hands no longer shake, and her heart no longer pounds when she hears a car pull into her drive, like her dealer used to do in his car.
b) Avni uses cocaine. She no longer feels quite the same rush as she did when she fist started using.
c) Avni is a former cocaine user in recovery. Although no longer using, a short time after quitting, her hands shake and her heart pounds when she hears a car, like her old dealer’s pull into her drive.
d) Avni has relapsed on cocaine. She finds that she does not need quite as much of the drug to feel its effects as she did immediately before she stopped using the last time.
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
126. Which of the following scenarios exemplifies spontaneous recovery?
a) Bart quit smoking five years ago when he moved for his job. After the initial quitting period he found he never thought about smoking. However, recently, Bart went home and found himself craving a cigarette while out with buddies for a drink after golfing.
b) Although Artiom enjoys a glass of wine, he dislikes the smell of vodka because he reminds him of his alcoholic grandmother.
c) Lily was once walking home from work and a dog attacked her. Lily now has a dog phobia.
d) Zhuang used to react to the smell of a certain aftershave as it reminded him of a broken relationship but now, he rarely even notices if anyone is wearing it.
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
127. The fact that spontaneous recovery occurs at all shows us that
a) an extinguished CS is still associated with the US.
b) classical conditioning is unique from operant conditioning.
c) stimulus discrimination is only possible with salient stimuli.
d) once a CS can elicit a CR, it is possible to serve as a US for another CS.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
128. Once a response is extinguished it can re-emerge at some later time. This is evidence that extinction is different than
a) habituation.
b) unlearning.
c) forgetting.
d) stimulus discrimination.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
129. Tanya uses cocaine, which activates her sympathetic nervous system. Expecting her dealer, her hands shake and her heart pounds. Which alternative below correctly identifies the neutral stimulus, the CS, and the US?
a) neutral stimulus – knock on the door; CS – cocaine; US – cocaine
b) neutral stimulus – knock on the door; CS – knock on the door; US – pounding heart
c) neutral stimulus – knock on the door; CS – knock on the door; US – cocaine
d) neutral stimulus – cocaine; CS – knock on the door; US – cocaine
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
130. Abena was in a car accident and had to have a great deal of painful dental work completed. She is now finished with the work and wants to express her gratitude to the office staff for their kindness and help over the length of her ordeal. She therefore buys flowers and takes them to the office for drop-off. Abena is looking forward to the pleasure and surprise she anticipates will be expressed by the staff. However, when she opens the door to the office, she hears the dental drill and is flooded with anxiety. Which alternative below correctly identifies the US, CS, and CR in this situation?
a) US – sound of drill; CS – pain caused by drill; CR – anxiety
b) US – sound of drill; CS – anxiety; CR – pain caused by drill
c) US – anxiety; CS – sound of drill; CR – pain caused by drill
d) US – pain caused by drill; CS – sound of drill; CR – anxiety
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
131. Jack has been using heroin in his apartment every day for the past two months. He finds that now it takes more heroin to get him high. He is planning on using heroin tonight at a party at his friend’s apartment. Which of the following is the most likely outcome?
a) Jack will find he has developed tolerance, so he will need more heroin.
b) Jack will find that he needs more heroin because of the different environment.
c) Jack will risk overdosing because he needs less heroin in the different environment.
d) Jack will find he needs the same amount of heroin as when he uses at his 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
132. Jack has been using heroin in his apartment every day for the past two months. He finds that now it takes more heroin to get him 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
133. According to Siegel and his colleagues, a consequence of taking a drug in a novel environment is that
a) overdosing is more likely because the body’s compensatory response would not be triggered in a novel environment.
b) people are more likely to 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
134. Siegel argues that some drug addicts die of heroin overdoses because ________ requires a larger dose to offset it.
a) an acquired proprioceptive cue
b) a learned compensatory response
c) an unconscious stimulus generalization
d) sensitization
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
135. How would work published from Siegel et al.’s research 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
136. A space-time anomaly strands several early psychologists in the 21st century. With no way back, the psychologists attempt to continue their work in the present day. Watson proposes a ‘Little Albert’ study to a contemporary research ethics committee. Which of the following reflects the least likely response of the committee?
a) “Congratulations! Your proposal has been approved! You may begin collecting data.”
b) “The investigator fails to make adequate provision for the collection of informed consent from the infant’s parent or guardian.”
c) “No discussion of debriefing or potential follow-up is included.”
d) “The committee is concerned that the risk to the participant may outweigh the scientific benefit of the proposed work.”
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
137. The Watson and Rayner study has been criticized for several reasons. Which of the following is NOT one of the reasons?
a) The research would have violated the current APA standards.
b) The researchers never extinguished “Little Albert’s” fears.
c) The risk to “Little Alberta” outweighed any scientific benefit.
d) The research findings were not statistically significant.
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
138. Aaron has a needle phobia. Which pair below correctly identifies a stimulus or response in the conditioning of his phobia?
a) conditioned stimulus – pain; tissue damage
b) unconditioned stimulus – anxiety; fear
c) neutral stimulus – the needle itself
d) unconditioned stimulus – blood
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
139. Rosa becomes anxious when she enters the examination room at the clinic before a blood test. She also squirms when she views injections on television. This paragraph illustrates
a) non-associative learning.
b) stimulus generalization.
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
140. When people with phobias are exposed to their feared stimulus, what brain region have neuroimaging studies found to activate rapidly?
a) prefrontal cortex
b) amygdala
c) hippocampus
d) occipital lobe
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
141. Neuroimaging studies have suggested that the ___ is activated rapidly when people with phobias are exposed to their feared stimulus.
a) prefrontal cortex
b) amygdala
c) hippocampus
d) occipital lobe
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
142. In Watson and Rayner’s “Little Albert” study Watson claimed that Little Albert came to fear not only the white rat but other furry animals and stimuli as well. In part through the mechanisms of stimulus ___, “Little Albert” 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
143. Sergei was in an avalanche. Now he has an exaggerated fear not only of packed snow but of mountains in general. In part through stimulus ___, Sergei 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
144. An exaggerated or irrational fear of a stimulus is termed a(n) ___. It is associated with increased brain activity in the ___.
a) neurosis; amygdala
b) neurosis; hypothalamus
c) phobia; amygdala
d) phobia; hypothalamus
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
145. In a process known as systematic ___, phobic individuals are gradually exposed to the feared object or situation in the absence of pairing with the US.
a) extinction
b) desensitization
c) adaptation
d) relaxation
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
146. Dr. Cortese conducts a neuroimaging study of patients undergoing systematic desensitization to treat a fear of high places. The images should show that activity in the ___ occurs when patients are ___.
a) hypothalamus; experiencing fear
b) prefrontal cortex; experiencing fear
c) amygdala; undergoing extinction
d) prefrontal cortex; undergoing 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
147. People experiencing treatment for phobias often undergo a process based on learning theory known as ______________________ to _______________ their fears.
a) cognitive behavioural therapy; unlearn
b) systematic desensitization; extinguish
c) conditioned forgetting; unlearn
d) flooding; spontaneously recover
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
148. Researchers Garcia and Koelling produced a taste aversion in lab rats by pairing sweetened water and radiation, which resulted in
a) nausea.
b) hyperactivity.
c) empathy.
d) fear.
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
149. Chiara consumed some poorly stored sushi on a hot day; she became violently ill. Now Chiara 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
150. An evolutionary approach to learning can help us understand how
a) some associations are learned more readily than others.
b) our overall cognitive functioning can be improved.
c) memory affects various aspects of our daily lives.
d) our interactions with others enhance brain development.
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
151. Effie no longer eats egg salad sandwiches – some time ago, she found herself violently ill after consuming a sandwich in which the mayonnaise must have spoiled. Which alternative below correctly identifies a stimulus in this situation?
a) US – bacteria
b) CS – nausea
c) US – food
d) CS – bacteria
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
152. Is a conditioned taste aversion in any way an exception of sorts to the general principles of classical conditioning? If so, how?
a) No, it is not an exception – it is simply another illustration of the generality of the principles of classical conditioning.
b) Yes, it is an exception – conditioned taste aversions require more trials to acquire than do most CRs.
c) Yes, it is an exception – conditioned taste aversions require a shorter interval between the CS and the response for their acquisition than do most CRs.
d) Yes, it is an exception – conditioned taste aversions often require only a single CS-UCS pairing, rather than several pairings, for their acquisition.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
153. Humans tend to be more afraid of a spider than of a knife because the spider is an example of a(n) ________ threat.
a) evolutionary
b) immediate
c) common
d) psychological
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
154. Which of these findings is least relevant to the notion that conditioned taste aversions suggest that we are biologically predisposed to learn certain associations?
a) The cues an organism learns to associate with illness depend on how members of its species detect food in the first place.
b) Conditioned taste aversions may be acquired even when several hours intervene between the CS and the response.
c) Individuals predisposed to nausea, like chemotherapy patients and pregnant women, are especially prone to acquire conditioned taste aversions.
d) Conditioned taste aversions may be learned following a single trial.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe the basic processes of classical conditioning and explain how classical conditioning is relevant to learning.
Section Reference: Classical Conditioning
155. The innate readiness for members of a species to form associations between certain stimuli and responses is called
a) biological preparedness.
b) instinctive drift.
c) operant 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
156. Biological preparedness plays a key role in
a) both classical and operant conditioning.
b) non-associative learning, but not associative learning.
c) classical conditioning, but not operant conditioning.
d) operant conditioning, but not classical conditioning.
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
157. Which of the following fears is most likely due to biological preparedness?
a) Vikram broke his leg while skiing last year and is now afraid to return to the slopes.
b) Although she has never encountered a live one, Anastasia is terrified of snakes.
c) Because Albie has happy memories of hunting with his father, he is adamantly opposed to firearm legislation.
d) Jonah has been afraid of caterpillars ever since one dropped out of a tree and landed on his head.
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
158. Hannah went out with her officemates for snacks and drinks and became violently ill shortly afterward. She attributed her sickness to the food she ate, and if we could fast-forward ahead in her life, we would likely find that she will never eat that food again. Meanwhile, of all the events at the restaurant that she could have associated with the sickness (i.e., the background music, the server, the lighting, the smell in the air, etc.), she associated it with the food. This suggests that
a) Hannah is fixated on food and as such is more likely to learn associations about food than other stimuli.
