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Test Bank For Exploring Psychology 11th Edition David G Myers C Nathan Dewall
Test Bank For Exploring Psychology 11th Edition David G Myers C Nathan Dewall
2. What are the two main forms of learning, and how do they differ?
4. Provide an example of classical conditioning, making sure to identify the NS, UR, US,
CS, and CR.
5. (a) How would you classically condition a 2-year-old to wash her hands after using the
restroom?
(b) How would you classically condition a preschool child who is afraid of dogs to
enjoy playing with a neighbor's friendly dog?
Be sure to identify the US, NS, CS, UR, and CR in both answers.
7. Claire is overweight and would like to be a healthier weight for her height. Using the
principles of classical conditioning, explain how sugary foods and cravings may have
influenced her weight gain. Then, explain how counterconditioning could be used to
help Claire lose weight.
9. How could you use operant conditioning to condition an adventurous 2-year-old not to
run across a busy street near her house?
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10. Mr. Byrne can't understand why scolding his seventh-grade students for disruptive
classroom behaviors makes them more unruly. Explain Mr. Byrne's predicament in
terms of operant conditioning principles. Show how he could use operant conditioning
techniques to (a) reduce disruptive behaviors and (b) increase cooperative behaviors.
11. For Vina, cigarettes reduce feelings of tension and anxiety. Because of her heavy
smoking, however, she has a bad morning cough and breathing difficulties. How can the
principles of operant conditioning help to explain the development and continuation of
Vina's self-defeating smoking habit? Explain the extent to which the reinforcement for
Vina's habit is positive or negative, primary or conditioned, immediate or delayed,
partial or continuous.
12. Pretend that you have a teenage daughter who is slacking on her chores. How could you
use both reinforcement and punishment to get her to do her chores? Be sure to describe
the use of both positive and negative reinforcers, as well as positive and negative
punishment.
13. Compare and contrast the different reinforcement schedules discussed in the text.
14. John is under the impression that negative reinforcement and punishment are the same
thing. Explain to John how they differ and provide examples of each to support your
claim.
15. Stephanie finds it difficult to get her 3-year-old son to obey her. So she thinks that she
probably should start spanking her son to get him to follow her rules. Explain to
Stephanie the five negative consequences that have been associated with spanking and
what she can do instead.
16. Imagine that you have a bad habit that you want to stop, such as biting your nails. What
are some things you can do to change your own behavior?
18. Explain how biological constraints affect operant and classical conditioning.
19. Explain how cognitive processes affect operant and classical conditioning.
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20. (a) Several days after drinking an excessive amount of alcohol, Kendra becomes
nauseated simply by the smell of liquor. The sight of the half-empty liquor bottle from
which she drank does not, however, upset her. What does Kendra's pattern of response
indicate about the limits of associative learning?
(b) If George is spanked immediately after his baby sister cries, he is likely to become
fearful every time she cries. If Ken is spanked immediately before his baby sister cries,
he is not likely to become fearful when she cries. What do the different reactions of
George and Ken suggest about the role of cognitive processes in associative learning?
21. What is observational learning? Provide an example of how a child might learn a
behavior via observational learning.
22. Mr. Angelou believes that movies and televised news reports should portray only
justifiable acts of violence and should never focus on the physical injury and suffering
caused by these acts. Use your understanding of observational learning to indicate the
extent to which you agree or disagree with Mr. Angelou.
23. Your friend James tells you that he believes the conclusions of a research article that
viewing violent media has a minimal effect on aggressive behavior. Based on the text
discussion, how would you respond to your friend? How would you describe the
opposite view of the research in this area?
24. Our capacity to learn new behaviors that help us cope with our changing world is known
as
A) learning.
B) cognition.
C) association.
D) adaptability.
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26. Acquiring new habits best illustrates the process of
A) discrimination.
B) generalization.
C) learning.
D) spontaneous recovery.
27. Carl so strongly associates watching baseball games with eating hot dogs that he
habitually eats them while at the ballpark even when he's not hungry. His eating habit
best illustrates the impact of
A) unconditioned responses.
B) spontaneous recovery.
C) introspection.
D) learning.
