Which of the following is NOT an example of classical conditioning?

1. LO 5.2 Which of the following is NOT an example of classical conditioning? • Conditioned emotional response • Vicarious conditioning • Taste aversion • A child that is rewarded for studying • A child who begins to salivate upon watching her mother take out the ingredients to bake the child’s favorite cookies

2. LO 5.2 Which of the following is NOT an example of classical conditioning? • Conditioned emotional response • Vicarious conditioning • Taste aversion • A child that is rewarded for studying (p. 167-168; 175) • A child who begins to salivate upon watching her mother take out the ingredients to bake the child’s favorite cookies

3. LO 5.3 A researcher decides to classically condition a rabbit by presenting a sound each time before delivering a puff of air to the rabbit’s eye. He finds that the rabbit starts to blink upon hearing the sound. What function does the air puff have? Conditioned stimulus Unconditioned stimulus Conditioned response Unconditioned response Neutral stimulus

4. LO 5.3 A researcher decides to classically condition a rabbit by presenting a sound each time before delivering a puff of air to the rabbit’s eye. He finds that the rabbit starts to blink upon hearing the sound. What function does the air puff have? Conditioned stimulus (p. 168) Unconditioned stimulus Conditioned response Unconditioned response Neutral stimulus

5. LO 5.3 Which of the following is NOT a basic principle of classical conditioning? • The CS must come before the UCS. • The CS and UCS must come very close together in time (e.g., seconds apart). • The neutral stimulus must be paired with the UCS several times before conditioning can take place. • The CS should be a stimulus that stands out from other competing stimuli. • The CS and UCS should occur together in time.

6. LO 5.3 Which of the following is NOT a basic principle of classical conditioning? • The CS must come before the UCS. • The CS and UCS must come very close together in time (e.g., seconds apart). • The neutral stimulus must be paired with the UCS several times before conditioning can take place. • The CS should be a stimulus that stands out from other competing stimuli. • The CS and UCS should occur together in time. (p. 169)

7. LO 5.3 The phenomena in which a conditioned response reoccurs when the CS is presented after a period of extinction is called: • Stimulus generalization • Discrimination • Spontaneous recovery • Higher order conditioning • Reinforcement

8. LO 5.3 The phenomena in which a conditioned response reoccurs when the CS is presented after a period of extinction is called: • Stimulus generalization • Discrimination • Spontaneous recovery (p. 170-171) • Higher order conditioning • Reinforcement

9. LO 5.9 One common aspect of all forms of negative reinforcement is that: • something pleasurable is added to the situation to reinforce behavior. • something unpleasant is added to the situation to reinforce behavior. • something aversive is taken away from the situation to reinforce behavior. • something pleasant is taken away from the situation to reinforce behavior. • all types of reinforcement work the same.

10. LO 5.9 One common aspect of all forms of negative reinforcement is that: • something pleasurable is added to the situation to reinforce behavior. • something unpleasant is added to the situation to reinforce behavior. • something aversive is taken away from the situation to reinforce behavior. (p. 179) • something pleasant is taken away from the situation to reinforce behavior. • all types of reinforcement work the same.

11. LO 5.9 This process is often used when trying to teach complex behaviors by which an individual is rewarded after achieving smaller steps that get him or her closer to the desired behavior: • Shaping • Spontaneous recovery • Extinction • Generalization • Classical conditioning

12. LO 5.9 This process is often used when trying to teach complex behaviors by which an individual is rewarded after achieving smaller steps that get him or her closer to the desired behavior: • Shaping (p. 181) • Spontaneous recovery • Extinction • Generalization • Classical conditioning

13. LO 5.9 The color of a traffic light usually serves what primary function? • Conditioned stimulus • Discriminative stimulus • Reinforcement • Positive punishment • Negative punishment

14. LO 5.9 The color of a traffic light usually serves what primary function? • Conditioned stimulus • Discriminative stimulus (p. 181) • Reinforcement • Positive punishment • Negative punishment

15. LO 5.10 On average, a child will receive $10 from her parents every 2 weeks for cleaning her room. What type of reinforcement schedule are the parents using? • Variable ratio • Fixed interval • Variable interval • Fixed ratio • Continuous reinforcement