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 lightning or the background music.
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
159. The first time that Yvonne tried yogurt she was 7 years old, and she remembers thinking that it was a very unusual flavour, both sour and creamy. Shortly after that she became violently sick to her stomach. To this day, Yvonne cannot even be near anyone who is eating yogurt because the smell alone will make her gag. What is so 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 with 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
160. How do the consequences of operant conditioning differ from the consequences of classical conditioning?
a) In operant conditioning, consequences are reinforced, whereas in classical conditioning, consequences are punishments.
b) In classical conditioning, consequences are subconscious, whereas in operant conditioning, consequences are intentional.
c) In operant conditioning, consequences are essential, whereas in classical conditioning, consequences are irrelevant.
d) In classical conditioning, consequences are always negative, whereas in operant conditioning, consequences are always 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
161. Operant conditioning is to ________ behavior as classical conditioning is to ________ behavior.
a) voluntary; involuntary
b) punishing; rewarding
c) extinct; reinforced
d) innate; conditional
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
162. Nathan is in the play ‘The Jungle Book’ and unfortunately, they are working with a real, live, large boa constrictor. The snake is harmless, Nathan is told, and has worked in plays and on movie sets hundreds of times. Nevertheless, Nathan is nervous of the snake. Which of the following should Nathan 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
163. Biological constraints play an important role in
a) both classical and operant conditioning.
b) non-associative learning, but not associative learning.
c) classical conditioning, but not operant conditioning.
d) operant conditioning, but not classical conditioning.
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
164. Cosima wants her dog to stop barking at the mail carrier. Whenever the dog barks at the carrier Cosima scolds him. As soon as the dog stops barking Cosima gives him a treat and praises him lavishly. Eventually the dog stops barking at the mail carrier. Which type of learning did Cosima’s dog experience?
a) habituation
b) sensitization
c) classical conditioning
d) operant conditioning
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
165. Terrell has a child in his grade-one class who refuses to remain in her seat and on task. Therefore, Terrell gives her a token each time he notices that she is sitting at her desk and is on task. Once she has five tokens, she trades them back to Terrell for special privileges, such as video game time. What type of learning is Terrell using?
a) habituation
b) sensitization
c) classical conditioning
d) operant conditioning
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
166. What happens in operant conditioning?
a) Two stimuli are associated with each other because one reliably precedes the other.
b) Responses are changed because of consequences.
c) A stimulus elicits less and less of a response with repeated presentations.
d) A stimulus no longer triggers a response.
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
167. Which of the following types of learning involves responses that are changed because of consequences?
a) classical conditioning
b) operant conditioning
c) habituation
d) sensitization
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
168. Behavior is strengthened through ________ and weakened through
a) stimuli; conditioning.
b) reinforcement; punishment.
c) consequences; reinforcement.
d) classical conditioning; operant 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
169. The presentation of an aversive consequence following a behaviour is called
a) positive reinforcement.
b) negative reinforcement.
c) positive punishment.
d) negative punishment.
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
170. Michaela returns her library a few days late and must pay a fine of 50 cents and endure the librarian’s scorn. The next time she signs out a library book, she makes sure to return it on time. 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
171. Isak surprises his partner with a surprise trip for their anniversary and is delighted by the ecstatic response he receives so Isak immediately begins to plan another surprise. 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
172. Classical conditioning applies mostly to ___. Operant conditioning applies mainly to ___.
a) involuntary behaviours; voluntary behaviours
b) voluntary behaviours; involuntary behaviours
c) voluntary behaviours; voluntary behaviours as well
d) involuntary behaviours; involuntary behaviours as well
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
173. In classical conditioning learning ___ whereas in operant conditioning learning ___.
a) precedes the response; follows the response
b) follows the response; precedes the response
c) is active; is passive
d) is active; is reflexive
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
174. Psychology’s interest in operant conditioning may be traced to ___’s early studies of hungry cats learning to escape from cages.
a) Skinner
b) Thorndike
c) Watson
d) Pavlov
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
175. “Responses that lead to satisfying consequences are more likely to be repeated.” This is the law of ___.
a) consequences
b) reward
c) effect
d) 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
176. Which of the following is an example of Thorndike's law of effect?
a) A chicken keeps pecking at a bar even though it is repeatedly shocked immediately afterwards.
b) A teenager regularly works part-time after school in order to make some spending money.
c) A ball keeps rolling downhill because of the pull of gravity.
d) A cat keeps clawing the sofa despite being squirted with water every time it does this.
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
177. How did B.F. Skinner expand upon Thorndike’s law of effect?
a) He included the idea of consequences.
b) He introduced the puzzle box to study cat behavior.
c) He emphasized punishment as a crucial component of innate behavior.
d) He contended that reinforcement and punishment must occur immediately after the behavior.
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
178. Zoe bought 10 bags of dog food at the Buy n’ Bag, so now her 11th one is free. According to the law of effect, what should this do to Zoe’s tendency to buy dog food at the Buy n’ Bag?
a) It should not affect it.
b) It will decrease, since everyone knows now that the Pet Emporium is the best.
c) It will increase.
d) It will decrease competition between the Buy n’ Bag and Pet Emporium.
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
179. Perhaps the most influential psychologist to study operant conditioning was ___.
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
180. The process by which a stimulus increases the likelihood that a preceding behaviour will be repeated is called ___.
a) sensitization
b) reinforcement
c) conditioning
d) 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
181. The term ‘reward’ is synonymous with
a) positive reinforcement only.
b) positive and negative reinforcement.
c) negative reinforcement only.
d) negative punishment.
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
182. Dunja’s father tells her that if she gets all “A’s” on her report card, he will buy her a new guitar. In this example, the guitar 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
183. Santiago is taking his little brother out trick-or-treating for the first time. For the first few houses, Santiago tells his little brother to say “Trick or treat” to be given candy. After that, Santiago notices that his little brother says it as soon as a door is open. In this example, the treat that Santiago’s brother receives is 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
184. Whenever Caleb goes to the Blue Jays game, he is cold. So, tonight, since Caleb knows it is predicted to be cool and windy, he decides to take a warm jacket just in case. What type of learning has taken place for Caleb?
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
185. Which of the following scenarios illustrates negative reinforcement?
a) Preston is spanked every time he teases his sister, so he stops doing this behavior.
b) Vihaan buckles his seat belt every time he gets in his car to stop the annoying beeping sound.
c) Felix the dog is rewarded with food every time his master comes home.
d) Elodie receives a bonus of $500.00 for increasing her company’s profits.
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
186. Rachana was annoyed by the dinging sound her car made when her seatbelt was NOT fastened, so she decided to fasten her seatbelt before she started the car to avoid hearing the dinging sound. What learning phenomenon is associated with the removal of such an aversive stimulus?
a) positive reinforcement
b) negative reinforcement
c) positive punishment
d) negative 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
187. Negative reinforcement
a) is the same thing as punishment.
b) leads to an increase in the probability of a behaviour.
c) decreases the likelihood that a behaviour will be performed.
d) involves removing a pleasant stimulus.
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
188. Repeating behaviour is to ___ as weakening behaviour is to ___.
a) positive reinforcement; negative reinforcement
b) positive; negative
c) reinforcement; punishment
d) punishment; reinforcement
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
189. Which of the following scenarios exemplifies negative reinforcement?
a) Vanna fastens her seatbelt as soon as she gets in her car to stop the annoying alert sound.
b) Drake no longer cuts class now that his parents confiscated his iPad.
c) Maria now buys a different brand of cigarettes to get two packs for the price of one.
d) Nate no longer arrives late at work following a reprimand from his boss.
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
190. Which of the following scenarios exemplify negative punishment?
a) Astrid sends her daughter to her room to be alone when she misbehaves.
b) Jim makes his middle-schoolers run extra laps when they are unruly in gym class.
c) Carly yells at her husband when he comes home ‘buzzed.’
d) Joanie takes several ibuprofen tablets when she has a headache.
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
191. Because of the poor grades he received on his report card, Miguel’s mother took away Miguel’s video games and television privileges. Miguel’s mother 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
192. Which of the following is an example of positive punishment?
a) you clean your room because your mother promised you a chocolate bar if you did
b) you clean your room because you cannot stand hearing your mother nag at you anymore
c) you clean your room because your mother said she would take your PlayStation 3 away if you did not
d) you clean your room because your mother said she 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
193. Reinforcers that satisfy a biological need are called ___ reinforcers.
a) organic
b) unconditioned
c) primary
d) secondary
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
194. Which of the following reinforcers is correctly categorized?
a) food – secondary reinforcer
b) praise – secondary reinforcer
c) money – primary reinforcer
d) sex – secondary reinforcer
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
195. One reason Carlos continues to work at his job is for the cheque he receives every two weeks. Carlos’ pay cheque is 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
196. Which of the following is a primary punisher?
a) Poor grades
b) Criticism
c) Hunger
d) Money
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
197. Which of the following reinforcers is correctly categorized?
a) electric shock – secondary punisher
b) humiliation – primary punisher
c) pain – primary punisher
d) thirst – secondary punisher
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
198. Vicente refuses to go back to his neighbourhood pub after a night where he became publicly drunk and aggressive. Vincente’s embarrassment is a __________ punisher.
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
199. A stimulus that is naturally reinforcing for an animal is called a
a) primary reinforcer.
b) secondary reinforcer.
c) fixed reinforcer.
d) variable reinforcer.
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
200. A stimulus that becomes rewarding after it is paired with a primary reinforcer is called a
a) contingent reinforcer.
b) secondary reinforcer.
c) fixed reinforcer.
d) variable reinforcer.