28. When voting, people are more likely to support taxes to aid education if their assigned
voting place is in a school. This best illustrates the impact of
A) spontaneous recovery.
B) unconditioned responses.
C) learned associations.
D) behaviorism.
29. The sea slug Aplysia will withdraw its gills if it is squirted with water. If the squirts
continue, as they do in nature, the withdrawal response will diminish. But if the sea slug
receives an electric shock after being squirted, the withdrawal of the gills will grow
stronger. This is an example of
A) cognitive learning.
B) associative learning.
C) adaptability.
D) operant behavior.
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31. Classical conditioning is a type of learning
A) in which a behavior becomes more likely to recur if followed by a reinforcer or less
likely to recur if followed by a punisher.
B) in which we link two or more stimuli.
C) that occurs as an automatic response to some stimulus.
D) that references mental processes.
33. Jordan is frightened by the sound of a train whistle. The sound is a(n)
A) unconditioned response.
B) generalization.
C) acquisition.
D) stimulus.
34. Marisa's pet dog has learned that the sound of an electric can opener signals the arrival
of its food. This illustrates
A) operant conditioning.
B) spontaneous recovery.
C) classical conditioning.
D) observational learning.
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Extract, &c. Attest, T. Todd, C. H. R.
In Senate, Nov. 22, 1799—Read and concurred in.
Attest, B. Thurston, C. S.
Washington’s Farewell Address to the People
of the United States, Sept. 17, 1796.
Accepted as a Platform for the People of the Nation, regardless of
party.
George Washington.
1801–1811.—No Platforms.
No Federal Platform.
Clintonian Platform.
Philadelphia, September.
Resolved, That it is recommended to the people of the United
States, opposed to secret societies, to meet in convention on Monday,
the 26th day of September, 1831, at the city of Baltimore, by
delegates equal in number to their representatives in both Houses of
Congress, to make nominations of suitable candidates for the offices
of President and Vice-President, to be supported at the next election,
and for the transaction of such other business as the cause of Anti-
Masonry may require.
1832.—National Democratic Platform,
adopted at a ratification Meeting,
1836.—“Locofoco” Platform,
1836.—Whig Resolutions,
Abolition Platforms.
1840.—Democratic Platform,
Baltimore, May 5.
Resolved, That the Federal government is one of limited powers,
derived solely from the constitution, and the grants of power shown
therein ought to be strictly construed by all the departments and
agents of the government, and that it is inexpedient and dangerous
to exercise doubtful constitutional powers.
2. Resolved, That the constitution does not confer upon the
general government the power to commence and carry on a general
system of internal improvements.
3. Resolved, That the constitution does not confer authority upon
the Federal government, directly or indirectly, to assume the debts of
the several states, contracted for local internal improvements or
other state purposes; nor would such assumption be just or
expedient.
4. Resolved, That justice and sound policy forbid the Federal
government to foster one branch of industry to the detriment of
another, or to cherish the interests of one portion to the injury of
another portion of our common country—that every citizen and every
section of the country has a right to demand and insist upon an
equality of rights and privileges, and to complete and ample
protection of persons and property from domestic violence or foreign
aggression.
5. Resolved, That it is the duty of every branch of the government
to enforce and practice the most rigid economy in conducting our
public affairs, and that no more revenue ought to be raised than is
required to defray the necessary expenses of the government.
6. Resolved, That Congress has no power to charter a United
States bank; that we believe such an institution one of deadly
hostility to the best interests of the country, dangerous to our
republican institutions and the liberties of the people, and calculated
to place the business of the country within the control of a
concentrated money power, and above the laws and the will of the
people.
7. Resolved, That Congress has no power under the constitution, to
interfere with or control the domestic institutions of the several
states; and that such states are the sole and proper judges of
everything pertaining to their own affairs, not prohibited by the
constitution; that all efforts, by Abolitionists or others, made to
induce Congress to interfere with questions of slavery, or to take
incipient steps in relation thereto, are calculated to lead to the most
alarming and dangerous consequences, and that all such efforts have
an inevitable tendency to diminish the happiness of the people, and
endanger the stability and permanence of the Union, and ought not
to be countenanced by any friend to our political institutions.