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~~~ learning perspective QUIZ Flashcards

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1
Q

Classical conditioning is sometimes referred to as:

a. instrumental learning.

b. instrumental conditioning.

c. Pavlovian conditioning.

d. all of the above

A

c. Pavlovian conditioning.

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2
Q

All of the following are reflexes EXCEPT:

a. dust in your eye—tear gland secretion.

b. upcoming test—studying for it.

c. eating a lemon—salivation.

d. extreme cold—shivering

A

b. upcoming test—studying for it.

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2
Q

BEFORE conditioning occurs, a(n) _________ produces a(n) _________.

a. CR, CS

b. US, UR

c. US, CR

d. CS, UR

A

b. US, UR

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3
Q

Classical conditioning requires:

a. a conditioned response to a certain class of stimuli.

b. the organism must already respond to some class of stimuli reflexively.

c. reinforcement of a specific response behavior.

d. all of the above

A

b. the organism must already respond to some class of stimuli reflexively.

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4
Q

Conditioning occurs when a(n) _________ is paired with a(n) _________.

a. CR, UR

b. CS, CR

c. CS, US

d. US, UR

A

c. CS, US

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5
Q

When the unconditioned stimulus and the conditioned stimulus are paired frequently,
the conditioned stimulus acquires the ability to:

a. produce an unconditioned response.

b. suppress an unconditioned response.

c. produce a conditioned response.

d. suppress a conditioned response.

A

c. produce a conditioned response.

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6
Q

The _________ and the _________ will generally have the same pleasant or
unpleasant qualities.

a. CR, CS

b. US, UR

c. US, CS

d. UR, CR

A

d. UR, CR

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7
Q

When a CS-CR pairing acts like another reflex, it can serve as a reflex for another
instance of conditioning. This is called:

a. secondary conditioning.

b. tertiary conditioning.

c. higher-order conditioning.

d. operant conditioning.

A

c. higher-order conditioning.

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7
Q

To be sure classical conditioning has occurred:

a. present the CS without the US and see if a response occurs.

b. check for similarity between the CR and the UR.

c. ask the subject if she/he remembers the US.

d. none of the above

A

a. present the CS without the US and see if a response occurs.

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8
Q

Cancer patients who undergo chemotherapy are often given a distinctive food
before the chemotherapy. By doing this doctors can:

a. prevent the conditioning of aversions to other foods.

b. prevent patients from getting nausea during chemotherapy.

c. condition patients to enjoy their chemotherapy.

d. all of the above

A

a. prevent the conditioning of aversions to other foods.

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8
Q

After a CS has been conditioned to produce a CR, it is possible to substitute a different
but similar CS which will produce the same CR. This phenomenon is called:

a. generalization.

b. shaping.

c. discrimination.

d. conditioning.

A

a. generalization.

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8
Q

Generalization occurs when a person responds:

a. similarly to slightly different stimuli.

b. similarly to the same stimuli.

c. differently to different stimuli.

d. similarly to all stimuli.

A

a. similarly to slightly different stimuli.

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9
Q

In the context of conditioning, discrimination refers to responding:

a. similarly to different stimuli.

b. differently to different stimuli.

c. similarly to similar stimuli.

d. none of the above

A

b. differently to different stimuli.

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9
Q

A child who has been conditioned to fear dogs after having been knocked down by one begins to show the same fear around cats. This is an example of

a. counterconditioning.

b. generalization.

c. discrimination.

d. shaping.

A

b. generalization.

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10
Q

When a CS is presented repeatedly without the US:

a. the CS continues to be elicited unchanged.

b. discrimination occurs.

c. extinction occurs.

d. higher-order conditioning occurs.

A

c. extinction occurs.

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10
Q

Research pairing political slogans with positive, negative, or neutral stimuli has
suggested people’s liking for slogans could:

a. be either increased or decreased.

b. be decreased but not increased.

c. be increased but not decreased.

d. not be changed.

A

a. be either increased or decreased.

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10
Q

Conditioning in which the reflexive reactions elicit positive or negative feelings is called:

a. pull-press conditioning.

b. motivational conditioning.

c. emotional conditioning.

d. higher-order conditioning.

A

c. emotional conditioning.