16. LO 5.10 On average, a child will receive $10 from her parents every 2 weeks for cleaning her room. What type of reinforcement schedule are the parents using? • Variable ratio • Fixed interval • Variable interval (p. 185) • Fixed ratio • Continuous reinforcement

17. LO 5.10 Which reinforcement schedule produces the highest rate in responding (i.e., more instances of the target behavior)? • Variable interval • Fixed interval • Variable ratio • Fixed ratio • Continuous reinforcement

18. LO 5.10 Which reinforcement schedule produces the highest rate in responding (i.e., more instances of the target behavior)? • Variable interval • Fixed interval • Variable ratio (p. 184) • Fixed ratio • Continuous reinforcement

19. LO 5.11 Which of the following is NOT true about the use of punishment? • Punishment can cause a person to avoid their punisher. • Punishment may create fear and anxiety. • Punishment may increase aggression from the person being punished. • Punishment may encourage behaviors, like lying, to avoid punishment. • Punishment is the best method for getting children to behave.

20. LO 5.11 Which of the following is NOT true about the use of punishment? • Punishment can cause a person to avoid their punisher. • Punishment may create fear and anxiety. • Punishment may increase aggression from the person being punished. • Punishment may encourage behaviors, like lying, to avoid punishment. • Punishment is the best method for getting children to behave. (p. 186-187)

21. LO 5.13 Research on ________________ showed that not all behaviors can be learned through experience with the environment (e.g., operant conditioning), as was once thought by the behaviorists. • extinction • taste aversions • instinctive drift • punishment • behavior modification

22. LO 5.13 Research on ________________ showed that not all behaviors can be learned through experience with the environment (e.g., operant conditioning), as was once thought by the behaviorists. • extinction • taste aversions • instinctive drift (p. 189) • punishment • behavior modification

23. LO 5.17 Knowing the location of the alternative entrances into a building without having ever used them before is an example of: • Latent learning • Learned helplessness • Classical conditioning • Operant conditioning • Insight

24. LO 5.17 Knowing the location of the alternative entrances into a building without having ever used them before is an example of: • Latent learning (p. 193-194) • Learned helplessness • Classical conditioning • Operant conditioning • Insight

25. LO 5.18 Seligman performed a study on learned helplessness, which demonstrated: • Dogs given inescapable shock did nothing to escape the shock when later given the opportunity for escape. • Dogs given inescapable shock did escape the shock when later given the opportunity for escape. • Dogs given inescapable shock later became aggressive when given the opportunity for escape. • Dogs given inescapable shock later became more active when given the opportunity for escape. • There was no difference between dogs given inescapable vs. escapable shock when later given the opportunity for escape.

26. LO 5.18 Seligman performed a study on learned helplessness, which demonstrated: • Dogs given inescapable shock did nothing to escape the shock when later given the opportunity for escape. (p. 194-195) • Dogs given inescapable shock did escape the shock when later given the opportunity for escape. • Dogs given inescapable shock later became aggressive when given the opportunity for escape. • Dogs given inescapable shock later became more active when given the opportunity for escape. • There was no difference between dogs given inescapable vs. escapable shock when later given the opportunity for escape.

27. LO 5.19 A biologist has been searching for solution as to what area of the brain is associated with conscious experience. After many years of work, the researcher decides to abandon his efforts. A couple of days later, he suddenly realizes the solution, as though out of nowhere. What type of learning does this demonstrate? • Latent learning • Insight • Classical conditioning • Observational learning • Operant conditioning

28. LO 5.19 A biologist has been searching for solution as to what area of the brain is associated with conscious experience. After many years of work, the researcher decides to abandon his efforts. A couple of days later, he suddenly realizes the solution, as though out of nowhere. What type of learning does this demonstrate? • Latent learning • Insight (p. 195-196) • Classical conditioning • Observational learning • Operant conditioning

29. LO 5.22 In order for observational learning to occur, all of the following elements need to be present EXCEPT: • Attention • Intelligence • Memory • Imitation • Motivation

30. LO 5.22 In order for observational learning to occur, all of the following elements need to be present EXCEPT: • Attention • Intelligence (p. 197) • Memory • Imitation • Motivation