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
201. In which of the following studies can we tell that the infant is discriminating between stimuli?
a) The infant relaxes when hearing a specific song because that song was previously paired with relaxation.
b) The infant sucks longer and harder to hear their mother read a story they were exposed to prenatally than to another story.
c) An infant does not avoid 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: 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
202. Which of the following newborns is showing evidence of operant conditioning?
a) Dmitry, who purses his lips when his mother purses her lips
b) Salman, who sucks hard on a special pacifier to hear his mother read his favourite book
c) Ha-yeon, who hears a song that makes her relax because it was previously paired with relaxation
d) Duyi, who does not react to the smell of garlic after his mother ate lots of it before he was born
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
203. A hockey team manages to score on a goalie, on average, once every 10 minutes. What kind of schedule of reinforcement is this?
a) fixed interval
b) fixed ratio
c) variable interval
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
204. A hockey team manages to score on a goalie, on average, one out of every 10 shots on the net. What kind of schedule of reinforcement is this?
a) fixed interval
b) fixed ratio
c) variable interval
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
205. Which of the following is an example of a variable-ratio 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
206. 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
207. If you wanted to increase the productivity of your workers, how should you pay them?
a) once every 2 weeks for 40 hours of work each work
b) once a week for 40 hours of work
c) a fixed amount for every unit they produce
d) you should pay them with units of the product they are producing
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
208. What schedule of reinforcement would lead to the greatest response rate?
a) fixed ratio
b) variable ratio
c) fixed interval
d) variable interval
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
209. In what way is positive 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
210. In what way is positive reinforcement like negative reinforcement?
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
211. Scott’s uncle lived in Scott’s home and was physically aggressive with Scott. Which of the following is NOT one of the outcomes of physical punishment for Scott?
a) increased levels of aggression toward his uncle
b) lowered self-esteem for Scott
c) increased fear response toward the uncle
d) reduced levels of delinquency for Scott
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
212. Xavier’s parents used to punish him by slapping him or spanking him. However, Xavier’s partner has made it clear that this form of punishment is not how they will be disciplining their own child. Instead, Xavier’s partner has said that it is less ethically problematic but also effective to
a) use mild insults or sarcasm to make a point.
b) use negative punishment.
c) ignore instances of wrongdoing.
d) use slight forms of physical restraint.
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
213. You do not receive a smile or a “thank you” each time you hold a door for the person behind you, just some of the time. Door-holding is reinforced on a(n) ___ reinforcement schedule.
a) continuous
b) partial
c) fixed
d) periodic
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
214. On most occasions, drivers you let into your lane acknowledge the favour in some way; sometimes, though, they do not. The behaviour of letting drivers in is maintained by ___ reinforcement.
a) intermittent
b) primary
c) negative
d) non-associative
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
215. Two-year-old Rumiko started whining at the grocery store. The best way for her parents to immediately extinguish this behaviour is to praise her ___ when she is NOT whining at the store and to leave the store ___.
a) consistently; every time she whines
b) most of the time; every second time she whines
c) some of the time; when they are done shopping
d) as little as possible; as quickly as possible when they have finished shopping
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
216. Madison has a difficulty refusing to give “people food” to her dog, Chauncey, when he begs for it. However, Madison’s partner is adamant that Chauncey eats only dog food, so Madison feeds the dog “people food” only when her partner is not present. We can predict that this schedule of intermittent reinforcement will
a) have no real affect on Chauncey’s begging behaviour.
b) will reduce Chauncey’s begging behaviour.
c) will cause Chauncey’s begging behaviour to be more difficult to extinguish.
d) will result in Chauncey habituating to “people food” and losing interest.
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
217. As compared to behaviours reinforced on continuous schedules, behaviours reinforced intermittently are ___ resistant to extinction.
a) more
b) slightly less
c) equally
d) much less
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
218. Pay cheques are delivered on a ___ schedule of reinforcement.
a) fixed-ratio
b) fixed-interval
c) variable-ratio
d) variable-interval
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
219. Sometimes when we call a customer service centre, we are put on hold; we do NOT know how long it will be before our holding behaviour is reinforced by the response of an associate, and it does not matter what we do in the meantime. Holding is reinforced on a ___ schedule.
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
220. Which of the following promotions exemplifies the use of a fixed-ratio schedule of reinforcement?
a) A café prints, “You are a winner” on a random 1/12 of its coffee lids; patrons receiving such a lid can redeem it for a free beverage.
b) A café offers its customers a punch card. Each time a patron purchases a beverage, a hold is punched; when ten holes are punched, the patron receives a free beverage.
c) A café offers each patron an early morning two-for-one free-beverage-with-purchase deal from 5-6 a.m. on Monday mornings.
d) Now and then, a café announces a two-for-one deal.
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
221. The process of teaching complex behaviours by reinforcing ever closer approximations of the desired behaviours is called ___.
a) stimulus control training
b) discrimination training
c) shaping
d) behaviours modification
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
222. Ms. Martinez, a third-grade teacher, is instructing cursive writing. At first, she reinforces even crude attempts to reproduce letters with an encouraging word; as time goes on, though, she reinforces only well-formed letters. By reinforcing progressively better attempts at writing letters, Ms. Martinez 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
223. In which of the following conditions would you use shaping?
a) If you did not want to rely on secondary reinforcers.
b) If you wanted to teach a new behaviour.
c) If you had a client with anxiety.
d) If the behaviour used to be done very frequently but has since been extinguished.
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
224. The principles of operant conditioning can explain self-injurious behaviour by saying that people who self-injure
a) do not have free nerve endings and therefore don’t feel pain.
b) are immune to punishment and only learn through reinforcement techniques.
c) interpret painful stimuli as being positively reinforcing.
d) are negatively reinforced by removing inner pain.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
225. People who self-injure are believed to be negatively reinforced by removing inner pain. This claim is
a) refuted by Seigel’s compensatory response theory.
b) supported by Seigel’s compensatory response theory.
c) refuted by Thorndike’s law of effect.
d) supported by Thorndike’s law of effect.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe the basic processes of operant conditioning and explain how shaping can be used to teach new behaviours.
Section Reference: Operant Conditioning
226. What operant conditioning technique is useful to teach a new behaviour?
a) shaping
b) fixed-interval schedules
c) positive punishment
d) instinctive drift
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
227. How can the principles of partial reinforcement be used to manage the behaviours of children?
a) shaping
b) behaviour modification
c) continuous reinforcement
d) learned helplessness
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
228. When a person fails to attempt an escape from an aversive situation following previous experience with an inescapable aversive situation, this is called
a) fixed conditioning.
b) spontaneous recovery.
c) learned helplessness.
d) inhibitory punishment.
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
229. Learned helplessness occurs when
a) an individual has learned to avoid helpless situations.
b) a person has learned to become more aware of antecedent cues, so they do not feel helpless.
c) someone is repeatedly exposed to ridicule and then reports feeling helpless and depressed.
d) a person fails to attempt an escape from an aversive situation following previous experience with an inescapable aversive situation.
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
230. Why do young children have an innate ability to identify snakes as a potential danger?
a) Parents and other caregivers respond to snakes with fear and so children do as well.
b) Parents and other caregivers repeatedly warn children about snakes as dangerous.
c) Snakes are an evolutionary threat to humans.
d) Children are not innately afraid of snakes.
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
231. Which of the following statements summarizes the distinction between punishment and negative reinforcement?
a) Negative reinforcement strengthens a behavior, whereas punishment weakens a behavior.
b) Negative reinforcement weakens a behavior, whereas punishment strengthens a behavior.
c) Negative reinforcement involves biological needs, whereas punishment involves learned needs.
d) Punishment involves learned needs, whereas negative reinforcement involves biological needs.
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
232. Which of the following is an example of negative punishment?
a) you clean your room because your mother promised you a chocolate bar if you did
b) you clean your room because you cannot stand hearing your mother nag at you anymore
c) you clean your room because your mother said she would take your PlayStation away if you did not
d) you clean your room because your mother said she 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
233. Learned helplessness may offer an animal model of human
a) anxiety.
b) depression.
c) schizophrenia.
d) mania.
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
234. Based on your text’s discussion, which of the following statements best captures the relationship between observational learning and modelling?
a) Observational learning and modelling refer to unrelated learning processes.
b) Observational learning and modelling refer to the same process.
c) Observational learning is evidence that modelling has occurred.
d) Modelling is evidence that observational learning has occurred.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
235. Rebecca noticed that whenever her brother was rude to their mother, he lost privileges, so Rebecca tries never to be rude to her mother. Rebecca has engaged in observational learning because
a) she associated two stimuli with one another, knowing that one stimulus reliably precedes the other stimulus.
b) she associated a specific behaviour with a specific consequence.
c) she engaged in learning that occurred without direct training but instead from watching others.
d) she learned that aversive events are inescapable.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
236. Daan’s niece is learning baseball for the first time so he takes her out to an empty diamond, so they can practice. He shows her where to stand, how to hold the bat, and how to swing. Then she tries to do it just like Daan. 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
237. Enzo’s mother wants Enzo to learn to darn his own clothing. She sits down with him and shows him how to find the correct thread and needle and then shows him the stiches to use. After a time, she hands him the work and watches while Enzo tries to do what she showed him to do. What learning technique is Enzo’s mother using?
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
238. Based on social learning theory, which of the following is the best cliché to present to a class for parents who want their children to adopt their standards of behaviour?
a) “Silence is golden.”
b) “Do as I say, not as I do.”
c) “Because I said so.”
d) “Practise what you preach.”