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11
Q

Spontaneous recovery refers to the:

a. reoccurrence of a psychological problem without an apparent cause.

b. reoccurrence of a psychological problem under conditions of stress.

c. reappearance of a CR after it has apparently disappeared.

d. all of the above

A

c. reappearance of a CR after it has apparently disappeared.

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12
Q

_________ helps to produce a person’s likes and dislikes, preferences and
biases.

a. Emotional conditioning

b. Responsive shaping

c. Aversive conditioning

d. all of the above

A

a. Emotional conditioning

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13
Q

The term instrumental conditioning is often used interchangeably with the term
_________.

a. classical conditioning

b. Pavlovian conditioning

c. operant conditioning

d. classical learning

A

c. operant conditioning

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14
Q

Which of the following statements is true about instrumental conditioning?

a. It is sometimes referred to as Pavlovian conditioning.

b. It is active, whereas classical conditioning is passive.

c. It is passive, whereas classical conditioning is active.

d. The events that define it do not begin with a behavior.

A

b. It is active, whereas classical conditioning is passive.

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15
Q

Thorndike’s law of effect states that:

a. people learn more efficiently than rats.

b. learning cannot occur in a single trial.

c. learning is quickly forgotten if the relevant situation is not re-experienced.

d. behaviors followed by negative outcomes are less likely to be repeated.

A

d. behaviors followed by negative outcomes are less likely to be repeated.

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16
Q

Miller and Dollard’s habit hierarchy:

a. derives from prior conditioning.

b. is based on classical conditioning.

c. remains static once formed.

d. all of the above

A

a. derives from prior conditioning.

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17
Q

In instrumental conditioning, a _________ is anything that strengthens a behavioral
tendency.

a. punisher

b. shaper

c. reinforcer

d. pusher

A

c. reinforcer

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18
Q

Primary reinforcers:

a. reduce biological needs.

b. occasionally reduce biological needs.

c. reduce both biological and acquired needs.

d. are first administered by one’s parents.

A

a. reduce biological needs.

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19
Q

All of the following are examples of secondary reinforcers EXCEPT:

a. money.

b. a good grade on a test.

c. a drink of water.

d. a mother’s reassuring glance.

A

c. a drink of water.

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20
Q

Punishers are intended to:

a. humiliate the recipient.

b. reduce the tendency to behave in particular ways.

c. increase the tendency to behave in particular ways.

d. establish the authority of the person delivering the punishment.

A

b. reduce the tendency to behave in particular ways.

21
Q

Positive reinforcement _________ the occurrence of behavior through the
_________ of something that is pleasant.

a. increases, addition

b. decreases, removal

c. increases, removal

d. decreases, addition

A

a. increases, addition

22
Q

Negative reinforcement _________ the occurrence of behavior through the
_________ of something that is aversive.

a. decreases, removal

b. increases, removal

c. increases, presentation

d. decreases, presentation

A

b. increases, removal

23
Q

Punishment:

a. always adds pain.

b. always removes pleasure.

c. either adds pain or removes pleasure.

d. none of the above

A

c. either adds pain or removes pleasure.

24
Q

Every time Mark studies for a test between 8 PM and 11 PM, he gets at least 95% correct on the test. If he studies at any other time, he never gets more than 75% correct. After this happens enough times, Mark decides to study only between 8 and 11. Time has become a _________, and Mark’s behavior is _________.

a. reinforcement schedule, being partially reinforced

b. discriminative stimulus, under stimulus control

c. discriminative stimulus, undergoing extinction

d. reinforcer, predictable

A

b. discriminative stimulus, under stimulus control

25
Q

The principle of generalization explains the _________ of certain behaviors across situations.

a. persistence

b. diminution

c. consistency

d. widespread consequences

A

c. consistency

25
Q

A high-school biology class is well-behaved when the primary instructor is there, but not when a substitute instructor is there. Class behavior has come under:

a. stimulus control.

b. discriminative control.

c. token control.

d. aversive control

A

a. stimulus control.

25
Q

_________ occurs in instrumental conditioning when a behavior that once led to a reinforcer does so no longer.

a. Discrimination

b. Habituation

c. Deprivation

d. Extinction

A

d. Extinction

26
Q

A simple distinction among schedules of reinforcement is between:

a. continuous and partial.

b. partial and fixed.

c. continuous and fixed.

d. variable and partial.

