Test Bank for Learning & Behavior 7/E 7th Edition James E.

Mazur

Test Bank for Learning & Behavior 7/E 7th Edition

James E. Mazur

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 CHAPTER 7

AVOIDANCE AND PUNISHMENT

1. Removing a pleasant stimulus after a behavior occurs is called

a. positive reinforcement
b. negative reinforcement
c. punishment
d. negative punishment
Page(s): 153 Type: factual
Answer: d

2. Taking an aspirin every day to reduce one’s chances of a heart attack is an example of a behavior controlled by
a. positive reinforcement
b. negative reinforcement
c. punishment
d. omission
Page(s): 152 Type: applied
Answer: b

3. According to two-factor theory, in a shuttle-box shock-avoidance procedure, an avoidance response is reinforced

by
a. the termination of the shock
b. the omission of the shock
c. the termination of the CS
d. the omission of the CS
Page(s): 154-155 Type: conceptual
Answer: c

4. Suppose an animal first receives tone-shock pairings in one chamber, and then learns to jump over a barrier to
escape a shock in a shuttle box. If the tone is now presented in the shuttle box, the likely result is
a. an increase in the rate at which the dog jumps over the barrier
b. a decrease in the rate at which the dog jumps over the barrier
c. no change in the rate of jumping
d. conditioned suppression
Page(s): 155 Type: applied
Answer: a

5. As animals become experienced in an avoidance task,

a. visible signs of fear increase
b. visible signs of fear decrease
c. there are visible signs of fear before the avoidance response is made, but not after
d. there are visible signs of fear after the avoidance response is made, but not before
Page(s): 155 Type: factual
Answer: b

6. According to the one-factor theory of avoidance,

a. fear is essential for avoidance learning
b. an external CS that predicts the arrival of an aversive event is essential for avoidance learning
c. avoidance of an aversive event can itself serve as a reinforcer
d. avoidance responding should never extinguish
Page(s): 156-157 Type: conceptual
Answer: c

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7. Various experiments have shown that avoidance responding
a. will not be acquired unless there is an external CS
b. will be acquired without an external CS if the passage of time is a reliable signal for shock
c. will not be acquired if the only effect of a response is to reduce the rate of shocks
d. none of the above
Page(s): 156-157 Type: conceptual
Answer: b

8. According to the cognitive theory of avoidance, a subject learns to expect

a. that no shock will occur if a response is made
b. that shock will occur if no response is made
c. both a and b
d. neither a nor b
Page(s): 158 Type: factual
Answer: c

9. After training an avoidance response, response blocking can

a. lead to aggression
b. help to produce extinction of the avoidance response
c. produce an increase in avoidance responses
d. lead to increased fear of the CS
Page(s): 158 Type: conceptual
Answer: c

10. According to two-factor theory, the procedure of response blocking or flooding

a. works because the subject's expectations about the consequences of failing to respond are changed
b. works because the fear-eliciting properties of the CS are extinguished
c. works because flooding produces a drastic stimulus change
d. should not work
Page(s): 158 Type: conceptual
Answer: b

11. When flooding is used as behavior therapy, it is important to

a. make sure that a session continues until the patient's fear decreases
b. keep each session short
c. keep the patient relaxed throughout the treatment
d. keep the patient uninformed about what will occur during treatment
Page(s): 160-161 Type: conceptual
Answer: a

12. According to Bolles's theory of species-specific defense reactions, shock-avoidance learning in a rat would
probably be slowest if the required response were
a. jumping out of the chamber c. running in a wheel
b. pressing a lever d. standing still
Page(s): 159-160 Type: applied
Answer: b

13. According to Bolles, typical laboratory experiments on avoidance are not representative of avoidance in the
natural environment because
a. shock is not usually encountered in the natural environment
b. avoidance in the natural environment does not require many learning trials
c. there are many more discriminative stimuli to examine in the natural environment
d. all of the above
Page(s): 159 Type: conceptual
Answer: b

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14. Learned helplessness is likely to develop if
a. controllable shocks are preceded by uncontrollable shocks
b. uncontrollable shocks are preceded by controllable shocks
c. either a or b
d. neither a nor b
Page(s): 161-162 Type: factual
Answer: a

15. Learned helplessness has been observed in

a. dogs
b. cockroaches
c. the spinal cord
d. all of the above
Page(s): 162 Type: factual
Answer: d

16. The effects of punishment are

a. temporary
b. no greater than those of response-independent shocks
c. dependent on the immediacy of the punishment
d. greatest when the subject has no alternative behaviors available
Page(s): 165-168 Type: factual
Answer: c