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
239. If a mother acts in a discriminatory way when she encounters someone of a different ethnic group, it is likely that her child will similarly learn to discriminate against people from other ethnic groups. This is an example of how prejudice is acquired through ___.
a) shaping
b) negative reinforcement
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
240. What type(s) of media may promote aggressive behaviours in children?
a) video games
b) cartoons
c) movies
d) all the above
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
241. Jucina's mother spanks Jucina for hitting her younger brother. According to the principles of observational learning, the mother is ___.
a) extinguishing a response by applying an unpleasant consequence
b) acting as a model for aggressive behaviour
c) using negative reinforcement to eliminate Ursula’s behaviour
d) encouraging an appropriate response by the younger brother
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
242. Which of the following people is NOT acting as a model?
a) Peyton - who is spanks her daughter because her daughter struck another child.
b) Asher - who eats salad while insisting his children eat fruit.
c) Hugo - who ate a stale sandwich and got sick.
d) Birta – who treats all people with dignity and respect.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
243. Serena’s mother gave her $1.00 for clearing the dishes from the table. Later Serena sees her mother give her brother $2.00 for putting away the dishes. The next time Serena’s mother asks her to do something, what will be the likely outcome?
a) Serena will do it if her mother gives her another $1.00.
b) Serena will not do it unless her mother gives her $2.00.
c) Serena will refuse to do it.
d) Serena will do it without reinforcement.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
244. Dr. Weymouth examines the behaviour of two groups of children in an observational learning study. One group of children views a film in which an adult is reprimanded for beating a Bobo doll. Another group of children views a film in which an adult is congratulated for beating the doll. Based on your text’s discussion, what should he find?
a) He should find that the children who view the congratulated model behave more aggressively toward the Bobo doll, than those who saw the reprimanded model.
b) He should find both groups of children act equally aggressively toward the Bobo doll.
c) He should find that the children who view the reprimanded model behave more aggressively toward the Bobo doll, than those who view the congratulated model.
d) He should find that neither group acts aggressively toward the Bobo doll.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
245. Bandura’s “Bobo doll” experiments were intended to demonstrate
a) shaping.
b) observational learning.
c) latent learning.
d) insight learning.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
246. Observational learning is defined as
a) associating two stimuli with one another because one stimulus reliably precedes the other stimulus.
b) associating a specific behaviour with a specific consequence.
c) learning that occurs without direct training but instead from watching others.
d) learning that aversive events are inescapable.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
247. While growing up, your favorite meal was your mother’s lasagna, which you watched her make many times. You find, now that you are on your own, that you are able to recreate her recipe, although you never have made it before. Which type of learning does this reflect?
a) insight
b) vicarious
c) classical conditioning
d) observational
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
248. Learning that occurs without direct training but instead from watching others is called
a) social reinforcement.
b) modelling.
c) observational learning.
d) operant conditioning.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
249. When the observer shows that an individual has learned a behaviour that was demonstrated by another, it is called
a) learned helplessness.
b) vicarious learning.
c) social learning.
d) modelling.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
250. Evidence that observational learning has occurred is found with
a) learned helplessness.
b) vicarious learning.
c) social learning.
d) modelling.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
251. A person who comes from a home where the parents smoke chooses NOT to be a smoker himself because he sees the negative health consequences for his parents. Which concept does this exemplify?
a) latent learning
b) observational learning
c) vicarious learning
d) insight learning
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
252. A child is forbidden to eat in the living room, but sees his parents enjoying a meal there. He decides to take his breakfast out to the living room, despite the clear rule forbidding this behavior. What type of learning is this an example of?
a) observational
b) insight
c) latent
d) operant conditioning
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
253. Mitsuki is learning how to pump up the tire on her bike by watching her dad do her front tire and then as he watches she does the back tire by herself. 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
254. The consequence received by a model is also encoded, as revealed through studies of
a) vicarious learning.
b) imitation.
c) modelling.
d) learned helplessness.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
255. Every time Aryan’s little sister asks his mother a question, Aryan’s mother rolls her eyes and sighs. Aryan is now reluctant to ask his mother questions. Aryan is experiencing
a) classical conditioning.
b) observational learning.
c) vicarious learning.
d) acquisition.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
256. One way in which observational learning is like vicarious learning is that
a) they both emphasize that the consequences to the model are also learned.
b) they both rely on classical and operant conditioning.
c) they both involve learning a behaviour by watching another.
d) they both use shaping to learn a new behaviour.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
257. What is the difference between observational learning and vicarious learning?
a) Observational learning is a type of vicarious learning.
b) Observational learning is a broader term than vicarious learning.
c) With vicarious learning the consequences to the model are also learned.
d) With observational learning the individual is subtle about making the observations and with vicarious learning they are openly trying to copy the behaviour.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
258. Which two types of learning both emphasize the importance of the consequences of behaviour?
a) classical and operant conditioning
b) habituation and sensitization
c) modelling and observational learning
d) vicarious learning and operant conditioning
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
259. In what way is vicarious learning like operant conditioning?
a) They both emphasize the importance of the consequences of a behaviour.
b) They both are types of classical conditioning.
c) They both depend on modelling.
d) They both use shaping as a way to learn a new behaviour.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
260. The fact that some animals react to the consequences that another receives for completing the same task shows us that they are capable of
a) classical conditioning.
b) operant conditioning.
c) habituation.
d) vicarious learning.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
261. How do we know that some animals are capable of vicarious learning?
a) They react to the consequences that another receives for completing the same task.
b) They copy the behaviour of another even if it serves no functional purpose.
c) They imitate whatever their social group is doing as they are doing it.
d) They model important behaviours for younger members of the group.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
262. Seven-year old Eddie is visiting his friend, Joey’s, house after school. Joey runs right in the house, tracking mud everywhere, and Joey’s mother scolds Joey. According to Bandura’s findings, what is Eddie likely to do?
a) Walk back outside.
b) Criticize Joey to the mother.
c) Model his friend’s behaviour.
d) Be very careful not to track any mud on the floor.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
263. Kensei is starting a job as greens-keeper for his local golf course. He watches the previous guy cut one of the greens and he misses one entire strip down the middle and runs over part of the fringe. The boss comes over and yells at the old greens-keeper, pointing out all the mistakes. What will Kensei learn from this?
a) how to cut the green and what will happen if he does not do it right
b) how to cut the green and how not to cut the green
c) that his future boss is very strict and a perfectionist
d) nothing about cutting greens
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
264. After four-year old Magdalen shows her grandparents the ballet steps she recently learned, they applaud and cheer. Almost immediately, Magdalen’s three-year old cousin begins to imitate her dancing. 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
265. Which of the following people has experienced vicarious learning?
a) Abigail who ate too much cheesecake and felt sick
b) Reem who got her hair cut and people told her it looked nice
c) Nicolás who thought of his girlfriend when he smelled her perfume on another person
d) Mehdi who did not use the red printing ink after he watched his co-worker get criticized for using the red ink
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
266. Neuroscientists believe that the neural basis for imitation and observational learning is ___.
a) the involvement of the prefrontal cortex
b) mirror neurons
c) action detector neurons
d) mimicking neurons
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
267. Which of the following examples illustrates the firing of mirror neurons at a basketball game?
a) Spectators who become angry when an unfair call is made against their team.
b) Spectators who slightly raise their hands every time a player shoots the ball.
c) Spectators who cheer for their team by yelling and shouting.
d) Spectators who dress up in team colors to watch the game.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
268. Chao is watching his wife swim laps in their pool. Even though Chao is not swimming himself, 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
269. Which of the following situations would most likely cause a mirror neuron to fire?
a) Jacinda - feeling empathy for her friend who just found out that her parents are divorcing
b) Braxton - feeling pain from a twisted ankle
c) Robin - forming an association between the smell of perfume and his partner
d) Alex - watching Josephine skating
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
270. Ray is watching his brother practicing his slap shots in the driveway. Even though Ray 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
271. Sterling flinched in sympathy as he watched his friend tumble to the ground off his skateboard. Even though Sterling did not fall, he flinched because he was experiencing ____.
a) observational learning
b) activity in his mirror neurons
c) activation of the sympathetic nervous system
d) activation of 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
272. What would cause a mirror neuron to fire?
a) feeling empathic
b) feeling pain
c) forming an association
d) watching another perform an action
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
273. Where is the neural basis for observational learning and imitation?
a) mirror neurons
b) vicarious neurons
c) the occipital lobe
d) the primary visual cortex
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
274. One way that observational learning flew in the face of behaviourism is it showed that
a) learning can occur without directly receiving consequences.
b) the timing of events in learning isn’t that important.
c) attention to stimuli and responses determines conditioning.
d) learning can only be accomplished through modelling.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
275. Studies of vicarious learning have shown that
a) we do not encode the actions or consequences received by another.
b) this is not the most direct way of learning.
c) we not only learn the actions but also the consequences received by another.
d) we only learn actions through shaping, but we can learn about consequences received by another.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
276. Michelle used to engage in vigorous exercise without warming up first. One day at the gym, she watched another woman warm up before running laps. As a result, she started warming up as well. Which term does NOT describe the type of learning that has occurred?
a) vicarious
b) modelling
c) observational
d) latent
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
277. Tomás has watched his older brother shovel the driveway many times. His grandfather asks Tomás if he knows how to shovel. Tomás truthfully answers that he never has shovelled before and does not know how. Tomás’ grandfather then tells Tomás that he is in a hurry for the driveway to get finished and will pay Tomás five dollars to help his bother. To his surprise Tomás knows how to shovel once he begins. What type of learning has most probably occurred for Tomás?
a) latent
b) spatial learning
c) insight learning
d) semantic learning
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
278. A teen is stumped, trying to download songs from his old Dell computer to his new iPad. He plays around with the programs for a while, but nothing works. He walks away, and over dinner, suddenly realizes what he needs to do. Which type of learning does this exemplify?
a) latent
b) insight
c) observational
d) trial and error
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
279. What type of learning occurs when there is a change in behaviour with no obvious reinforcement?
a) shaping
b) operant
c) latent
d) insight
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
280. Which two types of learning share the characteristic of showing a sudden and dramatic improvement in performance?
a) latent learning and insight learning
b) vicarious learning and modelling
c) classical conditioning and operant conditioning
d) spatial learning and observational learning
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
281. The difference between implicit learning and latent learning is that implicit learning ___ while latent learning ___.
a) is learning without awareness; is learning without reinforcement
b) involves a sudden awareness of the solution; involves working through a solution gradually
c) is not expressed until reinforcement is offered; is expressed with or without reinforcement
d) includes spatial navigation; 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
282. Almost every weekend, you aimlessly wander through the shopping mall without buying anything. One day a mother with a child asks you where the nearest toy store is. You know exactly where to direct her, even though you have never shopped in the toy store. 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
283. Sultan, the chimpanzee, experienced ________ in Kohler’s experiment when he solved the complex task of getting a banana that was put deliberately out of reach.
a) insight learning
b) modelling
c) latent learning
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
284. What is a name for a mental representation of a physical place that a human or an animal has experienced before?
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
285. You are trying to visualize how to make your way around a very large campus, thinking about how to get from one class to the next. Your ability to visualize how to get around campus is an example of having
a) a cognitive map.
b) latent learning.
c) insight.
d) observation.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
286. Nicki never does laundry at home and claims that she doesn’t know how to use the machine. However, when she gets a job at a laundromat and must do laundry all day, she does not need any training, and seems to already know how to do laundry. 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
287. Learning without awareness is also known as
a) implicit learning.
