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1 | |
In classical conditioning studies involving salivation in dogs, a bell or tone often serves as the |
| | A) | unconditioned stimulus |
| | B) | unconditioned response |
| | C) | conditioned stimulus |
| | D) | conditioned response |
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2 | |
A college student has been classically conditioned to blink by pairing a tone and a puff of air to the student's eye. The student's response to the puff of air is the |
| | A) | unconditioned stimulus |
| | B) | unconditioned response |
| | C) | conditioned stimulus |
| | D) | conditioned response |
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3 | |
A mother observes that her infant begins salivating when the microwave oven bell sounds, but before the infant is given the bottle that is warming. This behavior is an example of |
| | A) | acquisition |
| | B) | generalization |
| | C) | extinction |
| | D) | discrimination |
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4 | |
A dog has been classically conditioned to salivate to a yellow light and does not respond to a blue light. The dog is exhibiting |
| | A) | acquisition |
| | B) | generalization |
| | C) | extinction |
| | D) | discrimination |
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5 | |
A college student with a fear of taking tests is taught a relaxation technique by a counseling psychologist. Before a test, the psychologist has the student imagine himself studying for the test, taking the test, using the relaxation technique each time he begins to feel anxious. Finally, the psychologist takes the student to the room in which the test will be administered and has the student use the relaxation technique until he is comfortable in the room. The psychologist is applying |
| | A) | counterconditioning |
| | B) | extinction |
| | C) | positive reinforcement |
| | D) | response generalization |
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6 | |
The concept that behaviors followed by positive outcomes are strengthened and behaviors followed by negative outcomes are weakened is the law of |
| | A) | shaping |
| | B) | effect |
| | C) | discrimination |
| | D) | extinction |
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7 | |
After answering all the questions correctly on the first two unannounced quizzes in a course, a student continues to prepare in advance for every lecture in the course. This behavior is attributable to |
| | A) | discrimination |
| | B) | shaping |
| | C) | positive reinforcement |
| | D) | negative reinforcement |
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8 | |
A school psychologist recommends that a teacher use praise instead of candy to reinforce students for raising their hands to be recognized. The recommendation is for the teacher to use the principle of |
| | A) | discrimination |
| | B) | extinction |
| | C) | primary reinforcement |
| | D) | secondary reinforcement |
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9 | |
A pigeon conditioned to peck a red disk also pecks disks as much as three shades lighter and three shades darker. This behavior is an example of |
| | A) | generalization |
| | B) | discrimination |
| | C) | spontaneous recovery |
| | D) | latent learning |
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10 | |
A college student who interrupts an instructor during class stops the behavior after being reprimanded the second time. The instructor has used |
| | A) | positive reinforcement |
| | B) | negative reinforcement |
| | C) | positive punishment |
| | D) | negative punishment |
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11 | |
A teacher has children sit in a chair with their backs to the class for five minutes each time they interrupt another child. This method of changing behavior, called time out, is based on the principle of |
| | A) | positive punishment |
| | B) | negative punishment |
| | C) | extinction |
| | D) | discrimination |
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12 | |
A college student has made an appointment with a counseling psychologist to get help with a "procrastination problem." If the psychologist wants to use a behavior modification approach, the first step she would take would be to have the student |
| | A) | keep a record of late assignments |
| | B) | define the behavior to be changed precisely |
| | C) | design a program to eliminate the problem |
| | D) | establish dates to check on the student's progress |
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13 | |
A father walks into the bathroom one morning and finds his 4 year-old son with his face covered with lather preparing to shave. The child's behavior is an example of |
| | A) | latent learning |
| | B) | operant conditioning |
| | C) | secondary reinforcement |
| | D) | observational learning |
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14 | |
A college student who has walked around a mall several times with no particular purpose in mind is able to locate a shoe store in the mall very quickly she wants to buy new shoes. The student's capability is an example of |
| | A) | insight learning |
| | B) | latent learning |
| | C) | associative learning |
| | D) | observational learning |
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15 | |
A college student who becomes ill after eating pizza and develops a taste aversion to what was once a favorite food is demonstrating |
| | A) | preparedness |
| | B) | instinctive drift |
| | C) | insight learning |
| | D) | discrimination |
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