17. To obtain the maximum reduction in a behavior, the most effective schedule of punishment is
a. continuous punishment
b. fixed-ratio punishment
c. variable-ratio punishment
d. fixed-interval punishment
Page(s): 166 Type: factual
Answer: a

18. It may be difficult to reduce a behavior with punishment if

a. the punishment is delayed
b. the behavior is highly motivated
c. the intensity of the punishment is gradually increased
d. all of the above
Page(s): 165-167 Type: conceptual
Answer: d

19. A disadvantage of using punishment is that

a. one must continually monitor the subject's behavior
b. a return of the punished behavior is inevitable once the punishment contingency is removed
c. both a and b
d. neither a nor b
Page(s): 168 Type: factual
Answer: a

20. A disadvantage of using punishment is that

a. the subject may exhibit aggressive behavior in response to the punishment
b. the subject may try to escape from the situation
c. both a and b
d. neither a nor b
Page(s): 168-169 Type: factual
Answer: c

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21. To treat a woman in a psychiatric hospital who hoarded towels, the nurses gave the woman a large number of
towels. This is an example of
a. extinction
b. stimulus satiation
c. overcorrection
d. response prevention
Page(s): 175 Type: factual
Answer: b

22. Reinforcing normal speech while ignoring psychotic speech is an example of

a. differential reinforcement of alternative behavior
b. differential reinforcement of low rates
c. noncontingent reinforcement
d. response cost
Page(s): 174-175 Type: conceptual
Answer: a

23. A young boy disobeys his parents by coming home late. An example of the use of negative punishment would
be to
a. pay no attention to the transgression
b. require the child to dry the dishes
c. give the child no allowance for that week
d. none of the above
Page(s): 172 Type: applied
Answer: c

24. In a token system, if a person loses points for using bad language, this is an example of
a. differential reinforcement of alternative behavior
b. overcorrection
c. response cost
d. a technique that does not work
Page(s): 172 Type: applied
Answer: c

25. If an inappropriate behavior appears to occur because it is reinforced by attention from others, the best behavior
decelerator to use is probably
a. extinction
b. flooding
c. stimulus satiation
d. negative reinforcement
Page(s): 173 Type: applied
Answer: a

26. If a teacher believes that a child is constantly being disruptive in a classroom because it allows him to avoid
doing his assignment, the best behavior decelerator to use is probably
a. time-out
b. escape extinction
c. stimulus satiation
d. response blocking
Page(s): 174 Type: applied
Answer: b

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Test Bank for Learning & Behavior 7/E 7th Edition James E. Mazur

Short Essay Questions

27. Define positive and negative reinforcement and positive and negative punishment, and give an example of
each. Pages 152-153.

28. Describe the two-factor theory of avoidance, and discuss one experiment that provides support for the theory.
Pages 154-155.

29. Discuss two different problems with the two-factor theory of avoidance, describing specific experimental
results in each case. Pages 15-156.

30. Discuss how the three major theories of avoidance--two-factor theory, one-factor theory, and cognitive
theory--each attempts to explain why extinction of avoidance is so slow. Pages 154-158.

31. Describe the procedures and results of two different experiments that attempted to show that avoidance
behavior will occur even in the absence of a fear-eliciting CS. Which experiment is more convincing, and why?
Pages 156-157.

32. According to the cognitive theory of avoidance, what are the two expectations that a subject forms in a typical
avoidance task? What are two different procedures that can be used to change these expectations, and thereby
eliminate avoidance responding? Pages 157-158.

33. How does the procedure of flooding differ from systematic desensitization as a treatment for phobias? What
are some disadvantages of the flooding procedure? Pages 158.

34. Describe Bolles's theory of species-specific defense reactions, and show how the results from experiments on
avoidance learning support this theory. Page 159-160.

35. Describe a typical experiment which produces "learned helplessness" in dogs. Explain Seligman's theory of
what is going on in this situation. Pages 161-163.

36. What is “learned optimism?” What methods are used to help people learn this approach to difficult situations?
Pages 163-164.

37. What was B. F. Skinner’s opinion about the effectiveness of punishment? Describe some research findings that
challenge Skinner’s view. Pages 164-165.

38. Describe four factors that can determine how effective a punishment procedure will be, and for each factor give
a concrete example of how it can affect behavior. Pages 165-168.

39. Describe several disadvantages of using punishment as a procedure of behavior modification. Are there ways
to eliminate or minimize these disadvantages? Pages 168-169.

40. Describe the procedures of response cost and time-out, and give an example of how each can be used to reduce
an unwanted behavior. Pages 172-173.

41. List three different behavior decelerators that do not involve the use of an aversive stimulus. Give an example
of each. Pages 172-175.

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