b) vicarious learning.
c) insight learning.
d) spatial navigation learning.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
288. Implicit learning is defined as
a) learning without reinforcement.
b) learning without direct consequences.
c) learning without awareness.
d) learning without insight.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
289. Which of the following is the best example of implicit learning?
a) When Darlene was learning to drive, she felt that too many activities needed to be “done at the same time” (e.g., stepping n the accelerator, activating on the turn signal, checking for cars nearby, etc.) but over time these simultaneous duties became less complex and more automatic.
b) Trina was able to quit smoking without too much difficulty. To her surprise, however, when she started back golfing, after a long period without playing, she found herself longing for a cigarette, she realized that when she had last golfed, she was still smoking and that she smoked on the greens quite a lot at that time.
c) Jody did not like Tyler when they first met. However, Tyler complimented Jody each time they subsequently ran into one another (i.e., commenting positively on Jody’s clothing, hair, humour, etc.) and now Jody quite likes Tyler.
d) Daksh’s parents called to tell him when his brother died in a car accident. Then Daksh’s partner broke off their relationship by calling him to say it was over. Daksh then received a call telling him that the program he had hoped to get into was not accepting him. Now whenever Daksh’s phone rings he experiences a feeling of anxiety.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
290. Learning that occurs internally and is expressed behaviourally only when there is sufficient motivation to do so is called ___ learning.
a) subliminal
b) covert
c) implicit
d) latent
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
291. With latent learning, when it is obvious that learning took place?
a) only after many trials
b) when another animal is present
c) following extinction
d) when reinforcement is made available
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: D Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
292. Dr. Jickada allows 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: Application
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
293. Your text describes a latent learning experiment by Tolman & Gleitman (1949) in which rats learned to run a maze. What was the critical result?
a) Rats who were reinforced learned the maze more rapidly than did rats who were never reinforced.
b) Rats who were not reinforced did not learn to run the maze very efficiently.
c) An exploration period in which rats were not reinforced did not seem to have much effect on their maze learning.
d) Rats who were allowed to explore the maze before receiving reinforcement learned the maze more readily than did rats who did not explore the maze before receiving reinforcement.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
294. Which of the following statements about maze learning is the most accurate, according to Tolman?
a) Maze learning proceeds better with reinforcement.
b) Maze learning is faster with reinforcement.
c) If maze learning happens without reinforcement, it is much longer lasting than maze learning that happens with reinforcement.
d) Reinforcement offers the motivation to show that maze learning has occurred, but there is no difference in maze learning with and without reinforcement.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
295. According to Tolman, what is the difference between learning a maze with and without reinforcement?
a) Learning proceeds better with reinforcement.
b) Learning is faster with reinforcement.
c) If learning happens without reinforcement, it is much longer lasting than learning that happens with reinforcement.
d) Reinforcement offers the motivation to show that learning has occurred, but there is no difference in learning with and without reinforcement.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
296. Lior is comparing the time it takes two groups of rats to complete a maze from start to finish. Group 1 can explore the maze without any reinforcements, while Group 2 consistently finds a small piece of cheese at the finish. What do you expect Lior will find in his two groups of rats?
a) both groups will take the same amount of time to complete the maze
b) Group 2 will take longer to complete the maze
c) Group 1 will learn the maze faster
d) Group 1 will take longer on each trial to get from the start of the maze to the finish
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
297. Dr. Jitsumori is comparing the time it takes the “No Cheese Group” to complete a maze with the time it takes the “Cheese Group” to complete the same maze. What do you expect he will find?
a) both groups will take the same amount of time to complete the maze
b) the “Cheese Group” will take longer to complete the maze
c) the “No Cheese Group” will learn the maze faster
d) the “No Cheese Group” will take longer on each trial to get from the start of the maze to the finish
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
298. Which of the following individuals is exhibiting latent learning?
a) Kendra who wakes in the middle of the night with a solution to a problem that has been troubling her
b) Benjamin who shows he can do an excellent job mowing the lawn now that he’s getting paid to do it
c) Sonni who puts a fork in a socket and gets a shock
d) Amit who takes a unique way home from school to avoid a bully
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
299. Why did the behaviourists have such a problem with findings like latent learning?
a) because it involves classical and operant conditioning at the same time, and the behaviourists argued that learning can only be one or the other
b) because it proposes learning can occur without reinforcement, and the behaviourists argued that reinforcement is necessary for learning
c) because it is a type of associative learning that isn’t apparent without special experimental manipulations, and the behaviourists argued that true associative learning doesn’t require special procedures to measure it
d) because it assumes that learning can take place without awareness, and the behaviourists argued that all learning requires awareness
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
300. Spatial learning, insight learning, and latent 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
301. Spatial learning is defined as
a) learning without awareness.
b) learning without direct consequences.
c) learning how to navigate correctly in an environment.
d) using insight to determine behaviour.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
302. A brain structure especially important in spatial learning is the ___.
a) nucleus accumbens
b) prefrontal cortex
c) hypothalamus
d) hippocampus
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
303. A sudden realization of a solution to a problem is also known as
a) implicit learning.
b) vicarious learning.
c) insight learning.
d) spatial learning.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
304. Fern is trying to figure out a way to attach her old gazebo cover to her shed so that she can have a place to park her motorbike. Suddenly, after many days of consideration, a solution pops into her head. 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
305. Which of the following individuals is exhibiting insight learning?
a) Benedict puts a fork in the socket and gets a shock.
b) Maisi brings an apple for her teacher.
c) Joseph takes a different way home from school to avoid a bully.
d) Amed wakes in the middle of the night with a solution to a problem that has been troubling him.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
306. Zander is in a problem-solving competition and is struggling with one solution when suddenly the solution pops into his head. 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
307. Which of the following best demonstrates insight learning?
a) After making several attempts at a math problem, you find a method that works.
b) A computer programmer keeps making changes to a program until it does what she wants it to do.
c) Hours after giving up on a problem, you are driving home from school when the answer suddenly comes to you.
d) After struggling through one page of logic problems, you turn to the second page and find you now know exactly how to solve them.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
308. Dr. Patel investigates semantic learning among college students as a function of the number of exposures to given material on the one hand, and the number of diverse types of exposures (e.g., reading, listening, writing) to the material on the other. Which of the following pairs of coefficients should she find between learning scores and the number of exposures and between learning scores and the number of types of exposures?
a) learning scores and number of exposures:.30; learning scores and number of types of exposures: -.30
b) learning scores and number of exposures:.30; learning scores and number of types of exposures:.30
c) learning scores and number of exposures:.30; learning scores and number of types of exposures:.00
d) learning scores and number of exposures:.00; learning scores and number of types of exposures:.30
Difficulty: Hard
Bloomcode: Evaluation
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
309. What two reasons were given in your textbook for why massed studying is NOT a very effective studying technique?
a) Massed studying does not allow consolidation and it takes longer than spaced studying.
b) The brain cannot process too much information at once and it uses more energy than spaced studying.
c) It does not allow enough time between learning trials to maximize learning and it leads to sleep deprivation compared to spaced studying.
d) It forces the learned material to become associated with a specific context and the learning does not last if spaced studying.
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
310. All the following were mentioned in your text as something that facilitates learning EXCEPT
a) getting adequate sleep
b) the context in which studying, and the test took place
c) attention
d) a desire to learn the material
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
311. Which of the following was a finding about students who use Facebook while they study and attend lectures?
a) They tend to get better grades.
b) They are better at multi-tasking than other students.
c) They negatively affect the learning of their nearby peers.
d) They are aware of the negative effects on their studying.
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
312. Which of the following was NOT a finding about students who use Facebook while they study and attend lectures?
a) They tend to get lower grades.
b) They are better at multi-tasking than most students.
c) They negatively affect the learning of their nearby peers.
d) They do not see the negative effects on their studying.
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
313. You study for a psychology midterm by reviewing 60 minutes per day on each of the ten days leading up to the test. However, you study for your sociology test from 7 p.m. the night before the test straight through till 5 a.m. the morning of the test. Your method of preparing for your sociology test is termed ___ practice. All else being equal, you should perform ___ on your sociology test than on your psychology test.
a) spaced; more poorly
b) spaced; better
c) massed; more poorly
d) massed; better
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
314. Cencio is studying for an exam using massed sessions at his desk at home. What can you say about Cencio’s study strategy?
a) He is not making the best use of his study time because it is helpful to have intervals between learning sessions.
b) He is not using an efficient study strategy because massed studying should only occur in the classroom setting for maximum recall.
c) He is making the best use of his study time because he will encode the context with the information he is trying to learn.
d) He is using an effective strategy as he is more attentionally focused on the subject matter when using few study sessions.
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
315. Which of the following individuals is likely to get the best grades, given their study strategy?
a) Min sun, who always studies at her desk
b) Irem, who studies for an hour in between classes each day
c) Avigail, who studies while watching the Maple Leafs
d) Chowa, who pulls an all-nighter studying before the test
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
316. Which of the following individuals is likely to have the most effective study strategy?
a) Ines who studies in the same place every night
b) Mia who studies an hour each night for a week
c) Petar who studies while watching the Blue Jays on TV
d) Kaspur who stays up all night studying before the test
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
317. Maja is studying for an exam using spaced sessions. What can you say about Maja’s study strategy?
a) She is not making the best use of her study time because it is best to compress learning sessions for better recall.
b) She is using a very efficient study strategy because studying over several learning sessions will enhance recall.
c) She is not making the best use of her study time as it is best to study in massed sessions as that approach enhances motivation.
d) There is insufficient information to make a judgment regarding Maja’s study strategy.
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
318. David and Viktoria have an exam in a week. David has been studying for the last two weeks, spreading out his study sessions over several days each week. Viktoria has booked the two days before the exam off work for studying and does not intend to study until then. Who is likely to do better on the exam and why?
a) Viktoria. Massed studying allows rapid consolidation, and it takes less time than spaced studying.
b) David. Spaced studying is superior as it is attentionally undemanding.
c) David. Spaced studying is superior as massed studying is less effective since it does not allow enough time between learning trials to maximize learning and can lead to sleep deprivation.
d) Viktoria. Massed studying is superior as spaced studying forces the learned material to become associated with many contexts and therefore the learning does not last as long.