A

a. continuous and partial.

27
Q

Newer learning theories differ from earlier ones in that the newer ones:

a. place less importance on mental events.

b. embellish original conditioning principles.

c. emphasize social aspects of learning.

d. all of the above

A

c. emphasize social aspects of learning.

27
Q
  1. A behavior built in by partial reinforcement:

a. is more resistant to extinction than one built in by continuous reinforcement.

b. is less resistant to extinction than one built in by continuous reinforcement.

c. is equally resistant to extinction as one built in by continuous reinforcement.

d. may be more or less resistant to extinction than one built in by continuous
reinforcement.

A

a. is more resistant to extinction than one built in by continuous reinforcement.

28
Q

Smiles, hugs, and praise all are examples of:

a. primary reinforcers.

b. reinforcers tied directly to physical drives .

c. social reinforcers.

d. all of the above

A

c. social reinforcers.

29
Q

Self-reinforcement refers to the idea that people:

a. give themselves rewards after an activity.

b. react to their own actions with approval.

c. react to their own actions with disapproval.

d. all of the above

A

d. all of the above

30
Q

Vicarious reinforcement refers to:

a. learning through having your behavior rewarded.

b. learning through pairing of a stimulus with a shock.

c. learning through seeing another person rewarded for a behavior.

d. empathic responses to others.

A

c. learning through seeing another person rewarded for a behavior.

30
Q

Vicarious emotional arousal:

a. occurs when you feel the same emotion as another person.

b. occurs when you feel guilty for an imagined transgression.

c. is the same as sympathy.

d. none of the above

A

a. occurs when you feel the same emotion as another person.

31
Q

When you experience the same emotion as someone you are observing, this is called:

a. sympathy.

b. empathy.

c. altruism.

d. none of the above

A

b. empathy.

32
Q

When therapy works, according to Bandura, it’s because the therapy restored the person’s:

a. stability.

b. personal efficacy.

c. internal locus of control.

d. competence motivation.

A

b. personal efficacy.

33
Q

People with high efficacy expectations:

a. experience less grief following bereavement.

b. are less likely to encounter problems.

c. are less likely to ask for help in solving problems.

d. none of the above

A

a. experience less grief following bereavement.

34
Q

Observational learning begins to occur:

a. shortly after birth.

b. at around age 1.

c. at around age 5.

d. at the onset of adolescence.

A

b. at around age 1.

35
Q

Which of the following variables determines how much attention a model will
command?

a. the salience of behaviors observed

b. the observer’s capabilities and intent

c. characteristics of the model such as attractiveness

d. all of the above

A

d. all of the above

36
Q

Verbal coding refers to:

a. mentally rehearsing what we see.

b. mimicking the speech of a model.

c. describing to yourself what you observe.

d. the power of verbal cues to remind us of past events.

A

c. describing to yourself what you observe.

36
Q

Research by Bandura, in which adults modeled aggressive acts for children, provides a good illustration of the difference between:

a. the acquisition of behavioral potential and the performance of the behavior.

b. self-efficacy and competence motivation.

c. the perceived locus and stability of a cause for behavior.

d. none of the above

A

a. the acquisition of behavioral potential and the performance of the behavior.

37
Q

Forming mental pictures of what you are seeing is called:

a. imaginal coding.

b. verbal coding.

c. observational coding.

d. all of the above

A

a. imaginal coding.

38
Q

Which statement best describes Bandura’s findings about observational learning?
a. Children tended to act aggressively toward the doll if they had seen an adult model do the same.

b. Children tended to act aggressively toward the doll if they had seen an adult model do the same, but only if the adult had been rewarded.

c. Children tended to act aggressively toward the doll if they had seen an adult model do the same, but only if the adult hadn’t been punished.

d. none of the above

A

c. Children tended to act aggressively toward the doll if they had seen an adult model

39
Q

Which of the following is true about symbolic models?

a. They are abstract and therefore cannot be seen.

b. They are largely unimportant in the modern world.

c. They can be figures on television or in books.

d. none of the above

A

c. They can be figures on television or in books.