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
319. Which hypothesis is probably the most reasonable regarding the potential influence of massed vs. spaced practice on the relationship between the number of hours spent studying and the degree to which material is learned?
a) The correlation between hours of study and degree of learning should be higher for massed than for spaced practice.
b) The correlation between hours of study and degree of learning should be negative for massed practice but positive for spaced practice.
c) The correlation between hours of study and degree of learning should be zero for massed practice but positive for spaced practice.
d) The correlation between hours of study and degree of learning should be lower for massed than for spaced practice.
Difficulty: Hard
Bloomcode: Evaluation
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
320. What two reasons were given in the textbook for why massed studying is NOT a very effective studying technique?
a) massed studying does not allow consolidation and it takes longer than spaced studying
b) the brain cannot process too much information at once and it uses more energy than spaced studying
c) it does not allow enough time between learning trials to maximize learning and it leads to sleep deprivation compared to spaced studying
d) it forces the learned material to become associated with a specific context and the learning is not as long-lasting as spaced studying
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
321. Mass is to ___ as distributed is to ___.
a) many; spaced
b) spaced; many
c) one; many
d) many; one
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
322. What type of learning trials Is used if a student crams for an exam the night before the test?
a) massed
b) spaced
c) single exposure
d) multiple exposure
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
323. The idea that if you learn information in only one context you may be less likely to recall it in a different location is called the ___.
a) context effect
b) semantic effect
c) spatial location effect
d) distributed studying effect
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
324. How will learning material in various locations affect the learning process?
a) It will increase the reinforcement effect.
b) It will ensure that the material is phonologically encoded.
c) It will decrease the context effect.
d) It will improve multi-tasking.
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
325. What can you do to decrease the context effect?
a) Learn the material in many various locations.
b) Learn the material really 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: 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
326. Professor Yilmaz has told his class they will be writing in the gymnasium rather than in their regular classroom. Which of the following students will have the least difficulty with this?
a) Leonie, who studies in her bedroom every evening for the week before the exam
b) Fahd, who studies in the gym the day before the exam
c) Evengy, who studies in the classroom in which he learned the material
d) Irina, who studies in a variety of places during the week before the exam
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
327. After studying psychology all semester in the same classroom, you have just found out that you will be writing your final exam in the gymnasium. Which is the most likely prediction relative to your performance on your exam?
a) You will find it easier to write your exam in the gymnasium because it is a larger, more open space.
b) You would do better on your exam if you wrote in the classroom where you studied.
c) Where you write your exam will make no difference to your performance.
d) You will find it more difficult to write in the gymnasium because there are too many distractions.
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
328. If a stimulus differs from its surroundings based on one key characteristic it may cause a _______.
a) pop-out effect
b) Stroop effect
c) context effect
d) reinforcement effect
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
329. If a stimulus is especially different from its surroundings in one way, this can cause
a) a Stroop effect.
b) a pop-out effect.
c) a reinforcement effect.
d) a context effect.
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
330. In the ___, attention to one stimulus blocks our ability to attend to another stimulus.
a) pop-out effect
b) Stroop effect
c) context effect
d) reinforcement effect
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
331. In which of the following circumstances would you experience pop-out?
a) locating a rubber band in a photo of a child’s playroom
b) finding Waldo in a complex scene
c) finding a cross in a group of circles
d) finding a blue circle in a field of red squares, blues squares, and red circles
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
332. Kimiko is trying to find her friend at a concert. What condition would cause a pop-out effect for her friend?
a) Her friend is tall and wearing a black shirt and all the other people are short and wearing black shirts.
b) Her friend is short and wearing a black shirt and all the other people are short and either wearing a red or black shirt.
c) Her friend is tall and wearing a red shirt and all the other people are either tall or short and wearing red shirts.
d) Her friend is short and wearing a black shirt and all the other people are tall or short and wearing red or black shirts.
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
333. Six-year-old Sammi is trying to find a red circle on a page of coloured circles and squares. What condition would cause a pop-out effect for Sammi?
a) A red circle on a page with red squares and blue circles.
b) A red circle on a page with red squares and blue squares.
c) A red circle on a page with blue circles and blue squares.
d) Sammi is too young to experience a pop-out effect.
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
334. What do you predict would happen if you did the Stroop Test on a 3-year old child, one who knew their colours but did not know how to read?
a) They would score better than an adult.
b) They would score the same as an adult.
c) They would score much worse than an adult.
d) They would be more easily frustrated with the task than an adult.
Difficulty: Hard
Bloomcode: Evaluation
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
335. Duyi is participating in an experiment that requires him to do the Stroop Test. To which of the following stimuli would you expect him to respond the fastest?
a) the colour of the green ink for the word ‘yellow’
b) the colour of the red ink for the word ‘red’
c) the word ‘black’ printed in yellow 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
336. Why does the Stroop effect occur?
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: Hard
Bloomcode: Evaluation
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
337. Atlas was asked to read aloud the colour of animal words such as rabbit, zebra, and duck. Each word was in a colour of ink. (e.g., the word duck was in violet ink and the word zebra was in green, and so on). The researcher timed how long it took Atlas to read the list. Next Atlas read a list of colour words printed in coloured ink. The colour of ink did NOT match the word, that is, the word red was in blue ink and the word green was in brown ink and so on. The researcher once again timed how long it took Atlas to read the list. Atlas took longer to read the second list. Why?
a) Attending to the colour word blocks the ability to name the colour of the ink and this interference slowed Atlas down.
b) Attending to the colour of animal words frees up working memory and this allowed Atlas to complete the first list quickly.
c) Colour words in different colour ink is typically easy to do and so Atlas should have been faster on the second task. The researcher made an error, and the task should be re-timed.
d) There is no reason that Atlas should have been faster on one task than the other – the two tasks require similar types of processing. Atlas may have misunderstood the task.
Difficulty: Hard
Bloomcode: Evaluation
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
338. What conclusions about studying can be drawn from the Stroop effect findings?
a) Dividing attention increases interest and awareness.
b) Multitasking is an efficient way to complete several tasks in a short time.
c) Colour coding is a useful way to categorize information.
d) The attentional system works maximally when focused on one task.
Difficulty: Hard
Bloomcode: Evaluation
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
339. Drishya was up all-night studying for her Introductory Psychology midterm and did not get any sleep. What is the likely consequence of this?
a) She will get a better grade than if she had slept all night.
b) She will finish the midterm faster than if she had slept all night.
c) She will not retain the information as well as if she had slept.
d) She will create more memory traces by studying all night.
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
340. Sleep is important for learning and memory because sleep deprivation impairs our ability to pay attention and learn in all of the following ways except one. Which way does NOT apply?
a) weakens attentional mechanisms that guide decision making
b) re-establishes synaptic homeostasis
c) down-regulates, or reduces, energy levels
d) permits newly learned material to integrate with existing memories
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
341. Morgan is reading up on the latest ideas about why we sleep. What does the research of Tononi and Cirelli (2014) indicate is the reason we sleep?
a) Sleep allows the neurotransmitters to be re-packaged in their synaptic vesicles.
b) Sleep allows individual brain areas to process information without input from other brain areas.
c) Sleep allows for more creative problem solving because we are not bound by the rules of logic.
d) Sleep allows the brain to re-establish synaptic homeostasis.
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
342. One hotly debated question in psychology is why we sleep. According to Tononi and Cirelli (2014), sleep is very important for learning and memory. Specifically, they argue that
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 its own information.
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
343. What is the important role that sleep plays with learning and memory, according to Tononi and Cirelli (2014)?
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 its own information.
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
344. Eden did not get enough sleep last night because she was up all-night studying for a midterm. What is the likely consequence of this?
a) she will get a better grade than if she had slept all night
b) she will finish the midterm faster than if she had slept all night
c) she will not retain the information as well as if she had slept
d) she will create more memory traces by studying all night
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
345. Damian is meeting with his psychology study group to discuss why we sleep and how sleep has a role in learning and memory. Which student’s view is consistent with the work of Tononi and Cirelli (2014)?
a) Damian argues that sleep allows the neurotransmitters to be re-packaged in their synaptic vesicles.
b) Thanh says that sleep allows individual brain areas to process information without input from other brain areas.
c) Haru posits that sleep allows for more creative problem solving because we’re not bound by the rules of logic.
d) Dagmar believes that sleep allows the brain to re-establish synaptic homeostasis.
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
346. For which of the following types of learning is attention and awareness probably the most important?
a) semantic learning
b) procedural learning
c) non-associative learning
d) classical conditioning
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
347. The fact that prenatal exposure to garlic causes newborns to NOT react to garlic odours suggests that
a) prenatal infants are capable of habituation.
b) prenatal infants can do classical conditioning.
c) prenatal infants can show sensitization.
d) prenatal infants can do operant conditioning.
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
348. Studies with garlic suggest that fetuses can engage in what type(s) of learning?
a) non-associative
b) habituation
c) sensitization
d) all the above
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
349. All the following kinds of learning have been demonstrated prenatally or shortly after birth EXCEPT
a) non-associative learning.
b) classical conditioning.
c) operant conditioning.
d) insight learning.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
350. What kind of learning has NOT been demonstrated prenatally or shortly after birth?
a) non-associative learning
b) classical conditioning
c) operant conditioning
d) insight learning
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
351. In which of the following studies can we say that the infant has undergone habituation from prenatal exposure?
a) The infant relaxes when hearing a specific song because that song was previously paired with relaxation.
b) The infant sucks longer and harder to hear their mother read a story that they were exposed to prenatally than another story.
c) An infant does not avoid 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: Hard
Bloomcode: Evaluation
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
352. The fact that children learn language best from face-to-face interactions rather than from passively listening supports the idea that:
a) imitation is innate by emphasizing the importance of social learning in cognitive growth
b) language is innate by emphasizing the importance of being in control of one’s own linguistic environment
c) imitation is learned by emphasizing the importance of passive exposure to many problem-solving examples
d) language is learned by emphasizing the importance of independent thinking in cognitive development
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
353. Seth is a newborn who spent the last two months in his mother’s womb going through periods in which he would hear ‘Clair de lune’ followed by a feeling of maternal relaxation. What do you expect would happen if Seth heard that song after he was born?
a) he would not recognize it, the sounds in the womb are drastically different from the sounds outside of the womb
b) he would relax, having paired the song with relaxation
c) he would become excited by the fact that he recognized the song
d) he would get hungry, having linked the song with a state of homeostasis
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
354. What evidence suggests that the ability to imitate the behaviour of another is instinctual?
a) Newborn infants remember the flavour of garlic from prenatal exposure through their mother’s rea and don’t avoid it.
b) Newborn infants prefer to listen to a song that, prenatally, always came before maternal relaxation.
c) Newborns will copy a simple facial expression of an adult in their visual field.
d) Newborns will suck longer and harder to hear their mother’s voice reading a story that they were exposed to prenatally.
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
355. The fact that newborns can copy the facial expressions of an adult model suggest that
a) newborns can do classical conditioning.
b) newborns can do operant conditioning.
c) newborns are capable of imitation.
d) newborns show habituation.
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
356. What piece of evidence supports the idea that imitation is innate by emphasizing the importance of social learning in cognitive growth?
a) Children learn language best from face-to-face interactions rather than from passively listening to it.
b) Children are born with a sense of self and need to learn to deceive.
c) Children learn how to act a certain way by watching how adults act in different situations.
d) Children are instinctively social because this was adaptive to our ancestors.
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
357. The fact that newborn Petra will copy a simple facial expression of an adult in her visual field suggests that
a) classical and operant conditioning occur later in development.
b) the ability to imitate the behaviour of another is instinctual.
c) most of our cognitive abilities build upon our observations of others.
d) we are born without any innate knowledge.
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
358. Daniel has just gone through a long night of supporting his wife through the birth of their son. Now, as his wife rests, he gets to hold his newborn for the first time, and they get a good look at each other. After finally feeling relaxed in the quiet of the moment, Daniel yawns. What do you predict his son will do in response?
a) Cry because a wide-open mouth is instinctively threatening.
b) Drop off to sleep as the yawn is instinctively interpreted as a signal to sleep.
c) Laugh because his dad looks funny when he 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
359. Wakwi is visiting her cousin’s newborn baby in the hospital and has a special moment of holding the baby with eye contact. Wakwi purses her lips at the baby, as if she is about to kiss the baby. Based on the work of Meltzoff and Moore (1977), what do you expect the baby will do?
a) the baby will cry, not knowing what lip pursing means
b) the baby will perform sucking motions, getting Wakwi’s mouth mixed up with a nipple
c) the baby will smile, as this would be the first time, she would have seen something like that
d) the baby will purse their own lips
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
360. When does non-associative learning develop?
a) prenatally
b) in the first days of life
c) in the first several months of life
d) in the second year of life
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Summarize the types of learning that occur before we are born and during early postnatal life.
Section Reference: Prenatal and Postnatal Learning
361. The fact that prenatal exposure to mothers reading the ‘Cat in the Hat’ aloud, causes newborns to suck harder and longer to hear their mother’s read the ‘Cat in the Hat’ after birth, suggests that
a) newborns are capable of habituation.
b) newborns are capable of operant conditioning.
c) newborns can be classically conditioned.
d) newborns can habituate.
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
362. Beatrice’s mother read the Dr. Seuss book ‘Green Eggs and Ham’ to her beginning a few months before she was born. According to the work of DeCasper and Spence (1986), for which of the following would Beatrice show a preference after she was born?
a) anyone reading any Dr. Seuss book
b) her mother reading any Dr. Seuss book
c) any woman’s voice reading ‘Green Eggs and Ham’
d) her mother’s voice reading ‘Green Eggs and Ham’
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
363. What piece of evidence shows us that newborns are capable of operant conditioning?
a) Prenatal exposure to garlic does not react 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: 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
364. Ha-eun, a newborn, has learned that if she sucks harder on a special pacifier that she can hear her mother’s voice reading her favourite story. What kind of learning is this?
a) habituation
b) classical conditioning
c) operant conditioning
d) observational 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
365. When Aisling was in the last 2 months of her pregnancy, she listened to Enya before she did her relaxation meditation. What do you expect would happen if Aisling’s newborn son heard the song?
a) He would not recognize it, the sounds in the womb are drastically different from the sounds outside of the womb.
b) He would relax, having paired the song with relaxation.
c) He would become excited by the fact that he recognized the song.
d) He would get hungry, having linked the song with a state of homeostasis.
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
366. 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 CR in this study?
a) CS – music; CR – decrease in fetal movement to music alone
b) CS – maternal relaxation; CR – decrease in fetal movement in response to maternal relaxation
c) CS – music; CR – maternal relaxation
d) CS – maternal relaxation; CR – decrease in fetal movement to music alone
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
367. According to the DSM-5, a disorder in one or more of the basic psychological processes involved in spoken or written language is called a
a) learning disability.
b) specific learning disorder.
c) disorder of written expression.
d) reading disorder.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
368. According to the DSM-5, a specific learning disorder is
a) a developmental disorder of intellectual functioning.
b) a disorder in one or more of the basic psychological processes involved in spoken or written language.
c) a disorder that is defined as having below average abilities essential for thinking or reasoning.
d) a disorder involving difficulty acquiring information due to visual and/or auditory problems.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
369. The PACFOLD data shows that approximately ___ percent of Canadian children between 6 and 15 years have a specific learning disorder.
a) 0.002
b) 1.5
c) 5
d) 8
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
370. When are learning problems typically detected in children, according to data from PACFOLD?
a) in preschool
b) in Grade 1
c) in Grade 3
d) in Grade 5
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
371. The difference between a specific learning disorder and an intellectual developmental disorder is that with a specific learning disorder ___ while with an intellectual developmental disorder ___.
a) the person has at least average intelligence; the person is below average intelligence
b) the person was born with it; it appeared gradually over time
c) there is no treatment; there are learning tools that can overcome the deficits
d) there is a genetic component; it is strictly due to environmental conditions
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
372. How is a specific learning disorder different from an intellectual developmental disorder?
a) With a specific learning disorder, the person has at least average intelligence, and with an intellectual developmental disorder they do not.
b) With a specific learning disorder, the person was born with it, and with an intellectual developmental disorder it appeared gradually over time.
c) With a specific learning disorder there is no treatment, and with an intellectual developmental disorder there are learning tools that can overcome the deficits.
d) With a specific learning disorder there is a genetic component and with an intellectual developmental disorder it is strictly due to environmental conditions.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
373. Kichiro is in grade 3 and struggles with reading and writing. His parents had him tested because his grades were poor, and they did not find anything wrong with his intelligence. Most likely, Kichiro
a) has a developmental disorder.
b) has a genetic disorder.
c) has a specific learning disorder.
d) has dyscalculia.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
374. Kendall is meeting with his psychology study group and they are discussing the three major categories of learning disorders, although they can’t agree on who has it right. What do you think?
a) Kendall says that the major categories of learning disorders are communication disorder, social disorder, and emotional disorder.
b) Marshall says that the major categories of learning disorders are anxiety disorder, mood disorder, and panic disorder.
c) Allie says that the major categories of learning disorders are science disorder, English disorder, and math disorder.
d) Ceilidh says that the major categories of learning disorders are reading disorder, math disorder, and writing disorder.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
375. Delfia has difficulty with reading and writing, although she scores above normal on an intelligence test. Most likely, Delfia
a) has a developmental disorder.
b) has a genetic disorder.
c) has a specific learning disorder.
d) has dyscalculia.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
376. Ethan has a specific learning disorder. If Ethan is a typical individual with a learning disorder, what can we conclude is also true about Ethan?
a) He has an intellectual developmental disorder.
b) He has average or better abilities for thinking and reasoning.
c) He has visual and/or auditory problems.
d) He is gifted.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
377. Graciela is in high school now but has always been far behind her peers when it came to reading, even though she excels in other subjects like math. With reading, she finds that she spends so much mental energy just deciphering the letters in the words that she has no idea about the meaning of what she is reading. What is likely going on with Graciela?
a) She has dyscalculia.
b) She has a disorder of written expression.
c) She has dyslexia.
d) She has a reading disorder.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
378. Aylinis in the 4th grade and although she does well in subjects that involve reading or writing, she does horribly in math. She still gets mixed up when she counts, and she can’t draw all her numbers properly. What is likely going on with Aylin?
a) She has dyscalculia.
b) She has a reading disorder.
c) She has a writing disorder.
d) She has dysgraphia.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
379. Mei-ling is in grade 3 now and far behind the other kids in her class when it comes to reading. She does not recognize words or letters like the other children do, although she does well in other subjects like math. What is likely going on with Mei-ling?
a) She has dyscalculia.
b) She has a disorder of written expression.
c) She has dyslexia.
d) She has 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
380. Joo-won has great difficulty with anything mathematical. He has difficulty counting numbers accurately, recalling math symbols, doing word problems, or understanding graphs. What is likely going on with Joo-won?
a) He has dyscalculia.
b) He has a reading disorder.
c) He has a writing disorder.
d) He has dysgraphia.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
381. Another word for a disorder of written expression is
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
382. Kimron is in high school but still struggles with writing. His handwriting is awful, as well as his spelling and grammar. He knows what he wants to say in his head, but he just can’t express that in writing. What could be going on with Kimron?