40
Q

After a person sees violence condoned on television, similar tactics often appear in the viewer’s actions. One of the mechanisms likely to be responsible for this effect is:

a. vicarious emotional arousal.

b. social reinforcement.

c. vicarious reinforcement.

d. participant modeling.

A

c. vicarious reinforcement.

40
Q

Critics of media violence argue that in the media:

a. aggression is generally portrayed as yielding a great deal of short-term reinforcement.

b. those who commit aggressive acts are usually punished for their deeds.

c. actions of “prosocial” characters are less aggressive than the actions of villains.

d. aggression is closely linked to punishment.

A

a. aggression is generally portrayed as yielding a great deal of short-term reinforcement.

40
Q

When exposure to violent stimuli no longer triggers feelings of shock and upset in individuals, they are considered _________ to violence.

a. susceptible

b. desensitized

c. immune

d. all of the above

A

b. desensitized

41
Q

Research on repeated exposure to violence has shown that:

a. it desensitizes observers to the implications of suffering.

b. it has little or no effect on reactions to later, real-life violence.

c. emotional arousal, not the content of the aggression, is the most important variable determining reactions to violence.

d. none of the above

A

a. it desensitizes observers to the implications of suffering.

42
Q

Physiological assessment of personality:

a. focuses on the frequency of emotional reactions.

b. focuses on patterns of physiological responses to emotional stimuli.

c. requires verbal responses.

d. is relatively simple and inexpensive.

A

b. focuses on patterns of physiological responses to emotional stimuli.

43
Q

Which of the following are most important to assessment from the social-cognitive
learning perspective?

a. behavioral observation

b. measures of generalized tendencies

c. self-report measures

d. objective definitions of situations

A

c. self-report measures

43
Q

A researcher measures fearfulness by observing how close a subject comes to a nonpoisonous snake. The researcher is using a _________ assessment technique.

a. physiological

b. behavioral

c. self-report

d. subjective

A

b. behavioral

44
Q

The specific name for therapy used to overcome phobias that involves relaxation techniques and anxiety hierarchies is:

a. systematic desensitization.

b. anxiety therapy.

c. behavior modification therapy.

d. none of the above

A

a. systematic desensitization.

45
Q

Contingency management:

a. involves the use of secondary reinforcers, which are exchanged for privileges.

b. usually takes place in an institution such as a mental hospital or prison.

c. increases and decreases reinforcements for desired and undesired action, respectively.

d. all of the above

A

c. increases and decreases reinforcements for desired and undesired action, respectively.

46
Q

A social-cognitive learning psychologist would emphasize _________ in explaining
behavior problems.

a. vicarious conditioning processes

b. faulty expectancies

c. observational learning

d. all of the above

A

d. all of the above

47
Q

Skill deficits often arise because people:

a. lack appropriate models from whom to learn.

b. are not offered incentives for learning needed skills.

c. have learned to be helpless.

d. develop inappropriate self-control strategies.

A

a. lack appropriate models from whom to learn.

48
Q

Research on modeling in therapy has focused on:

a. basic social skills.

b. assertiveness.

c. both of the above

d. neither of the above

A

c. both of the above

49
Q

Which kind of model seems to be completely without fear?

a. mastery

b. coping

c. skill

d. participant

A

a. mastery

50
Q

Why is modeling effective at producing behavior change, according to Bandura?

a. The model receives rewards.

b. The person in therapy increases his/her sense of efficacy.

c. The person is learning needed skills.

d. The person is exposed to what he/she fears.

A

b. The person in therapy increases his/her sense of efficacy.

51
Q

Which of the following have the strongest influence on efficacy perceptions according
to Bandura?

a. vicarious experiences

b. performance accomplishments

c. vicarious emotional responses

d. outcome expectancies

A

b. performance accomplishments

52
Q

The conditioning perspective can be criticized in that it:

a. does not reveal much about how a given behavior becomes more or less probable.

b. does not address the subjective sense of what it means to have a personality, i.e., of “personhood.”

c. applies only to certain types or domains of behavior.

d. none of the above

A

b. does not address the subjective sense of what it means to have a personality, i.e., of “personhood.”

Personality Psychology (34 decks)

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