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
383. Which of the following individuals has dysgraphia?
a) Kalfia who has difficulties organizing and expressing thoughts in written form
b) Jorah who has difficulties with spelling and grammar
c) Nila who has difficulties understanding graphs and charts
d) Giffin who has difficulties recognizing individual words and letters
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
384. Which of the following individuals has a reading disorder?
a) Brody who has difficulties organizing and expressing thoughts in written form
b) Tamir who has difficulties with spelling and grammar
c) Jia who has difficulties understanding graphs and charts
d) Milo who has difficulties recognizing individual words and letters
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
385. Which of the following individuals has dyscalculia?
a) Conor who has difficulties reading a paragraph
b) Joshua who has difficulties solving word problems and performing simple mathematical equations
c) Talan who has difficulties writing his thoughts in a sentence
d) Grayden who has difficulties with spelling and grammar
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
386. Which of the following terms is used to describe an inability to readily acquire information about mathematics?
a) hyperactivity
b) attention deficit
c) dyslexia
d) dyscalculia
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
387. The difference between dyslexia and dysgraphia is that dyslexia ___ while dysgraphia ___.
a) involves language; involves math
b) is a developmental disorder; is innate
c) involves reading; involves writing
d) is due to poor environmental conditions; is genetic
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
388. Which of the following ‘specific learning disorders’ both involve language abilities?
a) dyslexia and dyscalculia
b) dyscalculia and dysgraphia
c) dysgraphia and dyslexia
d) dyslexia and dyslinguia
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
389. Professor Histerman has referred one of his students to be assessed for a specific learning disorder after he notices many issues with his term paper. Specifically, the student has poorly communicated and organized his thoughts and showed extremely poor grammar. Professor Histerman also recalls that he had difficulty deciphering the student’s hand-written answers on the midterms. 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
390. Ella is helping her 12-year-old son with his math homework. She notices that he is having difficulty with simple mathematical calculations and cannot seem to recall math symbols. If Ella were to have her son tested for a specific learning disorder, which of the following might the tests indicate?
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
391. According to your text, which is the most common type of learning disorder?
a) agnosia
b) attention deficit hyperactivity disorder (ADHD)
c) dyscalculia
d) dyslexia
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
392. Neuroimaging studies have revealed that as compared to children without the disability, children with dyslexia have reduced blood flow in the
a) basal ganglia.
b) left prefrontal cortex.
c) right parietotemporal cortex.
d) left parietotemporal cortex.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
393. Which region or regions of the cortex seem to be involved in dyscalculia?
a) right parietal and frontal cortex
b) left parietal and frontal cortex
c) left parietotemporal cortex
d) right parietotemporal cortex
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
MATCHING QUESTION
394. Match the appropriate words in the left column to the definitions in the right column.
Terms A. Habituation B. Sensitization C. Unconditioned stimulus D. Conditioned stimulus E. Stimulus discrimination F. Stimulus generalization G. Extinction H. Spontaneous recovery I. Classical conditioning J. Operant conditioning K. Positive reinforcement L. Negative reinforcement M. Positive punishment N. Negative punishment O. Primary reinforcers P. Secondary reinforcers Q. Observational learning R. Shaping | ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ | Definitions 1. Reduction of a conditioned response after repeated presentations of the conditioned stimulus alone. 2. Similar stimuli elicit the same response as a conditioned stimulus. 3. When behaviour is modified based on the consequences of previous behaviour. 4. Removal of an unpleasant stimulus after a response increases the probability that the behaviour will reoccur. 5. Repeated presentation of a stimulus leads to a reduction in response. 6. Presentation of an unpleasant consequence following a behaviour, decreases the probability of the behaviour being repeated. 7. A stimulus that has survival value and is therefore intrinsically rewarding. 8. A stimulus that on its own elicits a response. 9. Introducing new behaviour by reinforcing close approximations of the desired. 10. Re-emergence of a conditioned response sometime after extinction has occurred. |
ANSWERS TO MATCHING QUESTION
1. G: Extinction
2. F: Stimulus generalization
3. J: Operant conditioning
4. L: Negative reinforcement
5. A: Habituation
6. M: Positive punishment
7. O: Primary reinforcers
8. C: Unconditioned stimulus
9. R: Shaping
10. H: Spontaneous recovery
FILL-IN-THE-BLANK
395. The clear majority of learning that occurs in complex organisms is ___ learning.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
396. Tina’s baby is initially very interested in the new rattle Tina bought for him; however, after a few minutes the baby looks away and becomes restless. This demonstrates ___.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
397. Sensitization is the result of a/an ___ in response whereas habituation is the result of a ___in response.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
398. In classical conditioning, a previously ___ stimulus is associated with an unconditioned stimulus that naturally elicits some response.
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
399. Evidence that the CS–US pairing still exists after extinction training can be recognized when the CR re-emerges at a later date in a phenomenon known as ___.
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
400. Watson’s studies with “Little Albert” would NOT be conducted today because they violate the ___ guidelines of psychological research.
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
401. One approach to treating phobias is the presentation of a series of extinction trials in a process known as ___.
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
402. The tendency of an organism to respond to one stimulus but NOT to another similar stimulus is called ___.
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
403. ___ occurs when a previously conditioned stimulus functions as if it is an unconditioned stimulus for further 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
404. Positive reinforcement is associated with the provision of a ___ stimulus.
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
405. A ___ punisher is one that is naturally aversive to an organism, whereas a ___ punisher is one that becomes aversive through learning.
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
406. “Time out” is a form of ___ punishment.
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
407. Upon accumulating 10 “punches” on a store rewards card for buying 10 sub sandwiches, Abdul will get a free sandwich. This circumstance illustrates a ___ reinforcement schedule.
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
408. Shaping as a means for teaching new behaviours relies on rewarding successive ___ of the desired behaviours until the complete behavioural sequence emerges.
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
409. Humans learn by observing ___ models.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
410. Chara’s mother has been helping her study her multiplication tables but does NOT seem to be making any progress. After an hour, her mother offers Chara the chance to play a video game if she learns the six times table. Chara immediately recites it without any help or prompting whatsoever. This is an example of ___ learning.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
411. Hours after giving up on a problem, you are driving home from school when the answer suddenly comes to you. This would be an example of ___learning.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
412. George worked on his physics problem for twenty minutes before he had a “eureka” moment. A “eureka” moment is referred to as ___ learning.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
413. Learning that occurs without awareness is called ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
414. Learning trials that occur over time are ___.
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
415. Studying in a variety of locations increase your chance of forming a strong memory of the information. This is due to ___.
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
416. Linh 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 is known as the ___.
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
417. According to recent research, students who study while using Facebook have lower grade point averages. This means there is a ___ correlation between Facebook use and GPA.
Difficulty: Hard
Bloomcode: Synthesis
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
418. ___ learning can occur prenatally as indicated by infants exhibiting both ___ and ___ to the odour of garlic.
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
419. When repeatedly exposed prenatally to specific music and relaxation exercises, exposure to the same music resulted in lower fetal movement. This suggests that ___ learning is possible even before birth.
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
420. A deficiency in learning to read is referred to as ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
421. Jeremy is failing his math class. He finds it very difficult to perform simple mathematical equations, recall math symbols, and count accurately. He particularly has difficulty solving word problems. Jeremy may have the learning disorder known as ___.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
SHORT ANSWER ESSAY QUESTIONS
422. Name two major types of associative conditioning.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
423. Name two major types of non-associative learning.
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
424. What does the term “unconditioned” refer to in the context of classical 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
425. Even after Pavlov’s assistant stopped bringing food to the dogs during visits, the dogs salivated weeks later when they saw the assistant. What learning phenomenon does this describe?
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
426. In Watson’s studies, what initially neutral stimulus did “Little Albert” eventually come to fear?
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
427. What two groups of individuals may be especially vulnerable to conditioned taste aversion?
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
428. What school of thought in psychology was dedicated to understanding the principles of operant conditioning?
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
429. What learning phenomenon involves administering an unpleasant consequence?
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
430. What reinforcement schedule is based on elapsed time?
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
431. What behaviour occurs when prior experiences involving inescapable punishment lead people or animals to accept punishing consequences when they could be avoided?
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
432. Who conducted the Bobo doll experiment?
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
433. Name one type of learning that does NOT involve the provision of obvious reinforcement.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
434. What type of information do we most often learn about in educational courses?
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
435. Name three specific types of learning that can occur prenatally in fetuses.
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
436. Jeremy is failing his math class. He finds it very difficult to perform simple mathematical equations, recall math symbols, and count accurately. He particularly has difficulty solving word problems. Which specific learning disorder might Jeremy have?
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
437. Name three categories of learning disorders described in the DSM-5.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
ESSAY QUESTIONS
438. Differentiate between associative and non-associative learning.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
439. Provide examples from your own life that illustrate an instance of habituation and sensitization.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define learning and distinguish between associative and non-associative learning.
Section Reference: What Is Learning?
440. How do phobias develop?
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
441. Name two factors that influence the acquisition stage of learning.
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
442. Identify the US, UR, CS, and CR of Pavlov’s initial study with the lab assistant.
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
443. Describe how extinction occurs in the context of classical 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
444. Define stimulus generalization and describe how “Little Albert’s” fears became generalized.
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
445. Provide an example of a specific phobia. Explain how the condition may have developed through classical conditioning by identifying the sequence of events associated with the US, UR, CS, and CR.
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
446. Explain how a conditioned taste aversion occurs by identifying the US, UR, CS, and 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
447. Describe Thorndike’s “puzzle box” experiment.
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
448. Describe the difference between positive and negative punishment and provide an example of each.
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
449. Which has been shown to be more effective: punishment or reinforcement? Why?
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
450. Provide one circumstance when “time out” may be effective and one when it might be ineffective.
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
451. What is the difference between a primary and secondary reinforcer? Provide an example of each.
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
452. Define and provide examples of fixed- and variable-interval schedules of reinforcement.
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
453. What is the difference between mimicry and observational learning?
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
454. Describe how battered spouse syndrome may result from learned helplessness.
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
455. Describe the methodology and the results of the Bobo doll study.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
456. Describe why correlational evidence does NOT imply causality when describing the relationship between television watching and child aggression.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Define observational learning and summarize concerns about observational learning from the media.
Section Reference: Observational Learning
457. Describe an example of insight learning from your own experience.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define spatial navigation learning, implicit and latent learning, and insight learning.
Section Reference: Learning and Cognition
458. Based on the discussion in the textbook, describe three study strategies that would enhance a student’s learning and preparation for exams.
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
459. Awareness and attention usually enhance learning. Describe an instance when awareness and excessive attention may impair learning.
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
460. Describe what behaviours in habituation studies allow psychologists to determine that newborns can distinguish between new and familiar stimuli.
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
461. Miriam has just purchased several baby educational videos in the hopes that it will help her three-month-old daughter with language development. What advice would you give to Miriam about how effective this strategy will be? Why?
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
462. Discuss the relationship between specific learning disorder and intellectual ability.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define specific learning disorder and describe three major types of learning disorders.
Section Reference: Specific Learning Disorder
463. Describe the symptoms of dyslexia.
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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